WJ IV clinical use and interpretation

WJ IV Clinical Use and Interpretation WJ IV Clinical Use and Interpretation Scientist-Practitioner Perspectives Edited by Dawn P Flanagan Department of Psychology St John’s University New York, NY, USA Vincent C Alfonso School of Education Gonzaga University Spokane, WA, USA AMSTERDAM • BOSTON • HEIDELBERG • LONDON NEW YORK • OXFORD • PARIS • SAN DIEGO SAN FRANCISCO • SINGAPORE • SYDNEY • TOKYO Academic Press is an imprint of Elsevier Academic Press is an imprint of Elsevier 125, London Wall, EC2Y 5AS 525 B Street, Suite 1800, San Diego, CA 92101-4495, USA 225 Wyman Street, Waltham, MA 02451, USA The Boulevard, Langford Lane, Kidlington, Oxford OX5 1GB, UK Copyright © 2016 Elsevier Inc All rights reserved No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher Details on how to seek permission, further information about the Publisher’s permissions policies and our arrangements with organizations such as the Copyright Clearance Center and the Copyright Licensing Agency, can be found at our website: www.elsevier.com/permissions This book and the individual contributions contained in it are protected under copyright by the Publisher (other than as may be noted herein) Notices Knowledge and best practice in this field are constantly changing As new research and experience broaden our understanding, changes in research methods, professional practices, or medical treatment may become necessary Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using any information, methods, compounds, or experiments described herein In using such information or methods they should be mindful of their own safety and the safety of others, including parties for whom they have a professional responsibility To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors, assume any liability for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions, or ideas contained in the material herein ISBN: 978-0-12-802076-0 British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data A catalog record for this book is available from the Library of Congress For Information on all Academic Press publications visit our website at http://elsevier.com/ Typeset by MPS Limited, Chennai, India www.adi-mps.com List of Contributors Vincent C Alfonso School of Education, Gonzaga University, Spokane, WA, USA Karen E Apgar Eugene (Oregon) School District 4J, Eugene, OR, USA Wendi L Bauman Johnson Department of Psychology and Philosophy, Texas Woman’s University, Denton, TX, USA Scott L Decker Department of Psychology, University of South Carolina, Columbia, SC, USA Rosemary I Devine Department of Psychology, St John’s University, Jamaica, NY, USA Yi Ding Graduate School of Education, Fordham University, New York, NY, USA Ron Dumont School of Psychology, Fairleigh Dickinson University, Teaneck, NJ, USA Dawn P Flanagan St John’s University, New York, NY, USA Randy G Floyd Department of Psychology, The University of Memphis, Memphis, TN, USA Haley K Hawkins Department of Psychology, The University of Memphis, Memphis, TN, USA Timothy Z Keith Department of Educational Psychology, University of Texas, Austin, TX, USA Benjamin J Lovett Department of Psychology, State University of New York at Cortland, Cortland, NY, USA Denise E Maricle Department of Psychology and Philosophy, Texas Woman’s University, Denton, TX, USA Nancy Mather Department of Disability and Psychoeducational Studies, University of Arizona, Tucson, AZ, USA Erin M McDonough St John’s University, New York, NY, USA Ryan J McGill Department of Psychology and Philosophy, Texas Woman’s University, Denton, TX, USA Kevin S McGrew Institute for Applied Psychometrics, St Joseph, MN, USA Daniel C Miller Department of Psychology and Philosophy, Texas Woman’s University, Denton, TX, USA Christopher R Niileksela Department of Educational Psychology, Joseph R Pearson Hall, University of Kansas, Lawrence, KS, USA xiii xiv  List of Contributors Juan A Ortiz Department of Psychology, St John’s University, Jamaica, NY, USA Samuel O Ortiz Department of Psychology, St John’s University, Jamaica, NY, USA Steven I Pfeiffer Department of Educational Psychology and Learning Systems, College of Education, Florida State University, Tallahassee, FL, USA Justin L Potts Eugene (Oregon) School District 4J, Eugene, OR, USA Matthew R Reynolds Department of Educational Psychology, Joseph R Pearson Hall, University of Kansas, Lawrence, KS, USA W Joel Schneider Department of Psychology, Illinois State University, Normal, IL, USA Leah J Singh Department of Psychology, The University of Memphis, Memphis, TN, USA Laura M Spenceley Department of Counseling and Psychological Services, State University of New York at Oswego, Oswego, NY, USA Tayllor E Vetter Department of Psychology, University of South Carolina, Columbia, SC, USA Robert Walrath Doctoral Program in Counseling and School Psychology, Rivier University, Nashua, NH, USA Barbara J Wendling Independent Consultant, Dallas, TX, USA John O Willis Department of Education, Rivier University, Nashua, NH, USA Isaac L Woods Department of Psychology, The University of Memphis, Memphis, TN, USA Emma Kate C Wright Department of Psychology, University of South Carolina, Columbia, SC, USA Jordy B Yarnell Department of Educational Psychology and Learning Systems, College of Education, Florida State University, Tallahassee, FL, USA Preface The Woodcock-Johnson IV (WJ IV) is an extensive revision of its predecessor, expanded in depth, breadth, cognitive complexity, and online scoring It is widely used for assessing the cognitive, academic, and oral language abilities of children, adolescents, and adults The WJ IV includes extensive examiner and technical manuals, but little else has been published to date on this new battery Therefore, a need exists for documenting its clinical utility, particularly from a scientist-practitioner perspective To address this need, WJ IV Clinical Use and Interpretation presents a wide variety of exemplary clinical applications of the WJ IV from its authors as well as numerous leading experts in assessment-related fields, including learning disabilities, school psychology, and neuropsychology The WJ IV is introduced in Part I of this book, with emphasis on how to interpret the range of scores and composites, as well as variation and comparison procedures, that are available Additionally, Part I addresses the instructional implications of the diverse range of tests comprising the WJ IV Ding and Alfonso describe the organization, content, and psychometric properties of the WJ IV in Chapter 1 and Dumont, Willis, and Walrath provide comprehensive coverage of how to interpret scores, composites, and intra-individual analysis options for the WJ IV in Chapter 2 Following these chapters, Niileksela, Reynolds, Keith, and McGrew present the results of a special validity study using the standardization data of the WJ IV, demonstrating that broad cognitive abilities referenced by CHC theory are important for explaining broad and narrow aspects of academic achievement In Chapter 4, Decker, Wright, and Vetter provide detailed instruction on how to use the new WJ IV online scoring Next, Maricle and Johnson (Chapter 5) and Mather and Wendling (Chapter 6) describe instructional