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JEROME M. SATTLER, PUBLISHER, INC.
P.O. Box 1060, La Mesa, CA 91944-1060, USA

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COMPLETE TABLE OF CONTENTS

ASSESSMENT OF CHILDREN:
COGNITIVE FOUNDATIONS AND APPLICATIONS
AND RESOURCE GUIDE
Revised Sixth Edition

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SECTION I. FOUNDATIONS

 

Chapter 1. Challenges in Assessing Children: The Process 1

Types of Assessment 4

Four Pillars of a Multimethod Assessment 6

Multimethod Assessment 10

Guidelines for Conducting a Multimethod Assessment 10

Steps in a Multimethod Assessment 25

Thinking Through the Issues 20

Summary 20

Key Terms 23

Study Questions 23

 

Chapter 2. Challenges in Assessing Children: The Context 25

A Profile of the School-Aged Children Served Under IDEA 26

Classification and Labeling 30

Controversy Regarding the Use of Standardized Tests 32

Theoretical Perspectives for a Multimethod Assessment 34

Variables to Consider in a Multimethod Assessment 39

Accounting for Poor Test Performance 46

Computer-Based Administration, Scoring, and Interpretation 47

Strategies for Becoming an Effective Evaluator 50

Concluding Comment on Challenges in Assessing Children 51

Thinking Through the Issues 53

Summary 53

Key Terms 58

Study Questions 58

 

Chapter 3. Ethical, Legal, and Professional Issues 59

APA’s Ethical Principles of Psychologists and Code of Conduct 61

APA’s Guidelines for Working with Ethnically, Linguistically, and Culturally Diverse Populations 64

APA’s Guidelines for Working with Girls and Women 66 

APA’s Guidelines for Working with People with Disabilities 67

APA’s Guidelines for Psychological Evaluations in Child Protection Matters 68

APA’s Guidelines for Working with Transgender and Gender Nonconforming People 68

Canadian Code of Ethics for Psychologists 69

NASP’s Principles for Professional Ethics 69

APA’s Guidelines for Record Keeping 71

Joint Committee on Testing Practices’s Code of Fair Testing Practices in Education 71

Comment on Ethical Considerations 73

Overview of Five Federal Laws Pertaining to Assessment 73

Confidentiality of Assessment Findings and Records 75

Informed Consent 79

Forensic Assessment 80

Regulating the Profession 83

Educational Qualifications of Psychologists 85

Thinking Through the Issues 86

Summary 86

Key Terms 89

Study Questions 89

 

Chapter 4. A Primer on Statistics and Psychometrics 25

The Why of Psychological Measurement and Statistics 92

Scales of Measurement 92

Descriptive Statistics 94

Correlation 98

Regression 102

Multiple Correlation 103

Norm-References Measurement 103

Derived Scores 104

Inferential Statistics 109

Reliability 110

Item Response Theory 116

Differential Item Functioning 117

Validity 118

Meta-Analysis 124

Factor Analysis 124

Other Useful Psychometric Concepts 127

Concluding Comment 128

Thinking Through the Issues 128

Summary 128

Key Terms 133

Study Questions 135

 

Chapter 5. Culturally and Linguistically Diverse Children 137

Background Considerations 139

General Considerations in the Assessment of Culturally and Linguistically Diverse Groups 150

Dynamics of Cross-Ethnic and Cross-Cultural Assessment 153

Assessment of Bilingual Children 156

Translations of Assessment Instruments 157

Interpreters 159

Arguments Against the Use of Intelligence Tests in Assessing Culturally and Linguistically Diverse Children 162

Arguments for the Use of Intelligence Tests in Assessing Culturally and Linguistically Diverse Children 167

Court Cases Involving Assessment Techniques 168

Intelligence and Ethnic Differences 169

Development of Culture-Fair Tests for Assessing Culturally and Linguistically Diverse Children 170

