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9780205280322

Clinical Assessment of Child and Adolescent Intelligence

by
  • ISBN13:

    9780205280322

  • ISBN10:

    0205280323

  • Edition: 2nd
  • Format: Hardcover
  • Copyright: 2000-12-01
  • Publisher: Prentice Hall

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Supplemental Materials

What is included with this book?

Summary

Introduces the elementary principles of assessment and diagnostic practice with children and adolescents, providing a "drill and practice" in test interpretation. This text is authoritative and detailed in its description of the various measures and instruments used in such assessment and diagnosis. It provides extensive information about interpretation of test results, providing a solid handbook of training and practice.

Table of Contents

Preface ix
Acknowledgments xi
Section One Psychological Foundations
History
Chapter Questions
1(2)
Early History
3(3)
The First Breakthrough
6(3)
The Contributions of Terman
9(2)
World War I
11(1)
The Second 50 Years
12(11)
A Century of Controversy
23(1)
Recent History
24(4)
Conclusions
28(1)
Chapter Summary
28(3)
Theory
Chapter Questions
31(1)
Colloquial Theory
32(1)
Binet's Rationale
33(1)
Measurement Assumptions
33(2)
General Intelligence Theory
35(4)
Factor Analytic Theories
39(11)
A Taxonomy
50(1)
New ``Factors''
51(1)
Developmental Perspectives
52(4)
Information Processing Theory
56(2)
Contextual/Ecological Theories
58(4)
Conclusions
62(1)
Chapter Summary
62(2)
Research Findings
Chapter Questions
64(1)
Stability
65(7)
Nature versus Nurture
72(5)
Can We ``Cure'' Low Intelligence?
77(4)
Other Factors Affecting Intelligence
81(9)
Conclusions
90(2)
Chapter Summary
92(2)
Section Two Assessment Foundations
The Assessment Process
Chapter Questions
94(2)
The Testing Environment
96(2)
Establishing Rapport
98(3)
Conducting an Assessment
101(5)
General Administration Procedures
106(4)
Problems in the Assessment Process
110(4)
Conclusions
114(1)
Chapter Summary
114(2)
Psychometric Principles and Issues
Chapter Questions
116(1)
Measures of Central Tendency
117(1)
Measures of Variability
117(1)
The Normal Curve
118(1)
Norm Referenced Scores
119(1)
Types of Scores
119(7)
Correlation
126(1)
Reliability
127(4)
Validity
131(6)
Standardization Sampling
137(1)
Why Test Scores Differ
138(3)
Conclusions
141(1)
Chapter Summary
141(4)
Culture and Bias
Chapter Questions
145(1)
Test Bias and the Courts
146(4)
The SOMPA Alternative
150(2)
Defining the Issues
152(1)
Scientific Studies of Bias
153(5)
Multicultural Expertise
158(7)
Conclusions
165(1)
Chapter Summary
165(2)
Practice Standards and Ethics
Chapter Questions
167(1)
Standards
167(1)
Test Standards
168(7)
Assessment Ethics
175(1)
Test Selection
175(5)
Sample Cases of Test Selection
180(1)
Conclusions
181(1)
Chapter Summary
181(1)
Section Three Assessment Methods
The Wechsler Intelligence Scale for Children---Third Edition (WISC-III)
Chapter Questions
182(1)
Wechsler's Views
182(2)
Wechsler's View of Intelligence
184(1)
Structure of the WISC-III
184(1)
Psychometric Properties of the WISC-III
185(9)
Administration
194(1)
Scoring
194(1)
The Wechsler Subtests
195(13)
Basic Interpretation
208(18)
Other WISC-III Interpretive Issues
226(1)
WISC-III Strengths and Weaknesses
227(1)
Conclusions
228(1)
Chapter Summary
229(2)
Stanford-Binet Fourth Edition
Chapter Questions
231(1)
Theoretical Basis
231(1)
Psychometric Properties
232(9)
Binet-4 Subtests
241(7)
Interpretation
248(3)
Case Study
251(7)
Binet-4 Strengths and Weaknesses
258(1)
Conclusions
258(1)
Chapter Summary
258(2)
Kaufman Assessment Battery for Children (K-ABC)
Chapter Questions
