WJ IV Clinical Use and Interpretation Scientist-Practitioner Perspectives
Coordonnateurs : Flanagan Dawn P, Alfonso Vincent C
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.
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
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.
- 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
Date de parution : 01-2016
Ouvrage de 434 p.
15x22.8 cm
Thèmes de WJ IV Clinical Use and Interpretation :
Mots-clés :
Academic applications; Academic assessment; Academic fluency; Academic skills; Adaptive behavior; Adults; American Association on Intellectual and Developmental Disabilities; C-LIM; CHC; CHC theory; COG; Cattell-Horn-Carroll; Cattell-Horn-Carroll (CHC) theory; Clinical interpretation; Cognitive abilities; Cognitive assessment; Cognitive-achievement relations; Confidentiality; Content; Cross-domain clusters; DSM-IV; ELL; Eligibility; Evaluation; FSIQ; GIA; Gifted; Gifted assessment; Instructional implications; Instructional intervention; Instructional zone; Intellectual disability; Intelligence testing; Learning disabilities; Mathematics; Neuropsychological assessment; Online scoring; Oral comprehension; Organization; PSW; Passage comprehension; Progress monitoring; Psychometric evaluation; Psychometric properties; Relative proficiency index; Response to Intervention; RtI; Sound blending; Structural equation modeling; Talent identification; Test interpretation; Test scores; Tripartite model; WJ IV; WJ IV ACH; WJ IV COG; WJ IV OL; WJ IV Tests of Achievement; Woodcock-Johnson IV; Woodcock-Johnson