Recommendations 171

Comment on the Assessment of Culturally and Linguistically Diverse Children 174

Thinking Through the Issues 176

Summary 177

Key Terms 181

Study Questions 182

 

Chapter 6. Role of the Evaluator in the Assessment Process 183

Evaluator Characteristics 184

Preparing for the First Meeting 189

Establishing Rapport 189

Observing Children 195

General Suggestions for Administering Tests 206

Administering Tests to Children with Special Needs 213

Thinking Through the Issues 217

Summary 217

Key Terms 221

Study Questions 221

 

SECTION II. THEORIES AND ISSUES IN INTELLIGENCE

 

Chapter 7. Historical Survey and Theories of Intelligence 223

19th-Century and Early 20th-Century Developments 224

Later 20th-Century Developments 227

Definitions of Intelligence 230

Introduction of Factor Analytic Theories of Intelligence 231

Multifactor Theory Camp 233

General and Specific Factor Camp 235

Cattell-Horn-Carroll (CHC) Theory of Cognitive Abilities 239

Other Theories of Intelligence 240

Comment on Modern Views of Intelligence 249

Thinking Through the Issues 252

Summary 252

Key Terms 255

Study Questions 255

 

Chapter 8. Correlates of Intelligence 257

Human Intelligence and the Brain 258

Hereditary Influences on Intelligence 260

Environmental Influences on Intelligence 262

The Shifting Influences of Hereditary and Environment on Intelligence 267

Gender and Intelligence 268

Speed of Information Processing and Intelligence 270

Temporal Information Processing and Intelligence 271

Educational Achievement and Intelligence 271

Executive Functions and Intelligence 271

Visual Recognition Memory in Infancy and Intelligence 273

Life Outcomes and Intelligence 273

Stability and Change in Intelligence 274

Strengths, Limitations, and Misconceptions Associated with Intelligence Tests 277

Comment on Correlates of Intelligence 278

Thinking Through the Issues 278

Summary 279

Key Terms 286

Study Questions 286

 

SECTION III. THE WECHSLER TESTS

 

Chapter 9. Wechsler Intelligence Scale for Children–Fifth Edition (WISC–V): Description 287

A Note About Terminology 293

Standardization 293

Standard Scores, Scaled Scores, and Age Equivalents 294

Reliability 295

Validity 303

Intercorrelations for Subtests and Index Scales 308

Factor Analysis 308

Range of Subtest Scaled Scores 316

Range of Primary, Ancillary, and Complementary Index Scores 316

Range of FSIQs 316

Guidelines for Computing Index Scores and FSIQs 317

Administering the WISC–V 317

Short Forms 329

Subtest Scatter 330

Choosing Between the WISC–V and the WPPSI–IV or the WAIS–IV 330

Administering the WISC–V to Children with Disabilities 330

Strengths of the WISC–V 332

Limitations of the WISC–V 332

Concluding Comment 333

Thinking Through the Issues 333

Summary 333

Key Terms 337

Study Questions 337

 

Chapter 10. WISC–V Subtests 339

Block Design 341

Similarities 345

Matrix Reasoning 348

Digit Span 350

Coding 354

Vocabulary 357

Figure Weights 361

Visual Puzzles 363

Picture Span 366

Symbol Search 368

Information 372

Picture Concepts 374

Letter–Number Sequencing 377

Cancellation 379

Naming Speed Literacy 382

Naming Speed Quantity 385

Immediate Symbol Translation 388

Comprehension 390

Arithmetic 392

Delayed Symbol Translation 395

Recognition Symbol Translation 397

Thinking Through the Issues 399

Summary 399

Key Terms 401

Study Questions 401

 

Chapter 11. Interpreting the WISC–V 403

FSIQ 404

Primary Indexes 404

Ancillary Indexes 405

Complementary Indexes 407

Profile Analysis 407

Comment on Profile Analysis 430

A Successive-Level Approach to Test Interpretation 431

Steps in Analyzing a Protocol 432

Estimated Percentile Ranks for Standard Scores and Scaled Scores 433

Age Equivalents for Total Raw Scores 433

Comment on Interpreting the WISC–V 433

Thinking Through the Issues 434

Summary 434

Key Terms 438

Study Questions 438

 

