Despite its controversial history, intellectual assessment is an important part of a comprehensive psychoeducational or cognitive evaluation. Assessing intelligence offers insight into a test-taker's unique pattern of cognitive strengths and weaknesses and provides a psychometric basis for developing clinical hypotheses, recommendations, and treatment planning as part of a larger assessment protocol. This is why Contemporary Intellectual Assessment: Theories, Tests, and Issues (3rd ed.), edited by Drs Dawn P. Flanagan and Patti L. Harrison, will be a valuable resource for neuropsychologists conducting comprehensive evaluations. Furthermore, the book's scope, depth, and clarity will be useful to seasoned as well as more junior practitioners and graduate students. Contemporary Intellectual Assessment: Theories, Tests, and Issues (3rd ed.) is comprised of 36 chapters divided among six parts.
The editors have selected authors with expertise in the theory, research, and practice of intellectual and cognitive assessment and with specialties in clinical psychology, neuropsychology, pediatrics, education, school psychology, developmental psychology applied psychometrics, and test publishing. While generally consistent with the scope of the second edition , the third edition contains expanded content areas, updated research throughout, and several key improvements that will be appreciated by the reader, as detailed below. Parts I and II address the history of intellectual assessment from its origins (e.g., its pseudoscientific, philosophical, and early scientific beginnings) through to contemporary theories reflecting advances and revisions in operationalization, application, and interpretation on empirical grounds (e.g., a revised account of CHC theory including growing evidence for its relevance to neuropsychological, cognitive, and information-processing models of assessment).
As a result, these chapters offer the reader a thorough yet digestible account of the theoretical diversity surrounding the models that have guided the definition and measurement of intelligent behavior from the late 1880s through now. They do so by offering a balanced account of each model's strengths and weaknesses or criticisms. I should note that Part II begins with a chapter that is a reprint from the prior edition, and this is because one author of the second edition chapter, John L. Horn, passed away since that edition was published. Part III reviews the most up-to-date editions of common intelligence, cognitive, and neuropsychological batteries used to measure ability and achievement across the lifespan.
Each chapter focuses on a different test—described by its author(s)—including a new chapter on the NEPSY-II, which enhances the book's relevance to practitioners of neuropsychological assessment. A particularly useful feature of Part III is its user-friendly organization. For instance, each chapter is formatted to first describe the battery's theory, development, and psychometric properties, then offer clinical applications and interpretive suggestions and conclude with a brief case sample to help the reader put it all together. Part IV as a whole centers on summarizing various models for interpreting test results and linking each to treatment planning and intervention. Where these chapters succeed is in providing the practitioner guidance on drawing reliable, theory-driven conclusions from cognitive test performance, supported by the latest research findings. Another strength of this section is that it provides a corpus of contemporary models, most rooted in CHC theory (e.g., the cross-battery approach, cognitive hypothesis testing, information-processing approaches), bound to be useful to a range of practitioners. Perhaps better placed in Part V from an organizational standpoint, but valuable nonetheless, the last two chapters of Part IV focus specifically on issues (and recommendations for reconciling them) faced by practitioners working with culturally and linguistically diverse populations and those with specific learning disabilities.
Part V addresses intellectual and cognitive assessment in specific populations. Each chapter highlights relevant considerations unique to the assessment of that population. Compared with the second edition, the third includes an updated listing of clinical populations for which intellectual, cognitive, and neuropsychological assessments are useful and common (e.g., autism spectrum disorder, ADHD, traumatic brain injury, etc.) as well as updated research findings related to intellectual assessment in the very young, gifted, and learning-disabled populations.
Part VI concludes this resource with a summary of current and emerging issues surrounding intellectual, cognitive, and neuropsychological assessments (e.g., validity evidence supporting measures of ability, a shift toward using cognitive theories—as opposed to intelligence theories—to predict academic success, etc.). Where this edition becomes more relevant to neuropsychologists than the previous edition is in Part VI's attention to the historical influence of neuropsychological models of brain function and behavioral impact on more traditional models of intelligence testing and interpretation.
In sum, Contemporary Intellectual Assessment: Theories, Tests, and Issues (3rd ed.) provides a comprehensive and empirically grounded account of intelligence theory and assessment. It is organized in a user-friendly manner, presents current and updated research, and offers the reader best practices for intellectual, cognitive, and neuropsychological testing from leading scientist-practitioners in psychology and related fields. The editors' attention to the needs of their target audience is apparent and will go a long way in securing this book as an oft-used reference in one's clinical practice and theoretical understanding of contemporary intellectual assessment.
