The tools used in the assessment process have changed dramatically in recent years. School and clinical psychologists need a comprehensive yet focused resource to which they can turn to learn the basics of key intelligence and achievement tests and how to use them in their assessments of children and adults. With its practical and straightforward presentation, Practitioner′s Guide to Assessing Intelligence and Achievement provides that resource.
Coedited by two well–known and respected scholars and researchers, Jack Naglieri and Sam Goldstein, the content in this timely book combines traditional and new conceptualizations of intelligence as well as ways to measure achievement. Truly readable and user–friendly, this book provides professionals with a single source from which to examine ability and achievement tests along the same general criteria.
Each chapter is written by a leading scholar and test developer and is consistently structured for easy comparison of each test that is examined. Coverage includes:
The theory underlying each test
Description of each test
Tips for administering and scoring each test
Standardization, norms, and reliability of each scale
Practical guidance for the use of each test
Correspondence of each test to IDEA
A practical tool designed to aid clinical psychologists in understanding the strengths and weaknesses of the various tests presented, Practitioner′s Guide to Assessing Intelligence and Achievement provides students and practitioners with the information they need for their practice and testing efforts to be consistent with recent updates in the field and how those assessment instruments relate to changes in the laws that influence test use.
PART I INTRODUCTION.
Chapter 1 Understanding the Strengths and Weaknesses of Intelligence and Achievement Tests (Jack Naglieri, Sam Goldstein).
Chapter 2 Current Issues in the Assessment of Intelligence, Specific Learning Disability, and Attention Deficit Hyperactivity Disorder (Sam Goldstein, Sean Cunningham).
PART II INTELLIGENCE TESTS MEASURING DIVERSE ABILITIES.
Chapter 3 The Cognitive Assessment System (Jack A. Naglieri, Cara Conway).
Chapter 4 The Kaufman Assessment Battery for Children Second Edition (Elizabeth O. Lichtenberger, Marlene Sotelo–Dynega, and Alan S. Kaufman).
Chapter 5 Development and Application of the Reynolds Intellectual Assessment Scales (RIAS) (Cecil R. Reynolds, R.W. Kamphaus).
Chapter 6 Assessment of Intellectual Strengths and Weaknesses with the Stanford–Binet Intelligence Scales Fifth Edition (SB5) (Gale H. Roid, Seth M. Tippin).
Chapter 7 The Wechsler Intelligence Scale for Children Fourth Edition (Louise O′Donnell).
Chapter 8 Wodcock–Johnson III Tests of Cognitive Abilities (Barbara J. Wendling, Nancy Mather, and Fredrick A. Schrank).
PART III NON–VERBAL INTELLIGENCE TESTS.
Chapter 9 Comprehensive Test of Nonverbal Intelligence Second Edition (Donald D. Hammill, Nils A. Pearson).
Chapter 10 Nonverbal Intellectual and Cognitive Assessment with the Leiter International Performance Scale Revised (Leiter–R) (Gale H. Roid, Mark Pomplun, and Jamie J. Martin).
Chapter 11 Universal Nonverbal Intelligence Test (UNIT) (Bruce A. Bracken, R. Steve McCallum).
Chapter 12 Wechsler Nonverbal Scale of Ability (WNV) (Jack A. Naglieri, Kimberly Brunnert).
PART IV ACHIEVEMENT TESTS.
Chapter 13 The Basic Achievement Skills Inventory (BASI) (Achilles N. Bardos, Ph.D., Kathrine M. Koehler–Hak).
Chapter 14 Using the Comprehensive Test of Phonological Processing (CTOPP) to Assess Reading–Related Phonological Processes (Richard K. Wagner, Joseph K. Torgesen).
Chapter 15 Dynamic Indicators of Basic Early Literacy Skills (DIBELS): General Outcomes Measurement for Prevention and Remediation of Early Reading Problems (Kathrine M. Koehler–Hak, Achilles N Bardos).
Chapter 16 The Grays Oral Reading Test (Fourth Edition) GORT–4 (Brian R. Bryant, Minyi Shih, and Diane Pedrotty Bryant).
Chapter 17 Kaufman Test of Educational Achievement Second Edition (Elizabeth O. Lichtenberger, Marlene Sotelo–Dynega).
Chapter 18 Wechsler Individual Achievement Test Second Edition (Kurt T. Choate).
Chapter 19 Woodcock–Johnson III Tests of Achievement (Nancy Mather, Barbara J. Wendling).
Chapter 20: Achievement Assessment and Progress–Monitoring with the Wide Range Achievement Test Fourth Edition (Gale H. Roid, Jon Bos).
Jack A. Naglieri, PHD, is Professor of Psychology at George Mason University. He has authored or coauthored more than 250 scholarly papers, chapters, tests, and books including Essentials of CAS Assessment and Essentials of WNV Assessment, both published by Wiley. He is the Senior Editor of the Journal of Attention Disorders.
Sam Goldstein, PHD, is a member of the faculty at the University of Utah, maintains a private practice at the Neurology, Learning, and Behavior Center in Salt Lake City, Utah, and is on staff at the University Neuropsychiatric Institute. He has written twenty–six books and is Editor in Chief of the Journal of Attention Disorders.
Jointly Drs. Naglieri and Goldstein are developing several new assessment instruments and books, and are coeditors of the Encyclopedia of Child Behavior and Development.