This reference book is intended to serve as a resource for evaluators using the Woodcock-Johnson IV (WJ IV) (Schrank, McGrew, & Mather, 2014a), Tests of Cognitive Ability (Schrank, McGrew, & Mather, 2014b), Tests of Oral Language (Schrank, Mather, & McGrew, 2014a), or Tests of Achievement (Schrank, Mather, & McGrew, 2014b) in educational or clinical settings. Its central purpose is to assist practitioners in preparing and writing psychological and educational reports using the WJ IV for individuals enrolled in school settings from preschool through the postsecondary level. The book is divided into four sections.
The first section, WJ IV Descriptive and Interpretive Information, presents material related to use and interpretation of the WJ IV. The clusters and tests are described, and sample test items are presented. An overview of the WJ IV scores and interpretive information is provided, and five sample forms are presented that may be used to summarize test data. Additional information on interpreting results of the WJ IV can be found in the examiners' manuals and Essentials of WJ IV Tests of Achievement (Mather & Wendling, 2015).
The second section, Reports, presents diagnostic reports that illustrate applications of the WJ IV in both educational and clinical settings. These diagnostic reports depict a variety of learning and behavioral problems in individuals from preschool to the postsecondary level. Information obtained from other diagnostic instruments is integrated into several of the sample reports to aid practitioners in interpreting the WJ IV when used in combination with other assessment instruments. Many different styles and formats of reports are presented.
The third section, Recommendations, provides a wide variety of educational recommendations for oral language and for the achievement areas of reading, written language, mathematics, and knowledge/content. Additional recommendations are provided for areas such as memory, attention, behavior management, social skills/self-esteem, and for special populations, such as students with sensory impairments, antism, or giftedness. A final section contains recommendations for using technology.
The last section, Strategies, contains summaries, arranged alphabetically, of methods and techniques that were included in the recommendations or the diagnostic reports. These summaries may be attached to a report so that general or special education teachers, educational therapists, or parents may implement or seek more information on the recommended procedures.
To facilitate use of the score forms, recommendations, and strategies in your reports, a website will accompany the book.