{"product_id":"essentials-of-wj-iv174-cognitive-abilities-assessment-9781119163367","title":"Essentials of WJ IV174  Cognitive Abilities","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe step-by-step guide to administering, scoring, and interpreting the WJ IV (R)  Tests of Cognitive Abilities   Essentials of WJ IV(R) Cognitive Abilities Assessment provides expert, practical advice on how to administer, score, and interpret the WJ IV COG(R).\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eSeries Preface xv\u003c\/p\u003e \u003cp\u003eAcknowledgments xvii\u003c\/p\u003e \u003cp\u003eOne Overview 1\u003c\/p\u003e \u003cp\u003eHistory and Development 2\u003c\/p\u003e \u003cp\u003e1977: The Woodcock-Johnson Psycho-Educational Battery 2\u003c\/p\u003e \u003cp\u003e1989: The Woodcock-Johnson Psycho-Educational Battery–Revised 4\u003c\/p\u003e \u003cp\u003e2001: The Woodcock-Johnson III 6\u003c\/p\u003e \u003cp\u003e2014: The Woodcock-Johnson IV 6\u003c\/p\u003e \u003cp\u003eStandardization Sample and Psychometric Properties 12\u003c\/p\u003e \u003cp\u003eReliability 12\u003c\/p\u003e \u003cp\u003eValidity 14\u003c\/p\u003e \u003cp\u003eFurther Information on the WJ IV COG 18\u003c\/p\u003e \u003cp\u003eTwo How to Administer the WJ IV COG 22\u003cbr\u003e\u003ci\u003eMelanie A. Bartels Graw\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eGeneral Testing Information 23\u003c\/p\u003e \u003cp\u003eTesting Materials 23\u003c\/p\u003e \u003cp\u003eTests Using the Response Booklet 23\u003c\/p\u003e \u003cp\u003eTimed Tests 24\u003c\/p\u003e \u003cp\u003eTests Using the Audio Recording 24\u003c\/p\u003e \u003cp\u003eTesting Environment 25\u003c\/p\u003e \u003cp\u003eEstablishing Rapport 26\u003c\/p\u003e \u003cp\u003eAccommodations 27\u003c\/p\u003e \u003cp\u003eOrder of Administration 28\u003c\/p\u003e \u003cp\u003eCore Tests Administration 32\u003c\/p\u003e \u003cp\u003eStandard Battery Administration 34\u003c\/p\u003e \u003cp\u003eExtended Battery Administration and Selective Testing 36\u003c\/p\u003e \u003cp\u003eTime Requirements 38\u003c\/p\u003e \u003cp\u003eSuggested Starting Points 38\u003c\/p\u003e \u003cp\u003eBasal and Ceiling Criteria 39\u003c\/p\u003e \u003cp\u003eScoring 39\u003c\/p\u003e \u003cp\u003eTest Observations 40\u003c\/p\u003e \u003cp\u003eTest-by-Test Administration Procedures 41\u003c\/p\u003e \u003cp\u003eTest 1: Oral Vocabulary 42\u003c\/p\u003e \u003cp\u003eAdministration 43\u003c\/p\u003e \u003cp\u003eItem Scoring 43\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 43\u003c\/p\u003e \u003cp\u003eTest 2: Number Series 44\u003c\/p\u003e \u003cp\u003eAdministration 44\u003c\/p\u003e \u003cp\u003eItem Scoring 45\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 45\u003c\/p\u003e \u003cp\u003eTest 3: Verbal Attention 46\u003c\/p\u003e \u003cp\u003eAdministration 46\u003c\/p\u003e \u003cp\u003eItem Scoring 47\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 47\u003c\/p\u003e \u003cp\u003eTest 4: Letter-Pattern Matching 48\u003c\/p\u003e \u003cp\u003eAdministration 48\u003c\/p\u003e \u003cp\u003eItem Scoring 48\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 49\u003c\/p\u003e \u003cp\u003eTest 