In one volume, this authoritative reference presents a current, comprehensive overview of intellectual and cognitive assessment, with a focus on practical applications. Leaders in the field describe major theories of intelligence and provide the knowledge needed to use the latest measures of cognitive abilities with individuals of all ages, from toddlers to adults. Evidence-based approaches to test interpretation, and their relevance for intervention, are described. The book addresses critical issues in assessing particular populations-including culturally and linguistically diverse students, gifted students, and those with learning difficulties and disabilities-in today's educational settings.
New to this edition include: (1) Incorporates major research advances and legislative and policy changes; (2) Covers recent test revisions plus additional tests: the NEPSY-II and the Wechsler Nonverbal Scale of Ability; (3) Expanded coverage of specific populations: chapters on autism spectrum disorders, attention-deficit/hyperactivity disorder, sensory and physical disabilities and traumatic brain injury, and intellectual disabilities; and (4) Chapters on neuropsychological approaches, assessment of executive functions, and multi-tiered service delivery models in schools. This book contains six parts. Part I, The Origins of Intellectual Assessment, contains: (1) A History of Intelligence Assessment: The Unfinished Tapestry (John D.
Wasserman); and (2) A History of Intelligence Test Interpretation (Randy W. Kamphaus, Anne Pierce Winsor, Ellen W. Rowe, and Sangwon Kim). Part II, Contemporary Theoretical Perspectives, contains: (3) Foundations for Better Understanding of Cognitive Abilities (John L. Horn and Nayena Blankson); (4) The Cattell-Horn-Carroll (CHC) Model of Intelligence (W. Joel Schneider and Kevin S.
McGrew); (5) Assessment of Intellectual Profile: A Perspective from Multiple-Intelligences Theory (Jie-Qi Chen and Howard Gardner); (6) The Triarchic Theory of Successful Intelligence (Robert J. Sternberg); and (7) Planning, Attention, Simultaneous, Successive (PASS): A Cognitive Processing-Based Theory of Intelligence (Jack A. Das, and Sam Goldstein). Part III, Contemporary Intelligence, Cognitive, and Neuropsychological Batteries (and Associated Achievement Tests), contains: (8) The Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) and the Wechsler Memory Scale-Fourth Edition (WMS-IV) (Lisa Whipple Drozdick, Dustin Wahlstrom, Jianjun Zhu, and Lawrence G. Weiss); (9) The Wechsler Preschool and Primary Scale of Intelligence-Third Edition (WPPSI-III), the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), and the Wechsler Individual Achievement Test-Third Edition (WIAT-III) (Dustin Wahlstrom, Kristina C. Breaux, Jianjun Zhu, and Lawrence G.
Weiss); (10) The Stanford-Binet Intelligence Scales, Fifth Edition (SB5) (Gale H. Roid and Mark Pomplun); (11) The Kaufman Assessment Battery for Children-Second Edition (KABC-II) and the Kaufman Test of Educational Achievement-Second Edition (KTEA-II) (Jennie Kaufman Singer, Elizabeth O. Lichtenberger, James C. Kaufman, Alan S. Kaufman, and Nadeen L. Kaufman); (12) The Woodcock-Johnson III Normative Update (WJ III NU): Tests of Cognitive Abilities and Tests of Achievement (Fredrick A. Schrank and Barbara J.
Wendling); (13) The Differential Ability Scales-Second Edition (DAS-II) (Colin D. Elliott); (14) The Universal Nonverbal Intelligence Test (UNIT): A Multidimensional Nonverbal Alternative for Cognitive Assessment (R. Steve McCallum and Bruce A. Bracken); (15) The Cognitive Assessment System (CAS): From Theory to Practice (Jack A. Naglieri and Tulio M. Otero); (16) The Reynolds Intellectual Assessment Scales (RIAS) and the Reynolds Intellectual Screening Test (RIST) (Cecil R.
Reynolds, Randy W. Kamphaus, and Tara C. Raines); (17) The NEPSY-II (Robb N. Matthews, Cynthia Riccio, and John L.
Davis); and (18) The Wechsler Nonverbal Scale of Ability (WNV): Assessment of Diverse Populations (Jack A. Naglieri and Tulio M. Part IV, Contemporary Interpretive Approaches and Their Relevance For Intervention, contains: (19) The Cross-Battery Assessment (XBA) Approach: An Overview, Historical Perspective, and Current Directions (Dawn P. Flanagan, Vincent C. Alfonso, and Samuel O. Ortiz); (20) Cognitive Hypothesis Testing (CHT): Linking Test Results to the Real World (Catherine A. Fiorello, James B.
Hale, and Kirby L. Wycoff); (21) Processing Approaches to Interpreting Information from Cognitive Ability Tests: A Critical Review (Randy G. Floyd and John H.
