FREDRICK A. SCHRANK, PHD, ABPP, is the senior author of the Woodcock-Johnson IV. He is a licensed psychologist with professional interests in neurocognitive interpretation and intervention.

SCOTT L. DECKER, PHD, NCSP, is an Associate Professor and Director of the Applied Cognitive Neuropsychology Lab in the Department of Psychology at the University of South Carolina.

JOHN M. GARRUTO, DEd, NCSP, is a School Psychologist in Central New York and Adjunct Professor at SUNY Oswego.

The step-by-step guide to administering, scoring, and interpreting the WJ IV(r) Tests of Cognitive Abilities
Essentials of WJ IV(r) Cognitive Abilities Assessment provides expert, practical advice on how to administer, score, and interpret the WJ IV COG(r). Designed to be an easy-to-use reference, the text goes beyond the information found in the WJ IV(r) examiner's manual to offer full explanations of the tests and clusters on the WJ IV COG(r). This essential guide also explains the meaning of all scores and interpretive features and includes valuable advice on clinical applications and illuminating case studies.
This clearly written and easily accessible resource offers:
* Concise chapters with numerous callout boxes highlighting key concepts, numerous examples, and test questions that help you gauge and reinforce your grasp of the information covered.
* An in-depth chapter on interpretation of the WJ IV COG(r) which highlights links to interventions for each test based on contemporary theory and research.
* Expert assessment of the tests' relative strengths and weaknesses.
* Illustrative case reports with clinical and school-based populations.
If you're a school psychologist, clinical psychologist, neuropsychologist, or any professional or graduate student looking to become familiar with the new WJ IV COG(r), this is the definitive resource you'll turn to again and again.

