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JEROME M. SATTLER, PUBLISHER, INC. |
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COMPLETE TABLE OF CONTENTS
SECTION I. FOUNDATIONS Chapter 1. Challenges in Assessing Children:
The Process Chapter 2. Challenges in Assessing Children:
The Context Chapter 3. Ethical, Legal, and Professional
Issues Chapter 4. A Primer on Statistics and
Psychometrics Chapter 5. Ethnic Minority Children Chapter 6. Administering Tests to Children
Section II. Theories and Issues in Intelligence Chapter 7. Historical Survey and Theories of
Intelligence Chapter 8. The Development and Measurement of
Intelligence Section III. The Wechsler Tests Chapter 9. Wechsler Intelligence Scale for
Children–Fourth Edition (WISC–IV): Description Chapter 10. WISC–IV Subtests Chapter 11. Interpreting the WISC–IV Chapter 12. Wechsler Preschool and Primary
Scale of Intelligence–Third Edition (WPPSI–III): Description Chapter 13. WPPSI–III Subtests and Interpreting
the WPPSI–III Chapter 14. Wechsler Adult Intelligence
Scale–Third Edition (WAIS–III): Description Chapter 15. WAIS–III Subtests and Interpreting
the WAIS–III Section IV. Other Measures of Intelligence Chapter 16. Stanford-Binet Intelligence
Scales–Fifth Edition (SB5) Chapter 17. Differential Ability Scales–Second
Edition (DAS–II) Chapter 18. Assessment of Intelligence with
Specialized Measures Section V. Report Writing Chapter 19. Report Writing References
Appendix A. Tables for the WISC–IV Table A-1. Confidence Intervals for WISC–IV Full Scale IQs and Composite Scores Based on Obtained Score Only Table A-2. Differences Between WISC–IV Subtest Scaled Scores and Between Index Scores Required for Statistical Significance at the .05 and .01 Levels of Significance for the 11 Age Groups and the Total Group (.05 significance level above diagonal, .01 significance level below diagonal) Table A-3. Estimates of the Probability of Obtaining Designated Differences Between WISC–IV Composite Scores by Chance Table A-4. Differences Required for Significance When Each WISC–IV Subtest Scaled Score Is Compared to the Mean Subtest Scaled Score for Any Individual Child for the 11 Age Groups and the Total Group Table A-5. Differences Between WISC–IV Process Scaled Scores Required for Statistical Significance at the .05 and .01 Levels of Significance for the 11 Age Groups and the Total Group Table A-6. Estimates of the Differences Obtained by Various Percentages of the WISC–IV Standardization Sample When Each WISC–IV Subtest Scaled Score Is Compared to the Mean Scaled Score for Any Individual Child Table A-7. Reliability and Validity Coefficients of WISC–IV Short Forms for 2-, 3-, 4-, and 5-Subtest Combinations Table A-8. Reliable and Unusual Scaled-Score Ranges for Selected WISC–IV Subtest Combinations Table A-9. Estimated WISC–IV Full Scale IQs for Sum of Scaled Scores for 10 Best 2-Subtest Short Forms and Other Combinations Table A-10. Estimated WISC–IV Full Scale IQs for Sum of Scaled Scores for 10 Best 3-Subtest Short Forms and Other Combinations Table A-11. Estimated WISC–IV Full Scale IQs for Sum of Scaled Scores for 10 Best 4-Subtest Short Forms and Other Combinations Table A-12. Estimated WISC–IV Full Scale IQs for Sum of Scaled Scores for 10 Best 5-Subtest Short Forms and Other Combinations Table A-13. General Ability Index (GAI) Equivalents for Sum of Scaled Scores on the Block Design, Similarities, Picture Concepts, Vocabulary, Matrix Reasoning, and Comprehension Subtests Table A-14. Estimated WISC–IV Full Scale IQs for Sum of Scaled Scores for Three Combinations Proposed by Keith, Fine, Taub, Reynolds, and Kranzler (2006) Table A-15. Administrative Checklist for the WISC–IV Appendix B. Tables for the WPPSI–III Table B-1. Confidence Intervals for WPPSI–III Individual Composite Scores and Full Scale IQs Based on Obtained Score Only Table B-2. Differences Between WPPSI–III Subtest Scaled Scores and Between Composite Scores Required for Statistical Significance at the .05 and .01 Levels of Significance for Ages 2-6 to 3-11 and Combined Ages (.05 significance level above diagonal, .01 significance level below diagonal) Table B-3. Differences Between WPPSI–III Subtest Scaled Scores, IQs, and Composite Scores for Ages 4-0 to 7-3 (.05 significance level above diagonal, .01 significance level below diagonal) Table B-4. Estimates of the Probability of Obtaining