5: Phonological Processing 49\u003c\/p\u003e \u003cp\u003eAdministration 50\u003c\/p\u003e \u003cp\u003eItem Scoring 51\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 51\u003c\/p\u003e \u003cp\u003eTest 6: Story Recall 52\u003c\/p\u003e \u003cp\u003eAdministration 53\u003c\/p\u003e \u003cp\u003eItem Scoring 53\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 54\u003c\/p\u003e \u003cp\u003eTest 7: Visualization 55\u003c\/p\u003e \u003cp\u003eAdministration 55\u003c\/p\u003e \u003cp\u003eItem Scoring 56\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 56\u003c\/p\u003e \u003cp\u003eTest 8: General Information 57\u003c\/p\u003e \u003cp\u003eAdministration 57\u003c\/p\u003e \u003cp\u003eItem Scoring 58\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 58\u003c\/p\u003e \u003cp\u003eTest 9: Concept Formation 59\u003c\/p\u003e \u003cp\u003eAdministration 59\u003c\/p\u003e \u003cp\u003eItem Scoring 60\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 60\u003c\/p\u003e \u003cp\u003eTest 10: Numbers Reversed 61\u003c\/p\u003e \u003cp\u003eAdministration 61\u003c\/p\u003e \u003cp\u003eItem Scoring 62\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 62\u003c\/p\u003e \u003cp\u003eTest 11: Number-Pattern Matching 63\u003c\/p\u003e \u003cp\u003eAdministration 63\u003c\/p\u003e \u003cp\u003eItem Scoring 64\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 64\u003c\/p\u003e \u003cp\u003eTest 12: Nonword Repetition 65\u003c\/p\u003e \u003cp\u003eAdministration 65\u003c\/p\u003e \u003cp\u003eItem Scoring 66\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 66\u003c\/p\u003e \u003cp\u003eTest 13: Visual-Auditory Learning 67\u003c\/p\u003e \u003cp\u003eAdministration 67\u003c\/p\u003e \u003cp\u003eItem Scoring 68\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 68\u003c\/p\u003e \u003cp\u003eTest 14: Picture Recognition 69\u003c\/p\u003e \u003cp\u003eAdministration 70\u003c\/p\u003e \u003cp\u003eItem Scoring 70\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 70\u003c\/p\u003e \u003cp\u003eTest 15: Analysis-Synthesis 71\u003c\/p\u003e \u003cp\u003eAdministration 71\u003c\/p\u003e \u003cp\u003eItem Scoring 72\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 72\u003c\/p\u003e \u003cp\u003eTest 16: Object-Number Sequencing 73\u003c\/p\u003e \u003cp\u003eAdministration 73\u003c\/p\u003e \u003cp\u003eItem Scoring 74\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 74\u003c\/p\u003e \u003cp\u003eTest 17: Pair Cancellation 75\u003c\/p\u003e \u003cp\u003eAdministration 75\u003c\/p\u003e \u003cp\u003eItem Scoring 76\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 76\u003c\/p\u003e \u003cp\u003eTest 18: Memory for Words 77\u003c\/p\u003e \u003cp\u003eAdministration 77\u003c\/p\u003e \u003cp\u003eItem Scoring 78\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 78\u003c\/p\u003e \u003cp\u003eThree How to Score the WJ IV COG 81\u003cbr\u003e\u003ci\u003eMelanie A. Bartels Graw\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eItem Scoring 81\u003c\/p\u003e \u003cp\u003eItem Scoring Keys 82\u003c\/p\u003e \u003cp\u003eScoring Multiple Responses 83\u003c\/p\u003e \u003cp\u003eTests Requiring