Woodcock-Johnson IV E-Book

Nancy Mather

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch

Seitenzahl: 1828

Veröffentlichungsjahr: 2016

Beschreibung

Includes online access to new, customizable WJ IV score tables, graphs, and forms for clinicians Woodcock-Johnson IV: Reports, Recommendations, and Strategies offers psychologists, clinicians, and educators an essential resource for preparing and writing psychological and educational reports after administering the Woodcock-Johnson IV. Written by Drs. Nancy Mather and Lynne E. Jaffe, this text enhances comprehension and use of this instrument and its many interpretive features. This book offers helpful information for understanding and using the WJ IV scores, provides tips to facilitate interpretation of test results, and includes sample diagnostic reports of students with various educational needs from kindergarten to the postsecondary level. The book also provides a wide variety of recommendations for cognitive abilities; oral language; and the achievement areas of reading, written language, and mathematics. It also provides guidelines for evaluators and recommendations focused on special populations, such as sensory impairments, autism, English Language Learners, and gifted and twice exceptional students, as well as recommendations for the use of assistive technology. The final section provides descriptions of the academic and behavioral strategies mentioned in the reports and recommendations. The unique access code included with each book allows access to downloadable, easy-to-customize score tables, graphs, and forms. This essential guide * Facilitates the use and interpretation of the WJ IV Tests of Cognitive Abilities, Tests of Oral Language, and Tests of Achievement * Explains scores and various interpretive features * Offers a variety of types of diagnostic reports * Provides a wide variety of educational recommendations and evidence-based strategies

Leseprobe

CONTENTS

Cover

Title Page

Copyright

List of Figures and Tables

Acknowledgments

Introduction

Section I: WJ IV

Introduction

Part 1: Descriptive and Interpretive Information

Explanation of Major Broad Cognitive Abilities

Comprehension-Knowledge (

Gc

)

Fluid Reasoning (

Gf

)

Short-Term Working Memory (

Gwm

)

Long-Term Memory and Learning Efficiency

Processing Speed (

Gs

)

Orthographic Processing

Visual Processing (

Gv

)

Auditory Processing (

Ga

)

Hierarchy and Explanation of Four Score Levels of Information Available on the WJ IV

Score Terminology and Explanation of Cluster Scores, Variations, and Comparisons

Sample Statements for Reporting Scores

Overview of Tests and Task Demands (WJ IV COG, WJ IV OL, WJ IV ACH)

Example Items

Score Equivalents, Classification Labels, and Average Grade Placement for Age

Tips for Interpretation

Part 2: Score Forms

Tests and Clusters Score Forms

Cluster Descriptions and Scores

Strengths and Weaknesses Profile—RPI and SS

RPI Profile of Cluster and Test Scores

Section II: Reports

Introduction

Outline for Reports

Assessment Report Rubric

Diagnostic Reports

Reason for Referral

Background Information

Tests Administered

Score Ranges

Test Results and Interpretation

Summary and Conclusions

Impressions

Recommendations

Resources for Attention Deficit/Hyperactivity Disorder

Table of Scores

Background Information and Reason for Referral

Behavioral Observations

Test Results and Interpretations

Impressions and Recommendations

Diagnostic Impression

Recommendations

Test Scores

Woodcock-Johnson iv Tests of Cognitive Abilities, Tests of Oral Language, and Tests of Achievement

Reason for Referral and Background Information

Behavioral Observations

Tests Administered

Scores Reported in this Assessment

Cognitive Assessment

Academic Assessment

Summary

Recommendations

Reason for Referral

Background Information

Tests Administered

Behavioral Observations

Test Results

WJ IV Variation and Discrepancy Procedures

Summary and Diagnostic Impressions

Recommendations

Woodcock-Johnson IV Score Report

Reason for Referral

Background Information

Tests Administered

Explanation of Scores

Test Results and Interpretation

Academic Achievement

Summary

Conclusion

Summary of Test Results

Woodcock-Johnson IV Tests of Cognitive Abilities Test Session Observations

Woodcock-Johnson IV Tests of Achievement Form a and Extended Qualitative Observations

Reason for Referral

Background Information

Tests Administered

Behavioral Observations

Assessment Results

Memory, Learning, and Language Comprehension

Summary

Conclusions

Recommendations

Accommodations

Instruction

Self-Concept

Reason for Referral

Background Information

Academic Skills

Summary

Recommendations

Reason for Referral

Background Information

Tests Administered

Testing Observations

Test Results

Academic Achievement

WJ IV Variation and Discrepancy Procedures

Conclusions

Diagnostic Impressions and Rationale

Educational Recommendations

Note to Reader

Reason for Referral

Background Information

Tests Administered

Scores Used in the Assessment

Cognitive and Neuropsychological Assessment

Delis-Kaplan Executive Functioning System (D-KEFS)

