Handbook of psychoeducational assessment: ability, achievement, and behavior in children

509 Pages·2001·13.074 MB·English

by  Jac Andrews, Henry L Janzen, Donald H Saklofske

This is a volume in the Academic Press
EDUCATIONAL PSYCHOLOGY SERIES
Critical comprehensive reviews of research knowledge, theories, principles, and practices
Under the editorship of Gary D. Phye
l'lan O00
Ps clloeClUCationa
Assessment
Ability, Achievement,
and Behavior in Children
EDITED BY
lac I. W. Andrews
Division of Applied Psychology
University of Calgary
Donald H. Saklofske Henry L. Janzen
Department of Department of
Educational Psychology and Special Education Educational Psychology
University of Saskatchewan University of Alberta
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Contributors
Numbers in parentheses indicate the pages on which the authors' contributions begin.
Jac J. w. Andrews (xxi), Division of Applied Psychology, University of Calgary,
Calgary, Alberta, T2N 1N4, Canada
Alfredo Ardila (391), Memorial Regional Hospital, Hollywood, Florida 33021
Virginia Berninger (195, 225), Multidisciplinary Learning Disabilities Cen~
ter, University of Washington, Seattle, Washington 98195
Julie Busse (225), Multidisciplinary Learning Disabilities Center, Educa~
tional Psychology, University of Washington, Seattle, Washington 98195
J. P. Das (33), J. P. Das Developmental Disabilities Centre, University of AI-
berta, Edmonton, Alberta, T5G 2E5, Canada
George J. DuPaul (357), College of Education, Lehigh University, Bethlehem,
Pennsylvania 18015
Ruben Echemendia (391), Department of Psychology, Pennsylvania State
University, University Park, Pennsylvania 16802
Colin D. Elliott (65), Graduate School of Education, University of California,
Santa Barbara, California 93106
Bruce Gordon (65), Alvin Buckwold Child Development Program, Royal Uni-
versity Hospital, Saskatoon, Saskatchewan, S7N 2Z1, Canada
Noel Gregg (133), Department of Educational Psychology, University of
Georgia, Athens, Georgia 30602--5875
Frank M. Gresham (325), Graduate School of Education, University of Cali-
fornia-Riverside, Riverside, California 92521
Josette Harris (391 ), Departments of Psychiatry and Neurology, University of
Colorado School of Medicine, Denver, Colorado 80262
xlx
XX Contributors
Denise Hildebrand (13, 195, 225), The Psychological Corporation, San An-
tonio, Texas 78204
Henry L. Janzen (xxi), Department of Educational Psychology, University of
Alberta, Edmonton, Alberta, T5J 2JM, Canada
R. Wo Kamphaus (257), Department of Educational Psychology, University of
Georgia, Athens, Georgia 30606
Rex B. Kline (103), Department of Psychology, Concordia University, Mon-
treal, Quebec, H4B 1R6, Canada
Mark Fo Ledbetter (13), Trinity Clinical Associates, San Antonio, Texas 78229
Gail Matazow (257), Alberta Hospital, Edmonton and Department of Edu-
cational Psychology, University of Alberta, Edmonton, Alberta, T6R 2J5, Canada
Nancy Mather (133), Department of Special Education, Rehabilitation, and
School Psychology, University of Arizona, Tucson, Arizona 85750-1309
Stephanie H~ McConaughy (289), Department of Psychiatry, University of
Vermont, Burlington, Vermont 05401
Jack A. Naglieri (33), Center for Cognitive Development, Psychology Depart-
ment, George Mason University, Fairfax, Virginia 22030-4444
M6nica Rosselli (391), Department of Psychology, Florida Atlantic Univer-
sity, Boca Raton, Florida 33314
Donald H. Saklofske (xxi), Department of Educational Psychology and
Special Education, University of Saskatchewan, Saskatoon, Saskatchewan,
S7N 0X1, Canada
Donna Rury Smith (169, 195, 225), The Psychological Corporation, San An-
tonio, Texas 78204
Scott A. Stage (195), School Psychology Program, University of Washington,
Seattle, Washington 98195
H. Gerry Taylor (415), Department of Pediatrics, Case Western Reserve Uni-
versity, and Rainbow Babies and Children's Hospital, Cleveland, Ohio 44106
David Tzuriel (451), School of Education, Bar-Ilan University, Ramat-Gan
52900, Israel
Robert J. Volpe (357), College of Education, Lehigh University, Bethlehem,
Pennsylvania 18015
Keith Owen Yeates (415), Department of Pediatrics, Ohio State University,
and, Children's Hospital, Columbus, Ohio 43205
Moshe Zeidner (1), Center for the Interdisciplinary Research of Emotions,
University of Haifa, Mt. Carmel 31905, Israel
Preface
INTRODUCTION
Handbook of Psychoeducational Assessment: Ability, Achievement, and Behavior in Chil-
dren is composed of an introductory chapter followed by 15 chapters distrib-
uted across 4 sections. The challenge of creating this book was to present
some of the most frequently used and most recently published empirically
validated tests within the context of clinical practice, thereby addressing the
