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WJ IV Clinical Use and Interpretation - 1st Edition - ISBN: 9780128020760, 9780128021101

WJ IV Clinical Use and Interpretation

1st Edition

Scientist-Practitioner Perspectives

Editors: Dawn Flanagan Vincent Alfonso
Hardcover ISBN: 9780128020760
eBook ISBN: 9780128021101
Imprint: Academic Press
Published Date: 21st January 2016
Page Count: 434
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WJ IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives provides clinical use and interpretive information for clinical practitioners using the Woodcock-Johnson, Fourth Edition (WJ IV). The book discusses how the cognitive, achievement, and oral language batteries are organized, a description of their specific content, a brief review of their psychometric properties, and best practices in interpreting scores on the WJ IV.

Coverage includes the predictive validity of its lower order factors and the clinical information that can be derived from its 60 individual subtests. Part II of this book describes the clinical and diagnostic utility of the WJ IV with young children for diagnosing learning disabilities in both school age and adult populations, and for identifying gifted and talented individuals.

Additionally, the book discusses the use of the WJ IV with individuals whose culture and language backgrounds differ from those who are native English speakers and who were born and raised in mainstream US culture.

Key Features

  • Discusses the organization and content of all three batteries in the WJ-IV
  • Reviews best practices for score interpretation
  • Covers psychometric properties and predictive validity
  • Explores clinical information that can be extracted from 60 individual subtests
  • Includes diagnostic utility for learning disabilities, giftedness, and non-English speaking populations


Clinical and school psychologists testing cognitive abilities in children and adults