Chapter 12. Wechsler Preschool and Primary Scale of Intelligence–Fourth Edition (WPPSI–IV): Description 439

A Note About Terminology 445

Standardization 445

Standard Scores, Scaled Scores, and Age Equivalents 446

Reliability 446

Validity 450

Intercorrelations for Subtests and Scales 453

Factor Analysis 456

Range of Subtest Scaled Scores 464

Range of FSIQs 464

Guidelines for Computing Index Scores and FSIQs 464

Administering the WPPSI–IV 465

Short Forms 475

Subtest Scatter 477

Choosing Between the WPPSI–IV and the WISC–V 477

Administering the WPPSI–IV to Children with Disabilities 477

Strengths of the WPPSI–IV 478

Limitations of the WPPSI–IV 479

Concluding Comment 479

Thinking Through the Issues 480

Summary 480

Key Terms 483

Study Questions 483

 

Chapter 13. WPPSI–IV Subtests 485

Block Design 486

Information 491

Matrix Reasoning 494

Bug Search 496

Picture Memory 498

Similarities 500

Picture Concepts 503

Cancellation 505

Zoo Locations 508

Object Assembly 510

Vocabulary 513

Animal Coding 516

Comprehension 518

Receptive Vocabulary 521

Picture Naming 523

Thinking Through the Issues 525

Summary 525

Key Terms 527

Study Questions 527

 

Chapter 14. Interpreting the WPPSI–IV 529

The FSIQ and Index Scores 530

Profile Analysis 532

Comment on Profile Analysis 550

A Successive-Level Approach to Test Interpretation 551

Steps in Analyzing a Protocol 552

Estimated Percentile Ranks and Age Equivalents for Total Raw Scores 552

Comment on Interpreting the WPPSI–IV 553

Thinking Through the Issues 553

Summary 554

Key Terms 556

Study Questions 556

 

Chapter 15. Stanford-Binet Intelligence Scales–Fifth Edition (SB5) 557

Prior Editions of the Stanford-Binet Intelligence Scales 558

Overview of the SB5 559

Standardization 561

Standard Scores and Age Equivalents 562

Reliability 564

Validity 566

Intercorrelations for Subtests and Factor Indexes 566

Factor Analysis 567

Range of Subtest Scaled Scores, Factor Index Scores, and Nonverbal IQs, Verbal IQs, and Full Scale IQs 569

General Guidelines for Test Administration 570

Nonverbal Fluid Reasoning 572

Nonverbal Knowledge 574

Nonverbal Quantitative Reasoning 576

Nonverbal Visual-Spatial Processing 578

Nonverbal Working Memory 574

Verbal Fluid Reasoning 581

Verbal Knowledge 583

Verbal Quantitative Reasoning 584

Verbal Visual-Spatial Processing 586

Verbal Working Memory 588

A Successive-Level Approach to Test Interpretation 589

Steps in Analyzing a Protocol 590

Strengths of the SB5 591

Limitations of the SB5 591

Concluding Comment 591

Thinking Through the Issues 591

Summary 592

Key Terms 595

Study Questions 596 

 

SECTION IV. OTHER MEASURES OF INTELLIGENCE

 

