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This chapter provides an overview of one of the newest revisions of a comprehensive test of intelligence: the Woodcock-Johnson III. A brief history of the family of Woodcock-Johnson tests is provided, which helps to explain how the changes for the test s third edition came into existence. The WJ III s theoretical foundation is the Cattell-Horn-Carroll (CHC) theory of cognitive abilities. This theory is described in some detail, as well as its application to the WJ III. The WJ III is a comprehensive collection of individually administered co-normed tests organized as two distinct test batteries. The Woodcock-Johnson Tests of Cognitive Abilities (WJ III COG) and the Woodcock-Johnson Tests of Achievement (WJ III ACH) are designed to measure a wide array of cognitive, oral language,
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and academic achievement abilities for individuals age 2 through the geriatric population. Although the focus of this book and this chapter is on cognitive abilities, the WJ III ACH tests play a significant role in the conceptual framework of the overall WJ III; thus, they are included here. The WJ III includes 20 Tests of Cognitive Abilities and 22 Tests of Achievement, each of which are described and categorized within tables in the chapter. The cognitive tests are organized by both the broad CHC clusters and by three broader categories related to cognitive performance: verbal ability, thinking ability, and cognitive efficiency. The achievement tests are organized by curricular area (reading, mathematics, written language, and academic knowledge) and oral language and by clusters within these areas, with additional groupings for special purpose clusters. Interpretation of the WJ III involves careful examination of the multiple scores that the test yields. A variety of scores are provided by the WJ III, including age and grade equivalents, relative proficiency indexes (RPI), cognitive academic language proficiency (CALP) levels, percentile ranks, and standard scores. The WJ III s scores were derived from an exceptionally large standardization sample: a total of 8,818 individuals, from age 24 months to 95+ years, living in more than 100 geographically and economically diverse communities in the United States, were assessed. The psychometric properties of the WJ III are quite strong. Eighteen of the cognitive test median reliabilities meet or exceed the .80 level standard and 12 meet or exceed the .90 standard. All 22 achievement test median reliabilities exceed .80 and 11 meet or exceed the more stringent .90 standard. Across the WJ III cognitive and achievement batteries almost all of the 42 clusters meet or exceed the .90 reliability standard. Support for the validity of many WJ III tests and clusters has accumulated across three different versions of the battery. The evidence that specifically pertains to WJ III is summarized in this chapter.
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The latter half of the chapter presents special applications and use with special populations, including applications with individuals with learning disabilities, neuropsychological applications, CHC abilities across the life span, and CHC
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cross-battery applications. The cross-battery section focuses on how the WJ III may be used in conjunction with other comprehensive intelligence tests such as the WAIS-III and the KAIT.
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Brief Tests of Intelligence and Related Abilities
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Examiners want to save time. Many clinicians want to measure a child s or adult s IQ quickly, without devoting too much time to psychometric evaluations. They want to obtain a reliable and valid estimate of the person s intelligence but prefer to spend their valuable time on therapy or personality assessment, not on the standardized administration of a comprehensive test battery, which, they erroneously believe, provides only a few IQ scores. Some of these examiners are content to obtain IQ estimates from a quick-and-dirty measure never mind the psychometric stuff that can be given by their receptionist or secretary. Most clinicians, however, see the value of a thorough battery and use brief tests only under circumstances that justify them.
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