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( March 2013) Cross-battery assessment is the process by which use information from multiple test batteries (i.e., various ) to help guide diagnostic decisions and to gain a fuller picture of an individual’s than can be ascertained through the use of single-battery assessments. The cross-battery approach (XBA) was first introduced in the late 1990s by Dawn Flanagan, Samuel Ortiz and Kevin McGrew.

It offers practitioners the means to make systematic, valid and up-to-date interpretations of intelligence batteries and to augment them with other tests in a way that is consistent with the empirically supported of cognitive abilities. Contents.Three Foundational Sources of Information The XBA approach is a time efficient method to reliably measure a wider (or more in-depth but selective range) of cognitive abilities/processes than any single intelligence battery can measure. It is based on three foundational sources of information (i.e., practice, research and test development) that provide the knowledge necessary to organise theory-driven, comprehensive, reliable, and valid assessments of cognitive abilities. Practice conducted a joint suggesting the necessity of cross-battery assessments to measure a broad range of cognitive abilities rather than a single intellectual battery. For instance, he found that of the major intellectual batteries utilized prior to 2000, most failed to measure three or more broad CHC abilities that were considered essential in understanding and predicting school achievement. This provided the impetus for developing the XBA approach.The XBA approach also helps facilitate communication among professionals, which guards against misinterpretation.

Intellectual

The XBA approach offers practitioners a psychometrically defensible way of identifying strengths and weaknesses in cognitive abilities. Research The XBA approach helped to promote a greater understanding between cognitive abilities and important outcome criteria. Furthermore, improving the validity of CHC ability measures will further elucidate the relations between CHC cognitive abilities and different outcomes, such as achievement and occupational outcomes. Test Development Test authors have utilized CHC theory and XBA CHC test classifications as a blueprint for test development (, and etc.). Despite the fact that cognitive abilities tests demonstrate a greater coverage of CHC broad cognitive abilities now as compared to previous years; there is still a need to use XBA approach for assessment.

Application of the XBA Approach It is recommended that practitioners adhere to several guiding principles in order to ensure that XBA procedures are and theoretically sound. First, one should select an intelligence battery that best addresses referral concerns. Second, subtests and clusters or composites from a single battery should be utilized whenever possible in order to best represent the broad CHC abilities (i.e., use actual norms whenever possible). Third, it is important to construct CHC broad and narrow ability clusters through acceptable methods, such as CHC theory driven factor analyses or expert consensus content-validity studies.

Fourth, when two or more qualitatively different indicators of a broad abilities of interest are not assessed or available on the core battery, then one may supplement it for broad ability indicators from another battery. Finally, when crossing batteries, select tests that were developed and normed within a few years of one another. Sixth, in order to minimize the effect of spurious differences between test scores, select tests from the smallest number of batteries. Evaluation requires professional judgement and should include direct observations, including interviews with those who know the test subject. Sound decisions require an explanatory framework that is logical and consistent, with an explanation for any conflicting data.

Implementation of the XBA Approach Step-by-Step. Select primary intelligence battery for assessment. Identify represented CHC abilities. Select tests to measure CHC abilities not measured by the primary battery. Administer the primary battery (and any other supplemental tests). Enter data into the XBA DMIA (provided in 'Essentials of Cross Battery Assessment: Second Edition'. Follow XBA guidelinesUse of XBA in Specific Learning Disability (SLD) Evaluation The 'Seven Deadly Sins' in SLD Evaluation.

This section may be to readers. Please help us. There might be a discussion about this on. ( March 2013) (SLD) is the largest disability identified among school-aged children. According to Flanagan, Ortiz and Alfonso, in order to receive a diagnosis of SLD the following criteria must be met following these steps: a deficit in academic functioning is determined, academic difficulties are not due to secondary exclusionary factors (e.g., neurological issues, etc.), a deficit in cognitive ability is determined, exclusionary factors are reviewed again to determine that the academic and cognitive deficits are not due to secondary factors, is established, the academic deficits are shown to have a negative effect on daily life. Flanagan, Ortiz and Alfonso suggest 'seven deadly sins' as a metaphor for understanding the misconceptions surrounding SLD evaluation that continue to undermine its reliability and validity.1.

Relentless searching for ipsative or intra-individual discrepancies One of the most common practices in SLD evaluations is when the scores are. Ipsatized scores are scores that have been averaged and subtracted from the overall average in order to determine the degree of from the average.

This suggests that when scores deviate from the mean they are clinically important indicators of either relative weaknesses (lower) or relative strengths (higher). Thus, weaknesses are thought of as evidence of SLD.

This approach only focuses on the identification of discrepancies that exist within the individual. The vast majority of people do not have flat cognitive profiles and instead show significant variability in their profile of cognitive ability scores. The assumption that people who have certain scores in one domain will show similar ability in all domains is erroneous. Instead of looking for discrepancies wherever they might be found, theory should guide comparison between different sub-tests.

