Assessing Adolescent and Adult Intelligence

by Kaufman, Alan S.; Lichtenberger, Elizabeth O.

• ISBN13: 9780205305278
• ISBN10: 020530527X
• Edition: 2ND
• Format: Hardcover
• Copyright: 2002-01-01
• Publisher: Allyn & Bacon

Summary

"Assessing Adolescent and Adult Intelligence, the classic text from Alan Kaufman and Elizabeth Lichtenberger has consistently provided the most comprehensive source of information on cognitive assessment of adults and adolescents. The newly updated Third Edition provides important enhancements and additions that highlight the latest research and interpretive methods for the WAIS-III." "Augmenting the traditional "sequential" and "simultaneous" WAIS-III interpretive methods, the authors present a new approach derived from Cattell-Horn-Carroll (CHC) theory. This approach combines normative assessment (performance relative to age peers) with ipsative assessment (performance relative to the person's own mean level). Following Flanagan and Kaufman's work to develop a similar CHC approach for the WISC-IV, Kaufman and Lichtenberger have applied this system to the WAIS-III profile of scores along with integrating recent WAIS-III literature." "Assessing Adolescent and Adult Intelligence remains the premier resource for the field, covering not only the WAIS-III but also the WJ-III, the KAIT, and several brief measures of intelligence, as well as laying out a relevant, up-to-date discussion of the discipline. The new, theory-based interpretive approach for the WAIS-III makes this a vital resource for practicing psychologists, as well as a comprehensive text for graduate students."--BOOK JACKET.

Table of Contents

Preface	xvii
Part I Introduction to the Assessment of Adolescent and Adult Intelligence
IQ Tests: Their History, Use, Validity, and Intelligent Interpretation	1	(23)
Outline of the Book	2	(1)
Wechsler's Scales	3	(1)
Clinical Relevance of Theory	3	(1)
A Short History of IQ Tests	3	(4)
The Binet-Simon Scales	4	(1)
Terman's Stanford-Binet	4	(1)
The World War I Tests	5	(1)
Wechsler's Creativity	6	(1)
Surveys of Test Usage for Adults	7	(4)
Has Test Use Changed over the Years?	8	(1)
Test Usage of 1,500 Psychologists and Neuropsychologists	8	(1)
How Frequently Are Tests Used?	9	(1)
Administration Time and Implications for Reimbursement	10	(1)
For What Purposes Are Adults Given Intelligence Tests?	10	(1)
Conclusions	10	(1)
Validity of the IQ Construct for Adolescents and Adults	11	(7)
Prediction of Academic Achievement	12	(1)
Relationship of IQ to Education	13	(1)
IQ and Occupation	14	(2)
Prediction of Job Performance	16	(2)
The Intelligent Testing Philosophy	18	(4)
IQ Tasks Measure What the Individual Has Learned	19	(1)
IQ Tasks Are Samples of Behavior and Are Not Exhaustive	19	(1)
IQ Tasks Like the WAIS-III, KAIT, and WJ III Assess Mental Functioning under Fixed Experimental Conditions	20	(1)
IQ Tasks are Optimally Useful When They Are Interpreted from an Information-Processing Model	20	(1)
Hypotheses Generated from IQ Test Profiles Should Be Supported with Data from Multiple Sources	21	(1)
Tying Together the Tenets of Intelligent Testing	22	(1)
Summary	22	(2)
Heritability and Malleability of IQ and Attacks on the IQ Construct	24	(37)
The Heritability and Malleability of IQ	24	(12)
Heritability	24	(9)
Maternal Environment	33	(2)
Overview	35	(1)
Malleability	36	(10)
The Flynn Effect	37	(5)
The Abecedarian Project	42	(3)
Overview of Malleability of IQ	45	(1)
Attacks on the IQ Construct	46	(13)
Lezak's Eulogy	46	(7)
The Learning Disabilities Challenge	53	(6)