Kranzler); (22) Testing with Culturally and Linguistically Diverse Populations: Moving beyond the Verbal-Performance Dichotomy into Evidence-Based Practice (Samuel O. Ortiz, Salvador Hector Ochoa, and Agnieszka M. Dynda); and (23) Linking Cognitive Abilities to Academic Interventions for Students with Specific Learning Disabilities (SLD) (Nancy Mather and Barbara J.
Part V, Assessment of Intelligence and Cognitive Functioning in Different Populations, contains: (24) Cognitive Assessment in Early Childhood: Theoretical and Practical Perspectives (Laurie Ford, Michelle L. Kozey, and Juliana Negreiros); (25) Use of Intelligence Tests in the Identification of Giftedness (David E. McIntosh, Felicia A. Dixon, and Eric E. Pierson); (26) Use of Ability Tests in the Identification of Specific Learning Disabilities (SLD) within the Context of an Operational Definition (Dawn P. Flanagan, Vincent C. Alfonso, Jennifer T.
Mascolo, and Marlene Sotelo-Dynega); (27) Assessment of Intellectual Functioning in Autism Spectrum Disorder (ASD) (Laura Grofer Klinger, Sarah E. O'Kelley, Joanna L. Mussey, Sam Goldstein, and Melissa DeVries); (28) Cognitive and Neuropsychological Assessment of ADHD: Redefining a Disruptive Behavior Disorder (James B. Hale, Megan Yim, Andrea N. Schneider, Gabrielle Wilcox, Julie N.
Henzel, and Shauna G. Dixon); (29) Intellectual and Neuropsychological Assessment of Individuals with Sensory and Physical Disabilities and Traumatic Brain Injury (Scott L. Decker, Julia A. Englund, and Alycia M.
Intellectual Assessments For Children
Roberts); and (30) Use of Intelligence Tests in the Identification of Children with Intellectual and Developmental Disabilities (IDD) (Kathleen Armstrong, Jason Hangauer, and Joshua Nadeau). Part VI, Contemporary and Emerging Issues in Intellectual Assessment, contains: (31) Using Joint Test Standards to Evaluate the Validity Evidence for Intelligence Tests (Jeffery P. Braden and Bradley C. Niebling); (32) Using Confirmatory Factor Analysis (CFA) to Aid in Understanding the Constructs Measured by Intelligence Tests (Timothy Z. Keith and Matthew R. Reynolds); (33) The Emergence of Neuropsychological Constructs into Tests of Intelligence and Cognitive Abilities (Daniel C.
Miller and Denise E. Maricle); (34) The Role of Cognitive and Intelligence Tests in the Assessment of Executive Functions (Denise E. Maricle and Erin Avirett); (35) Intelligence Tests in the Context of Emerging Assessment Practices: Problem-Solving Applications (Rachel Brown-Chidsey and Kristina J. Andren); and (36) Intellectual, Cognitive, and Neuropsychological Assessment in Three-Tier Service Delivery Practices in Schools (George McCloskey, James Whitaker, Ryan Murphy, and Jane Rogers).
'The Three-Stratum Theory of Cognitive Abilities' by John B. Carroll is appended.
Just in time for your XMAS shopping!!!! One of the best texts on intellectual assessment and theories related to the practice of intellectual assessment. The publisher has given me permission to post this information.
The text below does not show all the formatting in the original document sent to me, so if you want a nicer PDF version to share with others,. Conflict of interest disclosure: I have coauthored a chapter in the book and will be splitting an honorarium check (not big, trust me) and will be receiving a free copy.
But, I get no royalties (I wish I did). Flanagan and Harrison for revising what I consider one of the best texts on intellectual assessment. NEW FROM THE GUILFORD PRESS (Revised and Expanded!) Contemporary Intellectual Assessment, Third Edition Theories, Tests, and Issues Edited by Dawn P. Flanagan, PhD, Department of Psychology, St. John's University; and Patti L.
Harrison, PhD, Department of Educational Studies in Psychology, Research Methodology, and Counseling, University of Alabama Available to Ship: December 2011 Copyright: 2012 Pages: 926 Size: 7' x 10' Hardcover: ISBN 978-1-60918-995-2 Hardcover Price: $95.00 tentative/short discount Prior edition copyright: 2005 Prior edition cloth ISBN: 978-1-59385-125-5 Website Category: EDUCATION: Educational Psychology; School Psychology. PSYCHOLOGY: School Psychology; Neuropsychology & Neuroscience; Child/Adolescent Clinical Psychology & Psychiatry. Subject Areas/Keywords: adults, assessment instruments, batteries, children, cognitive assessments, developmental, educational psychology, evaluations, intellectual assessments, intellectual disabilities, intelligence testing, learning disabilities, response to intervention, RTI, tests Internal Code: F Date Issued: August 15, 2011 CRITICAL ACCLAIM 'This is the most comprehensive, authoritative, and up-to-date text on intellectual assessment available. It covers current theories of intelligence, methods of intelligence testing, and their applications to special populations. The chapters are all written by leading scholars and combine clear research summaries with practical advice, making this a valuable book for graduate students and professionals interested in both research and practice.' Frick, PhD, University Distinguished Professor and Chair, Department of Psychology, University of New Orleans 'A single source for essential, detailed information on the past, present, and future of intellectual and cognitive assessment practices.
