Just in time for your XMAS shopping!!!! One of the best texts on intellectual assessment and theories related to the practice of intellectual assessment.
The publisher has given me permission to post this information. The text below does not show all the formatting in the original document sent to me, so if you want a nicer PDF version to share with others,
click here.
Conflict of interest disclosure: I have coauthored a chapter in the book and will be splitting an honorarium check (not big, trust me) and will be receiving a free copy. But, I get no royalties (I wish I did).
Kudos to Dr. Flanagan and Harrison for revising what I consider one of the best texts on intellectual assessment.
NEW FROM THE GUILFORD PRESS (Revised and Expanded!)
Contemporary Intellectual Assessment, Third Edition
Theories, Tests, and Issues
Edited by Dawn P. Flanagan, PhD, Department of Psychology, St. John's University; and
Patti L. Harrison, PhD, Department of Educational Studies in Psychology, Research Methodology, and Counseling, University of Alabama
Available to Ship: December 2011
Copyright: 2012
Pages: 926
Size: 7" x 10"
Hardcover: ISBN 978-1-60918-995-2
Hardcover Price: $95.00 tentative/short discount
Prior edition copyright: 2005
Prior edition cloth ISBN: 978-1-59385-125-5
Website Category: EDUCATION: Educational Psychology; School Psychology. PSYCHOLOGY: School Psychology; Neuropsychology & Neuroscience; Child/Adolescent Clinical Psychology & Psychiatry.
Subject Areas/Keywords: adults, assessment instruments, batteries, children, cognitive assessments, developmental, educational psychology, evaluations, intellectual assessments, intellectual disabilities, intelligence testing, learning disabilities, response to intervention, RTI, tests
Internal Code: F
Date Issued: August 15, 2011
CRITICAL ACCLAIM
"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
"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, Department of School Psychology, Chicago School of Professional Psychology
"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
"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
"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
DESCRIPTION
In one volume, this authoritative reference presents a current, comprehensive overview of intellectual and cognitive assessment, with a focus on practical applications. Leaders in the field describe major theories of intelligence and provide the knowledge needed to use the latest measures of cognitive abilities with individuals of all ages, from toddlers to adults. Evidence-based approaches to test interpretation, and their relevance for intervention, are described. The book addresses critical issues in assessing particular populations—including culturally and linguistically diverse students, gifted students, and those with learning difficulties and disabilities—in today's educational settings.
New to This Edition
*Incorporates major research advances and legislative and policy changes.
*Covers recent test revisions plus additional tests: the NEPSY-II and the WNV.
*Expanded coverage of specific populations: chapters on autism spectrum disorders, attention-deficit/hyperactivity disorder, sensory and physical disabilities and traumatic brain injury, and intellectual disabilities.
*Chapters on neuropsychological approaches, assessment of executive functions, and multi-tiered service delivery models in schools.
KEY POINTS
> An authoritative reference, revised and expanded: features 11 new chapters.
> Comprehensive and current: covers all major tests and how they relate to educational services and policy.
> Chapters are written by the test developers themselves.
> A successful practitioner handbook and graduate-level text.
AUDIENCE
Practitioners, students, and researchers in school, educational, cognitive, and child clinical psychology.
COURSE USE
Serves as a primary text in graduate-level intellectual/cognitive assessment courses.
