WJ-III Clinical Use and Interpretation: Scientist Practitioner Perspectives

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Academic Press, 2003 - Education - 441 pages
2 Reviews
WJ III Clinical Use and Interpretation presents a wide variety of clinical applications of the WJ III from leading experts. Each chapter will provide the reader with insights into patterns of cluster and test scores from both the WJ III Tests of Cognitive Abilities and WJ III Tests of Achievement that can assist with interpretation and formulation of diagnostic hypotheses for clinical practice. WJ III Clinical Use and Interpretation provides expert guidance for using the WJ III with individuals with a broad array of learning and neuropsychological problems, including learning disabilities and Attention Deficit/Hyperactivity Disorder. New research included in this volume emphasizes the value of the WJ III for identification of gifted children and adolescents and young children with developmental delays.

* Written by the leading experts on the WJ III
* Coverage of both the Tests of Cognitive Abilities and Tests of Achievement
* Provides expert guidance on using the WJ III with a variety of clinical populations
* Includes new research and illustrative case studies
* Goes beyond interpretive material published in the Examiner's Manuals and other resource books
  

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Contents

INTERPRETATION OF THE WOODCOCKJOHNSON III TESTS
1
Consequential Validity
35
QUALITATIVE ANALYSIS OF WOODCOCKJOHNSON 111
47
LongTerm Retrieval
54
Auditory Processing
60
Processing Speed
66
Written Language
77
Oral Language
85
Reevaluation of Mitigating or Exclusionary Factors
221
ACHIEVEMENT WITH THE WISCIII AND WAISIII
229
Case Study
235
8
243
Understanding the Development of Cognitive Abilities
255
Linking Cognitive Abilities and Early Literacy
266
References
277
ASSESSMENT OF GIFTED CHILDREN WITH
285

INSTRUCTIONAL IMPLICATIONS FROM
93
Academic Skills
100
Academic Fluency
107
Sample Case
116
USE OF THE WOODCOCKJOHNSON III IN
125
Cognitive Performance Clusters
138
Reading Clusters
150
Written Expression Clusters
162
PROCEDURES FOR DIAGNOSING LEARNING DISABILITIES
175
AbilityAchievement Discrepancies
183
Comparative Information Obtained from
189
References
195
InterIndividual Academic Ability Analysis with the WJ III
202
Evaluation of Mitigating or Exclusionary Hypotheses
213
The Value of the WJ III for Assessing Intellectually
291
Conclusions
313
USING THE WOODCOCKJOHNSON III TESTS
319
Clinical Applications and Case Illustration
337
1
345
The DeanWoodcock Neuropsychological Assessment System
360
Summary
374
Surveys of Contemporary Cognitive Assessment Course Practices
378
Unique Administration Features of the WJ III COG
391
Conclusions
398
APPENDIX
409
INDEX
433
Copyright

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About the author (2003)

Schrank is executive director of the Woodcock-Munoz Foundation. A licensed psychologist, Dr. Schrank holds the Diplomate in School Psychology from the American Board of Professional Psychology and is a Fellow of the American Academy of School Psychology. Prior to earning his doctorate from the University of Wisconsin-Madison, Dr. Schrank gained a broad background in school psychological services in elementary and secondary schools and colleges and universities.

Dawn P. Flanagan, PhD, is Professor of Psychology at St. John's University and Assistant Clinical Professor at Yale University School of Medicine, Child Study Center.

Samuel O. Ortiz, PhD, is Associate Professor of Psychology at St. John's University.

Vincent C. Alfonso, PhD, is Associate Professor in the Graduate School of Education, Division of Psychological and Educational Services, at Fordham University.

Jennifer T. Mascolo, PsyD, is a licensed psychologist and Adjunct Assistant Professor at St. John's University.

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