The table of contents provides an objective sweep of all major theories, tests, and evaluation procedures at a glance; the expertise of the chapter authors results in a work that is consistently outstanding. The third edition reflects the latest efforts in clinical inquiry that explore cognitive abilities and processes as they relate to the real world. It emphasizes cross-cultural issues in assessment and incorporates new approaches and instruments related to learning and developmental problems.
![]()
This is an essential text for graduate-level assessment courses.' —Elaine Fletcher-Janzen, EdD, Department of School Psychology, Chicago School of Professional Psychology 'This updated volume is a valuable addition to the field of intellectual and psychological assessment. The editors have assembled the leaders in the field to present the most up-to-date information available. Many of the chapters are written by the test authors and theory creators themselves; readers will benefit from the firsthand approach to test and theory interpretation. The book is written in a way that will appeal to both experienced practitioners and graduate students just starting out in the field.'
Davis, PhD, Department of Educational Psychology, Ball State University 'A superb theoretical and clinical overview.The standards of theoretical and methodological rigor, comprehensive topical coverage, balanced and objective critical analysis, life span cognitive evaluation, and advocacy for special populations.are beautifully balanced. One could not ask for more from a review and critical evaluation of this extensive, rich, and complex literature.' —PsycCRITIQUES 'Should be required reading in all intelligence testing courses and by anyone involved in the assessment of human and cognitive abilities.' —Psychotherapy in Private Practice DESCRIPTION In one volume, this authoritative reference presents a current, comprehensive overview of intellectual and cognitive assessment, with a focus on practical applications. Leaders in the field describe major theories of intelligence and provide the knowledge needed to use the latest measures of cognitive abilities with individuals of all ages, from toddlers to adults. Evidence-based approaches to test interpretation, and their relevance for intervention, are described. The book addresses critical issues in assessing particular populations—including culturally and linguistically diverse students, gifted students, and those with learning difficulties and disabilities—in today's educational settings.
New to This Edition.Incorporates major research advances and legislative and policy changes.Covers recent test revisions plus additional tests: the NEPSY-II and the WNV.Expanded coverage of specific populations: chapters on autism spectrum disorders, attention-deficit/hyperactivity disorder, sensory and physical disabilities and traumatic brain injury, and intellectual disabilities.Chapters on neuropsychological approaches, assessment of executive functions, and multi-tiered service delivery models in schools. KEY POINTS An authoritative reference, revised and expanded: features 11 new chapters. Comprehensive and current: covers all major tests and how they relate to educational services and policy.
Chapters are written by the test developers themselves. A successful practitioner handbook and graduate-level text. AUDIENCE Practitioners, students, and researchers in school, educational, cognitive, and child clinical psychology. COURSE USE Serves as a primary text in graduate-level intellectual/cognitive assessment courses. The Origins of Intellectual Assessment 1.
A History of Intelligence Assessment: The Unfinished Tapestry, John D. A History of Intelligence Test Interpretation, Randy W. Kamphaus, Anne Pierce Winsor, Ellen W.
Rowe, and Sangwon Kim II. Contemporary Theoretical Perspectives 3.
Foundations for Better Understanding of Cognitive Abilities, John L. Horn and Nayena Blankson 4. The Cattell–Horn–Carroll (CHC) Model of Intelligence, W.
Joel Schneider and Kevin S. Assessment of Intellectual Profile: A Perspective from Multiple-Intelligences Theory, Jie-Qi Chen and Howard Gardner 6. The Triarchic Theory of Successful Intelligence, Robert J. Planning, Attention, Simultaneous, Successive (PASS): A Cognitive Processing–Based Theory of Intelligence, Jack A. Das, and Sam Goldstein III. Contemporary Intelligence, Cognitive, and Neuropsychological Batteries (and Associated Achievement Tests) 8.
