Essentials of WJ IV® Cognitive Abilities Assessment

<p>Series Preface xv</p>
<p>Acknowledgments xvii</p>
<p>One Overview 1</p>
<p>History and Development 2</p>
<p>1977: The Woodcock–Johnson Psycho–Educational Battery 2</p>
<p>1989: The Woodcock–Johnson Psycho–Educational Battery Revised 4</p>
<p>2001: The Woodcock–Johnson III 6</p>
<p>2014: The Woodcock–Johnson IV 6</p>
<p>Standardization Sample and Psychometric Properties 12</p>
<p>Reliability 12</p>
<p>Validity 14</p>
<p>Further Information on the WJ IV COG 18</p>
<p>Two How to Administer the WJ IV COG 22<br />Melanie A. Bartels Graw</p>
<p>General Testing Information 23</p>
<p>Testing Materials 23</p>
<p>Tests Using the Response Booklet 23</p>
<p>Timed Tests 24</p>
<p>Tests Using the Audio Recording 24</p>
<p>Testing Environment 25</p>
<p>Establishing Rapport 26</p>
<p>Accommodations 27</p>
<p>Order of Administration 28</p>
<p>Core Tests Administration 32</p>
<p>Standard Battery Administration 34</p>
<p>Extended Battery Administration and Selective Testing 36</p>
<p>Time Requirements 38</p>
<p>Suggested Starting Points 38</p>
<p>Basal and Ceiling Criteria 39</p>
<p>Scoring 39</p>
<p>Test Observations 40</p>
<p>Test–by–Test Administration Procedures 41</p>
<p>Test 1: Oral Vocabulary 42</p>
<p>Administration 43</p>
<p>Item Scoring 43</p>
<p>Common Examiner Errors 43</p>
<p>Test 2: Number Series 44</p>
<p>Administration 44</p>
<p>Item Scoring 45</p>
<p>Common Examiner Errors 45</p>
<p>Test 3: Verbal Attention 46</p>
<p>Administration 46</p>
<p>Item Scoring 47</p>
<p>Common Examiner Errors 47</p>
<p>Test 4: Letter–Pattern Matching 48</p>
<p>Administration 48</p>
<p>Item Scoring 48</p>
<p>Common Examiner Errors 49</p>
<p>Test 5: Phonological Processing 49</p>
<p>Administration 50</p>
<p>Item Scoring 51</p>
<p>Common Examiner Errors 51</p>
<p>Test 6: Story Recall 52</p>
<p>Administration 53</p>
<p>Item Scoring 53</p>
<p>Common Examiner Errors 54</p>
<p>Test 7: Visualization 55</p>
<p>Administration 55</p>
<p>Item Scoring 56</p>
<p>Common Examiner Errors 56</p>
<p>Test 8: General Information 57</p>
<p>Administration 57</p>
<p>Item Scoring 58</p>
<p>Common Examiner Errors 58</p>
<p>Test 9: Concept Formation 59</p>
<p>Administration 59</p>
<p>Item Scoring 60</p>
<p>Common Examiner Errors 60</p>
<p>Test 10: Numbers Reversed 61</p>
<p>Administration 61</p>
<p>Item Scoring 62</p>
<p>Common Examiner Errors 62</p>
<p>Test 11: Number–Pattern Matching 63</p>
<p>Administration 63</p>
<p>Item Scoring 64</p>
<p>Common Examiner Errors 64</p>
<p>Test 12: Nonword Repetition 65</p>
<p>Administration 65</p>
<p>Item Scoring 66</p>
<p>Common Examiner Errors 66</p>
<p>Test 13: Visual–Auditory Learning 67</p>
<p>Administration 67</p>
<p>Item Scoring 68</p>
<p>Common Examiner Errors 68</p>
<p>Test 14: Picture Recognition 69</p>
<p>Administration 70</p>
<p>Item Scoring 70</p>
<p>Common Examiner Errors 70</p>
<p>Test 15: Analysis–Synthesis 71</p>
<p>Administration 71</p>
<p>Item Scoring 72</p>
<p>Common Examiner Errors 72</p>
<p>Test 16: Object–Number Sequencing 73</p>
<p>Administration 73</p>
<p>Item Scoring 74</p>
<p>Common Examiner Errors 74</p>
<p>Test 17: Pair Cancellation 75</p>
<p>Administration 75</p>
<p>Item Scoring 76</p>
