Essentials of cross-battery assessment

Essentials of Cross-Battery Assessment
	Contents
	Series Preface
	Acknowledgments
	One: Overview
		DEFINITION
		FOUNDATION OF THE XBA APPROACH
		CHC THEORY
			Original Gf-Gc Theory and the Cattell-Horn Expanded Gf-Gc Theory: First Precursors to CHC Theory
			Carroll’s Three-Stratum Theory: Second Precursor to CHC Theory
			Comparison of the Cattell-Horn and Carroll Theories
			Decade of CHC Theory (2001–2011)
			Refinements and Extensions to CHC Theory
			CHC Broad (Stratum II) Classifications of Cognitive, Academic, and Neuropsychological Ability Tests
			CHC Narrow (Stratum I) Classifications of Cognitive, Academic, and Neuropsychological Ability Tests
		RATIONALE FOR THE XBA APPROACH
			Practice (2000–2010)
		TEST DEVELOPMENT
		GUIDING PRINCIPLES OF THE XBA APPROACH
		CONCLUSIONS
		REFERENCES
	Two: How to Organize a Cross-Battery Assessment Using Cognitive, Achievement, and Neuropsychological Batteries
		OVERVIEW
		UTILIZATION OF SPECIFIC REFERRAL INFORMATION
			Scenario 1: Cognitive-Achievement Relations
			Scenario 2: Practical and Legal Considerations
			Scenario 3: Consideration of Examinee Characteristics
		INTEGRATING GUIDING PRINCIPLES WITH DECISION MAKING
		CROSS-BATTERY ASSESSMENT DATA MANAGEMENT AND INTERPRETIVE ASSISTANT (XBA DMIA v2.0)
			Implementing the XBA Approach Step by Step
			Step 1: Select an Ability Battery
			Step 2: Identify the CHC Broad Abilities That Are and Are Not Measured by the Selected Battery
			Step 3: Identify the CHC Narrow Abilities That Are and Are Not Measured by the Selected Battery
			Step 4: Administer and Score Selected Battery and Supplemental Tests
			Step 5: Enter Scores into the Cross-Battery Assessment Data Management and Interpretive Assistant (XBA DMIA v2.0)
		SUMMARY
		REFERENCES
	Three: How to Interpret Test Data
		HYPOTHESIS-DRIVEN ASSESSMENT AND INTERPRETATION
		INTEGRATING HYPOTHESIS TESTING AND INTERPRETATION
			Stage A: CHC Theory, Neuropsychological Theory, and Research Knowledge Bases
			Stage B: Specification of a Priori Hypotheses
			Stage C: Construction of a Cross-Battery Assessment
			Stage D: Administration and Scoring of Ability Battery and Supplemental Tests
			Stages E1 and E2: Interpretation of Results and Evaluation of Hypotheses
			Stage F: Specification of a Posteriori Hypotheses
			Stage G: Incorporate XBA Results in a Psychological Report
		SUMMARY
		REFERENCES
	Four: Cross-Battery Assessment for SLD Identification: The Dual Discrepancy/Consistency Pattern of Strengths and Weaknesses in the Context of an Operational Definition
		BRIEF PERSPECTIVE ON THE DEFINITION OF SLD
		NEED FOR AN OPERATIONAL DEFINITION OF SLD
		DUAL DISCREPANCY/CONSISTENCY (DD/C) OPERATIONAL DEFINITION OF SLD
			Levels of Evaluation in the DD/C Definition
		SUMMARY OF THE DD/C OPERATIONAL DEFINITION OF SLD
		SUMMARY
		REFERENCES
	Five: Cross-Battery Assessment of Individuals From Culturally and Linguistically Diverse Backgrounds
		INTRODUCTION
		EVALUATION OF CURRENT APPROACHES FOR ASSESSING DIVERSE INDIVIDUALS
			Modified and Altered Testing
			Nonverbal Testing
			Native-Language Testing
			English-Language Testing
		CULTURE-LANGUAGE TEST CLASSIFICATIONS AND INTERPRETIVE MATRIX
			Culture-Language Test Classifications
			CHC Culture-Language Interpretive Matrix
			Use of the XBA C-LIM v2.0
			Evaluating the Impact of Culture and Language on Test Score Validity With the XBA C-LIM v2.0
			Additional Considerations in Using the XBA C-LIM v2.0
		CONCLUSION
		REFERENCES
	Six: Strengths and Weaknesses of the Cross-Battery Assessment Approach
		STRENGTHS
			Contemporary Theory
			Communication
			Psychometrically Defensible Cross-Battery Composites
			Enhancement in Evaluation of Specific Learning Disabilities and Individuals From Culturally and Linguistically Diverse Backgrounds
			Flexibility
			Automation
		WEAKNESSES
			Norm Samples
			Complicated
			Time Consuming
		REFERENCES
	Seven: Cross-Battery Assessment Case Report
		COMPREHENSIVE EVALUATION
		REASON FOR REFERRAL
		BACKGROUND INFORMATION
		BEHAVIOR OBSERVATIONS
		EVALUATION RESULTS
			Intellectual/Cognitive
			Achievement
			Self-Report
			Classroom Observation
			Student Interview
		CONCLUSIONS
		RECOMMENDATIONS
			Written Expression
	Appendix A: CHC Narrow Ability Definitions and Task Examples
	Appendix B: CHC Broad and Narrow Ability Classification Tables for Tests Published Between 2001 and 2012
	Appendix C: Descriptions of Cognitive, Achievement, and Neuropsychological Subtests by CHC Domain
	Appendix D: Critical Values for Statistical Significance and Base Rate for Composites on Comprehensive Cognitive and Achievement Batteries
	Appendix E: Variation in Task Demands and Task Characteristics of Subtests on Cognitive and Neuropsychological Batteries
	Appendix F: Variation in Task Demands and Task Characteristics of Subtests on Achievement Batteries by IDEA Academic Area
	Appendix G: Neuropsychological Domain Classifications
	Appendix H: Understanding and Using the XBA PSW-A v1.0 Software Program Tab by Tab
	Appendix I: Cognitive and Neuropsychological Battery-Specific Culture-Language Matrices
	Appendix J: Cross-Battery Assessment Case Reports
	Appendix K: Eugene, Oregon, School District Integrated Model for Specific Learning Disability Identification
	Appendix L: Summary of the Expert Consensus Study for Determining CHC Broad and Narrow Ability Classifications for Subtests New to This Edition
	Appendix M: Criteria Used in XBA DMIA v2.0 for Follow-Up on a Two-Subtest Composite
	Author Index
	Subject Index
	About the Authors
	About the CD