Achievement Test Desk Reference, The: Comprehensive Assessment and Learning Disabilities,9780205325474

Achievement Test Desk Reference, The: Comprehensive Assessment and Learning Disabilities

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Edition: 1st
ISBN13: 9780205325474
ISBN10: 0205325475
Format: Hardcover
Pub. Date: 2002-01-01
Publisher(s): Allyn & Bacon
List Price: $93.00

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Summary

This book combines comprehensive descriptions and critical reviews of over 50 achievement tests with an innovative model for learning disability evaluation following current assessment and interpretation methods.The Achievement Test Desk Reference (ATDR) represents a unique contribution to both the practice of academic assessment and learning disability evaluation. The "Desk Reference" section contains descriptions and reviews of psychometric properties for comprehensive screening and specific academic skills batteries and achievement tests including measures of reading, math, written and oral language, and phonological processing. For school psychologists, clinical psychologists, educational psychologists, learning disability specialists, and speech/language pathologists.

Table of Contents

Foreword xi
Preface xv
Academic Achievement and Learning Diabilities
1(19)
Learning Disability Defined
3(10)
Early Definitions: Research Based
3(1)
Transformational Definitions: Education Oriented and Discrepancy Based
4(5)
Consensus Definitions: Current Revisions and Modern Conceptualizations
9(4)
Academic Achievement Defined
13(5)
Reading
14(1)
Mathematics
15(1)
Writing
16(1)
Language
17(1)
Advancing Academic and Learning Disability Assessment
18(2)
Achievement and the Cattell-Horn-Carroll Theory of Cognitive Abilities
20(43)
Conceptualizing Cognitive Abilities and Academic Achievement from Contemporary Theory
20(2)
CHC Theory Defined
22(25)
Gradual and Progressive Changes in Fluid-Crystallized Theory: A Brief Historical Perspective
22(1)
The Hierarchical Structure of Abilities
23(2)
Similarities and Differences between the Cattell-Horn Model and the Carroll Model
25(2)
A Taxonomy for Understanding Specific Cognitive Abilities and Academic Achievements: CHC Theory
27(2)
A Network of Validity Evidence in Support of CHC Theory
29(1)
Broad and Narrow CHC Ability Definitions
29(18)
Ability and Achievement: How Are They Different?
47(4)
The Relationship between Cognitive Abilities and Achievement
51(9)
Cognitive Abilities and Reading Achievement
51(4)
Cognitive Abilities and Math Achievement
55(2)
Cognitive Abilities and Writing Achievement
57(3)
Conclusions
60(2)
Endnotes
62(1)
Introduction to the ATDR
63(33)
Psychometric Characteristics of Achievement Batteries
73(9)
Derived Score Information
74(1)
Norming Information
75(4)
Types of Validity Evidence Reported in the Test Manual
79(1)
Test Reliability
80(2)
Test Floors and Ceilings
82(1)
Theoretical Characteristics of Achievement Batteries
82(7)
CHC Expert Consensus Classification Process
84(5)
Qualitative Characteristics of Achievement Batteries
89(1)
The ATDR Summary Pages
90(4)
Conclusions
94(2)
ATDR Summary Pages: Comprehensive Achievement Tests
96(44)
ATDR Summary Pages: Brief/Screening Achievement Tests
140(30)
ATDR Summary Pages: Specific Academic Skills---Reading Tests
170(33)
ATDR Summary Pages: Specific Academic Skills---Math Tests
203(16)
ATDR Summary Pages: Specific Academic Skills---Written Language Tests
219(18)
ATDR Summary Pages: Specific Academic Skills---Oral Language Tests
237(63)
ATDR Summary Pages: Specific Academic Skills---Phonological Processing Tests
300(26)
A Modern Operational Definition of Learning Disability
326(35)
Common Misconceptions Found in the Application of Current Methods for Determining LD
327(8)
Misconception 1: IQ Is a Highly Accurate Predictor of Academic Achievement
327(1)
Misconception 2: IQ Is Synonymous with an Individual's Academic Potential
328(1)
Misconception 3: IQ Tests Assess Cognitive Dimensions That Are Important in Reading and Other Academic Areas
329(1)
Misconception 4: All Global Ability Scores Are Interchangeable, Regardless of the Intelligence Test Used to Derive Such Scores
330(1)
Misconception 5: Aptitude and Ability Are One and the Same
330(2)
Misconception 6: A Significant Discrepancy between IQ and Achievement Confirms the Presence of a Learning Disability
332(1)
Misconception 7: A Significant Discrepancy between Any Two Scores Is Clinically Significant
333(1)
Misconception 8: All Formulas for Evaluating Statistical Significance of an Ability-Achievement Discrepancy Are Psychometrically Valid and Equivalent
334(1)
Misconception 9: Intra-Ability Analysis and Interpretation Is Independent of Inter-Ability Analysis and Interpretation
334(1)
Clarifying Misconceptions in the Application of Current Methods for Determining LD
335(11)
Relationship between Cognitive and Academic Abilities
