Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-5b777bbd6c-7mr9c Total loading time: 0 Render date: 2025-06-18T12:15:58.562Z Has data issue: false hasContentIssue false

7 - Intelligent Intelligence Testing: The Influence of Alan S. Kaufman

Published online by Cambridge University Press:  05 August 2012

By
Jack A. Naglieri
Edited by
James C. Kaufman
Jack A. Naglieri
Affiliation:
George Mason University
James C. Kaufman
Affiliation:
California State University, San Bernardino
Get access

Summary

INTRODUCTION

As I walked up to the third floor of Aderhold Hall at the University of Georgia (UGA) that fall day to attend a special meeting arranged by my PhD advisor, I had no idea that the field of intellectual assessment was about to make a dramatic course change. Dr. Alan S. Kaufman was about to tell a group of doctoral students about the intention he and Nadeen Kaufman had to build a new intelligence test. This challenge to the venerable Wechsler and Binet empires was equivalent to the challenge that formed the basis of the movie The Mouse that Roared. The plot of the 1959 Cold War era satire went like this: The Duchy of Grand Fenwick decides that the only way to get out of the country's economic woes is to declare war on the United States, lose, and then accept foreign aid. (Alan told me how he memorized the entire dialog of this movie when working as an usher in a local movie theater.) In the end, through a series of unbelievable comic circumstances, the little country wins! The mouse did roar. So too did Alan and Nadeen Kaufman when they published the Kaufman Assessment Battery for Children (K-ABC) and the many tests that followed.

Alan and Nadeen mounted a charge that provided alternative intelligence tests and, in addition, new tests of many types through their students. None of us could imagine the eventual effect that was beginning that day.

Type
Chapter
Information
Intelligent Testing
Integrating Psychological Theory and Clinical Practice
 , pp. 73 - 96
Publisher: Cambridge University Press
Print publication year: 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Book purchase

