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WJ IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives
Flanagan, Dawn P. and Vincent C. Alfonso (Eds)
Academic Press / Hardcover / 2016-02-01 / 0128020768
Psychological Testing
price: $96.95 (may be subject to change)
434 pages
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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.

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Alfonso, Vincent C
Flanagan, Dawn
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Psychological Testing