Summary	59	(2)
From the Wechsler-Bellevue I to the WAIS-III	61	(35)
Selection of the Subtests	62	(7)
Verbal Scale	62	(4)
Performance Scale	66	(3)
Item Content Changes from the W-B I to the WAIS to the WAIS-R and to the WAIS-III	69	(3)
Reliability Comparisons of the W B I, WAIS, WAIS-R, and WAIS-III	72	(2)
Standardization of the W B I, WAIS, WAIS-R, and WAIS-III	74	(2)
Comparison of the Construct Validity of the W-B I, WAIS, WAIS-R, and WAIS-III	76	(8)
Internal Consistency	76	(2)
Factor Analysis	78	(2)
Developmental Trends	80	(2)
Problems with Adolescent Data	82	(2)
Clinical Implications of the WAIS-III Norms at Ages 16-19	84	(1)
Overview of Developmental Trends	84	(1)
Correlations between the W-BI and WAIS, WAIS and WAIS-R, and the WAIS-R and WAIS-III	84	(3)
Relationship of the W-B I and WAIS	85	(1)
Relationship of the WAIS to WAIS-R	85	(2)
Relationship of the WAIS-R to WAIS-III	87	(1)
Comparison of Systems for Classifying Intelligence on the W-B I, WAIS, and WAIS-III	87	(2)
Comparison of IQs Yielded by the WAIS-R and WAIS-III	89	(2)
Practical Implications of WAIS-R/WAIS-III IQ Differences	90	(1)
Generalization from the W-B I, WAIS, and WAIS-R to the WAIS-III	91	(3)
Studies at Ages 16-19 Years	91	(1)
Studies Focusing on Picture Completion, Picture Arrangement, or Object Assembly	91	(1)
Factor Analysis Studies	92	(1)
Short Form Studies	92	(1)
Correlational Studies	93	(1)
Group versus Individual Interpretation	93	(1)
Conclusions	93	(1)
Summary	94	(2)
Part II Individual Differences on Age, Socioeconomic Status, and Other Key Variables
Individual Differences for Adolescents and Adults on Gender, Ethnicity, Urban-Rural Residence, and Socioeconomic Status	96	(31)
Gender Differences	96	(5)
Global Scales	96	(2)
Gender Differences on Separate Subtests	98	(2)
Clinical Implications of Gender Differences on Mental Tasks	100	(1)
Ethnic Differences in IQ	101	(8)
Differences between Caucasians and African Americans	101	(5)
Differences between Caucasians and Hispanics	106	(3)
Urban-Rural Residence Differences	109	(2)
Generational Changes in Urban-Rural Differences	109	(1)
Residence Differences on the WAIS-R Subtests	110	(1)
Occupational Differences	111	(4)
Best Estimate of IQ Differences for Adults in Different Occupations	111	(2)
IQ Variability within Occupational Groups	113	(2)
Occupational Status and Canonical Factors	115	(1)
Educational Attainment	115	(9)
WAIS-III Mean Scores Earned by Adults Differing in Educational Attainment	115	(2)
WAIS-III Correlations with Educational Attainment	117	(3)
Relationship of Intelligence to Education on the Kaufman Tests	120	(3)
Clinical Implications of Educational Data	123	(1)
Summary	124	(3)
Age and Intelligence across the Adult Life Span	127	(65)
Does IQ Decline with Advancing Age? A Cross-Sectional Approach	128	(35)
Cross-Sectional Investigations of Wechsler's Adult Scales	129	(21)
Cross-Sectional Investigations of Kaufman and Kaufman's Adult Tests	150	(9)
Overview of Cross-Sectional Investigations	159	(2)
Cautions Associated with Cross-Sectional Investigations	161	(2)
Does IQ Decline with Advancing Age? A Longitudinal Approach	163	(17)
Problems in Investigating Aging Longitudinally	163	(4)
Two Groundbreaking Longitudinal Investigations of IQ and Aging	167	(4)
Kaufman's (1990, 2001) Longitudinal Investigation of Wechsler's Adult Scales Using Independent Samples	171	(9)
Interpretation of the Aging Patterns for V-IQ versus P-IQ: Speed or Fluid/Crystallized Ability?	180	(9)
Age-Related Declines on Untimed Tasks such as Matrix Reasoning	181	(1)