Temporarily unavailable

References

Cormier, P., Carlson, J.S., & Das, J.P. (1990). Planning ability and cognitive performance: The compensatory effects of a dynamic assessment approach. Learning and Individual Differences, 2, 437–449.CrossRefGoogle Scholar
Das, J.P. (2002). A better look at intelligence. Current Direction in Psychology, 11, 28–32.CrossRefGoogle Scholar
Das, J.P., Naglieri, J.A., & Kirby, J.R. (1994). Assessment of Cognitive Processes. Needham Heights, MA: Allyn and Bacon.Google Scholar
Davis, F.B. (1959). Interpretation of differences among averages and individual test scores. Journal of Educational Psychology, 50, 162–170.CrossRefGoogle Scholar
Dehn, M.J. (2000). Cognitive Assessment System performance of ADHD children. Paper presented at the Annual NASP Convention, New Orleans, LA.
Fagan, J.R. (2000). A theory of intelligence as processing: Implications for society. Psychology, Public Policy, and Law, 6, 168–179.CrossRefGoogle Scholar
Flanagan, D.P., & Kaufman, A.S. (2004). Essentials of WISC-IV Assessment. New York, Wiley. (Spanish version published by Tea Ediciones of Spain, 2005).Google Scholar
Goldberg, E. (2001). The Executive Brain: Frontal Lobes and the Civilized Mind. New York: Oxford University Press.Google Scholar
Haddad, F.A., Garcia, Y.E., Naglieri, J.A., Grimditch, M., McAndrews, A., & Eubanks, J. (2003). Planning Facilitation and Reading Comprehension: Instructional Relevance of the PASS Theory. Journal of Psychoeducational Assessment, 21, 282–289.CrossRefGoogle Scholar
Hale, J.B. (2006). Implementing IDEA 2004 with the three-tier model that includes response to intervention and cognitive assessment methods. School Psychology Forum: Research into Practice, 16–27.Google Scholar
Hale, J.B., Naglieri, J.A., Kaufman, A.S., & Kavale, K.A. (2004). Specific learning disability classification in the new Individuals with Disabilities Education Act: the danger of good ideas. The School Psychologist, 58, 6–13, 29.Google Scholar
Hayes, S.C., Gifford, E.B., & Ruckstuhl, L.E. (1996). Relational frame theory and executive function: A behavioral approach. In Lyon, G.R. & Krasnegor, N.A. (Eds.) Attention, Memory and Executive Function (pp. 279–306). Baltimore: Brookes.Google Scholar
,Individuals with Disabilities Education Improvement Act of 2004, Pub. L. 108–446., 118 Stat. 2647 (2006).
Iseman, J.S. (2005). A cognitive instructional approach to improving math calculation of children with ADHD: Application of the PASS theory. Unpublished doctoral dissertation, George Mason University.
Kar, B.C., Dash, U.N., Das, J.P., & Carlson, J.S. (1992). Two experiments on the dynamic assessment of planning. Learning and Individual Differences, 5, 13–29.CrossRefGoogle Scholar
Kaufman, A.S. (1976a). Do normal children have “flat” ability profiles?Psychology in the Schools, 13, 284–285.3.0.CO;2-T>CrossRefGoogle Scholar
Kaufman, A.S. (1976b). Verbal-performance IQ discrepancies on the WISC-R. Journal of Consulting and Clinical Psychology, 44, 739–744.CrossRefGoogle Scholar
Kaufman, A.S. (1979). Intelligent Testing with the WISC-R. New York: Wiley Interscience.Google Scholar
Kaufman, A.S., & Kaufman, N.L. (1983) Kaufman Assessment Battery for Children. Circle Pines, MN: American Guidance Service.Google Scholar
Kaufman, A.S., & Kaufman, N.L. (2004) Kaufman Assessment Battery for Children Second Edition. Circle Pines, MN: American Guidance Service.Google Scholar
LeBuffe, P.A. & Naglieri, J.A. (2002). Devereux Early Childhood Assessment. Lewisville, NC: Kaplan Press.Google Scholar
LeBuffe, P.A. & Naglieri, J.A. (2003). Devereux Early Childhood Assessment Clinical Form. Lewisville, NC: Kaplan Press.Google Scholar
LeBuffe, P.A.Shapiro, V. & Naglieri, J.A. (2008). Devereux Elementary Student Strength Assessment. Lewisville, NC: Kaplan Press.Google Scholar
Luria, A.R. (1966). Human Brain and Psychological Processes. New York: Harper and Row.Google Scholar
Luria, A.R. (1973). The Working Brain. New York: Basic Books.Google Scholar
Naglieri, J.A. (1985a). Matrix Analogies Test – Expanded Form. San Antonio, TX: The Psychological Corporation.Google Scholar
Naglieri, J.A. (1985b). Matrix Analogies Test – Short Form. San Antonio, TX: The Psychological Corporation.Google Scholar
Naglieri, J.A. (1988). Draw A Person: A Quantitative Scoring System. San Antonio, TX: The Psychological Corporation.Google Scholar
Naglieri, J.A. (1997). Naglieri Nonverbal Ability Test. San Antonio, TX: The Psychological Corporation.Google Scholar
Naglieri, J.A. (1998). NNAT: Test d'Aptitude Non Verbale de Naglieri. Paris, France: ECPA.Google Scholar
Naglieri, J.A. (1999). Essentials of CAS Assessment. New York: Wiley.Google Scholar
Naglieri, J.A. (2000). Can profile analysis of ability test scores work? An illustration using the PASS theory and CAS with an unselected cohort. School Psychology Quarterly, 15, 419–433.CrossRefGoogle Scholar
Naglieri, J.A. (2001). Cognitive Assessment System: A test built from the PASS theory. In Kaufman, A.S. & Kaufman, N.L. (Eds), Learning Disabilities: Psychological Assessment and Evaluation (pp. 141–177), Cambridge, England: Cambridge University Press.Google Scholar
Naglieri, J.A. (2002). Minority Children in Gifted Education: A Problem and a Solution. Duke Gifted Letter.Google Scholar
Naglieri, J.A. (2003). Naglieri Nonverbal Ability Test – Individual Form. San Antonio, TX: The Psychological Corporation.Google Scholar
Naglieri, J.A., (2005). The Cognitive Assessment System. In Flanagan, D.P. and Harrison, P.L. (Eds.) Contemporary Intellectual Assessment (2nd ed., pp. 441–460). New York: Guilford.Google Scholar