implications from the WJ IV Tests of Cognitive Abilities and Tests of Academic Achievement, respectively Part I concludes with a thoughtful and jocular summary of the strengths and weaknesses of the WJ IV tests of cognitive abilities (Chapter 7) by Schneider The clinical and diagnostic utility of the WJ IV is discussed in Part II of this book In Chapter  8, McDonough and Flanagan provide a research-based framework for using and interpreting the WJ IV within the context of a referral for suspected learning disability in school-age children, with emphasis on the pattern of strengths and weaknesses (PSW) approach Diagnosis of learning disabilities in adulthood using the WJ IV is described in detail by Lovett and Spenceley in Chapter  While McDonough and Flanagan’s approach to xv xvi  Preface learning disability identification is in line with IDEIA and its attendant regulations, Lovett and Spenceley’s focus is on use of the DSM-5 criteria for diagnosing learning disorder and understanding disability as reflected in the ADA The most up-to-date information on diagnosis of Intellectual Disability and assessment of Giftedness using the WJ IV is described by Floyd, Woods, Singh, and Hawkins (Chapter 10) and Pfeifer and Yarnell (Chapter 11), respectively Use of the WJ IV in evidence-based assessment approaches is presented in Part III of this book In Chapter 12, Ortiz, Ortiz, and Devine tackle the complex issues surrounding the use of the WJ IV in the assessment of students from culturally and linguistically diverse backgrounds Next, Miller, McGill, and Johnson review the application of the WJ IV from a neuropsychological perspective (Chapter 13) Specifically, these authors present a re-classification of the WJ IV tests into a neuropsychological conceptual framework, which allows for additional interpretive options This section and book concludes with a well thought out and “ready-for-implementation” approach for use of the WJ IV in an RTI service delivery model by Apgar and Potts (Chapter 14) As editors, we thank all those who contributed to this volume for their expertise, time, and adherence to the scientist-practitioner model In addition to the chapter authors, we are also grateful to the staff at Academic Press for their expertise, guidance, and pleasant and cooperative working style, most especially Barbara Makinster, Caroline Johnson, and Nikki Levy These individuals helped to develop what we believe is a volume of the finest quality possible Finally, we express sincere gratitude to Kristine Lin for her editorial assistance as well as her dedication and commitment to this project Dawn P Flanagan Vincent C Alfonso Chapter Overview of the WoodcockJohnson IV: Organization, Content, and Psychometric Properties Yi Ding1 and Vincent C Alfonso2 Graduate School of Education, Fordham University, New York, NY, USA 2School of Education, Gonzaga University, Spokane, WA, USA The purpose of this chapter is to provide an overview of the organization, content, and psychometric properties of the Woodcock-Johnson IV (WJ IV; Schrank, McGrew, & Mather, 2014a) The WJ IV family of instruments is composed of the WJ IV Tests of Cognitive Abilities (WJ IV COG; Schrank, McGrew, & Mather, 2014b), WJ IV Tests of Achievement (WJ IV ACH; Schrank, Mather, & McGrew, 2014a), and WJ IV Tests of Oral Language (WJ IV OL; Schrank, Mather, & McGrew, 2014b) These revised instruments provide a comprehensive set of norm-referenced and individually administered tests of cognitive, academic achievement, and oral language abilities, respectively According to Mather and Wendling (2014b), there are several factors to consider in order to summarize the significant advances in the WJ IV family of instruments First, the WJ IV assessment system used a theory-based approach to design state-of-the-art instruments Specifically, the WJ IV allows examiners to explore the strengths and weaknesses of individuals through the measurement of their cognitive, academic, and linguistic abilities via the Cattell–Horn– Carroll (CHC) theory of abilities (Carroll, 1993; Horn & Noll, 1997; Schneider & McGrew, 2012) Second, it complements the response to intervention (RtI) approach, which was not emphasized in the Woodcock-Johnson III (WJ III; Woodcock, McGrew, & Mather, 2001a) Third, the WJ IV enhances the methodology to examine variations and ability/achievement comparisons Fourth, the WJ IV focuses on the important broad CHC abilities and narrow CHC abilities that are important for academic success, whereas the WJ III focused primarily on the broad CHC abilities Fifth, the WJ IV family of instruments was designed WJ IV Clinical Use and Interpretation DOI: http://dx.doi.org/10.1016/B978-0-12-802076-0.00001-3 © 2016 2013 Elsevier Inc All rights reserved 2  WJ IV Clinical Use and Interpretation with ease of administration and scoring as well as flexibility in mind Thus, novice examiners can use the tests with confidence, especially those who are familiar with the WJ III The WJ IV also allows experienced examiners access to a wide range of interpretive options to enhance and individualize their evaluations based on the needs of their examinees (see Dumont, Willis, & Walrath, in this volume, and McDonough & Flanagan in this volume, for more information on interpretive options available on the WJ IV) Examiners can use the cognitive, achievement, and oral language batteries as independent batteries or use them in conjunction with one another THEORETICAL UNDERPINNINGS OF THE WJ IV The WJ IV was designed based on the structure of abilities known as CHC theory The CHC theory of abilities is based on the integration of two independently derived theories; namely, the Cattell–Horn Gf–Gc theory (Horn & Noll, 1997) and Carroll’s three stratum theory (Carroll, 1993) A brief overview of CHC theory is provided next The interested reader is referred to Alfonso, Flanagan, and Radwan (2005), Flanagan, Ortiz, and Alfonso (2013), McGrew (2005), and Schneider and McGrew (2012) for detailed discussions on the history of CHC theory The Gf–Gc theory is a model that has been developed and enhanced by Cattell, Horn, and their research associates over the past 60 years Cattell’s early contribution to Gf–Gc theory concluded that Spearman’s g could be best explained by dividing the general g factor into fluid intelligence (Gf) and general crystallized intelligence (Gc) (Cattell, 1941, 1943) The Gf factor has been described as fluid reasoning (Cattell–Horn) or fluid intelligence (Carroll) and is a measure of the abilities to reason, form concepts, and solve problems (using unfamiliar information or novel procedures) Fluid reasoning/intelligence requires basic reasoning processes (deductive and inductive reasoning); manipulation of abstract concepts, rules, and logical relations; demands mental flexibility (shifting mental gears); and requires deliberate and flexible control of attention It also involves adaptive and new learning capabilities and is related to mental operations and processes Fluid reasoning/intelligence is more dependent on the physiological structures (e.g., cortical and lower cortical regions) that support intellectual behavior than is crystallized intelligence Finally, fluid reasoning/intelligence increases until sometime during adolescence