Rowman & Littlefield Publishers Assessing Intelligence in Children and Adolescents: A Practical Guide for Evidence-based Assessment, 2nd Edition

Product Description 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 domain New 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 format New section titled, "Where in the Brain is Intelligence?" as well as expanded discussions of contemporary training programs designed to increase intelligence Revised Screening Tool for Assessment forms to address English language proficiency and acculturation Updated 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 testing Recommendations 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 Review Nuanced yet accessible, this volume provides a comprehensive overview of numerous topics pertaining to the clinical assessment of intelligence of school-aged youth. Each chapter contains the latest research findings from the field and, throughout the text, there is a rigorous commitment to advancing empirically supported practice in general and evidence-based assessment in particular. In that way, this volume distinguishes itself from other available resources. Put simply, this is the book I have been waiting for!--Ryan J. McGill, William & Mary About the Author Dr. John H. Kranzler is Professor and Director of the School Psychology Program in the School of Special Education, School Psychology, and Early Childhood Studies and Affiliate Professor of Pediatrics at the University of Florida. Dr. Kranzler’s major area of scholarly interest concerns the nature, development, and assessment of human cognitive abilities. He has received a number of 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 Quarterly and the International Journal of School and Education