Chapter 16. Differential Ability Scales–Second Edition (DAS–II) 597

A Note About Terminology 603

Some General Observations 603

Standardization 604

Standard Scores, T Scores, and Age Equivalents 604

Reliability 604

Validity 607

Intercorrelations for Subtests and Scales 609

Factor Analysis 613

Range of Subtest T Scores 614

Range of Composite and Cluster Standard Scores 615

Overview of Administration Procedures 615

Copying 618

Early Number Concepts 619

Matching Letter-Like Forms 621

Matrices 622

Naming Vocabulary 623

Pattern Construction 624

Phonological Processing 627

Picture Similarities 628

Rapid Naming 629

Recall of Designs 631

Recall of Digits Backward 633

Recall of Digits Forward 634

Recall of Objects 635

Recall of Sequential Order 638

Recognition of Pictures 639

Sequential and Quantitative Reasoning 641

Speed of Information Processing 642

Verbal Comprehension 644

Verbal Similarities 646

Word Definitions 647

Interpreting the DAS–II 648

Composites and Clusters 649

Comparisons Between Cluster Scores That Can Guide Interpretations 656

Comparisons Between Subtests That Can Guide Interpretations 657

Strengths of the DAS–II 659

Limitations of the DAS–II 660

Concluding Comment on the DAS–II 660

Thinking Through the Issues 660

Summary 660

Key Terms 666

Study Questions 666

 

Chapter 17. Woodcock-Johnson IV Tests of Cognitive Abilities
(WJ IV COG) 667

Tests and Clusters 668

Factor Analysis 675

Administering the WJ IV COG 677

Introduction to the 18 WJ IV COG Tests 679

Test 1. Oral Vocabulary 679

Test 2. Number Series 680

Test 3. Verbal Attention 681

Test 4. Letter-Pattern Matching 682

Test 5. Phonological Processing 684

Test 6. Story Recall 685

Test 7. Visualization 686

Test 8. General Information 687

Test 9. Concept Formation 689

Test 10. Numbers Reversed 690

Test 11. Number-Pattern Matching 691

Test 12. Nonword Repetition 692

Test 13. Visual-Auditory Learning 693

Test 14. Picture Recognition 694

Test 15. Analysis-Synthesis 694

Test 16. Object-Number Sequencing 695

Test 17. Pair Cancellation 696

Test 18. Memory for Words 697

Interpreting the WJ IV COG 698

Strengths of the WJ IV COG 699

Limitations of the WJ IV COG 700

Concluding Comment on the WJ IV COG 700

Thinking Through the Issues 700

Summary 700

Key Terms 704

Study Questions 704

 

SECTION V. REPORT WRITING

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Chapter 18. Report Writing 705

Introduction to Psychological Report Writing 706

Sections of a Psychological Report 712

Principles of Report Writing 719

Concluding Comment on Report Writing 744

Thinking Through the Issues 748

Summary 748

Key Terms 749

Study Questions 749

 

References 751

Name Index 773

Subject Index 781
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RESOURCE GUIDE TO ACCOMPANY ASSESSMENT OF CHILDREN: COGNITIVE FOUNDATIONS
Sixth Edition

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Appendix A. Tables for the WISC–V

A-1. Confidence Intervals for WISC–V Primary Index Scores and FSIQs Based on Obtained Score Only 2

A-2. Confidence Intervals for WISC–V Ancillary and Complementary Index Scores Based on Obtained Score Only 4

A-3. Differences Between WISC–V Subtest Scaled Scores and Between Primary Index Scores Required for Statistical Significance at the .05 and .01 Levels of Significance for the 11 Age Groups and the Total Group 6

A-4. Estimates of the Probability of Obtaining Designated Differences Between WISC–V Primary Index Scores by Chance 13

A-5. Reliability and Validity Coefficients of WISC–V Short Forms for Various 2-, 3-, 4-, 5-, and 6-Subtest Combinations 17

A-6. Reliable and Unusual Scaled-Score Ranges for Selected WISC–V Subtest Combinations 19

A-7. Estimated WISC–V Full Scale IQs for Sum of Scaled Scores for Various 2-Subtest Short Forms 21

A-8. Estimated WISC–V Full Scale IQs for Sum of Scaled Scores for Various 3-Subtest Short Forms 23

A-9. Estimated WISC–V Full Scale IQs for Sum of Scaled Scores for Various 4-Subtest Short Forms 25

