WJ IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives provides clinical use and interpretive information for clinical practitioners using the Woodcock-Johnson, Fourth Edition (WJ IV). The book discusses how the cognitive, achievement, and oral language batteries are organized, a description of their specific content, a brief review of their psychometric properties, and best practices in interpreting scores on the WJ IV.
Coverage includes the predictive validity of its lower order factors and the clinical information that can be derived from its 60 individual subtests. Part II of this book describes the clinical and diagnostic utility of the WJ IV with young children for diagnosing learning disabilities in both school age and adult populations, and for identifying gifted and talented individuals.
Additionally, the book discusses the use of the WJ IV with individuals whose culture and language backgrounds differ from those who are native English speakers and who were born and raised in mainstream US culture.
WJ IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives provides clinical use and interpretive information for clinical practitioners using the Woodcock-Johnson, Fourth Edition (WJ IV). The book discusses how the cognitive, achievement, and oral language batteries are organized, a description of their specific content, a brief review of their psychometric properties, and best practices in interpreting scores on the WJ IV.
Coverage includes the predictive validity of its lower order factors and the clinical information that can be derived from its 60 individual subtests. Part II of this book describes the clinical and diagnostic utility of the WJ IV with young children for diagnosing learning disabilities in both school age and adult populations, and for identifying gifted and talented individuals.
Additionally, the book discusses the use of the WJ IV with individuals whose culture and language backgrounds differ from those who are native English speakers and who were born and raised in mainstream US culture.
This useful guide provides helpful interpretative information to clinical practitioners using the Woodcock-Johnson, Fourth Edition (WJ IV) diagnostic test, also reviewing the background, content, and organization of the test to provide users with best practices for interpreting scores and discussing the use of the WJ IV with individuals from different cultural and language backgrounds
1. Overview of the Woodcock-Johnson IV: Organization, Content, and
Psychometric Properties
Yi Ding and Vincent C. Alfonso
2. Clinical Interpretation of the Woodcock–Johnson IV Tests of
Cognitive Abilities, Academic Achievement, and Oral Language
Ron Dumont, John O. Willis and Robert Walrath
3. A Special Validity Study of the WJ IV: Acting on Evidence for
Specific Abilities
Christopher R. Niileksela, Matthew R. Reynolds, Timothy Z. Keith
and Kevin S. McGrew
4. WJ IV Scoring and Reporting Online Program Review
Scott L. Decker, Emma Kate C. Wright and Tayllor E. Vetter
5. Instructional Implications from the Woodcock–Johnson IV Tests of
Cognitive Abilities
Denise E. Maricle and Wendi L. Johnson
6. Instructional Implications from the Woodcock–Johnson IV Tests of
Achievement
Nancy Mather and Barbara J. Wendling
7. Strengths and Weaknesses of the Woodcock–Johnson IV Tests of
Cognitive Abilities: Best Practice from a Scientist–Practitioner
Perspective
W. Joel Schneider
8. Use of the WJ IV in the Identification of Specific Learning
Disabilities in School-age Children
Erin M. McDonough and Dawn P. Flanagan
9. Use of the Woodcock–Johnson IV in the Diagnosis of Specific
Learning Disabilities in Adulthood
Benjamin J. Lovett and Laura M. Spenceley
10. Use of the Woodcock–Johnson IV Tests of Cognitive Abilities in
the Diagnosis of Intellectual Disability
Randy G. Floyd, Isaac L. Woods, Leah J. Singh and Haley K.
Hawkins
11. Use of the Woodcock–Johnson IV Tests of Cognitive Abilities and
Achievement in the Assessment for Giftedness
Steven I. Pfeiffer and Jordy B. Yarnell
12. Assessment of Culturally and Linguistically Diverse Individuals
with the Woodcock–Johnson IV
Samuel O. Ortiz, Juan A. Ortiz and Rosemary I. Devine
13. Neurocognitive Applications of the WJ IV
Daniel C. Miller, Ryan J. McGill and Wendi L. Bauman Johnson
14. Use of the Woodcock–Johnson IV in a Response to Intervention
Service Delivery Model
Karen E. Apgar and Justin L. Potts
Dr. Dawn P. Flanagan is professor of Psychology and Director of the School Psychology training programs at St. John's University in Queens, NY. She is also Clinical Assistant Professor at Yale Child Study Center, Yale University School of Medicine. In addition to her teaching responsibilities in the areas of intellectual assessment, psychoeducational assessment, learning disability, and professional issues in school psychology, she serves as an expert witness, learning disability consultant, and psychoeducational test/measurement consultant and trainer for organizations both nationally and internationally. Dr. Vincent C. Alfonso is a former Professor in the Graduate School of Education at Fordham University, New York City. He is now the Dean of the School of Education at Gonzaga University in Spokane, Washington. He is past president of Division 16 of the American Psychological Association, and fellow of Divisions 16, 5, and 43 of the APA.
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