realities of today's psychoeducational assessment environment while guid-
ing the reader toward a consideration of emerging developments. When we
first proposed this book to Academic Press, several of the tests we wanted
to include were under revision. We felt it imperative to describe these new
tests as much as possible, even as they were still moving toward final com-
pletion. We think our goals have been achieved because of the expertise and
extensive experience that the authors bring to their respective chapters. All
of the contributors either have authored or been actively involved in the con-
struction of the assessment instruments highlighted in this book or have
played key roles in the evolution of the theoretical and empirical founda-
tions, as well as practice, of psychological testing. This combination of psy-
chological knowledge, psychometric expertise, and clinical sensitivity is re-
flected throughout the chapters of this book. Thus, while all of the chapters
focus on one or more tests, the intent is to go beyond a summary overview
of the test or a technical review of the research literature. It is here that the
authors also share their rich insights and knowledge, which certainly con-
tributes to our understanding of why these tests have become so important
in the psychological and educational assessment of children and youth. AI~
though the critical importance of other methods (e.g., observation, inter-
views) is recognized, there is little disagreement that psychologists make ex-
tensive use of tests in the assessment process.
xxii Preface
PRESENT TRENDS AND PARADIGM SHIFTS
Over the past decade, advances occurring concurrently in the theories, re-
search, and practice of psychology have culminated in substantial changes in
the processes and products of psychoeducational assessment. Cognitive
psychologists have demonstrated that we can measure and, in turn, effect
positive changes in children's and youth's processing ability and acquired
skills to learn and think. Recent developments in testing have focused on im-
proving the examiner's resources for evaluating psychological and educa-
tional factors, as well as the determinants and processes underlying a wide
range of individual differences, and to do this much more effectively and
efficiently. Thus, current tests are now serving a needed and important role
in linking assessment to diagnosis and program development at the primary,
secondary, and tertiary levels.
Second, psychologists and educators recognize the complex interaction
between intelligence, behavior, and achievement. For example, socially com-
petent individuals engage successfully in interpersonal relationships and
tend to have academic and vocational success. An underachieving child of
average or above-average intelligence might also be manifesting some indi-
cations of social and behavioral difficulties (e.g., aggression, withdrawal, de-
pression). The kind and severity of these problems may be better recognized,
monitored, and acted upon with the use of sensitive behavior rating scales.
There has been a growing use of instruments that can provide objective and
meaningful information about the nature and scope of behavioral malad-
justment within children and adolescents, as well as on adaptive behavior
functioning and well-being. In a related vein, intelligence and achievement
tests are more often being statistically and clinically linked during the stan-
dardization phase in order to facilitate the diagnostic assessment process.
Third, as we have moved forward into the new millennium, the limitations
of static and fragmented assessment approaches continue to be heard. There
has been a shift toward the view that psychoeducational assessment is in-
tegral to intervention. Assessment and intervention are more commonly
thought of as reciprocal and interactive processes that require the use of sew
eral methods to better describe and understand the complexity of thinking,
learning, and behaving. Moreover, it has become increasingly recognized that
the education and social-emotional development of children and youth re-
quires the coordinated and collaborative efforts of psychologists and educa-
tors. Psychologists are spending a greater amount of time consulting with
teachers and other community specialists to design and implement proce-
dures for maximizing the development of children and adolescents. This has
expanded the role of psychologists and clinicians in serving children and
youth in today's schools and communities. Hence, it is critical that psychol-
ogists improve their knowledge and skills relative to assessment to be able
to make insightful and meaningful recommendations in consultation with
teachers, parents, and other professionals.
