In one volume, this authoritative reference presents a current, comprehensive overview of intellectual and cognitive assessment, with a focus on practical applications. Leaders in the field describe major theories of intelligence and provide the knowledge needed to use the latest measures of cognitive abilities with individuals of all ages, from toddlers to adults. Evidence-based approaches to test interpretation, and their relevance for intervention, are described. The book addresses critical issues in assessing particular populations—including culturally and linguistically diverse students, gifted students, and those with learning difficulties and disabilities—in today’s educational settings. New to This Edition*Incorporates major research advances and legislative and policy changes.*Covers recent test revisions plus additional tests: the NEPSY-II and the Wechsler Nonverbal Scale of Ability.*Expanded coverage of specific populations: chapters on autism spectrum disorders, attention-deficit/hyperactivity disorder, sensory and physical disabilities and traumatic brain injury, and intellectual disabilities.*Chapters on neuropsychological approaches, assessment of executive functions, and multi-tiered service delivery models in schools.
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I. The Origins of Intellectual Assessment1. A History of Intelligence Assessment: The Unfinished Tapestry, John D. Wasserman2. A History of Intelligence Test Interpretation, Randy W. Kamphaus, Anne Pierce Winsor, Ellen W. Rowe, and Sangwon Kim II. Contemporary Theoretical Perspectives3. Foundations for Better Understanding of Cognitive Abilities, John L. Horn and Nayena Blankson4. The Cattell–Horn–Carroll (CHC) Model of Intelligence, W. Joel Schneider and Kevin S. Mc Grew 5. Assessment of Intellectual Profile: A Perspective from Multiple-Intelligences Theory, Jie-Qi Chen and Howard Gardner6. The Triarchic Theory of Successful Intelligence, Robert J. Sternberg 7. Planning, Attention, Simultaneous, Successive (PASS): A Cognitive Processing–Based Theory of Intelligence, Jack A. Naglieri, J. P. Das, and Sam Goldstein III. Contemporary Intelligence, Cognitive, and Neuropsychological Batteries (and Associated Achievement Tests) 8. The Wechsler Adult Intelligence Scale–Fourth Edition (WAIS-IV) and the Wechsler Memory Scale–Fourth Edition (WMS-IV), Lisa Whipple Drozdick, Dustin Wahlstrom, Jianjun Zhu, and Lawrence G. Weiss9. The Wechsler Preschool and Primary Scale of Intelligence–Third Edition (WPPSI–III), the Wechsler Intelligence Scale for Children–Fourth Edition (WISC–IV), and the Wechsler Individual Achievement Test–Third Edition (WIAT–III), Dustin Wahlstrom, Kristina C. Breaux, Jianjun Zhu, and Lawrence G. Weiss10. The Stanford–Binet Intelligence Scales, Fifth Edition (SB5), Gale H. Roid and Mark Pomplun 11. The Kaufman Assessment Battery for Children–Second Edition (KABC-II) and the Kaufman Test of Educational Achievement–Second Edition (KTEA-II), Jennie Kaufman Singer, Elizabeth O. Lichtenberger, James C. Kaufman, Alan S. Kaufman, and Nadeen L. Kaufman12. The Woodcock–Johnson III Normative Update (WJ III NU): Tests of Cognitive Abilities and Tests of Achievement, Fredrick A. Schrank and Barbara J. Wendling13. The Differential Ability Scales–Second Edition (DAS-II), Colin D. Elliott14. The Universal Nonverbal Intelligence Test (UNIT): A Multidimensional Nonverbal Alternative for Cognitive Assessment, R. Steve Mc Callum and Bruce A. Bracken15. The Cognitive Assessment System (CAS): From Theory to Practice, Jack A. Naglieri and Tulio M. Otero16. The Reynolds Intellectual Assessment Scales (RIAS) and the Reynolds Intellectual Screening Test (RIST), Cecil R. Reynolds, Randy W. Kamphaus, and Tara C. Raines17. The NEPSY-II, Robb N. Matthews, Cynthia A. Riccio, and John L. Davis18. The Wechsler Nonverbal Scale of Ability (WNV): Assessment of Diverse Populations, Jack A. Naglieri and Tulio M. Otero IV. Contemporary Interpretive Approaches and Their Relevance for Intervention19. The Cross-Battery Assessment (XBA) Approach: An Overview, Historical