31 Woodcock-Johnson III Tests Of Cognitive Abilities

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31Woodcock-Johnson III Tests ofCognitive AbilitiesFredrick A. SchrankINTRODUCTION, HISTORY, ANDDEVELOPMENTThe Woodcock–Johnson III (Woodcock, McGrew, &Mather, 2001, 2007a) includes 31 cognitive tests that arepublished in two components. The Standard Ba ery(Tests 1–10) and the Extended Ba ery (Tests 11–20) arepublished in the Woodcock-Johnson III Tests of CognitiveAbilities (WJ III COG; Woodcock, McGrew, & Mather,2001, 2007c). An additional 11 tests are published separately as the Woodcock-Johnson III Diagnostic Supplementto the Tests of Cognitive Abilities (DS; Woodcock, McGrew,Mather, & Schrank, 2003, 2007). The WJ III COG andDS are conormed with the Woodcock-Johnson III Tests ofAchievement (WJ III ACH; Woodcock, McGrew, & Mather,2001, 2007b). The Woodcock-Johnson III Normative Update(WJ III NU; Woodcock, McGrew, Schrank, & Mather, 2001,2007) was published in 2007. It is a recalculation of the WJIII normative data on the basis of 2005 U.S. Census statistics (U.S. Census Bureau). A parallel, Spanish-languageversion of the WJ III COG is published as the Batería IIIWoodcock-Muñoz: Pruebas de habilidades cognitivas (BateríaIII COG; Muñoz-Sandoval, Woodcock, McGrew, & Mather,2005, 2007a); the Spanish version of the WJ III COG DSis called the Batería III Woodcock-Muñoz: Suplemento diagnóstico par alas pruebas de habilidades cognitivas (Batería IIICOG DS; Muñoz-Sandoval, Woodcock, McGrew, Mather,& Schrank, 2005, 2007).Different combinations of WJ III COG and DS testsform clusters for interpretive purposes. Some of the clusters are referred to as Ca ell–Horn–Carroll (CHC) broador narrow clusters, on the basis of an amalgamation of theresearch efforts of intelligence theory scholars RaymondCa ell, John Horn, John Carroll, and their associates.Table 31.1 includes an outline of the clusters and tests inthe WJ III COG and DS.The complete WJ III COG and DS is the most currentevolution of a smaller number of cognitive tests that wereoriginally published in the Woodcock–Johnson PsychoEducational Ba ery (WJPEB; Woodcock & Johnson, 1977).The WJPEB began as one ba ery that consisted of threeparts: Part 1—Tests of Cognitive Ability, Part 2—Tests ofAchievement, and Part 3—Tests of Interest Level. TheDavis 5736x R1 CH31 02-06-10 1-20.indd 1development of this ba ery of tests began as a numberof controlled experiments for measuring differentiallearning capacities (Woodcock, 1958). For example, theVisual-Auditory Learning test was developed to measurean important cognitive process involved when learningto read (paired-associate encoding); performance on thistask was shown to be highly related to reading achievement. Later, the Analysis–Synthesis test was developedto measure an important cognitive capacity involved inthe ability to learn mathematics (algorithmic reasoningand deduction); performance on this task was shown tobe highly related to mathematical achievement.The idea of a complete ba ery of tests was developed more fully as part of Woodcock’s neuropsychologypostdoctoral research at the Tu s New England MedicalCenter in 1974–1975. At Tu s, Woodcock’s plan was touse scientific-empirical methodology to construct a set oftests that would tap many different aspects of cognitivefunctioning defined by extant cognitive and neuroscience research. For example, the Concept Formation testwas developed to measure inductive reasoning, involving the cognitive processes of rule-based categorizationand rule-switching (R. W. Woodcock, personal communication, June 20, 2008).The WJPEB differed from other cognitive andachievement measures of the era by the application ofRasch measurement technology for both test development and interpretive procedures. Woodcock had beenintroduced to the Rasch (Rasch, 1960) measurementtechnology in 1969 (R. W. Woodcock, personal communication, June 20, 2008). In addition to the technology’s usefulness for the analysis of item–response data and scaleconstruction, Woodcock used the technology to developa unique interpretive scheme for the description of anindividual’s proficiency on the tests. The technology wasalso useful to predict how the individual would performsimilar tasks in nontest, functional se ings. These effortsforeshadowed the current trend for using test results todescribe functional levels and limitations of individuals with neuropsychological impairments. At the time,neuropsychologists typically used cognitive tests to helpdetermine the site of a lesion, rather than to determinethe functional implications of test results.6/18/2010 6:01:17 PM

