Contemporary Intellectual Assessment: Theories, Tests, and Issues

ISBN-13: 9781462535781 / Angielski / Twarda / 2018 / 1130 str.

Dawn P. Flanagan; Erin M. McDonough; Alan S. Kaufman

Opis

Revised edition of Contemporary intellectual assessment, c2012.

Recenzje

"The fourth edition keeps up an excellent tradition of providing students, researchers, and clinicians with a text that is unrivaled in its breadth and depth. This edition reflects the ever-increasing translation of neuroscience into new and revised theories and measures, and emphasizes new applied aspects of intellectual assessment. Clinicians will appreciate this outstanding reference work written and edited by the field's best experts."--Elaine Fletcher-Janzen, EdD, NCSP, ABPdN, The Chicago School of Professional Psychology

"This revised and expanded fourth edition brings together dozens of the most well-known theorists and test authors in the field of intellectual assessment to dig deep into contemporary and ever-evolving theories of human cognition and neuropsychology. Not only are the latest cognitive, achievement, and neuropsychological tests reviewed in thorough detail, but ways to link assessment to intervention are outlined. Assessment applications for specific populations are highlighted in detail. Trainers in the applied psychological professions will likely find this a reliable core text. As an applied practitioner, I suspect this volume will become a constantly used and worn reference for report writing that will stay on my desk, not my bookshelf."--John M. Garruto, DEd, NCSP, school psychologist, Oswego City School District, New York

"This is the volume on cognitive assessment. The fourth edition wonderfully captures the field's changing legislative policies, diagnostic systems, testing standards, research, theories, and controversies. A who's who of scholars eloquently provide highly practical, scientifically based information. The volume describes the latest tests as well as state-of-the-art approaches to score interpretation, decision making and intervention planning, including applications for multi-tiered systems of support in schools. This is a 'must-read' text for students of cognitive assessment, theories of intelligence, and applications of measurement, as well as practicing school, educational, and clinical psychologists and educators. Highly recommended!"--Linda A. Reddy, PhD, Graduate School of Applied and Professional Psychology, Rutgers, The State University of New Jersey

"Flanagan and McDonough have assembled an impressive, comprehensive volume. The book includes the major scholars within the field across a continuum of expertise. It will no doubt serve as an excellent resource for those who want to assess intelligence in clinical or educational settings or analyze the psychometric properties of commonly used measures. A 'go-to' guide for understanding intellectual assessment."--H. Lee Swanson, PhD, Distinguished Professor Emeritus of Educational Psychology, University of California, Riverside; Research Professor, University of New Mexico

"This is a remarkably content-rich book on intellectual assessment broadly defined. Thirty-nine chapters--written by the best and brightest--trace the historical roots of test development and interpretation; explain the theoretical models that fuel such activity; and describe specific intelligence, cognitive, and neuropsychological batteries, their validity for use with children and youth, and how the data they generate may inform intervention development. As one who develops academic interventions for children with serious learning problems, I found the book helpful for thinking about individual differences in cognition and how they may influence construction of training programs to strengthen both cognitive processes and academic skills."--Douglas Fuchs, PhD, Professor and Nicholas Hobbs Chair of Special Education and Human Development, Vanderbilt University

"The fourth edition offers insight into how cognitive processes can affect academic achievement and other meaningful outcomes, and how processing strengths and weaknesses can be used to identify different disorders, including specific learning disabilities. Taking the reader on a journey from theory to practice, this is perhaps the most comprehensive resource to date. The inclusion of the top theorists and researchers in cognition and academic achievement makes the fourth edition the 'go-to' book on cognitive and intellectual assessment for both identification and intervention purposes. Elucidating the cognitive processes involved in learning and behavior, this innovative work will be valued by graduate students, experienced clinical and school-based psychologists, and educators alike."--James B. Hale, PhD, ABPdN, Professor of Educational Neuroscience (retired), Nanyang Technological University, Singapore

-A meaningful resource….This book can be a valuable tool for a school psychologist in either school or university settings….Educational assessment has been part of our 'bread and butter' since the conception of the profession, and a book like this is helpful in our approach to providing an equitable process for meeting the needs of our students.--NASP Communiqué, 09/01/2019ƒƒThis excellent book collects research findings about some of the most popular cognitive tests in the field today. It should be in the libraries of psychometricians and researchers alike. This fourth edition has many updated chapters as well as information on new testing instruments. *****!--Doody's Review Service, 02/15/2019ƒƒA superb theoretical and clinical overview....One could not ask for more from a review and critical evaluation of this extensive, rich, and complex literature. (on the second edition)--PsycCRITIQUES, 02/02/2006ƒƒShould be required reading in all intelligence testing courses and by anyone involved in the assessment of human and cognitive abilities. (on the first edition)--Psychotherapy in Private Practice, 01/01/1998ƒƒA valuable resource for neuropsychologists conducting comprehensive evaluations. Furthermore, the book's scope, depth, and clarity will be useful to seasoned as well as more junior practitioners and graduate students….Provides a comprehensive and empirically grounded account of intelligence theory and assessment….The editors' attention to the needs of their target audience is apparent and will go a long way in securing this book as an oft-used reference in one's clinical practice and theoretical understanding of contemporary intellectual assessment. (on the third edition)--Archives of Clinical Neuropsychology, 08/01/2013

