Ron Dumont

The Relationship between the Differential Ability Scales (DAS) and the Woodcock-Johnson Tests of Cognitive Ability-Revised (WJ-R COG) for Students Referred for Special Education Evaluations

The Differential Ability Scales (DAS) and the Woodcock-Johnson Tests of Cognitive Ability-Revised (WJ-R COG standard battery) were administered to 81 children referred for special education services evaluation. Both the General Conceptual Ability (GCA) and the Nonverbal Reasoning scores of the DAS were significantly lower than the WJ-R COG Broad Cognitive Ability-Standard score (BCA-STD). The DAS Verbal and Spatial Composite scores were not significantly different from the BCA-STD. Low to moderate correlations were found between related constructs on the two tests.

Clinical Interpretation of the Woodcock–Johnson IV Tests of Cognitive Abilities, Academic Achievement, and Oral Language

The WJ IV (Woodcock–Johnson IV) maintains continuity with previous editions of the Woodcock–Johnson, but offers a great many revisions and new features and is substantially reorganized. This chapter explains how practitioners, whether learning the new edition or using the Woodcock–Johnson for the first time, can make the best use of the WJ IV and can make sensible, useful, scientific interpretations of the test results.

Commentary: Evidential Validity Versus Predictive Validity--The Need for Both.

The articles presented in this Special Issue provide evidence for many statistically significant relationships among error scores obtained from the Kaufman Test of Educational Achievement, Third Ed...The articles presented in this Special Issue provide evidence for many statistically significant relationships among error scores obtained from the Kaufman Test of Educational Achievement, Third Edition (KTEA)-3 between various groups of students with and without disabilities. The data reinforce the importance of examiners looking beyond the standard scores when analyzing results. Although the data in these articles are powerful by themselves, this commentary explores the potential advantages of considering additional information to increase the practicality of these results. Although statistical significance may provide evidential validity of the results, and the articles inform clinical practice and offer valuable leads for further research that should be pursued, the present authors question whether the data as presented provide sufficient information to determine the predictive and practical utility of these initial results. The next step, we believe, is to extend these novel approaches to data from larger, carefully defined samples of students with specific learning challenges and disabilities.

Wechsler Administration and Scoring Errors Made by Graduate Students and School Psychologists

Individuals trained in the use of cognitive tests should be able to complete an assessment without making administrative, scoring, or recording errors. However, an examination of 295 Wechsler protocols completed by graduate students and practicing school psychologists revealed that errors are the norm, not the exception. The most common errors included failure to administer sample items, incorrect calculation of raw scores, failure to record responses verbatim, and failure to query. Significant differences were found between specific error frequencies of students and practitioners. Adequate training in administering the Wechsler scales is clearly essential. Based on the outcome of this study, it is recommended that programs training students to administer cognitive assessments provide ample feedback, and that practicing psychologists maintain best practices and take part in continuing education regarding cognitive assessments.

Exploration of Children’s Test Behavior During iPad-Administered Intelligence Testing

This study examined recent technological developments in cognitive assessment and how these developments impact children’s test behavior. The study consisted of two groups: one tested with an iPad and another tested with the standard paper and pencil format of the Wechsler Intelligence Scale for Children (WISC-IV). Independent groups t tests examining the empirically based syndrome and broad scales on the Test Observation Form yielded no significant results. There did not appear to be differences in test behavior between the two groups. Overall, examiners can be more confident that whether they conduct intellectual testing via traditional paper and pencil or via iPad, children’s test behaviors do not appear to be negatively influenced by test format.

Colin D. Elliott (1937–2016).

This article memorializes Colin D. Elliott (1937-2016). For 7 years, in his work as a school psychologist, Elliott studied the ability profiles of children with learning disabilities and the measurement of childrens developmental stages. Subsequently, he trained school psychologists for over 20 years at the University of Manchester. In 1983, he made a major, enduring contribution to the field of psychometric assessment in both his home country and the wider field with the publication of the innovative British Ability Scales (BAS). An American version, the Differential Ability Scales (DAS), followed in 1990, and both versions of the test have been widely used and revised several times (BAS 2, BAS 3, and DAS-II). Many of his innovations in those tests have been adopted in other instruments. His other research and many publications focused on individual differences in childrens temperament and personality and specific learning difficulties. Elliott moved to the United States in 1992 and was adjunct professor at the Gevirtz Graduate School of Education at the University of California, Santa Barbara. (PsycINFO Database Record

From Psychometric Testing to Clinical Assessment: Personalities, Ideas, and Events That Shaped David Wechsler’s Views of Intelligence and Its Assessment

To the many, the name Wechsler is synonymous with cognitive testing. Although Dr. Wechsler died over 30 years ago, new editions and revisions of the tests derived from his original scale still continue to list him as the sole author. Wechsler’s contributions to the field of psychometrics and intelligence testing go well beyond simply the assessment tool he first designed over 70 years ago.