Failure to distinguish between a relative weakness and a normative weakness A lower score does not automatically gain clinical significance simply because the discrepancy has been determined to be real (statistically significant). Statistical significance only means that the difference between the two scores is not due to chance (i.e., that they are different from one another), that is, it does not mean that the difference between the two scores in the comparison is clinically meaningful or indicative of impairment.3. Obsession with the severe discrepancy calculation The ability-achievement discrepancy has been regarded as important to definitions and diagnostic criteria of SLD that practitioners often resort to calculating every sub-test score obtained at an evaluation.

Given the high number of discrepancies available to calculate, it would be surprising if at least one significant discrepancy was not found. The significant ability-achievement discrepancy should not be synonymous with nor a necessary condition for a SLD diagnosis.4. Belief that IQ is a near perfect predictor of potential This ability-achievement discrepancy was likely fostered by the notion that IQ and other global ability composites are near-perfect predictors of an individual's academic achievement. For instance, scores of general ability, like the, only account for about 35 to 50% of total achievement variance, which leaves about 50 to 65% of the variance unexplained. Thus, practitioners must recognize that there are other important factors that explain significant variance in achievement and global ability.5.

Failure to apply current theory and research In evaluating SLD, practitioners may not always be privy to or able to implement procedures that are based on modern theory and research. Practitioners often omit contemporary psychometric theory and current research on SLD that aid in determining identification and diagnosis of SLD.6. Over-reliance on findings from a single sub-test Diagnostic decisions are often based on the results from either a single sub-test score or scores used to screen individuals. The reliance on these single scores may not be suitable for the purpose of diagnosis or high-stakes decision making. For instance, one of the fundamental properties of psychometrics is that a single sub-test can't be considered a reliable indicator by itself of the construct it is intended to measure. One sub-test is not sufficient to indicate the presence of an SLD or other impairment.7. Belief that aptitude and ability are the same Aptitude and ability are two concepts that are often mistakenly confused.

What Is Intellectual Assessment

It is important to differentiate between the two given the shift in understanding SLD which is based on the difference between ability and aptitude. When evaluating SLD, looking at aptitude is important because those abilities are associated with long-term academic outcomes.References.

'In one volume, this authoritative reference presents a current, comprehensive overview of intellectual and cognitive assessment, with a focus on practical applications. Leaders in the field describe major theories of intelligence and provide the knowledge needed to use the latest measures of cognitive abilities with individuals of all ages, from toddlers to adults. Evidence-based approaches to test interpretation, and their relevance for intervention, are described. The book addresses critical issues in assessing particular populations-including culturally and linguistically diverse students, gifted students, and those with learning difficulties and disabilities-in today's educational settings'- Read more.Rating:(not yet rated)Subjects.More like this. Find more information about:ISBN:778XOCLC Number:Notes:Revised edition of Contemporary intellectual assessment, c2012.Description:xxii, 1130 pages; 26 cmContents:I.

The Origins of Intellectual Assessment1. A History of Intelligence Assessment: The Unfinished Tapestry, John D.

A History of Intelligence Test Interpretation, Randy W. Kamphaus, Anne Pierce Winsor, Ellen W. Rowe, & Sangwon KimII. Contemporary Theoretical Perspectives3. The Cattell-Horn-Carroll Theory of Cognitive Abilities, W. Joel Schneider & Kevin S.

Assessment from the Perspective of Multiple-Intelligences Theory: Principles, Practices, and Values, Jie-Qi Chen & Howard Gardner5. The Triarchic Theory of Successful Intelligence, Robert J. Redefining Intelligence with the Planning, Attention, Simultaneous, and Successive Theory of Neurocognitive Processes, Jack A. Naglieri & Tulio M. The Parieto-Frontal Integration Theory: Assessing Intelligence from Brain Images, Richard J. Haier & Rex E.

Intelligence-as-Process, Personality, Interests, and Intelligence-as-Knowledge: A Framework for Adult Intellectual Development, Phillip L. Contemporary Intelligence, Cognitive, and Neuropsychological Batteries, and Associated Achievement Tests9.

Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition, Wechsler Intelligence Scale for Children-Fifth Edition, and Wechsler Individual Achievement Test-Third Edition, Dustin Wahlstrom, Susan Engi Raiford, Kristina C. Breaux, Jianjun Zhu, & Lawrence G. The WJ IV Tests of Early Cognitive and Academic Development, Fredrick A. Schrank & Barbara J.

Wechsler Intelligence Scale for Children-Fifth Edition Integrated, Susan Engi Raiford12. The Kaufman Assessment Battery for Children-Second Edition and KABC-II Normative Update, Lisa Whipple Drozdick, Jennie Kaufman Singer, Elizabeth O. Lichtenberger, James C. Kaufman, Alan S. Kaufman, & Nadeen L.