A-10. Estimated WISC–V Full Scale IQs for Sum of Scaled Scores for Various 5-Subtest Short Forms 27

A-11. Estimated WISC–V Full Scale IQs for Sum of Scaled Scores for Various 6-Subtest Short Forms 30

A-12. Confidence Intervals for Estimated WISC–V Full Scale IQs Based on 2-, 3-, 4-, 5-, and 6-Subtest Short Forms 32

A-13. Estimated WISC–V FSIQs for Sum of Scaled Scores for the 10 Subtests Used in the Five Primary Index Scores 33

A-14. Administrative Checklist for the WISC–V

 

 

Appendix B. Tables for the WPPSI–IV

B-1. Confidence Intervals for WPPSI–IV Primary Index Scores and FSIQs Based on Obtained Score Only 54

B-2. Confidence Intervals for WPPSI–IV Ancillary Index Scores Based on Obtained Score Only 56

B-3. Differences Between WPPSI–IV Subtest Scaled Scores and Between Primary Index Scores Required for Statistical Significance at the .05 and .01 Levels of Significance for Ages 2-6 to 3-11 and Combined Ages 57

 B-4. Differences Between WPPSI–IV Subtest Scaled Scores and Between Primary Index Scores Required for Statistical Significance at the .05 and .01 Levels of Significance for Ages 4-0 to 7-7 and Combined Ages 59

B-5. Estimates of the Probability of Obtaining Designated Differences between WPPSI–IV Primary Index Scores by Chance 63

B-6. Reliability and Validity Coefficients of WPPSI–IV Short Forms for Various 2-, 3-, 4-, and 5-Subtest Combinations for Ages 2-6 to 3-11 67

B-7. Reliability and Validity Coefficients of WPPSI–IV Short Forms for Various 2-, 3-, 4-, and 5-Subtest Combinations for Ages 4-0 to 7-7 68

B-8. Reliable and Unusual Scaled-Score Ranges for Selected WPPSI–IV Subtest Combinations for Ages 2-6 to 3-11 69

B-9. Reliable and Unusual Scaled-Score Ranges for Selected WPPSI–IV Subtest Combinations for Ages 4-0 to 7-7 70

B-10. Estimated WPPSI–IV Full Scale IQs for Sum of Scaled Scores for Various 2-Subtest Short Forms for Ages 2-6 to 3-11 72

B-11. Estimated WPPSI–IV Full Scale IQs for Sum of Scaled Scores for Various 2-Subtest Short Forms for Ages 4-0 to 7-7 73

B-12. Estimated WPPSI–IV Full Scale IQs for Sum of Scaled Scores for Various 3-Subtest Short Forms for Ages 2-6 to 3-11 75

B-13. Estimated WPPSI–IV Full Scale IQs for Sum of Scaled Scores for Various 3-Subtest Short Forms for Ages 4-0 to 7-7 77

B-14. Estimated WPPSI–IV Full Scale IQs for Sum of Scaled Scores for Various 4-Subtest Short Forms for Ages 2-6 to 3-11 79

B-15. Estimated WPPSI–IV Full Scale IQs for Sum of Scaled Scores for Various 4-Subtest Short Forms for Ages 4-0 to 7-7 81

B-16. Estimated WPPSI–IV Full Scale IQs for Sum of Scaled Scores for One 5-Subtest Short Form for Ages 2-6 to 3-11 83

B-17. Estimated WPPSI–IV Full Scale IQs for Sum of Scaled Scores for Various 5-Subtest Short Forms for Ages 4-0 to 7-7 84

B-18. Confidence Intervals for Estimated WPPSI–IV Full Scale IQs Based on 2-, 3-, 4-, and 5-Subtest Short Forms for Ages 2-6 to 3-11 86

B-19. Confidence Intervals for Estimated WPPSI–IV Full Scale IQs Based on 2-, 3-, 4-, and 5-Subtest Short Forms for Ages 4-0 to 7-7 87