Age-Related Changes on Wechsler's Arithmetic, Picture Completion, and Picture Arrangement Subtests	181	(1)
Data from the Bonn Longitudinal Study	182	(1)
Speed versus Cognitive Ability on Digit Symbol	182	(1)
Creative Works	182	(1)
Integration of Speed, Fluid Ability, and Other Factors	183	(4)
Can Cognitive Decline Be Slowed Down?	187	(2)
Summary	189	(3)
Part III Integration and Application of WAIS-III Research
Research on Administration, Scoring, and Relationships between Wechsler Scales	192	(26)
Administration and Scoring	192	(10)
Administration Time	192	(5)
Administration Errors	197	(1)
The Nature and Frequency of Administration Errors	197	(1)
Scoring Errors	198	(4)
Implications for Administering and Scoring the WAIS-III	202	(1)
WAIS-III Stability	202	(14)
WAIS-III Test-Retest Reliability and Practice Effects	202	(7)
Alternate Forms Reliability and Stability: WAIS-III versus WISC-III	209	(7)
Summary	216	(2)
Factor Analysis of the WAIS-III	218	(26)
The WAIS-III as a One-Factor Test	218	(2)
The WAIS-R as a Two-Factor Test	220	(2)
The WAIS-III as a Three-Factor Test	222	(1)
The WAIS-III as a Four-Factor Test	223	(1)
How Many Factors Underlie the WAIS-III?	224	(1)
Are There Two, Three, or Four WAIS-III Factors?	225	(7)
Differences in WAIS-III Factor Structure Due to Ethnicity	227	(1)
Age Differences in the WAIS-III Factor Structure	227	(5)
Comparison of WAIS-III and WAIS-R Factors	232	(1)
Comparison of WAIS-III and WISC-III Factors	232	(2)
The General Factor (g)	234	(3)
Subtest Specificity	235	(1)
Definition of Subtest Specificity	236	(1)
Subtest Specificity of WAIS-III Subtests	236	(1)
Evaluation of the WAIS-III	237	(6)
Groth-Marnet, Gallagher, Hale, and Kaplan (2000)	237	(5)
Kaufman and Lichtenberger (1999)	242	(1)
Sattler and Ryan (1999)	242	(1)
Summary	243	(1)
Verbal-Performance IQ Discrepancies: A Neuropsychological Approach	244	(73)
V-P Discrepancies and Brain Damage	244	(14)
Right- versus Left-Brain Lesions	245	(6)
Wechsler Bellevue Studies	251	(1)
WAIS Studies	251	(1)
Overlapping Samples of Patients	252	(1)
WAIS-R Studies	252	(1)
Comparison of Results for Wechsler Bellevue versus WAIS versus WAIS-R	252	(1)
Todd, Coolidge, and Satz's Large-Scale Study with the WAIS	253	(1)
Smith's Large-Scale Investigations Using the Wechsler-Bellevue	253	(1)
Bilateral Brain Damage	254	(3)
General Conclusions regarding Studies of Brain Damage	257	(1)
The Nature of Brain Damage	258	(9)
Lesions Caused by Stroke, Head Injury, and Tumors	259	(4)
Temporal Lobe Epilepsy	263	(3)
Temporal Lobe versus Parietal Lobe Lesions	266	(1)
Frontal Lobe Lesions	266	(1)
Frontal versus Posterior Lesions	266	(1)
Acute versus Chronic Lesions	267	(2)
Fitzhugh et al.'s Study	267	(1)
Aggregated Data from Several Samples	268	(1)
Correlational Studies	269	(1)
Subtest Patterns for Left- and Right-Lesion Patients	269	(7)
Mean Scaled Scores for Patients with Focal Brain Damage	269	(1)
Discrimination between Right- and Left-Lesion Patients	270	(4)
Hemispheric Functioning: Process versus Content	274	(1)
Should V-P Discrepancies Be Used for Assessing Brain Damage?	275	(1)
Gender of Patients with Lateralized Lesions	276	(17)
Lansdell's Initial Observations	276	(1)
McGlone's Research	277	(1)
Well-Controlled Investigation	278	(1)
Inglis and Lawson's Study of Gender Differences	278	(1)
Turkheimer et al.'s Study of Gender Differences	278	(1)
Inglis and Lawson's Meta-Analysis of Gender Difference Studies	279	(1)
Bornstein and Matarazzo's Review of Gender Difference Studies	279	(1)
Snow, Freedman, and Ford's Review of Gender Differences	280	(1)
