The relationship between intra-cognitive scatter on the Woodcock-Johnson Psycho-Educational Battery-Revised and school achievement

McGrew, Kevin S.; Knopik, Susan N.

doi:10.1016/s0022-4405(96)00021-0

Cited by 11 publications

(8 citation statements)

References 22 publications

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“…Review of the literature on subtest analysis validity and utility (Watkins, 2003;Watkins, Glutting, & Youngstrom, 2005) showed that subtest scores, patterns, and analyses were unable to adequately identify global neurocognitive or neuropsychological defi cits presumably related to learning disability (Watkins, 1996), nor were they related to or valid for diagnosis of learning disabilities (Daley & Nagle, 1996;Glutting, McGrath, Kamphaus, & McDermott, 1992;Hale & Raymond, 1981;Hale & Saxe, 1983;Kahana et al, 2002;Kavale & Forness, 1984;Kline, Snyder, Guilmette, & Castellanos, 1992;Livingston et al, 2003;Maller & McDermott, 1997;Mayes, Calhoun, & Crowell, 1998;McDermott, Goldberg, Watkins, Stanley, & Glutting, 2006;McGrew & Knopik, 1996;Mueller, Dennis, & Short, 1986;Ree & Carretta, 1997;Smith & Watkins, 2004;Th orndike, 1986;Ward, Ward, Hatt, Young, & Mollner, 1995;Watkins, 1999Watkins, , 2000Watkins, , 2003Watkins, , 2005Watkins & Glutting, 2000;Watkins & Kush, 1994;Watkins, Kush, & Glutting, 1997a, 1997bWatkins, Kush, & Schaefer, 2002;Watkins & Worrell, 2000). Furthermore, subtest analyses were not valid in the classifi cation of behavioral, social, or emotional problems (Beebe, Pfi ff ner, & McBurnett, 2000;…”

Section: Ipsative Subtest Comparisonsmentioning

confidence: 99%

Psychometric Versus Actuarial Interpretation of Intelligence and Related Aptitude Batteries

Canivez

2013

Oxford Handbooks Online

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Interpretation of intelligence tests involves making various inferences about the individual based on their performance. Because there are many different scores within intelligence tests reflecting different levels (Full Scale, factors, subtests) and there are many different comparisons provided in test manuals and the extant literature, there is a multitude of possible inferences. This chapter is concerned with reviewing the various available scores and comparisons with suggested interpretations and a review of the empirical investigations of their psychometric fitness (reliability, validity, utility). Differentiation of psychometric interpretation versus actuarial interpretation methods is presented, as well as a review of research related to each. Most intelligence test interpretation methods are considered psychometric in nature, and most lack sufficient reliability, validity, or utility for individual clinical use; improvements in the clinical assessment of intelligence may result from greater development and use of actuarial approaches.

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Section: Ipsative Subtest Comparisonsmentioning

confidence: 99%

Psychometric Versus Actuarial Interpretation of Intelligence and Related Aptitude Batteries

Canivez

2013

Oxford Handbooks Online

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“…With greater breadth of abilities and processes represented on intelligence batteries comes the problem of determining overall intellectual ability in individuals who display significant variability in the scores that make up the total test score. Although statistically significant variation in cognitive performance is commonplace in the general population, particularly when batteries that represent a broad range of cognitive abilities are used, such as the WJ III (Oakley, 2006; see also McGrew & Knopik, 1996), determining whether general intelligence is at least average is made difficult when only certain abilities represent deficits for the individual. This difficulty is caused because specific cognitive deficits have an attenuating effect on the total test score.…”

Section: Third‐methods Approaches To Sld Identificationmentioning

confidence: 99%

Enhancing practice through application of Cattell–Horn–Carroll theory and research: A “third method” approach to specific learning disability identification

Flanagan¹,

Fiorello

Ortiz³

2010

Psychology in the Schools

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This article demonstrates how the broad and narrow abilities and processes that comprise Cattell -Horn -Carroll (CHC) theory and their relations to specific academic outcomes have begun to transform our current understanding of the definition of and methods for indentifying specific learning disability (SLD), particularly in the school setting. The manner in which CHC theory has been used to guide evaluation of the academic and cognitive capabilities of students who are suspected of having SLD is described. Current psychometric methods for identifying SLD that have a foundation in CHC theory are highlighted. These newer methods are based on what is known as the "third method," a provision for SLD identification included in the federal regulations (34 CFR 300.540-543) accompanying the Individuals with Disabilities Education Improvement Act that permits the use of alternative, research-based approaches. A method based on an integration of existing third-method approaches, called the Hypothesis-Testing CHC Approach (HT-CHC), was proposed. The HT-CHC method is expected to be carried out within the context of a Response to Intervention (RTI) service delivery model. Benefits of this approach over ability -achievement discrepancy and RTI-only methods and future directions in SLD identification research are discussed. C 2010 Wiley Periodicals, Inc.

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“…In other casuistics, other concomitant disorders have been considered. Nevertheless, interindividually varying deficits in different cognitive functions have been reported in these children [102]. Such individually different deficits in individual cognitive functions under the assumption of the same disease are called cognitive scatter.…”

Section: Distal Effects Of Deafness: Multisensory and Cognitive Sequelaementioning

confidence: 99%

Hören und Kognition im Kindesalter

Kral

2023

Laryngorhinootologie

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ZusammenfassungNach der Geburt entwickelt sich das Gehirn weiter. Diese umfangreiche Entwicklung ist durch Hörstörungen in der Kindheit beeinträchtigt. Die Entwicklung von kortikalen Synapsen im Hörsystem ist dann verzögert und deren nachfolgender Abbau verstärkt. Neueste Arbeiten belegen, dass dabei vor allem die Synapsen betroffen sind, die für kortikokortikale Verarbeitung der Reize verantwortlich sind. Dies äußert sich in Defiziten bei der auditiven Verarbeitung. Andere Sinnessysteme sind indirekt beeinträchtigt, vor allem in der multisensorischen Kooperation. Wegen der umfangreichen Vernetzung des Hörsystems mit dem Rest des Gehirns werden interindividuell unterschiedliche kognitive Funktionen bei Hörstörungen verändert. Diese Effekte erfordern einen individualisierten Ansatz bei Therapie von Gehörlosigkeit.

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The relationship between intra-cognitive scatter on the Woodcock-Johnson Psycho-Educational Battery-Revised and school achievement

Cited by 11 publications

References 22 publications

Psychometric Versus Actuarial Interpretation of Intelligence and Related Aptitude Batteries

Psychometric Versus Actuarial Interpretation of Intelligence and Related Aptitude Batteries

Enhancing practice through application of Cattell–Horn–Carroll theory and research: A “third method” approach to specific learning disability identification

Hören und Kognition im Kindesalter

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