The Wechsler Adult Intelligence Scale–Fourth Edition (WAIS-IV) and the Wechsler Memory Scale–Fourth Edition (WMS-IV), Lisa Whipple Drozdick, Dustin Wahlstrom, Jianjun Zhu, and Lawrence G. The Wechsler Preschool and Primary Scale of Intelligence–Third Edition (WPPSI–III), the Wechsler Intelligence Scale for Children–Fourth Edition (WISC–IV), and the Wechsler Individual Achievement Test–Third Edition (WIAT–III), Dustin Wahlstrom, Kristina C. Breaux, Jianjun Zhu, and Lawrence G. The Stanford–Binet Intelligence Scales, Fifth Edition (SB5), Gale H.
Roid and Mark Pomplun 11. The Kaufman Assessment Battery for Children–Second Edition (KABC-II) and the Kaufman Test of Educational Achievement–Second Edition (KTEA-II), Jennie Kaufman Singer, Elizabeth O. Lichtenberger, James C.
Kaufman, Alan S. Kaufman, and Nadeen L. The Woodcock–Johnson III Normative Update (WJ III NU): Tests of Cognitive Abilities and Tests of Achievement, Fredrick A. Schrank and Barbara J. The Differential Ability Scales–Second Edition (DAS-II), Colin D. The Universal Nonverbal Intelligence Test (UNIT): A Multidimensional Nonverbal Alternative for Cognitive Assessment, R.
Steve McCallum and Bruce A. The Cognitive Assessment System (CAS): From Theory to Practice, Jack A. Naglieri and Tulio M. The Reynolds Intellectual Assessment Scales (RIAS) and the Reynolds Intellectual Screening Test (RIST), Cecil R. Reynolds, Randy W. Kamphaus, and Tara C.
The NEPSY-II, Robb N. Matthews, Cynthia A. Riccio, and John L. The Wechsler Nonverbal Scale of Ability (WNV): Assessment of Diverse Populations, Jack A.
Naglieri and Tulio M. Contemporary Interpretive Approaches and Their Relevance for Intervention 19. The Cross-Battery Assessment (XBA) Approach: An Overview, Historical Perspective, and Current Directions, Dawn P.
Flanagan, Vincent C. Alfonso, and Samuel O. Cognitive Hypothesis Testing (CHT): Linking Test Results to the Real World, Catherine A.
Fiorello, James B. Hale, and Kirby L. Processing Approaches to Interpreting Information from Cognitive Ability Tests: A Critical Review, Randy G. Floyd and John H. Testing with Culturally and Linguistically Diverse Populations: Moving beyond the Verbal–Performance Dichotomy into Evidence-Based Practice, Samuel O.
Ortiz, Salvador Hector Ochoa, and Agnieszka M. Linking Cognitive Abilities to Academic Interventions for Students with Specific Learning Disabilities (SLD), Nancy Mather and Barbara J. Assessment of Intelligence and Cognitive Functioning in Different Populations 24. Cognitive Assessment in Early Childhood: Theoretical and Practical Perspectives, Laurie Ford, Michelle L. Kozey, and Juliana Negreiros 25. Use of Intelligence Tests in the Identification of Giftedness, David E. McIntosh, Felicia A.
Dixon, and Eric E. Use of Ability Tests in the Identification of Specific Learning Disabilities (SLD) within the Context of an Operational Definition, Dawn P. Flanagan, Vincent C. Alfonso, Jennifer T.
Mascolo, and Marlene Sotelo-Dynega 27. Assessment of Intellectual Functioning in Autism Spectrum Disorder (ASD), Laura Grofer Klinger, Sarah E. O’Kelley, Joanna L. Mussey, Sam Goldstein, and Melissa DeVries 28.
Cognitive and Neuropsychological Assessment of ADHD: Redefining a Disruptive Behavior Disorder, James B. Hale, Megan Yim, Andrea N.
Schneider, Gabrielle Wilcox, Julie N. Henzel, and Shauna G. Intellectual and Neuropsychological Assessment of Individuals with Sensory and Physical Disabilities and Traumatic Brain Injury, Scott L. Decker, Julia A. Englund, and Alycia M. Use of Intelligence Tests in the Identification of Children with Intellectual and Developmental Disabilities (IDD), Kathleen Armstrong, Jason Hangauer, and Joshua Nadeau VI. Contemporary and Emerging Issues in Intellectual Assessment 31.
Using Joint Test Standards to Evaluate the Validity Evidence for Intelligence Tests, Jeffery P. Braden and Bradley C. Using Confirmatory Factor Analysis (CFA) to Aid in Understanding the Constructs Measured by Intelligence Tests, Timothy Z. Keith and Matthew R. Reynolds 33: The Emergence of Neuropsychological Constructs into Tests of Intelligence and Cognitive Abilities, Daniel C. Miller and Denise E. The Role of Cognitive and Intelligence Tests in the Assessment of Executive Functions, Denise E.
