Clinical assessment of children's intelligence : a handbook for professional practice

목차 (Table of Contents)

• CONTENTS
• Preface = xi
• Acknowledgments = xv
• SECTION ONE PSYCHOLOGICAL FOUNDATIONS
• Chapter 1 History of Intelligence Testing = 1
• Early History = 2
• The Breakthrough of Binet and Simon = 5
• The Contributions of Terman = 8
• The World War I Years = 10
• The Second 50 Years = 11
• Recent History = 15
• Conclusions = 18
• Chapter Summary = 18
• Chapter 2 Theories of Intelligence = 21
• Specific Theories = 22
• Developmental Perspectives = 27
• Neuropsychological Theory = 31
• Information Processing Theory = 32
• The Ecology of Intelligence = 37
• Intelligence as a Type of Achievement = 39
• The Clinician's Theory = 39
• Conclusions = 43
• Chapter Summary = 43
• Chapter 3 Research Findings = 45
• Stability of Intelligence Test Scores = 46
• Nature versus Nurture = 50
• Confusing Malleability and Genetic Determination = 55
• Can We "Cure" Low Intelligence? = 56
• Other Factors Affecting Intelligence = 59
• Conclusions = 67
• Chapter Summary = 67
• SECTION TWO ASSESSMENT FOUNDATIONS
• Chapter 4 The Assessment Process = 69
• Collecting Background Information = 70
• The Testing Environment = 72
• Establishing Rapport = 74
• Conducting an Assessment = 78
• General Administration Procedures = 83
• Problems in the Assessment Process = 86
• Conclusions = 88
• Chapter Summary = 89
• Chapter 5 Psychometric Principles and Issues = 90
• Measures of Central Tendency = 90
• Measures of Variability = 97
• The Normal Curve = 97
• Norm-Referenced Scores = 97
• Types of Scores = 99
• Correlation = 106
• Reliability = 107
• Validity = 111
• Standardization Sampling = 118
• Why Test Scores Differ = 119
• Conclusions = 123
• Chapter Summary = 123
• SECTION THREE INTERPRETATION AND REPORTING
• Chapter 6 Wechsler Intelligence Scale for Children-Third Edition (WISC-III) = 125
• Wechsler's View of Intelligence = 126
• Structure of the WISC-III = 127
• Psychometric Properties of the WISC-III = 128
• Administration = 135
• Scoring = 136
• The Wechsler Subtests = 137
• The Verbal and Performance Scales = 148
• WISC-III Strengths and Weaknesses = 154
• Conclusions = 155
• Chapter Summary = 156
• Chapter 7 An Integrative Method of Interpretation = 158
• An Integrative Method of Interpretation = 159
• Applying an Integrative Method to the Wechsler Scales = 168
• Sample Cases = 178
• Advanced WISC-III Interpretive Issues = 184
• Conclusions = 187
• Chapter Summary = 187
• Chapter 8 Report Writing and Oral Reporting = 189
• Pitfalls of Report Writing = 191
• The Consumer's View = 194
• Suggested Practices = 195
• Adapting Reports to Audience and Setting = 202
• Other Report Writing Issues = 207
• A Proposed Format for New Students = 212
• Communicating Results Orally = 224
• Conclusions = 227
• Chapter Summary = 228
• SECTION FOUR ASSESSMENT TOOLS
• Chapter 9 Kaufman Assessment Battery for Children (K-ABC) = 230
• Theoretical Framework = 232
• Organization of the K-ABC = 236
• Psychometric Properties of the K-ABC = 237
• Administration and Scoring = 244
• Interpretation = 253
• Sample Case―Walter = 257
• Assessing Exceptional Children with the K-ABC = 259
• Educational Remediarion Research = 260
• K-ABC Short Forms = 261
• Nonverbal Scale = 262
• K-ABC Strengths and Weaknesses = 262
• Conclusions = 263
• Chapter Summary = 263
• Chapter 10 Stanford-Binet Fourth Edition = 265
• Theoretical Basis = 265
• Psychometric Properties = 268
• Administration and Scoring = 275
• Binet-4 Subtests = 278
• Interpretation = 285
• Report Writing = 287
• Case Study = 288
• Binet-4 Strengths and Weaknesses = 294
• Conclusions = 294
• Chapter Summary = 294
• Chapter 11 Woodcock-Johnson and Differential Ability Scales = 296
• W-J Tests of Cognitive Ability = 296
• Differential Ability Scales = 302
• Conclusions = 321
• Chapter Summary = 321
• Chapter 12 Other Measures of Intelligence = 322
• Nonverbal Intelligence Tests = 322
• Intelligence Screeners = 333
• Emerging Intellectual Assessment Technologies = 339
• Conclusions = 349
• Chapter Summary = 349
• Chapter 13 Infant and Preschool Intellectual Assessment = 352
• Issues in Preschool Assessment = 353
• Testing Infants = 356
• Infant Tests = 358
• Preschool Tests = 364
• Conclusions = 379
• Chapter Summary = 380
• SECTION FIVE ADVANCED CONCEPTS AND APPLICATION'S
• Chapter 14 Assessing Exceptional Children: Mental Retardation, Giftedness, Hearing and Visual Impairments = 381
• Mental Retardation = 381
• Gifted Children = 390
• Hearing Impairments = 398
• Visual Impairments = 400
• Conclusions = 402
• Chapter Summary = 402
• Chapter 15 Assessing Exceptional Children: Learning Disabilities, Brain Injuries, and Emotional and Behavioral Problems = 405
• Learning Disabilities = 405
• Emotional／Behavioral Problems = 416
• Brain Injuries = 430
• Conclusions = 439
• Chapter Summary = 439
• Chapter 16 Multicultural Assessment and Bias = 441
• Test Bias and the Courts = 443
• The SOMPA Alternative = 449
• Defining the Issues = 451
• Scientific Studies of Bias = 452
• Cultural Diversity and Assessment Practice = 457
• Conclusions = 460
• Chapter Summary = 460
• Chapter 17 Ethics and Practice Standards = 462
• Psychometric Standards = 462
• Test Selection = 471
• Sample Cases of Test Selection = 482
• Conclusions = 483
• Chapter Summary = 484
• References = 485
• Author Index = 509
• Subject Index = 517