Essentials of Cross-Battery Assessment

By Dawn P. Flanagan, Samuel O. Ortiz, V. Alfonso. 2000

412 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c53f583c4e0681cd81ebe94f45da1823f55222a7

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Citations in the corpus

Culturally Relevant Pedagogy 20 Years Later: Progress or Pontificating? What Have We Learned, and Where Do We Go? (2017, background): “…the uniqueness of cultural knowledge, skills, and dispositions that diverse students possess, its effects cannot be effectively measured with traditional evaluative tools and approaches (Flanagan & Ortiz, 2007; Hood, 2001; Letiecq & Bailey, 2004; Stokes, Chaplin, Dessouky, Aklilu, & Hopson, 2011).”
Test Review: Review of Kaufman Brief Intelligence Test, Second Edition (2010, unknown): “…comprising the Matrices Subtest, is purported to primarily measure a combination of two Broad Abilities: Fluid Reasoning (Gf), involving solving novel problems, and Visual Processing (Gv), involving the perceptual, manipulation, and thinking abilities in a visual context (Flanagan & Ortiz, 2001).”
The Impact of the Cattell-Horn-Carroll Theory on Test Development and Interpretation of Cognitive and Academic Abilities. (2005, methodology): “The section that follows briefly summarizes the three pillars or foundational sources of information that underlie the CB approach (Flanagan & Ortiz, 2001).”
Differential Ability Scales – Second Edition (Neuro)psychological Predictors of Math Performance for Typical Children and Children with Math Disabilities (2008, unknown): “…(2001), and the authors of the Cattell-HornCarroll (CHC) Cross-Battery Approach (e.g., Flanagan & McGrew, 1997; Flanagan, McGrew, and Ortiz, 2000; Flanagan & Ortiz, 2001; Flanagan, Ortiz, & Alfonso, 2007; McGrew, 1997; McGrew & Flanagan, 1998; Woodcock, 1990, 1993) based in part on the massive…”
Relations between measures of Cattell‐Horn‐Carroll (CHC) cognitive abilities and mathematics achievement across the school‐age years (2003, background): “…(CHC) theory of cognitive abilities is supported by a large network of validity evidence, which includes more than half a century of factor analytic, developmental, heritability, external outcome validity, and neurocognitive research evidence (Flanagan & Ortiz, 2001; McGrew & Flanagan, 1998).”