Turkheimer and Farace's Meta-Analysis of Gender Difference Studies	281	(2)
Research Issues in the Investigation of Gender Differences	283	(1)
Aggregated Data from Gender Difference Studies	283	(1)
Proposed Explanations of the Interaction with Gender	284	(8)
Summary of Evaluation of Hypotheses for Gender Differences in Lesioned Patients	292	(1)
Ethnicity of Patients with Lateralized Lesions	293	(3)
Munder's Careful Investigation of V-P Differences for Caucasians and African Americans	293	(1)
Subtest Patterns for Brain-Damaged Males by Race	294	(2)
Age of Patient Samples	296	(1)
Brain Damage in Children and in Adults	296	(1)
Empirical Analysis with Samples of Adolescents and Adults	297	(1)
Educational Level of Patient Samples	297	(5)
Research Implications of Base-Rate Education Data	299	(1)
Education Level and V-P for Brain-Damaged Samples	300	(1)
Education as a Variable for Normal versus Brain-Damaged People	300	(2)
Clinical Issues in the Interpretation of a Patient's V-P Difference	302	(6)
Individual versus Group Data	303	(1)
Emotional Disturbance and Diffuse Brain Injury	304	(1)
Emotional Disturbance and Lateralized Lesions	304	(3)
V-P Interpretation in the Context of Patients' Behaviors	307	(1)
Illustrative Case Report	308	(6)
Walt H., Age 21, Head Injury	308	(6)
Summary	314	(3)
Verbal-Performance IQ Discrepancies: A Clinical Approach	317	(52)
Variables Believed to Be Correlates of High Performance IQ	317	(20)
Learning Disabilities	318	(9)
Delinquency and Psychopathic Behavior	327	(3)
Bilingualism	330	(2)
Autism	332	(2)
Mental Retardation	334	(3)
Overview of Variables Believed to Be Correlates of High Performance IQ	337	(1)
Variables Believed to Be Correlates of High Verbal IQ	337	(17)
Psychiatric Disorders	338	(2)
Alcohol Abuse	340	(1)
Motor Coordination Problems	341	(3)
Alzheimer's-Type Dementia	344	(6)
High Average and Gifted Intellectual Functioning (Full Scale IQ of 110+)	350	(3)
Overview of Variables Believed to Be Correlates of High Verbal IQ	353	(1)
When V-P IQ Discrepancies Are Meaningless	354	(3)
IQs Are Not Unitary Constructs	354	(1)
Verbal Compensation for Performance Deficit	355	(1)
Effects of Retesting	356	(1)
Illustrative Case Reports	357	(9)
Chester P., Age 17, Possible Autism	357	(5)
Robert N., Age 36, Mild Retardation	362	(4)
Summary	366	(3)
Part IV Interpretation of the WAIS-III Profile: IQs, Factor Indexes, and Subtest Scaled Scores
Profile Interpretation: What the Subtests Measure	369	(43)
Ways of Grouping WAIS-III Subtests	369	(13)
Factor Analysis	370	(1)
Bannatyne's Categories	370	(1)
Horn's Modified Fluid-Crystallized Model	371	(1)
Cattell-Horn-Carroll (CHC) Theory	372	(1)
Baltes's Life Span Two-Component Model	373	(1)
Osgood's Psycholinguistic Approach and the Information-Processing Approach	374	(2)
Rapaport's Pioneering Clinical Model	376	(1)
Dean's Individual Ability Profile	377	(3)
Guilford's Structure-of Intellect Model	380	(2)
Abilities Measured by the 14 WAIS-III Subtests	382	(28)
Sources and Methods for Analyzing Each Subtest	382	(2)
Vocabulary	384	(1)
Similarities	385	(2)
Arithmetic	387	(2)
Digit Span	389	(2)
Information	391	(2)
Comprehension	393	(2)
Letter Number Sequencing	395	(2)
Picture Completion	397	(2)
Digit Symbol-Coding	399	(2)
Block Design	401	(2)
Matrix Reasoning	403	(2)
Picture Arrangement	405	(2)
Symbol Search	407	(1)
Object Assembly	408	(2)
Summary	410	(2)
WAIS-III Profile Interpretation: Steps 1-7	412	(35)
Considerations about Profile Interpretation	412	(1)
Considerations for Applying the Interpretive Steps when Only 11 Subtests Were Administered	413	(1)
