Contemporary Intellectual Assessment: Theories, Tests, and Issues / Edition 1

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Now in a thoroughly revised and expanded second edition, this comprehensive work provides the most current information about theory and research on assessment of intellectual abilities and processes. Leading test authors, theorists, and scholars review the conceptual and research underpinnings of recent editions of intelligence tests, including the WISC-IV, KABC-II, SB5, and WJ III, and offer recommendations for interpretation. Highlights include new and fully revised chapters on assessment of special populations, including culturally and linguistically diverse individuals, preschoolers, and children with learning disabilities. Other new chapters describe cutting-edge interpretive approaches (e.g., nondiscriminatory and cross-battery methods) and current theories (e.g., CHC theory, Gardner's MI theory, Sternberg's triarchic theory of successful intelligence, Luria's theory of information processing); outline ways to link assessment to interventions; and address standards-based educational reform.

The book contains black-and-white illustrations.

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Editorial Reviews

From the Publisher

"Bridging traditional issues in intellectual assessment with new directions in theory and research, this comprehensive, thought-provoking volume will be an excellent alternative to the conventional texts that I have used in my course. I highly recommend the book for upper-level undergraduate and graduate students in intellectual assessment courses." --Robert W. Hiltonsmith, PhD, Professor of Psychology, School Psychology Training Program, Radford University, Virginia

"Wow! Finally there is a book that brings together the history of intellectual assessment, the contemporary theories of intelligence, and state-of-the-art information about the practice of intellectual assessment. this book is essential reading for psychologists of all sorts who are interested in intelligence, either from the perspective of theory and research or as practitioners of assessment. The chapter authors are a who's who of the field, with many offering their clearest and most succinct statements to date about their positions in this volume. The editing is extremely intelligent, within chapters and with respect to the organization of the volume as a whole. the text turns the trick of being meaty enough for scholars and graduate students in psychology, and yet, it is also written clearly enough that professionals in a variety of disciplines will find it accessible. It would be an excellent textbook in an introductory graduate course on intelligence or even an advanced seminars on the topic, which speaks loads about both the accessibility of the ideas in it for the uninitiated and the originality and currency of the ideas for the experienced worker in intelligence. This is one of the best edited volumes I have ever encountered, and I have placed it on the most-important-books shelf of my personal, professional library." --G. Michael Pressley

"Here in one location is a comprehensive set of the most impressive papers I've read on new ways of thinking about and measuring intelligence. An incredible diversity of perspectives is represented. This text includes a nice systematic analysis of the theories, their components, fundamental assumptions, and examples of their application in practice. Must reading for anyone engaged in the assessment of human cognitive abilities." --James E. Ysseldyke, Ph.D., Professor of Educational Psychology and Director of the National Center on Educational Outcomes at the University of Minnesota

"Contemporary Intellectual Assessment is an excellent review of the present state of knowledge, covering the major theories, approaches to assessment, and current issues needing research and professional attention in practice, as well as the history of the field. The editors and chapter authors, including many leaders in the field, obviously worked together to produce a tightly organized and coordinated yet comprehensive reference. The book will be especially useful to practitioners and researchers in school, child-clinical, counseling, and educational psychology, as well as many other professionals and scientists working in human development." --Richard E. Snow, Ph.D., Professor of Education and Psychology, Stanford University

"Drs. Flanagan, Genshaft, and Harrison have accomplished a truly remarkable feat in their new volume, Contemporary Intellectual Assessment. They have brought together the best authors/researchers in the field of intellectual assessment (the author list is a who's who in American psychometrics) who have written thoughtful, innovative, and clear expositions of the most important topics in assessment. I particularly like the careful coverage of the classic areas of assessment and excellent chapters having to do with the newest approaches to assessment. This combination of foundations with leading edge topics makes the volume useful to senior practitioners and serious students alike." --Jane C. Conoley, Ph.D, Dean of the College of Education, Texas A&M University

