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fied on the variables of gender, race/ethnic group, geographic region, and socioeconomic status (educational attainment). The large sample was divided into fourteen age groups with 100 to 250 subjects in each age group between the ages of 11 and 85+. In addition to general information about the organization and development of the KAIT, an approach to interpreting the KAIT is also presented in this chapter. This approach examines the most global scores first (Composite Intelligence Scale), then explores more specific subtest scores, as well as detailed aspects of the test (strengths and weaknesses, memory comparisons). The philosophy underlying this approach is similar to that which we advocate for the WAIS-III. Also related to interpretation is a section in which five common applications of the KAIT are presented: (1) assessment of learning disabilities, (2) utility for understanding Alzheimer s-type Dementia, (3) assessment of clinical depression and pseudodementia, (4) personality and interests as they pertain to career decisions, and (5) construct validity of the KAIT for African Americans and Hispanics. This chapter culminates with an illustrative case report of a young man with possible learning difficulties. His case helps to bring to life how the KAIT functions as a clinical tool.

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Here s something you probably didn t know even though, if you think about, it makes a lot of sense: CNN has its own Research Department that you can uti lize to obtain more information about a given topic. That s right, if it s a story on which CNN has reported, you can ask the Research Department to clarify or expand on the information in the report. It s a great way to have the new shounds at CNN help you research the big issues of the day. To request additional research, go to www.cnn.com/feedback/research.html, and fill in the appropriate blanks in the Research Request Form. You ll need to supply your name, e-mail address, and telephone number, as well as the topic you re interested in and when you saw the CNN report. Then you can choose to share additional information with the CNN researchers or ask the researchers specific questions about the topic. You ll receive your reply (on the Research Department s timetable, of course) via e-mail.

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The Woodcock-Johnson Battery Third Edition (WJ III)

Original Woodcock-Johnson (WJ)

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The Woodcock-Johnson Third Edition (WJ III; Woodcock, McGrew, & Mather, 2001) is the most recent revision of a battery of tests first published in 1977 as the Woodcock-Johnson PsychoEducational Battery (WJ; Woodcock & Johnson, 1977). The WJ was the first comprehensive conormed battery of tests of cognitive abilities, achievement, and interests. The WJ was normed

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The authors express their appreciation for the constructive received feedback from Dr. Fred Schrank and Dr. Dawn Flanagan. We also wish to express our thanks to Jeff Evans and Julie Evans for their assistance in the preparation of the tables and the editing of the text.

on 4,732 subjects from ages three through 80+ and provided both age- and grade-based norm scores. The WJ Tests of Cognitive Ability (COG) included 12 individual tests designed to represent a sampling of cognitive abilities ordered from lowerto higher-level cognitive processing (Woodcock, 1978). The 12 COG tests were combined into a differentially weighted estimate of g or general intelligence (Broad Cognitive Ability cluster), the first differentially weighted g-score provided with an individually administered battery of cognitive tests. The WJ COG included four cognitive ability factors (Reasoning, Verbal Ability, Memory, Perceptual Speed) that were empirically derived from a series of exploratory factor and cluster analyses. As such, the WJ COG factors were not based on any particular structure-of-intellect model of intelligence available at that time. Four Scholastic Aptitude (SAPT) clusters were also included in the WJ. The SAPT clusters

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were the cornerstone of one component of the WJ s featured pragmatic decision-making model, a model that utilized a decision-based test design strategy (McGrew, 1986; Woodcock, 1984a, 1984b). Briefly, the WJ was designed to provide the data necessary for practitioners needing to make important psychoeducational decisions (McGrew, 1986). Each SAPT cluster was composed of the best differentially weighted combination of four cognitive tests that predicted a respective achievement domain. The SAPT clusters were pivotal in the quantification of aptitude/ achievement discrepancies via the aptitude/ achievement Relative Performance Indexes (RPIs). Within-cognitive and within-achievement discrepancies comprised the intra-cognitive and intra-achievement components of the pragmatic decision-making model, and were operationalized via comparison of test/cluster confidence bands. The WJ Tests of Achievement (ACH) were comprised of 10 tests and resultant clusters organized around the curricular areas reading, mathematics, written language, and knowledge. Broad cluster scores were provided in each of these achievement domains. The Tests of Interest Level provided scores for the measurement of Scholastic (Reading, Mathematics, and Written Language) and Nonscholastic (Physical and Social) Interests. A Spanish version (Woodcock, 1982) included 10 of the cognitive tests and 7 of the achievement tests. In 1984 the battery was linked to the Scales of Independent Behavior (Bruininks, Woodcock, Hill, & Weatherman, 1985) as part of the WJ/SIB Assessment System.

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