Elsevier. - WJ IV clinical use and interpretation: scientist-practitioner perspectives

1. Tables in Chapter 1
2. Tables in Chapter 2
3. Tables in Chapter 3
4. Tables in Chapter 6
5. Tables in Chapter 8
6. Tables in Chapter 12
7. Tables in Chapter 13

1. Figures in Chapter 2
2. Figures in Chapter 3
3. Figures in Chapter 4
4. Figures in Chapter 7
5. Figures in Chapter 8
6. Figures in Chapter 12
7. Figures in Chapter 14

Edited by

Dawn P. Flanagan

Department of Psychology, St. Johns University, New York, NY, USA

Vincent C. Alfonso

School of Education, Gonzaga University, Spokane, WA, USA

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Notices

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Vincent C. Alfonso , School of Education, Gonzaga University, Spokane, WA, USA

Karen E. Apgar , Eugene (Oregon) School District 4J, Eugene, OR, USA

Wendi L. Bauman Johnson , Department of Psychology and Philosophy, Texas Womans University, Denton, TX, USA

Scott L. Decker , Department of Psychology, University of South Carolina, Columbia, SC, USA

Rosemary I. Devine , Department of Psychology, St. Johns University, Jamaica, NY, USA

Yi Ding , Graduate School of Education, Fordham University, New York, NY, USA

Ron Dumont , School of Psychology, Fairleigh Dickinson University, Teaneck, NJ, USA

Dawn P. Flanagan , St. Johns University, New York, NY, USA

Randy G. Floyd , Department of Psychology, The University of Memphis, Memphis, TN, USA

Haley K. Hawkins , Department of Psychology, The University of Memphis, Memphis, TN, USA

Timothy Z. Keith , Department of Educational Psychology, University of Texas, Austin, TX, USA

Benjamin J. Lovett , Department of Psychology, State University of New York at Cortland, Cortland, NY, USA

Denise E. Maricle , Department of Psychology and Philosophy, Texas Womans University, Denton, TX, USA

Nancy Mather , Department of Disability and Psychoeducational Studies, University of Arizona, Tucson, AZ, USA

Erin M. McDonough , St. Johns University, New York, NY, USA

Ryan J. McGill , Department of Psychology and Philosophy, Texas Womans University, Denton, TX, USA

Kevin S. McGrew , Institute for Applied Psychometrics, St. Joseph, MN, USA

Daniel C. Miller , Department of Psychology and Philosophy, Texas Womans University, Denton, TX, USA

Christopher R. Niileksela , Department of Educational Psychology, Joseph R. Pearson Hall, University of Kansas, Lawrence, KS, USA

Juan A. Ortiz , Department of Psychology, St. Johns University, Jamaica, NY, USA

Samuel O. Ortiz , Department of Psychology, St. Johns University, Jamaica, NY, USA

Steven I. Pfeiffer , Department of Educational Psychology and Learning Systems, College of Education, Florida State University, Tallahassee, FL, USA

Justin L. Potts , Eugene (Oregon) School District 4J, Eugene, OR, USA

Matthew R. Reynolds , Department of Educational Psychology, Joseph R. Pearson Hall, University of Kansas, Lawrence, KS, USA

W. Joel Schneider , Department of Psychology, Illinois State University, Normal, IL, USA

Leah J. Singh , Department of Psychology, The University of Memphis, Memphis, TN, USA

Laura M. Spenceley , Department of Counseling and Psychological Services, State University of New York at Oswego, Oswego, NY, USA

Tayllor E. Vetter , Department of Psychology, University of South Carolina, Columbia, SC, USA

Robert Walrath , Doctoral Program in Counseling and School Psychology, Rivier University, Nashua, NH, USA

Barbara J. Wendling , Independent Consultant, Dallas, TX, USA

John O. Willis , Department of Education, Rivier University, Nashua, NH, USA

Isaac L. Woods , Department of Psychology, The University of Memphis, Memphis, TN, USA

Emma Kate C. Wright , Department of Psychology, University of South Carolina, Columbia, SC, USA

Jordy B. Yarnell , Department of Educational Psychology and Learning Systems, College of Education, Florida State University, Tallahassee, FL, USA

Dawn P. Flanagan and Vincent C. Alfonso

The Woodcock-Johnson IV (WJ IV) is an extensive revision of its predecessor, expanded in depth, breadth, cognitive complexity, and online scoring. It is widely used for assessing the cognitive, academic, and oral language abilities of children, adolescents, and adults. The WJ IV includes extensive examiner and technical manuals, but little else has been published to date on this new battery. Therefore, a need exists for documenting its clinical utility, particularly from a scientist-practitioner perspective. To address this need, WJ IV Clinical Use and Interpretation