Tasks of Executive Control (TEC)

Academic Assessment

Behavioral, Social-Emotional, and Psychological Assessment

Summary and Diagnostic Impressions

Diagnostic Impressions—DSM V

Recommendations

Reason for Referral

Background Information

Assessments

Summary

Recommendations and Accommodations

Tests Administered

Table of Scores

Reason for Referral

Background Information

Tests Administered

Testing Observations

Test Results

WJ IV Variation and Comparison Procedures

Summary

Recommendations

Initial Instructional Goals

Educational Evaluation

Reason for Referral

Background Information

Tests Administered

Test Results

Academic Assessment Results

WJ IV Discrepancies

Summary

Educational Recommendations

Table of Scores

Psychoeducational Report

Reason for Referral

Measures Used

Evaluation Design and Test Considerations

Understanding the Scores in This Report

Conclusions and Recommendations

Background Information

Behavioral Observations

Test Results

Psychometric Summary

Woodcock-Johnson IV Tests of Cognitive Abilities

Behavior Assessment Scale for Children, Second Edition

Self-Report of Personality (FRED)

Parent Rating Scale (Mother)

Note to Reader

Diagnostic Evaluation Report

Reason for Referral

Background Information

Tests Administered

Testing Observations

Tests Results

Academic Achievement

Diagnostic Impressions

Educational Recommendations

Psychoeducational Evaluation

Reason for Referral

Background Information

Behavioral Observations

Sources of Information

Validity of Test Results

Test Results

Summary and Diagnostic Impressions

Recommendations

Table of Scores

Psychoeducational Evaluation

Reason for Referral

Background Information

Tests Administered and Description of Scores

Executive Summary and Conclusions

Recommendations

Detailed Evaluation Results

Brief Summary

Table of Scores

Reading Assessment

Assessment Measures and Strategy

Behavioral Observations

Results

Summary and Conclusions

Recommendations

Appendix

Psychoeducational Evaluation

Reason for Referral

Background Information

Interview with Gilbert

Current Evaluation

Behavioral Observations During the Evaluation

Explanation of Scores Used in this Report

Test Results Cognitive and Oral Language Abilities

Answers to the Referral Questions

Recommendations

Appendix

Diagnostic Evaluation

Reason for Referral

Background Information

Prior Evaluations

Tests Administered

Standard Scores and Percentile Ranks

Relative Proficiency Index (RPI)

Test Behavior

WJ IV Cognitive Battery (WJ IV COG)

WJ IV Oral Language

WJ IV Achievement

Conclusions

Recommendations

Note

Psychological Evaluation

Reason for Referral

Background Information

Observations and Impressions

Tests Administered

Explanation of Scores

Test Results and Interpretation

Summary and Conclusions

Recommendations

Transition Planning

Summary of Test Results

Psychoeducational Evaluation

Reason for Evaluation

Background Information

Tests Administered and Description of Scores

Cognitive Abilities

Academic Achievement

Summary and Conclusions

Recommendation

Scores

Cognitive and Educational Evaluation

Reason for Referral

Background Information

Tests Administered

Test Behavior

WJ IV Cognitive Battery

WJ IV Achievement

Conclusions

DSM-5 Diagnosis

Recommendations

Section III: Recommendations

Introduction

Cognitive and Linguistic Factors

Fluid Reasoning

Memory

Cognitive Processing/Perceptual Speed

Visual Processing and Visual Perception/Visual Detail

Phonemic Awareness/Phonological Awareness

Oral Language

Achievement

Basic Reading Skills

Reading Rate and Fluency

Reading Comprehension

Handwriting/Visual-Motor

Basic Writing Skills

Mathematics: Basic Skills

Mathematics: Problem Solving

Further Evaluation

Accommodations and Modifications

Word Problems: Primary School and Above

Higher-Level Mathematics

Life Skills Mathematics

Knowledge/Content Areas/Study Strategies

General

Behavior Management and Intervention

Homework

Response To Intervention (RtI)

Technology

Testing/Test-Taking

Transitions

Social/Advocacy

Self-Esteem

Self-Advocacy

Social Skills

Special Populations

Attention Deficit/Hyperactivity Disorder (ADHD) and Attentional Challenges

Autism Spectrum Disorder (ASD)

English Language Learners (ELL)

Gifted and Twice-Exceptional

Hearing Impairment

Visual Impairment

Inclusion

Social Skills

Orientation

Reading

Math

Content Areas

Section IV: Strategies

Introduction

Contents

Addition/Multiplication Facts: Instructional Sequence

Addition Facts: Organizational Structure for Memorization

Alternate Pronunciation for Spelling

Anticipation Guide

Behavior Rating Chart

Sample Behavioral Contract

Behavioral Contracts

Behavioral Interventions for the Whole Class

Classroom Rules: Guidelines

Cohesive Devices: Types

Collaborative Strategic Reading

Content Area Instruction: Components of Effective Lessons

Context Clues

Directed Reading-Thinking Activity

Directed Vocabulary-Thinking Activity

Dolch Story and Word List

Elkonin Procedure (Adapted)