B-20. Estimated WPPSI–IV FSIQs for Sum of Scaled Scores for the Six Subtests Used in the Three Primary Index Scales for Ages 2-0 to 3-11 88

B-21. Estimated WPPSI–IV FSIQs for Sum of Scaled Scores for the 10 Subtests Used in the Five Primary Index Scales for Ages 4-0 to 7-7 89

B-22. Administrative Checklist for the WPPSI–IV 90

 

Appendix C. Tables for the WISC–V and WPPSI–IV

C-1. Interpretive Rationales, Implications of High and Low Scores, and Instructional Implications for WISC–V and WPPSI–IV Subtests 104

C-2. Interpretive Rationales, Implications of High and Low Scores, and Instructional Implications for WISC–V and WPPSI–IV FSIQ and Index Scores 115

C-3. Definitions of Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with WISC–V and WPPSI–IV Subtests 124

C-4. Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with WISC–V and WPPSI–IV Subtests 126

C-5. Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with the WISC–V Primary Index Scores and FSIQ 128

C-6. Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with the WISC–V Ancillary and Complementary Index Scores 129

C-7. Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with the WPPSI–IV Primary Index Scores, Ancillary Index Scores, and FSIQ at Ages 2-6 to 3-11 130

C-8. Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with the WPPSI–IV Primary Index Scores, Ancillary Index Scores, and FSIQ at Ages 4-0 to 7-7 131

C-9. Reporting on WISC–V and WPPSI–IV Scales and Subtests 132

C-10. Physical Abilities Necessary for the WISC–V and WPPSI–IV Subtests and Suggestions for Their Adaptation 137

 

Appendix D. Tables for the SB5

D-1. Interpretive Rationales, Implications of High and Low Scores, and Instructional Implications for SB5 140

D-2. Definitions of Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with SB5 Subtests 144

D-3. Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model   Associated with SB5 Subtests 145

D-4. Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with the SB5 Factors 146

D-5. Administrative Checklist for the SB5 147

 

Appendix E. Tables for the DAS–II

E-1. Interpretive Rationales, Implications of High and Low Scores, and Instructional Implications for DAS–II Subtests 156

E-2. Definitions of Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with DAS–II Subtests 164

E-3. Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with DAS–II Core Subtests 166

E-4. Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with DAS–II Diagnostic Subtests 167

E-5. Interpretive Rationales, Implications of High and Low Scores, and Instructional Implications for DAS–II Clusters and Composites 168

E-6. Administrative Checklist for the DAS–II 171

 

Appendix F. Miscellaneous Tables

F-1. Indicators of Psychological or Physical Difficulties 186

F-2. Explanation of Indicators of Psychological or Physical Difficulties from Table F-1 189

F-3. Checklist for Assessing Student’s Multiple Intelligences 195

 

Appendix G. IDEA 2004, Section 504, and ADA

Individuals with Disabilities Education Improvement Act (IDEA 2004) 200

Section 504 of the Rehabilitation Act of 1973 216

Comparison of Section 504 and IDEA 2004 217

Americans with Disabilities Act (ADA) 218

Recommended Internet Resources For IDEA 2004, Section 504, and the ADA 218

Interpretations of IDEA 2004, Section 504, and the ADA 219

 

Appendix H. Challenges of Being an Expert Witness

Frye Standard and Daubert Standard 222

Standards of Proof 223

Reasonable Certainty of Opinion 223

Testifying as an Expert Witness 223

Effectiveness as an Expert Witness 235

Concluding Comment 236

Thinking Through the Issues 236

Summary 236

Key Terms 237

Study Questions 238

 

