Contemporary Intellectual Assessment: Theories, Tests, and Issues

About the Editors
Contributors
Foreword • Alan S. Kaufman
Preface
Acknowledgments
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, and Sangwon Kim
II. Contemporary Theoretical Perspectives
	3. The Cattell–Horn–Carroll Theory of Cognitive Abilities • W. Joel Schneider and Kevin S. McGrew
	4. Assessment from the Perspective of Multiple‑Intelligences Theory: Principles, Practices, and Values • Jie‑Qi Chen and 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 and Tulio M. Otero
	7. The Parieto‑Frontal Integration Theory: Assessing Intelligence from Brain Images • Richard J. Haier and 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. The 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, and Lawrence G. Weiss
	10. The Woodcock–Johnson IV Tests of Early Cognitive 283and Academic DevelopmentFredrick A. Schrank and Barbara J. Wendling
	11. The 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, and Nadeen L. Kaufman
	13. The Differential Ability Scales—Second Edition • Colin D. Elliott, Joseph D. Salerno, Ron Dumont, and John O. Willis
	14. The Woodcock–Johnson IV: Tests of Cognitive Abilities, Tests of Oral Language, Tests of Achievement • Fredrick A. Schrank and Barbara J. Wendling
	15. The Cognitive Assessment System—Second Edition: From Theory to Practice • Jack A. Naglieri and 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, and Lawrence G. Weiss
	17. The Wechsler Nonverbal Scale of Ability: Assessment of Culturally and Linguistically Diverse Populations • Jack A. Naglieri and Tulio M. Otero
	18. The Reynolds Intellectual Assessment Scales, Second Edition, and the Reynolds Intellectual Screening Test, Second Edition • Tara C. Raines, Cecil R. Reynolds, and Randy W. Kamphaus
	19. The NEPSY-II • Robb N. Matthews and John L. Davis
	20. The Universal Nonverbal Intelligence Test—Second Edition: A Multidimensional Nonverbal Alternative for Cognitive Assessment • R. Steve McCallum and Bruce A. Bracken
IV. Relevance of Tests of Intelligence, Cognitive Abilities, and Neuropsycholgical Processes in Understanding Individual Differences
	21. Use of Intelligence Tests in the Identification of Giftedness • David E. McIntosh, Felicia A. Dixon, and 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, and Meghan A. Leahy
	23. Use of Intelligence Tests in the Identification of Children and Adolescents with Intellectual Disability • Ryan L. Farmer and 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, and Joseph Ferraracci
	25. Testing with Culturally and Linguistically Diverse Populations: New Directions in Fairness and Validity • Samuel O. Ortiz, Nicole Piazza, Salvador Hector Ochoa, and Agnieszka M. Dynda
V. Linking Assessment Data to Intervention
	26. Cognitive Hypothesis Testing: Linking Test Results to the Real World • Catherine A. Fiorello and Kirby L. Wycoff
	27. Cross-Battery Assessment, the Cross-Battery Assessment Software System, and the Assessment–Intervention Connection • Dawn P. Flanagan, Michael Costa, Katherine Palma, Meghan A. Leahy, Vincent C. Alfonso, and Samuel O. Ortiz
	28. Linking Cognitive Abilities to Academic Interventions for Students with Specific Learning Disabilities • Nancy Mather and 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 Danielle Morrison, Jennie Kaufman Singer, and 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, and Jamie Eiseman
	31. Using Confirmatory Factor Analysis to Aid in Understanding the Constructs Measured by Intelligence Tests • Timothy Z. Keith and Matthew R. Reynolds
	32. Functional Cattell–Horn–Carroll Nomenclature for Practical Applications • Richard W. Woodcock, Denise E. Maricle, Daniel C. Miller, and Ryan J. McGill
	33. The Emergence of Neuropsychological Constructs into Tests of Intelligence and Cognitive Abilities • Daniel C. Miller and 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 Specific Learning Disability Diagnoses: The Case of Orthographic Mapping • David A. Kilpatrick
	36. The Role of Cognitive and Intelligence Tests in the Assessment of Executive Functions • Denise E. Maricle and 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 C. Sy, and Vincent C. Alfonso
	38. Should Our Future Include the Integration of Evidence-Based Neuropsychological Services into School Settings? • Elizabeth M. Power and Rik Carl D’Amato
	39. Intellectual, Cognitive, and Neuropsychological Assessment in Three-Tiered Service Delivery Systems in Schools • George McCloskey, Jaime Slonim, and Deanna Rumohr
Author Index
Subject Index