Narzędzia diagnostyczne do oceny zdolności poznawczych dzieci i młodzieży – projekt wdrożeniowy

Acrey, C., Johnstone, C., Milligan, C. (2005). Using Universal Design to Unlock the Potential for Academic Achievement of At-Risk Learners. Teaching Exceptional Children, 38(2), 22–31.
Crossref   Google Scholar

Allan, J. (2003). Editorial social inclusion. Policy Futures in Education, 1(4), 622–625.
Crossref   Google Scholar

Armitage, C. J. (2008). Cognitive and affective predictors of academic achievement in school children. British Journal of Psychology, 99, 57–74.
Crossref   Google Scholar

Bailey, C. E. (2007). Cognitive accuracy and intelligent executive function in the brain and in business. Annals of the New York Academy of Sciences, 1118(1), 122–141.
Crossref   Google Scholar

Blair, C., Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647–663.
Crossref   Google Scholar

Borella, E., Caretti B., Pelegrina, S. (2010). The specific role of inhibition in reading comprehension in good and poor comprehenders. Journal on Learning Disabilities, 43, 541–552.
Crossref   Google Scholar

Brown, T. E., Landgraf, J. M. (2010). Improvements in executive function correlate with enhanced performance and functioning and health-related quality of life: evidence from 2 large, double-blind, randomized, placebo-controlled trials in ADHD. Postgraduate
Crossref   Google Scholar

Medicine, 122(5), 42–51.   Google Scholar

Bull, R., Scerif, G. (2001). Executive functioning as a predictor of children’s mathematics ability: Inhibition, swiching, and working memory. Developmental Neuropsychology, 19, 273–293.
Crossref   Google Scholar

Corno, L., & Anderman, E. M. (2016). Handbook of educational psychology, 3rd ed (L. Corno & E. M. Anderman (Eds.)). Routledge/Taylor & Francis Group.
Crossref   Google Scholar

Connell, B. R., Jones, M., Mace, R., Mueller, J., Mullick, A., Ostroff, E., Sanford, J., Steinfeld, E., Story, M., Vanderheiden, G. (1997). The principles of universal design. Pobrane z: http://design.ncsu.edu/cud/univ_design/principles/udprinciples.htm.   Google Scholar

Cosden, M., Koegel, L. K., Koegel, R. L., Greenwell, A., Klein E. (2006). Strength-based assessment for children with autism spectrum disorders. Research & Practice for Persons with Severe Disabilities, 31(2), 134–143.
Crossref   Google Scholar

Davis, J. C., Marra, C. A., Najafzadeh, M., Liu-Ambrose, T. (2010). The independent contribution of executive functions to health related quality of life in older women. BMC Geriatrics, 10(1), 1–8.
Crossref   Google Scholar

Dolan, R. P., Hall, T. E., Banerjee, M., Chun, E., Strangman, N. (2005). Applying principles of universal design to test delivery: The effect of computer-based read-aloud on test performance of high school students with learning disabilities. Journal of Technology,   Google Scholar

Learning, and Assessment, 3(7), 4–32.   Google Scholar

Domagała-Zyśk, E., Knopik, T., Oszwa, U. (2017). Diagnoza funkcjonalna rozwoju społeczno-emocjonalnego uczniów w wieku 9–13 lat. Warszawa: Ośrodek Rozwoju Edukacji.   Google Scholar

Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov P., Pagani, L., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446.
Crossref   Google Scholar

Elder, B. C., Kuja, B. (2019). Going to school for the first time: inclusion committee members increasing the number of students with disabilities in primary schools in Kenya. International Journal of Inclusive Education, 23(3), 261–279.
Crossref   Google Scholar

Elliott, J. G., Grigorenko, E. L (2014). The dyslexia debate. New York: Cambridge University Press.
Crossref   Google Scholar

Engle, R.W., Sędek, G., von Hecker, U., McIntosh, D. N. (Eds.). (2006). Ograniczenia poznawcze. Starzenie się i psychopatologia. Warszawa: Academica i PWN.   Google Scholar

Fecenec, D., Jaworowska, A., Matczak, A., Grob A., Reiman G., Gut J., Frischknecht M.C. (2015). Skale Inteligencji i Rozwoju dla dzieci w wieku 5–10 lat IDS. Warszawa: Pracownia Testów Psychologicznych PTP.   Google Scholar

Gathercole, S. E., Pickering, S. J. (2000). Assessment of Working Memory in Six- and Seven-Year Old Children. Journal of Educational Psychology, 92, 377–390.
Crossref   Google Scholar

Gioia, G. A., Guy, S. C., Isquith, P. K., Kenworthy, L. (1996). Behavior rating inventory of executive function. Psychological Assessment Resources.   Google Scholar

Greenwood, C. R., Carta, J. J., Kamps, D., Arreaga-Mayer, C. (1990). Ecobehavioral analysis of classroom instruction. W: S. Schroeder (red.), Ecobehavioral analysis and developmental disabilities: The twenty-first century (s. 33–63). New York: Praeger.
Crossref   Google Scholar

