The most up-to-date resource of comprehensive information for
conducting cross-battery assessments
The Cross-Battery assessment approach–also referred to as
the XBA approach–is a time-efficient assessment method
grounded solidly in contemporary theory and research. The XBA
approach systematically integrates data across cognitive,
achievement, and neuropsychological batteries, enabling
practitioners to expand their traditional assessments to more
comprehensively address referral concerns. This approach also
includes guidelines for identification of specific learning
disabilities and assessment of cognitive strengths and weaknesses
in individuals from culturally and linguistically diverse
backgrounds.
Like all the volumes in the Essentials of Psychological
Assessment series, Essentials of Cross-Battery Assessment, Third
Edition is designed to help busy practitioners quickly acquire
the knowledge and skills they need to make optimal use of
psychological assessment instruments. Each concise chapter features
numerous callout boxes highlighting key concepts, bulleted points,
and extensive illustrative material, as well as test questions that
help you to gauge and reinforce your grasp of the information
covered.
Essentials of Cross-Battery Assessment, Third Edition is
updated to include the latest editions of cognitive ability test
batteries , such as the WISC-IV, WAIS-IV, and WJ III COG, and
special purpose cognitive tests including the WMS-IV and TOMAL-II.
This book now also overs many neuropsychological batteries such as
the NEPSY-II and D-KEFS and provides extensive coverage of
achievement batteries and special purpose tests, including the
WIAT-III, KM-3, WRMT-3 and TOWL-4. In all, this book includes over
100 psychological batteries and 750 subtests, all of which are
classified according to CHC (and many according to
neuropsychlogical theory. This useful guide includes a timesaving
CD-ROM, Essential Tools for Cross-Battery Assessment (XBA)
Applications and Interpretation, which allows users to enter data
and review results and interpretive statements that may be included
in psychological reports.
Note: CD-ROM/DVD and other supplementary materials are
not included as part of e Book file.
Inhoudsopgave
Series Preface xiii
Acknowledgments xv
One Overview 1
Two How to Organize a Cross-Battery Assessment Using Cognitive,
Achievement, and Neuropsychological Batteries 45
Three How to Interpret Test Data 121
Four Cross-Battery Assessment for SLD Identification: The Dual
Discrepancy/Consistency Pattern of Strengths and Weaknesses in the
Context of an Operational Definition 227
Five Cross-Battery Assessment of Individuals From Culturally and
Linguistically Diverse Backgrounds 287
Six Strengths and Weaknesses of the Cross-Battery Assessment
Approach 351
Seven Cross-Battery Assessment Case Report 365
Appendix A CHC Narrow Ability Definitions and Task Examples
389
Appendix B CHC Broad and Narrow Ability Classification Tables
for Tests Published Between 2001 and 2012 399
Appendix C Descriptions of Cognitive, Achievement, and
Neuropsychological Subtests by CHC Domain 417
Appendix D Critical Values for Statistical Significance and Base
Rate for Composites on Comprehensive Cognitive and Achievement
Batteries 425
Appendix E Variation in Task Demands and Task Characteristics of
Subtests on Cognitive and Neuropsychological Batteries 431
Marlene Sotelo-Dynega and Tara Cuskley
Appendix F Variation in Task Demands and Task Characteristics of
Subtests on Achievement Batteries by IDEA Academic Area 439
Jennifer T. Mascolo
Appendix G Neuropsychological Domain Classifications 445
Appendix H Understanding and Using the XBA PSW-A v1.0 Software
Program Tab by Tab 457
Appendix I Cognitive and Neuropsychological Battery-Specific
Culture-Language Matrices 485
Appendix J Cross-Battery Assessment Case Reports 503
Jim Hanson, John Garruto, and Karen Apgar
Appendix K Eugene, Oregon, School District Integrated Model for
Specific Learning Disability Identification 505
Appendix L Summary of the Expert Consensus Study for Determining
CHC Broad and Narrow Ability Classifications for Subtests New to
This Edition 517
Appendix M Criteria Used in XBA DMIA v2.0 for Follow-Up on a
Two-Subtest Composite 527
Author Index 533
Subject Index 537
About the Authors 553
About the CD 555
The CD-ROM contains the full versions of all Appendices; three
software programs that analyze data (Cross-Battery Assessment Data
Management and Interpretive Assistant, Pattern of Strengths and
Weaknesses Analyzer, and Culture-Language Interpretive Matrix); and
a form (Evaluation and Consideration of Exclusionary Factors for
SLD Identification).
Over de auteur
DAWN P. FLANAGAN, Ph D, is Professor of Psychology at St.
John’s University in Queens, NY, and Clinical Assistant Professor
at the Yale Child Study Center, School of Medicine.
SAMUEL O. ORTIZ, Ph D, is Associate Professor of
Psychology at St. John’s University in Queens, NY.
VINCENT C. ALFONSO, Ph D, is Professor of School
Psychology in the Graduate School of Education at Fordham
University, New York, New York.
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