Spis treści

Foreword, Alan S. Kaufman
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, & Sangwon Kim
II. Contemporary Theoretical Perspectives
3. The Cattell–Horn–Carroll Theory of Cognitive Abilities, W. Joel Schneider & Kevin S. McGrew
4. Assessment from the Perspective of Multiple-Intelligences Theory: Principles, Practices, and Values, Jie-Qi Chen & 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 & Tulio M. Otero
7. The Parieto-Frontal Integration Theory: Assessing Intelligence from Brain Images, Richard J. Haier & 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. 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, & Lawrence G. Weiss
10. The WJ IV Tests of Early Cognitive and Academic Development, Fredrick A. Schrank & Barbara J. Wendling
11. 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, & Nadeen L. Kaufman
13. The Differential Ability Scales--Second Edition, Colin D. Elliott, Joseph D. Salerno, Ron Dumont, & John O. Willis
14. The Woodcock–Johnson IV: Tests of Cognitive Abilities, Tests of Oral Language, Tests of Achievement, Fredrick A. Schrank, & Barbara J. Wendling
15. The Cognitive Assessment System--Second Edition: From Theory to Practice, Jack A. Naglieri & 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, & Lawrence G. Weiss
17. The Wechsler Nonverbal Scale of Ability: Assessment of Culturally and Linguistically Diverse Populations, Jack A. Naglieri & Tulio M. Otero
18. The Reynolds Intellectual Assessment Scales--Second Edition and the Reynolds Intellectual Screening Test, Tara C. Raines, Cecil R. Reynolds, & Randy W. Kamphaus
19. The NEPSY-II, Robb N. Matthews & John L. Davis
20. The Universal Nonverbal Intelligence Test--Second Edition: A Multidimensional Nonverbal Alternative for Cognitive Assessment, R. Steve McCallum & Bruce A. Bracken
IV. Relevance of Tests of Intelligence, Cognitive Abilities, and Neuropsychological Processes in Understanding Individual Differences
21. Use of Intelligence Tests in the Identification of Giftedness, David E. McIntosh, Felicia A. Dixon, & 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, & Meghan Leahy
23. Use of Intelligence Tests in the Identification of Children and Adolescents with Intellectual Disability, Ryan L. Farmer & 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, & Joseph Ferraracci
25. Testing with Culturally and Linguistically Diverse Populations: New Directions in Fairness and Validity, Samuel O. Ortiz, Nicole Piazza, Salvador Hector Ochoa, & Agnieszka M. Dynda
V. Linking Assessment Data to Intervention
26. Cognitive Hypothesis Testing: Linking Test Results to the Real World, Catherine A. Fiorello & Kirby L. Wycoff
27. Cross-Battery Assessment, the Cross-Battery Assessment Software System, and the Assessment–Intervention Connection, Dawn P. Flanagan, Michael Costa, Meghan Leahy, Katherine Palma, Vincent C. Alfonso, & Samuel O. Ortiz
28. Linking Cognitive Abilities to Academic Interventions for Students with Specific Learning Disabilities, Nancy Mather & 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 D. Morrison, Jennie Kaufman Singer, & 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, & Jamie Eiseman
31. Using Confirmatory Factor Analysis to Aid in Understanding the Constructs Measured by Intelligence Tests, Timothy Z. Keith & Matthew R. Reynolds
32. Functional Cattell–Horn–Carroll Nomenclature for Practical Applications, Richard W. Woodcock, Denise E. Maricle, Daniel C. Miller, & Ryan J. McGill
33. The Emergence of Neuropsychological Constructs into Tests of Intelligence and Cognitive Abilities, Daniel C. Miller & 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 SLD Diagnoses: The Case of Orthographic Mapping, David Kilpatrick
36. The Role of Cognitive and Intelligence Tests in the Assessment of Executive Functions, Denise E. Maricle & 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 Sy, & Vincent C. Alfonso
38. Should our Future Include the Integration of Evidence-Based Neuropsychological Services into School Settings?, Elizabeth Power & Rik Carl D’Amato
39. Intellectual, Cognitive, and Neuropsychological Assessment in Three-Tier Service Delivery Systems in Schools, George McCloskey, Jaime Slonim, & Deanna Rumohr

O autorze

Dawn P. Flanagan, PhD, is Professor of Psychology at St. John's University in Jamaica, New York, and Affiliate Clinical Professor at Yale Child Study Center, Yale University School of Medicine. She serves as an expert witness, learning disability consultant, and test/measurement consultant and trainer for organizations nationally and internationally. Dr. Flanagan is a Fellow of the American Psychological Association (APA) and a Diplomate of the American Board of Psychological Specialties. She received the inaugural Contributions to Practice Award from Division 16 (School Psychology) of the APA. She has published extensively on cognitive assessment, specific learning disabilities, and psychometric theories of the structure of cognitive abilities. Dr. Flanagan is also an author of the Cross-Battery Assessment Software System (X-BASS).

Erin M. McDonough, PhD, is the founder and owner of Psychological Diagnostic Evaluations of New York. She specializes in psychological assessment for the purpose of identifying learning disabilities and other disorders that interfere with achieving full academic potential. Her mission is to help parents understand why their children struggle and what can be done to help their children succeed. Dr. McDonough has trained clinical and school psychology graduate students in psychological assessment at St. John’s University and Rutgers, The State University of New Jersey. She also directed a diagnostic center affiliated with a school for students with dyslexia and other learning disabilities. She presents locally and nationally to school-based professionals on topics related to psychological assessment and learning disabilities.