The Differential Ability Scales-Second Edition, Colin D. Elliott, Joseph D. Salerno, Ron Dumont, & John O. The Woodcock-Johnson IV: Tests of Cognitive Abilities, Tests of Oral Language, Tests of Achievement, Fredrick A.

Schrank, & Barbara J. The Cognitive Assessment System-Second Edition: From Theory to Practice, Jack A. Naglieri & Tulio M. The Wechsler Adult Intelligence Scale-Fourth Edition and the Wechsler Memory Scale-Fourth Edition, Lisa Whipple Drozdick, Susan Engi Raiford, Dustin Wahlstrom, & Lawrence G. The Wechsler Nonverbal Scale of Ability: Assessment of Culturally and Linguistically Diverse Populations, Jack A. Naglieri & Tulio M. The Reynolds Intellectual Assessment Scales-Second Edition and the Reynolds Intellectual Screening Test, Tara C.

Raines, Cecil R. Reynolds, & Randy W. The NEPSY-II, Robb N. Matthews & John L.

The Universal Nonverbal Intelligence Test-Second Edition: A Multidimensional Nonverbal Alternative for Cognitive Assessment, R. Steve McCallum & Bruce A. Relevance of Tests of Intelligence, Cognitive Abilities, and Neuropsychological Processes in Understanding Individual Differences21.

Use of Intelligence Tests in the Identification of Giftedness, David E. McIntosh, Felicia A. Dixon, & Eric E. Use of Ability Tests in the Identification of Specific Learning Disabilities within the Context of an Operational Definition, Dawn P. Flanagan, Vincent C. Alfonso, Michael Costa, Katherine Palma, & Meghan Leahy23.

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Use of Intelligence Tests in the Identification of Children and Adolescents with Intellectual Disability, Ryan L. Farmer & Randy G. Intellectual and Neuropsychological Assessment of Individuals with Sensory and Physical Disabilities and Traumatic Brain Injury, Scott L. Decker, Julia Englund Strait, Alycia M. Roberts, & Joseph Ferraracci25. Testing with Culturally and Linguistically Diverse Populations: New Directions in Fairness and Validity, Samuel O.

Ortiz, Nicole Piazza, Salvador Hector Ochoa, & Agnieszka M. Linking Assessment Data to Intervention26. Cognitive Hypothesis Testing: Linking Test Results to the Real World, Catherine A. Fiorello & Kirby L.

Cross-Battery Assessment, the Cross-Battery Assessment Software System, and the Assessment-Intervention Connection, Dawn P. Flanagan, Michael Costa, Meghan Leahy, Katherine Palma, Vincent C.

Pdf

Alfonso, & Samuel O. Linking Cognitive Abilities to Academic Interventions for Students with Specific Learning Disabilities, Nancy Mather & Barbara J. The Kaufman Test of Educational Achievement-Third Edition, Wechsler Intelligence Scale for Children-Fifth Edition, and Wechsler Intelligence Scale for Children-Fifth Edition Integrated: Integrating Data for a Comprehensive Evaluation of Specific Learning Disability, Jaclyn D. Morrison, Jennie Kaufman Singer, & Susan Engi RaifordVI. Contemporary and Emerging Issues in Intellectual, Cognitive, and Neuropsychological Assessment30. Using the Joint Test Standards to Evaluate the Validity Evidence for Intelligence Tests, Alyssa Montgomery, Erica Torres, & Jamie Eiseman31.

Contemporary Intellectual Assessment Fourth Edition Pdf

Using Confirmatory Factor Analysis to Aid in Understanding the Constructs Measured by Intelligence Tests, Timothy Z. Keith & Matthew R. Functional Cattell-Horn-Carroll Nomenclature for Practical Applications, Richard W. Woodcock, Denise E. Maricle, Daniel C. Miller, & Ryan J.

The Emergence of Neuropsychological Constructs into Tests of Intelligence and Cognitive Abilities, Daniel C. Miller & Denise E. Enhancing the Identification of Reading Disorders with Neuropsychological Tests, Marlene Sotelo-Dynega35. Incorporating Recent Advances in Understanding Word-Reading Skills into SLD Diagnoses: The Case of Orthographic Mapping, David Kilpatrick36. The Role of Cognitive and Intelligence Tests in the Assessment of Executive Functions, Denise E.

Maricle & Erin K. The Role of Cognitive and Intelligence Tests in DSM-5 Diagnosis of Specific Learning Disorder, Erin M. McDonough, Dawn P. Flanagan, Megan Sy, & Vincent C. Should our Future Include the Integration of Evidence-Based Neuropsychological Services into School Settings?, Elizabeth Power & Rik Carl D'Amato39. Intellectual, Cognitive, and Neuropsychological Assessment in Three-Tier Service Delivery Systems in Schools, George McCloskey, Jaime Slonim, & Deanna RumohrResponsibility:edited by Dawn P. Flanagan, Erin M.