260(2)
Theoretical Framework
262(3)
Organization of the K-ABC
265(1)
Psychometric Properties of the K-ABC
266(4)
Administration and Scoring
270(9)
Interpretation
279(4)
Sample Case---Walter
283(1)
Assessing Exceptional Children with the K-ABC
284(2)
Educational Remediation Research
286(1)
K-ABC Short Forms
287(1)
Nonverbal Scale
288(1)
K-ABC Strengths and Weaknesses
288(1)
Conclusions
288(1)
Chapter Summary
288(3)
Assessment of Adolescent and Adult Intelligence
Chapter Questions
291(1)
Recent Developments in Adolescent and Adult Intellectual Assessment
292(1)
The Wechsler Adult Intelligence Scales: History
292(1)
From the W-B I to the WAIS and the WAIS-R: Similarities and Differences
293(3)
WAIS-III
296(7)
Administration and Scoring
303(2)
WAIS-III Subtests
305(4)
Interpreatation of the WAIS-III
309(7)
WAIS-III Strengths and Weaknesses
316(1)
Kaufman Adolescent and Adult Intelligence Test
317(13)
Chapter Summary
330(2)
Woodcock-Johnson Tests of Cognitive Ability (W-J)
Chapter Questions
332(1)
Overview
332(10)
Conclusions
342(1)
Chapter Summary
342(2)
Differential Ability Scales (DAS)
Chapter Questions
344
DAS Sample Case
32(326)
Conclusions
358(1)
Chapter Summary
358(1)
Achievement and Intelligence Screeners
Chapter Questions
359(1)
Intelligence Screeners
360(18)
Academic Achievement Screeners
378(32)
Sample Case
410(1)
Conclusions
410(7)
Chapter Summary
417(1)
Infant and Preschool Methods
Chapter Questions
418(1)
Issues in Preschool Assessment
419(3)
Assessing Infants
422(2)
Infant Tests
424(6)
Preschool Tests
430(9)
Conclusions
439(6)
Chapter Summary
445(1)
Nonverbal Tests
Chapter Questions
446(1)
The Construct(s)
446(2)
Universal Nonverbal Intelligence Test (UNIT)
448(2)
Hiskey-Nebraska Tests of Learning Aptitude (HNTLA or Hiskey)
450(2)
Leiter International Performance Scale---Revised (Leiter-R)
452(3)
Comprehensive Test of Nonverbal Intelligence (CTONI)
455(1)
WISC-III Performance Scale
456(1)
K-ABC Nonverbal Scale
457(1)
Differential Ability Scales
458(1)
Columbia Mental Maturity Scale
459(1)
Raven's Progressive Matrices
460(1)
Matrix Analogies Test
461(1)
Conclusions
461(1)
Chapter Summary
462(1)
Section Four Interpretation and Reporting
Modern Interpretation Methods
Chapter Questions
463(1)
Historical Precedents
464(4)
Preparation for Interpretation
468(13)
A Class Exercise
481(3)
Five Easy Steps Applied to a Sample Case (Box 17.1)
484(11)
Some Practical Interpretive Issues
495(2)
Conclusions
497(1)
Chapter Summary
497(2)
Report Writing and Oral Reporting
Chapter Questions
499(1)
Pitfalls of Report Writing
500(3)
The Consumer's View
503(2)
Suggested Practices
505(5)
Adapting Reports to Audience and Setting
510(1)
Other Report Writing Issues
510(11)
A Proposed Format for New Students
521(10)
Communicating Results Orally
531(5)
Conclusions
536(1)
Chapter Summary
536(2)
Neuropsychological Assessment and Intellectual Function in Children
Neuropsychological Assessment and Intellectual Function in Children
538(1)
Neuropsychological Theories of Intellectual Function
539(8)
Neurodevelopmental Considerations
547(4)
Neuropsychological Assessment with Children
551(11)
Neuropsychological Assessment and ``g''
562(1)
Neurocognitive Correlates of Various Pediatric Syndromes
563(13)
Conclusions
576(1)
Chapter Summary
576(2)
Mental Retardation and Learning Disabilities
Chapter Questions
578(1)
Mental Retardation
578(13)
Learning Disabilities
591(9)
Conclusions
600(1)
Chapter Summary
600(3)
Appendix A Intelligence Test Interpretation Research
Scientific Considerations and Assumptions (see Chapter 17)
603(24)
References 627(38)
Author Index 665(5)
Subject Index 670

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