Designated Differences Between WPPSI–III Composite Scores by Chance Table B-5. Differences Required for Significance When Each WPPSII–III Subtest Scaled Score Is Compared to the Mean Subtest Scaled Score for Any Individual Child Table B-6. Estimates of the Differences Obtained by Various Percentages of the WPPSI–III Standardization Sample When Each WPPSI–III Subtest Scaled Score Is Compared to the Mean Scaled Score for Any Individual Child Table B-7. Reliability and Validity Coefficients of WPPSI–III Short Forms for 2-, 3-, and 4-Subtest Combinations for Ages 2-6 to 3-11 Table B-8. Reliability and Validity Coefficients of WPPSI–III Short Forms for 2-, 3-, 4-, and 5-Subtest Combinations for Ages 4-0 to 7-3 Table B-9. Reliable and Unusual Scaled-Score Ranges for Selected WPPSI–III Subtest Combinations for Ages 2-6 to 3-11 Table B-10. Reliable and Unusual Scaled-Score Ranges for Selected WPPSI–III Subtest Combinations for Ages 4-0 to 7-3 Table B-11. Estimated WPPSI–III Full Scale IQs for Sum of Scaled Scores for 10 Best 2-Subtest Short Forms for Ages 2-6 to 3-11 Table B-12. Estimated WPPSI–III Full Scale IQs for Sum of Scaled Scores for 10 Best 3-Subtest Short Forms for Ages 2-6 to 3-11 Table B-13. Estimated WPPSI–III Full Scale IQs for Sum of Scaled Scores for 4-Subtest Short Forms for Ages 2-6 to 3-11 Table B-14. Estimated WPPSI–III Full Scale IQs for Sum of Scaled Scores for 10 Best 2-Subtest Short Forms and Other Combinations for Ages 4-0 to 7-3 Table B-15. Estimated WPPSI–III Full Scale IQs for Sum of Scaled Scores for 10 Best 3-Subtest Short Forms and Other Combinations for Ages 4-0 to 7-3 Table B-16. Estimated WPPSI–III Full Scale IQs for Sum of Scaled Scores for 10 Best 4-Subtest Short Forms and Other Combinations for Ages 4-0 to 7-3 Table B-17. Estimated WPPSI–III Full Scale IQs for Sum of Scaled Scores for 10 Best 5-Subtest Short Forms and Other Combinations for Ages 4-0 to 7-3 Table B-18. Estimated WPPSI–III Full Scale IQs for Sum of Scaled Scores for Three 6-Subtest Short-Form Combinations for Ages 4-0 to 7-3 Table B-19. Estimated WPPSI–III Full Scale IQs for Sum of Scaled Scores for Three 7-Subtest Short-Form Combinations for Ages 4-0 to 7-3 Table B-20. Administrative Checklist for the WPPSI–III Appendix C. Tables for the WAIS–III Table C-1. Confidence Intervals for WAIS–III Scales and Index Scores Based on Obtained Score Only Table C-2. Significant Differences Between WAIS–III Scaled Scores, IQs, and Indexes at Ages 16 to 17, at Ages 18 to 19, and for the Average of the 13 Age Groups (.05/.01 significance levels) Table C-3. Estimates of Probability of Obtaining Designated Differences Between Individual WAIS–III Verbal and Performance IQs by Chance Table C-4. Frequencies (cumulative percentages) of Differences Between WAIS–III Verbal Scale and Performance Scale IQs and Between Indexes in the Standardization Group When V > P, VC > PO, VC > WM, PO > PS, VC > PS, PO > WM, and WM > PS Table C-5. Frequencies (cumulative percentages) of Differences Between WAIS–III Verbal Scale and Performance Scale IQs and Between Indexes in the Standardization Group When P > V, PO > VC, WM > VC, PS > PO, PS > VC, WM > PO, and PS > WM Table C-6. Differences Required for Significance When Each WAIS–III Subtest Scaled Score Is Compared to the Mean Subtest Scaled Score for Any Individual Table C-7. Cumulative Frequencies of Differences from the Mean of Six WAIS–III Verbal Subtests When Letter–Number Sequencing Replaces Digit Span Table C-8. Cumulative Frequencies of Differences from the Mean of Five WAIS–III Performance Subtests Plus Symbol Search Table C-9. Cumulative Frequencies of Differences from the Mean of Five WAIS–III Performance Subtests When Symbol Search Replaces Digit Symbol—Coding Table C-10. Cumulative Frequencies of Differences from the Mean of 11 WAIS–III Subtests Plus Letter–Number Sequencing Table C-11. Cumulative Frequencies of Differences from the Mean of the Standard 11 WAIS–III Subtests When Letter–Number Sequencing Replaces Digit Span Table C-12. Cumulative Frequencies of Differences from the Mean of the Standard 11 WAIS–III Subtests When Symbol Search Replaces Digit Symbol—Coding Table C-13. Estimates of the Probability of Obtaining Designated Differences Between Individual WAIS–III Indexes by Chance Table C-14. Cumulative Frequencies of Differences from the Mean of WAIS–III Subtests on Verbal