Achievement Test Desk Reference, The: Comprehensive Assessment and Learning Disabilities

by Flanagan, Dawn P.; Ortiz, Samuel O.; Alfonso, Vincent C.; Mascolo, Jennifer T.

• ISBN13: 9780205325474
• ISBN10: 0205325475
• Edition: 1st
• Format: Hardcover
• Copyright: 2002-01-01
• Publisher: Allyn & Bacon

Summary

This book combines comprehensive descriptions and critical reviews of over 50 achievement tests with an innovative model for learning disability evaluation following current assessment and interpretation methods.The Achievement Test Desk Reference (ATDR) represents a unique contribution to both the practice of academic assessment and learning disability evaluation. The "Desk Reference" section contains descriptions and reviews of psychometric properties for comprehensive screening and specific academic skills batteries and achievement tests including measures of reading, math, written and oral language, and phonological processing. For school psychologists, clinical psychologists, educational psychologists, learning disability specialists, and speech/language pathologists.

Table of Contents

Foreword	xi
Preface	xv
Academic Achievement and Learning Diabilities	1	(19)
Learning Disability Defined	3	(10)
Early Definitions: Research Based	3	(1)
Transformational Definitions: Education Oriented and Discrepancy Based	4	(5)
Consensus Definitions: Current Revisions and Modern Conceptualizations	9	(4)
Academic Achievement Defined	13	(5)
Reading	14	(1)
Mathematics	15	(1)
Writing	16	(1)
Language	17	(1)
Advancing Academic and Learning Disability Assessment	18	(2)
Achievement and the Cattell-Horn-Carroll Theory of Cognitive Abilities	20	(43)
Conceptualizing Cognitive Abilities and Academic Achievement from Contemporary Theory	20	(2)
CHC Theory Defined	22	(25)
Gradual and Progressive Changes in Fluid-Crystallized Theory: A Brief Historical Perspective	22	(1)
The Hierarchical Structure of Abilities	23	(2)
Similarities and Differences between the Cattell-Horn Model and the Carroll Model	25	(2)
A Taxonomy for Understanding Specific Cognitive Abilities and Academic Achievements: CHC Theory	27	(2)
A Network of Validity Evidence in Support of CHC Theory	29	(1)
Broad and Narrow CHC Ability Definitions	29	(18)
Ability and Achievement: How Are They Different?	47	(4)
The Relationship between Cognitive Abilities and Achievement	51	(9)
Cognitive Abilities and Reading Achievement	51	(4)
Cognitive Abilities and Math Achievement	55	(2)
Cognitive Abilities and Writing Achievement	57	(3)
Conclusions	60	(2)
Endnotes	62	(1)
Introduction to the ATDR	63	(33)
Psychometric Characteristics of Achievement Batteries	73	(9)
Derived Score Information	74	(1)
Norming Information	75	(4)
Types of Validity Evidence Reported in the Test Manual	79	(1)
Test Reliability	80	(2)
Test Floors and Ceilings	82	(1)
Theoretical Characteristics of Achievement Batteries	82	(7)
CHC Expert Consensus Classification Process	84	(5)
Qualitative Characteristics of Achievement Batteries	89	(1)
The ATDR Summary Pages	90	(4)
Conclusions	94	(2)
ATDR Summary Pages: Comprehensive Achievement Tests	96	(44)
ATDR Summary Pages: Brief/Screening Achievement Tests	140	(30)
ATDR Summary Pages: Specific Academic Skills---Reading Tests	170	(33)
ATDR Summary Pages: Specific Academic Skills---Math Tests	203	(16)
ATDR Summary Pages: Specific Academic Skills---Written Language Tests	219	(18)
ATDR Summary Pages: Specific Academic Skills---Oral Language Tests	237	(63)
ATDR Summary Pages: Specific Academic Skills---Phonological Processing Tests	300	(26)
A Modern Operational Definition of Learning Disability	326	(35)
Common Misconceptions Found in the Application of Current Methods for Determining LD	327	(8)
Misconception 1: IQ Is a Highly Accurate Predictor of Academic Achievement	327	(1)
Misconception 2: IQ Is Synonymous with an Individual's Academic Potential	328	(1)
Misconception 3: IQ Tests Assess Cognitive Dimensions That Are Important in Reading and Other Academic Areas	329	(1)
Misconception 4: All Global Ability Scores Are Interchangeable, Regardless of the Intelligence Test Used to Derive Such Scores	330	(1)
Misconception 5: Aptitude and Ability Are One and the Same	330	(2)
Misconception 6: A Significant Discrepancy between IQ and Achievement Confirms the Presence of a Learning Disability	332	(1)
Misconception 7: A Significant Discrepancy between Any Two Scores Is Clinically Significant	333	(1)
Misconception 8: All Formulas for Evaluating Statistical Significance of an Ability-Achievement Discrepancy Are Psychometrically Valid and Equivalent	334	(1)
Misconception 9: Intra-Ability Analysis and Interpretation Is Independent of Inter-Ability Analysis and Interpretation	334	(1)
Clarifying Misconceptions in the Application of Current Methods for Determining LD	335	(11)
Relationship between Cognitive and Academic Abilities	336	(1)
Defensible Analysis of Significant Discrepancies	337	(9)