<p>Common Examiner Errors 76</p>
<p>Test 18: Memory for Words 77</p>
<p>Administration 77</p>
<p>Item Scoring 78</p>
<p>Common Examiner Errors 78</p>
<p>Three How to Score the WJ IV COG 81<br />Melanie A. Bartels Graw</p>
<p>Item Scoring 81</p>
<p>Item Scoring Keys 82</p>
<p>Scoring Multiple Responses 83</p>
<p>Tests Requiring Special Scoring Procedures 83</p>
<p>Test 6: Story Recall 83</p>
<p>Test 13: Visual–Auditory Learning 84</p>
<p>Scoring Guides 84</p>
<p>Obtaining Estimated Age and Grade Equivalent Scores (Optional) 85</p>
<p>Reminders for Scoring Each Test 87</p>
<p>Test 1: Oral Vocabulary 88</p>
<p>Test 2: Number Series 88</p>
<p>Test 3: Verbal Attention 88</p>
<p>Test 4: Letter–Pattern Matching 89</p>
<p>Test 5: Phonological Processing 89</p>
<p>Test 6: Story Recall 90</p>
<p>Test 7: Visualization 91</p>
<p>Test 8: General Information 91</p>
<p>Test 9: Concept Formation 91</p>
<p>Test 10: Numbers Reversed 92</p>
<p>Test 11: Number–Pattern Matching 92</p>
<p>Test 12: Nonword Repetition 93</p>
<p>Test 13: Visual–Auditory Learning 93</p>
<p>Test 14: Picture Recognition 94</p>
<p>Test 15: Analysis–Synthesis 94</p>
<p>Test 16: Object–Number Sequencing 95</p>
<p>Test 17: Pair Cancellation 95</p>
<p>Test 18: Memory for Words 96</p>
<p>Obtaining Derived Scores 96</p>
<p>Score Report 97</p>
<p>Comprehensive Report 97</p>
<p>Profile Report 97</p>
<p>Age/Grade Profile Report 97</p>
<p>Standard Score/Percentile Rank Profile Report 97</p>
<p>Parent Report 100</p>
<p>Examinee Data Record 100</p>
<p>Roster Report 100</p>
<p>Creating a Comprehensive Report Using the WIIIP 100</p>
<p>Step 1: Creating or Selecting a Caseload Folder 101</p>
<p>Step 2: Adding an Examinee 101</p>
<p>Step 3: Selecting Test Records for Data Entry 101</p>
<p>Step 4: Change or Review Report Options 109</p>
<p>Scoring Options 109</p>
<p>Step 5: Selecting a Report Type 114</p>
<p>Step 6: Selecting Criteria to Create a Comprehensive Report 116</p>
<p>Product 116</p>
<p>Examinee Selection 116</p>
<p>Test Record/Checklist 117</p>
<p>Normative Basis 117</p>
<p>Options 119</p>
<p>Variations 120</p>
<p>Comparisons 121</p>
<p>Report Style 124</p>
<p>Interventions 126</p>
<p>Score Selection Template 127</p>
<p>Grouping Options 132</p>
<p>Output Format 132</p>
<p>Step 7: Generating a Report 133</p>
<p>Four How to Interpret the WJ IV COG 144<br />Fredrick A. Schrank</p>
<p>Level 1: Tests Measuring One or More Narrow Cognitive Abilities 147</p>
<p>Test 1: Oral Vocabulary 148</p>
<p>Test 2: Number Series 151</p>
<p>Test 3: Verbal Attention 153</p>
<p>Test 4: Letter–Pattern Matching 155</p>
<p>Test 5: Phonological Processing 157</p>
<p>Test 6: Story Recall 160</p>
<p>Test 7: Visualization 164</p>
<p>Test 8: General Information 166</p>
<p>Test 9: Concept Formation 168</p>
<p>Test 10: Numbers Reversed 169</p>
<p>Test 11: Number–Pattern Matching 171</p>
<p>Test 12: Nonword Repetition 172</p>
<p>Test 13: Visual–Auditory Learning 175</p>
<p>Test 14: Picture Recognition 177</p>
<p>Test 15: Analysis–Synthesis 178</p>
<p>Test 16: Object–Number Sequencing 179</p>
<p>Test 17: Pair Cancellation 181</p>
<p>Test 18: Memory for Words 182</p>
<p>Level 2: Clusters Measuring Broad and Narrow Cognitive Abilities and Cognitive Efficiency 184</p>