Grob, A., Hagmann-von Arx, P., Jaworowska, A., Matczak, A., Fecenec, D. (2018). IDS-2. Skale Inteligencji i Rozwoju dla Dzieci i Młodzieży. Warszawa: Pracownia Testów Psychologicznych PTP.   Google Scholar

Grob, A., Reimann, G., Gut, j. Frichknecht, M.C., Fecenec, D., Jaworowska, A., Matczak, A. (2015). IDS-P. Skale Inteligencji i Rozwoju dla Dzieci w Wieku Przedszkolnym. Podręcznik. Warszawa: Pracownia Testów Polskiego Towarzystwa Psychologicznego.   Google Scholar

Hornowska, E. (2014). Testy psychologiczne. Teoria i praktyka. Warszawa: Wydawnictwo Naukowe Scholar.   Google Scholar

Jaworowska, A., Matczak, A., Fecenec, D. (2012). IDS. Skale Inteligencji i Rozwoju dla dzieci w wieku 5–10 lat IDS. Warszawa: Pracownia Testów Psychologicznych PTP.   Google Scholar

Hall, T. E., Meyer, A., Rose, D. H. (2012). Universal design for learning in the classroom: practical applications. New York: Guilford Press.   Google Scholar

Kelly, B., & Perkins, D. F. (2012). Handbook of Implementation Science for Psychology in Education. Cambridge University Press.
Crossref   Google Scholar

Ketterlin-Geller, L. R. (2005). Knowing What All Students Know: Procedures for Developing Universal Design for Assessment. The Journal of Technology, Learning and Assessment, 4(2), 1–22.   Google Scholar

Knopik, T. (2018). Diagnoza funkcjonalna. Planowanie pomocy psychologiczno-pedagogicznej. Działania postdiagnostyczne. Warszawa: Ośrodek Rozwoju Edukacji. Krasowicz-Kupis, G., Wiejak, K., Bogdanowicz, K. M. (2015). Bateria Testów Fonologicznych BTF IBE. Podręcznik. Warszawa: Instytut Badań Edukacyjnych.   Google Scholar

Kurcz, I. (2000). Psychologia języka i komunikacji. Warszawa: Wydawnictwo Naukowe Scholar.   Google Scholar

Mace, R. (1985). Universal design: Barrier free environments for everyone. Designers West, 33(1), 147–152.   Google Scholar

Magyar-Moe, J. L., Owens, R. L., Conoley, C. W. (2015). Positive psychological interventions in counseling: What every counseling psychologist should know. The Counseling Psychologist, 43(4), 508–557.
Crossref   Google Scholar

McCloskey, G., Perkins, L. A. (2013). Essentials of Executive Functions Assessment. New Jersey: John Wiley & Sons.   Google Scholar

Milewski, T. (1965). Językoznawstwo. Warszawa: PWN.   Google Scholar

Morrison, F. J., Ponitz, C. C., McClelland, M. M. (2010). Self-regulation and academic achievement in the transition to school. W: S. D. Calkins, M. Bell (red.), Child development at the intersection of emotion and cognition, (s. 203–224). Washington, DC:
Crossref   Google Scholar

American Psychological Association.   Google Scholar

Peterson R. L., Pennington B. F. (2012). Developmental dyslexia. The lancet, 379(9830), 1997–2007.
Crossref   Google Scholar

Rivera, C., Stansfield, C. (2001). The Effects of Linguistic Simplification of Science Test Items on Performance of Limited English Proficient and Monolingual English-Speaking Students. Annual Meeting of the American Educational Research Association, Seattle, WA.   Google Scholar

Rose, D. H., Meyer, A., Hitchcock, C. (2005). The universally designed classroom: Accessible curriculum and digital technologies. Cambridge, MA: Harvard Education Press.   Google Scholar

Sędek, G., Krejtz I., Rydzewska, K., Kaczan, R., Rycielski, P. (2016). Three functional aspects of working memory as strong predictors of early school achievements: The review and illustrative evidence. Polish Psychological Bulletin, 47(1), 103–111.
Crossref   Google Scholar

Spencer, S. A. (2011). Universal design for learning: Assistance for teachers in today’s inclusive classrooms. Interdisciplinary Journal of Teaching and Learning, 1(1), 10–22.   Google Scholar

Stuss, D. T., Alexander, M. P. (2000). Executive functions and the frontal lobes: a conceptual view. Psychological Research, 63(3), 289–298.
Crossref   Google Scholar

Thompson, S., Johnstone, C. J., Thurlow, M. L. (2002). Universal design applied to large scale assessments (SynthesisReport4). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.   Google Scholar

Weishaar, P. M. (2010). Twelve ways to incorporate strengths-based planning into the IEP process. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(6), 207–210.
Crossref   Google Scholar

Welsh, M. C., Pennington, B. F. (1988). Assessing frontal lobe functioning in children: Views from developmental psychology. Developmental Neuropsychology, 4(3), 199–230.
Crossref   Google Scholar