Contemporary Intellectual Assessment

Fourth Edition
Theories, Tests, and Issues

Edited by Dawn P. Flanagan and Erin M. McDonough
Foreword by Alan S. Kaufman

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September 17, 2018
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This leading practitioner reference and text—now in a revised and expanded fourth edition—provides the knowledge needed to use state-of-the-art cognitive tests with individuals of all ages, from preschoolers to adults. The volume examines major theories and tests of intelligence (in chapters written by the theorists and test developers themselves) and presents research-based approaches to test interpretation. Contributors address critical issues in evaluating culturally and linguistically diverse students, gifted students, and those with intellectual disability, sensory–motor impairments, traumatic brain injuries, and learning difficulties and disabilities. The fourth edition highlights the use of cognitive test results in planning school-based interventions.

New to This Edition

“This 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


“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.”

PsycCRITIQUES (on the second edition)


“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)


“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.”

Archives of Clinical Neuropsychology (on the third edition)


“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

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, & 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


About the Editors

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.

Contributors

Phillip L. Ackerman, PhD, School of Psychology, Georgia Institute of Technology, Atlanta, Georgia

Vincent C. Alfonso, PhD, School of Education, Gonzaga University, Spokane, Washington

Erin K. Avirett, PhD, PLLC, private practice, Amarillo, Texas

Bruce A. Bracken, PhD, School of Education, College of William and Mary, Williamsburg, Virginia

Kristina C. Breaux, PhD, Pearson Clinical Assessment, San Antonio, Texas

Jie-Qi Chen, PhD, Erikson Institute Graduate School in Child Development, Chicago, Illinois

Michael Costa, MS, Department of Psychology, St. John’s University, Jamaica, New York

Rik Carl D’Amato, PhD, Department of School Psychology, Chicago School of Professional Psychology, Chicago, Illinois

Mark Daniel, PhD, Learning Assessment Products, Bloomington, Minnesota

John L. Davis, PhD, Department of Educational Psychology, University of Utah, Salt Lake City, Utah

Scott L. Decker, PhD, Department of Psychology, University of South Carolina, Columbia, South Carolina

Felicia A. Dixon, PhD, Department of Educational Psychology, Ball State University, Selma, Indiana

Lisa Whipple Drozdick, PhD, Pearson Clinical Assessment, San Antonio, Texas

Ron Dumont, EdD, NCSP, School of Psychology, Fairleigh Dickinson University, Teaneck, New Jersey

Agnieszka M. Dynda, PsyD, Department of Psychology, St. John’s University, Jamaica, New York

Jamie Eiseman, MSEd, NCSP, School of Psychology, Fairleigh Dickinson University, Teaneck, New Jersey

Colin D. Elliott, PhD (deceased), Department of Counseling, Clinical, and School Psychology, University of California, Santa Barbara, Santa Barbara, California

Ryan L. Farmer, PhD, BCBA, Department of Psychology, Western Kentucky University, Bowling Green, Kentucky

Joseph Ferraracci, MA, Department of Psychology, University of South Carolina, Columbia, South Carolina

Catherine A. Fiorello, PhD, NCSP,

ABPP, Department of Psychological Studies in Education, Temple University, Philadelphia, Pennsylvania

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

Howard Gardner, PhD, Graduate School of Education, Harvard University, Cambridge, Massachusetts

Richard J. Haier, PhD, Department of Pediatrics, School of Medicine, University of California, Irvine, Irvine, California

Rex E. Jung, PhD, Department of Neurosurgery, University of New Mexico, Albuquerque, New Mexico

Randy W. Kamphaus, PhD, Department of Special Education and Clinical Sciences, College of Education, University of Oregon, Eugene, Oregon

Alan S. Kaufman, PhD, Child Study Center, Yale University, New Haven, Connecticut

James C. Kaufman, PhD, Neag School of Education, University of Connecticut, Storrs, Connecticut

Nadeen L. Kaufman, EdD, Child Study Center, Yale University, New Haven, Connecticut

Timothy Z. Keith, PhD, Department of Educational Psychology, University of Texas at Austin, Austin, Texas

David A. Kilpatrick, PhD, Psychology Department, State University of New York College at Cortland, Cortland, New York

Sangwon Kim, PhD, NCSP, Department of Psychology, Humboldt State University, Arcata, California

Meghan A. Leahy, MS, Department of School Psychology, St. John’s University, Jamaica, New York

Elizabeth O. Lichtenberger, PhD, private practice, Carlsbad, California

Denise E. Maricle, PhD, NCSP, Department of Psychology and Philosophy, Texas Woman’s University, Denton, Texas

Nancy Mather, PhD, Department of Disability and Psychoeducational Studies, University of Arizona, Tucson, Arizona

Robb N. Matthews, PhD, INTEGRIS Medical Group, Edmond, Oklahoma

R. Steve McCallum, PhD, Department of Educational Psychology and Counseling, University of Tennessee, Knoxville, Tennessee

George McCloskey, PhD, Psychology Department, Philadelphia College of Osteopathic Medicine, Philadelphia, Pennsylvania