Maricle and Erin Avirett 35. Intelligence Tests in the Context of Emerging Assessment Practices: Problem-Solving Applications, Rachel Brown-Chidsey and Kristina J. Intellectual, Cognitive, and Neuropsychological Assessment in Three-Tier Service Delivery Practices in Schools, George McCloskey, James Whitaker, Ryan Murphy, and Jane Rogers Appendix. The Three-Stratum Theory of Cognitive Abilities, John B. Carroll CONTRIBUTORS Dynda Agnieszka, PsyD, Department of Psychology, St. John’s University, Jamaica, New York Vincent C.
Alfonso, PhD, Graduate School of Education, Fordham University, New York, New York Kristina J. Andren, PsyD, School Psychology Program, University of Southern Maine, Gorham, Maine Kathleen Armstrong, PhD, Department of Pediatrics, University of South Florida, Tampa, Florida Erin Avirett, BA, Department of Psychology and Philosophy, Texas Women’s University, Denton, Texas Nayena Blankson, PhD, Department of Psychology, Spelman College, Atlanta, Georgia Bruce A. Bracken, PhD, School of Education, The College of William and Mary, Williamsburg, Virginia Jeffery P. Braden, PhD, Department of Psychology, North Carolina State University, Raleigh, North Carolina Kristina C. Breaux, PhD, The Psychological Corporation, San Antonio, Texas Rachel Brown-Chidsey, PhD, School Psychology Program, University of Southern Maine, Gorham, Maine John B. Carroll, PhD, Emeritus Professor of Psychology, University of North Carolina, Chapel Hill, North Carolina Jie-Qi Chen, PhD, Erikson Institute, Chicago, Illinois J.
Das, PhD, Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada John L. Davis, MA, Department of Educational Psychology, Texas A&M University, College Station, Texas Scott L. Decker, PhD, Department of Psychology, Barnwell College, University of South Carolina, Columbia, South Carolina Melissa DeVries, PhD, Neurology, Learning, and Behavior Center, Salt Lake City, Utah Felicia A.
Dixon, PhD, Department of Educational Psychology, Ball State University, Muncie, Indiana Shauna G. Dixon, MS, Graduate School of Education, Harvard University, Cambridge, Massachusetts Lisa Whipple Drozdick, PhD, The Psychological Corporation, San Antonio, Texas Agnieszka M.
Dynda, PsyD, Department of Psychology, St. John’s University, Jamaica, New York Colin D. Elliot, PhD, The Gervitz School of Education, University of California, Santa Barbara, California Julia A. Englund, BA, Department of Psychology, University of South Carolina, Columbia, South Carolina Catherine A. Fiorello, PhD, NCSP, School Psychology Program and Department of Psychological Studies in Education, College of Education, Temple University, Philadelphia, Philadelphia Dawn P. Flanagan, PhD, Department of Psychology, St. John’s University, Jamaica, New York Randy G.
Floyd, PhD, Department of Psychology, University of Memphis, Memphis, Tennessee Laurie Ford, PhD, Department of Educational and Counseling Psychology, University of British Columbia, Vancouver, British Columbia, Canada Howard Gardner, PhD, Graduate School of Education, Harvard University, Cambridge, Massachusetts Sam Goldstein, PhD, Neurology, Learning, and Behavior Center, Salt Lake City, Utah James B. Hale, PhD, School Psychology Program, Philadelphia College of Osteopathic Medicine, Philadelphia, Philadelphia Jason Hangauer, EdS, Department of Pediatrics, University of South Florida, Tampa, Florida Julie N. Henzel, PsyD, The Nisonger Center, Ohio State University, Columbus, Ohio John L. Horn, PhD (deceased), Department of Psychology, University of Southern California, Los Angeles, California Randy W. Kamphaus, PhD, College of Education, Georgia State University, Atlanta, Georgia Alan S. Kaufman, PhD, Child Study Center, Yale University, New Haven, Connecticut James C. Kaufman, PhD, Department of Psychology, California State University, San Bernardino, California Nadeen L.
Kaufman, PhD, Child Study Center, Yale University, New Haven, Connecticut Timothy Z. Keith, PhD, Department of Educational Psychology, University of Texas at Austin, Austin, Texas Sangwon Kim, PhD, Graduate School of Education, Fordham University, New York, New York Laura Grofer Klinger, PhD, Department of Psychology, University of Alabama, Tuscaloosa, Alabama Michelle L. Kozey, MA, Department of Educational and Counseling Psychology, University of British Columbia, Vancouver, British Columbia, Canada John H. Kranzler, PhD, Special Education Program, College of Education, University of Florida, Gainesville, Florida Elizabeth O. Lichtenberger, PhD, private practice, Carlsbad, California Denise E.
