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. Table of Contents: I. The Origins of Intellectual Assessment 1. A History of Intelligence Assessment: The Unfinished Tapestry, John D. Wasserman 2. A History of Intelligence Test Interpretation, Randy W. Kamphaus, Anne Pierce Winsor, Ellen W. Rowe, & Sangwon Kim II. Contemporary Theoretical Perspectives 3. The Cattell–Horn–Carroll Theory of Cognitive Abilities, W. Joel Schneider & Kevin S. McGrew 4. Assessment from the Perspective of Multiple-Intelligences Theory: Principles, Practices, and Values, Jie-Qi Chen & Howard Gardner 5. The Triarchic Theory of Successful Intelligence, Robert J. Sternberg 6. Redefining Intelligence with the Planning, Attention, Simultaneous, and Successive Theory of Neurocognitive Processes, Jack A. Naglieri & Tulio M. Otero 7. The Parieto-Frontal Integration Theory: Assessing Intelligence from Brain Images, Richard J. Haier & Rex E. Jung 8. Intelligence-as-Process, Personality, Interests, and Intelligence-as-Knowledge: A Framework for Adult Intellectual Development, Phillip L. Ackerman III. Contemporary Intelligence, Cognitive, and Neuropsychological Batteries, and Associated Achievement Tests 9. Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition, Wechsler Intelligence Scale for Children—Fifth Edition, and Wechsler Individual Achievement Test—Third Edition, Dustin Wahlstrom, Susan Engi Raiford, Kristina C. Breaux, Jianjun Zhu, & Lawrence G. Weiss 10. The WJ IV Tests of Early Cognitive and Academic Development, Fredrick A. Schrank & Barbara J. Wendling 11. Wechsler Intelligence Scale for Children—Fifth Edition Integrated, Susan Engi Raiford 12. The Kaufman Assessment Battery for Children—Second Edition and KABC-II Normative Update, Lisa Whipple Drozdick, Jennie Kaufman Singer, Elizabeth O. Lichtenberger, James C. Kaufman, Alan S. Kaufman, & Nadeen L. Kaufman 13. The Differential Ability Scales—Second Edition, Colin D. Elliott, Joseph D. Salerno, Ron Dumont, & John O. Willis 14. The Woodcock–Johnson IV: Tests of Cognitive Abilities, Tests of Oral Language, Tests of Achievement, Fredrick A. Schrank, & Barbara J. Wendling 15. The Cognitive Assessment System—Second Edition: From Theory to Practice, Jack A. Naglieri & Tulio M. Otero 16. The Wechsler Adult Intelligence Scale—Fourth Edition and the Wechsler Memory Scale—Fourth Edition, Lisa Whipple Drozdick, Susan Engi Raiford, Dustin Wahlstrom, & Lawrence G. Weiss 17. The Wechsler Nonverbal Scale of Ability: Assessment of Culturally and Linguistically Diverse Populations, Jack A. Naglieri & Tulio M. Otero 18. The Reynolds Intellectual Assessment Scales—Second Edition and the Reynolds Intellectual Screening Test, Tara C. Raines, Cecil R. Reynolds, & Randy W. Kamphaus 19. The NEPSY-II, Robb N. Matthews & John L. Davis 20. The Universal Nonverbal Intelligence Test—Second Edition: A Multidimensional Nonverbal Alternative for Cognitive Assessment, R. Steve McCallum & Bruce A. Bracken IV. Relevance of Tests of Intelligence, Cognitive Abilities, and Neuropsychological Processes in Understanding Individual Differences 21. Use of Intelligence Tests in the Identification of Giftedness, David E. McIntosh, Felicia A. Dixon, & Eric E. Pierson 22. Use of Ability Tests in the Identification of Specific Learning Disabilities within the Context of an Operational Definition, Dawn P. Flanagan, Vincent C. Alfonso, Michael Costa, Katherine Palma, & Meghan Leahy 23. Use of Intelligence Tests in the Identification of Children and Adolescents with Intellectual Disability, Ryan L. Farmer & Randy G. Floyd 24. Intellectual and Neuropsychological Assessment of Individuals with Sensory and Physical Disabilities and Traumatic Brain Injury, Scott L. Decker, Julia Englund Strait, Alycia M. Roberts, & Joseph Ferraracci 25. Testing with Culturally and Linguistically Diverse Populations: New Directions in Fairness and Validity, Samuel O. Ortiz, Nicole Piazza, Salvador Hector Ochoa, & Agnieszka M. Dynda V. Linking