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.

Dawn P. Flanagan, PhD, is Professor of Psychology and Director of the School Psychology Training Programs at St. John\u2019s University in Queens, New York. She is also Assistant Clinical Professor at the Yale Child Study Center. Dr. Flanagan serves as an expert witness, learning disability consultant, and psychological test and measurement consultant and trainer, and has published widely on cognitive assessment, specific learning disabilities, and psychometric theories of the structure of cognitive abilities. Patti L. Harrison, PhD, is Professor in the Department of Educational Studies in Psychology, Research Methodology, and Counseling at the University of Alabama. She has conducted research on intelligence, adaptive behavior, and preschool assessment. Dr. Harrison has published and presented on assessment topics in school psychology, clinical psychology, and special education venues. She is a past editor of School Psychology Review.