<p>Comprehension–Knowledge (Gc) 186</p>
<p>Fluid Reasoning (Gf ) 189</p>
<p>Short–Term Working Memory (Gwm) 191</p>
<p>Perceptual Speed (P) and Cognitive Processing Speed (Gs) 194</p>
<p>Auditory Processing (Ga) 196</p>
<p>Long–Term Storage and Retrieval (Glr) 198</p>
<p>Visual Processing (Gv) 199</p>
<p>Cognitive Efficiency 200</p>
<p>Level 3: Clusters Measuring Intellectual Ability and Scholastic Aptitudes 201</p>
<p>Brief Intellectual Ability (BIA) 203</p>
<p>General Intellectual Ability (GIA) 203</p>
<p>Gf–Gc Composite 205</p>
<p>Scholastic Aptitude Clusters 208</p>
<p>Step–by–Step Interpretation of the WJ IV COG 210</p>
<p>Five Strengths and Weaknesses of the WJ IV COG 222<br />Robert Walrath, John O. Willis, and Ron Dumont</p>
<p>Development and Structure 222</p>
<p>WJ IV COG Composites and Clusters 223</p>
<p>Test Scores and Scoring 224</p>
<p>Test Interpretation 227</p>
<p>Standardization, Reliability, and Validity 229</p>
<p>Strengths of the WJ IV COG 231</p>
<p>Manuals 231</p>
<p>Three Conormed Batteries 231</p>
<p>Variety of Tests 233</p>
<p>Statistical Strengths 233</p>
<p>User Friendliness 233</p>
<p>Weaknesses of the WJ IV COG 234</p>
<p>GIA versus Gf–Gc 234</p>
<p>Online Score Report 235</p>
<p>Comparisons between Scores 236</p>
<p>Record Form 237</p>
<p>Concluding Comment 238</p>
<p>Six Illustrative Case Studies 241<br />Scott L. Decker</p>
<p>Case 1. Jon General Cognitive Ability and Intra–Cognitive Variations 243</p>
<p>Case 2. Jos&eacute; Adding Cluster Information to the Core Tests 245</p>
<p>Case 3. Tanya Evaluating the Practical Implications of a Head Injury 248</p>
<p>Case 4. Jack Determining the Educational Implications of a Traumatic Brain Injury 253</p>
<p>Chapter Summary 258</p>
<p>Seven Illustrative Case Studies 259<br />John M. Garruto</p>
<p>Case 1. Jacob Analysis of the GIA, Gf–Gc, CHC, and Scholastic Aptitude Clusters and Tests 259</p>
<p>Brief Look at Jacob s Complete Profile 267</p>
<p>Case 2. Danielle A Disability–Attenuated GIA 271</p>
<p>Brief Look at Danielle s Complete Profile 277</p>
<p>Case 3. Arnold Accepting or Rejecting the Null Hypothesis 280</p>
<p>Brief Look at Arnold s Complete Profile 283</p>
<p>Chapter Summary 285</p>
<p>Appendix The WJ IV Gf–Gc Composite and Its Use in the Identification of Specific Learning Disabilities 287<br />Fredrick A. Schrank, Kevin S. McGrew, and Nancy Mather</p>
<p>Origins of the Gf–Gc Composite in Contemporary CHCTheory 288</p>
<p>The General Intellectual Ability (GIA) Compared to the Gf–Gc Composite 289</p>
<p>The Gf–Gc Composite as a Measure of Intellectual Development 291</p>
<p>Empirical Research Supports Gf and Gc as the "King and Queen" of CHC Abilities 291</p>
<p>Relationship of the GIA and Gf–Gc Composite to Other Intelligence Tests 295</p>
<p>Gf–Gc Composite/Other Ability Comparison Procedure in Specific Learning Disability Determination 298</p>
<p>Use of the Gf–Gc Composite in SLD–Identification Models 301</p>
<p>Ability/Achievement Discrepancy Model 301</p>
<p>Response–to–Intervention Model 302</p>
<p>Pattern of Strengths and Weaknesses Model 303</p>
<p>Summary and Discussion 303</p>
<p>References 307</p>
<p>About the Authors 333</p>
<p>About the Contributors 335</p>
<p>Index 337</p>