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Academic/Cognitive Testing
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| OVERALL INTELLECTUAL CAPACITY (IQ)
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TESTS
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WISC-III (age 16 or less)
WAIS-III (age 16 on)
Stanford-Binet-IV (all ages)
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PURPOSE
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How "smart" is the person relative to other people his/her age
Are there differences in verbal and visual spatial abilities
Gross measures of attention, concentration and memory
Measures of social and cause effect versus general reasoning skills
Initial screen for learning differnces
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LIMITATION
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Can be dramatically influenced by motivation, substance use, attention, mental illnesses, and head trauma
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| MEMORY
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TESTS
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WMS-III
WRAML
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PURPOSE
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Evaluates short and long term memory
Evaluates auditory and visual memory
Evaluates sequential memory and memory for contextual and noncontextual information
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LIMITATION
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Can be influenced dramatically by motivation, substance use, attention, mental illnesses, and head trauma
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| ACHIEVEMENT
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TESTS
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Woodcock-Johnson-III
WIAT-II
WRAT
Various standardized tests administered by states and schools (eg. SAT)
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PURPOSE
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Evaluates skill levels in reading, math, oral language, and writing
Evaluates different aspects of skill in the above areas (eg. fluency, application, comprehension)
With IQ test is the criteria for establishing giftedness or learning disability
Provides age and grade equivalents for placing students in appropriate classes
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LIMITATION
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Poor measures of academic knowledge in other content areas
Screeners are not satisfactory if there is any indication of learning problems
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| LEARNING DISORDER
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TESTS
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Various tests to pinpoint the nature of a person's learning differences
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PURPOSE
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Pinpointing reading, math, language, or writing problems can provide a course for accommodations in the classroom and for working around the learning problem
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LIMITATION
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Very few are trained in assessing these problems
There are few resource teachers trained to implement the accommodations the tests might suggest
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