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Now in a thoroughly revised and expanded second edition, this comprehensive work provides the most current information about theory and research on assessment of intellectual abilities and processes. Leading test authors, theorists, and scholars review the conceptual and research underpinnings of recent editions of intelligence tests, including the WISC-IV, KABC-II, SB5, and WJ III, and offer recommendations for interpretation. Highlights include new and fully revised chapters on assessment of special populations, including culturally and linguistically diverse individuals, preschoolers, and children with learning disabilities. Other new chapters describe cutting-edge interpretive approaches (e.g., nondiscriminatory and cross-battery methods) and current theories (e.g., CHC theory, Gardner's MI theory, Sternberg's triarchic theory of successful intelligence, Luria's theory of information processing); outline ways to link assessment to interventions; and address standards-based educational reform.

"Truly an exceptional contribution. This volume should be a required text for all students of intellectual assessment. It provides comprehensive coverage of all of the major theories and tests in the area of intellectual assessment, along with wonderfully detailed chapters on such issues as interpretation, validity, and the role of intellectual assessment in the context of standards-based educational reforms. Contributors have been selected from the best and most highly respected scholars in the area of intelligence and cognition, and their well-written chapters seamlessly integrate theory and practice. If I were to purchase only one professional book for my library this year, it would be this essential work."--George W. Hynd, EdD, School of Education, Purdue University

"I have used the first edition of Contemporary Intellectual Assessment for years, and have looked forward with anticipation to this revision. The changes in the field of intellectual assessment since the advent of Cattell-Horn-Carroll (CHC) theory have been rapid and profound, and an up-to-date guidebook is a must. This book will be invaluable for anyone teaching intellectual assessment at the graduate level, and will also be a useful overview for practitioners who completed their training before the recent revolutionary changes in intellectual assessment. For school practitioners, the chapter outlining a model of nondiscriminatory assessment for culturally and linguistically diverse students, and the one linking cognitive assessment to interventions, will be particularly valuable."--Catherine A. Fiorello, PhD, School Psychology Program, Temple University

"With new and thoroughly revised chapters that address issues like LD identification and profile analysis, and populations like preschoolers, the gifted, and the culturally and linguistically diverse, the second edition of Contemporary Intellectual Assessment is a significant improvement over the already outstanding first edition. The contributing authors are leading experts in the field. This research-based but practical text will be useful to practitioners and trainers alike, and is destined to become the gold standard text for courses in intellectual assessment."--Edward M. Levinson, EdD, Department of Educational and School Psychology, Indiana University of Pennsylvania

"In the past decade, knowledge about intelligence and its assessment has moved at a rapid pace. Older theories are being reexamined with modern methods in cognitive psychology, neural science, and statistics, and new theories are vying to take their place. This excellent second edition provides a comprehensive, state-of-the-art overview of the theory and practice of intellectual assessment--past, present, and future. The chapters, written by many of the leading researchers in the field, cover a wide range of important topics, including the history of tests and their interpretation, the structure of human cognitive abilities, contemporary theory, new and emerging tests, current issues, and future directions. This book is 'must' reading for anyone interested in intelligence and its assessment. It will be an invaluable resource for scholars, practitioners, and students new to the field."--John H. Kranzler, PhD, College of Education, University of Florida

"I would recommend this book to the interested student and practitioner of psychology....Contemporary Intellectual Assessment is, without exaggeration, an exciting and unique opportunity to find the caliber of thinking exemplified by Robert Sternberg, Jack Naglieri, Howard Gardner, and others....The Editors do an exemplary job of gathering various experts to write authoritatively about the state of the art of intellectual assessment. The individual chapters are necessary reading for any student or practitioner of clinical psychology....This text can serve as an excellent resource in the training of professional psychologists on contemporary theories and assessment approaches. In the library of the new or seasoned practitioner, this text provides an impressive introduction to contemporary intellectual assessment, its theories, and instruments."--Child and Family Behavior Therapy

"An excellent reference that should be read by anyone involved in the assessment of human and cognitive abilities. This highly recommended book is one of the most comprehensive references on intellectual assessment without being laborious to read. While it is highly appropriate for psychology courses, clinicians at all levels also will find it a helpful review of the current literature....4 stars!"--Doody's Electronic Journal

"The coverage in this volume admirably meets the growing need for comprehensive information about current intellectual assessment methods of these various groups of theorists and practitioners. It provides authoritative, comprehensive, lucid information that integrates experimental work and theoretical formulations of cognitive processing with clinical assessment methods....This handbook is a superb theoretical and clinical overview of the state-of-the-art status of current intelligence testing. The standards of theoretical and methodological rigor, comprehensive topical coverage, balanced and objective critical analysis, life span cognitive evaluation, and advocacy for special populations (including the gifted, learning disabled, and culturally linguistically diverse individuals) are beautifully balanced. One could not ask for more from a review and critical evaluation of this extensive, rich, and complex literature."--APA PsycCRITIQUES

Dawn P. Flanagan, PhD, is Professor of Psychology at St. John’s University in New York. She writes and conducts research on such topics as the structure of intelligence, psychoeducational assessment, learning disabilities evaluation and diagnosis, and professional issues in school psychology. Dr. Flanagan’s articles and chapters on these topics appear in school and clinical psychology journals and books. She is senior author of The Wechsler Intelligence Scales and Gf-Gc Theory: A Contemporary Approach to Interpretation, Essentials of Cross-Battery Assessment, The Achievement Test Desk Reference (ATDR): Comprehensive Assessment of Learning Disabilities, Diagnosing Learning Disability in Adulthood, and Essentials of WISC-IV Assessment; coauthor of The Intelligence Test Desk Reference (ITDR): Gf-Gc Cross-Battery Assessment and Essentials of WJ III Cognitive Assessment; and coeditor of Clinical Use and Interpretation of the WJ III. Dr. Flanagan is a Fellow of the American Psychological Association and Diplomate of the American Board of Psychological Specialties, as well as a past recipient of the APA’s Lightner Whitmer Award.

Patti L. Harrison, PhD, is Professor in the School Psychology Program and Associate Dean of the Graduate School at the University of Alabama. She has conducted research on intelligence, adaptive behavior, and preschool assessment. Dr. Harrison’s articles and chapters on assessment topics appear in school and clinical psychology and special education journals and texts, and she has presented over 100 refereed and invited presentations on these topics at conferences of professional organizations in psychology and education. She was Editor of School Psychology Review and has been an editorial board member for several school psychology and related journals, including School Psychology Quarterly, the Journal of School Psychology, the Journal of Psychoeducational Assessment, the American Journal on Mental Retardation, and Diagnostique.