Contemporary Intellectual Assessment, First Edition

Dawn P. Flanagan, Ph.D., an Assistant Professor of School Psychology at St. John's University in New York, conducts research on intelligence, psychoeducational and preschool assessment, and professional issues in school psychology. Widely published, she serves on the editorial boards of the Journal of Psychoeducational Assessment and School Psychology Review and is past president of the New York State Psychological Association's School Division. Judy L. Genshaft, Ph.D., is the Interim Vice President for Academic Affairs at the University at Albany, State University of New York. She has edited two books and written numerous journal articles and book chapters. A licensed psychologist who is on the editorial board of School Psychology Review, she has received several awards and honors for her contributions to the National Association of School Psychologists. Patti L. Harrison, Ph.D., a Professor in the Educational and School Psychology Program and Assistant Dean of the Graduate School at the University of Alabama, has conducted extensive research on intelligence, adaptive behavior, and preschool assessment. Widely published, she is Editor of School Psychology Review, an editorial board member for several journals, a past-chair of the NASP Children's Services Committee, and a past Vice President of Publications, Communications, and Convention Affairs for APA's Division of School Psychology.

I. The Origins of Intellectual Assessment

1. The Early History of Intelligence Testing, Thorndike

2. The History of Test Development, Ittenbach, Esters, and Wainer

3. A History of Intelligence Test Interpretation, Kamphaus, Petoskey, and Morgan

II. Contemporary and Emerging Theoretical Perspectives

4. Human Cognitive Capabilities: Gf-Gc Theory, Horn and Noll

5. The Triarchic Theory of Intelligence, Sternberg

6. Alternative Assessment from a Multiple Intelligences Theoretical Perspective, Chen and Gardner

7. The Three-Stratum Theory of Cognitive Abilities, Carroll

8. The Role of Intelligence in a Broad Model of Personal Competence, Greenspan and Driscoll

9. Analysis of the Major Intelligence Batteries according to a Proposed Comprehensive

Gf-Gc Framework, McGrew

III. New Tests and Alternative Techniques for Assessing Intelligence

10. The Differential Ability Scales, Elliott

11. The Kaufman Adolescent and Adult Intelligence Test, Kaufman and Kaufman

12. The Woodcock Johnson Tests of Cognitive Ability Revised, Woodcock

13. Planning, Attention, Simultaneous, and Successive Theory and the Das Naglieri Cognitive Assessment System: A Theory-Based Measure of Intelligence, Naglieri

14. The Universal Nonverbal Intelligence Test, McCallum and Bracken

15. Dynamic Assessment Approaches, Lidz

16. The Learning Potential Assessment Device, Feuerstein, Feuerstein, and Gross

17. A Cross-Battery Approach to Assessing and Interpreting Cognitive Abilities: Narrowing the Gap between Practice and Cognitive Science, Flanagan and McGrew

18. Issues and Suggestions for Training Professionals in Assessing Intelligence, Alfonso and Pratt

IV. Emerging Issues and New Directions in Intellectual Assessment

19. Ontology, Structure, and Diagnostic Benefits of a Normative Subtest Taxonomy from the WISC-III Standardization Sample, Glutting, McDermott, and Konold

20. Using Confirmatory Factor Analysis to Aid in Understanding the Constructs Measured by Intelligence Tests, Keith

21. Contemporary Models for the Biometric Genetic Analysis of Intellectual Abilities, McArdle and Prescott

22. Diagnostic and Treatment Utility of Intelligence Tests, Reschly

23. The Functional Utility of Intelligence Tests with Special Education Populations, Flanagan, Andrews, and Genshaft

24. The Utility of Intelligence Tests for Preschool Children, Bracken and Walker

25. The Cognitive Assessment of Limited English Proficient and Bilingual Children, Lopez

26. The Triple Quandary of Race, Culture, and Social Class in Standardized

Cognitive Ability Testing, Helms

27. An Integration and Synthesis of Contemporary Theories, Tests, and Issues in the

Field of Intellectual Assessment, Harrison, Flanagan, and Genshaft

Appendix A: Ethical Principles of Psychologists and Code of Conduct (Ethical Standard 2).

Appendix B: Code of Fair Testing Practices in Education.

Appendix C: Code of Professional Responsibilities in Educational Measurement