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.

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

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