Essentials of Cross-Battery Assessment
Dawn P. Flanagan
Format: PDF / Kindle (mobi) / ePub
The most up-to-date resource of comprehensive information for conducting cross-battery assessments
The Cross-Battery assessment approach—also referred to as the XBA approach—is a time-efficient assessment method grounded solidly in contemporary theory and research. The XBA approach systematically integrates data across cognitive, achievement, and neuropsychological batteries, enabling practitioners to expand their traditional assessments to more comprehensively address referral concerns. This approach also includes guidelines for identification of specific learning disabilities and assessment of cognitive strengths and weaknesses in individuals from culturally and linguistically diverse backgrounds.
Like all the volumes in the Essentials of Psychological Assessment series, Essentials of Cross-Battery Assessment, Third Edition is designed to help busy practitioners quickly acquire the knowledge and skills they need to make optimal use of psychological assessment instruments. Each concise chapter features numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions that help you to gauge and reinforce your grasp of the information covered.
Essentials of Cross-Battery Assessment, Third Edition is updated to include the latest editions of cognitive ability test batteries , such as the WISC-IV, WAIS-IV, and WJ III COG, and special purpose cognitive tests including the WMS-IV and TOMAL-II. This book now also overs many neuropsychological batteries such as the NEPSY-II and D-KEFS and provides extensive coverage of achievement batteries and special purpose tests, including the WIAT-III, KM-3, WRMT-3 and TOWL-4. In all, this book includes over 100 psychological batteries and 750 subtests, all of which are classified according to CHC (and many according to neuropsychlogical theory. This useful guide includes a timesaving CD-ROM, Essential Tools for Cross-Battery Assessment (XBA) Applications and Interpretation, which allows users to enter data and review results and interpretive statements that may be included in psychological reports.
Note: CD-ROM/DVD and other supplementary materials are not included as part of eBook file.
math skills), no signiﬁcant relations between Gv and mathematics achievement were found. Nevertheless, the neuropsychology literature includes substantial coverage of the importance of visual-spatial functioning in math achievement (e.g., Feifer & DeFina, 2005; Hale & Fiorello, 2004; Mazzocco, 2012). Visualspatial functioning would appear to align with the narrow Gv ability of Visualization (Vz), although few studies have yet to systematically examine the relationship between Vz and math
important in achievement. Gf plays a more understanding math learning difﬁprominent role in math achievement than in reading achievement. Attention culties (e.g., Geary et al., 2011; and executive functions also play a role. Wright, Martland, & Stafford, 2000). Long-term memory is also important in predicting mathematical problem-solving accuracy (e.g., Swanson & Beebe-Frankenberger, 2004) beyond that predicted by other abilities (e.g., Gsm, Gs). Cognitive Abilities, Neuropsychological Processes,
their knowledge and expertise in the form of psychological reports. Gail, Jim, John, and Karen skillfully demonstrated the utility of the methods and programs espoused in this book. In addition, we thank our colleagues Marlene SoteloDynega and Jennifer T. Mascolo, as well as our graduate assistants Tara Cuskley and Shauna Dixon, who prepared important appendices packed with valuable information about all 759 subtests included in our book—appendices that practitioners will undoubtedly ﬁnd
Relevant Narrow Relevant CHC Ability and NEPSY-II Neuropsychologcal Subtests Process Examples of Supplemental Subtests for Generating Narrow Ability and Processing Composites and Testing Hypotheses Gf—Fluid Reasoning RQ—Quantitative Reasoning See Appendix B Gc—Crystallized Intelligence LS—Listening Ability Comprehension Theory of Mind of Instructions Note: All Gc narrow abilities involve LD or Language Development K0—General Information Body Part Naming and Identiﬁcation VL—Lexical
neuropsychological domain. Flanagan and colleagues’ (2010) conceptualization of the relations between the neuropsychological domains and the CHC broad abilities is presented next. For the sake of parsimony, the neuropsychological domains are grouped according to their relationship with the C03WEB 02/22/2013 18:19:43 Page 133 HOW TO INTERPRET TEST DATA 133 Lurian blocks. Thus, these domains are discussed as clusters rather than discussed separately. Correspondence Between the