In one volume, this authoritative reference presents a current, comprehensive overview of intellectual and cognitive assessment, with a focus on practical applications. Leaders in the field describe major theories of intelligence and provide the knowledge needed to use the latest measures of cognitive abilities with individuals of all ages, from toddlers to adults. Evidence-based approaches to test interpretation, and their relevance for intervention, are described. The book addresses critical issues in assessing particular populations--including culturally and linguistically diverse students, gifted students, and those with learning difficulties and disabilities--in today's educational settings. New to this edition include: (1) Incorporates major research advances and legislative and policy changes; (2) Covers recent test revisions plus additional tests: the NEPSY-II and the Wechsler Nonverbal Scale of Ability; (3) Expanded coverage of specific populations: chapters on autism spectrum disorders, attention-deficit/hyperactivity disorder, sensory and physical disabilities and traumatic brain injury, and intellectual disabilities; and (4) Chapters on neuropsychological approaches, assessment of executive functions, and multi-tiered service delivery models in schools. This book contains six parts. Part I, The Origins of Intellectual Assessment, contains: (1) A History of Intelligence Assessment: The Unfinished Tapestry (John D. Wasserman); and (2) A History of Intelligence Test Interpretation (Randy W. Kamphaus, Anne Pierce Winsor, Ellen W. Rowe, and Sangwon Kim). Part II, Contemporary Theoretical Perspectives, contains: (3) Foundations for Better Understanding of Cognitive Abilities (John L. Horn and Nayena Blankson); (4) The Cattell-Horn-Carroll (CHC) Model of Intelligence (W. Joel Schneider and Kevin S. McGrew); (5) Assessment of Intellectual Profile: A Perspective from Multiple-Intelligences Theory (Jie-Qi Chen and Howard Gardner); (6) The Triarchic Theory of Successful Intelligence (Robert J. Sternberg); and (7) Planning, Attention, Simultaneous, Successive (PASS): A Cognitive Processing-Based Theory of Intelligence (Jack A. Naglieri, J. P. Das, and Sam Goldstein). Part III, Contemporary Intelligence, Cognitive, and Neuropsychological Batteries (and Associated Achievement Tests), contains: (8) The Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) and the Wechsler Memory Scale-Fourth Edition (WMS-IV) (Lisa Whipple Drozdick, Dustin Wahlstrom, Jianjun Zhu, and Lawrence G. Weiss); (9) The Wechsler Preschool and Primary Scale of Intelligence-Third Edition (WPPSI-III), the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), and the Wechsler Individual Achievement Test-Third Edition (WIAT-III) (Dustin Wahlstrom, Kristina C. Breaux, Jianjun Zhu, and Lawrence G. Weiss); (10) The Stanford-Binet Intelligence Scales, Fifth Edition (SB5) (Gale H. Roid and Mark Pomplun); (11) The Kaufman Assessment Battery for Children-Second Edition (KABC-II) and the Kaufman Test of Educational Achievement-Second Edition (KTEA-II) (Jennie Kaufman Singer, Elizabeth O. Lichtenberger, James C. Kaufman, Alan S. Kaufman, and Nadeen L. Kaufman); (12) The Woodcock-Johnson III Normative Update (WJ III NU): Tests of Cognitive Abilities and Tests of Achievement (Fredrick A. Schrank and Barbara J. Wendling); (13) The Differential Ability Scales-Second Edition (DAS-II) (Colin D. Elliott); (14) The Universal Nonverbal Intelligence Test (UNIT): A Multidimensional Nonverbal Alternative for Cognitive Assessment (R. Steve McCallum and Bruce A. Bracken); (15) The Cognitive Assessment System (CAS): From Theory to Practice (Jack A. Naglieri and Tulio M. Otero); (16) The