In one volume, this authoritative reference presents a current, comprehensive overview of intellectual and cognitive assessment, with a focus on practical applications. Leaders in the field describe major theories of intelligence and provide the knowledge needed to use the latest measures of cognitive abilities with individuals of all ages, from toddlers to adults. Evidence-based approaches to test interpretation, and their relevance for intervention, are described. The book addresses critical issues in assessing particular populations—including culturally and linguistically diverse students, gifted students, and those with learning difficulties and disabilities—in today's educational settings. New to This Edition*Incorporates major research advances and legislative and policy changes.*Covers recent test revisions plus additional tests: the NEPSY-II and the Wechsler Nonverbal Scale of Ability.*Expanded coverage of specific populations: chapters on autism spectrum disorders, attention-deficit/hyperactivity disorder, sensory and physical disabilities and traumatic brain injury, and intellectual disabilities.*Chapters on neuropsychological approaches, assessment of executive functions, and multi-tiered service delivery models in schools.
Intended for mental health professionals whose clients experience learning disabilities, this book succinctly describes the assessment and diagnostic process for learning disabilities using DSM-5(R) and IDEA. Extensive case studies illustrate learning disabilities from preschool through college. Psychoeducational reports and test scores are demystified. Clinicians will improve their ability to advocate on behalf of their clients' educational challenges.
The goal of this Handbook is to describe the current assessment strategies and related best practices to professionals who serve individuals from diverse cultures or those who have difficulty using the English language. It will be a valuable resource for school psychologists, special educators, speech and hearing specialists, rehabilitation counselors, as well as graduate-level students of school psychology and child and family psychology.
"Assessment with the WAIS-IV is designed as both a teaching text and a reference source for students and professionals. The text provides an in-depth analysis of a major instrument useful for the cognitive assessment of older adolescents and adults."--Preface.
The most up-to-date resource of comprehensive information for conducting cross-battery assessments The Cross-Battery assessment approach—also referred to as the XBA approach—is a time-efficient assessment method grounded solidly in contemporary theory and research. The XBA approach systematically integrates data across cognitive, achievement, and neuropsychological batteries, enabling practitioners to expand their traditional assessments to more comprehensively address referral concerns. This approach also includes guidelines for identification of specific learning disabilities and assessment of cognitive strengths and weaknesses in individuals from culturally and linguistically diverse backgrounds. Like all the volumes in the Essentials of Psychological Assessment series, Essentials of Cross-Battery Assessment, Third Edition is designed to help busy practitioners quickly acquire the knowledge and skills they need to make optimal use of psychological assessment instruments. Each concise chapter features numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions that help you to gauge and reinforce your grasp of the information covered. Essentials of Cross-Battery Assessment, Third Edition is updated to include the latest editions of cognitive ability test batteries , such as the WISC-IV, WAIS-IV, and WJ III COG, and special purpose cognitive tests including the WMS-IV and TOMAL-II. This book now also overs many neuropsychological batteries such as the NEPSY-II and D-KEFS and provides extensive coverage of achievement batteries and special purpose tests, including the WIAT-III, KM-3, WRMT-3 and TOWL-4. In all, this book includes over 100 psychological batteries and 750 subtests, all of which are classified according to CHC (and many according to neuropsychlogical theory. This useful guide includes a timesaving CD-ROM, Essential Tools for Cross-Battery Assessment (XBA) Applications and Interpretation, which allows users to enter data and review results and interpretive statements that may be included in psychological reports. Note: CD-ROM/DVD and other supplementary materials are not included as part of eBook file.
Includes online access to new, customizable WJ IV score tables, graphs, and forms for clinicians Woodcock-Johnson IV: Reports, Recommendations, and Strategies offers psychologists, clinicians, and educators an essential resource for preparing and writing psychological and educational reports after administering the Woodcock-Johnson IV. Written by Drs. Nancy Mather and Lynne E. Jaffe, this text enhances comprehension and use of this instrument and its many interpretive features. This book offers helpful information for understanding and using the WJ IV scores, provides tips to facilitate interpretation of test results, and includes sample diagnostic reports of students with various educational needs from kindergarten to the postsecondary level. The book also provides a wide variety of recommendations for cognitive abilities; oral language; and the achievement areas of reading, written language, and mathematics. It also provides guidelines for evaluators and recommendations focused on special populations, such as sensory impairments, autism, English Language Learners, and gifted and twice exceptional students, as well as recommendations for the use of assistive technology. The final section provides descriptions of the academic and behavioral strategies mentioned in the reports and recommendations. The unique access code included with each book allows access to downloadable, easy-to-customize score tables, graphs, and forms. This essential guide Facilitates the use and interpretation of the WJ IV Tests of Cognitive Abilities, Tests of Oral Language, and Tests of Achievement Explains scores and various interpretive features Offers a variety of types of diagnostic reports Provides a wide variety of educational recommendations and evidence-based strategies
This leading practitioner reference and text--now in a revised and expanded fourth edition--provides the knowledge needed to use state-of-the-art cognitive tests with individuals of all ages, from preschoolers to adults. The volume examines major theories and tests of intelligence (in chapters written by the theorists and test developers themselves) and presents research-based approaches to test interpretation. Contributors address critical issues in evaluating culturally and linguistically diverse students, gifted students, and those with intellectual disability, sensory–motor impairments, traumatic brain injuries, and learning difficulties and disabilities. The fourth edition highlights the use of cognitive test results in planning school-based interventions. New to This Edition *Complete coverage of new or updated tests: WPPSI-IV, WISC-V, WISC-V Integrated, WJ IV, ECAD, CAS2, RIAS-2, KABC-II Normative Update, and UNIT2. *Chapters on cutting-edge approaches to identifying specific learning disabilities and reading disorders. *Chapters on brain imaging, neuropsychological intervention in schools, adult intellectual development, and DSM-5 criteria for learning disorders. *Updated chapters on theories of intelligence, their research base, and their clinical utility in guiding cognitive and neuropsychological assessment practice.
