{"product_id":"essentials-of-wj-iv-cognitive-abilities-assessment-isbn-9781119163367","title":"Essentials of WJ IV Cognitive Abilities Assessment","description":"\u003cb\u003eThe step-by-step guide to administering, scoring, and interpreting the WJ IV\u003c\/b\u003e\u003cb\u003e®\u003c\/b\u003e \u003cb\u003eTests of Cognitive Abilities\u003c\/b\u003e \u003cp\u003e\u003ci\u003eEssentials of WJ IV\u003csup\u003e®\u003c\/sup\u003e Cognitive Abilities Assessment\u003c\/i\u003e provides expert, practical advice on how to administer, score, and interpret the WJ IV COG\u003cb\u003e®\u003c\/b\u003e. Designed to be an easy-to-use reference, the text goes beyond the information found in the WJ IV\u003cb\u003e®\u003c\/b\u003e examiner's manual to offer full explanations of the tests and clusters on the WJ IV COG\u003cb\u003e®\u003c\/b\u003e. This essential guide also explains the meaning of all scores and interpretive features and includes valuable advice on clinical applications and illuminating case studies. \u003c\/p\u003e\u003cp\u003eThis clearly written and easily accessible resource offers: \u003c\/p\u003e\u003cul\u003e \u003cli\u003eConcise chapters with numerous callout boxes highlighting key concepts, numerous examples, and test questions that help you gauge and reinforce your grasp of the information covered.\u003c\/li\u003e \u003cli\u003eAn in-depth chapter on interpretation of the WJ IV COG\u003cb\u003e®\u003c\/b\u003e which highlights links to interventions for each test based on contemporary theory and research.\u003c\/li\u003e \u003cli\u003eExpert assessment of the tests' relative strengths and weaknesses.\u003c\/li\u003e \u003cli\u003eIllustrative case reports with clinical and school-based populations.\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eIf you're a school psychologist, clinical psychologist, neuropsychologist, or any professional or graduate student looking to become familiar with the new WJ IV COG\u003cb\u003e®\u003c\/b\u003e, this is the definitive resource you'll turn to again and again. \u003c\/p\u003e\u003cp\u003eSeries Preface xv\u003c\/p\u003e \u003cp\u003eAcknowledgments xvii\u003c\/p\u003e \u003cp\u003eOne Overview 1\u003c\/p\u003e \u003cp\u003eHistory and Development 2\u003c\/p\u003e \u003cp\u003e1977: The Woodcock-Johnson Psycho-Educational Battery 2\u003c\/p\u003e \u003cp\u003e1989: The Woodcock-Johnson Psycho-Educational Battery–Revised 4\u003c\/p\u003e \u003cp\u003e2001: The Woodcock-Johnson III 6\u003c\/p\u003e \u003cp\u003e2014: The Woodcock-Johnson IV 6\u003c\/p\u003e \u003cp\u003eStandardization Sample and Psychometric Properties 12\u003c\/p\u003e \u003cp\u003eReliability 12\u003c\/p\u003e \u003cp\u003eValidity 14\u003c\/p\u003e \u003cp\u003eFurther Information on the WJ IV COG 18\u003c\/p\u003e \u003cp\u003eTwo How to Administer the WJ IV COG 22\u003cbr\u003e\u003ci\u003eMelanie A. Bartels Graw\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eGeneral Testing Information 23\u003c\/p\u003e \u003cp\u003eTesting Materials 23\u003c\/p\u003e \u003cp\u003eTests Using the Response Booklet 23\u003c\/p\u003e \u003cp\u003eTimed Tests 24\u003c\/p\u003e \u003cp\u003eTests Using the Audio Recording 24\u003c\/p\u003e \u003cp\u003eTesting Environment 25\u003c\/p\u003e \u003cp\u003eEstablishing Rapport 26\u003c\/p\u003e \u003cp\u003eAccommodations 27\u003c\/p\u003e \u003cp\u003eOrder of Administration 28\u003c\/p\u003e \u003cp\u003eCore Tests