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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
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 and WJ IV COG

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

E-7. Definitions of Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with WJ IV COG Tests 185

E-8. CHC Broad and Narrow Abilities Associated with WJ IV Cognitive Composite Clusters 187

E-9. Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with WJ IV COG Tests 188

 

Appendix F. Miscellaneous Tables

F-1. Indicators of Psychological or Physical Difficulties 192

F-2. Explanation of Indicators of Psychological or Physical Difficulties from Table F-1 195

F-3. Checklist for Assessing Student’s Multiple Intelligences 201

 

Appendix G. IDEA 2004, Section 504, and ADA

Individuals with Disabilities Education Improvement Act (IDEA 2004) 204

Section 504 of the Rehabilitation Act of 1973 220

Comparison of Section 504 and IDEA 2004 221

Americans with Disabilities Act (ADA) 222

Recommended Internet Resources For IDEA 2004, Section 504, and the ADA 222

Interpretations of IDEA 2004, Section 504, and the ADA 223

 

Appendix H. Challenges of Being an Expert Witness

Frye Standard and Daubert Standard 226

Standards of Proof 227

Reasonable Certainty of Opinion 227

Testifying as an Expert Witness 227

Effectiveness as an Expert Witness 239

Concluding Comment 240

Thinking Through the Issues 240

Summary 240

Key Terms 241

Study Questions 242

 

Appendix I. Assessment of Intelligence with Specialized Measures 245

Bayley Scales of Infant and Toddler Development–Third Edition 246

Cognitive Assessment System–Second Edition 247

Comprehensive Test of Nonverbal Intelligence–Second Edition 249

Detroit Tests of Learning Aptitude–Fifth Edition 250

Kaufman Assessment Battery for Children–Second Edition 252

Leiter International Performance Scale–Third Edition 255

Raven’s Progressive Matrices 2, Clinical Edition 257

Reynolds Intellectual Assessment Scales–Second Edition 258

Test of Nonverbal Intelligence–Fourth Edition 259

Universal Nonverbal Intelligence Test–Second Edition 260

Wechsler Abbreviated Scale of Intelligence–Second Edition 261

Wechsler Intelligence Scale for Children–Fifth Edition Integrated 262

Wechsler Nonverbal Scale of Ability 264

Informal Tests 265

Thinking Through the Issues 265

Summary 267

Study Questions 269

Appendix J. Assessment of Academic Achievement 271

Types of Achievement Tests 272

Academic Achievement Battery Comprehensive Form 273

Academic Achievement Battery Screening Form 275

Diagnostic Achievement Battery–Fourth Edition 276

Feifer Assessment of Mathematics 277

Feifer Assessment of Reading 278

Gray Oral Reading Test–Fifth Edition 279

Kaufman Test of Educational Achievement–Third Edition 280

KeyMath–3 Diagnostic Assessment 282

Test of Early Reading Ability–Fourth Edition 283

Test of Mathematical Abilities–Third Edition 284

Test of Silent Contextual Reading Fluency–Second Edition 285

Test of Silent Word Reading Fluency–Second Edition 286

Wechsler Individual Achievement Test–Third Edition 287

Wide Range Achievement Test–Fifth Edition 288

Woodcock Reading Mastery Tests–Third Edition 289

Woodcock-Johnson IV Tests of Achievement 290

Woodcock-Johnson IV Tests of Early Cognitive and Academic Development 292

Thinking Through the Issues 293

Summary 293

Key Terms 295

Study Questions 295

Appendix K. Assessment of Receptive and Expressive Language 297

Receptive and Expressive Language 298

Boehm Test of Basic Concepts–Third Edition 300

Boehm Test of Basic Concepts–Third Edition: Preschool 301

Bracken Basic Concept Scale: Expressive 301

Bracken Basic Concept Scale–Third Edition: Receptive 302

Clinical Evaluation of Language Fundamentals–Fifth Edition 303

Comprehensive Assessment of Spoken Language–Second Edition 304

Comprehensive Receptive and Expressive Vocabulary Test–Third Edition 305

Expressive Vocabulary Test–Second Edition 307

Oral and Written Language Scales–Second Edition 307

Peabody Picture Vocabulary Test–Fourth Edition 309

Preschool Language Scales–Fifth Edition 310

Test of Adolescent and Adult Language–Fourth Edition 311

Test of Auditory Comprehension of Language–Fourth Edition 312

Test of Early Language Development–Fourth Edition 313

Test of Early Written Language–Third Edition 313

Test of Language Development–Primary: Fourth Edition 314

Test of Language Development–Intermediate: Fourth Edition 315

Test of Written Language–Fourth Edition 316

Test of Written Spelling–Fifth Edition 318

Woodcock-Johnson IV Tests of Oral Language 318

Thinking Through the Issues 320

Summary 320

Key Terms 322

Study Questions 323

 

References 325

Name Index 329

 

 

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