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Contemporary Intellectual Assessment Theories Tests and Issues 3rd Edition by Dawn Flanagan, Patti Harrison 9781609189952 1609189957

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Contemporary Intellectual Assessment Theories Tests and Issues 3rd Edition Dawn P. Flanagan Digital Instant Download

Author(s): Dawn P. Flanagan, Patti L. Harrison
ISBN(s): 9781609189952, 1609189957
Edition: 3rd
File Details: PDF, 16.44 MB
Year: 2012
Language: english
SKU: EB-5206836 Category: Tags: ,

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Product details:

ISBN 10: 1609189957

ISBN 13: 9781609189952

Author: Dawn P. Flanagan, Patti L. Harrison

In one volume, this authoritative reference presents a current, comprehensive overview of intellectual and cognitive assessment, with a focus on practical applications. Leaders in the field describe major theories of intelligence and provide the knowledge needed to use the latest measures of cognitive abilities with individuals of all ages, from toddlers to adults. Evidence-based approaches to test interpretation, and their relevance for intervention, are described. The book addresses critical issues in assessing particular populations—including culturally and linguistically diverse students, gifted students, and those with learning difficulties and disabilities—in today’s educational settings. New to This Edition*Incorporates major research advances and legislative and policy changes.*Covers recent test revisions plus additional tests: the NEPSY-II and the Wechsler Nonverbal Scale of Ability.*Expanded coverage of specific populations: chapters on autism spectrum disorders, attention-deficit/hyperactivity disorder, sensory and physical disabilities and traumatic brain injury, and intellectual disabilities.*Chapters on neuropsychological approaches, assessment of executive functions, and multi-tiered service delivery models in schools.

Table of contents:

1: The origins of intellectual assessment. A history of intelligence assessment

2: A history of intelligence test interpretation

3: Contemporary theoretical perspectives. Foundations for better understanding of cognitive abilities

4: The Cattell-Horn-Carroll model of intelligence

5: Assessment of intellectual profile: a perspective from multiple-intelligences theory

6: The triarchic theory of successful intelligence

7: Planning, attention, simultaneous, successive: a cognitive-processing-based theory of intelligence

8: Contemporary intelligence, cognitive, and neuropsychological batteries (and associated achievement tests)

9: The Wechsler Adult Intelligence Scale, Fourth edition and the Wechsler Memory Scale, Fourth edition

10: The Wechsler preschool and primary scale of intelligence, Third edition, the Wechsler Intelligence Scale for children, fourth edition, and the Wechsler Individual achievement test, third edition

11: The Standford-Binet Intelligence Scales, fifth edition

12: The Kaufman assessment battery for children, second edition and the Kaufman Test of educational achievement, second edition

13: The Woodcock-Johnson III Normative update: tests of cognitive abilities and tests of achievement

14: The differential ability scales, second edition

15: The universal nonverbal intelligence test: a multidimensional nonverbal alternative for cognitive assessment

16: The cognitive assessment system: from theory to practice

17: The Reynolds intellectual assessment scales and the Reynolds intellectual screening test

18: The NEPSY-II

19: The Wechsler nonverbal scale of ability: assessment of diverse populations

20: The cross-battery assessment approach: an overview, historical perspective, and current directions

21: Cognitive hypothesis testing: linking test results to the real world

22: Processing approaches to interpretation of information from cognitive ability tests: a critical review

23: Testing with culturally and linguistically diverse populations: moving beyond the verbal-performance dichotomy into evidence-based practice

24: Linking cognitive abilities to academic interventions for students with specific learning disabilities

25: Cognitive assessment in early childhood: theoretical and practice perspectives

26: Use of intelligence tests in the identification of giftedness

27: Use of ability tests in the identification of specific learning disabilities within the context of an operational definition

28: Assessment of intellectual functioning in autism spectrum disorder

29: Cognitive and neuropsychological assessment of attention-deficit/hyperactivity disorder: redefining a disruptive behavior disorder

30: Intellectual and neuropsychological assessment of individuals with sensory and physical disabilities and traumatic brain injury

31: Use of intelligence tests in the identification of children with intellectual and developmental disabilities

32: Using the joint test standards to evaluate the validity evidence for intelligence tests

33: Using confirmatory factor analysis to aid in understanding the constructs measured by intelligence tests

34: The emergence of neuropsychological constructs into tests of intelligence and cognitive abilities

35: The role of cognitive and intelligence tests in the assessment of executive functions

36: Intelligence tests in the context of emerging assessment practices: problem-solving applications

37: Intellectual, cognitive, and neuropsychological assessment in three-tier service delivery systems in schools

38: Appendix. The three-stratum theory of cognitive abilities

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Tags: Dawn Flanagan, Patti Harrison, Contemporary, Intellectual