Administration 32\u003c\/p\u003e \u003cp\u003eStandard Battery Administration 34\u003c\/p\u003e \u003cp\u003eExtended Battery Administration and Selective Testing 36\u003c\/p\u003e \u003cp\u003eTime Requirements 38\u003c\/p\u003e \u003cp\u003eSuggested Starting Points 38\u003c\/p\u003e \u003cp\u003eBasal and Ceiling Criteria 39\u003c\/p\u003e \u003cp\u003eScoring 39\u003c\/p\u003e \u003cp\u003eTest Observations 40\u003c\/p\u003e \u003cp\u003eTest-by-Test Administration Procedures 41\u003c\/p\u003e \u003cp\u003eTest 1: Oral Vocabulary 42\u003c\/p\u003e \u003cp\u003eAdministration 43\u003c\/p\u003e \u003cp\u003eItem Scoring 43\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 43\u003c\/p\u003e \u003cp\u003eTest 2: Number Series 44\u003c\/p\u003e \u003cp\u003eAdministration 44\u003c\/p\u003e \u003cp\u003eItem Scoring 45\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 45\u003c\/p\u003e \u003cp\u003eTest 3: Verbal Attention 46\u003c\/p\u003e \u003cp\u003eAdministration 46\u003c\/p\u003e \u003cp\u003eItem Scoring 47\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 47\u003c\/p\u003e \u003cp\u003eTest 4: Letter-Pattern Matching 48\u003c\/p\u003e \u003cp\u003eAdministration 48\u003c\/p\u003e \u003cp\u003eItem Scoring 48\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 49\u003c\/p\u003e \u003cp\u003eTest 5: Phonological Processing 49\u003c\/p\u003e \u003cp\u003eAdministration 50\u003c\/p\u003e \u003cp\u003eItem Scoring 51\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 51\u003c\/p\u003e \u003cp\u003eTest 6: Story Recall 52\u003c\/p\u003e \u003cp\u003eAdministration 53\u003c\/p\u003e \u003cp\u003eItem Scoring 53\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 54\u003c\/p\u003e \u003cp\u003eTest 7: Visualization 55\u003c\/p\u003e \u003cp\u003eAdministration 55\u003c\/p\u003e \u003cp\u003eItem Scoring 56\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 56\u003c\/p\u003e \u003cp\u003eTest 8: General Information 57\u003c\/p\u003e \u003cp\u003eAdministration 57\u003c\/p\u003e \u003cp\u003eItem Scoring 58\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 58\u003c\/p\u003e \u003cp\u003eTest 9: Concept Formation 59\u003c\/p\u003e \u003cp\u003eAdministration 59\u003c\/p\u003e \u003cp\u003eItem Scoring 60\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 60\u003c\/p\u003e \u003cp\u003eTest 10: Numbers Reversed 61\u003c\/p\u003e \u003cp\u003eAdministration 61\u003c\/p\u003e \u003cp\u003eItem Scoring 62\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 62\u003c\/p\u003e \u003cp\u003eTest 11: Number-Pattern Matching 63\u003c\/p\u003e \u003cp\u003eAdministration 63\u003c\/p\u003e \u003cp\u003eItem Scoring 64\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 64\u003c\/p\u003e \u003cp\u003eTest 12: Nonword Repetition 65\u003c\/p\u003e \u003cp\u003eAdministration 65\u003c\/p\u003e \u003cp\u003eItem Scoring 66\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 66\u003c\/p\u003e \u003cp\u003eTest 13: Visual-Auditory Learning 67\u003c\/p\u003e \u003cp\u003eAdministration 67\u003c\/p\u003e \u003cp\u003eItem Scoring 68\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 68\u003c\/p\u003e \u003cp\u003eTest 14: Picture Recognition 69\u003c\/p\u003e \u003cp\u003eAdministration 70\u003c\/p\u003e \u003cp\u003eItem Scoring 70\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 70\u003c\/p\u003e \u003cp\u003eTest 15: Analysis-Synthesis 71\u003c\/p\u003e \u003cp\u003eAdministration 71\u003c\/p\u003e \u003cp\u003eItem Scoring 72\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 72\u003c\/p\u003e \u003cp\u003eTest 16: Object-Number Sequencing 73\u003c\/p\u003e \u003cp\u003eAdministration 73\u003c\/p\u003e \u003cp\u003eItem Scoring 74\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 74\u003c\/p\u003e \u003cp\u003eTest 17: Pair Cancellation 75\u003c\/p\u003e \u003cp\u003eAdministration 75\u003c\/p\u003e \u003cp\u003eItem Scoring 76\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 76\u003c\/p\u003e \u003cp\u003eTest 18: Memory for Words 77\u003c\/p\u003e \u003cp\u003eAdministration 77\u003c\/p\u003e \u003cp\u003eItem Scoring 78\u003c\/p\u003e \u003cp\u003eCommon Examiner Errors 78\u003c\/p\u003e \u003cp\u003eThree How to Score the WJ IV COG 81\u003cbr\u003e\u003ci\u003eMelanie A. Bartels Graw\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eItem Scoring 81\u003c\/p\u003e \u003cp\u003eItem Scoring Keys 82\u003c\/p\u003e \u003cp\u003eScoring Multiple Responses 83\u003c\/p\u003e \u003cp\u003eTests Requiring Special Scoring Procedures 83\u003c\/p\u003e \u003cp\u003eTest 6: Story Recall 83\u003c\/p\u003e \u003cp\u003eTest 13: Visual-Auditory Learning 84\u003c\/p\u003e \u003cp\u003eScoring Guides 84\u003c\/p\u003e \u003cp\u003eObtaining Estimated Age and Grade Equivalent Scores (Optional) 85\u003c\/p\u003e \u003cp\u003eReminders for Scoring Each Test 87\u003c\/p\u003e \u003cp\u003eTest 1: Oral Vocabulary 88\u003c\/p\u003e \u003cp\u003eTest 2: Number Series 88\u003c\/p\u003e \u003cp\u003eTest 3: Verbal Attention 88\u003c\/p\u003e \u003cp\u003eTest 4: Letter-Pattern Matching 89\u003c\/p\u003e \u003cp\u003eTest 5: Phonological Processing 89\u003c\/p\u003e \u003cp\u003eTest 6: Story Recall 90\u003c\/p\u003e \u003cp\u003eTest 7: Visualization 91\u003c\/p\u003e \u003cp\u003eTest 8: General Information 91\u003c\/p\u003e \u003cp\u003eTest 9: Concept Formation 91\u003c\/p\u003e \u003cp\u003eTest 10: Numbers Reversed 92\u003c\/p\u003e \u003cp\u003eTest 11: Number-Pattern Matching 92\u003c\/p\u003e \u003cp\u003eTest 12: Nonword Repetition 93\u003c\/p\u003e \u003cp\u003eTest 13: Visual-Auditory Learning 93\u003c\/p\u003e \u003cp\u003eTest 14: Picture Recognition 94\u003c\/p\u003e \u003cp\u003eTest 15: Analysis-Synthesis 94\u003c\/p\u003e \u003cp\u003eTest 16: Object-Number Sequencing 95\u003c\/p\u003e \u003cp\u003eTest 17: Pair Cancellation 95\u003c\/p\u003e \u003cp\u003eTest 18: Memory for Words 96\u003c\/p\u003e \u003cp\u003eObtaining Derived Scores 96\u003c\/p\u003e \u003cp\u003eScore Report 97\u003c\/p\u003e \u003cp\u003eComprehensive Report 97\u003c\/p\u003e \u003cp\u003eProfile Report 97\u003c\/p\u003e \u003cp\u003eAge\/Grade Profile Report 97\u003c\/p\u003e \u003cp\u003eStandard Score\/Percentile Rank Profile Report 97\u003c\/p\u003e \u003cp\u003eParent Report 100\u003c\/p\u003e \u003cp\u003eExaminee Data Record 100\u003c\/p\u003e \u003cp\u003eRoster Report 100\u003c\/p\u003e \u003cp\u003eCreating a Comprehensive Report Using the WIIIP 100\u003c\/p\u003e \u003cp\u003eStep 1: Creating or Selecting a Caseload Folder 101\u003c\/p\u003e \u003cp\u003eStep 2: Adding an Examinee 101\u003c\/p\u003e \u003cp\u003eStep 3: Selecting Test Records for Data Entry 101\u003c\/p\u003e \u003cp\u003eStep 4: Change or Review Report Options 109\u003c\/p\u003e \u003cp\u003eScoring Options 109\u003c\/p\u003e \u003cp\u003eStep 5: Selecting a Report Type 