Assessing Intelligence in Children and Adolescents: A Practical Guide for Evidence-based Assessment

Kranzler, John H.; Floyd, Randy G.

ISBN 10: 1538127148 / ISBN 13: 9781538127148

Published by Rowman & Littlefield, 2020

About this Item

Second edition NO-PA16APR2015-KAP.

Seller Inventory # 26376935162

Bibliographic Details

• Title: Assessing Intelligence in Children and Adolescents: A Practical Guide for Evidence-based Assessment
• Publisher: Rowman & Littlefield
• Publication Date: 2020
• Language: English
• ISBN 10: 1538127148
• ISBN 13: 9781538127148
• Binding: Hardcover
• Edition: 2nd Edition
• Condition: New

About this title

Synopsis

This practical guide to the intellectual assessment of children and adolescents in schools is widely used, both by practicing school psychologists and by instructors and students in graduate school psychology programs. This second edition includes evidence-based best practices for the use and interpretation of intelligence tests in decision-making by counselors, teachers, administrators, and other school personnel. While the assessment of intelligence has long been mandated by law for eligibility determination for special education and related services, there is widespread disagreement about the use and interpretation of intelligence tests. This is the only intellectual assessment book to address this issue by critically reviewing the scientific evidence regarding the critical role played by intelligence tests in the schools for the determination of eligibility for special education and related services, alongside the plethora of practical information.
New to this edition:
New chapter that reviews the methodology used in research on interventions that target cognitive abilities, and the results of that research, as well as literature on aptitude-by-treatment interactions in the cognitive domainNew chapter on the WISC-V, its history, and an in-depth description of its organization, materials, and scores, for both the traditional administration format and the new Q-interactive formatNew section titled, “Where in the Brain is Intelligence?” as well as expanded discussions of contemporary training programs designed to increase intelligenceRevised Screening Tool for Assessment forms to address English language proficiency and acculturationUpdated entries for four intelligence tests and added an entry for the Detroit Test of Learning Abilities, Fifth Edition (Hammill, McGhee, & Ehrler, 2018).Added sections focused on test accommodations and behavior management during testingRecommendations for incorporating emergent assessment technology (e.g., tablet-based test administration).New content addressing different styles of reports as well as a summary of new recommendations from the recently published Publication Manual of the American Psychological Association, Seventh Edition (2019).Review of the most recent ethical guidelines from the American Psychological Association and the National Association of School Psychologists

About the Author

Dr. John H. Kranzler is Professor Emeritus at the University of Florida. His research focuses on the nature, development, and assessment of human cognitive abilities. He has contributed to more than 130 professional publications, including Assessing Intelligence in Children and Adolescents: A Practical Guide for Evidence-Based Assessment (with Dr. Randy Floyd), School Psychology: Professional Issues and Practices (with Dr. Sally Grapin), and Statistics for the Terrified (with Dr. Christopher Anthony). He has received awards for his teaching and research, including the University of Florida Teaching Incentive Program award for undergraduate teaching, the Mensa Education and Research Foundation Award for Excellence in Research, and Article of the Year awards from School Psychology Review and School Psychology Quarterly. In 1997 and 2017, Dr. Kranzler received the University of Florida Research Foundation Professorship award for distinguished scholarship and was named a University of Florida Term Professor in 2019. Dr. Kranzler has served as Associate Editor of School Psychology