Erin M. McDonough, PhD, Graduate School of Applied and Professional Psychology, Rutgers, The State University of New Jersey, New Brunswick, New Jersey

Ryan J. McGill, PhD, Department of School Psychology, College of William and Mary, Williamsburg, Virginia

Kevin S. McGrew, PhD, Institute for Applied Psychometrics, St. Joseph, Minnesota

David E. McIntosh, PhD, Department of Special Education, Ball State University, Muncie, Indiana

Daniel C. Miller, PhD, Woodcock Institute for the Advancement of Neurocognitive Research and Applied Practice, Denton, Texas

Alyssa Montgomery, PhD, School of Psychology, Fairleigh Dickinson University, Teaneck, New Jersey

Jaclyn Danielle Morrison, MA, Pearson Clinical Assessment, San Antonio, Texas

Jack A. Naglieri, PhD, Curry School of Education, University of Virginia, Charlottesville, Virginia; Department of Psychology, George Mason University, Fairfax, Virginia

Salvador Hector Ochoa, PhD, College of Education, University of New Mexico, Albuquerque, New Mexico

Samuel O. Ortiz, PhD, Department of Psychology, St. John’s University, Jamaica, New York

Tulio M. Otero, PhD, Chicago School of Professional Psychology, Chicago, Illinois

Katherine Palma, BA, Department of School Psychology, St. John’s University, Jamaica, New York

Nicole Piazza, BA, Department of Psychology, St. John’s University, Jamaica, New York

Eric E. Pierson, PhD, Department of Educational Psychology, Ball State University, Muncie, Indiana

Elizabeth M. Power, EdD, Department of School Psychology, The College of Saint Rose, Albany, New York

Aurelio Prifitera, PhD, private consultant, San Antonio, Texas

Susan Engi Raiford, PhD, Pearson Clinical Assessment, San Antonio, Texas

Tara C. Raines, PhD, NCSP, Department of Teaching and Learning Sciences, Morgridge College of Education, University of Denver, Denver, Colorado

Cecil R. Reynolds, PhD, Department of Educational Psychology, Texas A&M University, College Station, Texas

Matthew R. Reynolds, PhD, Department of Educational Psychology, University of Kansas, Lawrence, Kansas

Alycia M. Roberts, PhD, Child and Family Psychological Services, Norwood, Massachusetts

Ellen W. Rowe, PhD, Department of Psychology, George Mason University, Fairfax, Virginia

Deanna Rumohr, EdS, Psychology Department, Philadelphia College of Osteopathic Medicine, Philadelphia, Pennsylvania

Joseph D. Salerno, PsyD, Sovereign Health Group, Marina del Rey, California

W. Joel Schneider, PhD, Department of Psychological Studies in Education, Temple University, Philadelphia, Pennsylvania

Fredrick A. Schrank, PhD, Department of Educational and Counseling Psychology, McGill University, Montreal, Quebec, Canada

Jennie Kaufman Singer, PhD, Division of Criminal Justice, California State University, Sacramento, Sacramento, California

Jaime Slonim, EdS, Office of Student Disabilities Services, University of Pennsylvania, Philadelphia, Pennsylvania

Marlene Sotelo-Dynega, PsyD, ABSNP, NCSP, School Psychology Program, St. John’s University,

Jamaica, New York

Robert J. Sternberg, PhD, Department of Human Development, Cornell University, Ithaca, New York

Julia Englund Strait, PhD, Department of School Psychology and Health Services Psychology, University of Houston–Clear Lake, Houston, Texas

Megan C. Sy, PsyD, Johns Hopkins All Children’s Hospital, St. Petersburg, Florida

Erica Torres, PsyD, School of Psychology, Fairleigh Dickinson University, Teaneck, New Jersey

Dustin Wahlstrom, PhD, Pearson Clinical Assessment, San Antonio, Texas

John D. Wasserman, PhD, independent practice, Burke, Virginia

Lawrence G. Weiss, PhD, Pearson Clinical Assessment, San Antonio, Texas

Barbara J. Wendling, MA, educational consultant, Dallas, Texas

John O. Willis, EdD, Regional Services and Education Center, Amherst, New Hampshire

Anne Pierce Winsor, PhD, private practice, Athens, Georgia

Richard W. Woodcock, EdD, Department of Psychology and Philosophy, Texas Woman’s University, Denton, Texas

Kirby L. Wycoff, PsyD, NCSP, Department of Education, Worcester State University, Worcester, Massachusetts

Jianjun Zhu, PhD, Pearson Clinical Assessment, San Antonio, Texas

Audience

Practitioners, students, and researchers in school, educational, and child clinical psychology and neuropsychology.

Course Use

Serves as a primary text in graduate-level intellectual/cognitive assessment courses.
Previous editions published by Guilford:

Third Edition, © 2012
ISBN: 9781609189952

Second Edition, © 2005
ISBN: 9781593851255

First Edition, © 1997
ISBN: 9781572301474
New to this edition: