Contemporary Intellectual Assessment: Theories, Tests, and Issues

Description

This leading practitioner reference and text--now in a revised and expanded fourth edition--provides the knowledge needed to use state-of-the-art cognitive tests with individuals of all ages, from preschoolers to adults. The volume examines major theories and tests of intelligence (in chapters written by the theorists and test developers themselves) and presents research-based approaches to test interpretation. Contributors address critical issues in evaluating culturally and linguistically diverse students, gifted students, and those with intellectual disability, sensory–motor impairments, traumatic brain injuries, and learning difficulties and disabilities. The fourth edition highlights the use of cognitive test results in planning school-based interventions. About the Editors Contributors Foreword • Alan S. Kaufman Preface Acknowledgments Contents I. The Origins of Intellectual Assessment 1. A History of Intelligence Assessment: The Unfinished Tapestry • John D. Wasserman 2. A History of Intelligence Test Interpretation • Randy W. Kamphaus, Anne Pierce Winsor, Ellen W. Rowe, and Sangwon Kim II. Contemporary Theoretical Perspectives 3. The Cattell–Horn–Carroll Theory of Cognitive Abilities • W. Joel Schneider and Kevin S. McGrew 4. Assessment from the Perspective of Multiple‑Intelligences Theory: Principles, Practices, and Values • Jie‑Qi Chen and Howard Gardner 5. The Triarchic Theory of Successful Intelligence • Robert J. Sternberg 6. Redefining Intelligence with the Planning, Attention, Simultaneous, and Successive Theory of Neurocognitive Processes • Jack A. Naglieri and Tulio M. Otero 7. The Parieto‑Frontal Integration Theory: Assessing Intelligence from Brain Images • Richard J. Haier and Rex E. Jung 8. Intelligence‑as‑Process, Personality, Interests, and Intelligence‑as‑Knowledge: A Framework for Adult Intellectual Development • Phillip L. Ackerman III. Contemporary Intelligence, Cognitive, and Neuropsychological Batteries and Associated Achievement Tests 9. The Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition, Wechsler Intelligence Scale for Children—Fifth Edition, and Wechsler Individual Achievement Test—Third Edition • Dustin Wahlstrom, Susan Engi Raiford, Kristina C. Breaux, Jianjun Zhu, and Lawrence G. Weiss 10. The Woodcock–Johnson IV Tests of Early Cognitive 283and Academic DevelopmentFredrick A. Schrank and Barbara J. Wendling 11. The Wechsler Intelligence Scale for Children—Fifth Edition Integrated • Susan Engi Raiford 12. The Kaufman Assessment Battery for Children—Second Edition and KABC‑II Normative Update • Lisa Whipple Drozdick, Jennie Kaufman Singer, Elizabeth O. Lichtenberger, James C. Kaufman, Alan S. Kaufman, and Nadeen L. Kaufman 13. The Differential Ability Scales—Second Edition • Colin D. Elliott, Joseph D. Salerno, Ron Dumont, and John O. Willis 14. The Woodcock–Johnson IV: Tests of Cognitive Abilities, Tests of Oral Language, Tests of Achievement • Fredrick A. Schrank and Barbara J. Wendling 15. The Cognitive Assessment System—Second Edition: From Theory to Practice • Jack A. Naglieri and Tulio M. Otero 16. The Wechsler Adult Intelligence Scale—Fourth Edition and the Wechsler Memory Scale—Fourth Edition • Lisa Whipple Drozdick, Susan Engi Raiford, Dustin Wahlstrom, and Lawrence G. Weiss 17. The Wechsler Nonverbal Scale of Ability: Assessment of Culturally and Linguistically Diverse Populations • Jack A. Naglieri and Tulio M. Otero 18. The Reynolds Intellectual Assessment Scales, Second Edition, and the Reynolds Intellectual Screening Test, Second Edition • Tara C. Raines, Cecil R. Reynolds, and Randy W. Kamphaus 19. The NEPSY-II • Robb