Essential Elements of an Operational Definition of Learning Disabilities	346	(13)
Level I-A: Inter-Academic Ability Analysis---Measurement of Specific Academic Skills and Acquired Knowledge	350	(2)
Level I-B: Evaluation of Exclusionary Factors	352	(1)
Level II-A: Inter-Cognitive Ability Analysis---Measurement of Broad Abilities/Processes and Aptitudes for Learning	353	(2)
Level II-B: Reevaluation of Exclusionary Factors	355	(1)
Level III: Integrated Ability Analysis---Evaluation of Underachievement	355	(2)
Level IV: Evaluation of Interference with Functioning	357	(2)
Summary of the Proposed Operational Definition of LD	359	(1)
Conclusions	359	(1)
Endnote	360	(1)
CHC Cross-Battery Assessment with Academic Ability Tests	361	(37)
The CHC Cross-Battery Approach	362	(10)
Pillar#1: A Well-Validated Theoretical Foundation	362	(1)
Pillar#2: Broad-Ability Classifications	363	(3)
Pillar#3: Narrow-Ability Classifications	366	(6)
Rationale for CHC Cross-Battery Assessment with Academic Ability Tests	372	(1)
Application of the CHC Cross-Battery Approach	373	(2)
Guiding Principle 1	374	(1)
Guiding Principle 2	374	(1)
Guiding Principle 3	375	(1)
Research Foundation of CHC Cross-Battery Assessment	375	(12)
CHC Cross-Battery Worksheets	376	(11)
Implementing CHC Cross-Battery Assessment Step by Step	387	(9)
Step 1: Conduct a Comprehensive, Brief/Screening or Selective Assessment	387	(2)
Step 2: Identify Absence or Underrepresentation of CHC Abilities on the Core Battery	389	(1)
Step 3: Select Tests Needed to Supplement the Core Battery	389	(1)
Step 4: Administer and Score Core Battery and Supplemental Tests	390	(2)
Step 5: Complete the CHC Cross-Battery Worksheets	392	(2)
Step 6: Transfer Scores and Averages to LD Area or CHC Data Summary Sheet and Normative Analysis Graph	394	(2)
Conclusions	396	(1)
Endnote	397	(1)
CHC Cross-Battery Interpretation of Academic and Cognitive Ability Data	398	(22)
Overview of Data Analysis	398	(2)
Guidelines for Conducting Inter-Academic and Inter-Cognitive Analysis with CHC Cross-Battery Data	400	(16)
Additional Considerations in Inter-Ability Analysis	402	(13)
Cautions in the Interpretation of Cluster Scores	415	(1)
Guidelines for Conducting Ability-Achievement Discrepancy and Aptitude-Achievement Consistency Analysis with CHC Cross-Battery Data	416	(2)
Conclusions	418	(1)
Endnotes	419	(1)
Comprehensive Framework for LD Determination and CHC Cross-Battery Assessment: A Case Study	420	(34)
A Comprehensive Framework for LD Determination	420	(7)
Perceived Academic Difficulties	421	(2)
Clarification and Theoretical Specification of Referral Questions	423	(1)
Hypothesis-Driven Assessment	423	(2)
Sufficiency of Evaluation	425	(1)
Attribution of Performance	426	(1)
Evaluation of Underachievement	426	(1)
Justification for Intervention	427	(1)
A Case Study in LD Determination	427	(26)
Overview	427	(1)
The Case of Carsam	428	(1)
Clarification and Theoretical Specification of Referral Questions	429	(2)
Level I-A: Inter-Academic Analysis---Performance in Academic Skills and Acquired Knowledge	431	(5)
Level I-B: Evaluation of Exclusionary Factors	436	(1)
Level II-A: Inter-Cognitive Analysis---Performance in Abilities/Processes and Learning Efficiency	437	(7)
Level II-B: Reevaluation of Exclusionary Factors	444	(1)
Level III: Integrated Ability Analysis---Evaluation of Underachievement	444	(7)
Level IV: Evaluation of Interference with Functioning	451	(1)
Justification for Intervention	452	(1)
Conclusions	453	(1)
Appendix A: CHC Cross-Battery Worksheets	454	(21)
Appendix B: Percentile Rank and Standard Score Conversion Table	475	(3)
Appendix C: Test Reviews and Validity Evidence Reported in the Extant Literature	478	(18)
Appendix D1: CHC Cross-Battery Level I-A: Data Summary and Normative Analysis Graph for Inter-Academic Analysis	496	(2)
Appendix D2: CHC Cross-Battery Level II-A: Data Summary and Normative Analysis Graph for Inter-Cognitive Analysis	498	(3)
Appendix D3: CHC Cross-Battery Level III: Data Summary and Normative Analysis Graph for Integrated Ability Analysis	501	(3)
Appendix E: CHC Cross-Battery Level I-A: Data Summary and Normative Analysis Graph for Academic Clinical Composites	504	(3)
Appendix F1: Variations in Task Characteristics of Basic Reading Skills Tests	507	(3)
Appendix F2: Variations in Task Characteristics of Reading Comprehension Tests	510	(2)
Appendix F3: Variations in Task Characteristics of Written Expression Tests	512	(3)
Appendix F4: Variations in Task Characteristics of Math Calculation Tests	515	(2)
Appendix F5: Variations in Task Characteristics of Math Reasoning Tests	517	(1)
Appendix F6: Variations in Task Characteristics of Listening Comprehension Tests	518	(3)
Appendix F7: Variations in Task Characteristics of Oral Expression Tests	521	(3)
Appendix G: Case Report	524	(15)
Appendix H: Expert Consensus Study Data	539	(9)
References	548	(15)
Index	563