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JEROME M.
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COMPLETE TABLE OF CONTENTS
- 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 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 - 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
- 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 1 Appendix G. IDEA 2004, Section 504, and ADA Individuals with Disabilities Education Improvement Act (IDEA 2004) 200Section 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 218Interpretations of IDEA 2004, Section 504, and the ADA 219Appendix H. Challenges of Being an Expert Witness Frye Standard and Daubert Standard 222Standards of Proof 223Reasonable Certainty of Opinion 223Testifying as an Expert Witness 223Effectiveness as an Expert Witness 235Concluding Comment 236Thinking Through the Issues 236Summary 236Key Terms 237Study Questions 238Appendix 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 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
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