Table Of ContentCONTEMPORARY INTELLECTUAL ASSESSMENT
C O N T E M P O R A R Y
I N T E L L E C T U A L
A S S E S S M E N T
THEORIES, TESTS,
AND ISSUES
FOURTH EDITION
edited by
Dawn P. Flanagan
Erin M. McDonough
Foreword by Alan S. Kaufman
THE GUILFORD PRESS
New York London
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Library of Congress Cataloging-in-Publication Data
Names: Flanagan, Dawn P., editor. | McDonough, Erin M., editor.
Title: Contemporary intellectual assessment : theories, tests, and issues /
edited by Dawn P. Flanagan, Erin M. McDonough ; foreword by Alan S.
Kaufman.
Description: Fourth Edition. | Fourth edition. | New York : The Guilford
Press, 2018. | Revised edition of Contemporary intellectual assessment,
c2012. | Includes bibliographical references and index.
Identifiers: LCCN 2017055258 | ISBN 9781462535781 (hardback : alk. paper)
Subjects: LCSH: Intelligence tests. | Intelligence tests—History. | BISAC:
PSYCHOLOGY / Assessment, Testing & Measurement. | EDUCATION / Testing &
Measurement. | MEDICAL / Psychiatry / Child & Adolescent. | PSYCHOLOGY /
Psychotherapy / Child & Adolescent. | EDUCATION / Educational Psychology.
Classification: LCC BF431 .C66 2018 | DDC 153.9/3—dc23
LC record available at https://lccn.loc.gov/2017055258
About the Editors
Dawn P. Flanagan, PhD, is Professor of Psychology at St. John’s University in Queens,
New York, and Affiliate Clinical Professor at Yale Child Study Center, Yale University
School of Medicine. She serves as an expert witness, learning disability consultant, and
test/measurement consultant and trainer for organizations nationally and internationally.
Dr. Flanagan is a Fellow of the American Psychological Association (APA) and a Dip-
lomate of the American Board of Psychological Specialties. She received the inaugural
Contributions to Practice Award from Division 16 (School Psychology) of the APA. Dr.
Flanagan has published extensively on cognitive assessment, specific learning disabilities,
and psychometric theories of the structure of cognitive abilities. She is also an author of
the Cross-Battery Assessment Software System (X-BASS).
Erin M. McDonough, PhD, is Clinical Assistant Professor in the School Psychology Pro-
gram of the Graduate School of Applied and Professional Psychology at Rutgers, The State
University of New Jersey, and serves as Director of the Rutgers School Psychology Intern-
ship Consortium. Dr. McDonough is also the founder and Director of Psychological Di-
agnostic Evaluations of New York, where she sees clients and supervises psychologists and
interns. Dr. McDonough publishes on issues related to psychological assessment of students
with learning disabilities, and lectures and conducts workshops in this area at the state,
regional, and national levels.
v
Contributors
Phillip L. Ackerman, PhD, School of Psychology, Lisa Whipple Drozdick, PhD,
Georgia Institute of Technology, Atlanta, Georgia Pearson Clinical Assessment, San Antonio, Texas
Vincent C. Alfonso, PhD, School of Education, Ron Dumont, EdD, NCSP, School of Psychology,
Gonzaga University, Spokane, Washington Fairleigh Dickinson University, Teaneck, New Jersey
Erin K. Avirett, PhD, PLLC, private practice, Agnieszka M. Dynda, PsyD, Department of
Amarillo, Texas Psychology, St. John’s University, Jamaica, New York
Bruce A. Bracken, PhD, School of Jamie Eiseman, MSEd, NCSP, School of
Education, College of William and Mary, Psychology, Fairleigh Dickinson University,
Williamsburg, Virginia Teaneck, New Jersey
Kristina C. Breaux, PhD, Colin D. Elliott, PhD (deceased), Department of
Pearson Clinical Assessment, San Antonio, Texas Counseling, Clinical, and School Psychology,
University of California, Santa Barbara,
Jie-Qi Chen, PhD,
Santa Barbara, California
Erikson Institute Graduate School
in Child Development, Chicago, Illinois Ryan L. Farmer, PhD, BCBA, Department of
Psychology, Western Kentucky University,
Michael Costa, MS, Department of Psychology,
Bowling Green, Kentucky
St. John’s University, Jamaica, New York
Joseph Ferraracci, MA, Department of
Rik Carl D’Amato, PhD, Department of
Psychology, University of South Carolina,
School Psychology, Chicago School of
Columbia, South Carolina
Professional Psychology, Chicago, Illinois
Catherine A. Fiorello, PhD, NCSP,
Mark Daniel, PhD, Learning Assessment Products,
ABPP, Department of Psychological Studies
Bloomington, Minnesota
in Education, Temple University,
