PSY 1501 Assessment: Intelligence Testing

Aston, C. & Brown, D. (2020). Progress or Setback: Revisiting the Current State of Assessment Practices of Black Children. Contemporary School Psychology.  https://doi.org/10.1007/s40688-020-00308-7  Request through Interlibrary Loan

Benson, N., Hulac, D.M., & Kranzler, J.H. (2010).  Independent examination of the Wechsler Adult Intelligence Scale- Fourth Edition (WAIS-IV): What does it measure? Psychological Assessment, 22(1), 121-130.  doi: 10.1037/a0017767

Canivez, G.L., Watkins, M.W. & Dombrowski, S.C. (2016).  Factor Structure of the Wechsler Intelligence Scale for Children-Fifth Edition: Exploratory factor analyses with the 16 primary and secondary subtests.  Psychological Assessment, 28(2), 975-986. doi: 10.1037/pas0000238

Carlozzi, N.E., Kirsch, N.L., Kisala, P.A. & Tulsky, D.S. (2015).  An examination of the Wechsler Adult Intelligence Scales, Fourth Edition (WAIS-IV) in individuals with complicated mild, moderate and severe traumatic brain injury (TBI).  The Clinical Neuropsychologist, 29(1) 21-37.  doi: 10.1080/13854046.2015.1005677

Clark, S. W., Gulin, S. L., Heller, M. B., & Vrana, S. R. (2017). Graduate training implications of the Q-interactive platform for administering Wechsler Intelligence Tests. Training and Education in Professional Psychology, 11(3), 148-155. doi:10.1037/tep0000155

Donders, J., Elzinga, B., Kuipers, D., Helder, E., & Crawford, J. R. (2013). Development of an eight-subtest short form of the WISC-IV and evaluation of its clinical utility in children with traumatic brain injury. Child Neuropsychology, 19(6), 662-670. Doi: 10.1080/09297049.2012.723681

Flynn, James R. (1987). Massive IQ gains in 14 nations: What IQ tests really measure.  Psychological Bulletin, 101, 171-191. doi:10.1037/0033-2909.101.2.171

Flynn, James R. (1984). The mean IQ of Americans: Massive gains 1932 to 1978. Psychological Bulletin, 95, 29-51. doi:10.1037//0033-2909.95.1.29

Garcia, E. (2015). Lorenzo P. v Riles? Should the “Larry P.” prohibitions be extended to English language learners?: Considering public policy & IQ testing in schools. Multicultural Education, 22 (2), 2-7.

Graves Jr., S.L., & Ye, F.F. (2017). Are special education labels accurate for Black children? Racial differences in academic trajectories of youth diagnosed with specific learning and intellectual disabilities. Journal of Black Psychology, 43 (2), 192-213.

Graves, S. L., Smith, L. V., & Nichols, K. D. (2020). Is the WISC-V a fair test for Black children: Factor structure in an urban public school sample. Contemporary School Psychology, 1-13. https://doi.org/10.1007/s40688-020-00306-9

Michel, N. M., Goldberg, J.O., Heinrichs, R. W., Miles, A. A., Anmari,N. & Mcdermid Vaz, S. (2013).  WAIS-IV profile of cognition in schizophrenia.  Assessment, 20,(4) 462-473. doi: 10.1177/1073191113478153

Na, S.D. & Burns, T.G. (2016).  Wechsler Intelligence Scale for Children-V: Test review.  Applied Neuropsychology: Child, 5(2), 156-160.  doi: 10.1080/21622965.2015.1015337

Niileksela, C.R., Reynolds, M.R., Kaufman, A.S. (2013).  An alternative Cattell-Horn-Carroll (CHC) factor structure of the WAIS-IV: Age invariance of an alternative model for ages 70-90.  Psychological Assessment, 25(2), 391-404. doi: 10.1037/a0031175

Noland, R. M. (2017). Intelligence testing using a tablet computer: Experiences with using Q-interactive. Training and Education in Professional Psychology, 11(3), 156-163. doi:10.1037/tep0000149

Oliveras-Rentas, R., Kenworthy, L., Roberson,Richard B., I.,II, Martin, A., & Wallace, G. L. (2012). WISC-IV profile in high-functioning autism spectrum disorders: Impaired processing speed is associated with increased autism communication symptoms and decreased adaptive communication abilities. Journal of Autism and Developmental Disorders, 42(5), 655-64. doi:10.1007/s10803-011-1289-7

Park, J., Marinela-Arnold, E., & Miller, C. (2015).  Information processing speed as a predictor of IQ in children with and without specific language impairment in grades 3 and 8.  Journal of Communication Disorders, 53, 57-69. doi:10.1016/j.jcomdis.2014.11.002

Roberts, R. M. & Davis, C. D. (2015). Assessment of model for achieving competency in administration and scoring of the WAIS-IV in post-graduate psychology students.  Frontiers in Psychology, 6.  doi: 10.3389/fpsyg2015.00641

Styck, K. M., & Walsh, S. M. (2016). Evaluating the prevalence and impact of examiner errors on the Wechsler Scales of Intelligence: A meta-analysis. Psychological Assessment, 28(1), 3-17. doi:10.1037/pas0000157

Theiling, J., & Peterman, F. (2016).  Neuropsychological profiles on the WAIS-IV of adults with ADHD.  Journal of Attention Disorder, 20(11), 913-924.  doi: 10.1177/1087054713518241

Vrana, S. R., & Vrana, D. T. (2017). Can a computer administer a Wechsler Intelligence Test? Professional Psychology: Research and Practice, 48(3), 191-198. doi:10.1037/pro0000128

Warne, R. T., Yoon, M., & Price, C. J. (2014). Exploring the various interpretations of “test bias”. Cultural Diversity and Ethnic Minority Psychology, 20(4), 570.

Selected Text:

Flanagan, D.P. & Alfonso, V.C. (2017). Essentials of WISC-V assessment. Hoboken, NJ: John Wiley & Sons, Inc.