CONTEMPORARY INTELLECTUAL ASSESSMENT C O N T E M P O R A R Y I N T E L L E C T U A L A S S E S S M E N T THEORIES, TESTS, AND ISSUES FOURTH EDITION edited by Dawn P. Flanagan Erin M. McDonough Foreword by Alan S. Kaufman THE GUILFORD PRESS New York London Copyright © 2018 The Guilford Press A Division of Guilford Publications, Inc. 370 Seventh Avenue, Suite 1200, New York, NY 10001 www.guilford.com All rights reserved No part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the publisher. Printed in the United States of America This book is printed on acid-free paper. Last digit is print number: 9 8 7 6 5 4 3 2 1 The authors have checked with sources believed to be reliable in their efforts to provide information that is complete and generally in accord with the standards of practice that are accepted at the time of publication. However, in view of the possibility of human error or changes in behavioral, mental health, or medical sciences, neither the authors, nor the editors and publisher, nor any other party who has been involved in the preparation or publication of this work warrants that the information contained herein is in every respect accurate or complete, and they are not responsible for any errors or omissions or the results obtained from the use of such information. Readers are encouraged to confirm the information contained in this book with other sources. Library of Congress Cataloging-in-Publication Data Names: Flanagan, Dawn P., editor. | McDonough, Erin M., editor. Title: Contemporary intellectual assessment : theories, tests, and issues / edited by Dawn P. Flanagan, Erin M. McDonough ; foreword by Alan S. Kaufman. Description: Fourth Edition. | Fourth edition. | New York : The Guilford Press, 2018. | Revised edition of Contemporary intellectual assessment, c2012. | Includes bibliographical references and index. Identifiers: LCCN 2017055258 | ISBN 9781462535781 (hardback : alk. paper) Subjects: LCSH: Intelligence tests. | Intelligence tests—History. | BISAC: PSYCHOLOGY / Assessment, Testing & Measurement. | EDUCATION / Testing & Measurement. | MEDICAL / Psychiatry / Child & Adolescent. | PSYCHOLOGY / Psychotherapy / Child & Adolescent. | EDUCATION / Educational Psychology. Classification: LCC BF431 .C66 2018 | DDC 153.9/3—dc23 LC record available at https://lccn.loc.gov/2017055258 About the Editors Dawn P. Flanagan, PhD, is Professor of Psychology at St. John’s University in Queens, New York, and Affiliate Clinical Professor at Yale Child Study Center, Yale University School of Medicine. She serves as an expert witness, learning disability consultant, and test/measurement consultant and trainer for organizations nationally and internationally. Dr. Flanagan is a Fellow of the American Psychological Association (APA) and a Dip- lomate of the American Board of Psychological Specialties. She received the inaugural Contributions to Practice Award from Division 16 (School Psychology) of the APA. Dr. Flanagan has published extensively on cognitive assessment, specific learning disabilities, and psychometric theories of the structure of cognitive abilities. She is also an author of the Cross-Battery Assessment Software System (X-BASS). Erin M. McDonough, PhD, is Clinical Assistant Professor in the School Psychology Pro- gram of the Graduate School of Applied and Professional Psychology at Rutgers, The State University of New Jersey, and serves as Director of the Rutgers School Psychology Intern- ship Consortium. Dr. McDonough is also the founder and Director of Psychological Di- agnostic Evaluations of New York, where she sees clients and supervises psychologists and interns. Dr. McDonough publishes on issues related to psychological assessment of students with learning disabilities, and lectures and conducts workshops in this area at the state, regional, and national levels. v Contributors Phillip L. Ackerman, PhD, School of Psychology, Lisa Whipple Drozdick, PhD, Georgia Institute of Technology, Atlanta, Georgia Pearson Clinical Assessment, San Antonio, Texas Vincent C. Alfonso, PhD, School of Education, Ron Dumont, EdD, NCSP, School of Psychology, Gonzaga University, Spokane, Washington Fairleigh Dickinson University, Teaneck, New Jersey Erin K. Avirett, PhD, PLLC, private practice, Agnieszka M. Dynda, PsyD, Department of Amarillo, Texas Psychology, St. John’s University, Jamaica, New York Bruce A. Bracken, PhD, School of Jamie Eiseman, MSEd, NCSP, School of Education, College of William and Mary, Psychology, Fairleigh Dickinson University, Williamsburg, Virginia Teaneck, New Jersey Kristina C. Breaux, PhD, Colin D. Elliott, PhD (deceased), Department of Pearson Clinical Assessment, San Antonio, Texas Counseling, Clinical, and School Psychology, University