WJ III Clinical Use and Interpretation: Scientist-Practitioner Perspectives (Practical Resources for the Mental Health Professional)

CONTENTS......Page 6
PREFACE......Page 12
CONTRIBUTORS......Page 16
1 INTERPRETATION OF THE WOODCOCK–JOHNSON III TESTS OF COGNITIVE ABILITIES: ACTING ON EVIDENCE......Page 18
Review of WJ III COG Validity Evidence......Page 20
WJ III COG Validity Evidence......Page 21
Consequential Validity......Page 52
References......Page 54
2 QUALITATIVE ANALYSIS OF WOODCOCK–JOHNSON III TEST PERFORMANCE......Page 64
Interpretation of the WJ III......Page 65
Test Performance Analysis Guidelines......Page 67
Comprehension–Knowledge......Page 68
Long-Term Retrieval......Page 71
Visual–Spatial Thinking......Page 74
Auditory Processing......Page 77
Fluid Reasoning......Page 81
Processing Speed......Page 83
Short-Term Memory......Page 85
Reading......Page 88
Written Language......Page 94
Quantitative Knowledge......Page 99
Oral Language......Page 102
References......Page 107
3 INSTRUCTIONAL IMPLICATIONS FROM THE WOODCOCK–JOHNSON III......Page 110
General Considerations......Page 111
Academic Skills......Page 117
Academic Fluency......Page 124
Oral Language, Knowledge, and Academic Applications......Page 129
Sample Case......Page 133
Conclusion......Page 137
References......Page 138
4 USE OF THE WOODCOCK–JOHNSON III IN THE DIAGNOSIS OF LEARNING DISABILITIES......Page 142
Eligibility and Learning Disabilities......Page 143
Clinical Clusters......Page 145
Cognitive Performance Clusters......Page 155
Oral Language Clusters......Page 156
Math Clusters......Page 158
Reading Clusters......Page 167
Written Expression Clusters......Page 179
References......Page 184
5 USING THE WOODCOCK–JOHNSON III DISCREPANCY PROCEDURES FOR DIAGNOSING LEARNING DISABILITIES......Page 192
Intra-Ability Discrepancies......Page 193
Ability/Achievement Discrepancies......Page 200
Comparative Information Obtained from the WJ III Discrepancy Procedures......Page 206
Limitations of Ability/Achievement Discrepancy Procedures......Page 207
Conclusions......Page 211
References......Page 212
6 USE OF THE WOODCOCK–JOHNSON III WITHIN THE CONTEXT OF A MODERN OPERATIONAL DEFINITION OF LEARNING DISABILITY......Page 216
Using the WJ III to Assess Individuals for Learning Difficulties......Page 217
Level I-A: Inter-Individual Academic Ability Analysis with the WJ III—Performance in Academic Skills and Acquired Knowledge......Page 219
Level I-B: Evaluation of Mitigating or Exclusionary Hypotheses......Page 230
Level II-A: Inter-Individual Cognitive Ability Analysis with the WJ III—Performance in Abilities/Processes and Learning Efficiency......Page 231
Level III: Integrated Ability Analysis with the WJ III—Evaluation of Underachievement......Page 238
Level IV: Evaluation of Interference with Learning......Page 242
References......Page 243
7 USING THE WOODCOCK–JOHNSON III TESTS OF ACHIEVEMENT WITH THE WISC-III AND WAIS-III TO DETERMINE A SPECIFIC LEARNING DISABILITY......Page 246
Ability/Achievement Discrepancy Calculations......Page 247
WJ III Ability/Achievement Discrepancy Options......Page 248
Alternatives to the Ability/Achievement Discrepancy Model......Page 250
Case Study......Page 252
Conclusions......Page 255
References......Page 256
8 ASSESSMENT WITH THE WOODCOCK–JOHNSON III AND YOUNG CHILDREN......Page 260
A Rationale for Norm-Referenced Assessment with Young Children......Page 261
Using the WJ III with Young Children......Page 262
Understanding the Development of Cognitive Abilities in Young Children Using CHC Theory......Page 272
Linking Cognitive Abilities and Early Literacy......Page 283
Case Studies/Applications......Page 287
References......Page 294
9 ASSESSMENT OF GIFTED CHILDREN WITH THE WOODCOCK–JOHNSON III......Page 302
Definitions of Giftedness......Page 303
Our Definition......Page 307
The Value of the WJ III for Assessing Intellectually Gifted Students......Page 308
Technical Characteristics of the WJ III......Page 309
Administration, Scoring, and Interpretation......Page 310
Characteristics of Gifted Students and Implications for Testing......Page 311
Case Studies......Page 313
Conclusions......Page 330
References......Page 331
10 USING THE WOODCOCK–JOHNSON III TESTS OF COGNITIVE ABILITIES WITH STUDENTS WITH ATTENTION DEFICIT/HYPERACTIVITY DISORDER......Page 336
Diagnostic Criteria and a Behavioral–Cognitive Approach to Diagnosing AD/HD......Page 337
Use of the Woodcock–Johnson in the Assessment of AD/HD......Page 340
The Executive Processes, Broad Attention, Working Memory, and Checklist Study......Page 341
Clinical Applications and Case Illustration......Page 354
References......Page 359
Introduction......Page 362
Historical Overview......Page 363
Theoretical Foundations of the Dean–Woodcock Neuropsychology Model......Page 366
The Dean–Woodcock Neuropsychological Assessment System......Page 377
Summary......Page 391
References......Page 392
12 THE WOODCOCK–JOHNSON III TESTS OF COGNITIVE ABILITIES IN COGNITIVE ASSESSMENT COURSES......Page 394
Surveys of Contemporary Cognitive Assessment Course Practices......Page 395
Why Have the WJ and WJ-R Been Absent from Cognitive Assessment Courses?......Page 396
Challenges in Teaching the Course on Cognitive Assessment......Page 400
Best Practices for WJ III COG Training......Page 408
Conclusions......Page 415
References......Page 416
APPENDIX A Sources Contributing to Validity Evidence......Page 420
APPENDIX B Expected Achievement on the WJ III Given WISC-III Full-Scale IQ and Correction for Regression to the Mean......Page 426
APPENDIX C Ability/Achievement Discrepancy Worksheet......Page 430
APPENDIX D WJ III COG Teaching Resources......Page 432
A......Page 450
C......Page 451
D......Page 452
I......Page 453
P......Page 454
Q......Page 455
V......Page 456
W......Page 457
Y......Page 458