2 Handbook of Pediatric NeuropsychologyTable 31.1 WJ III NU COG and Diagnostic Supplement Broad and Narrow Abilities and Inferred Cognitive ProcessesPrimary broad CHC factor TestNarrow CHC abilitiesInferred cognitive n-Knowledge (Gc)Lexical knowledgeLanguage developmentComprehension-Knowledge (Gc)General (verbal) informationComprehension-Knowledge (Gc)Lexical knowledgeLanguage developmentLong-Term Retrieval (Glr)Associative memoryLong-Term Retrieval (Glr)Ideational fluencyNaming facilityLong-Term Retrieval (Glr)Associative memoryLong-Term Retrieval (Glr)Associative memoryLong-Term Retrieval (Glr)Associative memoryVisual-Spatial Thinking (Gv)VisualizationSpatial relationsVisual-Spatial Thinking (Gv)Visual memoryVisual-Spatial Thinking (Gv)Closure speedVisual-Spatial Thinking (Gv)VisualizationSpatial relationsAuditory Processing (Ga)Phonetic codingObject recognition and reidentification; semanticactivation, access, and matching; verbal analogicalreasoningSemantic activation and access to declarative genericknowledgeObject reidentification; semantic activation, access, andmatching; verbal analogical reasoning1: Verbal Comprehension11: General InformationLong-Term Retrieval (Glr)31: Bilingual VerbalComprehension–English/Spanish2: Visual-Auditory Learning12: Retrieval Fluency10: Visual-AuditoryLearning–Delayed21: Memory for NamesVisual-Spatial Thinking (Gv)30: Memory forNames–Delayed3: Spatial Relations13: Picture Recognition22: Visual Closure28: Block RotationAuditory Processing (Ga)4: Sound Blending14: Auditory Attention8: Incomplete Words23: Sound Patterns–Voice29: Sound Patterns–MusicFluid Reasoning (Gf )5: Concept Formation15: Analysis-Synthesis19: Planning24: Number Series25: Number MatricesAuditory Processing (Ga)Speech-sound discriminationResistance to auditory stimulusdistortionAuditory Processing (Ga)Phonetic codingAuditory Processing (Ga)Sound discriminationAuditory Processing (Ga)Sound discriminationMusical discriminationJudgmentFluid Reasoning (Gf )InductionFluid Reasoning (Gf )General sequential reasoningQuantitative reasoningVisual-Spatial Thinking (Gv) andFluid Reasoning (Gf )Spatial scanningGeneral sequential reasoningFluid Reasoning (Gf )Mathematics knowledgeQuantitative reasoningFluid Reasoning (Gf )Quantitative reasoningPaired-associative encoding via directed spotlightattention; storage and retrievalRecognition, fluent retrieval, and oral production ofexamples of a semantic categoryRetrieval and reidentification; associative encoding (forrelearning)Associative encoding via directed spotlight attention,storage, and retrievalReidentificationVisual feature detection; manipulation of visual images inspace; matchingFormation of iconic memories and matching of visualstimuli to stored representationsObject identification from a limited set of componentgeonsVisual matching using visual-spatial manipulationSynthesis of acoustic, phonological elements inimmediate awareness; matching the sequence ofelements to stored lexical entries; lexical activationand accessSelective auditory attentionAnalysis of a sequence of acoustic, phonologicalelements in immediate awareness; activation of astored representation of the word from an incompleteset of phonological featuresPrelexical, perceptual analysis of auditory waveformpatternsPrelexical, perceptual analysis of auditory waveformpatternsRule-based categorization; rule-switching; induction/inferenceAlgorithmic reasoning; deductionMeans-end analysisRepresentation and manipulation of points on a mentalnumber line; identifying and applying an underlyingrule/principle to complete a numerical sequenceAccess to verbal-visual numeric codes; transcodingverbal and/or visual representations of numericinformation into analogical representations;determining the relationship between/amongnumbers on the first part of the structure andmapping (projecting) the structure to completethe analogy(Contiuned)Davis 5736x R1 CH31 02-06-10 1-20.indd 26/18/2010 6:01:18 PM

