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JEROME M. SATTLER, PUBLISHER, INC.
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ASSESSMENT OF CHILDREN:
COGNITIVE FOUNDATIONS

Fifth Edition
and
RESOURCE GUIDE TO ACCOMPANY ASSESSMENT OF CHILDREN:
COGNITIVE FOUNDATIONS
Fifth Edition

Jerome M. Sattler
Copyright 2008, 1100 pages
Illustrated, hardbound and softbound, 8.5 x 11
ISBN (set) 978-0-9702671-6-0
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ASSESSMENT OF CHILDREN: COGNITIVE FOUNDATIONS
Fifth Edition

SECTION I. FOUNDATIONS

Chapter 1.  Challenges in Assessing Children: The Process 
Types of Assessment 
Four Pillars of Assessment 
Multimethod Assessment 
Guidelines for Conducting Assessments 
Steps in the Assessment Process 
Thinking Through the Issues 
Summary 
Key Terms, Concepts, and Names 
Study Questions 

Chapter 2.  Challenges in Assessing Children: The Context
A Profile of the School-Aged Children Served Under IDEA 
Classification and Labeling 
Controversy Regarding the Use of Standardized Tests 
Theoretical Perspectives for Assessment 
An Eclectic Approach to Assessment 
Variables to Consider in an Assessment 
Accounting for Poor Test Performance 
Computer-Based Administration, Scoring, and Interpretation 
Strategies for Becoming an Effective Examiner
Concluding Comment on Challenges in Assessing Children 
Thinking Through the Issues 
Summary 
Key Terms, Concepts, and Names 
Study Questions 

Chapter 3.  Ethical, Legal, and Professional Issues 
Ethical Principles 
Ethnically, Linguistically, and Culturally Diverse Populations 
Girls and Women 
Child Protection 
Fair Testing Practices in Education 
Ethical Principles for School Psychologists 
Comment on Ethical Considerations 
Overview of Five Federal Laws Pertaining to Assessment 
Confidentiality of Assessment Findings and Records 
Challenges of Being an Expert Witness 
Forensic Assessment 
Regulating the Profession 
Educational Qualifications of Psychologists 
Examiner Stress 
Thinking Through the Issues 
Summary 
Key Terms, Concepts, and Names 
Study Questions 

Chapter 4.  A Primer on Statistics and Psychometrics
The Why of Psychological Measurement and Statistics 
Scales of Measurement  
Descriptive Statistics 
Correlation 
Regression 
Multiple Correlation 
Norm‑Referenced Measurement 
Derived Scores 
Inferential Statistics 
Reliability 
Item Response Theory 
Differential Item Functioning 
Validity 
Meta‑Analysis 
Factor Analysis 
Other Useful Psychometric Concepts 
Concluding Comment 
Thinking Through the Issues 
Summary 
Key Terms, Concepts, and Names 
Study Questions 

Chapter 5.  Ethnic Minority Children
Background Considerations 
African Americans 
Hispanic Americans 
Asian Americans 
Native Americans 
Multiethnic Americans 
General Considerations in the Assessment of Ethnic Minority Groups 
Dynamics of Cross-Ethnic and Cross-Cultural Assessment 
Assessment of Bilingual Children 
Interpreters 
Test Translations 
Arguments Against the Use of Intelligence Tests in Assessing Ethnic Minority Children 
Arguments for the Use of Intelligence Tests in Assessing Ethnic Minority Children 
Comment on the Use of Intelligence Tests in Assessing Ethnic Minority Children 
Court Cases Involving Assessment Techniques 
Intelligence and Racial Differences 
Development of Culture‑Fair Tests for Assessing Ethnic Minority Children 
Recommendations 
Comment on the Assessment of Ethnic Minority Children 
Thinking Through the Issues 
Summary 
Key Terms, Concepts, and Names 
Study Questions 

Chapter 6.  Administering Tests to Children 
Examiner Characteristics 
Preparing for the First Meeting 
Establishing Rapport 
Observing Children 
General Suggestions for Administering Tests 
Administering Tests to Children with Special Needs 
Thinking Through the Issues 
Summary 
Key Terms, Concepts, and Names 
Study Questions

Section II. Theories and Issues in Intelligence

Chapter 7.  Historical Survey and Theories of Intelligence 
Nineteenth-Century and Early Twentieth-Century Developments 
Later Twentieth-Century Developments 
Definitions of Intelligence 
Introduction to Factor Analytic Theories of Intelligence 
Multifactor Theory Camp 
General and Specific Factor Camp 
Other Theories of Intelligence 
Comment on Modern Views of Intelligence 
Thinking Through the Issues 
Summary 
Key Terms, Concepts, and Names 
Study Questions 

