Contemporary Intellectual Assessment, Third Edition: Theories, Tests, and Issues / Edition 3

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Overview

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

"A single source for essential, detailed information on the past, present, and future of intellectual and cognitive assessment practices. The table of contents provides an objective sweep of all major theories, tests, and evaluation procedures at a glance; the expertise of the chapter authors results in a work that is consistently outstanding. The third edition reflects the latest efforts in clinical inquiry that explore cognitive abilities and processes as they relate to the real world. It emphasizes cross-cultural issues in assessment and incorporates new approaches and instruments related to learning and developmental problems. This is an essential text for graduate-level assessment courses."--Elaine Fletcher-Janzen, EdD, NCSP, ABPdN, Department of School Psychology, Chicago School of Professional Psychology

"Psychological services must be built on ecological assessment if we are to work effectively with both children and adults. Including new chapters on neuropsychology and other topics, this book helps us better understand individuals' cognitive capabilities. It would be a great benefit to your library or your graduate training classroom."--Rik Carl D'Amato, PhD, Director, Center for Teaching and Learning Enhancement; Head, Department of Psychology, University of Macao, China

"This is the most comprehensive, authoritative, and up-to-date text on intellectual assessment available. It covers current theories of intelligence, methods of intelligence testing, and their applications to special populations. The chapters are all written by leading scholars and combine clear research summaries with practical advice, making this a valuable book for graduate students and professionals interested in both research and practice."--Paul J. Frick, PhD, University Distinguished Professor and Chair, Department of Psychology, University of New Orleans

"This updated volume is a valuable addition to the field of intellectual and psychological assessment. The editors have assembled the leaders in the field to present the most up-to-date information available. Many of the chapters are written by the test authors and theory creators themselves; readers will benefit from the firsthand approach to test and theory interpretation. The book is written in a way that will appeal to both experienced practitioners and graduate students just starting out in the field."--Andrew S. Davis, PhD, Department of Educational Psychology, Ball State University

PsycCRITIQUES

"A superb theoretical and clinical overview....The standards of theoretical and methodological rigor, comprehensive topical coverage, balanced and objective critical analysis, lifespan cognitive evaluation, and advocacy for special populations...are beautifully balanced. One could not ask for more from a review and critical evaluation of this extensive, rich, and complex literature."--PsycCRITIQUES
Psychotherapy in Private Practice

"Should be required reading in all intelligence testing courses and by anyone involved in the assessment of human and cognitive abilities."--Psychotherapy in Private Practice
Canadian Child Psychiatry Review

"A thought-provoking and informative volume which should be read and considered by all practitioners who use and interpret tests of intelligence. It would be an excellent text for graduate courses in intelligence and its assessment. The book is generally extremely readable."--Canadian Child Psychiatry Review
Archives of Clinical Neuropsychology

“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. It is organized in a user-friendly manner, presents current and updated research, and offers the reader best practices for intellectual, cognitive, and neuropsychological testing from leading scientist-practitioners in psychology and related fields. 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.”--Archives of Clinical Neuropsychology
PsycCRITIQUES

"A superb theoretical and clinical overview....The standards of theoretical and methodological rigor, comprehensive topical coverage, balanced and objective critical analysis, life span cognitive evaluation, and advocacy for special populations...are beautifully balanced. One could not ask for more from a review and critical evaluation of this extensive, rich, and complex literature."--PsycCRITIQUES (on the second edition)

Psychotherapy in Private Practice

"Should be required reading in all intelligence testing courses and by anyone involved in the assessment of human and cognitive abilities."--Psychotherapy in Private Practice (on the first edition)

Canadian Child Psychiatry Review (

"A thought-provoking and informative volume which should be read and considered by all practitioners who use and interpret tests of intelligence. It would be an excellent text for graduate courses in intelligence and its assessment. The book is generally extremely readable."--Canadian Child Psychiatry Review (on the first edition)