Assessment Data to Intervention 26. Cognitive Hypothesis Testing: Linking Test Results to the Real World, Catherine A. Fiorello & Kirby L. Wycoff 27. Cross-Battery Assessment, the Cross-Battery Assessment Software System, and the Assessment–Intervention Connection, Dawn P. Flanagan, Michael Costa, Meghan Leahy, Katherine Palma, Vincent C. Alfonso, & Samuel O. Ortiz 28. Linking Cognitive Abilities to Academic Interventions for Students with Specific Learning Disabilities, Nancy Mather & Barbara J. Wendling 29. The Kaufman Test of Educational Achievement—Third Edition, Wechsler Intelligence Scale for Children—Fifth Edition, and Wechsler Intelligence Scale for Children—Fifth Edition Integrated: Integrating Data for a Comprehensive Evaluation of Specific Learning Disability, Jaclyn D. Morrison, Jennie Kaufman Singer, & Susan Engi Raiford VI. Contemporary and Emerging Issues in Intellectual, Cognitive, and Neuropsychological Assessment 30. Using the Joint Test Standards to Evaluate the Validity Evidence for Intelligence Tests, Alyssa Montgomery, Erica Torres, & Jamie Eiseman 31. Using Confirmatory Factor Analysis to Aid in Understanding the Constructs Measured by Intelligence Tests, Timothy Z. Keith & Matthew R. Reynolds 32. Functional Cattell–Horn–Carroll Nomenclature for Practical Applications, Richard W. Woodcock, Denise E. Maricle, Daniel C. Miller, & Ryan J. McGill 33. The Emergence of Neuropsychological Constructs into Tests of Intelligence and Cognitive Abilities, Daniel C. Miller & Denise E. Maricle 34. Enhancing the Identification of Reading Disorders with Neuropsychological Tests, Marlene Sotelo-Dynega 35. Incorporating Recent Advances in Understanding Word-Reading Skills into SLD Diagnoses: The Case of Orthographic Mapping, David Kilpatrick 36. The Role of Cognitive and Intelligence Tests in the Assessment of Executive Functions, Denise E. Maricle & Erin K. Avirett 37. The Role of Cognitive and Intelligence Tests in DSM-5 Diagnosis of Specific Learning Disorder, Erin M. McDonough, Dawn P. Flanagan, Megan Sy, & Vincent C. Alfonso 38. Should our Future Include the Integration of Evidence-Based Neuropsychological Services into School Settings?, Elizabeth Power & Rik Carl D’Amato 39. Intellectual, Cognitive, and Neuropsychological Assessment in Three-Tier Service Delivery Systems in Schools, George McCloskey, Jaime Slonim, & Deanna Rumohr About the Editors: Dawn P. Flanagan, PhD, is Professor of Psychology at St. John's University in Jamaica, New York, and Affiliate Clinical Professor at Yale Child Study Center, Yale University School of Medicine. She serves as an expert witness, learning disability consultant, and test/measurement consultant and trainer for organizations nationally and internationally. Dr. Flanagan is a Fellow of the American Psychological Association (APA) and a Diplomate of the American Board of Psychological Specialties. She received the inaugural Contributions to Practice Award from Division 16 (School Psychology) of the APA. She has published extensively on cognitive assessment, specific learning disabilities, and psychometric theories of the structure of cognitive abilities. Dr. Flanagan is also an author of the Cross-Battery Assessment Software System (X-BASS). Erin M. McDonough, PhD, is Clinical Assistant Professor in the School Psychology Program of the Graduate School for Applied and Professional Psychology at Rutgers, The State University of New Jersey, and serves as Director of the Rutgers School Psychology Internship Consortium. Dr. McDonough is also the founder and Director of Psychological Diagnostic Evaluations of New York, where she see clients and supervises psychologists and interns. Dr. McDonough publishes on issues related to psychological assessment of students with learning disabilities, and lectures and conducts workshops in this area at the state, regional, and national levels. Contributors: Phillip L. Ackerman, PhD, School of Psychology, Georgia Institute of