Contemporary Intellectual Assessment, Second Edition Theories, Tests, and Issues

ISBN-10: 1593851251

ISBN-13: 9781593851255

Edition: 2nd 2005 (Revised)

List price: $80.00
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Book details

List price: $80.00
Edition: 2nd
Copyright year: 2005
Publisher: Guilford Publications
Publication date: 3/10/2005
Binding: Hardcover
Pages: 667
Size: 7.00" wide x 10.00" long x 1.75" tall
Weight: 2.948
Language: English

Dawn P. Flanagan, PhD, is Professor of Psychology at St. John’s University in New York. She writes and conducts research on such topics as the structure of intelligence, psychoeducational assessment, learning disabilities evaluation and diagnosis, and professional issues in school psychology. Dr. Flanagan’s articles and chapters on these topics appear in school and clinical psychology journals and books. She is senior author of The Wechsler Intelligence Scales and Gf-Gc Theory: A Contemporary Approach to Interpretation , Essentials of Cross-Battery Assessment , The Achievement Test Desk Reference (ATDR): Comprehensive Assessment of Learning Disabilities , Diagnosing Learning Disability in Adulthood , and Essentials of WISC-IV Assessment ; coauthor of The Intelligence Test Desk Reference (ITDR): Gf-Gc Cross-Battery Assessment and Essentials of WJ III Cognitive Assessment ; and coeditor of Clinical Use and Interpretation of the WJ III. Dr. Flanagan is a Fellow of the American Psychological Association and Diplomate of the American Board of Psychological Specialties, as well as a past recipient of the APA’s Lightner Whitmer Award. Patti L. Harrison, PhD, is Professor in the School Psychology Program and Associate Dean of the Graduate School at the University of Alabama. She has conducted research on intelligence, adaptive behavior, and preschool assessment. Dr. Harrison’s articles and chapters on assessment topics appear in school and clinical psychology and special education journals and texts, and she has presented over 100 refereed and invited presentations on these topics at conferences of professional organizations in psychology and education. She was Editor of School Psychology Review and has been an editorial board member for several school psychology and related journals, including School Psychology Quarterly , the Journal of School Psychology , the Journal of Psychoeducational Assessment , the American Journal on Mental Retardation , and Diagnostique .

The Origins of Intellectual Assessment
The History of Intelligence Assessment
A History of Intelligence Test Interpretation
Contemporary and Emerging Theoretical Perspectives
Foundations for Better Understanding of Cognitive Abilities
The Three-Stratum Theory of Cognitive Abilities
Assessment Based on Multiple-Intelligences Theory
The Triarchic Theory of Successful Intelligence
Planning, Attention, Simultaneous, Successive (PASS) Theory: A Revision of the Concept of Intelligence
The Cattell/n-/Horn/n-/Carroll Theory of Cognitive Abilities: Past, Present, and Future
Contemporary and Emerging Interpretive Approaches
The Impact of the Cattell/n-/Horn/n-/Carroll Theory on Test Development and Interpretation of Cognitive and Academic Abilities
Information-Processing Approaches to Interpretation of Contemporary Intellectual Assessment Instruments
Advances in Cognitive Assessment of Culturally and Linguistically Diverse Individuals
Issues in Subtest Profile Analysis
Linking Cognitive Assessment Results to Academic Interventions for Students with Learning Disabilities
New and Revised Intelligence Batteries
The Wechsler Scales
Interpreting the Stanford/n-/Binet Intelligence Scales, Fifth Edition
The Kaufman Assessment Battery for Children--Second Edition and the Kaufman Adolescent and Adult Intelligence Test
Woodcock/n-/Johnson III Tests of Cognitive Ability
The Differential Ability Scales
The Universal Nonverbal Intelligence Test
The Cognitive Assessment System
Introduction to the Reynolds Intellectual Assessment Scales and the Reynolds Intellectual Screening Test
Use of Intelligence Tests in Different Populations
Use of Intelligence Tests in the Assessment of Preschoolers
Use of Intelligence Tests in the Identification of Giftedness
Psychoeducational Assessment and Learning Disability Diagnosis
Use of Intelligence Tests with Culturally and Linguistically Diverse Populations
A Comparative Review of Nonverbal Measures of Intelligence
Emerging Issues and New Directions in Intellectual Assessment
Using Confirmatory Factor Analysis to Aid in Understanding the Constructs Measured by Intelligence Tests
Using the Joint Test Standards to Evaluate the Validity Evidence for Intelligence Tests
Intelligence Tests in an Era of Standards-Based Educational Reform
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