A one-of-a-kind resource for evaluators using the Woodcock-Johnson® III The Woodcock-Johnson® III is one of the most widely used instruments for assessing both cognitive abilities and achievement in children and adolescents. Woodcock-Johnson® III: Reports, Recommendations, and Strategies is the only reference to provide valuable guidelines for preparing useful recommendations and writing effective, descriptive psychological and educational reports based on WJ III® scores, tasks analysis, and error patterns. Featuring the most up-to-date information available on the WJ III®, this essential resource offers an overview of the WJ III® scores and interpretive information, along with a review of the clusters, and tests. Numerous examples of diagnostic reports that depict a variety of common student learning problems are included, illustrating applications of the WJ III® in both educational and clinical settings. Drs. Nancy Mather and Lynne Jaffe also provide a wide variety of educational recommendations, along with summaries of proven methods and techniques for implementing successful examiner recommendations, which can easily be attached to a report. WJ III® examiners will find this volume invaluable in preparing psychoeducational reports about children's abilities, and teachers and educational therapists will find it helpful in converting recommendations into measurable goals and objectives for monitoring students' progress.
Providing a step-by-step approach to conducting cross-battery assessments, here is the definitive reference on all major psychological tests. It explains the most empirically supported model of multiple human cognitive abilities (Gf-Gc theory) and contains a "desk reference" section that presents the technical, theoretical, and qualitative characteristics of all major intelligence batteries.
"At last - a book that is comprehensive, balanced and sensitive in its approach to the intellectual assessment of minority children. This book will quickly become a standard text in courses on assessment and diversity." --Jonathan Sandoval, University of California, Davis "Congratulations to Richard Valencia and Lisa Suzuki for producing a long overdue, comprehensive and balanced treatment of cognitive assessment for minority children. This volume should prove to be a great value for practitioners and researchers alike." --Terry Gutkin, University of Nebraska-Lincoln "I believe that Intelligence Testing and Minority Students is absolutely outstanding. Valencia and Suzuki demonstrate unusually rich research-based, theoretical, practical, and clinical foundations for treating the important and thorough set of topics covered by the book. Their underlying compassion is also evident throughout the book. I recommend this book to everyone in the field of assessment; it is "must" reading for anyone who tests minority students." --Alan S. Kaufman, Yale University School of Medicine "This book should be required reading for those who work in this field either in a research or clinical capacity, but is especially important for those who have reservations about the use of standardized tests for intellectual assessment. It is a highly valuable reference." --Robert Rueda, University of Southern California "This is a very rich resource on the history of "intelligence" testing and it′s application to diverse ethnic groups. Theoretical and applied topics are well integrated in the discussions. Most important is the inclusion of the record of white supremacy ideology, the issues of cultural salience in measurement, and the issues of usage. I know of no other reference on this topic that is as comprehensive as is this one." --Asa G. Hilliard III, Georgia State University What roles do socioeconomic status, home intellectual environment, test bias, and heredity play in explaining measured intellectual performance between and within racial/ethnic groups? Intelligence Testing and Minority Students provides a fresh opportunity to reexamine the construct of intelligence, as well as its strengths and weaknesses. Viewed as a psychometric tour de force, this work provides a concrete argument for prioritizing the nation′s testing needs as well as the multicultural perspectives of intelligence. Psychometricians and practitioners alike will find this book to be a useful reference in understanding assessment tests and their relationship with minority students. With the rising necessity for better and more comprehensive testing, it has become of the utmost of importance to respond fairly and validly to the diversity of this nation′s citizens. The authors have acknowledged this need by including a thorough discussion of cognitive testing issues as well as an exploration of future movements. From the historical views of testing to the future direction of nondiscriminatory assessment, no professional should be without this must-have reference. About the Authors: Richard R. Valencia, Ph.D. is Professor in the Department of Educational Psychology, College of Education, at The University of Texas at Austin. Dr. Valencia′s research and scholarly interests include the intellectual and academic development of racial/ethnic minority students′ historical, social, and psychological status. Lisa A. Suzuki, Ph.D. is Assistant Professor in the Department of Applied Psychology, School of Education, at New York University. Dr. Suzuki previously worked as a school counselor and psychological examiner for the Department of Education in the state of Hawaii. Over the years, she has administered over 300 intelligence tests to diverse populations. Her observations sparked an interest in pursuing a greater understanding of the cognitive abilities and intelligence of diverse racial/ethnic populations.