Comprehension, Perceptual Organization, Working Memory, and Processing Speed Indexes Table C-15. Reliability and Validity Coefficients of Proposed WAIS–III Short Forms Table C-16. Reliable and Unusual Scaled-Score Ranges for Selected WAIS–III Subtest Combinations Table C-17. Estimated WAIS–III Full Scale IQs for Sum of Scaled Scores for 10 Best 2-Subtest Short Forms and Other Combinations Table C-18. Estimated WAIS–III Full Scale IQs for Sum of Scaled Scores for 10 Best 3-Subtest Short Forms and Other Combinations Table C-19. Estimated WAIS–III Full Scale IQs for Sum of Scaled Scores for 10 Best 4-Subtest Short Forms and Other Combinations Table C-20. Estimated WAIS–III Full Scale IQs for Sum of Scaled Scores for 10 Best 5-Subtest Short Forms and Other Combinations Table C-21. Estimated WAIS–III Full Scale IQs for Sum of Scaled Scores for One 6-Subtest Short Form and Two 7-Subtest Short Forms Table C-22. Administrative Checklist for the WAIS–III Appendix D. Tables for the Wechsler Tests Table D-1. Percentile Ranks and Suggested Qualitative Descriptions for Scaled Scores on the Wechsler Tests Table D-2. Confidence Intervals Based on Estimated True Scores for Tests with M = 100, SD = 15, and Reliabilities Ranging from rxx = .81 to rxx = .98 Table D-3. Interpretive Rationales, Implications of High and Low Scores, and Instructional Implications for Wechsler Subtests Table D-4. Definitions of Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with Wechsler Subtests Table D-5. Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with Wechsler Subtests, Indexes, and Full Scale IQs Table D-6. Interpretive Rationales, Implications of High and Low Scores, and Instructional Implications for Wechsler Composites and Scales Table D-7. Suggested Remediation Activities for Wechsler Composites Table D-8. Reporting on Wechsler Composites and Subtests Table D-9. Modified Instructions for Administering Selected Subtests on the Wechsler Scales to Examinees with Hearing Impairments Table D-10. Physical Abilities Necessary for the Wechsler Subtests or Their Adaptation Table D-11. Tellegen and Briggs Procedure for Obtaining Full Scale IQs, Plus Reliability and Validity Coefficients, for Wechsler Short Forms Table D-12. Constants for Converting Wechsler Composite Scores into Intelligence Quotients Appendix E. Tables for the SB5 Table E-1. Interpretive Rationales, Implications of High and Low Scores, and Instructional Implications for SB5 Subtests Table E-2. Definitions of Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with SB5 Subtests Table E-3. Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with SB5 Subtests Table E-4. Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with SB5 Factors Table E-5. Administrative Checklist for the SB5 Appendix F. Tables for the DAS–II Table F-1. Interpretive Rationales, Implications of High and Low Scores, and Instructional Implications for DAS–II Subtests Table F-2. Definitions of Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with DAS–II Subtests Table F-3. Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with DAS–II Core Subtests Table F-4. Broad and Narrow Abilities in the Cattell-Horn-Carroll (CHC) Model Associated with DAS–II Diagnostic Subtests Table F-5. Interpretive Rationales, Implications of High and Low Scores, and Instructional Implications for DAS–II Clusters and Composites Table F-6. Administrative Checklist for the DAS–II Appendix G. Miscellaneous Tables Table G-1. Indicators of Psychological or Physical Difficulties Table G-2. Explanation of Indicators of Psychological or Physical Difficulties from Table G-1 Table G-3. Recording Form for NICHD Classroom Observation System Table G-4. NICHD Classroom Observation System Table G-5. Norms for the Coloured Progressive Matrices Table G-6. Norms for the Standard Progressive Matrices Table G-7. Checklist for Assessing Student’s Multiple Intelligences Appendix H. IDEA 2004, Section 504, and ADA Individuals with Disabilities Education Improvement Act (IDEA 2004) Section 504 of the Rehabilitation Act of 1973 (Section 504) Americans with Disabilities Act (ADA) Recommended Internet Resources for IDEA 2004, Section 504, and the ADA Comment on IDEA 2004, Section 504, and the ADA Exhibit H-1. Procedures Outlined in IDEA 2004 for Identifying Children with Specific Learning Disabilities Glossaries
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