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• Contents
• Series Preface
• Acknowledgments
• One: Overview
• DEFINITION
• FOUNDATION OF THE XBA APPROACH
• CHC THEORY
• Original Gf-Gc Theory and the Cattell-Horn Expanded Gf-Gc Theory: First Precursors to CHC Theory
• Carroll’s Three-Stratum Theory: Second Precursor to CHC Theory
• Comparison of the Cattell-Horn and Carroll Theories
• Decade of CHC Theory (2001–2011)
• Refinements and Extensions to CHC Theory
• CHC Broad (Stratum II) Classifications of Cognitive, Academic, and Neuropsychological Ability Tests
• CHC Narrow (Stratum I) Classifications of Cognitive, Academic, and Neuropsychological Ability Tests
• RATIONALE FOR THE XBA APPROACH
• Practice (2000–2010)
• TEST DEVELOPMENT
• GUIDING PRINCIPLES OF THE XBA APPROACH
• CONCLUSIONS
• REFERENCES
• Two: How to Organize a Cross-Battery Assessment Using Cognitive, Achievement, and Neuropsychological
• OVERVIEW
• UTILIZATION OF SPECIFIC REFERRAL INFORMATION
• Scenario 1: Cognitive-Achievement Relations
• Scenario 2: Practical and Legal Considerations
• Scenario 3: Consideration of Examinee Characteristics
• INTEGRATING GUIDING PRINCIPLES WITH DECISION MAKING
• CROSS-BATTERY ASSESSMENT DATA MANAGEMENT AND INTERPRETIVE ASSISTANT (XBA DMIA v2.0)
• Implementing the XBA Approach Step by Step
• Step 1: Select an Ability Battery
• Step 2: Identify the CHC Broad Abilities That Are and Are Not Measured by the Selected Battery
• Step 3: Identify the CHC Narrow Abilities That Are and Are Not Measured by the Selected Battery
• Step 4: Administer and Score Selected Battery and Supplemental Tests
• Step 5: Enter Scores into the Cross-Battery Assessment Data Management and Interpretive Assistant (X
• SUMMARY
• REFERENCES
• Three: How to Interpret Test Data
• HYPOTHESIS-DRIVEN ASSESSMENT AND INTERPRETATION
• INTEGRATING HYPOTHESIS TESTING AND INTERPRETATION
• Stage A: CHC Theory, Neuropsychological Theory, and Research Knowledge Bases
• Stage B: Specification of a Priori Hypotheses
• Stage C: Construction of a Cross-Battery Assessment
• Stage D: Administration and Scoring of Ability Battery and Supplemental Tests
• Stages E1 and E2: Interpretation of Results and Evaluation of Hypotheses
• Stage F: Specification of a Posteriori Hypotheses
• Stage G: Incorporate XBA Results in a Psychological Report
• SUMMARY
• REFERENCES
• Four: Cross-Battery Assessment for SLD Identification: The Dual Discrepancy/Consistency Pattern of S
• BRIEF PERSPECTIVE ON THE DEFINITION OF SLD
• NEED FOR AN OPERATIONAL DEFINITION OF SLD
• DUAL DISCREPANCY/CONSISTENCY (DD/C) OPERATIONAL DEFINITION OF SLD
• Levels of Evaluation in the DD/C Definition
• SUMMARY OF THE DD/C OPERATIONAL DEFINITION OF SLD
• SUMMARY
• REFERENCES
• Five: Cross-Battery Assessment of Individuals From Culturally and Linguistically Diverse Backgrounds
• INTRODUCTION
• EVALUATION OF CURRENT APPROACHES FOR ASSESSING DIVERSE INDIVIDUALS
• Modified and Altered Testing
• Nonverbal Testing
• Native-Language Testing
• English-Language Testing
• CULTURE-LANGUAGE TEST CLASSIFICATIONS AND INTERPRETIVE MATRIX
• Culture-Language Test Classifications
• CHC Culture-Language Interpretive Matrix
• Use of the XBA C-LIM v2.0
• Evaluating the Impact of Culture and Language on Test Score Validity With the XBA C-LIM v2.0
• Additional Considerations in Using the XBA C-LIM v2.0
• CONCLUSION
• REFERENCES
• Six: Strengths and Weaknesses of the Cross-Battery Assessment Approach
• STRENGTHS
• Contemporary Theory
• Communication
• Psychometrically Defensible Cross-Battery Composites
• Enhancement in Evaluation of Specific Learning Disabilities and Individuals From Culturally and Ling
• Flexibility
• Automation
• WEAKNESSES
• Norm Samples
• Complicated
• Time Consuming
• REFERENCES
• Seven: Cross-Battery Assessment Case Report
• COMPREHENSIVE EVALUATION
• REASON FOR REFERRAL
• BACKGROUND INFORMATION
• BEHAVIOR OBSERVATIONS
• EVALUATION RESULTS
• Intellectual/Cognitive
• Achievement
• Self-Report
• Classroom Observation
• Student Interview
• CONCLUSIONS
• RECOMMENDATIONS
• Written Expression
• Appendix A: CHC Narrow Ability Definitions and Task Examples
• Appendix B: CHC Broad and Narrow Ability Classification Tables for Tests Published Between 2001 and
• Appendix C: Descriptions of Cognitive, Achievement, and Neuropsychological Subtests by CHC Domain
• Appendix D: Critical Values for Statistical Significance and Base Rate for Composites on Comprehensi
• Appendix E: Variation in Task Demands and Task Characteristics of Subtests on Cognitive and Neuropsy
• Appendix F: Variation in Task Demands and Task Characteristics of Subtests on Achievement Batteries
• Appendix G: Neuropsychological Domain Classifications
• Appendix H: Understanding and Using the XBA PSW-A v1.0 Software Program Tab by Tab
• Appendix I: Cognitive and Neuropsychological Battery-Specific Culture-Language Matrices
• Appendix J: Cross-Battery Assessment Case Reports
• Appendix K: Eugene, Oregon, School District Integrated Model for Specific Learning Disability Identi
• Appendix L: Summary of the Expert Consensus Study for Determining CHC Broad and Narrow Ability Class
• Appendix M: Criteria Used in XBA DMIA v2.0 for Follow-Up on a Two-Subtest Composite
• Author Index
• Subject Index
• About the Authors
• About the CD