John L. Davis, PhD, Department of Philadelphia, Pennsylvania
Educational Psychology, University of Utah,
Dawn P. Flanagan, PhD, Department of
Salt Lake City, Utah
Psychology, St. John’s University, Jamaica, New York
Scott L. Decker, PhD, Department of
Randy G. Floyd, PhD, Department of Psychology,
Psychology, University of South Carolina,
University of Memphis, Memphis, Tennessee
Columbia, South Carolina
Howard Gardner, PhD, Graduate School
Felicia A. Dixon, PhD, Department of
of Education, Harvard University,
Educational Psychology, Ball State University,
Cambridge, Massachusetts
Selma, Indiana
vi
Contributors vii
Richard J. Haier, PhD, Department of Erin M. McDonough, PhD, Graduate School
Pediatrics, School of Medicine, University of of Applied and Professional Psychology,
California, Irvine, Irvine, California Rutgers, The State University of New Jersey,
New Brunswick, New Jersey
Rex E. Jung, PhD, Department of
Neurosurgery, University of New Mexico, Ryan J. McGill, PhD, Department of
Albuquerque, New Mexico School Psychology, College of William and Mary,
Williamsburg, Virginia
Randy W. Kamphaus, PhD, Department of
Special Education and Clinical Sciences, College of Kevin S. McGrew, PhD, Institute for
Education, University of Oregon, Eugene, Oregon Applied Psychometrics, St. Joseph, Minnesota
Alan S. Kaufman, PhD, Child Study Center, David E. McIntosh, PhD, Department of
Yale University, New Haven, Connecticut Special Education, Ball State University,
Muncie, Indiana
James C. Kaufman, PhD, Neag School
of Education, University of Connecticut, Daniel C. Miller, PhD, Woodcock Institute
Storrs, Connecticut for the Advancement of Neurocognitive Research
and Applied Practice, Denton, Texas
Nadeen L. Kaufman, EdD, Child Study Center,
Yale University, New Haven, Connecticut Alyssa Montgomery, PhD, School of Psychology,
Fairleigh Dickinson University, Teaneck, New Jersey
Timothy Z. Keith, PhD, Department of
Educational Psychology, University of Jaclyn Danielle Morrison, MA, Pearson Clinical
Texas at Austin, Austin, Texas Assessment, San Antonio, Texas
David A. Kilpatrick, PhD, Psychology Department, Jack A. Naglieri, PhD, Curry School of
State University of New York College at Cortland, Education, University of Virginia, Charlottesville,
Cortland, New York Virginia; Department of Psychology,
George Mason University, Fairfax, Virginia
Sangwon Kim, PhD, NCSP, Department of
Psychology, Humboldt State University, Salvador Hector Ochoa, PhD, College of
Arcata, California Education, University of New Mexico,
Albuquerque, New Mexico
Meghan A. Leahy, MS, Department of School
Psychology, St. John’s University, Jamaica, New York Samuel O. Ortiz, PhD, Department of Psychology,
St. John’s University, Jamaica, New York
Elizabeth O. Lichtenberger, PhD, private practice,
Carlsbad, California Tulio M. Otero, PhD, Chicago School of
Professional Psychology, Chicago, Illinois
Denise E. Maricle, PhD, NCSP,
Department of Psychology and Philosophy, Katherine Palma, BA, Department of
Texas Woman’s University, Denton, Texas School Psychology, St. John’s University,
Jamaica, New York
Nancy Mather, PhD, Department of Disability
and Psychoeducational Studies, University of Nicole Piazza, BA, Department of Psychology,
Arizona, Tucson, Arizona St. John’s University, Jamaica, New York
Robb N. Matthews, PhD, INTEGRIS Medical Eric E. Pierson, PhD, Department of Educational
Group, Edmond, Oklahoma Psychology, Ball State University, Muncie, Indiana
R. Steve McCallum, PhD, Department of Elizabeth M. Power, EdD, Department of
Educational Psychology and Counseling, University School Psychology, The College of Saint Rose,
of Tennessee, Knoxville, Tennessee Albany, New York
George McCloskey, PhD, Psychology Department, Aurelio Prifitera, PhD, private consultant,
Philadelphia College of Osteopathic Medicine, San Antonio, Texas
Philadelphia, Pennsylvania
Susan Engi Raiford, PhD, Pearson Clinical
Assessment, San Antonio, Texas
viii Contributors
Tara C. Raines, PhD, NCSP, Department of Robert J. Sternberg, PhD, Department of
Teaching and Learning Sciences, Morgridge College Human Development, Cornell University,
of Education, University of Denver, Ithaca, New York
Denver, Colorado
Julia Englund Strait, PhD, Department of
Cecil R. Reynolds, PhD, Department of School Psychology and Health Services Psychology,
Educational Psychology, Texas A&M University, University of Houston–Clear Lake, Houston, Texas