Woodcock-Johnson III Tests of Cognitive Abilities 3Table 31.1 WJ III NU COG and Diagnostic Supplement Broad and Narrow Abilities and Inferred Cognitive Processes(Continued)Primary broad CHC factor TestNarrow CHC abilitiesInferred cognitive process(es)Processing Speed (Gs)Processing Speed (Gs)Perceptual speedProcessing Speed (Gs)Semantic processing speedProcessing Speed (Gs)Naming facilityProcessing Speed (Gs)Attention and concentrationProcessing Speed (Gs)Perceptual speedShort-Term Memory (Gsm)Working memoryShort-Term Memory (Gsm)Auditory memory spanShort-Term Memory (Gsm)Working memoryShort-Term Memory (Gsm)Auditory memory spanListening abilitySpeeded visual perception and matching6: Visual Matching16: Decision Speed18: Rapid Picture Naming20: Pair Cancellation26: Cross OutShort-Term Memory (Gsm)7: Numbers Reversed17: Memory for Words9: Auditory WorkingMemory27: Memory for SentencesObject recognition and speeded symbolic/semanticcomparisonsSpeed/fluency of retrieval and oral production ofrecognized objectsControlled, focal attention; vigilanceSpeeded visual matchingSpan of apprehension and recoding in working memoryFormation of echoic memories and verbalizable span ofechoic storeRecoding of acoustic, verbalizable stimuli held inimmediate awarenessFormation of echoic memories aided by a semantic,meaning-based codeWJ III NU COG, Woodcock-Johnson III Normative Update Tests of Cognitive Abilities.Subsequent to the publication of the WJPEB, JohnHorn, a well-respected scholar–scientist in the field ofthe structure of human intellectual capacities, presenteda synopsis of his work at a 1985 University of Illinoisconference honoring one of his former teachers, LloydHumphreys. Horn’s treatise inspired the theoreticalfoundation for the second edition of the cognitive teststhat were contained in the Woodcock-Johnson PsychoEducational Ba ery–Revised (WJ-R; Woodcock & Johnson,1989). Dr. Woodcock (R. W. Woodcock, personal communication, February 10, 2009) described the effect of Horn’spresentation on him as a type of intellectual epiphany—ormoment of pivotal insight—that was characterized by thewords “this is it!” (the answer to his quest for a theoretical foundation upon which a measurement model couldbe built). To more broadly measure the primary cognitive abilities articulated by Horn, 10 new cognitive testswere added to the ba ery. As a consequence, the WJ-Rwas described as an operational representation of Horn’sGf–Gc theory (Horn, 1991), measuring seven broad cognitive abilities: comprehension-knowledge (Gc), long-termretrieval (Glr), visual processing (Gv), auditory processing (Ga), fluid reasoning (Gf), processing speed (Gs), andshort-term memory (Gsm).Carroll’s (1993) publication of Human CognitiveAbilities: A Survey of Factor-Analytic Studies provided awidely respected confirmation of Horn’s (1965, 1988, 1989,1991), Ekstrom, French, & Harmon’s (1979), Horn andStankov’s (1982), and Ca ell’s (1941, 1943, 1950) contributions to the construct of differentiated broad and narrowcognitive abilities. Carroll’s broad classifications of cognitive abilities were remarkably similar to those describedby Horn and his associates.John Horn and John Carroll served as consultantsin the development of the WJ III; their research resultedDavis 5736x R1 CH31 02-06-10 1-20.indd 3in somewhat different contributions to the WJ III.Identification of the broad CHC abilities in the WJ III ishistorically and primarily linked to the Gf–Gc researchof Ca ell and Horn (see also Horn & Noll, 1997; Horn& Masunaga, 2000). Carroll contributed the idea thathuman cognitive abilities could be conceptualized