The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.
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Braden, J. P. (1999). Straight talk about assessment and diversity: What do we know? School Psychology Quarterly, 14(3), 343–355.
Burns, T. G. (2010). Wechsler Individual Achievement Test-III: What is the ‘gold standard’ for measuring academic achievement? Applied Neuropsychology, 17(3), 234–236.
Burns, T. G., & O’Leary, S. D. (2004). Wechsler Intelligence Scale for Children-IV: Test review. Applied Neuropsychology, 11(4), 233–236.
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.
Faust, D. (2007) Some global and specific thoughts about some global and specific issues. Applied Neuropsychology, 14(1), 26–36.
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.
Frisby, C. L. (1999). Straight talk about cognitive assessment and diversity. School Psychology Quarterly, 14(3). 195–207.
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
Gottfredson, L., & Saklofske, D. H. (2009). Intelligence: Foundations and issues in assessment. Canadian Psychology, 50(3), 183–195.
Greathouse, D., & Shaughnessy, M. F. (2010). An interview with Jerome Sattler. North American Journal of Psychology, 12(2), 335–340.
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.
Hartman, D. E. (2009). Test review: Wechsler Adult Intelligence Scale IV (WAIS IV): Return of the gold standard. Applied Neuropsychology, 16(1), 85–87.
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.
Pfeiffer, S. L., Reddy, L. A., Kletzel, J. E., Schmelzer, E. R., & Boyer, L. M. (2000). The practitioner’s view of IQ testing and profile analysis. School Psychology Quarterly, 15(4), 376–385.
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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