Special Scoring Procedures 83\u003c\/p\u003e \u003cp\u003eTest 6: Story Recall 83\u003c\/p\u003e \u003cp\u003eTest 13: Visual-Auditory Learning 84\u003c\/p\u003e \u003cp\u003eScoring Guides 84\u003c\/p\u003e \u003cp\u003eObtaining Estimated Age and Grade Equivalent Scores (Optional) 85\u003c\/p\u003e \u003cp\u003eReminders for Scoring Each Test 87\u003c\/p\u003e \u003cp\u003eTest 1: Oral Vocabulary 88\u003c\/p\u003e \u003cp\u003eTest 2: Number Series 88\u003c\/p\u003e \u003cp\u003eTest 3: Verbal Attention 88\u003c\/p\u003e \u003cp\u003eTest 4: Letter-Pattern Matching 89\u003c\/p\u003e \u003cp\u003eTest 5: Phonological Processing 89\u003c\/p\u003e \u003cp\u003eTest 6: Story Recall 90\u003c\/p\u003e \u003cp\u003eTest 7: Visualization 91\u003c\/p\u003e \u003cp\u003eTest 8: General Information 91\u003c\/p\u003e \u003cp\u003eTest 9: Concept Formation 91\u003c\/p\u003e \u003cp\u003eTest 10: Numbers Reversed 92\u003c\/p\u003e \u003cp\u003eTest 11: Number-Pattern Matching 92\u003c\/p\u003e \u003cp\u003eTest 12: Nonword Repetition 93\u003c\/p\u003e \u003cp\u003eTest 13: Visual-Auditory Learning 93\u003c\/p\u003e \u003cp\u003eTest 14: Picture Recognition 94\u003c\/p\u003e \u003cp\u003eTest 15: Analysis-Synthesis 94\u003c\/p\u003e \u003cp\u003eTest 16: Object-Number Sequencing 95\u003c\/p\u003e \u003cp\u003eTest 17: Pair Cancellation 95\u003c\/p\u003e \u003cp\u003eTest 18: Memory for Words 96\u003c\/p\u003e \u003cp\u003eObtaining Derived Scores 96\u003c\/p\u003e \u003cp\u003eScore Report 97\u003c\/p\u003e \u003cp\u003eComprehensive Report 97\u003c\/p\u003e \u003cp\u003eProfile Report 97\u003c\/p\u003e \u003cp\u003eAge\/Grade Profile Report 97\u003c\/p\u003e \u003cp\u003eStandard Score\/Percentile Rank Profile Report 97\u003c\/p\u003e \u003cp\u003eParent Report 100\u003c\/p\u003e \u003cp\u003eExaminee Data Record 100\u003c\/p\u003e \u003cp\u003eRoster Report 100\u003c\/p\u003e \u003cp\u003eCreating a Comprehensive Report Using the WIIIP 100\u003c\/p\u003e \u003cp\u003eStep 1: Creating or Selecting a Caseload Folder 101\u003c\/p\u003e \u003cp\u003eStep 2: Adding an Examinee 101\u003c\/p\u003e \u003cp\u003eStep 3: Selecting Test Records for Data Entry 101\u003c\/p\u003e \u003cp\u003eStep 4: Change or Review Report Options 109\u003c\/p\u003e \u003cp\u003eScoring Options 109\u003c\/p\u003e \u003cp\u003eStep 5: Selecting a Report Type 114\u003c\/p\u003e \u003cp\u003eStep 6: Selecting Criteria to Create a Comprehensive Report 116\u003c\/p\u003e \u003cp\u003eProduct 116\u003c\/p\u003e \u003cp\u003eExaminee Selection 116\u003c\/p\u003e \u003cp\u003eTest Record\/Checklist 117\u003c\/p\u003e \u003cp\u003eNormative Basis 117\u003c\/p\u003e \u003cp\u003eOptions 119\u003c\/p\u003e \u003cp\u003eVariations 120\u003c\/p\u003e \u003cp\u003eComparisons 121\u003c\/p\u003e \u003cp\u003eReport Style 124\u003c\/p\u003e \u003cp\u003eInterventions 126\u003c\/p\u003e \u003cp\u003eScore Selection Template 127\u003c\/p\u003e \u003cp\u003eGrouping Options 132\u003c\/p\u003e \u003cp\u003eOutput Format 132\u003c\/p\u003e \u003cp\u003eStep 7: Generating a Report 133\u003c\/p\u003e \u003cp\u003eFour How to Interpret the WJ IV COG 144\u003cbr\u003e\u003ci\u003eFredrick