WJ III Clinical Use and Interpretation
Scientist-Practitioner Perspectives
- 1 Edición - 5 de agosto de 2003
- Última edición
- Editores: Fredrick A. Schrank, Dawn P. Flanagan
- Idioma: Inglés
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… Leer más
Descripción
Descripción
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.
Puntos claves
Puntos claves
* 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
De interès para
De interès para
School psychologists, clinical psychologists, neuropsychologists, special education teachers and evaluators.
Índice
Índice
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.
Detalles del producto
Detalles del producto
- Edición: 1
- Última edición
- Publicado: 5 de agosto de 2003
- Idioma: Inglés
Sobre los editores
Sobre los editores
FS
Fredrick A. Schrank
Afiliaciones y experiencia
The Woodcock-Munoz Foundation, Olympia, Washington, U.S.A.DF
Dawn P. Flanagan
Afiliaciones y experiencia
St. John's University, Jamaica, New York, U.S.A.Ver libro en ScienceDirect
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