Error Monitoring Strategy (COPS)

Flow List for Reading and Spelling Words

Glass-Analysis for Decoding Only

Instant Words

Instructional Accommodations Survey

Kerrigan's Integrated Method of Teaching Composition

K-W-L-S Strategy: Know–Want to Know–Learned–Still Need to Learn

Letter Pattern Recognition: Instruction

Letter Patterns: Games to Reinforce Recognition

Look-Sign-Fingerspell-Write (LSFW)

Look-Spell-See-Write

Math Computation Form: Large

Math Computation Form: Small

Math Problem-Solving Strategy

Memory Strategy Instruction

Mnemonic Strategies

Multisensory Structured Language Approaches to Teaching Reading

Multisensory Study Method for Irregular Words

Organization of Materials and Assignments

Precision Teaching

Principles of Spelling Instruction for Struggling Spellers

Question-Answer Relationship

Reading Rate: Words Correct Per Minute

Repeated Reading

Self-Management Strategy for Improving Adolescent Behavior

Self-Regulated Strategy Development

Semantic Feature Analysis

Sentence Types

Speed Drills for Reading Fluency and Basic Skills

SQ3R

Store The Story for Reading

Store The Story for Writing

Strategy Instruction

Syllable Types

Talk-To-Yourself Chart

Telling Time Strategy

Test-Taking Strategy: PIRATES

Token Economy Systems

Token Economy With Response Cost

Vocabulary Games

Word Bank Activities

Word Mapping Strategy

Word Problems: Visualization Strategy

Writing Process With Concept Mapping

Tests Cited in This Book

References

About the Online Resources

End User License Agreement

List of Tables

Table 2.1

Table 2.2

Table 4.1

List of Illustrations

Figure 2.1

Figure 2.2

Figure 2.3

Figure 2.4

Figure 2.5

Figure 2.6

Figure 2.7

Figure 2.8

Figure 2.9

Figure 2.10

Figure 2.11

Figure 3.1

Figure 3.2

Figure 3.3

Figure 3.4

Figure 3.5

Figure 3.6

Figure 3.7

Figure 3.8

Figure 3.9

Figure 3.10

Figure 3.11

Figure 3.12

Figure 3.13

Figure 3.14

Figure 3.15

Figure 3.16

Figure 3.17

Figure 3.18

Figure 3.19

Figure 3.20

Figure 3.21

Figure 4.1

Figure 4.2

Figure 4.3

Figure 4.4

Figure 4.5

Figure 4.6

Figure 4.7

Figure 4.8

Figure 4.9

Guide

Cover

Table of Contents

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Part 1

Chapter 1

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Woodcock-Johnson® IV: Reports, Recommendations, and Strategies

Nancy Mather and Lynne E. Jaffe

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey-Bass

A Wiley Brand

111 River Street, Hoboken, NJ 07030–5773—www.wiley.com

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax [phone], or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax [phone], or online at www.wiley.com/go/permissions.

Limit of Liability / Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Readers should be aware that Internet Web sites offered as citations and / or sources for further information may have changed or disappeared between the time this was written and when it is read.

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Library of Congress Cataloging-in-Publication Data

Mather, Nancy.

Woodcock-Johnson IV : reports, recommendations, and strategies / Nancy Mather and Lynne E. Jaffe.

pages cm

Includes index.

ISBN 978-1-118-86074-8 (paperback), ISBN 978-1-118-86064-9 (pdf), ISBN 978-1-118-86070-0 (epub)

1. Woodcock-Johnson Psycho-Educational Battery. I. Jaffe, Lynne E. II. Title. III. Title: Woodcock-Johnson 4. IV. Title: Woodcock-Johnson four.

LB1131.75.W66M389 2016

371.260973–dc23

2015025683

Cover design by: Wiley

Cover image: © sidsnapper / Getty

List of Figures and Tables

FIGURES

Figure 1.1.

Comparison of Leo's Relative Proficiency Indexes, Standard Scores, and Standard Deviations on Two Tests

Figure 1.2.

Normal Curve with Score Equivalents

Figure 2.1.

Dustin's Writing Grip

Figure 2.2.

Dustin's Handwriting

Figure 2.3.

Simon's Writing Sample

Figure 2.4.

Simon's Drawing

Figure 2.5

T

Scores on the BASC-2 Self Report

Figure 2.6

T

Scores for BASC-2 Parent Rating

Figure 2.7.

Skylar's Spelling

Figure 2.8.

Skylar's Story

Figure 2.9.