in athree-stratum hierarchy. The specification of the narrowabilities and general intellectual ability (g) construct washeavily influenced by Carroll’s (1993, 1997, 2003) research.As a result of the contributions of both Horn and Carroll,the WJ III COG and DS provide measures of seven broadand approximately 25 narrow CHC abilities.ADMINISTRATION AND SCORINGThe WJ III COG and DS were designed to be easy toadminister and score; however, proper administration ofthe WJ III COG and DS requires knowledge of the exactadministration and scoring procedures and an understanding of the importance of adhering to standardizedprocedures. The Examiner’s Manual (Mather & Woodcock,2001) provides guidelines for learning to administer andscore the tests. The test books also contain instructions,test by test, for administration and item scoring. Generalinstructions are found on the introductory page of eachtest (the first printed page a er the Tab Page); additionalinstructions appear on the test pages as needed.Some tests require use of audio recordings. Audiorecordings help ensure standardized presentation ofcertain auditory and short-term memory tasks. The teststhat utilize an audio recording include Sound Blending,Numbers Reversed, Incomplete Words, Auditory WorkingMemory, Auditory A ention, Memory for Words,Sound Pa erns–Voice, Memory for Sentences, and Sound6/18/2010 6:01:18 PM

4 Handbook of Pediatric NeuropsychologyPa erns–Music. Other tests require use of the subjectresponse booklet or subject response pages. DecisionSpeed, Planning, and Pair Cancellation all require theuse of the subject response booklet. Visual Matching(Version 2) and Cross Out each requires the subject to usetest material that is located in the test record.Examiners must establish a basal and a ceiling forseveral tests. Basal and ceiling criteria are included inthe Test Book for each test requiring them. If a subjectfails to meet the basal criterion for any test, examinersare directed to test backward, full page by full page,until the subject has met the basal criterion or until Item1 has been administered. For some tests, subjects beginwith Item 1 and test until they reach their ceiling level;these tests do not require a basal. During administration, examiners score individual items and calculate theraw score for each test. There are correct and incorrectkeys in the Test Book. These are intended to be guidesto demonstrate how certain responses are scored. Notall possible responses are included in the keys. In caseswhere the subject’s response does not fall clearly in eitherthe correct or incorrect category, examiners may needto write down the response and come back to it later todetermine a score. Most tests use a 1 (correct) or 0 (incorrect) scoring rule for determining raw scores. VisualAuditory Learning, Visual-Auditory Learning–Delayed,and Planning each has a different scoring procedure. Inthese tests, the raw scores are determined by counting thenumber of errors. Generally, raw scores are determinedby adding the number of correctly completed items to thenumber of test items below the basal. Scores for sample orpractice items should not be included when calculatingraw scores.Test and cluster scores are calculated by any one ofthree associated scoring and/or interpretive programs:the WJ III Normative Update Compuscore and ProfilesProgram (Compuscore; Schrank & Woodcock, 2007),the Woodcock Interpretation and Instructional InterventionsProgram (WIIIP: Schrank, Wendling, & Woodcock, 2008),or the Dean-Woodcock Neuropsychological Report (Dean,Schrank, & Woodcock, 2008).INTERPRETATIONIn addition to the general intellectual ability score options,the WJ III COG and DS provide measures of an extensivearray of broad and narrow cognitive abilities. These aredescribed in the first portion of this section (measurement of cognitive functions). The middle portion of thissection (determination of functional levels) describeshow an individual’s abilities can be described in termsof functional levels, including severity of impairment.In the final portion of this