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Woodcock-Johnson Revised (WJ-R)

Woodcock-Johnson Revised (WJ-R). Purpose: provides a co-normed set of tests for measuring cognitive abilities and academic achievement For ages: 2.0 – 90+ Administration time: approximately 5 minutes per subtest. Professionals can use the WJ III to:. diagnose learning disabilities

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Woodcock-Johnson Revised (WJ-R)

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  1. Woodcock-Johnson Revised (WJ-R) • Purpose: provides a co-normed set of tests for measuring cognitive abilities and academic achievement • For ages: 2.0 – 90+ • Administration time: approximately 5 minutes per subtest

  2. Professionals can use the WJ III to: • diagnose learning disabilities • determine discrepancies • plan educational programs • plan individual programs • assess growth • provide psychometric training • provide guidance in educational and clinical settings • conduct research

  3. WJ-R Tests of Cognitive AbilityAreas Assessed: • Broad Cognitive Ability • Cognitive Factors • Long-Term Retrieval (memory for names) • Short-Term Memory (memory for sentences) • Processing Speed (cross out) • Auditory Processing (incomplete words) • Visual Processing (picture recognition) • Comprehension-Knowledge (listening comp.) • Fluid Reasoning (concept formation)

  4. Tests of Cognitive Ability Areas Assessed Continued • Oral Language • Differential Aptitudes • Intra-cognitive Discrepencies • Oral Language • Reading • Mathematics • Written Language • Knowledge

  5. Referencing • Norm-referenced • Data gathered from 6,359 subjects from over 100 geographically diverse US communities • Preschool (2-5, not enrolled in K): 705 • K-12th: 3,245 • College/University: 916 • Adult/non-school (14 – 90+): 1,493 • Data collected from Sep. 1986 – Aug. 1988

  6. Referencing Continued • Based norming and distribution variables on the 1980 census • Chose communities based on SES • 83% White • 12% Black • 1% Native American • 1.5% Asian Pacific • 2.5% Other

  7. Applicability for Children with Autism • Determine strengths and deficits • Can be a helpful guide when creating curriculum • 77 imitations • 291 paired associates • 107 concepts • 112 principles • 154 discriminations

  8. Training Requirements and General Administration Procedures • Responsibility for test use should be assumed by or delegated only to those individuals who have the training and experience necessary to handle this responsibility in a professional and technically adequate manner. • Graduate-level practicum class…

  9. Validity • Content – comprehensive in content and difficulty, open-ended (matches scholastic expectations in real-life situations) • Construct – tests are more highly correlated than across curricular area • Social - yes Correlations in the .60 to .70 range when compared to other cognitive abilities or achievement tests.

  10. Reliability • High .80s and low .90s for tests • Mid .90s for clusters • Calculated by split-half procedure and corrected by Spearman-test-retest correlations

  11. Conclusions • WJ-R (cognitive) – can determine deficits in: • Paired associates • Discriminations • Imitation (?) • Concepts • Principles Child’s percentile rank can be determined Learning disabilities can be diagnosed Child’s IQ cannot be determined

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