114\u003c\/p\u003e \u003cp\u003eStep 6: Selecting Criteria to Create a Comprehensive Report 116\u003c\/p\u003e \u003cp\u003eProduct 116\u003c\/p\u003e \u003cp\u003eExaminee Selection 116\u003c\/p\u003e \u003cp\u003eTest Record\/Checklist 117\u003c\/p\u003e \u003cp\u003eNormative Basis 117\u003c\/p\u003e \u003cp\u003eOptions 119\u003c\/p\u003e \u003cp\u003eVariations 120\u003c\/p\u003e \u003cp\u003eComparisons 121\u003c\/p\u003e \u003cp\u003eReport Style 124\u003c\/p\u003e \u003cp\u003eInterventions 126\u003c\/p\u003e \u003cp\u003eScore Selection Template 127\u003c\/p\u003e \u003cp\u003eGrouping Options 132\u003c\/p\u003e \u003cp\u003eOutput Format 132\u003c\/p\u003e \u003cp\u003eStep 7: Generating a Report 133\u003c\/p\u003e \u003cp\u003eFour How to Interpret the WJ IV COG 144\u003cbr\u003e\u003ci\u003eFredrick A. Schrank\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLevel 1: Tests Measuring One or More Narrow Cognitive Abilities 147\u003c\/p\u003e \u003cp\u003eTest 1: Oral Vocabulary 148\u003c\/p\u003e \u003cp\u003eTest 2: Number Series 151\u003c\/p\u003e \u003cp\u003eTest 3: Verbal Attention 153\u003c\/p\u003e \u003cp\u003eTest 4: Letter-Pattern Matching 155\u003c\/p\u003e \u003cp\u003eTest 5: Phonological Processing 157\u003c\/p\u003e \u003cp\u003eTest 6: Story Recall 160\u003c\/p\u003e \u003cp\u003eTest 7: Visualization 164\u003c\/p\u003e \u003cp\u003eTest 8: General Information 166\u003c\/p\u003e \u003cp\u003eTest 9: Concept Formation 168\u003c\/p\u003e \u003cp\u003eTest 10: Numbers Reversed 169\u003c\/p\u003e \u003cp\u003eTest 11: Number-Pattern Matching 171\u003c\/p\u003e \u003cp\u003eTest 12: Nonword Repetition 172\u003c\/p\u003e \u003cp\u003eTest 13: Visual-Auditory Learning 175\u003c\/p\u003e \u003cp\u003eTest 14: Picture Recognition 177\u003c\/p\u003e \u003cp\u003eTest 15: Analysis-Synthesis 178\u003c\/p\u003e \u003cp\u003eTest 16: Object-Number Sequencing 179\u003c\/p\u003e \u003cp\u003eTest 17: Pair Cancellation 181\u003c\/p\u003e \u003cp\u003eTest 18: Memory for Words 182\u003c\/p\u003e \u003cp\u003eLevel 2: Clusters Measuring Broad and Narrow Cognitive Abilities and Cognitive Efficiency 184\u003c\/p\u003e \u003cp\u003eComprehension-Knowledge (Gc) 186\u003c\/p\u003e \u003cp\u003eFluid Reasoning (Gf ) 189\u003c\/p\u003e \u003cp\u003eShort-Term Working Memory (Gwm) 191\u003c\/p\u003e \u003cp\u003ePerceptual Speed (P) and Cognitive Processing Speed (Gs) 194\u003c\/p\u003e \u003cp\u003eAuditory Processing (Ga) 196\u003c\/p\u003e \u003cp\u003eLong-Term Storage and Retrieval (Glr) 198\u003c\/p\u003e \u003cp\u003eVisual Processing (Gv) 199\u003c\/p\u003e \u003cp\u003eCognitive Efficiency 200\u003c\/p\u003e \u003cp\u003eLevel 3: Clusters Measuring Intellectual Ability and Scholastic Aptitudes 201\u003c\/p\u003e \u003cp\u003eBrief Intellectual Ability (BIA) 203\u003c\/p\u003e \u003cp\u003eGeneral Intellectual Ability (GIA) 203\u003c\/p\u003e \u003cp\u003eGf-Gc Composite 205\u003c\/p\u003e \u003cp\u003eScholastic Aptitude Clusters 208\u003c\/p\u003e \u003cp\u003eStep-by-Step Interpretation of the WJ IV COG 210\u003c\/p\u003e \u003cp\u003eFive Strengths and Weaknesses of the WJ IV COG 222\u003cbr\u003e\u003ci\u003eRobert Walrath, John O. Willis, and Ron Dumont\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eDevelopment and Structure 222\u003c\/p\u003e \u003cp\u003eWJ IV COG Composites and Clusters 223\u003c\/p\u003e \u003cp\u003eTest Scores and Scoring 224\u003c\/p\u003e \u003cp\u003eTest Interpretation 227\u003c\/p\u003e \u003cp\u003eStandardization, Reliability, and Validity 229\u003c\/p\u003e \u003cp\u003eStrengths of the WJ IV COG 231\u003c\/p\u003e \u003cp\u003eManuals 231\u003c\/p\u003e \u003cp\u003eThree Conormed Batteries 231\u003c\/p\u003e \u003cp\u003eVariety of Tests 233\u003c\/p\u003e \u003cp\u003eStatistical Strengths 233\u003c\/p\u003e \u003cp\u003eUser Friendliness 233\u003c\/p\u003e \u003cp\u003eWeaknesses of the WJ IV COG 234\u003c\/p\u003e \u003cp\u003eGIA versus Gf-Gc 234\u003c\/p\u003e \u003cp\u003eOnline Score Report 235\u003c\/p\u003e \u003cp\u003eComparisons between Scores 236\u003c\/p\u003e \u003cp\u003eRecord Form 237\u003c\/p\u003e \u003cp\u003eConcluding Comment 238\u003c\/p\u003e \u003cp\u003eSix Illustrative Case Studies 241\u003cbr\u003e\u003ci\u003eScott L. Decker\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCase 1. Jon—General Cognitive Ability and Intra-Cognitive Variations 243\u003c\/p\u003e \u003cp\u003eCase 2. José—Adding Cluster Information to the Core Tests 245\u003c\/p\u003e \u003cp\u003eCase 3. Tanya—Evaluating the Practical Implications of a Head Injury 248\u003c\/p\u003e \u003cp\u003eCase 4. Jack—Determining the Educational Implications of a Traumatic Brain Injury 253\u003c\/p\u003e \u003cp\u003eChapter Summary 258\u003c\/p\u003e \u003cp\u003eSeven Illustrative Case Studies 259\u003cbr\u003e\u003ci\u003eJohn M. Garruto\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCase 1. Jacob—Analysis of the GIA, Gf-Gc, CHC, and Scholastic Aptitude Clusters and Tests 259\u003c\/p\u003e \u003cp\u003eBrief Look at Jacob’s Complete Profile 267\u003c\/p\u003e \u003cp\u003eCase 2. Danielle—A Disability-Attenuated GIA 271\u003c\/p\u003e \u003cp\u003eBrief Look at Danielle’s Complete Profile 277\u003c\/p\u003e \u003cp\u003eCase 3. Arnold—Accepting or Rejecting the Null Hypothesis 280\u003c\/p\u003e \u003cp\u003eBrief Look at Arnold’s Complete Profile 283\u003c\/p\u003e \u003cp\u003eChapter Summary 285\u003c\/p\u003e \u003cp\u003eAppendix The WJ IV Gf-Gc Composite and Its Use in the Identification of Specific Learning Disabilities 287\u003cbr\u003e\u003ci\u003eFredrick A. Schrank, Kevin S. McGrew, and Nancy Mather\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eOrigins of the Gf-Gc Composite in Contemporary CHCTheory 288\u003c\/p\u003e \u003cp\u003eThe General Intellectual Ability (GIA) Compared to the Gf-Gc Composite 289\u003c\/p\u003e \u003cp\u003eThe Gf-Gc Composite as a Measure of Intellectual Development 291\u003c\/p\u003e \u003cp\u003eEmpirical Research Supports Gf and Gc as the \"King and Queen\" of CHC Abilities 291\u003c\/p\u003e \u003cp\u003eRelationship of the GIA and Gf-Gc Composite to Other Intelligence Tests 295\u003c\/p\u003e \u003cp\u003eGf-Gc Composite\/Other Ability Comparison Procedure in Specific Learning Disability Determination 298\u003c\/p\u003e \u003cp\u003eUse of the Gf-Gc Composite in SLD-Identification Models 301\u003c\/p\u003e \u003cp\u003eAbility\/Achievement Discrepancy Model 301\u003c\/p\u003e \u003cp\u003eResponse-to-Intervention Model 302\u003c\/p\u003e \u003cp\u003ePattern of Strengths and Weaknesses Model 303\u003c\/p\u003e \u003cp\u003eSummary and Discussion 303\u003c\/p\u003e \u003cp\u003eReferences 307\u003c\/p\u003e \u003cp\u003eAbout the Authors 333\u003c\/p\u003e \u003cp\u003eAbout the Contributors 335\u003c\/p\u003e \u003cp\u003eIndex 337\u003c\/p\u003e    \u003cp\u003e\u003cb\u003eFREDRICK A. SCHRANK, P\u003csmall\u003eH\u003c\/small\u003eD, ABPP,\u003c\/b\u003e is the senior author of the Woodcock-Johnson IV. He is a licensed psychologist with professional interests in neurocognitive interpretation and intervention. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eSCOTT L. DECKER, P\u003csmall\u003eH\u003c\/small\u003eD, NCSP,\u003c\/b\u003e is an Associate Professor and Director of the Applied Cognitive Neuropsychology Lab in the Department of Psychology at the University of South Carolina. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eJOHN M. GARRUTO, DEd, NCSP,\u003c\/b\u003e is a School Psychologist in Central New York and Adjunct Professor at SUNY Oswego.   \u003c\/p\u003e\u003cul\u003e \u003cli\u003eComplete coverage of administration, scoring, interpretation, and reporting\u003c\/li\u003e \u003cli\u003eExpert advice on avoiding common pitfalls\u003c\/li\u003e \u003cli\u003eConveniently formatted for rapid reference\u003c\/li\u003e \u003c\/ul\u003e  \u003cp\u003e\u003cb\u003eThe hands-on guide for confidently administering, scoring and interpreting the WJ IV\u003csup\u003e®\u003c\/sup\u003e Cognitive Abilities Assessment\u003c\/b\u003e  \u003c\/p\u003e\u003cp\u003e\u003ci\u003eEssentials of WJ IV\u003csup\u003e®\u003c\/sup\u003e Cognitive Abilities Assessment\u003c\/i\u003e provides practical, step-by-step guidance for administering, scoring, and interpreting the WJ IV\u003csup\u003e®\u003c\/sup\u003e COG. This easy-to-use reference goes beyond the information in the WJ IV\u003csup\u003e®\u003c\/sup\u003e examiner's manual to offer full explanations of the tests and clusters on the WJ IV\u003csup\u003e®\u003c\/sup\u003e COG. This essential guide also explains the meaning of all scores and interpretive features and includes valuable advice on clinical applications and illuminating case studies. \u003c\/p\u003e\u003cp\u003eThis clearly written and accessible resource offers: \u003c\/p\u003e\u003cul\u003e \u003cli\u003eAn in-depth chapter on interpretation of the WJ IV\u003csup\u003e®\u003c\/sup\u003e COG, which highlights links to  interventions for each test based on the latest theory and research\u003c\/li\u003e \u003cli\u003eExpert assessment of the tests' relative strengths and weaknesses\u003c\/li\u003e \u003cli\u003eIllustrative case reports with clinical and school-based populations\u003c\/li\u003e \u003cli\u003eConcise chapters that feature callout boxes highlighting key concepts, numerous  examples, and Test Yourself questions\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e\u003cb\u003eOther titles in the \u003ci\u003eEssentials of Psychological Assessment\u003c\/i\u003e series:\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eEssentials of WJ IV Tests of Achievement \u003c\/p\u003e\u003cp\u003eEssentials of Planning, Selecting, and Tailoring Interventions for Unique Learners \u003c\/p\u003e\u003cp\u003eEssentials of Processing Assessment, Second Edition \u003c\/p\u003e\u003cp\u003eVisit us on the Web at: \u003cb\u003ewww.wiley.com\/psychology\u003c\/b\u003e\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989164507365,"sku":"NP9781119163367","price":54.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119163367.jpg?v=1761783053","url":"https:\/\/k12savings.com\/es\/products\/essentials-of-wj-iv-cognitive-abilities-assessment-isbn-9781119163367","provider":"K12savings","version":"1.0","type":"link"}