and then it slowly declines The Gc factor has been described as acculturation knowledge (Cattell–Horn) or crystallized intelligence (Carroll) It is a measure of the breadth and depth of knowledge of culture, understanding of social norms, and the storage and retrieval of previously acquired knowledge Gc is the ability to communicate one’s knowledge, particularly in verbal format, and includes the use of declarative and procedural knowledge The development of acculturation knowledge or crystallized intelligence involves overlearned and well-established cognitive Overview of the Woodcock-Johnson IV  Chapter | 1  functions and is related to mental products and achievements Gc is highly influenced by formal and informal educational factors From 1965 to the early 1990s, the original Gf–Gc model was extended by Horn (1965, 1991) with new factors such as short-term acquisition and retrieval or short-term memory (SAR or Gsm), visual perception or processing (Gv), auditory processing (Ga), tertiary storage and retrieval or long-term storage and retrieval (TSR or Glr), and speed of processing (Gs) (Alfonso et  al., 2005) In addition, Horn described correct decision speed or Gt, quantitative ability (Gq), and broad reading/writing (Grw) as the Cattell–Horn model became an eight-factor model (including Gf and Gc) (Alfonso et  al., 2005; Horn & Blankson, 2005) Carroll’s three stratum theory (1993) was developed based on exploratory factor analyses of more than 400 different datasets that included the important and classic factor-analytic experiments of abilities In short, Carroll developed a three-tier model of cognitive abilities that are differentiated from general to narrow domains The broadest level (stratum III) corresponds to a general intelligence or g The broad level (stratum II) includes the following broad abilities: fluid intelligence (Gf), crystallized intelligence (Gc), general memory and learning (Gy), broad visual perception (Gv), broad auditory perception (Gu), broad retrieval ability (Gr), broad cognitive speediness (Gs), and decision/reaction time/speed (Gt) The narrow level (stratum I) includes a large number of narrow abilities such as inductive reasoning and lexical knowledge Carroll’s work provides a content and hierarchical structure to organize the mass of literature on abilities since Spearman’s contribution (McGrew, 2009) Based on mutual consensus, the integration of the two independently and empirically supported theories was named CHC theory McGrew (2005) provided historical details of the origin of CHC theory, and the CHC taxonomic umbrella has increasingly obtained public recognition and influence since 1999 (Alfonso et  al., 2005; McGrew, 2009) Today, CHC theory encompasses 16 broad abilities and more than 80 narrow abilities (Flanagan, Alfonso, Ortiz, & Dynda, 2013; Flanagan, 2013; Schneider & McGrew, 2012) The WJ IV was developed based on the most recent iteration of CHC theory and moves test development beyond CHC theory as it was conceived in the WJ III In addition to the emphasis on broad CHC abilities, the WJ IV also addresses the narrow CHC abilities Some tests are designed to reflect specific cognitive complexity through the influence of two or more narrow abilities, which allows in-depth clinical interpretations and customization of evaluations (see McGrew, LaForte, & Schrank, 2014, for a thorough review of the theoretical underpinnings and cognitive complexity of the WJ IV) Table 1.1 provides broad and narrow CHC ability classifications offered by the test authors and independently by Ortiz, Flanagan, and Alfonso (2015) In general there is a high level of agreement between the broad and narrow CHC classifications offered by the test authors and those by Ortiz et  al (see also Maricle & Johnson, in this volume; 406  WJ IV Clinical Use and Interpretation Ortiz, S O., & Flanagan, D P (2002a) Cross battery assessment revisited: Some cautions concerning “some cautions” (part 1) Communiqué, 30(7), 32–34 Ortiz, S O., & Flanagan, D P (2002b) Cross battery assessment revisited: Some cautions concerning “some cautions” (part II) Communiqué, 30(8), 36–38 Read Naturally, Inc., (2015) Read naturally, live St Paul, MN: Author Scanlon, D M (2013) Assessing RTI Strategies: The trouble with packaged and scripted interventions Reading Today, 20–21 Aug–Sep 2013 Schrank, F A., Mather, N., & McGrew, K S (2014a) Woodcock–Johnson IV tests of achievement Rolling Meadows, IL: Riverside Schrank, F A., Mather, N., & McGrew, K S (2014b) Woodcock–Johnson IV tests of oral language Rolling Meadows, IL: Riverside Schrank, F A., McGrew, K S., & Mather, N (2014c) Woodcock–Johnson IV Rolling Meadows, IL: Riverside Semel, E., Wiig, E H., & Secord, W A (2003) Clinical evaluation of language fundamentals— fourth edition Sn Antonio, TX: The Psychological Corporation Shapiro, E S (2009) The two models of RTI: Standard protocol and problem solving Bethlehem, PA: Center for Promoting Research to Practice, Lehigh University SRA/McGraw Hill, (2001) Reading Mastery Columbus, OH: The McGraw-Hill Companies University of Oregon, (2006) easyCBM Rolling Meadows, IL: Hougton Miffllin Harcourt–Riverside VanDerHeyden, A M (2011) Technical adequacy of response to intervention decisions Exceptional Children, 77(3), 335–350 Wodrich, D L., Spencer, M L S., & Daley, K B (2006) Combining RTI and psychoeducational assessment: What we must assume to otherwise Psychology in the Schools, 43(7), 797–806 Wright, J (2010) Frequently Asked Questions About…RTI Problem-Solving Teams Retrieved March 10, 2015, from Zirkel, P A., & Thomas, L B (2010) State laws and guidelines for implementing RTI Teaching Exceptional Children, 43(1), 62–73 Index Note: Page numbers followed by “f” and “t” refer to figures and tables, respectively A AAIDD See American Association on Intellectual and Developmental Disabilities (AAIDD) ABAS-III See Adaptive Behavior Assessment System, Third Edition (ABAS-III) aBIC See Adjusted Bayesian Information Index (aBIC) Ability–achievement discrepancy model, 259 See also Low achievement model analysis, 238 evaluation, 260–261 WJ IV with, 259–260 AC See Attentional control (AC) Academic applications, 175t, 176–178 clusters, 59 math reasoning, 177 oral language, reading comprehension, written expression, 176 Academic fluency, 167, 171–173 clusters, 59, 168t math fluency, 170–173 performance on Academic Fluency tests, 167–168 reading fluency, 168–170, 172 writing fluency, 170, 172 Academic knowledge, 195 cluster, 59 Academic skills, 70, 72–75, 160, 164 basic math skills, 164, 166–167 basic writing skills, 164 clusters, 59, 160t nonword reading and spelling, 162–163 phoneme/grapheme knowledge, 165 phonological awareness, 161, 164–165, 165t ACC See Anterior cingulate circuit (ACC) Accommodations, 127–128 Account Holder Messages, 111–113 Acculturation knowledge, 378 Achievement in mathematics, 135 measurement model, 74f Acquired knowledge (Gc), 158, 174–175, 378 ACT See American College Test (ACT) ADA See Americans with Disabilities Act (ADA) Adaptive behavior, 272–274 Adaptive Behavior Assessment System, Third Edition (ABAS-III), 284, 286 ADHD See Attention–Deficit/Hyperactivity Disorder (ADHD) Adjusted Bayesian Information Index (aBIC), 71 Adjusted Goodness of Fit Index (AGFI), 