Perspective, and Current Directions, Dawn P. Flanagan, Vincent C. Alfonso, and Samuel O. Ortiz20. Cognitive Hypothesis Testing (CHT): Linking Test Results to the Real World, Catherine A. Fiorello, James B. Hale, and Kirby L. Wycoff21. Processing Approaches to Interpreting Information from Cognitive Ability Tests: A Critical Review, Randy G. Floyd and John H. Kranzler22. Testing with Culturally and Linguistically Diverse Populations: Moving beyond the Verbal–Performance Dichotomy into Evidence-Based Practice, Samuel O. Ortiz, Salvador Hector Ochoa, and Agnieszka M. Dynda 23. Linking Cognitive Abilities to Academic Interventions for Students with Specific Learning Disabilities (SLD), Nancy Mather and Barbara J. Wendling V. Assessment of Intelligence and Cognitive Functioning in Different Populations24. Cognitive Assessment in Early Childhood: Theoretical and Practical Perspectives, Laurie Ford, Michelle L. Kozey, and Juliana Negreiros 25. Use of Intelligence Tests in the Identification of Giftedness, David E. Mc Intosh, Felicia A. Dixon, and Eric E. Pierson 26. Use of Ability Tests in the Identification of Specific Learning Disabilities (SLD) within the Context of an Operational Definition, Dawn P. Flanagan, Vincent C. Alfonso, Jennifer T. Mascolo, and Marlene Sotelo-Dynega27. Assessment of Intellectual Functioning in Autism Spectrum Disorder (ASD), Laura Grofer Klinger, Sarah E. O’Kelley, Joanna L. Mussey, Sam Goldstein, and Melissa De Vries28. Cognitive and Neuropsychological Assessment of ADHD: Redefining a Disruptive Behavior Disorder, James B. Hale, Megan Yim, Andrea N. Schneider, Gabrielle Wilcox, Julie N. Henzel, and Shauna G. Dixon29. Intellectual and Neuropsychological Assessment of Individuals with Sensory and Physical Disabilities and Traumatic Brain Injury, Scott L. Decker, Julia A. Englund, and Alycia M. Roberts30. Use of Intelligence Tests in the Identification of Children with Intellectual and Developmental Disabilities (IDD), Kathleen Armstrong, Jason Hangauer, and Joshua Nadeau VI. Contemporary and Emerging Issues in Intellectual Assessment31. Using Joint Test Standards to Evaluate the Validity Evidence for Intelligence Tests, Jeffery P. Braden and Bradley C. Niebling32. Using Confirmatory Factor Analysis (CFA) to Aid in Understanding the Constructs Measured by Intelligence Tests, Timothy Z. Keith and Matthew R. Reynolds33: The Emergence of Neuropsychological Constructs into Tests of Intelligence and Cognitive Abilities, Daniel C. Miller and Denise E. Maricle 34. The Role of Cognitive and Intelligence Tests in the Assessment of Executive Functions, Denise E. Maricle and Erin Avirett35. Intelligence Tests in the Context of Emerging Assessment Practices: Problem-Solving Applications, Rachel Brown-Chidsey and Kristina J. Andren36. Intellectual, Cognitive, and Neuropsychological Assessment in Three-Tier Service Delivery Practices in Schools, George Mc Closkey, James Whitaker, Ryan Murphy, and Jane Rogers Appendix. The Three-Stratum Theory of Cognitive Abilities, John B. Carroll
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Dawn P. Flanagan, Ph D, is Professor of Psychology and Director of the School Psychology Training Programs at St. John’s University in Queens, New York. She is also Assistant Clinical Professor at the Yale Child Study Center. Dr. Flanagan serves as an expert witness, learning disability consultant, and psychological test and measurement consultant and trainer, and has published widely on cognitive assessment, specific learning disabilities, and psychometric theories of the structure of cognitive abilities. Patti L. Harrison, Ph D, is Professor in the Department of Educational Studies in Psychology, Research Methodology, and Counseling at the University of Alabama. She has conducted research on intelligence, adaptive behavior, and preschool assessment. Dr. Harrison has published and presented on assessment topics in school psychology, clinical psychology, and special education venues. She is a past editor of School Psychology Review.
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