WJ III Clinical Use and Interpretation: Scientist-Practitioner Perspectives
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Table of contents
- Cover
- Contentsv
- Prefacexi
- Contributorxv
- Chapter 1. Interpretation of the Woodcock–Johnson III Tests of Cognitive Abilities: Acting on Evid1
- Review of WJ III COG Validity Evidence3
- WJ III COG Validity Evidence4
- Consequential Validity35
- Summary37
- References37
- Chapter 2. Qualitative Analysis of Woodcock–Johnson III Test Performance47
- Interpretation of the WJ III48
- Test Performance Analysis Guidelines50
- Comprehension–Knowledge51
- Long-Term Retrieval54
- Visual–Spatial Thinking57
- Auditory Processing60
- Fluid Reasoning64
- Processing Speed66
- Short-Term Memory68
- Reading71
- Written Language77
- Quantitative Knowledge82
- Oral Language85
- Conclusion90
- References90
- Chapter 3. Instructional Implications From the Woodcock–Johnson III93
- General Considerations94
- Academic Skills100
- Academic Fluency107
- Oral Language, Knowledge, and Academic Applications112
- Sample Case116
- Conclusion120
- References121
- Chapter 4. Use of the Woodcock–Johnson III in the Diagnosis of Learning Disabilities125
- Eligibility and Learning Disabilities126
- Clinical Clusters128
- Cognitive Performance Clusters138
- Oral Language Clusters139
- Math Clusters141
- Reading Clusters150
- Written Expression Clusters162
- Summary167
- References167
- Chapter 5. Using the Woodcock–Johnson III Discrepancy Procedures for Diagnosing Learning Disabilit175
- Intra-Ability Discrepancies176
- Ability/Achievement Discrepancies183
- Comparative Information Obtained from the WJ III Discrepancy Procedures189
- Limitations of Ability/Achievement Discrepancy Procedures190
- Conclusions194
- References195
- Chapter 6. Use of the Woodcock–Johnson III Within the Context of a Modern Operational Definition o199
- Using the WJ III to Assess Individuals for Learning Difficulties200
- Level I-A: Inter-Individual Academic Ability Analysis with the WJ III„ Performance in Academic Ski202
- Level I-B: Evaluation of Mitigating or Exclusionary Hypotheses213
- Level II-A: Inter-Individual Cognitive Ability Analysis with the WJ III„ Performance in Abilities/214
- Level II-B: Reevaluation of Mitigating or Exclusionary Factors221
- Level III: Integrated Ability Analysis with the WJ III„Evaluation of Underachievement221
- Level IV: Evaluation of Interference with Learning225
- Conclusions226
- References226
- Chapter 7. Using the Woodcock–Johnson III Tests of Achievement with the WISC-III and WAIS-III to D229
- Ability/Achievement Discrepancy Calculations230
- WJ III Ability/Achievement Discrepancy Options231
- Alternatives to the Ability/Achievement Discrepancy Model233
- Case Study235
- Conclusions238
- References239
- Chapter 8. Assessment with the Woodcock–Johnson III and Young Children243
- A Rationale for Norm-Referenced Assessment with Young Children244
- Using the WJ III with Young Children245
- Understanding the Development of Cognitive Abilities in Young Children Using CHC Theory255
- Linking Cognitive Abilities and Early Literacy266
- Case Studies/Applications270
- References277
- Chapter 9. Assessment of Gifted Children with the Woodcock–Johnson III285
- Definitions of Giftedness286
- Our Definition290
- The Value of the WJ III for Assessing Intellectually Gifted Students291
- Technical Characteristics of the WJ III292
- Administration, Scoring, and Interpretation293
- Characteristics of Gifted Students and Implications for Testing294
- Case Studies296
- Conclusions313
- References314
- Chapter 10. Using the Woodcock–Johnson III Tests of Cognitive Abilities with Students with Attenti319
- Diagnostic Criteria and a Behavioral–Cognitive Approach to Diagnosing AD/HD320
- Use of the Woodcock–Johnson in the Assessment of AD/HD323
- The Executive Processes, Broad Attention, Working Memory, and Checklist Study324
- Clinical Applications and Case Illustration337
- Summary342
- References342
- Chapter 11. A Cognitive Neuropsychology Assessment System345
- Introduction345
- Historical Overview346
- Theoretical Foundations of the Dean–Woodcock Neuropsychology Model349
- The Dean–Woodcock Neuropsychological Assessment System360
- Summary374
- References375
- Chapter 12. The Woodcock–Johnson III Tests of Cognitive Abilities in Cognitive Assessment Courses377
- Surveys of Contemporary Cognitive Assessment Course Practices378
- Why Have the WJ and WJ-R Been Absent from Cognitive Assessment Courses?379
- Challenges in Teaching the Course on Cognitive Assessment383
- Unique Administration Features of the WJ III COG391
- Best Practices for WJ III COG Training391
- Conclusions398
- References399
- Appendix A. Sources Contributing to Validity Evidence403
- Appendix B. Expected Achievement on the WJ III Given WISC-III Full-Scale IQ and Correction for Regre409
- Appendix C. Ability/Achievement Discrepancy Worksheet413
- Appendix D. WJ III COG Teaching Resources415
- Index433
WJ III Clinical Use and Interpretation presents a wide variety of clinical applications of the WJ III from leading experts. Each chapter will provide the reader with insights into patterns of cluster and test scores from both the WJ III Tests of Cognitive Abilities and WJ III Tests of Achievement that can assist with interpretation and formulation of diagnostic hypotheses for clinical practice. WJ III Clinical Use and Interpretation provides expert guidance for using the WJ III with individuals with a broad array of learning and neuropsychological problems, including learning disabilities and Attention Deficit/Hyperactivity Disorder. New research included in this volume emphasizes the value of the WJ III for identification of gifted children and adolescents and young children with developmental delays.
* Written by the leading experts on the WJ III
* Coverage of both the Tests of Cognitive Abilities and Tests of Achievement
* Provides expert guidance on using the WJ III with a variety of clinical populations
* Includes new research and illustrative case studies
* Goes beyond interpretive material published in the Examiner's Manuals and other resource books
* Written by the leading experts on the WJ III
* Coverage of both the Tests of Cognitive Abilities and Tests of Achievement
* Provides expert guidance on using the WJ III with a variety of clinical populations
* Includes new research and illustrative case studies
* Goes beyond interpretive material published in the Examiner's Manuals and other resource books