title: Cattell-Horn-Carroll (CHC) theory-based assessment with deaf and hard of hearing children in the school setting.
abstract: The general purpose of the present article is to emphasize contemporary research-based and theory-based assessment, specifically Cattell-Horn-Carroll (CHC) theory-based assessment (Carroll, 1993, 1997; Horn & Noll, 1997), in work with deaf and hard of hearing students in the school setting. The article focuses on the history of cognitive ability theory and test development and interpretation, as well as contemporary perspectives, including recent applications of CHC-based assessment useful with deaf and hard of hearing students in school-based evaluations. Implications for future research and educational practice are discussed.
authors.affiliation: Gallaudet University, Washington, DC, USA.
authors.forename: Bryan D
authors.initials: BD
authors.lastname: Miller
mesh_terms: D002648:Child; D003071:Cognition; D003638:Deafness; D006801:Humans; D007360:Intelligence; D019986:Persons with Hearing Disabilities; D011582:Psychological Theory; D012574:Schools