A. Schrank\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLevel 1: Tests Measuring One or More Narrow Cognitive Abilities 147\u003c\/p\u003e \u003cp\u003eTest 1: Oral Vocabulary 148\u003c\/p\u003e \u003cp\u003eTest 2: Number Series 151\u003c\/p\u003e \u003cp\u003eTest 3: Verbal Attention 153\u003c\/p\u003e \u003cp\u003eTest 4: Letter-Pattern Matching 155\u003c\/p\u003e \u003cp\u003eTest 5: Phonological Processing 157\u003c\/p\u003e \u003cp\u003eTest 6: Story Recall 160\u003c\/p\u003e \u003cp\u003eTest 7: Visualization 164\u003c\/p\u003e \u003cp\u003eTest 8: General Information 166\u003c\/p\u003e \u003cp\u003eTest 9: Concept Formation 168\u003c\/p\u003e \u003cp\u003eTest 10: Numbers Reversed 169\u003c\/p\u003e \u003cp\u003eTest 11: Number-Pattern Matching 171\u003c\/p\u003e \u003cp\u003eTest 12: Nonword Repetition 172\u003c\/p\u003e \u003cp\u003eTest 13: Visual-Auditory Learning 175\u003c\/p\u003e \u003cp\u003eTest 14: Picture Recognition 177\u003c\/p\u003e \u003cp\u003eTest 15: Analysis-Synthesis 178\u003c\/p\u003e \u003cp\u003eTest 16: Object-Number Sequencing 179\u003c\/p\u003e \u003cp\u003eTest 17: Pair Cancellation 181\u003c\/p\u003e \u003cp\u003eTest 18: Memory for Words 182\u003c\/p\u003e \u003cp\u003eLevel 2: Clusters Measuring Broad and Narrow Cognitive Abilities and Cognitive Efficiency 184\u003c\/p\u003e \u003cp\u003eComprehension-Knowledge (Gc) 186\u003c\/p\u003e \u003cp\u003eFluid Reasoning (Gf ) 189\u003c\/p\u003e \u003cp\u003eShort-Term Working Memory (Gwm) 191\u003c\/p\u003e \u003cp\u003ePerceptual Speed (P) and Cognitive Processing Speed (Gs) 194\u003c\/p\u003e \u003cp\u003eAuditory Processing (Ga) 196\u003c\/p\u003e \u003cp\u003eLong-Term Storage and Retrieval (Glr) 198\u003c\/p\u003e \u003cp\u003eVisual Processing (Gv) 199\u003c\/p\u003e \u003cp\u003eCognitive Efficiency 200\u003c\/p\u003e \u003cp\u003eLevel 3: Clusters Measuring Intellectual Ability and Scholastic Aptitudes 201\u003c\/p\u003e \u003cp\u003eBrief Intellectual Ability (BIA) 203\u003c\/p\u003e \u003cp\u003eGeneral Intellectual Ability (GIA) 203\u003c\/p\u003e \u003cp\u003eGf-Gc Composite 205\u003c\/p\u003e \u003cp\u003eScholastic Aptitude Clusters 208\u003c\/p\u003e \u003cp\u003eStep-by-Step Interpretation of the WJ IV COG 210\u003c\/p\u003e \u003cp\u003eFive Strengths and Weaknesses of the WJ IV COG 222\u003cbr\u003e\u003ci\u003eRobert Walrath, John O. Willis, and Ron Dumont\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eDevelopment and Structure 222\u003c\/p\u003e \u003cp\u003eWJ IV COG Composites and Clusters 223\u003c\/p\u003e \u003cp\u003eTest Scores and Scoring 224\u003c\/p\u003e \u003cp\u003eTest Interpretation 227\u003c\/p\u003e \u003cp\u003eStandardization, Reliability, and Validity 229\u003c\/p\u003e \u003cp\u003eStrengths of the WJ IV COG 231\u003c\/p\u003e \u003cp\u003eManuals 231\u003c\/p\u003e \u003cp\u003eThree Conormed Batteries 231\u003c\/p\u003e \u003cp\u003eVariety of Tests 233\u003c\/p\u003e \u003cp\u003eStatistical Strengths 233\u003c\/p\u003e \u003cp\u003eUser Friendliness 233\u003c\/p\u003e \u003cp\u003eWeaknesses of the WJ IV COG 234\u003c\/p\u003e \u003cp\u003eGIA versus Gf-Gc 234\u003c\/p\u003e \u003cp\u003eOnline Score