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
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 Clinical Assistant Professor in the
School Psychology Program of the Graduate School for Applied and
Professional Psychology at Rutgers, The State University of New
Jersey, and serves as Director of the Rutgers School Psychology
Internship Consortium. Dr. McDonough is also the founder and
Director of Psychological Diagnostic Evaluations of New York, where
she see clients and supervises psychologists and interns. Dr.
McDonough publishes on issues related to psychological assessment
of students with learning disabilities, and lectures and conducts
workshops in this area at the state, regional, and national
levels.
"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, 9/1/2019ƒƒThis 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, 2/15/2019ƒƒA 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, 2/2/2006ƒƒShould 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, 1/1/1998ƒƒA 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, 8/1/2013
"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, 9/1/2019ƒƒThis 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, 2/15/2019Æ’Æ’A 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,
2/2/2006Æ’Æ’Should 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, 1/1/1998Æ’Æ’A 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, 8/1/2013
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