Reynolds Intellectual Assessment Scales (RIAS) and the Reynolds Intellectual Screening Test (RIST) (Cecil R. Reynolds, Randy W. Kamphaus, and Tara C. Raines); (17) The NEPSY-II (Robb N. Matthews, Cynthia Riccio, and John L. Davis); and (18) The Wechsler Nonverbal Scale of Ability (WNV): Assessment of Diverse Populations (Jack A. Naglieri and Tulio M. Otero). Part IV, Contemporary Interpretive Approaches and Their Relevance For Intervention, contains: (19) The Cross-Battery Assessment (XBA) Approach: An Overview, Historical Perspective, and Current Directions (Dawn P. Flanagan, Vincent C. Alfonso, and Samuel O. Ortiz); (20) Cognitive Hypothesis Testing (CHT): Linking Test Results to the Real World (Catherine A. Fiorello, James B. Hale, and Kirby L. Wycoff); (21) Processing Approaches to Interpreting Information from Cognitive Ability Tests: A Critical Review (Randy G. Floyd and John H. Kranzler); (22) Testing with Culturally and Linguistically Diverse Populations: Moving beyond the Verbal-Performance Dichotomy into Evidence-Based Practice (Samuel O. Ortiz, Salvador Hector Ochoa, and Agnieszka M. Dynda); and (23) Linking Cognitive Abilities to Academic Interventions for Students with Specific Learning Disabilities (SLD) (Nancy Mather and Barbara J. Wendling). Part V, Assessment of Intelligence and Cognitive Functioning in Different Populations, contains: (24) Cognitive Assessment in Early Childhood: Theoretical and Practical Perspectives (Laurie Ford, Michelle L. Kozey, and Juliana Negreiros); (25) Use of Intelligence Tests in the Identification of Giftedness (David E. McIntosh, Felicia A. Dixon, and Eric E. Pierson); (26) Use of Ability Tests in the Identification of Specific Learning Disabilities (SLD) within the Context of an Operational Definition (Dawn P. Flanagan, Vincent C. Alfonso, Jennifer T. Mascolo, and Marlene Sotelo-Dynega); (27) Assessment of Intellectual Functioning in Autism Spectrum Disorder (ASD) (Laura Grofer Klinger, Sarah E. O'Kelley, Joanna L. Mussey, Sam Goldstein, and Melissa DeVries); (28) Cognitive and Neuropsychological Assessment of ADHD: Redefining a Disruptive Behavior Disorder (James B. Hale, Megan Yim, Andrea N. Schneider, Gabrielle Wilcox, Julie N. Henzel, and Shauna G. Dixon); (29) Intellectual and Neuropsychological Assessment of Individuals with Sensory and Physical Disabilities and Traumatic Brain Injury (Scott L. Decker, Julia A. Englund, and Alycia M. Roberts); and (30) Use of Intelligence Tests in the Identification of Children with Intellectual and Developmental Disabilities (IDD) (Kathleen Armstrong, Jason Hangauer, and Joshua Nadeau). Part VI, Contemporary and Emerging Issues in Intellectual Assessment, contains: (31) Using Joint Test Standards to Evaluate the Validity Evidence for Intelligence Tests (Jeffery P. Braden and Bradley C. Niebling); (32) Using Confirmatory Factor Analysis (CFA) to Aid in Understanding the Constructs Measured by Intelligence Tests (Timothy Z. Keith and Matthew R. Reynolds); (33) The Emergence of Neuropsychological Constructs into Tests of Intelligence and Cognitive Abilities (Daniel C. Miller and Denise E. Maricle); (34) The Role of Cognitive and Intelligence Tests in the Assessment of Executive Functions (Denise E. Maricle and Erin Avirett); (35) Intelligence Tests in the Context of Emerging Assessment Practices: Problem-Solving Applications (Rachel Brown-Chidsey and Kristina J. Andren); and (36) Intellectual, Cognitive, and Neuropsychological Assessment in Three-Tier Service Delivery Practices in Schools (George McCloskey, James Whitaker, Ryan Murphy, and Jane Rogers). "The Three-Stratum Theory of Cognitive Abilities" by John B. Carroll is appended.