WJ IV Clinical Use and Interpretation

  • ID: 3692659
  • Book
  • 434 Pages
  • Elsevier Science and Technology
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WJ IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives provides clinical use and interpretive information for clinical practitioners using the Woodcock-Johnson, Fourth Edition (WJ IV). The book discusses how the cognitive, achievement, and oral language batteries are organized, a description of their specific content, a brief review of their psychometric properties, and best practices in interpreting scores on the WJ IV.

Coverage includes the predictive validity of its lower order factors and the clinical information that can be derived from its 60 individual subtests. Part II of this book describes the clinical and diagnostic utility of the WJ IV with young children for diagnosing learning disabilities in both school age and adult populations, and for identifying gifted and talented individuals.

Additionally, the book discusses the use of the WJ IV with individuals whose culture and language backgrounds differ from those who are native English speakers and who were born and raised in mainstream US culture.

  • Discusses the organization and content of all three batteries in the WJ-IV
  • Reviews best practices for score interpretation
  • Covers psychometric properties and predictive validity
  • Explores clinical information that can be extracted from 60 individual subtests
  • Includes diagnostic utility for learning disabilities, giftedness, and non-English speaking populations
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1. Overview of the Woodcock-Johnson IV: Organization, Content, and Psychometric Properties

Yi Ding and Vincent C. Alfonso

2. Clinical Interpretation of the Woodcock-Johnson IV Tests of Cognitive Abilities, Academic Achievement, and Oral Language

Ron Dumont, John O. Willis and Robert Walrath

3. A Special Validity Study of the WJ IV: Acting on Evidence for Speci?c Abilities

Christopher R. Niileksela, Matthew R. Reynolds, Timothy Z. Keith and Kevin S. McGrew

4. WJ IV Scoring and Reporting Online Program Review

Scott L. Decker, Emma Kate C. Wright and Tayllor E. Vetter

5. Instructional Implications from the Woodcock-Johnson IV Tests of Cognitive Abilities

Denise E. Maricle and Wendi L. Johnson

6. Instructional Implications from the Woodcock-Johnson IV Tests of Achievement

Nancy Mather and Barbara J. Wendling

7. Strengths and Weaknesses of the Woodcock-Johnson IV Tests of Cognitive Abilities: Best Practice from a Scientist-Practitioner Perspective

W. Joel Schneider

8. Use of the WJ IV in the Identi?cation of Speci?c Learning Disabilities in School-age Children

Erin M. McDonough and Dawn P. Flanagan

9. Use of the Woodcock-Johnson IV in the Diagnosis of Speci?c Learning Disabilities in Adulthood

Benjamin J. Lovett and Laura M. Spenceley

10. Use of the Woodcock-Johnson IV Tests of Cognitive Abilities in the Diagnosis of Intellectual Disability

Randy G. Floyd, Isaac L. Woods, Leah J. Singh and Haley K. Hawkins

11. Use of the Woodcock-Johnson IV Tests of Cognitive Abilities and Achievement in the Assessment for Giftedness

Steven I. Pfeiffer and Jordy B. Yarnell

12. Assessment of Culturally and Linguistically Diverse Individuals with the Woodcock-Johnson IV

Samuel O. Ortiz, Juan A. Ortiz and Rosemary I. Devine

13. Neurocognitive Applications of the WJ IV

Daniel C. Miller, Ryan J. McGill and Wendi L. Bauman Johnson

14. Use of the Woodcock-Johnson IV in a Response to Intervention Service Delivery Model

Karen E. Apgar and Justin L. Potts
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Flanagan, Dawn P
Dr. Dawn P. Flanagan is professor of Psychology and Director of the School Psychology training programs at St. John's University in Queens, NY. She is also Clinical Assistant Professor at Yale Child Study Center, Yale University School of Medicine. In addition to her teaching responsibilities in the areas of intellectual assessment, psychoeducational assessment, learning disability, and professional issues in school psychology, she serves as an expert witness, learning disability consultant, and psychoeducational test/measurement consultant and trainer for organizations both nationally and internationally.
Alfonso, Vincent C
Dr. Vincent C. Alfonso is a former Professor in the Graduate School of Education at Fordham University, New York City. He is now the Dean of the School of Education at Gonzaga University in Spokane, Washington. He is past president of Division 16 of the American Psychological Association, and fellow of Divisions 16, 5, and 43 of the APA.
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