Report 235\u003c\/p\u003e \u003cp\u003eComparisons between Scores 236\u003c\/p\u003e \u003cp\u003eRecord Form 237\u003c\/p\u003e \u003cp\u003eConcluding Comment 238\u003c\/p\u003e \u003cp\u003eSix Illustrative Case Studies 241\u003cbr\u003e\u003ci\u003eScott L. Decker\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCase 1. Jon—General Cognitive Ability and Intra-Cognitive Variations 243\u003c\/p\u003e \u003cp\u003eCase 2. José—Adding Cluster Information to the Core Tests 245\u003c\/p\u003e \u003cp\u003eCase 3. Tanya—Evaluating the Practical Implications of a Head Injury 248\u003c\/p\u003e \u003cp\u003eCase 4. Jack—Determining the Educational Implications of a Traumatic Brain Injury 253\u003c\/p\u003e \u003cp\u003eChapter Summary 258\u003c\/p\u003e \u003cp\u003eSeven Illustrative Case Studies 259\u003cbr\u003e\u003ci\u003eJohn M. Garruto\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCase 1. Jacob—Analysis of the GIA, Gf-Gc, CHC, and Scholastic Aptitude Clusters and Tests 259\u003c\/p\u003e \u003cp\u003eBrief Look at Jacob’s Complete Profile 267\u003c\/p\u003e \u003cp\u003eCase 2. Danielle—A Disability-Attenuated GIA 271\u003c\/p\u003e \u003cp\u003eBrief Look at Danielle’s Complete Profile 277\u003c\/p\u003e \u003cp\u003eCase 3. Arnold—Accepting or Rejecting the Null Hypothesis 280\u003c\/p\u003e \u003cp\u003eBrief Look at Arnold’s Complete Profile 283\u003c\/p\u003e \u003cp\u003eChapter Summary 285\u003c\/p\u003e \u003cp\u003eAppendix The WJ IV Gf-Gc Composite and Its Use in the Identification of Specific Learning Disabilities 287\u003cbr\u003e\u003ci\u003eFredrick A. Schrank, Kevin S. McGrew, and Nancy Mather\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eOrigins of the Gf-Gc Composite in Contemporary CHCTheory 288\u003c\/p\u003e \u003cp\u003eThe General Intellectual Ability (GIA) Compared to the Gf-Gc Composite 289\u003c\/p\u003e \u003cp\u003eThe Gf-Gc Composite as a Measure of Intellectual Development 291\u003c\/p\u003e \u003cp\u003eEmpirical Research Supports Gf and Gc as the \"King and Queen\" of CHC Abilities 291\u003c\/p\u003e \u003cp\u003eRelationship of the GIA and Gf-Gc Composite to Other Intelligence Tests 295\u003c\/p\u003e \u003cp\u003eGf-Gc Composite\/Other Ability Comparison Procedure in Specific Learning Disability Determination 298\u003c\/p\u003e \u003cp\u003eUse of the Gf-Gc Composite in SLD-Identification Models 301\u003c\/p\u003e \u003cp\u003eAbility\/Achievement Discrepancy Model 301\u003c\/p\u003e \u003cp\u003eResponse-to-Intervention Model 302\u003c\/p\u003e \u003cp\u003ePattern of Strengths and Weaknesses Model 303\u003c\/p\u003e \u003cp\u003eSummary and Discussion 303\u003c\/p\u003e \u003cp\u003eReferences 307\u003c\/p\u003e \u003cp\u003eAbout the Authors 333\u003c\/p\u003e \u003cp\u003eAbout the Contributors 335\u003c\/p\u003e \u003cp\u003eIndex 337\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":49407000117591,"sku":"9781119163367","price":40.8,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119163367.jpg?v=1730497843","url":"https:\/\/bookcurl.com\/products\/essentials-of-wj-iv174-cognitive-abilities-assessment-9781119163367","provider":"Book Curl","version":"1.0","type":"link"}