WJ IV clinical use and interpretation : scientist-practitioner perspectives

목차 (Table of Contents)

• CONTENTS
• List of Contributors = xiii
• Preface = xv
• 1. Overview of the Woodcock-JohnsonⅣ : Organization, Content, and Psychometric Properties / Vi Ding ; Vincent C. Alfonso
• Theoretical Underpinnings of the WJ IV = 2
• Organization of the WJ IV COG, WJ IV ACH, and WJ IV OL = 6
• WJ IV COG = 6
• WJ IV ACH = 7
• WJ IV OL = 11
• Content of the WJ IV COG, WJ IV ACH, and WJ IV OL = 11
• Brief Description of Broad and Narrow CHC Abilities and Composition of WJ IV COG Factors and Clusters = 11
• Brief Description of Additional Broad CHC Abilities and Composition of WJ IV ACH Clusters = 15
• Brief Description and Composition of WJ IV OL Clusters = 17
• Standardization Characteristics and Psychometric Properties of the WJ IV = 18
• Standardization Characteristics = 19
• Reliability = 20
• Floors and Ceilings = 23
• Validity = 24
• Summary = 27
• References = 28
• 2. Clinical Interpretation of the Woodcock-JohnsonⅣTests of Cognitive Abilities, Academic Achievement, and Oral Language / Ron Dumont ; John O. Willis ; Robert Walrath
• Tests of Cognitive Abilities, Achievement, and Oral Language = 31
• Evaluating with a Purpose = 38
• Referral Questions = 38
• Specific Purposes = 38
• History = 39
• Choice of Instruments and Procedures = 39
• Levels of Interpretation = 39
• Age-Based Norms versus Grade-Based Norms = 43
• Raw Scores = 44
• W Scores and W Diff = 44
• Age- and Grade-Equivalent Scores = 45
• Relative Proficiency Index = 46
• Standard Scores = 46
• Confidence Bands = 47
• Percentile Ranks = 48
• Normal Curve Equivalents = 49
• Stanines = 50
• z-Scores = 50
• Standard T-Scores = 50
• Conditional Probability or the Whole Does Not Equal the Sum of Its Parts = 51
• Categorical Descriptors = 52
• SS Descriptors = 52
• Cognitive Academic Language Proficiency = 52
• Proficiency Level = 53
• Developmental Levels = 53
• Groups of Tests = 54
• General Intellectual Ability = 54
• Brief Intellectual Ability = 54
• Gf-Gc Composite = 54
• Comprehension Knowledge(Gc) = 55
• Fluid Reasoning(Gf) = 55
• Short-Term Working Memory(Gwm) = 55
• Auditory Memory Span(Gwm-MS) = 55
• Cognitive Processing Speed(Gs) = 56
• Perceptual Speed(Gs-P) = 56
• Auditory Processing(Ga) = 56
• Long-Term Retrieval(Glr) = 56
• Visual Processing(Gv) = 56
• Number Facility = 57
• Cognitive Efficiency = 57
• Oral Language Clusters = 57
• Reading Clusters = 58
• Math Clusters = 58
• Written Language Clusters = 59
• Cross-Domain Clusters = 59
• Scholastic Aptitude Clusters = 59
• Examples of Test Selection for Specific Issues = 60
• Autism Spectrum Disorders = 60
• Attention-Deficit／Hyperactivity Disorder = 61
• Conclusion = 61
• References = 62
• 3. A Special Validity Study of the Woodcock-JohnsonⅣ : Acting on Evidence for Specific Abilities / Christopher R. Niileksela ; Matthew R. Reynolds ; Timothy Z. Keith ; Kevin S. McGrew
• Validity Evidence with the WJ IV = 65
• Validity and Cognitive-Achievement Relations = 66
• Previous Research on Cognitive-Achievement Relations = 67
• Current Study = 69
• Method = 69
• Participants and Instrument = 69
• Analysis Plan = 69
• Model Evaluation = 71
• Results = 72
• Cognitive Abilities Model = 72
• Academic Skills = 72
• Factorial Invariance = 75
• Reading = 79
• Writing = 82
• Math = 83
• Interpreting Cognitive-Achievement Relations with the WJ IV = 85
• Basic Reading Skills = 88
• Reading Rate = 89
• Reading Comprehension = 91
• Basic Writing Skills = 93
• Written Expression = 93
• Math Calculation Skills = 95
• Math Applications = 96
• Overall Summary of Cognitive-Achievement Relations with the WJ IV = 98
• Validity and Cognitive-Achievement Relations with the WJ IV = 100
• Limitations and Future Directions = 101
• Conclusions = 102
• Conflict of Interest Disclosure = 102
• Acknowledgment = 102
• References = 102
• 4. Woodcock-JohnsonⅣScoring and Reporting Online Program Review / Scott L. Decker ; Emma Kate C. Wright ; Tayllor E. Vetter
• Introduction = 107
• Minimal Systems Requirements = 107
• Basic Functionality = 108
• Advanced Functionality = 115
• Implications for Practice = 117
• References = 121
• 5. Instructional Implications from the Woodcock-JohnsonⅣTests of Cognitive Abilities / Denise E. Maricle ; Wendi L. Bauman Johnson
• WJ IV = 123
• The Evolution of CHC Theory and Its Relationship to the WJ IV = 124
• WJ IV COG = 126
• Relationship of Cognition and Achievement = 126
• Neurocognitive and CHC Constructs Relevant to Academic Achievement = 129
• Reading, Mathematics, and Written Language = 132
• Reading = 133
• Mathematics = 135
• Writing = 137
• Neurocognitive Constructs : EFs and Working Memory = 138
• Executive Functions = 139
• Working Memory = 141
• Summary and Conclusions = 143
• References = 144
• 6. Instructional Implications from the Woodcock-JohnsonⅣTests of Achievement / Nancy Mather ; Barbara J. Wendling
• General Considerations = 152
• Qualitative Observations and Quantitative Information = 152
• Patterns of Cluster and Test Scores = 155
• Comparison of Oral Language and Academic Knowledge to Academic Performance = 157
• Performance Implications of the Cattell-Horn-Carroll(CHC) Cognitive Factors = 158
• Academic Skills = 160
• Phonological Awareness = 161
• Nonword Reading and Spelling = 162
• Basic Writing Skills = 164
• Basic Math Skills = 164
• Instructional Implications for Academic Skills = 164
• Academic Fluency = 167
• Reading Fluency = 168
• Writing Fluency = 170
• Math Fluency = 170
• Instructional Implications for Academic Fluency = 171
• Oral Language, Knowledge, and Academic Applications = 173
• Instructional Implications for Academic Applications = 176
• Sample Case = 178
• Noel : Age 9-6, Grade 4.6 = 178
• Reading = 184
• Spelling = 184
• Conclusion = 184
• References = 185
• 7. Strengths and Weaknesses of the Woodcock-JohnsonⅣTests of Cognitive Abilities : Best Practice from a Scientist-Practitioner Perspective / W. Joel Schneider
• Strengths and Weaknesses : Individual Tests = 192
• Tests of Comprehension／Knowledge(Gc) = 192
• Tests of Fluid Reasoning = 195
• Tests of Auditory Processing = 196
• Tests of Visual-Spatial Processing = 198
• Visualization = 198
• Picture Recognition = 199
• Tests of Working Memory Capacity = 199
• Tests of Learning Efficiency = 201
• Tests of Long-Term Memory Retrieval Fluency = 202
• Tests of Processing Speed = 203
• Strengths and Weaknesses : Whole Battery = 204
• The Technical Manual = 204
• The WJ IV's Greatest Weakness = 205
• The Postprandial Coffee Is Weak... = 205
• ...and the Decor Is Plain = 205
• A Little Co-Norming Goes a Long Way = 205
• Overall Evaluation = 209
• References = 209
• 8. Use of the Woodcock-JohnsonⅣin the Identification of Specific Learning Disabilities in School-age Children / Erin M. McDonough ; Dawn P. Flanagan
• The Dual Discrepancy／Consistency Operational Definition of SLD = 212
• LevelⅠ : Academic Ability Analysis with the WI IV = 226
• LevelⅡ : Exclusionary Factors - Evaluation of Potential Primary and Contributory Causes of Academic Skill Weaknesses or Deficits = 230
• LevelⅢ : Cognitive Ability Analysis with the WJ IV = 232
• LevelⅣ : The Dual Discrepancy／Consistency PSW = 233
• Relationship between Cognitive and Academic Weaknesses = 233
• Generally Average Ability to Think and Reason(g) = 235
• Domain-Specific Cognitive Deficits = 237
• Unexpected Underachievement = 238
• LevelⅤ : Evaluation of Interference with Learning = 238
• Summary of a WJ IV Case Report = 239
• Conclusions = 249
• References = 249
• 9. Use of the Woodcock-JohnsonⅣin the Diagnosis of Specific Learning Disabilities in Adulthood / Benjamin J. Lovett ; Laura M. Spenceley
• Formal Criteria for LD in Adulthood = 254
• Diagnostic Models of LD = 255
• Low Achievement (Simple Impairment) Model = 256
• Ability-Achievement Discrepancy Model = 259
• Pattern of Strengths and Weaknesses Models = 261
• Conclusion : Beyond Formal Testing = 267
• References = 267
• 10. Use of the Woodcock-JohnsonⅣTests of Cognitive Abilities in the Diagnosis of Intellectual Disability / Randy G. Floyd ; Isaac L. Woods ; Leah J. Singh ; Haley K. Hawkins
• Characteristics of Children with ID and Implications for Assessment = 272
• American Association on Intellectual and Developmental Disabilities = 272
• American Psychiatric Association = 273
• Implications of the AAIDD and DSM-5 Criteria and Psychometric Standards = 274
• Assessing Students with ID with the WJ IV = 276
• Norming = 277
• Reliability = 277
• Validity Evidence = 278
• Adequacy of Test and Composite Floors = 280
• Special Study of Children with ID = 281
• Conclusion = 282
• Case Study = 282
• Reason for Referral = 282
• Background Information = 282
• Assessment Techniques = 284
• Behavioral Observations during Testing = 284
• Major Findings = 284
• References = 287
• 11. Use of the Woodcock-JohnsonⅣTests of Cognitive Abilities and Achievement in the Assessment for Giftedness / Steven I. Pfeiffer ; Jordy B. Yarnell
• Introduction = 291
• Who Are Gifted Individuals? = 292
• The Unmet Academic Needs of Students Who Are Gifted = 294
• Gifted as a Social Construction = 294
• Tripartite Model of Giftedness = 295
• Purposes of Assessment for Giftedness = 299
• Guiding Principles and Fundamental Beliefs about Assessment for Giftedness = 300
• Fundamental Beliefs of Assessment for Giftedness = 300
• Key Principles in the Assessment for Giftedness = 302
• The WJ IV and Assessment for Giftedness = 304
• Research Using the WJ Ill with Gifted Students = 304
• Technical Characteristics of the WJ IV = 307
• A Practitioner's Perspective : The New WJ IV and Assessment for Giftedness = 309
• Conclusion = 311
• References = 312
• 12. Assessment of Culturally and linguistically Diverse Individuals with the Woodcock-JohnsonⅣ / Samuel O. Ortiz ; Juan A. Ortiz ; Rosemary I. Devine
• Introduction = 317
• The Defensibility and Validity of Traditional Assessment Approaches = 318
• Modified or Altered Methods of Evaluation = 320
• Nonverbal Methods of Evaluation = 321
• Dominant Language Evaluation : Native Language Assessment = 322
• Dominant Language Evaluation : English Language Assessment = 324
• A Recommended Best Practices Approach = 326
• Best Practices in Evaluation of ELLs with the WJ IV COG = 330
• Use of the C-LIM with the WJ IV COG = 331
• Follow Up, Native Language Evaluation with the WJ IV COG and OL = 334
• Additional Test Score Validity Considerations = 335
• The Gc Caveat = 336
• Legacy Issues in Evaluation of ELLs with the WJ IV COG and OL = 337
• Case Study : Marosita = 339
• Summary = 349
• References = 351
• 13. Neurocognitive Applications of the Woodcock-JohnsonⅣ / Daniel C. Miller ; Ryan J. McGill ; Wendi L. Bauman Johnson
• Neurocognitive Applications of the WJ IV = 355
• WJ IV Tests Classified According to a Neuropsychological Model = 356
• Coverage of Basic Neurocognitive Constructs by the WJ IV Tests of Cognitive Abilities, Oral Language, and Achievement = 360
• Interpreting the WJ IV from a Neuropsychological Perspective = 380
• Summary = 383
• References = 384
• 14. Use of the Woodcock-JohnsonⅣin a Response to Intervention Service Delivery Model / Karen E. Apgar ; Justin L. Potts
• RtI as an Educational Initiative = 389
• RtI Basics = 390
• IDEA 2004 = 390
• Key Elements of an Academic MTSS = 391
• Academic MTSS in Action = 394
• Comprehensive Individual Evaluation = 398
• Use of the WJ IV Assessment Tools in Three MTSS-Based Use Case Scenarios = 399
• Conclusion = 403
• References = 404
• Index = 407