Essentials of Cross-Battery Assessment
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Essentials of Cross-Battery Assessment
About This Book
The most up-to-date resource of comprehensive information for conducting cross-battery assessments
The Cross-Battery assessment approachâalso referred to as the XBA approachâis a time-efficient assessment method grounded solidly in contemporary theory and research. The XBA approach systematically integrates data across cognitive, achievement, and neuropsychological batteries, enabling practitioners to expand their traditional assessments to more comprehensively address referral concerns. This approach also includes guidelines for identification of specific learning disabilities and assessment of cognitive strengths and weaknesses in individuals from culturally and linguistically diverse backgrounds.
Like all the volumes in the Essentials of Psychological Assessment series, Essentials of Cross-Battery Assessment, Third Edition is designed to help busy practitioners quickly acquire the knowledge and skills they need to make optimal use of psychological assessment instruments. Each concise chapter features numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions that help you to gauge and reinforce your grasp of the information covered.
Essentials of Cross-Battery Assessment, Third Edition is updated to include the latest editions of cognitive ability test batteries, such as the WISC-IV, WAIS-IV, and WJ III COG, and special purpose cognitive tests including the WMS-IV and TOMAL-II. This book now also overs many neuropsychological batteries such as the NEPSY-II and D-KEFS and provides extensive coverage of achievement batteries and special purpose tests, including the WIAT-III, KM-3, WRMT-3 and TOWL-4. In all, this book includes over 100 psychological batteries and 750 subtests, all of which are classified according to CHC (and many according to neuropsychlogical theory. This useful guide includes a timesaving CD-ROM, Essential Tools for Cross-Battery Assessment (XBA) Applications and Interpretation, which allows users to enter data and review results and interpretive statements that may be included in psychological reports.
Note: CD-ROM/DVD and other supplementary materials are not included as part of eBook file.
Frequently asked questions
Information
Need Within Assessment-Related Fields | Need Addressed by XBA Approach |
School psychology, clinical psychology, and neuropsychology have lagged in the development of conceptual models of the assessment of individuals. There is a need for the development of contemporary models. | The XBA approach provides a contemporary model for measurement and interpretation of cognitive and academic abilities and neuropsychological processes. |
Likely there is a need for events external to a field of endeavor to give impetus to new developments and real advances in that field. | Carroll and Horn's Fluid-Crystallized theoretical models (and more recently Schneider and McGrew's [2012] CHC model) and research in cognitive psychology and neuropsychology provided the impetus for and continued refinements to the XBA approach and led to the development of better assessment instruments and interpretive procedures. |
There is a need to utilize a conceptual framework to direct any approach to assessment. This would aid both in the selection of instruments and methods and in the interpretation of test findings. | The XBA approach is based mainly on CHC theory but also neuropsychological theory. Since the XBA approach links all the major cognitive and achievement batteries as well as selected neuropsychological instruments to CHC theory, in particular, selection of tests and interpretation of test findings are easier. |
The conceptual framework or model underlying assessment must incorporate various aspects of neuropsychological and cognitive ability function that can be described in terms of constructs recognized in the neuropsychological and cognitive psychology literature. | The XBA approach incorporates various aspects of neuropsychological and cognitive ability functions that are described in terms of constructs recognized in the literature. In fact, a consistent set of terms and definitions within the CHC literature (e.g., Schneider & McGrew, 2012) and the neuropsychology literature (e.g., Miller, 2013) underlie the XBA approach. |
There is a need to adopt a conceptual framework that allows for the measurement of the full range of behavioral functions subserved by the brain. In neuropsychological assessment, no inclusive set of measures is standardized on a single normative population. | XBA assessment allows for the measurement of a wide range of broad and narrow cognitive abilities specified in CHC theory and neuropsychological processes specified by neuropsychology theory and research. Although an XBA norm group does not exist, the crossing of batteries and the interpretation of assessment results are based on sound psychometric principles and procedures. |
Because there are no truly unidimensional measures in psychological assessment, there is a need to select subtests from standardized instruments that appear to reflect the neurocognitive function of interest. In neuropsychological assessment, the aim therefore is to select those measures that, on the basis of careful task analysis, appear mainly to tap a given construct. | The XBA approach is defined in part by a CHC classification system. Most subtests from the major cognitive and achievement batteries as well as selected neuropsychological instruments were classified empirically as measures of broad and narrow CHC constructs (either via CHC within- or cross-battery factor analysis or expert consensus or both). In addition, the subtests of cognitive and neuropsychological batteries were classified according to several neuropsychological domains (e.g., attention, visual-spatial, auditory-verbal, speed and efficiency, executive). Use of evidence-based classifications allows practitioners to be reasonably confident that a given test taps a given construct. |
An eclectic approach is needed in the selection of measures, preferably subtests rather than the omnibus IQs, in order to gain more specificity in the delineation of patterns of function and dysfunction. | The XBA approach ensures that two or more relatively pure, but qualitatively different indicators of each broad cognitive ability are represented in a complete assessment. Two or more qualitatively similar indicators ... |
Table of contents
- Cover
- Essentials of Psychological Assessment Series
- Title Page
- Copyright
- Series Preface
- Acknowledgments
- Chapter 1: Overview
- Chapter 2: How to Organize a Cross-Battery Assessment Using Cognitive, Achievement, and Neuropsychological Batteries
- Chapter 3: How to Interpret Test Data
- Chapter 4: Cross-Battery Assessment for SLD Identification: The Dual Discrepancy/Consistency Pattern of Strengths and Weaknesses in the Context of an Operational Definition
- Chapter 5: Cross-Battery Assessment of Individuals from Culturally and Linguistically Diverse Backgrounds
- Chapter 6: Strengths and Weaknesses of the Cross-Battery Assessment Approach
- Chapter 7: Cross-Battery Assessment Case Report
- Appendix A: CHC Narrow Ability Definitions and Task Examples
- Appendix B: CHC Broad and Narrow Ability Classification Tables for Tests Published Between 2001 and 2012
- Appendix C: Descriptions of Cognitive, Achievement, and Neuropsychological Subtests by CHC Domain
- Appendix D: Critical Values for Statistical Significance and Base Rate for Composites on Comprehensive Cognitive and Achievement Batteries
- Appendix E: Variation in Task Demands and Task Characteristics of Subtests on Cognitive and Neuropsychological Batteries
- Appendix F: Variation in Task Demands and Task Characteristics of Subtests on Achievement Batteries by IDEA Academic Area
- Appendix G: Neuropsychological Domain Classifications
- Appendix H: Understanding and Using the XBA PSW-A v1.0 Software Program Tab by Tab
- Appendix I: Cognitive and Neuropsychological Battery-Specific Culture-Language Matrices
- Appendix J: Cross-Battery Assessment Case Reports
- Appendix K: Eugene, Oregon, School District Integrated Model for Specific Learning Disability Identification
- Appendix L: Summary of the Expert Consensus Study for Determining CHC Broad and Narrow Ability Classifications for Subtests New to This Edition
- Appendix M: Criteria Used in XBA DMIA v2.0 for Follow-Up on a Two-Subtest Composite
- About the Authors
- About the CD
- Author Index
- Subject Index
- Download CD/DVD Content