72 Administration tab, 111–113, 114f Adulthood, LDs formal criteria in, 254–255 AE See Age equivalents (AE) AE scores See Age-equivalent scores (AE scores) AERA See American Educational Research Association (AERA) Age equivalents (AE), 39, 115–116 Age-based norms, 43–44 Age-equivalent scores (AE scores), 45–46 AGFI See Adjusted Goodness of Fit Index (AGFI) Akaike Information Index (AIC), 71 American Association on Intellectual and Developmental Disabilities (AAIDD), 272–273 implications of criteria, 274–276 American College Test (ACT), 297 American Educational Research Association (AERA), 25, 66, 274, 303, 317–318 American Psychological Association (APA), 66, 254, 272–274, 303, 317–318 407 408  Index Americans with Disabilities Act (ADA), 255 Amplio lenguaje oral, 57–58 Analysis plan, 69–71 Analysis–Synthesis, 195–196 Anterior cingulate circuit (ACC), 139–140 APA See American Psychological Association (APA) APT See Attention Process Training (APT) ASD See Autism Spectrum Disorders (ASD) Associative memory, 132, 202 Attention, 138–139 Attention Process Training (APT), 141 Attentional control (AC), 61 Attention–Deficit/Hyperactivity Disorder (ADHD), 61 Auditory Memory Span (Gwm-MS), 15, 55–56 Auditory Processing (Ga), 14, 51, 51f, 56, 131, 133, 158, 305 domain, 343–346 tests, 196 nonword repetition, 197 phonological processing, 197–198 segmentation, 198 sound blending, 198 Auditory working memory, 376–377 Auditory/phonological test, 374 Autism Spectrum Disorders (ASD), 60–61 Average, 226 B Background knowledge, 174 Basic Interpersonal Communication Skills (BICS), 52–53 Basic math skills, 164, 166–167 Basic reading skills, 58, 88–89 Basic writing skills, 93, 164 cluster, 59 Bayesian Information Index (BIC), 71 Below average cognitive aptitude-achievement consistency, 233–234 BIA tests See Brief Intellectual Ability tests (BIA tests) BIC See Bayesian Information Index (BIC) BICS See Basic Interpersonal Communication Skills (BICS) Bilingual-Broad Cognitive Ability (Bilingual BCA), 337–338 Blue baby syndrome, 283 Brief achievement cluster, 59 Brief Intellectual Ability tests (BIA tests), 38, 54 Broad achievement cluster, 59 Broad mathematics, 58 cluster, 16–17 Broad oral language cluster, 57–58 Broad reading, 58 cluster, 16 Broad retrieval ability (Gr), 202–203 Broad written language, 59 cluster, 17 C C-LIM See Culture-Language Interpretive Matrix (C-LIM) C/DM See Concordance/discordance model (C/DM) CALP See Cognitive Academic Language Proficiency (CALP) Capitalization errors, organizational deficits and punctuation (COP), 138 Carroll’s three stratum theory, CAS See Cognitive Assessment System (CAS) Categorical descriptors CALP, 52–53, 53f DZ descriptors, 53, 53f proficiency level, 53, 53f SS descriptors, 52 Cattell–Horn Gf–Gc theory, Cattell–Horn–Carroll theory (CHC theory), 124, 140, 191, 201, 263, 276–277, 355–356 of abilities, 1–2, 295–296 evolution and relationship to WJ IV, 124–126 neurocognitive and CHC constructs relevant to academic achievement, 129–132 CBM See Curriculum based measures (CBM) CDT See Constant time delay (CDT) Ceilings, 23–24 CELF-4 See Clinical Evaluation of Language Fundamentals-4 (CELF-4) CFA See Confirmatory factor analyses (CFA) CFI See Comparative Fit Index (CFI) CHC theory See Cattell–Horn–Carroll theory (CHC theory) CLD individuals See Culturally and linguistically diverse individuals (CLD individuals) CLI See Comparative Language Index (CLI) Clinical Evaluation of Language Fundamentals-4 (CELF-4), 400–401 Clinical interpretation of WJ IV tests, 32 See also Instructional implications from WJ IV tests Index  409 AE scores, 45–46 age-based norms vs grade-based norms, 43–44 categorical descriptors CALP, 52–53, 53f cross-domain clusters, 59 DZ descriptors, 53, 53f math clusters, 58 proficiency level, 53, 53f reading clusters, 58 scholastic aptitude clusters, 59–60 SS descriptors, 52 written language clusters, 59 conditional probability, 51–52 confidence bands, 47–48 evaluation with purpose, 38 choice of instruments and procedures, 39–52 history, 39 referral questions, 38 specific purposes, 38–39 GE scores, 45–46 groups of tests BIA, 54 Cognitive Efficiency, 57 Ga, 56 Gc, 55 Gf, 55 Gf–Gc Composite, 54–55 GIA, 54 Glr, 56 Gs, 56 Gs-N, 57 Gs-P, 56 Gv, 56–57 Gwm, 55 Gwm-MS, 55–56 Oral Language cluster, 57–58 NCEs, 49–50 PRs, 48–49 raw scores, 44 RPI, 46 score selection template, 40f SS, 46–47 standard T-scores, 50–51 Stanines, 50 test selection for specific issues, 60 ADHD, 61 ASD, 60–61 tests of cognitive abilities, achievement, and oral language, 31–32, 33t–37t W Scores and W Diff, 44–45 WJ IV GIA scores, 43f z-score, 50 Co-norming, 205–209 COGMED See Cognitive Remediation Program (COGMED) Cognitive abilities, 69–70 model, 72, 73f Cognitive Academic Language Proficiency (CALP), 39, 52–53, 53f, 325 Cognitive and academic weaknesses relationship, 233–234 Cognitive aptitude, 233–234 Cognitive Assessment System (CAS), 262 Cognitive efficiency, 57 cluster, 15 Cognitive processing speed (Gs), 3, 14, 56, 68, 132–133, 136–137, 158, 203–204, 305, 340 letter-pattern matching, 204 number-pattern matching, 204 pair cancellation, 204 Cognitive rehabilitation, 128–129, 141 Cognitive Remediation Program (COGMED), 141, 143 Cognitive-achievement relations, 66–71, 100–101 model tests for, 76t–77t, 78t with WJ IV, 98–100 Commitment of test record, 120 Comparative Fit Index (CFI), 71 Comparative Language Index (CLI), 400–401 Comparison feature, 116 scores, 41 Compensation, 128 Competitive eating, 204–205 Compositator, 206 Comprehension-Knowledge (Gc), 11–12, 55, 68, 130, 133, 136, 174–175, 305 cluster, 174 tests academic knowledge, 195 general information, 193–194 oral comprehension, 194–195 oral vocabulary, 192–193 picture vocabulary, 194 from WJ IV COG, 32 Comprensión auditiva, 57–58 Concept Formation, 195 Conceptual domain, 286 Concordance/discordance model (C/DM), 261–262 410  Index Concrete-Representation-Abstract (CRA), 137 Conditional probability, 51–52 Confidence bands, 47–48 Confidentiality, 118–119 Confirmatory factor analyses (CFA), 72 Constant time delay (CDT), 137 Content and response processes, 278 COP See Capitalization errors, organizational deficits and punctuation (COP) CRA See Concrete-Representation-Abstract (CRA) Create Report, 111 Cross-Battery Assessment (XBA), 263, 265–266, 331 Cross-Battery Assessment Software System (X-BASS), 238, 331, 400 Cross-domain clusters, 59 Crystallized intelligence (Gc), 276–277, 333–334 caveat, 336–337 Culturally and linguistically diverse individuals (CLD individuals), 400 C-LIM with WJ IV COG, 331–334 defensibility and validity of traditional assessment approaches, 318–320 dominant language evaluation, 324–326 ELLs evaluation best practices with WJ IV COG, 330–331 legacy issues with WJ IV COG and OL, 337–339 Gc caveat, 336–337 modified methods of evaluation, 320–321 nonverbal methods of evaluation, 321–322 recommended best practices approach, 326 cross-linguistic confirmation, 330 defensible approach, 329–330 English language instruments, 328–329 psychological testing, 327–328 test score validity considerations, 335–336 WJ IV, 317 Culture-Language Interpretive Matrix (C-LIM), 317–318, 400–401 with WJ IV COG, 331 culture-language classifications, 332f Native Language Evaluation, 334 users, 333 WJ IV COG and OL, 334–335 WJ IV COG and OL test, 333–334 XBA, 331 Curriculum based measures (CBM), 213 assessment measures, 256 benchmarking measures, 400 D D/CM See Discrepancy/Consistency Model (D/CM) DAS-II See Differential Ability Scales-2nd Edition (DAS-II) Dashboard tab, 110, 111f Data Export, 111, 117 Data Management, Interpretation, and Analyses (DMIA), 331 Data Team, 395, 397–398 Data usage, 121 DD/C See Dual Discrepancy/Consistency (DD/C) Dean-Woodcock Neuropsychological Model (DWNM), 355 Declarative knowledge, 11–12 Deep orthography, 162 Deficit, 226 Developmental Zone descriptors (DZ descriptors), 53, 53f Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5), 38–39, 254–255, 273 implications of criteria, 274–276 Diagnostic Supplement to Woodcock–Johnson III Tests of Cognitive Abilities (WJ III COG DS), 196 Difference score information, 41 Differential Ability Scales-2nd Edition (DASII), 303 Discrepancy/Consistency Model (D/CM), 262 Disorders in mathematics, 135 DMIA See Data Management, Interpretation, and Analyses (DMIA) Domain-general abilities, 68–69 Domain-specific abilities, 68–69 Domain-specific cognitive deficits, 237–238 Dominant language evaluation, 322–326 Dorsolateral PFC (dPFC), 139–142 Double-deficit hypothesis, 158 dPFC See Dorsolateral PFC (dPFC) DSM-5 See Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5) Dual Discrepancy/Consistency (DD/C), 233 operational definition, 213, 247–248 PSW, 233 cognitive and academic weaknesses relationship, 233–234 domain-specific cognitive deficits, 237–238 generally average ability, 235–237 Index  411 unexpected underachievement, 238 DWNM See Dean-Woodcock Neuropsychological Model (DWNM) Dyscalculia, 164 DZ descriptors See Developmental Zone descriptors (DZ descriptors) E Eduction of correlates, 195 EEG See Electroencephalography (EEG) EFs See Executive functions (EFs) Electroencephalography (EEG), 283 ELLs See English language learners (ELLs) Emergent literacy, 133 English as Second Language services (ESL services), 325 English language assessment, 324 English language learners (ELLs), 317–318 best practices with WJ IV COG, 330–331 legacy issues with WJ IV COG and OL, 337–338 CALP score, 338–339 evaluation, 339 standard Oral Language, 338 ESL services See English as Second Language services (ESL services) Evidence-based interventions, 128 Evidence-based test content, 24–25 Evidenced-based memory interventions, 143 Executive functions (EFs), 128–129, 136–141 F Facilitating Cognitive Composite (FCC), 247–248, 349–350 Facilitators/inhibitors, 376 Factorial invariance, 70, 75–79 FCC See Facilitating Cognitive Composite (FCC) FCI See Fluid-Crystallized Index (FCI) Federal Educational Rights and Privacy Act (FERPA), 118–119 FI See Ideational Fluency (FI) Floors, 23–24 Fluid reasoning (Gf), 12, 55, 68, 130, 133–134, 136, 158, 174–175, 276–277, 305, 334–335 fluid reasoning/intelligence, tests Analysis–Synthesis, 195–196 Concept Formation, 195 Number Series and Number Matrices, 196 Fluid-Crystallized Index (FCI), 279–280 Flynn effect, 274 fMRI See functional magnetic resonance imaging (fMRI) Full Scale Intelligence Quotient (FSIQ), 279–280, 322 functional magnetic resonance imaging (fMRI), 134, 379 G Ga See Auditory Processing (Ga) GAC See General Adaptive Composite (GAC) GAI See General Ability Index (GAI) Gc See Acquired knowledge (Gc); Comprehension-Knowledge (Gc); Crystallized intelligence (Gc) GE See Grade equivalents (GE) General Ability Index (GAI), 218 General Adaptive Composite (GAC), 286 General Intellectual Ability (GIA), 38, 54, 237, 276, 305, 322 index, 126 WJ IV GIA composite, 48f WJ IV GIA scores, 43f General Sequential Reasoning (RG), 375–376 Generally average ability, 235 average ability, 236–237 GIA, 237 SLD, 235 Gf See Fluid reasoning (Gf) Gf–Gc Composite, 48, 54–55, 237 tests, 38 GIA See General Intellectual Ability (GIA) GIA 77 See Age-based norms GIA 94 See Grade-based norms Gifted Rating Scales (GRS), 298 Giftedness fundamental beliefs of assessment for, 300–302 gifted as social construction, 294–295 gifted individuals, 292 academically gifted student, 293–294 IQ continuum, 293 unmet academic needs of students, 294 guiding principles and fundamental beliefs, 300 principles in assessment for, 302 assessment, 302–303 diagnostic decisions, 303 importance, 302 multiple measures, 304 psychometrics count, 303 recurring assessment, 304 412  Index Giftedness (Continued) purposes of assessment for, 299–300 tripartite model, 295 high intelligence, 295–296 outstanding academic accomplishments, 299 outstanding accomplishments, 296 potential to excel, 296–297 SAT, 297 students with high potential to excel, 298 WJ IV and assessment for practitioner’s perspective, 309–311 research using WJ III, 304–307 technical characteristics, 307–308 Gl See Learning efficiency (Gl) Glr See Long-term retrieval (Glr) Gq See Quantitative Knowledge (Gq) Gr See Broad retrieval ability (Gr); Retrieval fluency (Gr) Grade equivalents (GE), 39 scores, 45–46 Grade-based norms, 43–44 Grouping Option, 116–117 GRS See Gifted Rating Scales (GRS) Grw See Reading/writing (Grw) Gs See Cognitive processing speed (Gs) Gs-N See Number Facility (Gs-N) Gs-P See Perceptual Speed (Gs-P) Gv See Visual processing (Gv); Visual–spatial processing (Gv) Gv-MV See Narrow ability of Visual Memory (Gv-MV) Gwm See Short-term working memory (Gwm) Gwm-MS See Auditory Memory Span (GwmMS) H Health Insurance Portability and Accountability Act (HIPPA), 118–119 Help options, 114–115 HIPPA See Health Insurance Portability and Accountability Act (HIPPA) Houghton Mifflin Harcourt-Riverside (HMHRiverside), 109–110 Hypertension, 258–259 I ID See Intellectual disability (ID) IDEA See Individuals with Disabilities Education Act (IDEA) Ideational Fluency (FI), 377–378 IDEIA See Individuals with Disabilities Education Improvement Act (IDEIA) IEP See Individualized Education Program (IEP) Individualized Education Program (IEP), 155, 348–349 Individualized Educational Planning See Individualized Education Program (IEP) Individuals with Disabilities Education Act (IDEA), 38–39, 320–321, 389–390 IEEA 2004, 390–391 Individuals with Disabilities Education Improvement Act (IDEIA), 70 Initial reading instruction, 166 Instructional implications from WJ IV tests See also Clinical interpretation of WJ IV tests academic applications, 175t, 176–178 math reasoning, 177 oral language, reading comprehension, written expression, 176 academic fluency, 167, 171–173 clusters, 168t math fluency, 170–173 performance on Academic Fluency tests, 167–168 reading fluency, 168–170, 172 writing fluency, 170, 172 academic skills, 160, 164 basic math skills, 164, 166–167 basic writing skills, 164 clusters, 160t nonword reading and spelling, 162–163 phoneme/grapheme knowledge, 165 phonological awareness, 161, 164–165, 165t accommodations and, 156t background knowledge, 174 comparison of oral language and academic knowledge, 157–158 oral language, 173 patterns of cluster and test scores, 155–157 performance implications of CHC cognitive factors, 158, 159t qualitative observations, 152–155 quantitative information, 152–155 sample case, 178–184 Instructional intervention, 390, 393, 399 Instructional Zone, 154–155 Integrated School Neuropsychological/ Cattell–Horn–Carroll Model (Integrated