Maricle, PhD, Department of Psychology and Philosophy, Texas Women’s University, Denton, Texas Jennifer T. Mascolo, PsyD, Department of Psychology, St. John’s University, Jamaica, New York Nancy Mather, PhD, Department of Disability and Psychoeducational Studies, College of Education, University of Arizona, Tucson, Arizona Robb N. Matthews, MA, Department of Educational Psychology, Texas A&M University, College Station, Texas R. Steve McCallum, PhD, Department of Educational Psychology and Counseling, University of Tennessee, Knoxville, Tennessee George McCloskey, PhD, Department of Psychology, Philadelphia College of Osteopathic Medicine, Philadelphia, Pennsylvania Kevin S. McGrew, PhD, Institute for Applied Psychometrics, St. Cloud, Minnesota David E.
McIntosh, PhD, Department of Educational Psychology, Ball State University, Muncie, Indiana Daniel C. Miller, PhD, Department of Psychology and Philosophy, Texas Women’s University, Denton, Texas Ryan Murphy, EdS, Department of School Psychology, Philadelphia College of Osteopathic Medicine, Philadelphia, Pennsylvania Joanna L.
Mussey, MA, Department of Psychology, University of Alabama, Tuscaloosa, Alabama Joshua Nadeau, MS, Department of Pediatrics, University of South Florida, Tampa, Florida Jack A. Naglieri, PhD, ABAP, Department of Psychology, George Mason University, Fairfax, Virginia Juliana Negreiros, MA, Department of Educational and Counseling Psychology, University of British Columbia, Vancouver, British Columbia, Canada Bradley C. Niebling, PhD, Midwest Instructional Leadership Council, Urbandale, Iowa Salvador Hector Ochoa, PhD, Department of Educational Psychology, University of Texas–Pan American, Edinburg, Texas Sarah E. O’Kelly, PhD, Department of Psychiatry and Behavioral Neurobiology, University of Alabama, Tuscaloosa, Alabama Samuel O. Ortiz, PhD, Department of Psychology, St.
John’s University, Jamaica, New York Tulio M. Otero, PhD, School Psychology Program, Chicago School of Professional Psychology, Chicago, Illinois Eric E. Pierson, PhD, NCSP, HSPP, Department of Educational Psychology, Ball State University, Muncie, Indiana Mark Pomplun, PhD, Riverside Publishing, Itasca, Illinois Tara C. Raines, PsyS, Gwinnett County Public Schools, Gwinnett County, Georgia Cecil R. Reynolds, PhD, Department of Educational Psychology, Texas A&M University, College Station, Texas Matthew R.
Reynolds, PhD, Department of Psychology and Research in Education, University of Kansas, Lawrence, Kansas Cynthia A. Riccio, PhD, Department of Educational Psychology, Texas A&M University, College Station, Texas Alycia M.
Roberts, BA, Department of Psychology, University of South Carolina, Columbia, South Carolina Jane Rogers, PsyD, Department of Psychology, Philadelphia College of Osteopathic Medicine, Philadelphia, Pennsylvania Gale H. Roid, PhD, Department of Institutional Research, Warner Pacific College, Portland, Oregon Ellen W. Rowe, PhD, Center for Psychological Services, George Mason University, Fairfax, Virginia Andrea N. Schneider, BA, Department of Psychology, University of Victoria, Victoria, British Columbia, Canada W. Joel Schneider, PhD, Department of Psychology, Illinois State University, Normal, Illinois Fredrick A.
Schrank, PhD, Woodcock–Munoz Foundation, Olympia, Washington Jennie Kaufman Singer, PhD, College of Health and Human Services, Sacramento State University, Sacramento, California Marlene Sotelo-Dynega, PhD, Department of Psychology, St. John’s University, Jamaica, New York Robert J. Sternberg, PhD, Provost, Oklahoma State University, Stillwater, Oklahoma Dustin Wahlstrom, PhD, The Psychological Corporation, San Antonio, Texas John D. Wasserman, PhD, Department of Psychology, George Mason University, Fairfax, Virginia Lawrence G. Weiss, PhD, The Psychological Corporation, San Antonio, Texas Barbara J. Wendling, MA, Consulting Services, Dallas, Texas James Whitaker, PsyD, Department of Psychology, Philadelphia College of Osteopathic Medicine, Philadelphia, Pennsylvania Gabrielle Wilcox, PsyD, Department of School Psychology, Philadelphia College of Osteopathic Medicine, Philadelphia, Pennsylvania Anne Pierce Winsor, PhD, Department of Educational Psychology, University of Georgia, Athens, Georgia Kirby L. Wycoff, EdM, NCSP, Graduate School of Applied and Professional Psychology, Rutgers, The State University of New Jersey, Piscataway, New Jersey Megan Yim, BA, Department of Psychology, Victoria Island University, Victoria, British Columbia, Canada Jianjun Zhu, PhD, The Psychological Corporation, San Antonio, Texas GUILFORD PUBLICATIONS, INC.
