WJ III Clinical Use and Interpretation
Scientist-Practitioner Perspectives
- 1st Edition - May 20, 2003
- Latest edition
- Editors: Fredrick A. Schrank, Dawn P. Flanagan
- Language: English
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 insigh… Read more
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Description
Description
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.
Key features
Key features
* 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
* 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
Readership
Readership
School psychologists, clinical psychologists, neuropsychologists, special education teachers and evaluators.
Table of contents
Table of contents
Preface.
Contributors.
R.G. Floyd, R.B. Shaver, and K.S. McGrew, Interpretation of the Woodcock-Johnson III Tests of Cognitive Abilities: Acting on Evidence.
B.G. Read and F.A. Schrank, Qualitative Analysis of the Woodcock-Johnson III Test Performance.
N. Mather and B.J. Wendling, Instructional Implications from the Woodcock-Johnson III.
N. Gregg, C. Coleman, and D. Knight, Use of the Woodcock-Johnson III in the Diagnosis of Learning Disabilities.
N. Mather and F.A. Schrank, Using the Woodcock-Johnson III Discrepency Procedures for Diagnosing Learning Disabilities.
D.P. Flanagan, Use of the Woodcock-Johnson III within the Context of a Modern Operational Definition of Learning Disability.
L. Phelps and K.S. McGrew, Using the Woodcock-Johnson III Test of Achievement with the WISC-III and WAIS-III to Determine a Specific Learning Disability.
M.E. Tusing, D.E. Maricle, and L. Ford, Assessment with the Woodcock-Johnson III and Young Children.
G.E. Gridley, K.A. Norman, M.G. Rizza, and S. Decker, Assessment of Gifted Children with the Woodcock-Johnson III.
L. Ford, T.Z. Keith, R.G. Floyd, C. Fields, and F.A. Schrank, Using the Woodcock-Johnson III Tests of Cognitive Abilities with Students with Attention Defecit/Hyperactivity Disorder.
R.S. Dean, R.W. Woodcock, S.L. Decker, and F.A. Schrank, A Cognitive Neuropsychology Assessment.
J.P. Braden and V.C. Alfonso, The Woodcock-Johnson III Cognitive Tests of Cognitive Abilities in Cognitive Assessment Courses.
Appendix A.
Appendix B.
Appendix C.
Appendix D.
Index.
Contributors.
R.G. Floyd, R.B. Shaver, and K.S. McGrew, Interpretation of the Woodcock-Johnson III Tests of Cognitive Abilities: Acting on Evidence.
B.G. Read and F.A. Schrank, Qualitative Analysis of the Woodcock-Johnson III Test Performance.
N. Mather and B.J. Wendling, Instructional Implications from the Woodcock-Johnson III.
N. Gregg, C. Coleman, and D. Knight, Use of the Woodcock-Johnson III in the Diagnosis of Learning Disabilities.
N. Mather and F.A. Schrank, Using the Woodcock-Johnson III Discrepency Procedures for Diagnosing Learning Disabilities.
D.P. Flanagan, Use of the Woodcock-Johnson III within the Context of a Modern Operational Definition of Learning Disability.
L. Phelps and K.S. McGrew, Using the Woodcock-Johnson III Test of Achievement with the WISC-III and WAIS-III to Determine a Specific Learning Disability.
M.E. Tusing, D.E. Maricle, and L. Ford, Assessment with the Woodcock-Johnson III and Young Children.
G.E. Gridley, K.A. Norman, M.G. Rizza, and S. Decker, Assessment of Gifted Children with the Woodcock-Johnson III.
L. Ford, T.Z. Keith, R.G. Floyd, C. Fields, and F.A. Schrank, Using the Woodcock-Johnson III Tests of Cognitive Abilities with Students with Attention Defecit/Hyperactivity Disorder.
R.S. Dean, R.W. Woodcock, S.L. Decker, and F.A. Schrank, A Cognitive Neuropsychology Assessment.
J.P. Braden and V.C. Alfonso, The Woodcock-Johnson III Cognitive Tests of Cognitive Abilities in Cognitive Assessment Courses.
Appendix A.
Appendix B.
Appendix C.
Appendix D.
Index.
Product details
Product details
- Edition: 1
- Latest edition
- Published: May 28, 2003
- Language: English
About the editors
About the editors
FS
Fredrick A. Schrank
Affiliations and expertise
The Woodcock-Munoz Foundation, Olympia, Washington, U.S.A.DF
Dawn P. Flanagan
Affiliations and expertise
St. John's University, Jamaica, New York, U.S.A.View book on ScienceDirect
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