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CHAPTER 13 Kaufman Adolescent and Adult Intelligence Test (KAIT) 522

KAIT Theory 522

Horn-Cattell Theory in the KAIT 522 The Theories of Luria and Piaget in the KAIT 523 Composition of the KAIT 523 Other Tests and the KAIT 524 KAIT and the Wechsler Scales 524 KAIT and WJ-III 525 Types of Scores on the KAIT 525 KAIT's Standardization and Psychometric Properties 525 KAIT Interpretation 527

Step 1: Interpret the KAIT Composite IQ 527 Step 2: Examine the KAIT Crystallized IQ versus the Fluid IQ 528 Step 3: Is the KAIT Crystallized IQ versus Fluid IQ Difference Abnormal? 529

Step 4: Determine if the Crystallized and Fluid IQs Are Interpretable 529 Step 5: Interpret the Meaning of the Crystallized and Fluid Scales 530

Step 6: Interpret KAIT Strengths and Weaknesses 531

Step 7: Generate Hypotheses about Fluctuations in the KAIT Profile 533 Alternative KAIT Subtest Groupings 539 KAIT Memory Comparisons 540 KAIT Research on Clinical Profiles 541 Assessment of Learning Disabilities 541 Assessment of Alzheimer's-Type Dementia 543 Depression and Pseudodementia 545

Personality and Interests as They Pertain to Career Choices 547 KAIT's Construct Validity for African Americans and Hispanics 549 KAIT Case Study 550

Jeff H, Age 17, Possible Learning Disability 550 Summary 560

CHAPTER 14 Woodcock-Johnson Battery—Third Edition (WJ III) 561

Kevin S. McGrew, Richard Woodcock, and Laurie Ford History and Evolution of the WJ III 561 Original Woodcock-Johnson (WJ) 561 Woodcock-Johnson—Revised (WJ-R) 562 Theoretical Foundations of the WJ III 563

The Cattell-Horn-Carroll (CHC) Theory of Cognitive Abilities 563 Use of the CHC Theory as the WJ III Design Blueprint 566 Description and Organization of the WJ III Tests and Clusters 570 Organization 570 The Cognitive Battery 571 The Achievement Battery 572 Interpretive Features of the WJ III 577 Types of Scores 578 Types of Profiles 579

Clinical and Selected Special Purpose Clusters 579 The Cognitive and Achievement Performance Models 581 Psychometric Characteristics 582 Norms 582 Reliability 583 Validity 584

Special Applications and Use with Special Populations 600

Assessment of Learning Disabilities 600

General Intellectual Ability/Achievement Discrepancy Model 600

Predicted Achievement-Achievement Discrepancy Model 602

Intra-Ability Discrepancy Model 603

Preliminary Research on Adult LD Identification with the WJ III 604

Neuropsychological Applications 607

CHC Abilities across the Life Span 613 CHC Cross-Battery Applications 624 Summary 627

CHAPTER 15 Brief Tests of Intelligence and Related Abilities 629

Brief History of Brief Assessment 629

The Terman-Merrill Innovation 629 The Role of the Slosson, Shipley-Hartford, and Other Early Brief Tests 630 Silverstein 's Contributions to Wechsler Short Forms 631 Trends in Short-Form Development for WAIS and Its Successors 632 The Future of Short Forms 633 Let's Stop Developing and Using Short Forms of Long Tests 633

The Normative Issue, Part I: Thompson's Key Research 634 The Normative Issue, Part II: The Satz-Mogel Approach 635 The Statistical Issue: Correlated Error Variance 637 Appropriateness of the New Brief Tests for African Americans and Hispanics 638 The Seven-Subtest WAIS-III 640 When to Administer Brief Tests 640 Three Well-Normed Recent Brief Tests of Verbal and Nonverbal Intelligence 641

Wechsler Abbreviated Scale of Intelligence (WASI) 641 Kaufman Brief Intelligence Test (K-BIT) 645 Wide Range Intelligence Test (WRIT) 647 Brief Tests of Either Nonverbal or Verbal Ability 650 Peabody Picture Vocabulary Test—Third Edition (PPVT-III) 650 General Abilities Measure for Adults (GAMA) 652 Matrix Analogies Test (MAT) 654 Brief Tests for Specialized Abilities 655

Kaufman Short Neuropsychological Assessment Procedure (K-SNAP) 655

Kaufman Functional Academic Skills Test (K-FAST) 657 Summary 660

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