The Essentials of WJ III Cognitive Abilities Assessment
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Quickly acquire the knowledge and skills you need to confidently administer, score, and interpret the WJ III(TM) COG
The most widely used comprehensive assessment system-the Woodcock-Johnson-has been newly separated into two distinct test batteries: Cognitive Abilities and Achievement. The WJ III(TM) COG includes tests of knowledge, reasoning, memory and retrieval, speed, auditory processing, and visual-spatial thinking. To use these tests properly, professionals need an authoritative source of advice and guidance on how to administer, score, and interpret them. Cowritten by the senior author of the Woodcock-Johnson, Essentials of WJ III(TM) Cognitive Abilities Assessment is that source.
Like all the volumes in the Essentials of Psychological Assessment series, this book is designed to help busy mental health professionals quickly acquire the knowledge and skills they need to make optimal use of major psychological assessment instruments. Each concise chapter features numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions that help you gauge and reinforce your grasp of the information covered.
Essentials of WJ III(TM) Cognitive Abilities Assessment is the only book to provide state-of-the-art guidelines to the Cognitive Abilities portion of the WJ III(TM), with comprehensive instruction on test administration, scoring, and interpretation. The authors also offer expert assessment of the tests' relative strengths and weaknesses, valuable advice on their clinical applications, and several illuminating case studies. This book complements Essentials of WJ III(TM) Tests of Achievement Assessment (Wiley), also cowritten by Dr. Woodcock.
Other titles in the Essentials of Psychological Assessment series:
Essentials of WJ III(TM) Tests of Achievement Assessment
Essentials of TAT and Other Storytelling
Essentials of Individual Achievement Assessment
Essentials of Nepsy Assessment
Essentials of WISC-III and WPPSI-R Assessment
Essentials of Cross-Battery Assessment
Essentials of MMPI-A(TM) Assessment
Essentials of Cognitive Assessment with KAIT and Other Kaufman Measures
Essentials of CAS Assessment
Essentials of Nonverbal Assessment
For a complete list of books in our Essentials of Psychological Assessment series, visit us on the Web at: www.essentials.wiley.com
Common Examiner Errors Test I : Verbal Comprehension • Synonyms/Antonyms: Reading from the Test Record rather than from the Test Book (and therefore missing queries in the Test Book) • Picture Vocabulary: Pointing to the wrong picture or part of picture Test 2: Visual-Auditory Learning • Not providing immediate feedback • Correcting both parts of a compound word (words with suffix “-s” or “-ing”) when only one part is incorrect • Pushing the subject beyond his or her limits and
False; 9. d; 10. False Four HOW TO INTERPRET THE WJ III COG OVERVIEW The WJ III COG was designed to reflect the body of research on the structure of human cognitive abilities known as Cattell-Horn-Carroll (CHC) theory. CHC theory is based on an integration of two independently derived theories of intellectual abilities: Gf Gc theory and Carroll’s three-stratum theory. Gf Gc theory is a model that has been developed and refined over the last 60 years by Cattell, Horn, and their research
Test 9: Auditory Working Memory and Test 7: Numbers Reversed may also be combined to form a Working Memory cluster, which measures the ability to hold information in immediate awareness while performing a mental operation on it. Rapid Reference 4.2 Excecutive Functions and Processing Characteristics of the WJIII COG Tests Measuring Working Memory, Attention, and Executive Processes Source: Adapted from WJ III Tests of Cognitive Abilities Examiner’s Manual. p.86. Riverside Publishing 2001.
abilities and backgrounds. Several administration features of the WJ III COG allow individuals with disabilities to participate more fully in the evaluation process. To minimize distractability, you should use a separate room for test administration, incorporating noise buffers, special lighting, special acoustics, and/or special furniture as necessary. You may take frequent breaks and even spread the testing procedure out over several days to maximize interest and performance. With the exception
headphones or has difficulty paying attention to the audio-recorded presentation. If a test must be presented orally, attempt to say each item in the same manner that it is presented on the audio recording. You should note that Auditory Attention cannot be administered without the use of the audio recording. If possible, you should use audio equipment with a built-in counter that can help you accurately cue-up the desired starting point for each test. By starting the recording at the beginning,