McDonough; foreword by Alan S. 'The fourth edition keeps up an excellent tradition of providing students, researchers, and clinicians with a text that is unrivaled in its breadth and depth. This edition reflects the ever-increasing translation of neuroscience into new and revised theories and measures, and emphasizes new applied aspects of intellectual assessment. Clinicians will appreciate this outstanding reference work written and edited by the field's best experts.'

-Elaine Fletcher-Janzen, EdD, NCSP, ABPdN, The Chicago School of Professional Psychology'This revised and expanded fourth edition brings together dozens of the most well-known theorists and test authors in the field of intellectual assessment to dig deep into contemporary and ever-evolving theories of human cognition and neuropsychology. Not only are the latest cognitive, achievement, and neuropsychological tests reviewed in thorough detail, but ways to link assessment to intervention are outlined. Assessment applications for specific populations are highlighted in detail. Trainers in the applied psychological professions will likely find this a reliable core text. As an applied practitioner, I suspect this volume will become a constantly used and worn reference for report writing that will stay on my desk, not my bookshelf.' Garruto, DEd, NCSP, school psychologist, Oswego City School District, New York'This is the volume on cognitive assessment. The fourth edition wonderfully captures the field's changing legislative policies, diagnostic systems, testing standards, research, theories, and controversies.

A who's who of scholars eloquently provide highly practical, scientifically based information. The volume describes the latest tests as well as state-of-the-art approaches to score interpretation, decision making and intervention planning, including applications for multi-tiered systems of support in schools. This is a 'must-read' text for students of cognitive assessment, theories of intelligence, and applications of measurement, as well as practicing school, educational, and clinical psychologists and educators.

Highly recommended!' Reddy, PhD, Graduate School of Applied and Professional Psychology, Rutgers, The State University of New Jersey'Flanagan and McDonough have assembled an impressive, comprehensive volume. The book includes the major scholars within the field across a continuum of expertise. It will no doubt serve as an excellent resource for those who want to assess intelligence in clinical or educational settings or analyze the psychometric properties of commonly used measures.

A 'go-to' guide for understanding intellectual assessment.' Lee Swanson, PhD, Distinguished Professor Emeritus of Educational Psychology, University of California, Riverside; Research Professor, University of New Mexico'This is a remarkably content-rich book on intellectual assessment broadly defined. Thirty-nine chapters-written by the best and brightest-trace the historical roots of test development and interpretation; explain the theoretical models that fuel such activity; and describe specific intelligence, cognitive, and neuropsychological batteries, their validity for use with children and youth, and how the data they generate may inform intervention development. As one who develops academic interventions for children with serious learning problems, I found the book helpful for thinking about individual differences in cognition and how they may influence construction of training programs to strengthen both cognitive processes and academic skills.'

Contemporary intellectual assessment theories tests and issues 4th edition

-Douglas Fuchs, PhD, Professor and Nicholas Hobbs Chair of Special Education and Human Development, Vanderbilt University'The fourth edition offers insight into how cognitive processes can affect academic achievement and other meaningful outcomes, and how processing strengths and weaknesses can be used to identify different disorders, including specific learning disabilities. Taking the reader on a journey from theory to practice, this is perhaps the most comprehensive resource to date. The inclusion of the top theorists and researchers in cognition and academic achievement makes the fourth edition the 'go-to' book on cognitive and intellectual assessment for both identification and intervention purposes.

Elucidating the cognitive processes involved in learning and behavior, this innovative work will be valued by graduate students, experienced clinical and school-based psychologists, and educators alike.' Hale, PhD, ABPdN, Professor of Educational Neuroscience (retired), Nanyang Technological University, Singapore'A superb theoretical and clinical overview.One could not ask for more from a review and critical evaluation of this extensive, rich, and complex literature.' (on the second edition)-PsycCRITIQUES'Should be required reading in all intelligence testing courses and by anyone involved in the assessment of human and cognitive abilities.'

Contemporary Intellectual Assessment

(on the first edition)-Psychotherapy in Private Practice'A valuable resource for neuropsychologists conducting comprehensive evaluations. Furthermore, the book's scope, depth, and clarity will be useful to seasoned as well as more junior practitioners and graduate students.Provides a comprehensive and empirically grounded account of intelligence theory and assessment.The editors' attention to the needs of their target audience is apparent and will go a long way in securing this book as an oft-used reference in one's clinical practice and theoretical understanding of contemporary intellectual assessment.' (on the third edition)-Archives of Clinical Neuropsychology Read more.