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
CONTRIBUTORS
Dynda Agnieszka, PsyD, Department of Psychology, St. John’s University, Jamaica, New York
Vincent C. Alfonso, PhD, Graduate School of Education, Fordham University, New York, New York
Kristina J. Andren, PsyD, School Psychology Program, University of Southern Maine, Gorham, Maine
Kathleen Armstrong, PhD, Department of Pediatrics, University of South Florida, Tampa, Florida
Erin Avirett, BA, Department of Psychology and Philosophy, Texas Women’s University, Denton, Texas
Nayena Blankson, PhD, Department of Psychology, Spelman College, Atlanta, Georgia
Bruce A. Bracken, PhD, School of Education, The College of William and Mary, Williamsburg, Virginia
Jeffery P. Braden, PhD, Department of Psychology, North Carolina State University, Raleigh, North Carolina
Kristina C. Breaux, PhD, The Psychological Corporation, San Antonio, Texas
Rachel Brown-Chidsey, PhD, School Psychology Program, University of Southern Maine, Gorham, Maine
John B. Carroll, PhD, Emeritus Professor of Psychology, University of North Carolina, Chapel Hill, North Carolina
Jie-Qi Chen, PhD, Erikson Institute, Chicago, Illinois
J. P. Das, PhD, Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada
John L. Davis, MA, Department of Educational Psychology, Texas A&M University, College Station, Texas
Scott L. Decker, PhD, Department of Psychology, Barnwell College, University of South Carolina, Columbia, South Carolina
Melissa DeVries, PhD, Neurology, Learning, and Behavior Center, Salt Lake City, Utah
Felicia A. Dixon, PhD, Department of Educational Psychology, Ball State University, Muncie, Indiana
Shauna G. Dixon, MS, Graduate School of Education, Harvard University, Cambridge, Massachusetts
Lisa Whipple Drozdick, PhD, The Psychological Corporation, San Antonio, Texas
Agnieszka M. Dynda, PsyD, Department of Psychology, St. John’s University, Jamaica, New York
Colin D. Elliot, PhD, The Gervitz School of Education, University of California, Santa Barbara, California
Julia A. Englund, BA, Department of Psychology, University of South Carolina, Columbia, South Carolina
Catherine A. Fiorello, PhD, NCSP, School Psychology Program and Department of Psychological Studies in Education, College of Education, Temple University, Philadelphia, Philadelphia
Dawn P. Flanagan, PhD, Department of Psychology, St. John’s University, Jamaica, New York
Randy G. Floyd, PhD, Department of Psychology, University of Memphis, Memphis, Tennessee
Laurie Ford, PhD, Department of Educational and Counseling Psychology, University of British Columbia, Vancouver, British Columbia, Canada
Howard Gardner, PhD, Graduate School of Education, Harvard University, Cambridge, Massachusetts
Sam Goldstein, PhD, Neurology, Learning, and Behavior Center, Salt Lake City, Utah
James B. Hale, PhD, School Psychology Program, Philadelphia College of Osteopathic Medicine, Philadelphia, Philadelphia
Jason Hangauer, EdS, Department of Pediatrics, University of South Florida, Tampa, Florida
Julie N. Henzel, PsyD, The Nisonger Center, Ohio State University, Columbus, Ohio
John L. Horn, PhD (deceased), Department of Psychology, University of Southern California, Los Angeles, California
Randy W. Kamphaus, PhD, College of Education, Georgia State University, Atlanta, Georgia
Alan S. Kaufman, PhD, Child Study Center, Yale University, New Haven, Connecticut
James C. Kaufman, PhD, Department of Psychology, California State University, San Bernardino, California
Nadeen L. Kaufman, PhD, Child Study Center, Yale University, New Haven, Connecticut
Timothy Z. Keith, PhD, Department of Educational Psychology, University of Texas at Austin, Austin, Texas
Sangwon Kim, PhD, Graduate School of Education, Fordham University, New York, New York
Laura Grofer Klinger, PhD, Department of Psychology, University of Alabama, Tuscaloosa, Alabama
Michelle L. Kozey, MA, Department of Educational and Counseling Psychology, University of British Columbia, Vancouver, British Columbia, Canada
John H. Kranzler, PhD, Special Education Program, College of Education, University of Florida, Gainesville, Florida
Elizabeth O. Lichtenberger, PhD, private practice, Carlsbad, California
Denise E. Maricle, PhD, Department of Psychology and Philosophy, Texas Women’s University, Denton, Texas
Jennifer T. Mascolo, PsyD, Department of Psychology, St. John’s University, Jamaica, New York
Nancy Mather, PhD, Department of Disability and Psychoeducational Studies, College of Education, University of Arizona, Tucson, Arizona
Robb N. Matthews, MA, Department of Educational Psychology, Texas A&M University, College Station, Texas
R. Steve McCallum, PhD, Department of Educational Psychology and Counseling, University of Tennessee, Knoxville, Tennessee
George McCloskey, PhD, Department of Psychology, Philadelphia College of Osteopathic Medicine, Philadelphia, Pennsylvania
Kevin S. McGrew, PhD, Institute for Applied Psychometrics, St. Cloud, Minnesota
David E. McIntosh, PhD, Department of Educational Psychology, Ball State University, Muncie, Indiana
Daniel C. Miller, PhD, Department of Psychology and Philosophy, Texas Women’s University, Denton, Texas