Step 1: Interpret the Full Scale IQ	414	(1)
The Role of Full Scale IQ in Profile Interpretation	415	(1)
Step 2: Are the Verbal IQ versus the Performance IQ (or the Verbal Comprehension Index versus the Perceptual Organization Index) Significantly Different?	415	(2)
Step 3: Are the Verbal IQ versus the Performance IQ (or the Verbal Comprehension Index versus the Perceptual Organization index) Differences Abnormally Large?	417	(4)
Step 4: Is the V IQ versus P-IQ Discrepancy Interpretable?	421	(5)
Step 5: Is VCI versus POI Difference Interpretable?	426	(2)
Step 6: Determine whether the Working Memory and Processing Speed Indexes Are Interpretable	428	(1)
Step 7: Interpret the Global Verbal and Nonverbal Dimensions, as well as the Small Factors, if They Were Found to Be Interpretable	428	(2)
General Interpretation of WAIS-III Indexes	430	(4)
Verbal Conceptualization Index	430	(1)
Perceptual Organization Index	430	(1)
Working Memory Factor	431	(2)
Processing Speed Factor	433	(1)
Horn's and Bannatyne's Systems for Interpreting Global Verbal, Nonverbal, Working Memory, and Processing Speed Dimensions	434	(11)
Assessment of Verbal Skills by the Two Approaches	435	(1)
Assessment of Nonverbal Skills by the Two Approaches	435	(1)
Assessment of Additional Skills by the Two Approaches	435	(1)
Computing Standard Scores for the Bannatyne Categories and Horn Groupings	436	(1)
Reliability of Bannatyne Categories and Horn Groupings	437	(1)
Determining Strengths and Weaknesses within Each System	437	(3)
Strengths and Weaknesses within a Cluster	440	(3)
Selecting a System	443	(2)
Characteristic Profiles in Unique Populations	445	(1)
Summary	445	(2)
WAIS-III Profile Interpretation: Steps 8 and 9	447	(75)
Generating WAIS-III Hypotheses	447	(1)
The Nine-Step Process	448	(1)
Step 8: Interpret Significant Strengths and Weaknesses of the Subtest Profile	448	(3)
Illustration of Step 8: Ryan N.	451	(1)
Step 9: Generating Hypotheses about the Fluctuations in the WAIS-III Profile	451	(2)
Basic Tenets of the Philosophy of Hypothesis Generation	453	(2)
Introduction to WAIS-III Subtest Interpretive Tables	455	(1)
Reliability Coefficients of Shared Abilities	455	(1)
How to Use Information about Shared Abilities	455	(24)
Guideline 1	459	(1)
Guideline 2	459	(1)
Guideline 3	459	(17)
Guideline 4	476	(3)
Guideline 5	479	(1)
Summary of Sequential Approach to WAIS-III Interpretation	479	(1)
A Simultaneous Approach to Hypothesis Generation	479	(17)
Common Configurations of the WAIS-III herbal Scale	481	(5)
Common Configurations of the WAIS-III Performance Scale	486	(6)
Configurations of Both Scales	492	(4)
Illustrative Case Reports	496	(19)
Nicole H., Age 34, Learning Problem	496	(5)
Aimee L., Age 26, Memory Concerns	501	(6)
Lauren J., Age 57, Decline in Job Performance	507	(8)
Summary	515	(2)
WAIS-III Interpretive Worksheet	517	(5)
Part V Additional Measures of Adolescent and Adult IQ
Kaufman Adolescent and Adult Intelligence Test (KAIT)	522	(39)
KATT Theory	522	(1)
Horn-Cattell Theory in the KAIT	522	(1)
The Theories of Luria and Piaget in the KAIT	523	(1)
Composition of the KAIT	523	(1)
Other Tests and the KAIT	524	(1)
KAIT and the Wechsler Scales	524	(1)
KAIT and WJ-III	525	(1)
Types of Scores on the KAIT	525	(1)
KAIT's Standardization and Psychometric Properties	525	(2)
KAIT Interpretation	527	(14)
Step 1: Interpret the KAIT Composite IQ	527	(1)
Step 2: examine the KAIT Crystallized IQ versus the Fluid IQ	528	(1)
Step 3: Is the KAIT Crystallized IQ versus Fluid IQ Difference Abnormal?	529	(1)