N. Matthews and John L. Davis 20. The Universal Nonverbal Intelligence Test—Second Edition: A Multidimensional Nonverbal Alternative for Cognitive Assessment • R. Steve McCallum and Bruce A. Bracken IV. Relevance of Tests of Intelligence, Cognitive Abilities, and Neuropsycholgical Processes in Understanding Individual Differences 21. Use of Intelligence Tests in the Identification of Giftedness • David E. McIntosh, Felicia A. Dixon, and Eric E. Pierson 22. Use of Ability Tests in the Identification of Specific Learning Disabilities within the Context of an Operational Definition • Dawn P. Flanagan, Vincent C. Alfonso, Michael Costa, Katherine Palma, and Meghan A. Leahy 23. Use of Intelligence Tests in the Identification of Children and Adolescents with Intellectual Disability • Ryan L. Farmer and Randy G. Floyd 24. Intellectual and Neuropsychological Assessment of Individuals with Sensory and Physical Disabilities and Traumatic Brain Injury • Scott L. Decker, Julia Englund Strait, Alycia M. Roberts, and Joseph Ferraracci 25. Testing with Culturally and Linguistically Diverse Populations: New Directions in Fairness and Validity • Samuel O. Ortiz, Nicole Piazza, Salvador Hector Ochoa, and Agnieszka M. Dynda V. Linking Assessment Data to Intervention 26. Cognitive Hypothesis Testing: Linking Test Results to the Real World • Catherine A. Fiorello and Kirby L. Wycoff 27. Cross-Battery Assessment, the Cross-Battery Assessment Software System, and the Assessment–Intervention Connection • Dawn P. Flanagan, Michael Costa, Katherine Palma, Meghan A. Leahy, Vincent C. Alfonso, and Samuel O. Ortiz 28. Linking Cognitive Abilities to Academic Interventions for Students with Specific Learning Disabilities • Nancy Mather and Barbara J. Wendling 29. The Kaufman Test of Educational Achievement, Third Edition, Wechsler Intelligence Scale for Children—Fifth Edition, and Wechsler Intelligence Scale for Children—Fifth Edition Integrated: Integrating Data for a Comprehensive Evaluation of Specific Learning Disability • Jaclyn Danielle Morrison, Jennie Kaufman Singer, and Susan Engi Raiford VI. Contemporary and Emerging Issues in Intellectual, Cognitive, and Neuropsychological Assessment 30. Using the Joint Test Standards to Evaluate the Validity Evidence for Intelligence Tests • Alyssa Montgomery, Erica Torres, and Jamie Eiseman 31. Using Confirmatory Factor Analysis to Aid in Understanding the Constructs Measured by Intelligence Tests • Timothy Z. Keith and Matthew R. Reynolds 32. Functional Cattell–Horn–Carroll Nomenclature for Practical Applications • Richard W. Woodcock, Denise E. Maricle, Daniel C. Miller, and Ryan J. McGill 33. The Emergence of Neuropsychological Constructs into Tests of Intelligence and Cognitive Abilities • Daniel C. Miller and Denise E. Maricle 34. Enhancing the Identification of Reading Disorders with Neuropsychological Tests • Marlene Sotelo-Dynega 35. Incorporating Recent Advances in Understanding Word-Reading Skills into Specific Learning Disability Diagnoses: The Case of Orthographic Mapping • David A. Kilpatrick 36. The Role of Cognitive and Intelligence Tests in the Assessment of Executive Functions • Denise E. Maricle and Erin K. Avirett 37. The Role of Cognitive and Intelligence Tests in DSM-5 Diagnosis of Specific Learning Disorder • Erin M. McDonough, Dawn P. Flanagan, Megan C. Sy, and Vincent C. Alfonso 38. Should Our Future Include the Integration of Evidence-Based Neuropsychological Services into School Settings? • Elizabeth M. Power and Rik Carl D’Amato 39. Intellectual, Cognitive, and Neuropsychological Assessment in Three-Tiered Service Delivery Systems in Schools • George McCloskey, Jaime Slonim, and Deanna Rumohr Author Index Subject Index