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This useful guide provides helpful interpretative information to clinical practitioners using the Woodcock-Johnson, Fourth Edition (WJ IV) diagnostic test, also reviewing the background, content, and organization of the test to provide users with best practices for interpreting scores and discussing the use of the WJ IV with individuals from different cultural and language backgrounds

Table of Contents

1. Overview of the Woodcock-Johnson IV: Organization, Content, and Psychometric Properties

Yi Ding and Vincent C. Alfonso

2. Clinical Interpretation of the Woodcock–Johnson IV Tests of Cognitive Abilities, Academic Achievement, and Oral Language

Ron Dumont, John O. Willis and Robert Walrath

3. A Special Validity Study of the WJ IV: Acting on Evidence for Specific Abilities

Christopher R. Niileksela, Matthew R. Reynolds, Timothy Z. Keith and Kevin S. McGrew

4. WJ IV Scoring and Reporting Online Program Review

Scott L. Decker, Emma Kate C. Wright and Tayllor E. Vetter

5. Instructional Implications from the Woodcock–Johnson IV Tests of Cognitive Abilities

Denise E. Maricle and Wendi L. Johnson

6. Instructional Implications from the Woodcock–Johnson IV Tests of Achievement

Nancy Mather and Barbara J. Wendling

7. Strengths and Weaknesses of the Woodcock–Johnson IV Tests of Cognitive Abilities: Best Practice from a Scientist–Practitioner Perspective

W. Joel Schneider

8. Use of the WJ IV in the Identification of Specific Learning Disabilities in School-age Children

Erin M. McDonough and Dawn P. Flanagan

9. Use of the Woodcock–Johnson IV in the Diagnosis of Specific Learning Disabilities in Adulthood

Benjamin J. Lovett and Laura M. Spenceley

10. Use of the Woodcock–Johnson IV Tests of Cognitive Abilities in the Diagnosis of Intellectual Disability

Randy G. Floyd, Isaac L. Woods, Leah J. Singh and Haley K. Hawkins

11. Use of the Woodcock–Johnson IV Tests of Cognitive Abilities and Achievement in the Assessment for Giftedness

Steven I. Pfeiffer and Jordy B. Yarnell

12. Assessment of Culturally and Linguistically Diverse Individuals with the Woodcock–Johnson IV

Samuel O. Ortiz, Juan A. Ortiz and Rosemary I. Devine

13. Neurocognitive Applications of the WJ IV

Daniel C. Miller, Ryan J. McGill and Wendi L. Bauman Johnson

14. Use of the Woodcock–Johnson IV in a Response to Intervention Service Delivery Model

Karen E. Apgar and Justin L. Potts

About the Author

Dr. Dawn P. Flanagan is professor of Psychology and Director of the School Psychology training programs at St. John's University in Queens, NY. She is also Clinical Assistant Professor at Yale Child Study Center, Yale University School of Medicine. In addition to her teaching responsibilities in the areas of intellectual assessment, psychoeducational assessment, learning disability, and professional issues in school psychology, she serves as an expert witness, learning disability consultant, and psychoeducational test/measurement consultant and trainer for organizations both nationally and internationally. Dr. Vincent C. Alfonso is a former Professor in the Graduate School of Education at Fordham University, New York City. He is now the Dean of the School of Education at Gonzaga University in Spokane, Washington. He is past president of Division 16 of the American Psychological Association, and fellow of Divisions 16, 5, and 43 of the APA.