Step 4: Determine if the Crystallized and Fluid IQs Are Interpretable	529	(1)
Step 5: Interpret the Meaning of the Crystallized and Fluid Scales	530	(1)
Step 6: Interpret KAIT Strengths and Weaknesses	531	(2)
Step 7: Generate Hypotheses about Fluctuations in the KAIT Profile	533	(6)
Alternative KAIT Subtest Groupings	539	(1)
KAIT Memory Comparisons	540	(1)
KAIT Research on Clinical Profiles	541	(9)
Assessment of Learning Disabilities	541	(2)
Assessment of Alzheimer's-Type Dementia	543	(2)
Depression and Pseudodementia	545	(2)
Personality and Interests as They Pertain to Career Choices	547	(2)
KAIT's Construct Validity for African Americans and Hispanics	549	(1)
KAIT Case Study	550	(10)
Jeff H., Age 17, Possible Learning Disability	550	(10)
Summary	560	(1)
Woodcock Johnson Battery-Third Edition (WJ III)	561	(68)
Kevin S. McGrew, Richard Woodcock, and Laurie Ford History and Evolution of the WJ III	561	(2)
Original Woodcock-Johnson (WJ)	561	(1)
Woodcock-Johnson-Revised (WJ-R)	562	(1)
Theoretical Foundations of the WJ III	563	(7)
The Cattell-Horn-Carroll (CHC) Theory of Cognitive Abilities	563	(3)
Use of the CHC Theory as the WJ III Design Blueprint	566	(4)
Description and Organization of the WJ III Tests and Clusters	570	(7)
Organization	570	(1)
The Cognitive Battery	571	(1)
The Achievement Battery	572	(5)
Interpretive Features of the WJ III	577	(5)
Types of Scores	578	(1)
Types of Profiles	579	(1)
Clinical and Selected Special Purpose Clusters	579	(2)
The Cognitive and Achievement Performance Models	581	(1)
Psychometric Characteristics	582	(18)
Norms	582	(1)
Reliability	583	(1)
Validity	584	(16)
Special Applications and Use with Special Populations	600	(27)
Assessment of Learning Disabilities	600	(1)
General Intellectual Ability/Achievement Discrepancy Model	600	(2)
Predicted Achievement-Achievement Discrepancy Model	602	(1)
Intra-Ability Discrepancy Model	603	(1)
Preliminary Research on Adult LD Identification with the WJ III	604	(3)
Neuropsychological Applications	607	(6)
CHC Abilities across the Life Span	613	(11)
CHC Cross-Battery Application	624	(3)
Summary	627	(2)
Brief Test of Intelligence and Related Abilities	629	(34)
Brief History of Brief Assessment	629	(4)
The Terman-Merrill Innovation	629	(1)
The Role of the Slosson, Shipley-Hartford, and Other Early Brief Tests	630	(1)
Silverstein's Contribution to Wechsler Short Forms	631	(1)
Trends in Short-Form Development for WAIS and Its Successors	632	(1)
The Future of Short Forms	633	(1)
Let's Stop Developing and Using Short Forms of Long Tests	633	(7)
The Normative Issue, Part I: Thompson's Key Research	634	(1)
The Normative Issue, Part II: The Satz-Mogel Approach	635	(2)
The Statistical Issue: Correlated Error Variance	637	(1)
Appropriateness of the New Brief Tests for African Americans and Hispanics	638	(2)
The Seven-Subtest WAIS-III	640	(1)
When to Administer Brief Tests	640	(1)
Three Well-Normed Recent Brief Tests of Verbal and Nonverbal Intelligence	641	(9)
Wechsler Abbreviated Scale of Intelligence (WASI)	641	(4)
Kauffman Brief Intelligence Test (K-BIT)	645	(2)
Wide Range Intelligence Test (WRIT)	647	(3)
Brief Tests of Either Nonverbal or Verbal Ability	650	(5)
Peabody Picture Vocabulary Test-Third Edition (PPVT-III)	650	(2)
General Abilities Measure for Adults (GAMA)	652	(2)
Matrix Analogies Test (MAT)	654	(1)
Brief Tests for Specialized Abilities	655	(5)
Kaufman Short Neuropsychological Assessment Procedure (K-SNAP)	655	(2)
Kaufman Functional Academic Skills Test (K-FAST)	657	(3)
Summary	660	(3)
References	663	(62)
Name Index	725	(12)
Subject Index	737