ISBN-10:
0205123902
ISBN-13:
9780205123902
Pub. Date:
05/28/1990
Publisher:
Allyn & Bacon, Inc.
Assessing Adolescent and Adult Intelligence / Edition 1

Assessing Adolescent and Adult Intelligence / Edition 1

by Alan S. Kaufman

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Product Details

ISBN-13: 9780205123902
Publisher: Allyn & Bacon, Inc.
Publication date: 05/28/1990
Edition description: Older Edition
Pages: 753
Product dimensions: 7.01(w) x 9.25(h) x (d)

About the Author

ALAN S. KAUFMAN, PhD, is Clinical Professor of Psychology at YaleUniversity School of Medicine and resides in San Diego, California.He is the author or coauthor of numerous, widely used psychologicalassessment instruments and books, and is a series editor (withNadeen Kaufman) of the Essentials of Psychological Assessmentseries (Wiley). He and Elizabeth Lichtenberger have collaborated ona number of books, including Essentials of WAIS®-IIIAssessments. His most recent tests include the second editions ofthe Kaufman Assessment Battery for Children (KABC-II), Kaufman Testof Educational Achievement (KTEA-II), and Kaufman BriefIntelligence Test (KBIT-2).

ELIZABETH O. LICHTENBERGER, PhD, is a clinical psychologistresiding in Carlsbad, California. She has coauthored numerousbooks, including Essentials of Assessment Report Writing (withNancy Mather, Nadeen Kaufman, and Alan Kaufman), Essentials ofKABC-II Assessment (with Alan Kaufman, Elaine Fletcher-Janzen, andNadeen Kaufman), and Essentials of WIAT-II® and KTEA-IIAssessment (with Donna Smith), all from Wiley.

