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• Title Page
• Copyright
• Contents
• Series Preface
• Acknowledgments
• Chapter 1 Overview
• History and Development
• 1977: The Woodcock-Johnson Psycho-Educational Battery
• 1989: The Woodcock-Johnson Psycho-Educational Battery-Revised
• 2001: The Woodcock-Johnson III
• 2014: The Woodcock-Johnson IV
• Standardization Sample and Psychometric Properties
• Reliability
• Validity
• Further Information on the WJ IV COG
• Chapter 2 How to Administer the WJ IV COG
• General Testing Information
• Testing Materials
• Tests Using the Response Booklet
• Timed Tests
• Tests Using the Audio Recording
• Testing Environment
• Establishing Rapport
• Accommodations
• Order of Administration
• Core Tests Administration
• Standard Battery Administration
• Extended Battery Administration and Selective Testing
• Time Requirements
• Suggested Starting Points
• Basal and Ceiling Criteria
• Scoring
• Test Observations
• Test-by-Test Administration Procedures
• Test 1: Oral Vocabulary
• Administration
• Item Scoring
• Common Examiner Errors
• Test 2: Number Series
• Administration
• Item Scoring
• Common Examiner Errors
• Test 3: Verbal Attention
• Administration
• Item Scoring
• Common Examiner Errors
• Test 4: Letter-Pattern Matching
• Administration
• Item Scoring
• Common Examiner Errors
• Test 5: Phonological Processing
• Administration
• Item Scoring
• Common Examiner Errors
• Test 6: Story Recall
• Administration
• Item Scoring
• Common Examiner Errors
• Test 7: Visualization
• Administration
• Item Scoring
• Common Examiner Errors
• Test 8: General Information
• Administration
• Item Scoring
• Common Examiner Errors
• Test 9: Concept Formation
• Administration
• Item Scoring
• Common Examiner Errors
• Test 10: Numbers Reversed
• Administration
• Item Scoring
• Common Examiner Errors
• Test 11: Number-Pattern Matching
• Administration
• Item Scoring
• Common Examiner Errors
• Test 12: Nonword Repetition
• Administration
• Item Scoring
• Common Examiner Errors
• Test 13: Visual-Auditory Learning
• Administration
• Item Scoring
• Common Examiner Errors
• Test 14: Picture Recognition
• Administration
• Item Scoring
• Common Examiner Errors
• Test 15: Analysis-Synthesis
• Administration
• Item Scoring
• Common Examiner Errors
• Test 16: Object-Number Sequencing
• Administration
• Item Scoring
• Common Examiner Errors
• Test 17: Pair Cancellation
• Administration
• Item Scoring
• Common Examiner Errors
• Test 18: Memory for Words
• Administration
• Item Scoring
• Common Examiner Errors
• Chapter 3 How to Score the WJ IV COG
• Item Scoring
• Item Scoring Keys
• Scoring Multiple Responses
• Tests Requiring Special Scoring Procedures
• Test 6: Story Recall
• Test 13: Visual-Auditory Learning
• Scoring Guides
• Obtaining Estimated Age and Grade Equivalent Scores (Optional)
• Reminders for Scoring Each Test
• Test 1: Oral Vocabulary
• Test 2: Number Series
• Test 3: Verbal Attention
• Test 4: Letter-Pattern Matching
• Test 5: Phonological Processing
• Test 6: Story Recall
• Test 7: Visualization
• Test 8: General Information
• Test 9: Concept Formation
• Test 10: Numbers Reversed
• Test 11: Number-Pattern Matching
• Test 12: Nonword Repetition
• Test 13: Visual-Auditory Learning
• Test 14: Picture Recognition
• Test 15: Analysis-Synthesis
• Test 16: Object-Number Sequencing
• Test 17: Pair Cancellation
• Test 18: Memory for Words
• Obtaining Derived Scores
• Score Report
• Comprehensive Report
• Profile Report
• Age/Grade Profile Report
• Standard Score/Percentile Rank Profile Report
• Parent Report
• Examinee Data Record
• Roster Report
• Creating a Comprehensive Report Using the WIIIP
• Step 1: Creating or Selecting a Caseload Folder
