Wj Iii Clinical Use And Interpretation: Scientist-practitioner Perspectives by Fredrick A. SchrankWj Iii Clinical Use And Interpretation: Scientist-practitioner Perspectives by Fredrick A. Schrank

Wj Iii Clinical Use And Interpretation: Scientist-practitioner Perspectives

byFredrick A. SchrankEditorDawn P. Flanagan

Hardcover | May 20, 2003

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WJ III Clinical Use and Interpretation presents a wide variety of clinical applications of the WJ III from leading experts. Each chapter will provide the reader with insights into patterns of cluster and test scores from both the WJ IIITests of Cognitive Abilitiesand WJ IIITests of Achievementthat can assist with interpretation and formulation of diagnostic hypotheses for clinical practice.WJ III Clinical Use and Interpretation provides expert guidance for using the WJ III with individuals with a broad array of learning and neuropsychological problems, including learning disabilities and Attention Deficit/Hyperactivity Disorder. New research included in this volume emphasizes the value of the WJ III for identification of gifted children and adolescents and young children with developmental delays.

* Written by the leading experts on the WJ III
* Coverage of both theTests of Cognitive AbilitiesandTests of Achievement
* Provides expert guidance on using the WJ III with a variety of clinical populations
* Includes new research and illustrative case studies
* Goes beyond interpretive material published in theExaminer's Manuals and other resource books

Details & Specs

Title:Wj Iii Clinical Use And Interpretation: Scientist-practitioner PerspectivesFormat:HardcoverDimensions:441 pages, 9 × 6 × 0.98 inPublished:May 20, 2003Publisher:Academic PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0126289824

ISBN - 13:9780126289824

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Table of Contents

Preface.
Contributors.
R.G. Floyd, R.B. Shaver, and K.S. McGrew, Interpretation of theWoodcock-Johnson III Tests of Cognitive Abilities:Acting on Evidence.
B.G. Read and F.A. Schrank, Qualitative Analysis of the Woodcock-Johnson III Test Performance.
N. Mather and B.J. Wendling, Instructional Implications from the Woodcock-Johnson III.
N. Gregg, C. Coleman, and D. Knight, Use of the Woodcock-Johnson III in the Diagnosis of Learning Disabilities.
N. Mather and F.A. Schrank, Using the Woodcock-Johnson III Discrepency Procedures for Diagnosing Learning Disabilities.
D.P. Flanagan, Use of the Woodcock-Johnson III within the Context of a Modern Operational Definition of Learning Disability.
L. Phelps and K.S. McGrew, Using theWoodcock-Johnson III Test of Achievementwith the WISC-III and WAIS-III to Determine a Specific Learning Disability.
M.E. Tusing, D.E. Maricle, and L. Ford, Assessment with the Woodcock-Johnson III and Young Children.
G.E. Gridley, K.A. Norman, M.G. Rizza, and S. Decker, Assessment of Gifted Children with the Woodcock-Johnson III.
L. Ford, T.Z. Keith, R.G. Floyd, C. Fields, and F.A. Schrank, Using theWoodcock-Johnson III Tests of Cognitive Abilitieswith Students with Attention Defecit/Hyperactivity Disorder.
R.S. Dean, R.W. Woodcock, S.L. Decker, and F.A. Schrank, A Cognitive Neuropsychology Assessment.
J.P. Braden and V.C. Alfonso, TheWoodcock-Johnson III Cognitive Tests of Cognitive Abilitiesin Cognitive Assessment Courses.
Appendix A.
Appendix B.
Appendix C.
Appendix D.
Index.