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Table of Contents

Prefacexvii
Part IIntroduction to the Assessment of Adolescent and Adult Intelligence
Chapter 1IQ Tests: Their History, Use, Validity, and Intelligent Interpretation1
Outline of the Book2
A Short History of IQ Tests3
Surveys of Test Usage for Adults7
Validity of the IQ Construct for Adolescents and Adults11
The Intelligent Testing Philosophy18
Summary22
Chapter 2Heritability and Malleability of IQ and Attacks on the IQ Construct24
The Heritability and Malleability of IQ24
Malleability36
Attacks on the IQ Construct46
Summary59
Chapter 3From the Wechsler-Bellevue I to the WAIS-III61
Selection of the Subtests62
Item Content Changes from the W-B I to the WAIS to the WAIS-R and to the WAIS-III69
Reliability Comparisons of the W-B I, WAIS, WAIS-R, and WAIS-III72
Standardization of the W-B I, WAIS, WAIS-R, and WAIS-III74
Comparison of the Construct Validity of the W-B I, WAIS, WAIS-R, and WAIS-III76
Correlations between the W-B I and WAIS, WAIS and WAIS-R, and the WAIS-R and WAIS-III84
Comparison of Systems for Classifying Intelligence on the W-B I, WAIS, and WAIS-III87
Comparison of IQs Yielded by the WAIS-R and WAIS-III89
Generalization from the W-B I, WAIS, and WAIS-R to the WAIS-III91
Summary94
Part IIIndividual Differences on Age, Socioeconomic Status, and Other Key Variables
Chapter 4Individual Differences for Adolescents and Adults on Gender, Ethnicity, Urban-Rural Residence, and Socioeconomic Status96
Gender Differences96
Ethnic Differences in IQ101
Urban-Rural Residence Differences109
Occupational Differences111
Educational Attainment115
Summary124
Chapter 5Age and Intelligence across the Adult Life Span127
Does IQ Decline with Advancing Age? A Cross-Sectional Approach128
Does IQ Decline with Advancing Age? A Longitudinal Approach163
Interpretation of the Aging Patterns for V-IQ versus P-IQ: Speed or Fluid/Crystallized Ability?180
Summary189
Part IIIIntegration and Application of WAIS-III Research
Chapter 6Research on Administration, Scoring, and Relationships between Wechsler Scales192
Administration and Scoring192
WAIS-III Stability202
Summary216
Chapter 7Factor Analysis of the WAIS-III218
The WAIS-III as a One-Factor Test218
The WAIS-R as a Two-Factor Test220
The WAIS-III as a Three-Factor Test222
The WAIS-III as a Four-Factor Test223
How Many Factors Underlie the WAIS-III?224
Are There Two, Three, or Four WAIS-III Factors?225
Comparison of WAIS-III and WAIS-R Factors232
Comparison of WAIS-III and WISC-III Factors232
The General Factor (g)234
Evaluation of the WAIS-III237
Summary243
Chapter 8Verbal-Performance IQ Discrepancies: A Neuropsychological Approach244
V-P Discrepancies and Brain Damage244
The Nature of Brain Damage258
Acute versus Chronic Lesions267
Subtest Patterns for Left- and Right-Lesion Patients269
Gender of Patients with Lateralized Lesions276
Ethnicity of Patients with Lateralized Lesions293
Age of Patient Samples296
Educational Level of Patient Samples297
Clinical Issues in the Interpretation of a Patient's V-P Difference302
Illustrative Case Report308
Summary314
Chapter 9Verbal-Performance IQ Discrepancies: A Clinical Approach317
Variables Believed to Be Correlates of High Performance IQ317
Variables Believed to Be Correlates of High Verbal IQ337
When V-P IQ Discrepancies Are Meaningless354
Illustrative Case Reports357
Summary366
Part IVInterpretation of the WAIS-III Profile: IQs, Factor Indexes, and Subtest Scaled Scores
Chapter 10Profile Interpretation: What the Subtests Measure369
Ways of Grouping WAIS-III Subtests369
Abilities Measured by the 14 WAIS-III Subtests382
Summary410
Chapter 11WAIS-III Profile Interpretation: Steps 1-7412
Considerations about Profile Interpretation412
Considerations for Applying the Interpretive Steps when Only 11 Subtests Were Administered413
Step 1Interpret the Full Scale IQ414
Step 2Are the Verbal IQ versus the Performance IQ (or the Verbal Comprehension Index versus the Perceptual Organization Index) Significantly Different?415
Step 3Are the Verbal IQ versus the Performance IQ (or the Verbal Comprehension Index versus the Perceptual Organization Index) Differences Abnormally Large?417
Step 4Is the V-IQ versus P-IQ Discrepancy Interpretable?421
Step 5Is VCI versus POI Difference Interpretable?426
Step 6Determine whether the Working Memory and Processing Speed Indexes Are Interpretable428
Step 7Interpret the Global Verbal and Nonverbal Dimensions, as well as the Small Factors, if They Were Found to Be Interpretable428
General Interpretation of WAIS-III Indexes430
Horn's and Bannatyne's Systems for Interpreting Global Verbal, Nonverbal, Working Memory, and Processing Speed Dimensions434
Characteristic Profiles in Unique Populations445
Summary445
Chapter 12WAIS-III Profile Interpretation: Steps 8 and 9447
Generating WAIS-III Hypotheses447
The Nine-Step Process448
Step 8Interpret Significant Strengths and Weaknesses of the Subtest Profile448
Step 9Generating Hypotheses about the Fluctuations in the WAIS-III Profile451
Basic Tenets of the Philosophy of Hypothesis Generation453
Introduction to WAIS-III Subtest Interpretive Tables455
Reliability Coefficients of Shared Abilities455
How to Use Information about Shared Abilities455
Summary of Sequential Approach to WAIS-III Interpretation479
A Simultaneous Approach to Hypothesis Generation479
Illustrative Case Reports496
Summary515
WAIS-III Interpretive Worksheet517
Part VAdditional Measures of Adolescent and Adult IQ
Chapter 13Kaufman Adolescent and Adult Intelligence Test (KAIT)522
KAIT Theory522
Composition of the KAIT523
Other Tests and the KAIT524
Types of Scores on the KAIT525
KAIT's Standardization and Psychometric Properties525
KAIT Interpretation527
KAIT Research on Clinical Profiles541
KAIT Case Study550
Summary560
Chapter 14Woodcock-Johnson Battery--Third Edition (WJ III)561
History and Evolution of the WJ III561
Theoretical Foundations of the WJ III563
Description and Organization of the WJ III Tests and Clusters570
Interpretive Features of the WJ III577
Psychometric Characteristics582
Special Applications and Use with Special Populations600
Summary627
Chapter 15Brief Tests of Intelligence and Related Abilities629
Brief History of Brief Assessment629
Let's Stop Developing and Using Short Forms of Long Tests633
When to Administer Brief Tests640
Three Well-Normed Recent Brief Tests of Verbal and Nonverbal Intelligence641
Brief Tests of Either Nonverbal or Verbal Ability650
Brief Tests for Specialized Abilities655
Summary660
References663
Name Index725
Subject Index737

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