Naglieri, J.A. (2007). Naglieri Nonverbal Ability Test Second Edition. San Antonio, TX: The Psychological Corporation.Google Scholar
Naglieri, J.A. (2008). Naglieri Nonverbal Ability Test – Online. San Antonio, TX: The Psychological Corporation.Google Scholar
Naglieri, J.A., & Bardos, A.N. (1997). General Ability Scale for Adults (GAMA). Minnetonka, NM: National Computer Systems.Google Scholar
Naglieri, J.A., & Das, J.P. (1997a). Cognitive Assessment System. Itasca, IL: Riverside Publishing Company.Google Scholar
Naglieri, J.A., & Das, J.P. (1997). Intelligence revised: The planning, attention, simultaneous, successive (PASS) cognitive processing theory. In Dillon, R.F. (Ed.) Handbook on Testing (pp. 136–163). Westport, CT: Greenwood Press.Google Scholar
Naglieri, J.A. & Das, J.P. (2005). Planning, attention, simultaneous, successive (PASS) theory: a revision of the concept of intelligence. In Flanagan, D.P. and Harrison, P.L. (Eds.), Contemporary Intellectual Assessment (2nd ed., pp. 136–182). New York: Guilford.Google Scholar
Naglieri, J., & Ford, D.Y. (2003). Addressing Under-representation of Gifted Minority Children Using the Naglieri Nonverbal Ability Test (NNAT). Gifted Child Quarterly, 47, 155–16.CrossRefGoogle Scholar
Naglieri, J.A., Goldstein, S., Iseman, J.S., & Schwebach, A. (2003). Performance of children with attention deficit hyperactivity disorder and anxiety/depression on the WISC-III and cognitive assessment system (CAS). Journal of Psychoeducational Assessment, 21, 32–42.CrossRefGoogle Scholar
Naglieri, J.A. & Gottling, S.H. (1995). A cognitive education approach to math instruction for the learning disabled: An individual study. Psychological Reports, 76, 1343–1354.CrossRefGoogle Scholar
Naglieri, J.A. & Gottling, S.H. (1997). The PASS theory and mathematics instruction: a summary of initial studies. Journal of Cognitive Education, 5, 209–216.Google Scholar
Naglieri, J.A., & Johnson, D. (2000). Effectiveness of a cognitive strategy intervention to improve math calculation based on the PASS theory. Journal of Learning Disabilities, 33, 591–597.CrossRefGoogle Scholar
Naglieri, J.A., LeBuffe, P.A., & Pfeiffer, S.I. (1993). Devereux Behavior Rating Scale-School Form. San Antonio, TX: The Psychological Corporation.Google Scholar
Naglieri, J.A., LeBuffe, P.A., & Pfeiffer, S.I. (1994). Devereux Scales of Mental Disorders. San Antonio, TX: The Psychological Corporation.Google Scholar
Naglieri, J.A., McNeish, T.J., & Bardos, A.N. (1991). Draw A Person: Screening Procedure for Emotional Disturbance. Austin, TX: ProEd.Google Scholar
Naglieri, J.A. & Paolitto, A.W. (2005). Ipsative comparisons of WISC-IV Index scores. Applied Neuropsychology, 12, 208–211.CrossRefGoogle ScholarPubMed
Naglieri, J.A. & Pickering, E.B. (2003). Helping Children Learn: Intervention Handouts for Use at School and Home. Baltimore, MD: Brookes Publishing.Google Scholar
Naglieri, J.A., Rojahn, J. & Matto, H. (2007). Hispanic and Non-Hispanic Children's Performance on PASS Cognitive Processes and Achievement. Intelligence, 35, 568–579.CrossRefGoogle Scholar
Naglieri, J.A., Rojahn, J.R., Matto, H.C., & Aquilino, S.A. (2005). Black white differences in intelligence: A study of the PASS theory and Cognitive Assessment System. Journal of Psychoeducational Assessment, 23, 146–160.CrossRefGoogle Scholar
Naglieri, J.A., & Ronning, M.E. (2000a). Comparison of White, African-American, Hispanic, and Asian Children on the Naglieri Nonverbal Ability Test. Psychological Assessment, 12, 328–334.CrossRefGoogle ScholarPubMed
Naglieri, J.A., & Ronning, M.E. (2000b). The Relationships between General Ability Using the NNAT and SAT Reading Achievement. Journal of Psychoeducational Assessment, 18, 230–239.CrossRefGoogle Scholar
Naglieri, J.A., Salter, C.J., & Edwards, G.H. (2004). Assessment of ADHD and Reading Disabilities Using the PASS Theory and Cognitive Assessment System. Journal of Psychoeducational Assessment, 22, 93–105.CrossRefGoogle Scholar
Paolitto, A.W. (1999). Clinical validation of the Cognitive Assessment System with children with ADHD. ADHD Report, 7, 1–5.Google Scholar
Penrose, L.S., & Raven, J.C. (1936). A new series of perceptual tests: Preliminary communication. British Journal of Medical Psychology, 16, 97–104.CrossRefGoogle Scholar
Posner, M.I., & Boies, S.J. (1971). Components of attention. Psychological Review, 78, 391–408.CrossRefGoogle Scholar
Rojahn, J. & Naglieri, J.A. (2006). Developmental gender differences on the Naglieri Nonverbal Ability Test in a nationally normed sample of 5-17 year olds. Intelligence, 34, 253–260.CrossRefGoogle Scholar
Roid, G. (2003). Stanford–Binet Fifth Edition. Itasca, IL: Riverside.Google Scholar
Schneider, W., Dumais, S.T., & Shiffrin, R.M. (1984). Automatic and controlled processing and attention. In Parasuraman, R. & Davies, D.R. (Eds.), Varieties of Attention (pp. 1–28). New York: Academic Press.Google Scholar
Silverstein, A.B. (1982). Pattern analysis as simultaneous statistical inference. Journal of Consulting and Clinical Psychology, 50, 234–240.CrossRefGoogle Scholar
Silverstein, A.B. (1993). Type I, Type II, and other types of errors in pattern analysis. Psychological Assessment, 5, 72–74.CrossRefGoogle Scholar
Suzuki, L.A., & Valencia, R.R. (1997). Race-Ethnicity and measured intelligence. American Psychologist, 52, 1103–1114.CrossRefGoogle Scholar
Wechsler, D., & Naglieri, J.A. (2006). Wechsler Nonverbal Scale of Ability. San Antonio, TX: Harcourt Assessments.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×