336(1)
Defensible Analysis of Significant Discrepancies
337(9)
Essential Elements of an Operational Definition of Learning Disabilities
346(13)
Level I-A: Inter-Academic Ability Analysis---Measurement of Specific Academic Skills and Acquired Knowledge
350(2)
Level I-B: Evaluation of Exclusionary Factors
352(1)
Level II-A: Inter-Cognitive Ability Analysis---Measurement of Broad Abilities/Processes and Aptitudes for Learning
353(2)
Level II-B: Reevaluation of Exclusionary Factors
355(1)
Level III: Integrated Ability Analysis---Evaluation of Underachievement
355(2)
Level IV: Evaluation of Interference with Functioning
357(2)
Summary of the Proposed Operational Definition of LD
359(1)
Conclusions
359(1)
Endnote
360(1)
CHC Cross-Battery Assessment with Academic Ability Tests
361(37)
The CHC Cross-Battery Approach
362(10)
Pillar#1: A Well-Validated Theoretical Foundation
362(1)
Pillar#2: Broad-Ability Classifications
363(3)
Pillar#3: Narrow-Ability Classifications
366(6)
Rationale for CHC Cross-Battery Assessment with Academic Ability Tests
372(1)
Application of the CHC Cross-Battery Approach
373(2)
Guiding Principle 1
374(1)
Guiding Principle 2
374(1)
Guiding Principle 3
375(1)
Research Foundation of CHC Cross-Battery Assessment
375(12)
CHC Cross-Battery Worksheets
376(11)
Implementing CHC Cross-Battery Assessment Step by Step
387(9)
Step 1: Conduct a Comprehensive, Brief/Screening or Selective Assessment
387(2)
Step 2: Identify Absence or Underrepresentation of CHC Abilities on the Core Battery
389(1)
Step 3: Select Tests Needed to Supplement the Core Battery
389(1)
Step 4: Administer and Score Core Battery and Supplemental Tests
390(2)
Step 5: Complete the CHC Cross-Battery Worksheets
392(2)
Step 6: Transfer Scores and Averages to LD Area or CHC Data Summary Sheet and Normative Analysis Graph
394(2)
Conclusions
396(1)
Endnote
397(1)
CHC Cross-Battery Interpretation of Academic and Cognitive Ability Data
398(22)
Overview of Data Analysis
398(2)
Guidelines for Conducting Inter-Academic and Inter-Cognitive Analysis with CHC Cross-Battery Data
400(16)
Additional Considerations in Inter-Ability Analysis
402(13)
Cautions in the Interpretation of Cluster Scores
415(1)
Guidelines for Conducting Ability-Achievement Discrepancy and Aptitude-Achievement Consistency Analysis with CHC Cross-Battery Data
416(2)
Conclusions
418(1)
Endnotes
419(1)
Comprehensive Framework for LD Determination and CHC Cross-Battery Assessment: A Case Study
420(34)
A Comprehensive Framework for LD Determination
420(7)
Perceived Academic Difficulties
421(2)
Clarification and Theoretical Specification of Referral Questions
423(1)
Hypothesis-Driven Assessment
423(2)
Sufficiency of Evaluation
425(1)
Attribution of Performance
426(1)
Evaluation of Underachievement
426(1)
Justification for Intervention
427(1)
A Case Study in LD Determination
427(26)
Overview
427(1)
The Case of Carsam
428(1)
Clarification and Theoretical Specification of Referral Questions
429(2)
Level I-A: Inter-Academic Analysis---Performance in Academic Skills and Acquired Knowledge
431(5)
Level I-B: Evaluation of Exclusionary Factors
436(1)
Level II-A: Inter-Cognitive Analysis---Performance in Abilities/Processes and Learning Efficiency
437(7)
Level II-B: Reevaluation of Exclusionary Factors
444(1)
Level III: Integrated Ability Analysis---Evaluation of Underachievement
444(7)
Level IV: Evaluation of Interference with Functioning
451(1)
Justification for Intervention
452(1)
Conclusions
453(1)
Appendix A: CHC Cross-Battery Worksheets 454(21)
Appendix B: Percentile Rank and Standard Score Conversion Table 475(3)
Appendix C: Test Reviews and Validity Evidence Reported in the Extant Literature 478(18)
Appendix D1: CHC Cross-Battery Level I-A: Data Summary and Normative Analysis Graph for Inter-Academic Analysis 496(2)
Appendix D2: CHC Cross-Battery Level II-A: Data Summary and Normative Analysis Graph for Inter-Cognitive Analysis 498(3)
Appendix D3: CHC Cross-Battery Level III: Data Summary and Normative Analysis Graph for Integrated Ability Analysis 501(3)
Appendix E: CHC Cross-Battery Level I-A: Data Summary and Normative Analysis Graph for Academic Clinical Composites 504(3)
Appendix F1: Variations in Task Characteristics of Basic Reading Skills Tests 507(3)
Appendix F2: Variations in Task Characteristics of Reading Comprehension Tests 510(2)
Appendix F3: Variations in Task Characteristics of Written Expression Tests 512(3)
Appendix F4: Variations in Task Characteristics of Math Calculation Tests 515(2)
Appendix F5: Variations in Task Characteristics of Math Reasoning Tests 517(1)
Appendix F6: Variations in Task Characteristics of Listening Comprehension Tests 518(3)
Appendix F7: Variations in Task Characteristics of Oral Expression Tests 521(3)
Appendix G: Case Report 524(15)
Appendix H: Expert Consensus Study Data 539(9)
References 548(15)
Index 563

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