Canadian Child Psychiatry Review (
"A thought-provoking and informative volume which should be read and considered by all practitioners who use and interpret tests of intelligence. It would be an excellent text for graduate courses in intelligence and its assessment. The book is generally extremely readable."--Canadian Child Psychiatry Review (on the first edition)
Canadian Child Psychiatry Review

"A thought-provoking and informative volume which should be read and consid
From The Critics
Reviewer: Christopher J. Graver, PhD, ABPP-CN(Madigan Healthcare 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.
Booknews
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: 9781609189952
  • Publisher: Guilford Publications, Inc.
  • Publication date: 1/23/2012
  • Edition description: Third Edition
  • Edition number: 3
  • Pages: 926
  • Sales rank: 274,765
  • Product dimensions: 7.00 (w) x 10.30 (h) x 1.90 (d)

Meet the Author

Dawn P. Flanagan, PhD, 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, PhD, 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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Table of 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. Foundations for Better Understanding of Cognitive Abilities, John L. Horn and Nayena Blankson
4. The Cattell–Horn–Carroll (CHC) Model of Intelligence, W. Joel Schneider and Kevin S. McGrew
5. Assessment of Intellectual Profile: A Perspective from Multiple-Intelligences Theory, Jie-Qi Chen and Howard Gardner
6. 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. Weiss
9. 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. Weiss
10. 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. Kaufman
12. The Woodcock–Johnson III Normative Update (WJ III NU): Tests of Cognitive Abilities and Tests of Achievement, Fredrick A. Schrank and Barbara J. Wendling
13. The Differential Ability Scales–Second Edition (DAS-II), Colin D. Elliott
14. The Universal Nonverbal Intelligence Test (UNIT): A Multidimensional Nonverbal Alternative for Cognitive Assessment, R. Steve McCallum and Bruce A. Bracken
15. The Cognitive Assessment System (CAS): From Theory to Practice, Jack A. Naglieri and Tulio M. Otero
16. The Reynolds Intellectual Assessment Scales (RIAS) and the Reynolds Intellectual Screening Test (RIST), Cecil R. Reynolds, Randy W. Kamphaus, and Tara C. Raines
17. The NEPSY-II, Robb N. Matthews, Cynthia A. Riccio, and John L. Davis
18. 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 Intervention
19. The Cross-Battery Assessment (XBA) Approach: An Overview, Historical Perspective, and Current Directions, Dawn P. Flanagan, Vincent C. Alfonso, and Samuel O. Ortiz
20. Cognitive Hypothesis Testing (CHT): Linking Test Results to the Real World, Catherine A. Fiorello, James B. Hale, and Kirby L. Wycoff
21. Processing Approaches to Interpreting Information from Cognitive Ability Tests: A Critical Review, Randy G. Floyd and John H. Kranzler
22. 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 Populations
24. 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. McIntosh, 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-Dynega
27. Assessment of Intellectual Functioning in Autism Spectrum Disorder (ASD), Laura Grofer Klinger, Sarah E. O’Kelley, Joanna L. Mussey, Sam Goldstein, and Melissa DeVries
28. 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. Dixon
29. Intellectual and Neuropsychological Assessment of Individuals with Sensory and Physical Disabilities and Traumatic Brain Injury, Scott L. Decker, Julia A. Englund, and Alycia M. Roberts
30. 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 Assessment
31. Using Joint Test Standards to Evaluate the Validity Evidence for Intelligence Tests, Jeffery P. Braden and Bradley C. Niebling
32. Using Confirmatory Factor Analysis (CFA) to Aid in Understanding the Constructs Measured by Intelligence Tests, Timothy Z. Keith and Matthew R. Reynolds
33: 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 Avirett
35. Intelligence Tests in the Context of Emerging Assessment Practices: Problem-Solving Applications, Rachel Brown-Chidsey and Kristina J. Andren
36. Intellectual, Cognitive, and Neuropsychological Assessment in Three-Tier Service Delivery Practices in Schools, George McCloskey, James Whitaker, Ryan Murphy, and Jane Rogers
Appendix. The Three-Stratum Theory of Cognitive Abilities, John B. Carroll

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