Appendix I. Assessment of Intelligence with Specialized Measures

Bayley Scales of Infant and Toddler Development–Third Edition 240

Cognitive Assessment System–Second Edition 241

Comprehensive Test of Nonverbal Intelligence–Second Edition 243

Detroit Tests of Learning Aptitude–Fifth Edition 244

Leiter International Performance Scale–Third Edition 246

Raven’s Progressive Matrices 2, Clinical Edition 247

Reynolds Intellectual Assessment Scales–Second Edition 248

Test of Nonverbal Intelligence–Fourth Edition 250

Universal Nonverbal Intelligence Test–Second Edition 250

Wechsler Abbreviated Scale of Intelligence–Second Edition 252

Wechsler Intelligence Scale for Children–Fifth Edition Integrated 252

Wechsler Nonverbal Scale of Ability 255

Informal Tests 256

Thinking Through the Issues 256

Summary 256

Study Questions 259

Appendix J. Assessment of Academic Achievement

Types of Achievement Tests 262

Academic Achievement Battery Comprehensive Form 263

Academic Achievement Battery Screening Form 265

Diagnostic Achievement Battery–Fourth Edition 266

Feifer Assessment of Mathematics 267

Feifer Assessment of Reading 268

Gray Oral Reading Test–Fifth Edition 269

Kaufman Test of Educational Achievement–Third Edition 270

KeyMath–3 Diagnostic Assessment 272

Test of Early Reading Ability–Fourth Edition 273

Test of Mathematical Abilities–Third Edition 274

Test of Silent Contextual Reading Fluency–Second Edition 275

Test of Silent Word Reading Fluency–Second Edition 276

Wechsler Individual Achievement Test–Third Edition 277

Wide Range Achievement Test–Fifth Edition 278

Woodcock Reading Mastery Tests–Third Edition 279

Woodcock-Johnson IV Tests of Achievement 280

Woodcock-Johnson IV Tests of Early Cognitive and Academic Development 282

Thinking Through the Issues 283

Summary 283

Key Terms 285

Study Questions 285

Appendix K. Assessment of Receptive and Expressive Language

Receptive and Expressive Language 288

Boehm Test of Basic Concepts–Third Edition 290

Boehm Test of Basic Concepts–Third Edition: Preschool 291

Bracken Basic Concept Scale: Expressive 291

Bracken Basic Concept Scale–Third Edition: Receptive 292

Clinical Evaluation of Language Fundamentals–Fifth Edition 293

Comprehensive Assessment of Spoken Language–Second Edition 294

Comprehensive Receptive and Expressive Vocabulary Test–Third Edition 295

Expressive Vocabulary Test–Second Edition 297

Oral and Written Language Scales–Second Edition 297

Peabody Picture Vocabulary Test–Fourth Edition 299

Preschool Language Scales–Fifth Edition 300

Test of Adolescent and Adult Language–Fourth Edition 301

Test of Auditory Comprehension of Language–Fourth Edition 302

Test of Early Language Development–Fourth Edition 303

Test of Early Written Language–Third Edition 303

Test of Language Development–Primary: Fourth Edition 304

Test of Language Development–Intermediate: Fourth Edition 305

Test of Written Language–Fourth Edition 306

Test of Written Spelling–Fifth Edition 308

Woodcock-Johnson IV Tests of Oral Language 308

Thinking Through the Issues 310

Summary 310

Key Terms 312

Study Questions 313

 

Appendix L. Tables for the WJ IV COG

L-1. Interpretive Rationales, Implications of High and Low Scores, and Instructional Implications for WJ IV COG Tests 316

L-2. Interpretive Rationales, Implications of High and Low Scores, and Instructional Implications for WJ IV COG Cognitive Composite Clusters 325

L-3. Interpretive Rationales, Implications of High and Low Scores, and Instructional Implications for WJ IV COG CHC Factor Clusters 328

L-4. Interpretive Rationales, Implications of High and Low Scores, and Instructional Implications for WJ IV COG Narrow Ability and Other Clinical Clusters 335

L-5. Definitions of Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with WJ IV COG Tests 340

L-6. Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with WJ IV COG Tests 342

L-7. Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with WJ IV COG Cognitive Composite Clusters and CHC Factor Clusters 344