section (performance of clinical samples), WJ III COG and DS test score data obtainedfrom 2,648 children and adolescents in 10 special population groups are presented and discussed.Davis 5736x R1 CH31 02-06-10 1-20.indd 4MEASUREMENT OF COGNITIVE FUNCTIONSTest level interpretation may provide the most functionalinformation for neuropsychological evaluations becausethe narrow abilities that are measured by each testclosely correspond to intellectual functions, such as lexical (word) knowledge, visual memory, or memory span.Additionally, each test was constructed to contain anoperational definition of an intellectual function. That is,each test explains “what the subject is to do” and “whatthe evaluator is to observe” to elicit evidence of the intellectual function (Schrank, 2006).The tests are also organized into clusters for interpretive purposes. CHC theory (McGrew, 2005) provides thebasis for interpretation of the seven broad cognitive abilities measured in the WJ III COG. The CHC broad abilityterms comprehension-knowledge (Gc), long-term retrieval(Glr), visual-spatial thinking (Gv), auditory processing(Ga), fluid reasoning (Gf), short-term memory (Gsm), andprocessing speed (Gs) describe broad classes of narrowabilities, on the basis of two or more operational definitions of narrow abilities. Figure 31.1 outlines the broadcognitive abilities measured by the WJ III COG and DStests. Several of the tests are combined into other logically derived clusters that provide another level of interpretive information about an individual’s performance.Each of these clusters (verbal ability, thinking ability,and cognitive efficiency) represents a general category ofbroad cognitive abilities that influence, in a similar way,what may be observed in an individual’s cognitive oracademic performance. Several general intellectual ability clusters are available, depending on the tests that areadministered.Comprehension-Knowledge (Gc)Cognitive psychologists o en define some of the abilitiesthat fall within the broad CHC domain of ComprehensionKnowledge (Gc) as declarative memory or “memories for facts and events that are recalled consciously”(Squire & Knowlton, 2000). Markowitsch (1992, 2000)described this as the knowledge system of context-freefacts. Another definition of comprehension-knowledgeis semantic memory (Tulving, 1972, 1983), “whose function is to mediate the acquisition and use of individuals’general knowledge of the world” (Tulving, 2000, p. 728).CHC theory suggests that Test 1: Verbal Comprehensionprimarily measures lexical (vocabulary) knowledge andlanguage development (general development in spoken English language skills). Test 31: Bilingual VerbalComprehension–English/Spanish provides a procedurefor measuring aspects of lexical knowledge and languagedevelopment in Spanish. Test 11: General Informationprimarily measures general verbal information; this testsamples an individual’s store of general knowledge, orinformation that can be readily accessed without anyparticular kind of integrative mental process. Hintzman6/18/2010 6:01:18 PM

Davis 5736x R1 CH31 02-06-10 1-20.indd 56/18/2010 6:01:19 PM5Extended BatteryStandard BatteryRetrieval FluencyTest 13: Picture RecognitionTest 14: Auditory AttentionTest 15: Analysis-SynthesisTest 16: Decision SpeedTest 17: Memory for WordsTest 18: Rapid PictureNamingTest 19: PlanningTest 20: Pair CancellationTest 1: Verbal ComprehensionTest 2: Visual-AuditoryLearningTest 3: Spatial RelationsTest 4: Sound BlendingTest 5: Concept FormationTest 6: Visual MatchingTest 7: Numbers ReversedTest 8: Incomplete WordsTest 9: Auditory WorkingMemoryTest 10: Visual-AuditoryLearning-DelayedTest 11: General InformationTests of Cognitive

2 Handbook of Pediatric Neuropsychology Table 31.1 WJ III NU COG and Diagnostic Supplement Broad and Narrow Abilities and Inferred Cognitive Processes Primary broad CHC factor Test Narrow CHC abilities Inferred cognitive process(es) Comprehension-Knowledge (Gc) 1: Verbal Comprehension Comprehension-Knowledg

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