SNP/CHC Model), 356, 359–360, 374 Intellectual disability (ID), 23–24, 271, 398–399 Index  413 assessing students with WJ IV, 276 adequacy of test and composite floors, 280–281 norming, 277 reliability, 277–278 validity evidence, 278–280 children characteristics and implications, 272 AAIDD, 272–273 APA, 273–274 implications of AAIDD and DSM-5 criteria, 274–276 psychometric standards, 274–276 Internal consistency reliability, 277–278 Interpreting cognitive-achievement relations with WJ IV, 85–87 basic reading skills, 88–89 basic writing skills, 93 math applications, 96–98 math calculation skills, 95–96 reading comprehension, 91–92 reading rate, 89–90 written expression, 93–95 Invariance tests, 70 J Jingle fallacy, 193–194 K Kaufman Assessment Battery for Children, Second Edition (KABC-II), 279–280 K–W–L strategy, 176 L LA See Lexical Access (LA) Language abilities, 378–379 language-reduced tests, 321–322 of mathematics, 167 Language development (LD), 378–379 LDA See Learning Disabilities Association of America (LDA) LDAC See Learning Disabilities Association of Canada (LDAC) Learning disabilities (LDs), 253 diagnostic models, 255–256 ability–achievement discrepancy model, 259–261 low achievement model, 256–259 PSW model, 261–266 formal criteria in adulthood, 254–255 Learning Disabilities Association of America (LDA), 398–399 Learning Disabilities Association of Canada (LDAC), 235 Learning efficiency (Gl), 201 tests, 201 story recall test, 202 visual-auditory learning, 201–202 Lenguaje oral, 57–58 Letter-pattern matching, 204, 377 Letter–word identification test, 162–163 Lexical Access (LA), 69–70, 202–203, 377–378 Lexical Knowledge (VL), 207–208, 378–379 Listening comprehension cluster, 57–58 Listening Skills (LS), 378–379 Long-term memory retrieval fluency tests, 202–203 Rapid Picture Naming, 203 Retrieval Fluency, 203 Long-term retrieval (Glr), 13, 56, 68, 131, 133, 136, 142, 174–175, 201, 305 Long-term storage and retrieval See Longterm retrieval (Glr) Low achievement model, 256 See also Ability–achievement discrepancy model evaluation, 258 hypertension, 258–259 standard scores, 257 WJ IV with, 256–258 LS See Listening Skills (LS) M MA See Mental ages (MA) Manage Caseload Folders, 111–113 Manage Examinees, 111–113 Manage Test Records, 111–113 Math, 83–85, 87f applications, 96–98 calculation skills, 95–96 cluster, 58 clusters, 58 disability, 157 facts fluency, 284 fluency, 170–173 problem solving cluster, 58 reasoning, 177 Mathematics, 132–133, 135–137 achievement, 380 clusters, 16–17 Maximum likelihood estimation (MLE), 71 MDS See Multidimensional scaling (MDS) Meaningful memory (MM), 375 factor, 202 414  Index Memory for words, 200 Memory Span (MS), 61, 375 factor, 197, 199–200 test, 199–200 Mental ages (MA), 45–46 Mental retardation, 272 Methemoglobinemia See Blue baby syndrome MI See Modification indexes (MI) Minimal systems requirements, 107–108 advanced functionality, 115 data export, 117 report customizations, 115–117 basic functionality, 108 basic layout and functions, 109–114 help options, 114–115 step-by-step guidelines, 108–109 implications for practice, 117 “commitment” of test record, 120 confidentiality, 118–119 mobile application, 120 online nature, 119–120 research and data usage, 121 test security, 117–118 MLE See Maximum likelihood estimation (MLE) MM See Meaningful memory (MM) Mobile application, 120 Model evaluation, 71–72 Modification indexes (MI), 70–71 Modified methods of evaluation, 320–321 MS See Memory Span (MS) MTSS See Multi-tiered system of supports (MTSS) Multidimensional scaling (MDS), 25, 66 Multi-tiered system of supports (MTSS), 392–393 academic in action, 394 Data Team, 395, 397–398 educational disability, 398 tier 3—targeted interventions, 396 WJ IV ACH, 396–397 academic key elements, 391 decision rules, 394 evidence-based interventions, 393 fidelity checks, 393–394 progress monitoring, 392–393 universal screening, 392 N Naming facility (NA), 377 Narrow ability of Visual Memory (Gv-MV), 375 Narrow ability Quantitative Reasoning, 14 NASP See National Association of School Psychologists (NASP) National Association of School Psychologists (NASP), 324 National Center on Intensive Intervention (NCII), 392–393 National Council on Measurement in Education (NCME), 66, 274, 303 National Joint Committee on Learning Disabilities (NJCLD), 398–399 National Reading Panel, 135 NCE See Normal Curve Equivalents (NCE) NCII See National Center on Intensive Intervention (NCII) NCME See National Council on Measurement in Education (NCME) Neurocognitive applications of WJ IV tests classifying to neuropsychological model, 356 integrated SNP/CHC model, 356–357, 359–360 cognitive abilities, oral language, and achievement, 360 acquired knowledge, 378 auditory/phonological test, 374 cognitive processes, 374 input, processing, and output demands, 361t–373t language abilities, 378–379 learning and memory, 375 mathematics achievement, 380 neurocognitive constructs by, 357t–359t performance fluency, 377 reading achievement, 379 retrieval fluency, 377–378 WJ IV ACH Oral Reading test, 378 WJ IV ACH Passage Comprehension, 379–380 WJ IV COG Concept Formation test, 375–376 WJ IV COG Story Recall test, 375 working memory, 376–377 DWNM See Dean-Woodcock Neuropsychological Model (DWNM) interpretation, 380–381 illusion of orthogonality, 383 learning and memory domain, 381–383 Neurocognitive constructs, 138–139 EFs, 139–141 working memory, 141–143 Index  415 Neurodevelopmental disorder, 273 Neuropsychological assessment, 129 NJCLD See National Joint Committee on Learning Disabilities (NJCLD) Nonsense words See Nonword reading and spelling Nonverbal methods of evaluation, 321 dominant language evaluation, 322–323 language-reduced tests, 322 native language evaluation, 323–324 testing language dominance, 323 Nonword reading and spelling, 162–163 Nonword repetition, 197 Normal Curve Equivalents (NCE), 39, 49–50 Normal score See Standard scores (SS) Normative scores, 153 Norming, 277 Number Facility (Gs-N), 15, 57 Number Series and Number Matrices, 196 Number-Pattern Matching, 204, 377 Numbers Reversed, 200–201 Numerical reasoning See Quantitative Reasoning (RQ) O Object-Number Sequencing test, 201, 376–377 Obtained score, 47 Office of Special Education Programs (OSEP), 398–399 OL See Oral language (OL) Online nature, 119–120 Options feature, 116 Oral comprehension, 194–195 Oral expression cluster, 18, 57–58 Oral language (OL), 116, 173, 176 cluster, 17–18, 57–58 Oral reading fluency (ORF), 170 Oral reading test, 169–170 Oral vocabulary, 192–193 test, 192 ORF See Oral reading fluency (ORF) Orthographic coding, 162 OSEP See Office of Special Education Programs (OSEP) Output Format features, 116–117 P PA See Phonological awareness (PA) Pair Cancellation, 204 Parsimony-Adjusted Normed Fit Index (PNFI), 72 PASS theory See Planning, Attention, Simultaneous, and Successive theory (PASS theory) passage comprehension, 195, 207–208 Pattern of strengths and weaknesses (PSW), 66–67, 126, 211, 261 C/DM, 261–262, 264–265 D/CM model, 262, 265 evaluation, 266 LD profile, 264 WJ IV in, 263 XBA approach, 263, 265–266 Pattern of Strengths and Weaknesses Analyzer (PSW-A), 331 PC See Phonetic coding (PC) Percentile Ranks (PRs), 39, 48–49 Perceptual Speed (Gs-P), 14, 56, 204 Performance