The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.
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Clements, S., Christner, R. W., McLaughlin, A. L. & Bolton, J.B. (2011). Assessing student skills using process-oriented approaches. In T. M. Lionetti, E.P. Snyder, & R. W. Christner (Eds.), A practical guide to building professional competencies in school psychology (pp. 101–119). New York, NY: Springer.
Dana, J., & Dawes, R. (2007). Comment on Fiorello et al. “Interpreting intelligence test results for children with disabilities: Is global intelligence relevant?” Applied Neuropsychology, 14(1), 21–25.
Dombrowski, S. C., Kamphaus, R. W., & Reynolds, C. R. (2004). After the demise of the discrepancy: Proposed learning disabilities diagnostic criteria. Professional Psychology: Research and Practice, 35(4), 364–372.
Fiorello, C. A., Hale, J. B., Holdnack, J. A., Kavanagh, J. A., Terrell, J., & Long, L. (2007). Interpreting intelligence test results for children with disabilities: Is global intelligence relevant? Applied Neuropsychology, 14(1), 2–12.
Fletcher, J. M., Coulter, W. A., Reschly, D. J., & Vaughn, S. (2004). Alternative approaches to the definition and identification of learning disabilities: Some questions and answers. Annals of Dyslexia, 54(2), 304–331.
Gorlyn, M., Keilp, J. G., Oquendo, M. A., Burke, A. K, Sackeim, H. A., & Mann, J. J. (2006). The WAIS-III and major depression: Absence of VIQ/PIQ differences. Journal of Clinical & Experimental Neuropsychology, 28(7), 1145–1157
Hale, J. B., Fiorello, C. A., Kavanagh, J. A., Holdnack, J. A., & Aloe, A. M (2007). Is the demise of IQ interpretation justified? A response to special issue authors. Applied Neuropsychology, 14(1), 37–51.
Kranzler, J. H., Flores, C. G., & Coady, M. (2010). Examination of the cross-battery approach for the cognitive assessment of children and youth from diverse linguistic and cultural backgrounds. School Psychology Review, 39(3), 431–446.
Latvala, A., Castaneda, A. E., Perälä, J., Saarni, S. I., Aalto-Setälä, T., Lönnqvist, J., Kaprio, J., Suvisaari, J., & Tuulio-Henriksson, A. (2009). Cognitive functioning in substance abuse and dependence: A population-based study of young adults. Addiction, 104(9), 1558–1568.
Lionetti, T. M., & Perlis, S. (2011). Developing competent written and oral communication. In T. M. Lionetti, E. P. Snyder, & R. W. Christner (Eds), A practical guide to building professional competencies in school psychology (pp. 209–226). New York, NY: Springer.
Macmann, G. M., & Barnett, D. W. (1997). Myth of the master detective: Reliability of interpretations for Kaufman’s ‘Intelligent Testing’ approach to the WISC-III. School Psychology Quarterly, 12(3), 197–234.
Mayes, S. D., & Calhoun, S. L. (2007). Wechsler intelligence scale for children–third and –fourth edition predictors of academic achievement in children with attention-deficit/hyperactivity disorder. School Psychology Quarterly, 22(2), 234–249.
McDermott, P. A., & Glutting, J. J. (1997). Informing stylistic learning behavior, disposition, and achievement through ability subtests—or, more illusions of meaning? School Psychology Review, 26(2), 163–175.
McGrew, K. S., & Flanagan, D. P. (1997). Beyond g: The impact of Gf-Gc specific cognitive abilities research on the future use and interpretation of intelligence tests in the schools. School Psychology Review, 26(2), 189–210.
Watkins, M. W. & Glutting, J. J. (2000). Incremental validity of WISC-III profile elevation, scatter, and shape: Information for predicting reading and math achievement. Psychological Assessment, 12(4), 402–408.
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