Assessing Intelligence in Children and Adolescents: A Practical Guide for Evidence-based Assessment

(Hardback, Second Edition)

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This book is a practical guide to the intellectual assessment of children and adolescents in the schools. Although primarily intended for graduate students in school psychology training programs and practicing school psychologists, it should also be useful for those involved with making decisions in schools that are based, in part, on the results of intelligence tests, including counselors, teachers, administrators, and other school personnel. In writing it, we placed particular emphasis on evidence-based practices pertaining to the use and interpretation of intelligence tests. The assessment of intelligence has long been mandated by law for eligibility determination for special education and related services. At the current time, however, there is widespread disagreement about the use and interpretation of intelligence tests. Nevertheless, none of the currently available books on intellectual assessment critically reviews the scientific evidence regarding the critical role played by intelligence tests in the schools for the determination of eligibility for special education and related services. One of the main intentions of this book was to fill that gap and to recommend best practices with scientific support.

Reviews

"Nuanced yet accessible, this volume provides a comprehensive overview of numerous topics pertaining to the clinical assessment of intelligence of school-aged youth. Each chapter contains the latest research findings from the field and, throughout the text, there is a rigorous commitment to advancing empirically supported practice in general and evidence-based assessment in particular. In that way, this volume distinguishes itself from other available resources. Put simply, this is the book I have been waiting for!" --Ryan J. McGill, William & Mary
Nuanced yet accessible, this volume provides a comprehensive overview of numerous topics pertaining to the clinical assessment of intelligence of school-aged youth. Each chapter contains the latest research findings from the field and, throughout the text, there is a rigorous commitment to advancing empirically supported practice in general and evidence-based assessment in particular. In that way, this volume distinguishes itself from other available resources. Put simply, this is the book I have been waiting for!

Author Bio

Dr. John H. Kranzler is Professor and Director of the School Psychology Program in the School of Special Education, School Psychology, and Early Childhood Studies and Affiliate Professor of Pediatrics at the University of Florida. Dr. Kranzlers major area of scholarly interest concerns the nature, development, and assessment of human cognitive abilities. He has received a number of awards for his teaching and research, including the University of Florida Teaching Incentive Program award for undergraduate teaching, the Mensa Education and Research Foundation Award for Excellence in Research, and Article of the Year awards from School Psychology Review and School Psychology Quarterly. In 1997 and 2017, Dr. Kranzler received the University of Florida Research Foundation Professorship award for distinguished scholarship and was named a University of Florida Term Professor in 2019. Dr. Kranzler, has served as Associate Editor of School Psychology Quarterly and the International Journal of School and Educational Psychology and currently serves on the editorial board of the Journal of School Psychology. He is a Fellow of the American Psychological Association and an elected member of the Society for the study of School Psychology.



Dr. Randy G. Floyd is a Professor of Psychology and Chair in the Department of Psychology at The University of Memphis. His research focuses on understanding the measurement properties of psychological assessment techniques, including intelligence tests. Dr. Floyd has authored or coauthored more than 100 professional publications. He is the former editor of the Journal of School Psychology, and he serves on the editorial boards of the Journal of Psychoeducational Assessment, Journal of School Psychology, School Psychology International, and School Psychology Review. He is a Fellow of the American Psychological Association Division 16 (School Psychology) and an elected member of the Society for the Study of School Psychology.