Preface xxiii
Finally, there has been a shift in the way psychologists and clinicians ap-
proach testing and report writing. At present, they are taking an approach
that goes beyond the reporting of test results and places a far greater pre-
mium on the interpretation of test results, particularly with respect to learning,
thinking, and behavior. This has resulted in the demand for wide-ranging yet,
at the same time, selective assessment techniques. Psychologists and clini-
cians are seeking test instruments and procedures that not only focus on the
more traditional assessment of intelligence and achievement but also ad-
dress, among other things, developmental level, memory, cognitive struc-
tures, cultural variance, and situational context. Moreover, there is much
more interest in determining the types of strategies that children and youth
use in their learning, thinking, academic accomplishments, and social deci-
sion making, which, in turn, can provide teachers and parents the types of
knowledge they require to design proactive and preventative programs and
interventions.
The above trends and paradigm shifts have required transformations in
psychoeducational assessment practices. Clinicians must become more flex-
ible and adaptive in order to respond to current psychological and educa-
tional assessment demands. Our challenge has been to put together a re-
source that provides psychologists and clinicians in practice as well as those
in training with practical knowledge, guidance, and insight with respect to
current psychoeducational tests and practices associated with the use of
these tests. Our hope is that we achieved this goal.
FEATURES OF THE BOOK
(cid:12)9 The chapter authors are recognized leaders in psychoeducational test
development, research, and practice.
(cid:12)9 The tests selected for inclusion are among the instruments used most
often in psychological and educational assessment.
(cid:12)9 The most recent versions of previously published tests are high-
lighted.
(cid:12)9 Throughout the book, the authors present historical, theoretical, and
empirical foundations that serve as bases for the use of tests in edu-
cational and clinical settings.
(cid:12)9 Each chapter describes the nature and scope of the tests and presents
the salient psychometric properties (i.e., reliability and validity) of the
tests.
(cid:12)9 Each chapter gives critical information on administration, scoring,
and interpretation guidelines of the tests.
(cid:12)9 Throughout the text, the authors draw upon their professional experi-
ences as well as from the published literature in discussing the useful-
ness of the tests.
xxiv Preface
(cid:12)9 Empirical findings regarding the use of the tests are summarized to-
gether with evidence of various patterns of performance with tested
populations.
(cid:12)9 Case studies provided in each chapter highlight the utility of the re-
spective tests and exemplify the critical features and assets of the
tests.
(cid:12)9 Throughout the text, figures and tables illustrate some of the proper-
ties of the tests as well as their clinical significance.
(cid:12)9 A list of references is provided at the end of each chapter to enhance
the reader's awareness of research and clinical practice of relevance to
the test(s) under review.
(cid:12)9 Each chapter points out the new developments in instrumentation
and the unique features of the tests that help identify and address the
problems experienced by children and youth.
ORGANIZATION OF THE TEXT
As mentioned earlier, this book is composed of 15 chapters that are distrib-
uted among 4 sections. In his foreword and introduction, Moshe Zeidner
overviews key issues related to the assessment of intelligence, behavior, and
achievement. He attests to the need and importance of placing psychologi-
cal tests solidly within the framework of theory, research, and best practices.
Part 1: Ability Assessment. Intelligence tests have been a cornerstone of both
academic and professional psychology for more than a century. Intelligence
tests continue to be among the instruments used most often for the psycho-
logical and educational assessment of children and adolescents. In Chap-
ter 1, Denise Hildebrand and Mark Ledbetter begin with a practical overview
of intellectual assessment using the Wechsler Intelligence Scale-Third Edi-
tion (WISC-III). They pay particular attention to the hierarchical analysis of
the WISC~III results and the use of the General Ability Index for summarizing
overall performance. The authors also discuss the relationship between in-
tellectual functioning and memory as well as the assessment of memory with
the use of the Children's Memory Scale (CMS). In Chapter 2, intellectual as-
sessment is examined with a relatively new test, the Cognitive Assessment
System (CAS) developed by J. P. Das and Jack Naglieri. In addition to
overviewing both the underlying theory and the CAS as a measure of atten-
tion, planning, and information processing, the authors present a reading en-
hancement program based on the PASS theory. Chapter 3 by Bruce Gordon
and Colin Elliott offers an in-depth description of the Differential Ability
Scales (DAS). A unique feature of the DAS is the analysis of subtest profile
patterns to gain a better understanding of a child's cognitive abilities, and
this chapter focuses on profiles of children with dyslexia and other learning
disabilities to illustrate the diagnostic utility of the DAS. Chapter 4 addresses
the assessment of intelligence with brief ability scales. In addition to provid-