Chapter 8.  The Development and Measurement of Intelligence 
Human Intelligence and the Brain 
Hereditary Influences on Intelligence 
Environmental Influences on Intelligence 
Comment on Hereditary and Environmental Influences on Intelligence 
Gender and Intelligence 
Speed of Information Processing and Intelligence 
Working Memory and Intelligence 
Visual Recognition Memory in Infancy and Later Intelligence 
Life Outcomes and Intelligence 
Stability and Change in Intelligence 
Developmental Considerations Related to Intelligence 
Strengths and Limitations of Intelligence Tests 
Thinking Through the Issues 
Summary 
Key Terms, Concepts, and Names 
Study Questions

Section III. The Wechsler Tests

Chapter 9.  Wechsler Intelligence Scale for Children–Fourth Edition (WISC–IV): Description 
A Note About Terminology 
Standardization 
Standard Scores, Scaled Scores, and Test‑Age Equivalents 
Reliability 
Validity 
Intercorrelations for Subtests and Composites 
Demographic Variables 
Factor Analysis 
Range of Subtest and Process Score Scaled Scores 
Range of Indexes 
Range of Full Scale IQs 
Comparison of the WISC–IV and the WISC–III 
Administering the WISC–IV 
Short Forms 
Choosing Between the WISC–IV and the WPPSI–III and Between the WISC–IV and the WAIS–III 
Administering the WISC–IV to Children with Disabilities 
Strengths of the WISC–IV 
Limitations of the WISC–IV 
Concluding Comment 
Thinking Through the Issues 
Summary 
Key Terms, Concepts, and Names 
Study Questions 

Chapter 10. WISC–IV Subtests 
Block Design 
Similarities 
Digit Span 
Picture Concepts 
Coding 
Vocabulary 
Letter–Number Sequencing 
Matrix Reasoning 
Comprehension 
Symbol Search 
Picture Completion 
Cancellation 
Information 
Arithmetic 
Word Reasoning 
Thinking Through the Issues 
Summary 
Key Terms, Concepts, and Names 
Study Questions 

Chapter 11. Interpreting the WISC–IV 
The Composites 
Profile Analysis: Background Considerations 
Primary Methods of Profile Analysis 
Comment on Profile Analysis 
A Successive-Level Approach to Test Interpretation 
Steps in Analyzing a Protocol 
Estimated Percentile Ranks and Test-Age Equivalents for Raw Scores 
Illustration of a Portion of a Psychological Report 
Comment on Interpreting the WISC–IV 
Report Writing Guidelines 
Psychological Report Based on the WISC–IV Only 
Test Your Skill 
Thinking Through the Issues 
Summary   
Key Terms, Concepts, and Names 
Study Questions 

Chapter 12. Wechsler Preschool and Primary Scale of Intelligence–Third Edition (WPPSI–III): Description 
A Note About Terminology 
Standardization 
Standard Scores, Scaled Scores, and Test-Age Equivalents 
Reliability 
Validity 
Intercorrelations for Subtests and Composites 
Demographic Variables 
Factor Analysis 
Range of Subtest Scaled Scores 
Range of Full Scale IQs 
Administering the WPPSI–III 
Short Forms 
Choosing Between the WPPSI–III and the WISC–IV 
Administering the WPPSI–III to Children with Disabilities 
Strengths of the WPPSI–III 
Limitations of the WPPSI–III 
Concluding Comment 
Thinking Through the Issues 
Summary  
Key Terms, Concepts, and Names 
Study Questions 

Chapter 13. WPPSI–III Subtests and Interpreting the WPPSI–III 
Block Design 
Information 
Matrix Reasoning 
Vocabulary 
Picture Concepts 
Symbol Search 
Word Reasoning 
Coding 
Comprehension 
Picture Completion 
Similarities 
Receptive Vocabulary 
Object Assembly 
Picture Naming 
Interpreting the WPPSI–III 
Comparisons Between WPPSI–III Subtests 
Thinking Through the Issues 
Summary 
Key, Terms, Concepts, and Names 
Study Questions 

Chapter 14.  Wechsler Adult Intelligence Scale–Third Edition (WAIS–III): Description 
A Note About Terminology 
Standardization 
Standard Scores and Scaled Scores 
Reliability 
Validity 
Intercorrelations Between Subtests and Scales 
Factor Analysis 
Range of Subtest Scaled Scores 
Range of Standard Scores for Scales and Indexes 
Administering the WAIS–III 
Short Forms 
Choosing Between the WAIS–III and the WISC–IV 
Thinking Through the Issues 
Summary 
Key Terms, Concepts, and Names 
Study Questions 