Ryan Murphy, EdS, Department of School Psychology, Philadelphia College of Osteopathic Medicine, Philadelphia, Pennsylvania
Joanna L. Mussey, MA, Department of Psychology, University of Alabama, Tuscaloosa, Alabama
Joshua Nadeau, MS, Department of Pediatrics, University of South Florida, Tampa, Florida
Jack A. Naglieri, PhD, ABAP, Department of Psychology, George Mason University, Fairfax, Virginia
Juliana Negreiros, MA, Department of Educational and Counseling Psychology, University of British Columbia, Vancouver, British Columbia, Canada
Bradley C. Niebling, PhD, Midwest Instructional Leadership Council, Urbandale, Iowa
Salvador Hector Ochoa, PhD, Department of Educational Psychology, University of Texas–Pan American, Edinburg, Texas
Sarah E. O’Kelly, PhD, Department of Psychiatry and Behavioral Neurobiology, University of Alabama, Tuscaloosa, Alabama
Samuel O. Ortiz, PhD, Department of Psychology, St. John’s University, Jamaica, New York
Tulio M. Otero, PhD, School Psychology Program, Chicago School of Professional Psychology, Chicago, Illinois
Eric E. Pierson, PhD, NCSP, HSPP, Department of Educational Psychology, Ball State University, Muncie, Indiana
Mark Pomplun, PhD, Riverside Publishing, Itasca, Illinois
Tara C. Raines, PsyS, Gwinnett County Public Schools, Gwinnett County, Georgia
Cecil R. Reynolds, PhD, Department of Educational Psychology, Texas A&M University, College Station, Texas
Matthew R. Reynolds, PhD, Department of Psychology and Research in Education, University of Kansas, Lawrence, Kansas
Cynthia A. Riccio, PhD, Department of Educational Psychology, Texas A&M University, College Station, Texas
Alycia M. Roberts, BA, Department of Psychology, University of South Carolina, Columbia, South Carolina
Jane Rogers, PsyD, Department of Psychology, Philadelphia College of Osteopathic Medicine, Philadelphia, Pennsylvania
Gale H. Roid, PhD, Department of Institutional Research, Warner Pacific College, Portland, Oregon
Ellen W. Rowe, PhD, Center for Psychological Services, George Mason University, Fairfax, Virginia
Andrea N. Schneider, BA, Department of Psychology, University of Victoria, Victoria, British Columbia, Canada
W. Joel Schneider, PhD, Department of Psychology, Illinois State University, Normal, Illinois
Fredrick A. Schrank, PhD, Woodcock–Munoz Foundation, Olympia, Washington
Jennie Kaufman Singer, PhD, College of Health and Human Services, Sacramento State University, Sacramento, California
Marlene Sotelo-Dynega, PhD, Department of Psychology, St. John’s University, Jamaica, New York
Robert J. Sternberg, PhD, Provost, Oklahoma State University, Stillwater, Oklahoma
Dustin Wahlstrom, PhD, The Psychological Corporation, San Antonio, Texas
John D. Wasserman, PhD, Department of Psychology, George Mason University, Fairfax, Virginia
Lawrence G. Weiss, PhD, The Psychological Corporation, San Antonio, Texas
Barbara J. Wendling, MA, Consulting Services, Dallas, Texas
James Whitaker, PsyD, Department of Psychology, Philadelphia College of Osteopathic Medicine, Philadelphia, Pennsylvania
Gabrielle Wilcox, PsyD, Department of School Psychology, Philadelphia College of Osteopathic Medicine, Philadelphia, Pennsylvania
Anne Pierce Winsor, PhD, Department of Educational Psychology, University of Georgia, Athens, Georgia
Kirby L. Wycoff, EdM, NCSP, Graduate School of Applied and Professional Psychology, Rutgers, The State University of New Jersey, Piscataway, New Jersey
Megan Yim, BA, Department of Psychology, Victoria Island University, Victoria, British Columbia, Canada
Jianjun Zhu, PhD, The Psychological Corporation, San Antonio, Texas
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intelligence IQ tests IQ testing IQ scores CHC intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology neuroscience psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner general intelligence intelligent IQ testing validity intellectual assessment Contemporary Intellectual Assessment
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The history of testing mental abilities has seen the dominance of two contrasting approaches, psychometrics and neuropsychology. These two traditions have different theories and methodologies, but overlap considerably in the tests they use. Historically, psychometrics has emphasized the primacy of a general factor, while neuropsychology has emphasized specific abilities that are dissociable. This issue about the nature of human mental abilities is important for many practical concerns. Questions such as gender, ethnic, and age-related differences in mental abilities are relatively easy to address if they are due to a single dominant trait. Presumably such a trait can be measured with any collection of complex cognitive tests. If there are many specific mental abilities, these would be much harder to measure and associated social issues would be more difficult to resolve. The relative importance of general and specific abilities also has implications for educational practices. This book includes the diverse opinions of experts from several fields including psychometrics, neuropsychology, speech language and hearing, and applied psychology.