fluency, 377 PFC See Prefrontal cortex (PFC) Phoneme–grapheme knowledge cluster, 59, 162, 165 Phonemic awareness, 133–134 Phonetic coding (PC), 133, 374 cluster, 18, 57–58 Phonetic processing, 207–208 Phonological awareness (PA), 161–162, 164– 165, 165t, 379 Phonological dyslexia, 162 Phonological processing, 72, 197–198, 279 test, 161 Picture recognition, 199 test, 374 Picture vocabulary, 194 Planning, Attention, Simultaneous, and Successive theory (PASS theory), 262 PNFI See Parsimony-Adjusted Normed Fit Index (PNFI) Postprandial Coffee, 205 Potential to excel, 296–297 Practical domain, 286 Prefrontal cortex (PFC), 139–142 Principal factor analysis, 279 Procedural knowledge, 11–12 Processing speed See Cognitive processing speed (Gs) Proficiency level, 53, 53f Progress monitoring, 392–393 PRs See Percentile Ranks (PRs) Pseudowords See Nonword reading and spelling PSW See Pattern of strengths and weaknesses (PSW) 416  Index PSW-A See Pattern of Strengths and Weaknesses Analyzer (PSW-A) Psychometric standards, 274–276 Q Quantitative Knowledge (Gq), 3, 136, 196 Quantitative Reasoning (RQ), 376, 380 R Rapid automatized naming (RAN), 132, 158, 379 Rapid Picture Naming, 203, 377 Rasch iterative-logit method, 280 Raw scores, 44 RD See Reading decoding (RD) Reading, 79, 82f, 132–135 age invariance of cognitive-achievement relations for, 80 clusters, 16, 58 direct effects, 79–80 disability, 156–157 final model for, 80 fluency, 168–170, 172 cluster, 16, 58 rate, 89–90 cluster, 58 standardized coefficients for cognitiveachievement relations, 80t–81t, 86t Reading comprehension, 58, 91–92, 176 reading comprehension-extended cluster, 58 Reading decoding (RD), 378 Reading/writing (Grw), Relative proficiency index (RPI), 39, 46, 115–116, 153–154 performance implications, 154t Reliability, 20–23, 277–278 Report customizations, 115–117 Report Options, 111, 113f Reports tab, 111, 112f Research, 121 Resources tab, 114, 115f Response to Intervention (RtI/RTI), 1–2, 218, 389 basics, 390 as educational initiative, 389–390 Retrieval Capacity, 202–203 Retrieval fluency (Gr), 201, 203, 377–378 RG See General Sequential Reasoning (RG) RMSEA See Root Mean Square Error of Approximation (RMSEA) Root Mean Square Error of Approximation (RMSEA), 71 Rosa’s Law, 272 RPI See Relative proficiency index (RPI) RQ See Quantitative Reasoning (RQ) RtI/RTI See Response to Intervention (RtI/ RTI) S SAC See Scholastic aptitude clusters (SAC) SAR See Short-term acquisition and retrieval (SAR) SAT See Scholastic Assessment Test (SAT) SB5 See Stanford Binet Intelligence ScalesFifth Edition (SB5) Scale-free least squares estimator (SFLS estimator), 72 Scholastic aptitude clusters (SAC), 59–60, 126, 134, 136, 138 Scholastic Assessment Test (SAT), 297 Science, technology, engineering, and math domains (STEM domains), 97–98 Score selection template, 39–40, 40f Screening Tool for Assessment (STA), 276, 284 Segmentation, 198 Select discrepancies, 116 Self-Regulated Strategy Development (SRSD), 138, 141 SEm See Standard error of measurement (SEm) SEM See Structural equation modeling (SEM) Semantic memory, 378 Sentence reading fluency test, 58 Sentence repetition, 200 SFLS estimator See Scale-free least squares estimator (SFLS estimator) Shared Caseload Folders feature, 119 Short-term acquisition and retrieval (SAR), Short-term working memory (Gwm), 14, 55, 61, 131, 133, 142, 174–175, 305, 340, 376–377 Simple impairment model See Low achievement model SLD See Specific learning disability (SLD) Snellen Index, 153–154 Social domain, 286 Sound awareness, 196 Sound blending, 196–198 Special validity study of WJ IV, 65 cognitive-achievement relations with WJ IV, 98–100 current study, 69 Index  417 interpreting cognitive-achievement relations with WJ IV, 85–102 limitations and future directions, 101 method analysis plan, 69–71 model evaluation, 71–72 participants and instrument, 69 results academic skills, 72–75 Achievement measurement model, 74f cognitive abilities model, 72, 73f factorial invariance, 75–79 Math, 83–85, 87f reading, 79–80 writing, 82–83, 84t validity and cognitive-achievement relations, 66–69, 100–101 evidence, 65–66 Specific learning disability (SLD), 66–67, 211–213, 328–329, 390–391 academic ability analysis with WJ IV, 226 academic weakness, 227–228 CHC abilities and academic achievement relationships, 229t–230t comprehensive measurement, 226 intra-ability analyses, 228 intra-achievement variation procedure, 228–230 standard scores, percentile ranks, and performance classifications, 227t weakness, 226, 230 cognitive ability analysis with WJ IV, 232–233 DD/C operational definition, 213, 214t–217t Level I assessment, 218 WJ IV variation and comparison procedures, 221t–224t dual discrepancy/consistency PSW, 233–238 evaluation of interference with learning, 238–239 exclusionary factors, 230–232 Speed of lexical access cluster, 57–58 SRMR See Standardized Root Mean Square Residual (SRMR) SRSD See Self-Regulated Strategy Development (SRSD) SS See Standard scores (SS) STA See Screening Tool for Assessment (STA) Standard error of measurement (SEm), 47, 277–278 Standard nines (Stanines), 50 Standard scores (SS), 39, 46–47, 50–51, 280–281 BIA See Brief Intellectual Ability tests (BIA tests) GIA See General Intellectual Ability (GIA) Standard T-scores, 50–51 Standardization characteristics, 19–20 Standardized Root Mean Square Residual (SRMR), 71 Standardized tests, 151–152 Stanford Binet Intelligence Scales-Fifth Edition (SB5), 295–296 Stanines See Standard nines (Stanines) STEM domains See Science, technology, engineering, and math domains (STEM domains) Story Recall test, 202 Structural equation modeling (SEM), 67 Synthetic phonics instruction, 166 T TEA-Ch See Test of Everyday Attention for Children (TEA-Ch) Technical manual, 204–205 Tertiary storage and retrieval (TSR), Test interpretation, 39–52 Test of Everyday Attention for Children (TEA-Ch), 376 Test of Memory and Learning—Second Edition (TOMAL-2), 375 Test security, 117–118 Test Session Observations Checklist, 232 “Testing the limits” procedure, 320 Test–retest reliability, 278 TLI See Tucker–Lewis Index (TLI) TOMAL-2 See Test of Memory and Learning—Second Edition (TOMAL-2) Tripartite model of giftedness, 295 high intelligence, 295–296 outstanding academic accomplishments, 299 outstanding accomplishments, 296 potential to excel, 296–297 SAT, 297 students with high potential to excel, 298 True score, 47 TSR See Tertiary storage and retrieval (TSR) Tucker–Lewis Index (TLI), 71 U Unexpected underachievement, 238 418  Index V Validity, 24–27, 66–67, 100–101 of test score interpretation, 65 Validity evidence content and sresponse processes, 278 external relations, 279–280 Rasch iterative-logit method, 280 with WJ IV, 65–66 WJ IV tests, 279 Variation feature, 116 scores, 41, 41t–42t Ventral stream, 374 Verbal attention, 199–200 Visual matching, 204 Visual processing (Gv), 14, 56–57, 69–70, 174–175, 305 Visual-Auditory Learning, 201–202 Visualization, 130–131, 198 Visual–spatial processing (Gv), 130–131, 133–134, 198 Visuospatial, 374 VL See Lexical Knowledge (VL) Vocabulary, 15 W W difference (W diff.), 44–45 W Scores, 44–45 WAIS-IV See Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV) Weakness, 226 Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV), 