of California, Santa Barbara, Jie-Qi Chen, PhD, Santa Barbara, California Erikson Institute Graduate School in Child Development, Chicago, Illinois Ryan L. Farmer, PhD, BCBA, Department of Psychology, Western Kentucky University, Michael Costa, MS, Department of Psychology, Bowling Green, Kentucky St. John’s University, Jamaica, New York Joseph Ferraracci, MA, Department of Rik Carl D’Amato, PhD, Department of Psychology, University of South Carolina, School Psychology, Chicago School of Columbia, South Carolina Professional Psychology, Chicago, Illinois Catherine A. Fiorello, PhD, NCSP, Mark Daniel, PhD, Learning Assessment Products, ABPP, Department of Psychological Studies Bloomington, Minnesota in Education, Temple University, John L. Davis, PhD, Department of Philadelphia, Pennsylvania Educational Psychology, University of Utah, Dawn P. Flanagan, PhD, Department of Salt Lake City, Utah Psychology, St. John’s University, Jamaica, New York Scott L. Decker, PhD, Department of Randy G. Floyd, PhD, Department of Psychology, Psychology, University of South Carolina, University of Memphis, Memphis, Tennessee Columbia, South Carolina Howard Gardner, PhD, Graduate School Felicia A. Dixon, PhD, Department of of Education, Harvard University, Educational Psychology, Ball State University, Cambridge, Massachusetts Selma, Indiana vi Contributors vii Richard J. Haier, PhD, Department of Erin M. McDonough, PhD, Graduate School Pediatrics, School of Medicine, University of of Applied and Professional Psychology, California, Irvine, Irvine, California Rutgers, The State University of New Jersey, New Brunswick, New Jersey Rex E. Jung, PhD, Department of Neurosurgery, University of New Mexico, Ryan J. McGill, PhD, Department of Albuquerque, New Mexico School Psychology, College of William and Mary, Williamsburg, Virginia Randy W. Kamphaus, PhD, Department of Special Education and Clinical Sciences, College of Kevin S. McGrew, PhD, Institute for Education, University of Oregon, Eugene, Oregon Applied Psychometrics, St. Joseph, Minnesota Alan S. Kaufman, PhD, Child Study Center, David E. McIntosh, PhD, Department of Yale University, New Haven, Connecticut Special Education, Ball State University, Muncie, Indiana James C. Kaufman, PhD, Neag School of Education, University of Connecticut, Daniel C. Miller, PhD, Woodcock Institute Storrs, Connecticut for the Advancement of Neurocognitive Research and Applied Practice, Denton, Texas Nadeen L. Kaufman, EdD, Child Study Center, Yale University, New Haven, Connecticut Alyssa Montgomery, PhD, School of Psychology, Fairleigh Dickinson University, Teaneck, New Jersey Timothy Z. Keith, PhD, Department of Educational Psychology, University of Jaclyn Danielle Morrison, MA, Pearson Clinical Texas at Austin, Austin, Texas Assessment, San Antonio, Texas David A. Kilpatrick, PhD, Psychology Department, Jack A. Naglieri, PhD, Curry School of State University of New York College at Cortland, Education, University of Virginia, Charlottesville, Cortland, New York Virginia; Department of Psychology, George Mason University, Fairfax, Virginia Sangwon Kim, PhD, NCSP, Department of Psychology, Humboldt State University, Salvador Hector Ochoa, PhD, College of Arcata, California Education, University of New Mexico, Albuquerque, New Mexico Meghan A. Leahy, MS, Department of School Psychology, St. John’s University, Jamaica, New York Samuel O. Ortiz, PhD, Department of Psychology, St. John’s University, Jamaica, New York Elizabeth O. Lichtenberger, PhD, private practice, Carlsbad, California Tulio M. Otero, PhD, Chicago School of Professional Psychology, Chicago, Illinois Denise E. Maricle, PhD, NCSP, Department of Psychology and Philosophy, Katherine Palma, BA, Department of Texas Woman’s University, Denton, Texas School Psychology, St. John’s University, Jamaica, New York Nancy Mather, PhD, Department of Disability and Psychoeducational Studies, University of Nicole Piazza, BA, Department of Psychology, Arizona, Tucson, Arizona St. John’s University, Jamaica, New York Robb N. Matthews, PhD, INTEGRIS Medical Eric E. Pierson, PhD, Department of Educational Group, Edmond, Oklahoma Psychology, Ball State University, Muncie, Indiana R. Steve McCallum, PhD, Department of Elizabeth M. Power, EdD, Department of Educational Psychology and Counseling, University School Psychology, The College of Saint Rose, of Tennessee, Knoxville, Tennessee Albany, New York George McCloskey, PhD, Psychology Department, Aurelio Prifitera, PhD, private consultant, Philadelphia College of Osteopathic Medicine, San Antonio, Texas Philadelphia, Pennsylvania Susan Engi Raiford, PhD, Pearson Clinical Assessment, San Antonio, Texas viii Contributors Tara C. Raines, PhD, NCSP, Department of Robert