Technology, Atlanta, Georgia Vincent C. Alfonso, PhD, School of Education, Gonzaga University, Spokane, Washington Erin K. Avirett, PhD, PLLC, private practice, Amarillo, Texas Bruce A. Bracken, PhD, School of Education, College of William and Mary, Williamsburg, Virginia Kristina C. Breaux, PhD, Pearson Clinical Assessment, San Antonio, Texas Jie-Qi Chen, PhD, Erikson Institute Graduate School in Child Development, Chicago, Illinois Michael Costa, MS, Department of Psychology, St. John’s University, Jamaica, New York Rik Carl D’Amato, PhD, Department of School Psychology, Chicago School of Professional Psychology, Chicago, Illinois Mark Daniel, PhD, Learning Assessment Products, Bloomington, Minnesota John L. Davis, PhD, Department of Educational Psychology, University of Utah, Salt Lake City, Utah Scott L. Decker, PhD, Department of Psychology, University of South Carolina, Columbia, South Carolina Felicia A. Dixon, PhD, Department of Educational Psychology, Ball State University, Selma, Indiana Lisa Whipple Drozdick, PhD, Pearson Clinical Assessment, San Antonio, Texas Ron Dumont, EdD, NCSP, School of Psychology, Fairleigh Dickinson University, Teaneck, New Jersey Agnieszka M. Dynda, PsyD, Department of Psychology, St. John’s University, Jamaica, New York Jamie Eiseman, MSEd, NCSP, School of Psychology, Fairleigh Dickinson University, Teaneck, New Jersey Colin D. Elliott, PhD (deceased), Department of Counseling, Clinical, and School Psychology, University of California, Santa Barbara, Santa Barbara, California Ryan L. Farmer, PhD, BCBA, Department of Psychology, Western Kentucky University, Bowling Green, Kentucky Joseph Ferraracci, MA, Department of Psychology, University of South Carolina, Columbia, South Carolina Catherine A. Fiorello, PhD, NCSP, ABPP, Department of Psychological Studies in Education, Temple University, Philadelphia, Pennsylvania Dawn P. Flanagan, PhD, Department of Psychology, St. John’s University, Jamaica, New York Randy G. Floyd, PhD, Department of Psychology, University of Memphis, Memphis, Tennessee Howard Gardner, PhD, Graduate School of Education, Harvard University, Cambridge, Massachusetts Richard J. Haier, PhD, Department of Pediatrics, School of Medicine, University of California, Irvine, Irvine, California Rex E. Jung, PhD, Department of Neurosurgery, University of New Mexico, Albuquerque, New Mexico Randy W. Kamphaus, PhD, Department of Special Education and Clinical Sciences, College of Education, University of Oregon, Eugene, Oregon Alan S. Kaufman, PhD, Child Study Center, Yale University, New Haven, Connecticut James C. Kaufman, PhD, Neag School of Education, University of Connecticut, Storrs, Connecticut Nadeen L. Kaufman, EdD, Child Study Center, Yale University, New Haven, Connecticut Timothy Z. Keith, PhD, Department of Educational Psychology, University of Texas at Austin, Austin, Texas David A. Kilpatrick, PhD, Psychology Department, State University of New York College at Cortland, Cortland, New York Sangwon Kim, PhD, NCSP, Department of Psychology, Humboldt State University, Arcata, California Meghan A. Leahy, MS, Department of School Psychology, St. John’s University, Jamaica, New York Elizabeth O. Lichtenberger, PhD, private practice, Carlsbad, California Denise E. Maricle, PhD, NCSP, Department of Psychology and Philosophy, Texas Woman’s University, Denton, Texas Nancy Mather, PhD, Department of Disability and Psychoeducational Studies, University of Arizona, Tucson, Arizona Robb N. Matthews, PhD, INTEGRIS Medical Group, Edmond, Oklahoma R. Steve McCallum, PhD, Department of Educational Psychology and Counseling, University of Tennessee, Knoxville, Tennessee George McCloskey, PhD, Psychology Department, Philadelphia College of Osteopathic Medicine, Philadelphia, Pennsylvania Erin M. McDonough, PhD, Graduate School of Applied and Professional Psychology, Rutgers, The State University of New Jersey, New Brunswick, New Jersey Ryan J. McGill, PhD, Department