Series Preface xv
Acknowledgments xvii
One Overview 1
History and Development 2
1977: The Woodcock-Johnson Psycho-Educational Battery 2
1989: The Woodcock-Johnson Psycho-Educational Battery-Revised 4
2001: The Woodcock-Johnson III 6
2014: The Woodcock-Johnson IV 6
Standardization Sample and Psychometric Properties 12
Reliability 12
Validity 14
Further Information on the WJ IV COG 18
Two How to Administer the WJ IV COG 22
Melanie A. Bartels Graw
General Testing Information 23
Testing Materials 23
Tests Using the Response Booklet 23
Timed Tests 24
Tests Using the Audio Recording 24
Testing Environment 25
Establishing Rapport 26
Accommodations 27
Order of Administration 28
Core Tests Administration 32
Standard Battery Administration 34
Extended Battery Administration and Selective Testing 36
Time Requirements 38
Suggested Starting Points 38
Basal and Ceiling Criteria 39
Scoring 39
Test Observations 40
Test-by-Test Administration Procedures 41
Test 1: Oral Vocabulary 42
Administration 43
Item Scoring 43
Common Examiner Errors 43
Test 2: Number Series 44
Administration 44
Item Scoring 45
Common Examiner Errors 45
Test 3: Verbal Attention 46
Administration 46
Item Scoring 47
Common Examiner Errors 47
Test 4: Letter-Pattern Matching 48
Administration 48
Item Scoring 48
Common Examiner Errors 49
Test 5: Phonological Processing 49
Administration 50
Item Scoring 51
Common Examiner Errors 51
Test 6: Story Recall 52
Administration 53
Item Scoring 53
Common Examiner Errors 54
Test 7: Visualization 55
Administration 55
Item Scoring 56
Common Examiner Errors 56
Test 8: General Information 57
Administration 57
Item Scoring 58
Common Examiner Errors 58
Test 9: Concept Formation 59
Administration 59
Item Scoring 60
Common Examiner Errors 60
Test 10: Numbers Reversed 61
Administration 61
Item Scoring 62
Common Examiner Errors 62
Test 11: Number-Pattern Matching 63
Administration 63
Item Scoring 64
Common Examiner Errors 64
Test 12: Nonword Repetition 65
Administration 65
Item Scoring 66
Common Examiner Errors 66
Test 13: Visual-Auditory Learning 67
Administration 67
Item Scoring 68
Common Examiner Errors 68
Test 14: Picture Recognition 69
Administration 70
Item Scoring 70
Common Examiner Errors 70
Test 15: Analysis-Synthesis 71
Administration 71
Item Scoring 72
Common Examiner Errors 72
Test 16: Object-Number Sequencing 73
Administration 73
Item Scoring 74
Common Examiner Errors 74
Test 17: Pair Cancellation 75
Administration 75
Item Scoring 76
Common Examiner Errors 76
Test 18: Memory for Words 77
Administration 77
Item Scoring 78
Common Examiner Errors 78
Three How to Score the WJ IV COG 81
Melanie A. Bartels Graw
Item Scoring 81
Item Scoring Keys 82
Scoring Multiple Responses 83
Tests Requiring Special Scoring Procedures 83
Test 6: Story Recall 83
Test 13: Visual-Auditory Learning 84
Scoring Guides 84
Obtaining Estimated Age and Grade Equivalent Scores (Optional) 85
Reminders for Scoring Each Test 87
Test 1: Oral Vocabulary 88
Test 2: Number Series 88
Test 3: Verbal Attention 88
Test 4: Letter-Pattern Matching 89
Test 5: Phonological Processing 89
Test 6: Story Recall 90
Test 7: Visualization 91
Test 8: General Information 91
Test 9: Concept Formation 91
Test 10: Numbers Reversed 92
Test 11: Number-Pattern Matching 92
Test 12: Nonword Repetition 93
Test 13: Visual-Auditory Learning 93
Test 14: Picture Recognition 94
Test 15: Analysis-Synthesis 94
Test 16: Object-Number Sequencing 95
Test 17: Pair Cancellation 95
Test 18: Memory for Words 96
Obtaining Derived Scores 96
Score Report 97
Comprehensive Report 97
Profile Report 97
Age/Grade Profile Report 97
Standard Score/Percentile Rank Profile Report 97
Parent Report 100
Examinee Data Record 100
Roster Report 100
Creating a Comprehensive Report Using the WIIIP 100
Step 1: Creating or Selecting a Caseload Folder 101
Step 2: Adding an Examinee 101
Step 3: Selecting Test Records for Data Entry 101
Step 4: Change or Review Report Options 109
Scoring Options 109
Step 5: Selecting a Report Type 114
Step 6: Selecting Criteria to Create a Comprehensive Report 116
Product 116
Examinee Selection 116
Test Record/Checklist 117
Normative Basis 117
Options 119
Variations 120
Comparisons 121
Report Style 124
Interventions 126
Score Selection Template 127
Grouping Options 132
Output Format 132
Step 7: Generating a Report 133
Four How to Interpret the WJ IV COG 144
Fredrick A. Schrank
Level 1: Tests Measuring One or More Narrow Cognitive Abilities 147
Test 1: Oral Vocabulary 148
Test 2: Number Series 151
Test 3: Verbal Attention 153
Test 4: Letter-Pattern Matching 155
Test 5: Phonological Processing 157
Test 6: Story Recall 160
Test 7: Visualization 164
Test 8: General Information 166
Test 9: Concept Formation 168
Test 10: Numbers Reversed 169
Test 11: Number-Pattern Matching 171
Test 12: Nonword Repetition 172
Test 13: Visual-Auditory Learning 175
Test 14: Picture Recognition 177
Test 15: Analysis-Synthesis 178
Test 16: Object-Number Sequencing 179
Test 17: Pair Cancellation 181
Test 18: Memory for Words 182
Level 2: Clusters Measuring Broad and Narrow Cognitive Abilities and Cognitive Efficiency 184
Comprehension-Knowledge (Gc) 186
Fluid Reasoning (Gf ) 189
Short-Term Working Memory (Gwm) 191
Perceptual Speed (P) and Cognitive Processing Speed (Gs) 194
Auditory Processing (Ga) 196
Long-Term Storage and Retrieval (Glr) 198
Visual Processing (Gv) 199
Cognitive Efficiency 200
Level 3: Clusters Measuring Intellectual Ability and Scholastic Aptitudes 201
Brief Intellectual Ability (BIA) 203
General Intellectual Ability (GIA) 203
Gf-Gc Composite 205
Scholastic Aptitude Clusters 208
Step-by-Step Interpretation of the WJ IV COG 210
Five Strengths and Weaknesses of the WJ IV COG 222
Robert Walrath, John O. Willis, and Ron Dumont
Development and Structure 222
WJ IV COG Composites and Clusters 223
Test Scores and Scoring 224
Test Interpretation 227
Standardization, Reliability, and Validity 229
Strengths of the WJ IV COG 231
Manuals 231
Three Conormed Batteries 231
Variety of Tests 233
Statistical Strengths 233
User Friendliness 233
Weaknesses of the WJ IV COG 234
GIA versus Gf-Gc 234
Online Score Report 235
Comparisons between Scores 236
Record Form 237
Concluding Comment 238
Six Illustrative Case Studies 241
Scott L. Decker
Case 1. Jon--General Cognitive Ability and Intra-Cognitive Variations 243
Case 2. José--Adding Cluster Information to the Core Tests 245
Case 3. Tanya--Evaluating the Practical Implications of a Head Injury 248
Case 4. Jack--Determining the Educational Implications of a Traumatic Brain Injury 253
Chapter Summary 258
Seven Illustrative Case Studies 259
John M. Garruto
Case 1. Jacob--Analysis of the GIA, Gf-Gc, CHC, and Scholastic Aptitude Clusters and Tests 259
Brief Look at Jacob's Complete Profile 267
Case 2. Danielle--A Disability-Attenuated GIA 271
Brief Look at Danielle's Complete Profile 277
Case 3. Arnold--Accepting or Rejecting the Null Hypothesis 280
Brief Look at Arnold's Complete Profile 283
Chapter Summary 285
Appendix The WJ IV Gf-Gc Composite and Its Use in the Identification of Specific Learning Disabilities 287
Fredrick A. Schrank, Kevin S. McGrew, and Nancy Mather
Origins of the Gf-Gc Composite in Contemporary CHCTheory 288
The General Intellectual Ability (GIA) Compared to the Gf-Gc Composite 289
The Gf-Gc Composite as a Measure of Intellectual Development 291
Empirical Research Supports Gf and Gc as the "King and Queen" of CHC Abilities 291
Relationship of the GIA and Gf-Gc Composite to Other Intelligence Tests 295
Gf-Gc Composite/Other Ability Comparison Procedure in Specific Learning Disability Determination 298
Use of the Gf-Gc Composite in SLD-Identification Models 301
Ability/Achievement Discrepancy Model 301
Response-to-Intervention Model 302
Pattern of Strengths and Weaknesses Model 303
Summary and Discussion 303
References 307
About the Authors 333
About the Contributors 335
Index 337