College Station, Texas
Megan C. Sy, PsyD,
Matthew R. Reynolds, PhD, Department of Johns Hopkins All Children’s Hospital,
Educational Psychology, University of Kansas, St. Petersburg, Florida
Lawrence, Kansas
Erica Torres, PsyD, School of Psychology,
Alycia M. Roberts, PhD, Child and Family Fairleigh Dickinson University, Teaneck, New Jersey
Psychological Services, Norwood, Massachusetts
Dustin Wahlstrom, PhD,
Ellen W. Rowe, PhD, Department of Psychology, Pearson Clinical Assessment, San Antonio, Texas
George Mason University, Fairfax, Virginia
John D. Wasserman, PhD, independent practice,
Deanna Rumohr, EdS, Burke, Virginia
Psychology Department, Philadelphia College of
Lawrence G. Weiss, PhD,
Osteopathic Medicine, Philadelphia, Pennsylvania
Pearson Clinical Assessment, San Antonio, Texas
Joseph D. Salerno, PsyD, Sovereign Health Group,
Barbara J. Wendling, MA, educational consultant,
Marina del Rey, California
Dallas, Texas
W. Joel Schneider, PhD, Department of
John O. Willis, EdD, Regional Services
Psychological Studies in Education,
and Education Center, Amherst, New Hampshire
Temple University, Philadelphia, Pennsylvania
Anne Pierce Winsor, PhD, private practice,
Fredrick A. Schrank, PhD, Department of
Athens, Georgia
Educational and Counseling Psychology,
McGill University, Montreal, Quebec, Canada Richard W. Woodcock, EdD,
Department of Psychology and Philosophy,
Jennie Kaufman Singer, PhD, Division of
Texas Woman’s University, Denton, Texas
Criminal Justice, California State University,
Sacramento, Sacramento, California Kirby L. Wycoff, PsyD, NCSP, Department of
Education, Worcester State University,
Jaime Slonim, EdS, Office of
Worcester, Massachusetts
Student Disabilities Services, University of
Pennsylvania, Philadelphia, Pennsylvania Jianjun Zhu, PhD, Pearson Clinical Assessment,
San Antonio, Texas
Marlene Sotelo-Dynega, PsyD, ABSNP, NCSP,
School Psychology Program, St. John’s University,
Jamaica, New York
Foreword
Alan S. Kaufman
Dawn Flanagan and her colleagues have been on the cutting edge of assessment with
Contemporary Intellectual Assessment: Theories, Tests, and Issues since the first edition
was published in 1997. This first edition set the tone with a trend-setting array of amaz-
ing chapters by a “who’s who” of authors, including John Horn and John Carroll, provid-
ing in-depth coverage of theory and practice. The book introduced Cattell–Horn–Carroll
(CHC) theory to a generation of psychologists, integrated theory with practice against a
backdrop of the history of assessment and test interpretation, and became so popular that
it helped define the cutting edge of assessment.
Psychologists could barely wait for the second edition of Contemporary Intellectual As-
sessment to be published in 2005, given the ongoing dramatic changes in the field of assess-
ment. Between 2001 and 2004, cognitive tests received major “facelifts” with the advent
of two new Wechsler scales (the Wechsler Preschool and Primary Scale of Intelligence—
Third Edition [WPPSI-III] and the Wechsler Intelligence Scale for Children—Fourth Edi-
tion [WISC-IV]), as well as an array of theory-based tests (the Woodcock–Johnson III [WJ
III], the Kaufman Assessment Battery for Children [KABC-II], and the Stanford–Binet
Intelligence Scales, Fifth Edition [SB5]). The field needed to have the state of the art
redefined. Theory had never before so influenced practice; the psychometric-based CHC
theory and Luria-based neuropsychological theories moved from the ivory tower to testing
rooms; and the second edition of Contemporary Intellectual Assessment helped practitioners
ease into the transition.
The exceptional third edition, published in 2012, tried to unify a field that had
been fractured by the Individuals with Disabilities Education Act (IDEA) and response
to intervention (RTI). And this new fourth edition, edited by Dawn Flanagan and Erin
McDonough, captures the essence of where the field of assessment has ventured and where
it is today. But I must admit that the field is not where I thought it would be now, and it
is not where test publishers (at least Pearson, the publisher of the Wechsler and Kaufman
batteries) thought it would be. A half-dozen years ago, really closer to a dozen years ago, we
thought that the assessment of intelligence and achievement would follow the rest of the
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