Essentials of Cross-Battery Assessment 1
Contents 11
Series Preface 15
Acknowledgments 17
One: Overview 19
DEFINITION 23
FOUNDATION OF THE XBA APPROACH 25
CHC THEORY 25
Original Gf-Gc Theory and the Cattell-Horn Expanded Gf-Gc Theory: First Precursors to CHC Theory 25
Carroll’s Three-Stratum Theory: Second Precursor to CHC Theory 26
Comparison of the Cattell-Horn and Carroll Theories 26
Decade of CHC Theory (2001–2011) 30
Refinements and Extensions to CHC Theory 31
CHC Broad (Stratum II) Classifications of Cognitive, Academic, and Neuropsychological Ability Tests 36
CHC Narrow (Stratum I) Classifications of Cognitive, Academic, and Neuropsychological Ability Tests 38
RATIONALE FOR THE XBA APPROACH 41
Practice (2000–2010) 42
TEST DEVELOPMENT 44
GUIDING PRINCIPLES OF THE XBA APPROACH 53
CONCLUSIONS 56
REFERENCES 58
Two: How to Organize a Cross-Battery Assessment Using Cognitive, Achievement, and Neuropsychological Batteries 63
OVERVIEW 63
UTILIZATION OF SPECIFIC REFERRAL INFORMATION 64
Scenario 1: Cognitive-Achievement Relations 64
Scenario 2: Practical and Legal Considerations 82
Scenario 3: Consideration of Examinee Characteristics 83
INTEGRATING GUIDING PRINCIPLES WITH DECISION MAKING 84
CROSS-BATTERY ASSESSMENT DATA MANAGEMENT AND INTERPRETIVE ASSISTANT (XBA DMIA v2.0) 84
Implementing the XBA Approach Step by Step 97
Step 1: Select an Ability Battery 100
Step 2: Identify the CHC Broad Abilities That Are and Are Not Measured by the Selected Battery 102
Step 3: Identify the CHC Narrow Abilities That Are and Are Not Measured by the Selected Battery 104
Step 4: Administer and Score Selected Battery and Supplemental Tests 132
Step 5: Enter Scores into the Cross-Battery Assessment Data Management and Interpretive Assistant (XBA DMIA v2.0) 132
SUMMARY 133
REFERENCES 135
Three: How to Interpret Test Data 139
HYPOTHESIS-DRIVEN ASSESSMENT AND INTERPRETATION 140
INTEGRATING HYPOTHESIS TESTING AND INTERPRETATION 142
Stage A: CHC Theory, Neuropsychological Theory, and Research Knowledge Bases 142
Stage B: Specification of a Priori Hypotheses 144
Stage C: Construction of a Cross-Battery Assessment 145
Stage D: Administration and Scoring of Ability Battery and Supplemental Tests 145
Stages E1 and E2: Interpretation of Results and Evaluation of Hypotheses 146
Stage F: Specification of a Posteriori Hypotheses 232
Stage G: Incorporate XBA Results in a Psychological Report 234
SUMMARY 239
REFERENCES 241
Four: Cross-Battery Assessment for SLD Identification: The Dual Discrepancy/Consistency Pattern of Strengths and Weaknesses in the Context of an Operational Definition 245
BRIEF PERSPECTIVE ON THE DEFINITION OF SLD 247
NEED FOR AN OPERATIONAL DEFINITION OF SLD 248
DUAL DISCREPANCY/CONSISTENCY (DD/C) OPERATIONAL DEFINITION OF SLD 257
Levels of Evaluation in the DD/C Definition 259
SUMMARY OF THE DD/C OPERATIONAL DEFINITION OF SLD 295
SUMMARY 296
REFERENCES 298
Five: Cross-Battery Assessment of Individuals From Culturally and Linguistically Diverse Backgrounds 305
INTRODUCTION 305
EVALUATION OF CURRENT APPROACHES FOR ASSESSING DIVERSE INDIVIDUALS 312
Modified and Altered Testing 313
Nonverbal Testing 317
Native-Language Testing 320
English-Language Testing 324
CULTURE-LANGUAGE TEST CLASSIFICATIONS AND INTERPRETIVE MATRIX 327
Culture-Language Test Classifications 328
CHC Culture-Language Interpretive Matrix 335
Use of the XBA C-LIM v2.0 342
Evaluating the Impact of Culture and Language on Test Score Validity With the XBA C-LIM v2.0 347
Additional Considerations in Using the XBA C-LIM v2.0 357
CONCLUSION 360
REFERENCES 364
Six: Strengths and Weaknesses of the Cross-Battery Assessment Approach 369
STRENGTHS 372
Contemporary Theory 372
Communication 372
Psychometrically Defensible Cross-Battery Composites 373
Enhancement in Evaluation of Specific Learning Disabilities and Individuals From Culturally and Linguistically Diverse Backgrounds 375
Flexibility 375
Automation 376
WEAKNESSES 377
Norm Samples 377
Complicated 379
Time Consuming 380
REFERENCES 381
Seven: Cross-Battery Assessment Case Report 383
COMPREHENSIVE EVALUATION 384
REASON FOR REFERRAL 384
BACKGROUND INFORMATION 385
BEHAVIOR OBSERVATIONS 387
EVALUATION RESULTS 387
Intellectual/Cognitive 387
Achievement 391
Self-Report 399
Classroom Observation 400
Student Interview 401
CONCLUSIONS 401
RECOMMENDATIONS 404
Written Expression 405
Appendix A: CHC Narrow Ability Definitions and Task Examples 407
Appendix B: CHC Broad and Narrow Ability Classification Tables for Tests Published Between 2001 and 2012 417
Appendix C: Descriptions of Cognitive, Achievement, and Neuropsychological Subtests by CHC Domain 435
Appendix D: Critical Values for Statistical Significance and Base Rate for Composites on Comprehensive Cognitive and Achievement Batteries 443
Appendix E: Variation in Task Demands and Task Characteristics of Subtests on Cognitive and Neuropsychological Batteries 449
Appendix F: Variation in Task Demands and Task Characteristics of Subtests on Achievement Batteries by IDEA Academic Area 457
Appendix G: Neuropsychological Domain Classifications 463
Appendix H: Understanding and Using the XBA PSW-A v1.0 Software Program Tab by Tab 475
Appendix I: Cognitive and Neuropsychological Battery-Specific Culture-Language Matrices 503
Appendix J: Cross-Battery Assessment Case Reports 521
Appendix K: Eugene, Oregon, School District Integrated Model for Specific Learning Disability Identification 523
Appendix L: Summary of the Expert Consensus Study for Determining CHC Broad and Narrow Ability Classifications for Subtests New to This Edition 535
Appendix M: Criteria Used in XBA DMIA v2.0 for Follow-Up on a Two-Subtest Composite 545
Author Index 551
Subject Index 555
About the Authors 571
About the CD 573

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