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1. A History of Intelligence Assessment; The Unfinished Tapestry<br/>John D. Wasserman<br/>2. A History of Intelligence Test Interpretation<br/>Randy W. Kamphaus, Anne Pierce Winsor, Ellen W. Rowe, and Sangwon Kim<br/>3. Foundations for Better Understanding of Cognitive Abilities<br/>John L. Horn and A. Nayena Blankson<br/>4. The Cattell-Horn-Carroll Model of Intelligence<br/>W. Joel Schneider and Kevin S. McGrew<br/>5. Assessment of Intellectual Profile: A Perspective<br/>from Multiple-Intelligences Theory<br/>Jie-Qi Chen and Howard Gardner<br/>6. The Triorchic Theory of Successful Intelligence<br/>Robert J. Sternberg<br/>7. Planning, Attention, Simultaneous, Successive:<br/>A Cognitive-Processing-Based Theory of Intelligence<br/>Jack A. Naglieri, J. P. Das, and Sam Goldstein<br/>8. The Wechsler Adult Intelligence Scale—Fourth Edition<br/>and the Wechsler Memory Scale—Fourth Edition<br/>Lisa Whipple Drozdick, Dustin Wahlstrom, Jianjun Zhu, and Lawrence G. Weiss<br/>9. The Wcchslcr Preschool and Primary Scale of Intelligence-<br/>Third Edition, the Wechsler Intelligence Scale for Children-<br/>Fourth Edition, and the Wechsler Individual Achievement Test-<br/>Third Edition<br/>Dusfifi Wahlsfroin, Knstina C Brcoux, Jian/un Zhu. and Lawrence G eiss<br/>10. The Stanford Binet Intelligence Scales, Fifth Edition<br/>Gale H Raid and Mark Pomplun<br/>11 The Kaufman Assessment Battery for Children Second Edition<br/>and the Kaufman Test of Educational Achievement - Second Edition<br/>Jonme Kaufman Singer, Elizabeth O Lichtenberger, James C Kaufman,<br/>Alan 5 Kaufman, and Nadeen L Kaufman<br/>12. The Woodcock Johnson III Normative Update;<br/>Tests of Cognitive Abilities and Tests of Achievement<br/>Fredrick A. Schrank and Barbara J. Wendling<br/>13, The Differential Abil ity Scales—Second Edition<br/>Colin D Ellioff<br/>14 The Universal Nonverbal Intelligence Test. . . .<br/>' A Multidimensional Nonverbal Alternative for Cogmtive Assessment<br/>R Steve McCallurn and Bruce A. Bracken<br/>15. The Cognitive Assessment System: From Theory to Practice<br/>Jack A. Naglieri and Tulio M. Ofero<br/>16. The Reynolds Intellectual Assessment Scales and<br/>18.<br/>the Reynolds Intellectual Screening Test<br/>Ceil R. Reynolds, Randy W. Kamphaus, and Tara C. Raines<br/>RM^N.^MattLws, Cynthia A. Riccio, and John L. Davis<br/>The Wechsler Nonverbal Scale of Ability;<br/>Assessment of Diverse Populations<br/>tcTl Naglieri and Tulio M. Otero<br/>19. and Current Directions<br/>r C, Mo.so. .n, sa... O. orti.<br/>lU c Tf^<;tina- Linking Test Results to the Real World<br/>20. Cognitive Hypofhests^ trng^^^^<br/>Catherine A. Fiorello, James d<br/>21. Processing "7^,i,ical Review<br/>I intproretation of Information<br/>from Cognitive Ability l^ests. a<br/>Randy G. Floyd and John H. Kran<br/>22. Testing witti '^"""''""^"bal-Performance Dichotomy<br/>Moving beyond the Ver<br/>II A 1 inauistically Diverse Populations:<br/>into Evidence-Based Practice Agiiiesrka M Dynda<br/>Samuel O, Ortiz, Salvador t^ecrui<br/>23. Linking Cognitive Abilities to Academic interventions<br/>for Students with Specific Learning Disabilities<br/>Nancy Mather and Barbara J. Wendling<br/>24. Cognitive Assessment in Early Childhood:<br/>Theoretical and Practice Perspectives<br/>Laurie Ford, Michelle L. Kozey, and Juliana Negreiros<br/>25. Use of Intelligence Tests in the Identification of Giftedness<br/>David E. Mclntosh, Felicia A. Dixon, and Eric E. Pierson<br/>26. Use of Ability Tests in the Identification of Specific Learning<br/>Disabilities within the Context of an Operational Definition<br/>Dawn P. Flanagan, Vincent C. Alfonso, Jennifer T. Mascolo,<br/>and Marlene Sotelo-Dynega<br/>27. Assessment of Intellectual Functioning<br/>in Autism Spectrum Disorder<br/>Laura Grofer Klinger, Sarah E. O'Kelley, Joanna L. Mussey, Sam Goldstein,<br/>and Melissa DeVries<br/>28. Cognitive and Neuropsychological Assessment of Attention-Deficit/<br/>Hyperoctivity Disorder: Redefining a Disruptive Behavior Disorder<br/>James B. Hale, Megan Yim, Andrea N. Schneider, Gabrielle Wilcox,<br/>Julie N. Henzel, and Shauna G. Dixon<br/>29. Intellectual and Neuropsychological Assessment of Individuals<br/>with Sensory and Physical Disabilities and Traumatic Brain Injury<br/>Scott L. Decker, Julia A. England, and Alycia M. Roberts<br/>30. Use of Intelligence Tests in the Identification of Children<br/>with Intellectual and Developmental Disabilities<br/>Kathleen Armstrong, Jason Hangauer, and Joshua Nadeau<br/>31. Using the Joint Test Standards to Evaluate the Validity Evidence<br/>for Intelligence Tests<br/>Jeffery P. Braden and Bradley C. Niebling<br/>32. Using Confirmatory Factor Analysis to Aid in Understanding the<br/>Constructs Measured by Intelligence Tests<br/>Timothy Z. Keith and Matthew R. Reynolds<br/>33. The Emergence of Neuropsychological Constructs into Tests<br/>of Intelligence and Cognitive Abilities<br/>Daniel C. Miller and Denise E. Maricle<br/>34. The Role of Cognitive and Intelligence Tests in the Assessment<br/>of Executive Functions<br/>Denise E. Maricle and Erin Avirett<br/>35. Intelligence Tests in the Context of Emerging Assessment Practices;<br/>Problem-Solving Applications<br/>Rachel Brown-Chidsey and Krishna J Andrcn<br/>36. Intellectual, Cognitive, and Neuropsychological Assessment<br/>in Three-Tier Service Delivery Systems in Schools<br/>George McCloskey, James Whlfaker, Ryan Murphy, and Jane Rogers |