of School Psychology, College of William and Mary, Williamsburg, Virginia Kevin S. McGrew, PhD, Institute for Applied Psychometrics, St. Joseph, Minnesota David E. McIntosh, PhD, Department of Special Education, Ball State University, Muncie, Indiana Daniel C. Miller, PhD, Woodcock Institute for the Advancement of Neurocognitive Research and Applied Practice, Denton, Texas Alyssa Montgomery, PhD, School of Psychology, Fairleigh Dickinson University, Teaneck, New Jersey Jaclyn Danielle Morrison, MA, Pearson Clinical Assessment, San Antonio, Texas Jack A. Naglieri, PhD, Curry School of Education, University of Virginia, Charlottesville, Virginia; Department of Psychology, George Mason University, Fairfax, Virginia Salvador Hector Ochoa, PhD, College of Education, University of New Mexico, Albuquerque, New Mexico Samuel O. Ortiz, PhD, Department of Psychology, St. John’s University, Jamaica, New York Tulio M. Otero, PhD, Chicago School of Professional Psychology, Chicago, Illinois Katherine Palma, BA, Department of School Psychology, St. John’s University, Jamaica, New York Nicole Piazza, BA, Department of Psychology, St. John’s University, Jamaica, New York Eric E. Pierson, PhD, Department of Educational Psychology, Ball State University, Muncie, Indiana Elizabeth M. Power, EdD, Department of School Psychology, The College of Saint Rose, Albany, New York Aurelio Prifitera, PhD, private consultant, San Antonio, Texas Susan Engi Raiford, PhD, Pearson Clinical Assessment, San Antonio, Texas Tara C. Raines, PhD, NCSP, Department of Teaching and Learning Sciences, Morgridge College of Education, University of Denver, Denver, Colorado Cecil R. Reynolds, PhD, Department of Educational Psychology, Texas A&M University, College Station, Texas Matthew R. Reynolds, PhD, Department of Educational Psychology, University of Kansas, Lawrence, Kansas Alycia M. Roberts, PhD, Child and Family Psychological Services, Norwood, Massachusetts Ellen W. Rowe, PhD, Department of Psychology, George Mason University, Fairfax, Virginia Deanna Rumohr, EdS, Psychology Department, Philadelphia College of Osteopathic Medicine, Philadelphia, Pennsylvania Joseph D. Salerno, PsyD, Sovereign Health Group, Marina del Rey, California W. Joel Schneider, PhD, Department of Psychological Studies in Education, Temple University, Philadelphia, Pennsylvania Fredrick A. Schrank, PhD, Department of Educational and Counseling Psychology, McGill University, Montreal, Quebec, Canada Jennie Kaufman Singer, PhD, Division of Criminal Justice, California State University, Sacramento, Sacramento, California Jaime Slonim, EdS, Office of Student Disabilities Services, University of Pennsylvania, Philadelphia, Pennsylvania Marlene Sotelo-Dynega, PsyD, ABSNP, NCSP, School Psychology Program, St. John’s University, Jamaica, New York Robert J. Sternberg, PhD, Department of Human Development, Cornell University, Ithaca, New York Julia Englund Strait, PhD, Department of School Psychology and Health Services Psychology, University of Houston–Clear Lake, Houston, Texas Megan C. Sy, PsyD, Johns Hopkins All Children’s Hospital, St. Petersburg, Florida Erica Torres, PsyD, School of Psychology, Fairleigh Dickinson University, Teaneck, New Jersey Dustin Wahlstrom, PhD, Pearson Clinical Assessment, San Antonio, Texas John D. Wasserman, PhD, independent practice, Burke, Virginia Lawrence G. Weiss, PhD, Pearson Clinical Assessment, San Antonio, Texas Barbara J. Wendling, MA, educational consultant, Dallas, Texas John O. Willis, EdD, Regional Services and Education Center, Amherst, New Hampshire Anne Pierce Winsor, PhD, private practice, Athens, Georgia Richard W. Woodcock, EdD, Department of Psychology and Philosophy, Texas Woman’s University, Denton, Texas Kirby L. Wycoff, PsyD, NCSP, Department of Education, Worcester State University, Worcester, Massachusetts Jianjun Zhu, PhD, Pearson Clinical Assessment, San Antonio, Texas
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