• Step 2: Adding an Examinee
• Step 3: Selecting Test Records for Data Entry
• Step 4: Change or Review Report Options
• Scoring Options
• Step 5: Selecting a Report Type
• Step 6: Selecting Criteria to Create a Comprehensive Report
• Product
• Examinee Selection
• Test Record/Checklist
• Normative Basis
• Options
• Variations
• Comparisons
• Report Style
• Interventions
• Score Selection Template
• Grouping Options
• Output Format
• Step 7: Generating a Report
• Chapter 4 How to Interpret the WJ IV COG
• Level 1: Tests Measuring One or More Narrow Cognitive Abilities
• Test 1: Oral Vocabulary
• Test 2: Number Series
• Test 3: Verbal Attention
• Test 4: Letter-Pattern Matching
• Test 5: Phonological Processing
• Test 6: Story Recall
• Test 7: Visualization
• Test 8: General Information
• Test 9: Concept Formation
• Test 10: Numbers Reversed
• Test 11: Number-Pattern Matching
• Test 12: Nonword Repetition
• Test 13: Visual-Auditory Learning
• Test 14: Picture Recognition
• Test 15: Analysis-Synthesis
• Test 16: Object-Number Sequencing
• Test 17: Pair Cancellation
• Test 18: Memory for Words
• Level 2: Clusters Measuring Broad and Narrow Cognitive Abilities and Cognitive Efficiency
• Comprehension-Knowledge (Gc)
• Fluid Reasoning (Gf)
• Short-Term Working Memory (Gwm)
• Perceptual Speed (P) and Cognitive Processing Speed (Gs)
• Auditory Processing (Ga)
• Long-Term Storage and Retrieval (Glr)
• Visual Processing (Gv)
• Cognitive Efficiency
• Level 3: Clusters Measuring Intellectual Ability and Scholastic Aptitudes
• Brief Intellectual Ability (BIA)
• General Intellectual Ability (GIA)
• Gf-Gc Composite
• Scholastic Aptitude Clusters
• Step-by-Step Interpretation of the WJ IV COG
• Chapter 5 Strengths and Weaknesses of the WJ IV COG
• Development and Structure
• WJ IV COG Composites and Clusters
• Test Scores and Scoring
• Test Interpretation
• Standardization, Reliability, and Validity
• Strengths of the WJ IV COG
• Manuals
• Three Conormed Batteries
• Variety of Tests
• Statistical Strengths
• User Friendliness
• Weaknesses of the WJ IV COG
• GIA versus Gf-Gc
• Online Score Report
• Comparisons between Scores
• Record Form
• Concluding Comment
• Chapter 6 Illustrative Case Studies
• Case 1. Jon—General Cognitive Ability and Intra-Cognitive Variations
• Case 2. José—Adding Cluster Information to the Core Tests
• Case 3. Tanya—Evaluating the Practical Implications of a Head Injury
• Case 4. Jack—Determining the Educational Implications of a Traumatic Brain Injury
• Chapter Summary
• Chapter 7 Illustrative Case Studies
• Case 1. Jacob—Analysis of the GIA, Gf-Gc, CHC, and Scholastic Aptitude Clusters and Tests
• Brief Look at Jacob’s Complete Profile
• Case 2. Danielle—A Disability-Attenuated GIA
• Brief Look at Danielle’s Complete Profile
• Case 3. Arnold—Accepting or Rejecting the Null Hypothesis
• Brief Look at Arnold’s Complete Profile
• Chapter Summary
• Appendix The WJ IV Gf-Gc Composite and Its Use in the Identification of Specific Learning Disabiliti
• Origins of the Gf-Gc Composite in Contemporary CHC Theory
• The General Intellectual Ability (GIA) Compared to the Gf-Gc Composite
• The Gf-Gc Composite as a Measure of Intellectual Development
• Empirical Research Supports Gf and Gc as the “King and Queen” of CHC Abilities
• Relationship of the GIA and Gf-Gc Composite to Other Intelligence Tests
• Gf-Gc Composite/Other Ability Comparison Procedure in Specific Learning Disability Determination
• Use of the Gf-Gc Composite in SLD-Identification Models
• Ability/Achievement Discrepancy Model
• Response-to-Intervention Model
• Pattern of Strengths and Weaknesses Model
• Summary and Discussion
• References
• About the Authors
• About the Contributors
• Index
• EULA