From The Critics
Reviewer: Christopher J. Graver, PhD (University of Michigan Health System)
Description: This handy reference on intellectual assessment covers the origins of intellectual assessment, emerging theories of intelligence, new and revised instruments for assessing intelligence across the life-span, and future research directions in this area.
Purpose: The purpose is to provide a comprehensive conceptual and practical overview of current theories of intelligence and measures of cognitive ability. The second edition updates the original version (1996) with the latest research in the field of intellectual assessment and includes new and revised instruments not available when the original version was published (e.g., WISC-IV, KABC-II, and WJ-III).
Audience: According to the authors, this book is intended for practitioners, researchers, undergraduate and graduate students, and other professionals involved in psychology and education. It would be appropriate for courses involving intellectual assessment, cognitive psychology, or measurement and psychometric theory.
Features: This book starts with an informative and quite interesting historical perspective of intellectual measurement and test interpretation. It then covers a broad range of current perspectives on intelligence, including the conceptualization of intelligence using Luria's work on the functional aspects of brain structures (PASS). These conceptualizations include specific applications to disorders such as ADHD and reading disabilities. In the section on interpretation, there are useful discussions regarding profiles such as ACID and SCAD for subtest interpretation. The section addressing intelligence tests in different populations, including the assessment of culturally/linguistically diverse individuals, provides an invaluable framework for understanding the limitations of our current intellectual tests in these populations. There are summary tables and figures scattered throughout the text that make it easy to reference this material, although some of them are quite complex and require an understanding of advanced statistical and modeling concepts. Overall, this book is written in a manner that conveys the authors' excitement for the subject matter and is surprisingly enjoyable to read.
Assessment: The authors have succeeded in producing an excellent reference that should be read by anyone involved in the assessment of human and cognitive abilities. This highly recommended book is one of the most comprehensive references on intellectual assessment without being laborious to read. While it is highly appropriate for psychology courses, clinicians at all levels also will find it a helpful review of the current literature. The second edition is a welcome addition, as it updates the current literature, addresses new and revised instruments, and adds the astute section on the use of intelligence tests in diverse populations.
Bridging the gap between applied intelligence testing and the latest in cognitive science, these 27 papers cover major theories of intelligence, methods of assessing human cognitive abilities, and issues related to the validity and utility of current test batteries. The contributors give special attention to ways in which emerging conceptions of intelligence diverge from traditional paradigms. Taken together, the chapters provide the knowledge needed to use new batteries and to make up-to-date, empirically supported interpretations of older tests. Annotation c. by Book News, Inc., Portland, Or.

4 Stars! from Doody
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Product Details

  • ISBN-13: 9781572301474
  • Publisher: Guilford Publications, Inc.
  • Publication date: 10/1/1996
  • Series: School Practitioner Series
  • Edition description: Older Edition
  • Edition number: 1
  • Pages: 597
  • Product dimensions: 7.36 (w) x 10.28 (h) x 1.45 (d)

Meet the Author

Dawn P. Flanagan, Ph.D., an Assistant Professor of School Psychology at St. John's University in New York, conducts research on intelligence, psychoeducational and preschool assessment, and professional issues in school psychology. Widely published, she serves on the editorial boards of the Journal of Psychoeducational Assessment and School Psychology Review and is past president of the New York State Psychological Association's School Division.

Judy L. Genshaft, Ph.D., is the Interim Vice President for Academic Affairs at the University at Albany, State University of New York. She has edited two books and written numerous journal articles and book chapters. A licensed psychologist who is on the editorial board of School Psychology Review, she has received several awards and honors for her contributions to the National Association of School Psychologists.

Patti L. Harrison, Ph.D., a Professor in the Educational and School Psychology Program and Assistant Dean of the Graduate School at the University of Alabama, has conducted extensive research on intelligence, adaptive behavior, and preschool assessment. Widely published, she is Editor of School Psychology Review, an editorial board member for several journals, a past-chair of the NASP Children's Services Committee, and a past Vice President of Publications, Communications, and Convention Affairs for APA's Division of School Psychology.