J. Sternberg, PhD, Department of Teaching and Learning Sciences, Morgridge College Human Development, Cornell University, of Education, University of Denver, Ithaca, New York Denver, Colorado Julia Englund Strait, PhD, Department of Cecil R. Reynolds, PhD, Department of School Psychology and Health Services Psychology, Educational Psychology, Texas A&M University, University of Houston–Clear Lake, Houston, Texas College Station, Texas Megan C. Sy, PsyD, Matthew R. Reynolds, PhD, Department of Johns Hopkins All Children’s Hospital, Educational Psychology, University of Kansas, St. Petersburg, Florida Lawrence, Kansas Erica Torres, PsyD, School of Psychology, Alycia M. Roberts, PhD, Child and Family Fairleigh Dickinson University, Teaneck, New Jersey Psychological Services, Norwood, Massachusetts Dustin Wahlstrom, PhD, Ellen W. Rowe, PhD, Department of Psychology, Pearson Clinical Assessment, San Antonio, Texas George Mason University, Fairfax, Virginia John D. Wasserman, PhD, independent practice, Deanna Rumohr, EdS, Burke, Virginia Psychology Department, Philadelphia College of Lawrence G. Weiss, PhD, Osteopathic Medicine, Philadelphia, Pennsylvania Pearson Clinical Assessment, San Antonio, Texas Joseph D. Salerno, PsyD, Sovereign Health Group, Barbara J. Wendling, MA, educational consultant, Marina del Rey, California Dallas, Texas W. Joel Schneider, PhD, Department of John O. Willis, EdD, Regional Services Psychological Studies in Education, and Education Center, Amherst, New Hampshire Temple University, Philadelphia, Pennsylvania Anne Pierce Winsor, PhD, private practice, Fredrick A. Schrank, PhD, Department of Athens, Georgia Educational and Counseling Psychology, McGill University, Montreal, Quebec, Canada Richard W. Woodcock, EdD, Department of Psychology and Philosophy, Jennie Kaufman Singer, PhD, Division of Texas Woman’s University, Denton, Texas Criminal Justice, California State University, Sacramento, Sacramento, California Kirby L. Wycoff, PsyD, NCSP, Department of Education, Worcester State University, Jaime Slonim, EdS, Office of Worcester, Massachusetts Student Disabilities Services, University of Pennsylvania, Philadelphia, Pennsylvania Jianjun Zhu, PhD, Pearson Clinical Assessment, San Antonio, Texas Marlene Sotelo-Dynega, PsyD, ABSNP, NCSP, School Psychology Program, St. John’s University, Jamaica, New York Foreword Alan S. Kaufman Dawn Flanagan and her colleagues have been on the cutting edge of assessment with Contemporary Intellectual Assessment: Theories, Tests, and Issues since the first edition was published in 1997. This first edition set the tone with a trend-setting array of amaz- ing chapters by a “who’s who” of authors, including John Horn and John Carroll, provid- ing in-depth coverage of theory and practice. The book introduced Cattell–Horn–Carroll (CHC) theory to a generation of psychologists, integrated theory with practice against a backdrop of the history of assessment and test interpretation, and became so popular that it helped define the cutting edge of assessment. Psychologists could barely wait for the second edition of Contemporary Intellectual As- sessment to be published in 2005, given the ongoing dramatic changes in the field of assess- ment. Between 2001 and 2004, cognitive tests received major “facelifts” with the advent of two new Wechsler scales (the Wechsler Preschool and Primary Scale of Intelligence— Third Edition [WPPSI-III] and the Wechsler Intelligence Scale for Children—Fourth Edi- tion [WISC-IV]), as well as an array of theory-based tests (the Woodcock–Johnson III [WJ III], the Kaufman Assessment Battery for Children [KABC-II], and the Stanford–Binet Intelligence Scales, Fifth Edition [SB5]). The field needed to have the state of the art redefined. Theory had never before so influenced practice; the psychometric-based CHC theory and Luria-based neuropsychological theories moved from the ivory tower to testing rooms; and the second edition of Contemporary Intellectual Assessment helped practitioners ease into the transition. The exceptional third edition, published in 2012, tried to unify a field that had been fractured by the Individuals with Disabilities Education Act (IDEA) and response to intervention (RTI). And this new fourth edition, edited by Dawn Flanagan and Erin McDonough, captures the essence of where the field of assessment has ventured and where it is today. But I must admit that the field is not where I thought it would be now, and it is not where test publishers (at least Pearson, the publisher of the Wechsler and Kaufman batteries) thought it would be. A half-dozen years ago, really closer to a dozen years ago, we thought that the assessment of intelligence and achievement would follow the rest of the ix