WJ IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives provides clinical use and interpretive information for clinical practitioners using the Woodcock-Johnson, Fourth Edition WJ IV . The book discusses how the cognitive, achievement, and oral language batteries are organized, a description of their specific content, a brief review of their psychometric properties, and best practices in interpreting scores on the WJ IV. Coverage includes the predictive validity of its lower order factors and the clinical information that can be derived from its 60 individual subtests. Part II of this book describes the clinical and diagnostic utility of the WJ IV with young children for diagnosing learning disabilities in both school age and adult populations, and for identifying gifted and talented individuals. Additionally, the book discusses the use of the WJ IV with individuals whose culture and language backgrounds differ from those who are native English speakers and who were born and raised in mainstream US culture. Discusses the organization and content of all three batteries in the WJ-IV Reviews best practices for score interpretation Covers psychometric properties and predictive validity Explores clinical information that can be extracted from 60 individual subtests Includes diagnostic utility for learning disabilities, giftedness, and non-English speaking populations Contents: List of Contributors Preface Chapter 1. Overview of the Woodcock-Johnson IV: Organization, Content, and Psychometric Properties Abstract Theoretical Underpinnings of the WJ IV Organization of the WJ IV COG, WJ IV ACH, and WJ IV OL Content of the WJ IV COG, WJ IV ACH, and WJ IV OL Standardization Characteristics and Psychometric Properties of the WJ IV Summary References Chapter 2. Clinical Interpretation of the Woodcock–Johnson IV Tests of Cognitive Abilities, Academic Achievement, and Oral Language Abstract Tests of Cognitive Abilities, Achievement, and Oral Language Evaluating with a Purpose Levels of Interpretation Categorical Descriptors Groups of Tests Examples of Test Selection for Specific Issues Conclusion References Chapter 3. A Special Validity Study of the Woodcock–Johnson IV: Acting on Evidence for Specific Abilities Abstract Validity Evidence with the WJ IV Validity and Cognitive-Achievement Relations Previous Research on Cognitive-Achievement Relations Current Study Method Results Interpreting Cognitive-Achievement Relations with the WJ IV Conclusions Conflict of Interest Disclosure Acknowledgment References Chapter 4. Woodcock–Johnson IV Scoring and Reporting Online Program Review Abstract Introduction Minimal Systems Requirements References Chapter 5. Instructional Implications from the Woodcock–Johnson IV Tests of Cognitive Abilities Abstract WJ IV The Evolution of CHC Theory and its Relationship to the WJ IV WJ IV COG Relationship of Cognition and Achievement Neurocognitive and CHC Constructs Relevant to Academic Achievement Reading, Mathematics, and Written Language Neurocognitive Constructs: EFs and Working Memory Summary and Conclusions References Chapter 6. Instructional Implications from the Woodcock–Johnson IV Tests of Achievement Abstract General Considerations Academic Skills Academic Fluency Oral Language, Knowledge, and Academic Applications Sample Case Conclusion References Chapter 7. Strengths and Weaknesses of the Woodcock–Johnson IV Tests of Cognitive Abilities: Best Practice from a Scientist–Practitioner Perspective Abstract Strengths and Weaknesses: Individual Tests Strengths and Weaknesses: Whole Battery Overall Evaluation References Chapter 8. Use of the Woodcock–Johnson IV in the Identification of Specific Learning Disabilities in School-age Children Abstract The Dual Discrepancy/Consistency Operational Definition of SLD Level I: Academic Ability Analysis with the WJ IV Level II: Exclusionary Factors—Evaluation of Potential Primary and Contributory Causes of Academic Skill Weaknesses or Deficits Level III: Cognitive Ability Analysis with the WJ IV Level IV: The Dual Discrepancy/Consistency PSW Level V: Evaluation of Interference with Learning Conclusions References Chapter 9. Use of the Woodcock–Johnson IV in the Diagnosis of Specific Learning Disabilities in Adulthood Abstract Formal Criteria for LD in Adulthood Diagnostic Models of LD Conclusion: Beyond Formal Testing References Chapter 10. Use of the Woodcock–Johnson IV Tests of Cognitive Abilities in the Diagnosis of Intellectual Disability Abstract Characteristics of Children with ID and Implications for Assessment Assessing Students with ID with the WJ IV Conclusion Case Study References Chapter 11. Use of the Woodcock–Johnson IV Tests of Cognitive Abilities and Achievement in the Assessment for Giftedness Abstract Introduction Who Are Gifted Individuals? Gifted as a Social Construction Tripartite Model of Giftedness Purposes of Assessment for Giftedness Guiding Principles and Fundamental Beliefs about Assessment for Giftedness The WJ IV and Assessment for Giftedness Conclusion References Chapter 12. Assessment of Culturally and Linguistically Diverse Individuals with the Woodcock–Johnson IV Abstract Introduction Summary References Chapter 13. Neurocognitive Applications of the Woodcock–Johnson IV Abstract Neurocognitive Applications of the WJ IV WJ IV Tests Classified According to a Neuropsychological Model Coverage of Basic Neurocognitive Constructs by the WJ IV Tests of Cognitive Abilities, Oral Language, and Achievement Interpreting the WJ IV from a Neuropsychological Perspective Summary References Chapter 14. Use of the Woodcock–Johnson IV in a Response to Intervention Service Delivery Model Abstract RtI as an Educational Initiative RtI Basics IDEA 2004 Key Elements of an Academic MTSS Academic MTSS in Action Comprehensive Individual Evaluation Use of the WJ IV Assessment Tools in Three MTSS-Based Use Case Scenarios Conclusion References Index About the Editors: Dr. Dawn P. Flanagan is professor of Psychology and Director of the School Psychology training programs at St. John's University in Queens, NY. She is also Clinical Assistant Professor at Yale Child Study Center, Yale University School of Medicine. In addition to her teaching responsibilities in the areas of intellectual assessment, psychoeducational assessment, learning disability, and professional issues in school psychology, she serves as an expert witness, learning disability consultant, and psychoeducational test/measurement consultant and trainer for organizations both nationally and internationally. Dr. Vincent C. Alfonso is a former Professor in the Graduate School of Education at Fordham University, New York City. He is now the Dean of the School of Education at Gonzaga University in Spokane, Washington. He is past president of Division 16 of the American Psychological Association, and fellow of Divisions 16, 5, and 43 of the APA.
|