279–280 Wechsler Intelligence Scale for Children (WISC), 45–46 WISC-IV, 279–280 WISC-V, 295–296, 360 Wechsler Memory Scale—Fourth Edition (WMS-IV), 375 Whole battery, 204 co-norming, 205–209 reading ability, 207f technical manual, 204–205 WJ IV’s weakness, 205 Wi-Fi issues See Wireless fidelity issues (Wi-Fi issues) Wide Range Assessment of Memory and Learning—Second Edition (WRAML-2), 375 WIIIP™ See WJ IV Interpretation and Instructional Interventions Program (WIIIP™) Wireless fidelity issues (Wi-Fi issues), 119–120 WISC See Wechsler Intelligence Scale for Children (WISC) WJ III COG See Woodcock–Johnson III Tests of Cognitive Abilities (WJ III COG) WJ IV See Woodcock–Johnson IV (WJ IV) WJ IV Interpretation and Instructional Interventions Program (WIIIP™), 126–127 WJ IV OL See Woodcock–Johnson IV Tests of Oral Language (WJ IV OL) WJ IV scoring and reporting online program review, 107 minimal systems requirements, 107–108 advanced functionality, 115–117 basic functionality, 108–115 implications for practice, 117–121 WJ IV Technical Manual, 24 WJ IV Tests of Achievement (WJ IV ACH), 151–152, 155, 256–258 broad mathematics, 285 cluster of academic applications, 174 instructional zone, 154 number matrices tests, 376 oral reading test, 378 passage comprehension, 379–380 sentence writing fluency test, 378 WJ IV Tests of Cognitive Abilities (WJ IV COG), 151–152, 161, 174–175, 318 C-LIM with, 331–334 cognitive processing speed and perceptual speed clusters, 155 concept formation test, 375–376 ELLs evaluation legacy issues with, 337–338 CALP score, 338–339 evaluation, 339 standard oral language, 338 pair cancellation test, 376 story recall test, 375 tests, 305 WJ IV tests of cognitive abilities, oral language, and achievement, 360 acquired knowledge, 378 auditory/phonological test, 374 cognitive processes, 374 input, processing, and output demands, 361t–373t language abilities, 378–379 learning and memory, 375 mathematics achievement, 380 neurocognitive constructs by, 357t–359t Index  419 performance fluency, 377 reading achievement, 379 retrieval fluency, 377–378 WJ IV ACH oral reading test, 378 passage comprehension, 379–380 WJ IV COG concept formation test, 375–376 story recall test, 375 working memory, 376–377 WJ R See Woodcock–Johnson–Revised (WJ R) WJ R COG See WJ R Tests of Cognitive Ability (WJ R COG) WJ R Tests of Cognitive Ability (WJ R COG), 192 WM See Working memory (WM) WMS-IV See Wechsler Memory Scale— Fourth Edition (WMS-IV) Woodcock-Johnson III Tests of Achievement (WJ III ACH), 7–11 academic areas, batteries/tests, and clusters, 9t additional Broad CHC abilities and composition, 15 cross-domain clusters, 17 mathematics clusters, 16–17 reading clusters, 16 written language clusters, 17 test descriptions, 10t Woodcock–Johnson III (WJ III), 1–2, 32, 123–124, 271, 334 Woodcock–Johnson III Tests of Cognitive Abilities (WJ III COG), 192 Woodcock–Johnson IV (WJ IV), 1, 31, 123– 124, 204, 211, 253, 317, 355, 389 See also Learning disabilities (LDs) academic ability analysis, 226 academic weakness, 227–228 CHC abilities and academic achievement relationships, 229t–230t comprehensive measurement, 226 intra-ability analyses, 228 intra-achievement variation procedure, 228–230 standard scores, percentile ranks, and performance classifications, 227t weakness, 226, 230 ACH, 7–11, 15–17 assessment tools in MTSS-based use case scenarios, 399 CBM, 400 cross-battery assessment, 400–401 grid for selective testing, 402f hybrid hypothesis testing model, 401 SLD using convergent validity principles, 403f broad and narrow CHC classifications, 4t–5t case report Andrew’s WJ IV Score Report, 239–246, 240t–245t Level I, 239–246 Level II, 246 Level III, 246–247 Level IV, 247–249 ceilings, 23–24 CHC theory evolution and relationship to, 124–126 COG factors and clusters, 11 auditory memory span, 15 cognitive efficiency cluster, 15 Ga, 14 Gc, 11–12 Gf, 12 Glr, 13 Gs, 14 Gv, 14 Gwm, 14 narrow ability quantitative reasoning, 14 number facility, 15 perceptual speed, 14 vocabulary, 15 COG tests, 6–7, 6t, 8t cognitive ability analysis, 232–233 comprehensive individual evaluation, 398–399 factors, 1–2 floors, 23–24 IDEA 2004, 390–391 median internal consistency reliability coefficients, 21t MTSS academic in action, 394–398 academic key elements, 391–394 narrow ability clusters, 126 OL, 11 psychometric properties, 19–20 reliability, 20–23 RtI basics, 390 as educational initiative, 389–390 standardization characteristics, 19–20 tests, 151–152 theoretical underpinnings, 2–6 validity, 24–27 evidence, 65–66 420  Index Woodcock–Johnson IV Tests of Achievement (WJ IV ACH), 31–32, 33t–37t, 284, 291, 331–333, 355, 396–397 See also Giftedness Woodcock–Johnson IV Tests of Cognitive Abilities (WJ IV COG), 31–32, 33t–37t, 123, 126, 191, 259–260, 271, 284–285, 291, 355, 360 See also Giftedness; Intellectual disability (ID) cognition and achievement relationship, 126–129 mathematics, 132–133, 135–137 neurocognitive and CHC constructs relevant to academic achievement, 129–132 neurocognitive constructs, 138–139 EFs, 139–141 working memory, 141–143 neurocognitive constructs by, 357t–359t reading, 132–135 strengths and weaknesses, 191 auditory processing tests, 196–198 comprehension/knowledge tests, 192–195 evaluation, 209 fluid reasoning tests, 195–196 learning efficiency tests, 201–202 long-term memory retrieval fluency tests, 202–203 Picture Recognition, 199 processing speed tests, 203–204 visualization, 198 visual–spatial processing tests, 198 whole battery, 204–209 Working Memory Capacity tests, 199–201 written language, 132–133, 137–138 Woodcock–Johnson IV Tests of Oral Language (WJ IV OL), 11, 31–32, 33t–37t, 331, 355, 400–401 brief description and composition, 17–18 ELLs evaluation legacy issues with, 337–338 CALP score, 338–339 evaluation, 339 standard Oral Language, 338 English and Spanish tests and clusters, 12t oral comprehension test, 378–379 picture vocabulary test, 378–379 test descriptions, 13t Woodcock–Johnson–Revised (WJ R), 67, 355 Word Attack test, 162–163 Working memory (WM), 61, 136–139, 141–143, 376–379 numbers reversed, 200–201 object-number sequencing test, 201 sentence repetition, 200 tests, 199 understanding directions, 200 verbal attention, 199–200 WRAML-2 See Wide Range Assessment of Memory and Learning—Second Edition (WRAML-2) Writing, 82–83, 84t disability, 157 fluency, 170, 172, 378 instruction, 138 tests, 38 Written expression, 93–95, 176 cluster, 59 Written language, 132–133, 137–138 achievement, 380 clusters, 17, 59 X X-BASS See Cross-Battery Assessment Software System (X-BASS) XBA See Cross-Battery Assessment (XBA) Z z value See z-score z-score, 50 ... abilities measured by the WJ IV) ORGANIZATION OF THE WJ IV COG, WJ IV ACH, AND WJ IV OL WJ IV COG The WJ IV COG tests are included in two batteries: the Standard Battery (Tests 1–10) and the Extended... OF THE WJ IV COG, WJ IV ACH, AND WJ IV OL Brief Description of Broad and Narrow CHC Abilities and Composition of WJ IV COG Factors and Clusters The WJ IV COG includes indicators of broad and narrow... Woodcock-Johnson IV (WJ IV; Schrank, McGrew, & Mather, 2014a) The WJ IV family of instruments is composed of the WJ IV Tests of Cognitive Abilities (WJ IV COG; Schrank, McGrew, & Mather, 2014b), WJ IV Tests