Jennifer's Writing Sample, Grade 3.9

Figure 2.10.

Jennifer's Writing Sample, Grade 6.9

Figure 2.11.

Jennifer's Writing Sample, Grade 7, “Harmony”

Figure 3.1.

Root-Affix Map

Figure 3.2.

Examples of Word Shapes

Figure 3.3.

Comparison and Contrast

Figure 3.4.

Cause-Effect

Figure 3.5.

Root-Affix Map

Figure 3.6.

Main Idea and Details

Figure 3.7.

Cause and Effect

Figure 3.8.

Chronology

Figure 3.9.

Format for Composition

Figure 3.10.

Sequence of Strokes for

b

and

d

Figure 3.11.

Bat and Ball Reminder for Orientation of

b

Figure 3.12.

Make Your Bed Reminder for b–d Orientation

Figure 3.13.

Examples of Word Shapes

Figure 3.14.

Comparison and Contrast

Figure 3.15.

K-W-L with Concept Mapping

Figure 3.16.

Multiplication Template

Figure 3.17.

Clock Face Reminder for Number Orientation

Figure 3.18.

Math Decision Map

Figure 3.19.

Long Division Cue Card

Figure 3.20.

Examples of Word Shapes

Figure 3.21.

Braille Cell Showing Numbered Dots

Figure 4.1.

Dolch Story

Figure 4.2.

Dolch Teacher's Story

Figure 4.3.

Picture of a Sun for the Elkonin Procedure

Figure 4.4.

Example of Writing Letters into Boxes for the Elkonin Procedure

Figure 4.5.

Example of Boxing a Vowel Digraph for the Elkonin Procedure

Figure 4.6.

Example of Boxing a Silent Letter Not within a Digraph for the Elkonin Procedure

Figure 4.7.

Pegwords: Sequence of Events Before an Earthquake

Figure 4.8.

Student Cue Card for SRSD: POW+TREE Strategy

Figure 4.9.

Word Map for the Word Mapping Strategy

TABLES

Table 1.1.

Hierarchy of WJ IV Score Levels and Interpretive Utility

Table 1.2.

Comparison of Test Scores for Molly and Duke

Table 1.3.

Leo's Scores on the Letter-Word Identification and Calculation Tests (Jaffe, 2009)

Table 1.4.

W

Difference Values Associated with RPIs and Instructional Implications

Table 1.5.

CALP Levels, Implications, and Comparisons with RPI Levels

Table 1.6.

Classification of Standard Score and Percentile Rank Ranges

Table 1.7.

Cognitive Variations

Table 1.8.

Oral Language Variations

Table 1.9.

Academic Achievement Variations

Table 1.10.

Academic Skills/Fluency/Applications Variations

Table 1.11.

Gf

-

Gc

as the Predictor Composite

Table 1.12.

GIA as the Predictor Composite

Table 1.13.

Oral Language as the Predictor

Table 1.14.

Academic Knowledge as the Predictor

Table 1.15.

Scholastic Aptitude as the Predictor for Academic Achievements

Table 1.16.

Description of Tests and Task Demands for the WJ IV Tests of Cognitive Abilities

Table 1.17.

Description of Tests and Task Demands for the WJ IV Tests of Oral Language

Table 1.18.

Overview of the WJ IV Tests of Achievement

Table 1.19.

WJ IV Cognitive Standard Battery—Example Items

Table 1.20.

Example Items for the WJ IV Tests of Cognitive Abilities: Extended Battery

Table 1.21.

Example Items for the WJ IV Tests of Oral Language

Table 1.22.

Example Items for the WJ IV Tests of Achievement: Standard Battery

Table 1.23.

Example Items for the WJ IV Tests of Achievement: Extended Battery

Table 1.24.

Various Types of Scores with Their Means and Standard Deviations

Table 1.25.

Score Equivalents and Classification Labels

Table 1.26.

Average Grade Placement for Age

Table 2.1.

Test Acronyms

Table 2.2.

Table of Reports by Age of Examinee

Table 4.1.

Dolch List Revised

“Tests do not think for themselves, nor do they directly communicate with patients. Like a stethoscope, a blood pressure gauge, or an MRI scan, a psychological test is a dumb tool, and the worth of the tool cannot be separated from the sophistication of the clinician who draws inferences from it and then communicates with patients and professionals.”

—Meyer et al., 2001, p. 153

To Kevin S. McGrew, Fredrick A. Schrank, and Barbara J. Wendling. Your contributions to both my professional and personal life have been amazing. So much would not have happened without each of you. Thank you for your friendship, support, guidance, and insights all of these years.

—NM

In loving memory of my husband, Brian Kelly, who brightened my life and always supported my work. And to our son, David Kelly, who continues to brighten my life, and my stepson, Zach Kelly, for their love and support through difficult times.

—LEJ