72 Spring Street, New York, NY 10012 Tel: (212) 431-9800Toll Free: (800) 365-7006 Fax: (212) 966-6708E-mail: [email protected] Visit our website: www.guilford.com - iPost using BlogPress from Kevin McGrew's iPad.
“A superb theoretical and clinical overview.The standards of theoretical and methodological rigor, comprehensive topical coverage, balanced and objective critical analysis, lifespan cognitive evaluation, and advocacy for special populations.are beautifully balanced. One could not ask for more from a review and critical evaluation of this extensive, rich, and complex literature.” — PsycCRITIQUES “Should be required reading in all intelligence testing courses and by anyone involved in the assessment of human and cognitive abilities.” — Psychotherapy in Private Practice “A thought-provoking and informative volume which should be read and considered by all practitioners who use and interpret tests of intelligence. It would be an excellent text for graduate courses in intelligence and its assessment. The book is generally extremely readable.” — Canadian Child Psychiatry Review “An excellent reference that should be read by anyone involved in the assessment of human and cognitive abilities.4 stars!” — Doody's Electronic Journal “A valuable resource for neuropsychologists conducting comprehensive evaluations. Furthermore, the book's scope, depth, and clarity will be useful to seasoned as well as more junior practitioners and graduate students.Provides a comprehensive and empirically grounded account of intelligence theory and assessment.
It is organized in a user-friendly manner, presents current and updated research, and offers the reader best practices for intellectual, cognitive, and neuropsychological testing from leading scientist-practitioners in psychology and related fields. The editors’ attention to the needs of their target audience is apparent and will go a long way in securing this book as an oft-used reference in one's clinical practice and theoretical understanding of contemporary intellectual assessment.” — Archives of Clinical Neuropsychology “A single source for essential, detailed information on the past, present, and future of intellectual and cognitive assessment practices. The table of contents provides an objective sweep of all major theories, tests, and evaluation procedures at a glance; the expertise of the chapter authors results in a work that is consistently outstanding. The third edition reflects the latest efforts in clinical inquiry that explore cognitive abilities and processes as they relate to the real world.
It emphasizes cross-cultural issues in assessment and incorporates new approaches and instruments related to learning and developmental problems. This is an essential text for graduate-level assessment courses.” —Elaine Fletcher-Janzen, EdD, NCSP, ABPdN, Department of School Psychology, Chicago School of Professional Psychology “Psychological services must be built on ecological assessment if we are to work effectively with both children and adults. Including new chapters on neuropsychology and other topics, this book helps us better understand individuals' cognitive capabilities. It would be a great benefit to your library or your graduate training classroom.” —Rik Carl D'Amato, PhD, Director, Center for Teaching and Learning Enhancement; Head, Department of Psychology, University of Macao, China “This is the most comprehensive, authoritative, and up-to-date text on intellectual assessment available. It covers current theories of intelligence, methods of intelligence testing, and their applications to special populations. The chapters are all written by leading scholars and combine clear research summaries with practical advice, making this a valuable book for graduate students and professionals interested in both research and practice.” —Paul J.
Frick, PhD, University Distinguished Professor and Chair, Department of Psychology, University of New Orleans “This updated volume is a valuable addition to the field of intellectual and psychological assessment. The editors have assembled the leaders in the field to present the most up-to-date information available. Many of the chapters are written by the test authors and theory creators themselves; readers will benefit from the firsthand approach to test and theory interpretation. The book is written in a way that will appeal to both experienced practitioners and graduate students just starting out in the field.” —Andrew S. Davis, PhD, Department of Educational Psychology, Ball State University.
Save 15% + Free Shipping on Online Orders! Save 15%:. Applies only to prepaid online orders from US and Canadian customers. Discount is applied to the list price. You can take advantage of special offers along with the 15% discount by entering a promotional code in the shopping cart. You will receive the larger discount available for each item. Not applicable to journal renewals.
Free Shipping:. Applies only to prepaid online orders from US customers. Packages sent via USPS Media Mail. You may choose to pay for instead. We've also reduced shipping charges to Canada to a flat $9.00 per order.
Packages sent via CanPar. For bulk orders, please contact.
Comments are closed.
|
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |