Contemporary Intellectual Assessment: Theories, Tests, and Issues

1154 Pages·2018·21.648 MB·English

by  Dawn P. Flanagan, Erin M. McDonough

ebook
THE GUILFORD PRESS
CONTEMPORARY INTELLECTUAL ASSESSMENT

C O N T E M P O R A R Y
I N T E L L E C T U A L
A S S E S S M E N T
THEORIES, TESTS,
AND ISSUES
FOURTH EDITION
edited by
Dawn P. Flanagan
Erin M. McDonough
Foreword by Alan S. Kaufman
THE GUILFORD PRESS
New York London
Copyright © 2018 The Guilford Press
A Division of Guilford Publications, Inc.
370 Seventh Avenue, Suite 1200, New York, NY 10001
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All rights reserved
No part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any
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Printed in the United States of America
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Last digit is print number: 9 8 7 6 5 4 3 2
The authors have checked with sources believed to be reliable in their efforts to provide information
that is complete and generally in accord with the standards of practice that are accepted at the time of
publication. However, in view of the possibility of human error or changes in behavioral, mental health,
or medical sciences, neither the authors, nor the editors and publisher, nor any other party who has been
involved in the preparation or publication of this work warrants that the information contained herein
is in every respect accurate or complete, and they are not responsible for any errors or omissions or the
results obtained from the use of such information. Readers are encouraged to confirm the information
contained in this book with other sources.
Library of Congress Cataloging-in-Publication Data
Names: Flanagan, Dawn P., editor. | McDonough, Erin M., editor.
Title: Contemporary intellectual assessment : theories, tests, and issues /
edited by Dawn P. Flanagan, Erin M. McDonough ; foreword by Alan S.
Kaufman.
Description: Fourth Edition. | Fourth edition. | New York : The Guilford
Press, 2018. | Revised edition of Contemporary intellectual assessment,
c2012. | Includes bibliographical references and index.
Identifiers: LCCN 2017055258 | ISBN 9781462535781 (hardback : alk. paper)
Subjects: LCSH: Intelligence tests. | Intelligence tests—History. | BISAC:
PSYCHOLOGY / Assessment, Testing & Measurement. | EDUCATION / Testing &
Measurement. | MEDICAL / Psychiatry / Child & Adolescent. | PSYCHOLOGY /
Psychotherapy / Child & Adolescent. | EDUCATION / Educational Psychology.
Classification: LCC BF431 .C66 2018 | DDC 153.9/3—dc23
LC record available at https://lccn.loc.gov/2017055258
About the Editors
Dawn P. Flanagan, PhD, is Professor of Psychology at St. John’s University in Queens,
New York, and Affiliate Clinical Professor at Yale Child Study Center, Yale University
School of Medicine. She serves as an expert witness, learning disability consultant, and
test/measurement consultant and trainer for organizations nationally and internationally.
Dr. Flanagan is a Fellow of the American Psychological Association (APA) and a Dip-
lomate of the American Board of Psychological Specialties. She received the inaugural
Contributions to Practice Award from Division 16 (School Psychology) of the APA. Dr.
Flanagan has published extensively on cognitive assessment, specific learning disabilities,
and psychometric theories of the structure of cognitive abilities. She is also an author of
the Cross-Battery Assessment Software System (X-BASS).
Erin M. McDonough, PhD, is Clinical Assistant Professor in the School Psychology Pro-
gram of the Graduate School of Applied and Professional Psychology at Rutgers, The State
University of New Jersey, and serves as Director of the Rutgers School Psychology Intern-
ship Consortium. Dr. McDonough is also the founder and Director of Psychological Di-
agnostic Evaluations of New York, where she sees clients and supervises psychologists and
interns. Dr. McDonough publishes on issues related to psychological assessment of students
with learning disabilities, and lectures and conducts workshops in this area at the state,
regional, and national levels.
v
Contributors
Phillip L. Ackerman, PhD, School of Psychology, Lisa Whipple Drozdick, PhD,
Georgia Institute of Technology, Atlanta, Georgia Pearson Clinical Assessment, San Antonio, Texas
Vincent C. Alfonso, PhD, School of Education, Ron Dumont, EdD, NCSP, School of Psychology,
Gonzaga University, Spokane, Washington Fairleigh Dickinson University, Teaneck, New Jersey
Erin K. Avirett, PhD, PLLC, private practice, Agnieszka M. Dynda, PsyD, Department of
Psychology, St. John’s University, Jamaica, New York
Amarillo, Texas
Jamie Eiseman, MSEd, NCSP, School of
Bruce A. Bracken, PhD, School of
Psychology, Fairleigh Dickinson University,
Education, College of William and Mary,
Teaneck, New Jersey
Williamsburg, Virginia
Colin D. Elliott, PhD (deceased), Department of
Kristina C. Breaux, PhD,
Counseling, Clinical, and School Psychology,
Pearson Clinical Assessment, San Antonio, Texas
University of California, Santa Barbara,
Jie-Qi Chen, PhD, Santa Barbara, California
Erikson Institute Graduate School
Ryan L. Farmer, PhD, BCBA, Department of
in Child Development, Chicago, Illinois
Psychology, Western Kentucky University,
Bowling Green, Kentucky
Michael Costa, MS, Department of Psychology,
St. John’s University, Jamaica, New York Joseph Ferraracci, MA, Department of
Psychology, University of South Carolina,
Rik Carl D’Amato, PhD, Department of
Columbia, South Carolina
School Psychology, Chicago School of
Professional Psychology, Chicago, Illinois Catherine A. Fiorello, PhD, NCSP,
ABPP, Department of Psychological Studies
John L. Davis, PhD, Department of
in Education, Temple University,
Educational Psychology, University of Utah,
Philadelphia, Pennsylvania
Salt Lake City, Utah
Dawn P. Flanagan, PhD, Department of
Scott L. Decker, PhD, Department of Psychology, St. John’s University, Jamaica, New York
Psychology, University of South Carolina,
Columbia, South Carolina Randy G. Floyd, PhD, Department of Psychology,
University of Memphis, Memphis, Tennessee
Felicia A. Dixon, PhD, Department of
Howard Gardner, PhD, Graduate School
Educational Psychology, Ball State University,
of Education, Harvard University,
Selma, Indiana
Cambridge, Massachusetts
vi
Contributors vii
Richard J. Haier, PhD, Department of Erin M. McDonough, PhD, Graduate School
Pediatrics, School of Medicine, University of of Applied and Professional Psychology,
California, Irvine, Irvine, California Rutgers, The State University of New Jersey,
New Brunswick, New Jersey
Rex E. Jung, PhD, Department of
Neurosurgery, University of New Mexico, Ryan J. McGill, PhD, Department of
Albuquerque, New Mexico School Psychology, College of William and Mary,
Williamsburg, Virginia
Randy W. Kamphaus, PhD, Department of
Special Education and Clinical Sciences, College of Kevin S. McGrew, PhD, Institute for
Education, University of Oregon, Eugene, Oregon Applied Psychometrics, St. Joseph, Minnesota
Alan S. Kaufman, PhD, Child Study Center, David E. McIntosh, PhD, Department of
Yale University, New Haven, Connecticut Special Education, Ball State University,
Muncie, Indiana
James C. Kaufman, PhD, Neag School
of Education, University of Connecticut, Daniel C. Miller, PhD, Woodcock Institute
Storrs, Connecticut for the Advancement of Neurocognitive Research
and Applied Practice, Denton, Texas
Nadeen L. Kaufman, EdD, Child Study Center,
Yale University, New Haven, Connecticut Alyssa Montgomery, PhD, School of Psychology,
Fairleigh Dickinson University, Teaneck, New Jersey
Timothy Z. Keith, PhD, Department of
Educational Psychology, University of Jaclyn Danielle Morrison, MA, Pearson Clinical
Texas at Austin, Austin, Texas Assessment, San Antonio, Texas
David A. Kilpatrick, PhD, Psychology Department, Jack A. Naglieri, PhD, Curry School of
State University of New York College at Cortland, Education, University of Virginia, Charlottesville,
Cortland, New York Virginia; Department of Psychology,
George Mason University, Fairfax, Virginia
Sangwon Kim, PhD, NCSP, Department of
Psychology, Humboldt State University, Salvador Hector Ochoa, PhD, College of
Arcata, California Education, University of New Mexico,
Albuquerque, New Mexico
Meghan A. Leahy, MS, Department of School
Psychology, St. John’s University, Jamaica, New York Samuel O. Ortiz, PhD, Department of Psychology,
St. John’s University, Jamaica, New York
Elizabeth O. Lichtenberger, PhD, private practice,
Carlsbad, California Tulio M. Otero, PhD, Chicago School of
Professional Psychology, Chicago, Illinois
Denise E. Maricle, PhD, NCSP,
Department of Psychology and Philosophy, Katherine Palma, BA, Department of
Texas Woman’s University, Denton, Texas School Psychology, St. John’s University,
Jamaica, New York
Nancy Mather, PhD, Department of Disability
and Psychoeducational Studies, University of Nicole Piazza, BA, Department of Psychology,
Arizona, Tucson, Arizona St. John’s University, Jamaica, New York
Robb N. Matthews, PhD, INTEGRIS Medical Eric E. Pierson, PhD, Department of Educational
Group, Edmond, Oklahoma Psychology, Ball State University, Muncie, Indiana
R. Steve McCallum, PhD, Department of Elizabeth M. Power, EdD, Department of
Educational Psychology and Counseling, University School Psychology, The College of Saint Rose,
of Tennessee, Knoxville, Tennessee Albany, New York
George McCloskey, PhD, Psychology Department, Susan Engi Raiford, PhD, Pearson Clinical
Philadelphia College of Osteopathic Medicine, Assessment, San Antonio, Texas
Philadelphia, Pennsylvania
viii Contributors
Tara C. Raines, PhD, NCSP, Department of Robert J. Sternberg, PhD, Department of
Teaching and Learning Sciences, Morgridge College Human Development, Cornell University,
of Education, University of Denver, Ithaca, New York
Denver, Colorado
Julia Englund Strait, PhD, Department of
Cecil R. Reynolds, PhD, Department of School Psychology and Health Services Psychology,
Educational Psychology, Texas A&M University, University of Houston–Clear Lake, Houston, Texas
College Station, Texas
Megan C. Sy, PsyD,
Matthew R. Reynolds, PhD, Department of Johns Hopkins All Children’s Hospital,
Educational Psychology, University of Kansas, St. Petersburg, Florida
Lawrence, Kansas
Erica Torres, PsyD, School of Psychology,
Alycia M. Roberts, PhD, Child and Family Fairleigh Dickinson University, Teaneck, New Jersey
Psychological Services, Norwood, Massachusetts
Dustin Wahlstrom, PhD,
Ellen W. Rowe, PhD, Department of Psychology, Pearson Clinical Assessment, San Antonio, Texas
George Mason University, Fairfax, Virginia
John D. Wasserman, PhD, independent practice,
Deanna Rumohr, EdS, Burke, Virginia
Psychology Department, Philadelphia College of
Lawrence G. Weiss, PhD,
Osteopathic Medicine, Philadelphia, Pennsylvania
Pearson Clinical Assessment, San Antonio, Texas
Joseph D. Salerno, PsyD, Sovereign Health Group,
Barbara J. Wendling, MA, educational consultant,
Marina del Rey, California
Dallas, Texas
W. Joel Schneider, PhD, Department of
John O. Willis, EdD, Regional Services
Psychological Studies in Education,
and Education Center, Amherst, New Hampshire
Temple University, Philadelphia, Pennsylvania
Anne Pierce Winsor, PhD, private practice,
Fredrick A. Schrank, PhD, Department of
Athens, Georgia
Educational and Counseling Psychology,
McGill University, Montreal, Quebec, Canada Richard W. Woodcock, EdD,
Department of Psychology and Philosophy,
Jennie Kaufman Singer, PhD, Division of
Texas Woman’s University, Denton, Texas
Criminal Justice, California State University,
Sacramento, Sacramento, California Kirby L. Wycoff, PsyD, NCSP, Department of
Education, Worcester State University,
Jaime Slonim, EdS, Office of
Worcester, Massachusetts
Student Disabilities Services, University of
Pennsylvania, Philadelphia, Pennsylvania Jianjun Zhu, PhD, Pearson Clinical Assessment,
San Antonio, Texas
Marlene Sotelo-Dynega, PsyD, ABSNP, NCSP,
School Psychology Program, St. John’s University,
Jamaica, New York