L-8. Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with WJ IV COG Narrow Ability and Other Clinical Clusters 345

L-9. Suggested Abilities and Background Factors Associated with WJ IV COG Tests 346

L-10. Suggested Abilities and Background Factors Associated with WJ IV COG Cognitive Composite Clusters 350

L-11. Suggested Abilities and Background Factors Associated with WJ IV COG CHC Factor Clusters 352

L-12. Suggested Abilities and Background Factors Associated with WJ IV COG Narrow Ability and Other Clinical Clusters 354

L-13. Administrative Checklist for the WJ IV COG 356

 

Appendix M. KABC–II NU 371

Subtests and Scales 374

Dual Theoretical Models 376

Standardization 377

Scale Scores, Scaled Scores, and Age Equivalents 378

Reliability 382

Validity 384

Intercorrelations Between Subtests and Scales 386

Factor Analysis 386

Range of Subtest Scaled Scores and Index Scores 394

Introduction to the 18 KABC–II NU Subtests 395

1. Atlantis 397

2. Conceptual Thinking 398

3. Face Recognition 399

4. Story Completion 401

5. Number Recall 402

6. Gestalt Closure 404

7. Rover 405

8. Atlantis Delayed 407

9. Expressive Vocabulary 408

10. Verbal Knowledge 409

11. Rebus 411

12. Triangles 412

13. Block Counting 414

14. Word Order 415

15. Pattern Reasoning 417

16. Hand Movements 418

17. Rebus Delayed 419

18. Riddles 421

Interpreting the KABC–II NU 422

Strengths of the KABC–II NU 424

Limitations of the KABC–II NU 424

Concluding Comment on the KABC–II NU 425

Thinking Through the Issues 425

Summary 425

Key Terms 430

Study Questions 431

References 325

Name Index 329

 

Appendix N. Tables for the KABC–II NU

N-1. Interpretive Rationales, Implications of High and Low Scores, and Instructional Implications for KABC–II NU MPI, FCI, and NVI Global Scales 434

N-2. Interpretive Rationales, Implications of High and Low Scores, and Instructional Implications for KABC–II NU Specific Scales 445

N-3. Interpretive Rationales, Implications of High and Low Scores, and Instructional Implications for KABC–II NU Subtests 454

N-4. Definitions of Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with KABC–II NU Subtests 462

N-5. Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with KABC–II NU Core and Supplementary Subtests 464

N-6. Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with the KABC–II NU Specific Scales 466

N-7. Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with the KABC–II NU MPI, FCI, and NVI Global Scales 467

N-8. Suggested Abilities and Background Factors Associated with KABC–II NU Subtests 468

N-9. Suggested Abilities and Background Factors Associated with KABC–II NU Specific Scales 470

N-10. Suggested Abilities and Background Factors Associated with KABC–II NU MPI, FCI, and NVI Global Scales 472

N-11. Administrative Checklist for the KABC–II NU 474

Appendix O. Topics in Assessment

Definitions of Intelligence 486

Theories of Intelligence 486

WISC–V 486

Canadian WISC–V 490

WPPSI–IV 492

WJ IV COG 492

Raven’s Progressive Matrices 492

Fluid Intelligence and Crystallized Intelligence 492

Executive Functions, Intelligence, and Education 493

Intelligence, Adaptive Behavior, and Autism Spectrum Disorder 495

ADHD, Intelligence, and Working Memory 496

Critical Thinking Skills 496

Cognitive Reserve and Brain Reserve 496

Speed of Information Processing and Intelligence 497

Rapid Automatized Naming and Reading Fluency 497

Lead Toxicity and Cognition 497

Children Born Preterm 497

Maternal and Paternal Age at Childbearing 498

Capital Punishment and IQ 498

IQ and Education 498

Life Outcomes and Intelligence 498

Thinking Through the Issues 500

Summary 500

Key Terms 503

Study Questions 503

References 505

Name Index 513

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