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Table of Contents

I. The Origins of Intellectual Assessment
1. The History of Intelligence Testing, John D. Wasserman and David S. Tulsky
2. History of Intelligence Test Interpretation, Randy W. Kamphaus, Anne Pierce Winsor, Ellen W. Rowe, and Sangwon Kim
II. Contemporary and Emerging Theoretical Perspectives
3. Foundations for Better Understanding of Cognitive Abilities, John L. Horn and Nayena Blankson
4. The Three-Stratum Theory of Cognitive Abilities, John B. Carroll
5. Assessment Based on Multiple-Intelligences Theory, Jie-Qi Chen and Howard Gardner
6. The Triarchic Theory of Successful Intelligence, Robert J. Sternberg
7. Planning, Attention, Simultaneous, Successive Theory: A Revision of the Concept of Intelligence, Jack A. Naglieri and J. P. Das
8. The Cattell-Horn-Carroll Theory of Cognitive Abilities: Past, Present, and Future, Kevin S. McGrew
III. Contemporary and Emerging Interpretive Approaches
9. The Impact of the Cattell-Horn-Carroll Theory on Test Development and Interpretation of Cognitive and Academic Abilities, Vincent C. Alfonso, Dawn P. Flanagan, and Suzan Radwan
10. Information-Processing Approaches to Interpretation of Contemporary Intellectual Assessment Instruments, Randy G. Floyd
11. Advances in Cognitive Assessment of Culturally and Linguistically Diverse Individuals: A Nondiscriminatory Interpretive Approach, Samuel O. Ortiz and Salvador Hector Ochoa
12. Issues in Subtest Profile Analysis, Marley W. Watkins, Joseph J. Glutting, and Eric A. Youngstrom
13. Linking Cognitive Assessment Results to Academic Interventions for Students with Learning Disabilities, Nancy Mather and Barbara J. Wendling
IV. New and Revised Intelligence Batteries
14. The Wechsler Scales, Jianjun Zhu and Larry Weiss
15. Interpreting the Stanford-Binet Intelligence Scales, Fifth Edition, Gale H. Roid and Mark Pomplun
16. The Kaufman Assessment Battery for Children-Second Edition and the Kaufman Adolescent and Adult Intelligence Test, James C. Kaufman, Alan S. Kaufman, Jennie Kaufman-Singer, and Nadeen L. Kaufman
17. The Woodcock-Johnson III Tests of Cognitive Ability, Fredrick A. Schrank
18. The Differential Ability Scales, Colin D. Elliott
19. The Universal Nonverbal Intelligence Test: A Multidimensional Measure of Intelligence, R. Steve McCallum and Bruce A. Bracken
20. The Cognitive Assessment System, Jack A. Naglieri
21. Introduction to the Reynolds Intellectual Assessment Scales and the Reynolds Intellectual Screening Test, Cecil R. Reynolds and Randy W. Kamphaus
V. Use of Intelligence Tests in Different Populations
22. The Use of Intelligence Tests in the Assessment of Preschoolers, Laurie Ford and V. Susan Dahinten
23. Use of Intelligence Tests in the Identification of Giftedness, David E. McIntosh and Felicia A. Dixon
24. Psychoeducational Assessment and Learning Disability Diagnosis, Jennifer T. Mascolo and Dawn P. Flanagan
25. The Use of Intelligence Tests with Culturally and Linguistically Diverse Populations, Samuel O. Ortiz and Agnieszka M. Dynda
26. A Comparative Review of Nonverbal Measures of Intelligence, Jeffery P. Braden and Michelle S. Athanasiou
VI. Emerging Issues and New Directions in Intellectual Assessment
27. Using Confirmatory Factor Analysis to Aid in Understanding the Constructs Measured by Intelligence Tests, Timothy Z. Keith
28. Using the Joint Test Standards to Evaluate the Validity Evidence for Intelligence Tests, Jeffery P. Braden and Bradley C. Niebling
29. Intelligence Tests in an Era of Standards-Based Educational Reform, Rachel Brown-Chidsey
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