Chapter 15.  WAIS–III Subtests and Interpreting the WAIS–III 
Picture Completion 
Vocabulary 
Digit Symbol—Coding 
Similarities 
Block Design 
Arithmetic 
Matrix Reasoning 
Digit Span 
Information
Picture Arrangement 
Comprehension
Symbol Search 
Letter–Number Sequencing 
Object Assembly 
Interpreting the WAIS–III 
Comparisons Between WAIS–III Subtests 
Strengths of the WAIS–III
Limitations of the WAIS–III 
Concluding Comment 
Thinking Through the Issues 
Summary 
Key Terms, Concepts, and Names 
Study Questions 

Section IV. Other Measures of Intelligence

Chapter 16.  Stanford-Binet Intelligence Scales–Fifth Edition (SB5) 
Prior Editions of the Stanford-Binet Intelligence Scales 
Overview of the SB 
Standardization 
Standard Scores and Age Equivalents 
Reliability 
Validity  
Intercorrelations for Subtests and Factor Indexes 
Factor Analysis 
Range of Subtest Scaled Scores, Factor Index Scores, and Nonverbal IQs, Verbal IQs, and Full Scale IQs 
General Guidelines for Test Administration 
Nonverbal Fluid Reasoning  
Nonverbal Knowledge 
Nonverbal Quantitative Reasoning 
Nonverbal Visual-Spatial Processing  
Nonverbal Working Memory 
Verbal Fluid Reasoning 
Verbal Knowledge 
Verbal Quantitative Reasoning 
Verbal Visual-Spatial Processing 
Verbal Working Memory 
A Successive-Level Approach to Test Interpretation 
Steps in Analyzing a Protocol 
Strengths of the SB 
Limitations of the SB 
Concluding Comment 
Thinking Through the Issues 
Summary 
Key Terms, Concepts, and Names 
Study Questions 

Chapter 17. Differential Ability Scales–Second Edition (DAS–II) 
A Note About Terminology 
Some General Observations 
Standardization 
Standard Scores, T Scores, and Age Equivalents 
Reliability 
Validity 
Intercorrelations for Subtests and Clusters 
Factor Analysis  
Range of Subtest T Scores 
Range of Composite and Cluster Standard Scores 
Overview of Administration Procedures 
Copying 
Early Number Concepts 
Matching Letter-Like Forms 
Matrices 
Naming Vocabulary 
Pattern Construction 
Phonological Processing 
Picture Similarities 
Rapid Naming 
Recall of Designs 
Recall of Digits Backward 
Recall of Digits Forward 
Recall of Objects 
Recall of Sequential Order 
Recognition of Pictures 
Sequential and Quantitative Reasoning 
Speed of Information Processing 
Verbal Comprehension 
Verbal Similarities 
Word Definitions 
Interpreting the DAS–II 
Composites and Clusters 
Comparisons Between Cluster Scores That Can Guide Interpretations 
Comparisons Between Subtests That Can Guide Interpretations 
Strengths of the DAS–II 
Limitations of the DAS–II  
Concluding Comment on the DAS–II 
Thinking Through the Issues 
Summary 
Key Terms, Concepts, and Names 
Study Questions 

Chapter 18. Assessment of Intelligence with Specialized Measures 
Bayley Scales of Infant and Toddler Development–Third Edition 
Cognitive Assessment System 
Comprehensive Test of Nonverbal Intelligence 
Detroit Tests of Learning Aptitude–Fourth Edition 
Kaufman Assessment Battery for Children–Second Edition 
Kaufman Brief Intelligence Test–Second Edition 
Leiter International Performance Scale–Revised 
Raven's Progressive Matrices 
Reynolds Intellectual Assessment Scales 
Slosson Intelligence Test–Primary 
Slosson Intelligence Test–Revised 
Test of Nonverbal Intelligence–Third Edition 
Universal Nonverbal Intelligence Test 
Wechsler Abbreviated Scale of Intelligence 
Wechsler Intelligence Scale for Children–Fourth Edition Integrated 
Wechsler Nonverbal Scale of Ability 
Wide Range Intelligence Test 
Woodcock-Johnson III® Tests of Cognitive Abilities 
Informal Tests 
Thinking Through the Issues 
Summary 
Key Terms, Concepts, and Names 
Study Questions

Section V. Report Writing

Chapter 19. Report Writing 
Introduction to Psychological Report Writing 
Sections of a Psychological Report 
Principles of Report Writing 
Concluding Comment on Report Writing 
Test Your Skill 
Thinking Through the Issues 
Summary 
Key Terms, Concepts, and Names 
Study Questions 

References 
Name Index 
Subject Index 

RESOURCE GUIDE TO ACCOMPANY ASSESSMENT OF CHILDREN: COGNITIVE FOUNDATIONS
Fifth Edition

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 
Glossary of Abbreviations and Acronyms 
Glossary of Legal Terms and Concepts 
Glossary of Measurement Terms 
References 

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