Table of Contents

  • List of Contributors
  • Preface
  • Chapter 1. Overview of the Woodcock-Johnson IV: Organization, Content, and Psychometric Properties
    • Abstract
    • Theoretical Underpinnings of the WJ IV
    • Organization of the WJ IV COG, WJ IV ACH, and WJ IV OL
    • Content of the WJ IV COG, WJ IV ACH, and WJ IV OL
    • Standardization Characteristics and Psychometric Properties of the WJ IV
    • Summary
    • References
  • Chapter 2. Clinical Interpretation of the Woodcock–Johnson IV Tests of Cognitive Abilities, Academic Achievement, and Oral Language
    • Abstract
    • Tests of Cognitive Abilities, Achievement, and Oral Language
    • Evaluating with a Purpose
    • Levels of Interpretation
    • Categorical Descriptors
    • Groups of Tests
    • Examples of Test Selection for Specific Issues
    • Conclusion
    • References
  • Chapter 3. A Special Validity Study of the Woodcock–Johnson IV: Acting on Evidence for Specific Abilities
    • Abstract
    • Validity Evidence with the WJ IV
    • Validity and Cognitive-Achievement Relations
    • Previous Research on Cognitive-Achievement Relations
    • Current Study
    • Method
    • Results
    • Interpreting Cognitive-Achievement Relations with the WJ IV
    • Conclusions
    • Conflict of Interest Disclosure
    • Acknowledgment
    • References
  • Chapter 4. Woodcock–Johnson IV Scoring and Reporting Online Program Review
    • Abstract
    • Introduction
    • Minimal Systems Requirements
    • References
  • Chapter 5. Instructional Implications from the Woodcock–Johnson IV Tests of Cognitive Abilities
    • Abstract
    • WJ IV
    • The Evolution of CHC Theory and its Relationship to the WJ IV
    • WJ IV COG
    • Relationship of Cognition and Achievement
    • Neurocognitive and CHC Constructs Relevant to Academic Achievement
    • Reading, Mathematics, and Written Language
    • Neurocognitive Constructs: EFs and Working Memory
    • Summary and Conclusions
    • References
  • Chapter 6. Instructional Implications from the Woodcock–Johnson IV Tests of Achievement
    • Abstract
    • General Considerations
    • Academic Skills
    • Academic Fluency
    • Oral Language, Knowledge, and Academic Applications
    • Sample Case
    • Conclusion
    • References
  • Chapter 7. Strengths and Weaknesses of the Woodcock–Johnson IV Tests of Cognitive Abilities: Best Practice from a Scientist–Practitioner Perspective
    • Abstract
    • Strengths and Weaknesses: Individual Tests
    • Strengths and Weaknesses: Whole Battery
    • Overall Evaluation
    • References
  • Chapter 8. Use of the Woodcock–Johnson IV in the Identification of Specific Learning Disabilities in School-age Children
    • Abstract
    • The Dual Discrepancy/Consistency Operational Definition of SLD
    • Level I: Academic Ability Analysis with the WJ IV
    • Level II: Exclusionary Factors—Evaluation of Potential Primary and Contributory Causes of Academic Skill Weaknesses or Deficits
    • Level III: Cognitive Ability Analysis with the WJ IV
    • Level IV: The Dual Discrepancy/Consistency PSW
    • Level V: Evaluation of Interference with Learning
    • Conclusions
    • References
  • Chapter 9. Use of the Woodcock–Johnson IV in the Diagnosis of Specific Learning Disabilities in Adulthood
    • Abstract
    • Formal Criteria for LD in Adulthood
    • Diagnostic Models of LD
    • Conclusion: Beyond Formal Testing
    • References
  • Chapter 10. Use of the Woodcock–Johnson IV Tests of Cognitive Abilities in the Diagnosis of Intellectual Disability
    • Abstract
    • Characteristics of Children with ID and Implications for Assessment
    • Assessing Students with ID with the WJ IV
    • Conclusion
    • Case Study
    • References
  • Chapter 11. Use of the Woodcock–Johnson IV Tests of Cognitive Abilities and Achievement in the Assessment for Giftedness
    • Abstract
    • Introduction
    • Who Are Gifted Individuals?
    • Gifted as a Social Construction
    • Tripartite Model of Giftedness
    • Purposes of Assessment for Giftedness
    • Guiding Principles and Fundamental Beliefs about Assessment for Giftedness
    • The WJ IV and Assessment for Giftedness
    • Conclusion
    • References
  • Chapter 12. Assessment of Culturally and Linguistically Diverse Individuals with the Woodcock–Johnson IV
    • Abstract
    • Introduction
    • Summary
    • References
  • Chapter 13. Neurocognitive Applications of the Woodcock–Johnson IV
    • Abstract
    • Neurocognitive Applications of the WJ IV
    • WJ IV Tests Classified According to a Neuropsychological Model
    • Coverage of Basic Neurocognitive Constructs by the WJ IV Tests of Cognitive Abilities, Oral Language, and Achievement
    • Interpreting the WJ IV from a Neuropsychological Perspective
    • Summary
    • References
  • Chapter 14. Use of the Woodcock–Johnson IV in a Response to Intervention Service Delivery Model
    • Abstract
    • RtI as an Educational Initiative
    • RtI Basics
    • IDEA 2004
    • Key Elements of an Academic MTSS
    • Academic MTSS in Action
    • Comprehensive Individual Evaluation
    • Use of the WJ IV Assessment Tools in Three MTSS-Based Use Case Scenarios
    • Conclusion
    • References
  • Index


No. of pages:
© Academic Press 2016
21st January 2016
Academic Press
Hardcover ISBN:
eBook ISBN:

About the Editors

Dawn Flanagan

Dr. Dawn P. Flanagan is professor of Psychology and Director of the School Psychology training programs at St. John's University in Queens, NY. She is also Clinical Assistant Professor at Yale Child Study Center, Yale University School of Medicine. In addition to her teaching responsibilities in the areas of intellectual assessment, psychoeducational assessment, learning disability, and professional issues in school psychology, she serves as an expert witness, learning disability consultant, and psychoeducational test/measurement consultant and trainer for organizations both nationally and internationally.

Affiliations and Expertise

Department of Psychology, St. John's University, Jamaica, NY USA

Vincent Alfonso

Dr. Vincent C. Alfonso is a former Professor in the Graduate School of Education at Fordham University, New York City. He is now the Dean of the School of Education at Gonzaga University in Spokane, Washington. He is past president of Division 16 of the American Psychological Association, and fellow of Divisions 16, 5, and 43 of the APA.

Affiliations and Expertise

School of Education, Gonzaga University, Spokane, WA USA

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