Essentials of Processing Assessment -- Contents -- Series Preface -- Acknowledgments -- One: Introduction and Overview -- CHANGES TO ESSENTIALS OF PROCESSING ASSESSMENT -- DEFINITIONS OF PSYCHOLOGICAL PROCESSES AND LEARNING -- Psychological Processes and Cognitive Processes -- Psychological Processes and Cognitive Abilities -- Psychological Processes and Intelligence -- Psychological Processes and Skills -- Psychological Processes and Learning -- THEORIES RELATED TO PSYCHOLOGICAL PROCESSING -- Information Processing Theory -- Lurian and PASS Theories -- Cattell-Horn-Carroll (CHC) Theory -- School Neuropsychological Conceptual Model -- SPECIFIC LEARNING DISABILITY IDENTIFICATION MODELS -- PATTERN OF STRENGTHS AND WEAKNESSES -- THE DISCREPANCY-CONSISTENCY APPROACH -- THE CONCORDANCE-DISCORDANCE MODEL -- CHC APPROACH -- THE NEED FOR AN EXPLICIT THEORY OF PROCESSING AND LEARNING -- A THEORY OF PSYCHOLOGICAL PROCESSING AND LEARNING -- Psychological Processing Aptitudes -- Definitions of Terms -- AN INTEGRATED SLD IDENTIFICATION MODEL -- Two: Psychological Processes and Learning -- DESCRIPTIONS OF THE PSYCHOLOGICAL PROCESSES -- Attention -- Auditory Processing -- Executive Functions -- Metacognition -- Planning -- Fine Motor Processing -- Sensorimotor -- Graphomotor -- Fluid Reasoning -- Long-Term Recall -- Episodic Memory -- Semantic Memory -- Encoding -- Storage -- Consolidation -- Retrieval -- Metamemory and Strategy Use -- Oral Language Processing -- Phonological Processing -- Processing Speed -- Visual-Spatial Processing -- Working Memory -- Phonological Short-Term Memory -- Visual-Spatial Short-Term Memory -- Verbal Working Memory -- Visual-Spatial Working Memory -- Executive Working Memory -- OTHER NEUROPSYCHOLOGICAL PROCESSES -- Successive/Sequential Processing -- Simultaneous Processing -- RELATIONS AMONG THE PROCESSES.

Working Memory Cluster -- Executive Functions Cluster -- Oral Language Cluster -- Fine Motor and Visual-Spatial Processing -- General Processing Ability -- DEVELOPMENT OF PROCESSES -- PSYCHOLOGICAL PROCESSES AND ACADEMIC LEARNING -- Basic Reading Skills -- Reading Fluency -- Reading Comprehension -- Mathematics Calculation -- Mathematics Problem Solving -- Written Language -- Oral Expression and Listening Comprehension -- PROCESSING DEFICITS AND LEARNING DISABILITIES -- Three: The Neuroanatomy of Psychological Processes -- OVERVIEW OF BRAIN STRUCTURES AND FUNCTIONS RELATED TO SPECIFIC PROCESSES -- Brain Cells -- Hemispheres -- Cerebral Cortex -- The Four Main Lobes -- Occipital Lobe -- Temporal Lobe -- Parietal Lobe -- Frontal Lobe -- Limbic System -- Amygdala -- Hippocampus -- Other Relevant Brain Structures -- Anterior Cingulate Cortex -- Midbrain -- Thalamus -- Basal Ganglia -- Corpus Striatum -- Orbitofrontal Cortex -- Supramarginal Gyrus -- ATTENTION -- AUDITORY PROCESSING -- EXECUTIVE FUNCTIONS -- FINE MOTOR -- FLUID REASONING -- LONG-TERM RECALL -- Hippocampus -- Other Neural Structures Involved in Long-Term Recall -- ORAL LANGUAGE -- PHONOLOGICAL PROCESSING -- PROCESSING SPEED -- VISUAL-SPATIAL PROCESSING -- WORKING MEMORY -- Phonological Short-Term Memory -- Visuospatial Short-Term Memory -- Executive Working Memory -- Four: Strategies for Assessing Processing -- MULTIDIMENSIONAL ASSESSMENT -- THE HYPOTHESIS-TESTING APPROACH TO PROCESSING ASSESSMENT -- Clarification of Presenting Problems -- Generating Hypotheses -- Hypotheses Involving Psychological Processes -- Benefits and Concerns Regarding Hypothesis Testing -- CROSS-BATTERY, SELECTIVE TESTING -- Unique Aspects of the Psychological Processing Cross-Battery Approach -- Cross-Battery Concerns -- HOW TO SELECT SCALES, COMPOSITES, AND SUBTESTS.

GUIDELINES THAT WERE USED IN SELECTING AND CATEGORIZING THE RECOMMENDED STANDARDIZED SCALES, COMPOSITES, AND SUBTESTS -- Reliability And Validity -- Evidence From Factor-Analytic Studies -- Task Analysis of Subtest Demands -- HOW TO USE THE PROCESSING ASSESSMENT PLANNER -- Reviewing Records -- Interviewing -- Observations -- Five: Assessing Processing With Cognitive Scales -- THE WECHSLER SCALES -- The WISC-IV -- The WAIS-IV -- The WPPSI-IV -- Processes Measured by the Wechsler Scales -- Fluid Reasoning -- Processing Speed -- Visual-Spatial Processing -- Working Memory -- Interpretation of Wechsler Results -- The General Ability Index -- VCI Interpretation -- PRI Interpretation -- Processing Speed -- Working Memory -- Process Analysis -- Strengths and Weaknesses as Measures of Processing -- THE WISC-IV INTEGRATED -- Processes Measured by the WISC-IV Integrated Supplement -- Executive Functions -- Processing Speed -- Visual-Spatial Processing -- Working Memory -- Analysis and Interpretation of the Processing Results -- Strengths and Weaknesses as a Measure of Processing -- STANFORD-BINET INTELLIGENCE SCALES, FIFTH EDITION (SB5) -- Processes Measured by the Test -- Fluid Reasoning -- Visual-Spatial Processing -- Working Memory -- Interpretation of the Processing Components -- Strengths and Weaknesses as a Measure of Processing -- KAUFMAN ASSESSMENT BATTERY FOR CHILDREN, SECOND EDITION (KABC-II) -- Processes Measured by the KABC-II -- Fluid Reasoning -- Long-Term Recall -- Visual-Spatial Processing -- Working Memory -- Analysis and Interpretation of the Processing Components -- Strengths and Weaknesses as a Measure of Processing -- COGNITIVE ASSESSMENT SYSTEM, SECOND EDITION (CAS-II) -- Processes Measured by the CAS -- Attention -- Executive Functions -- Visual-Spatial Processing -- Working Memory.

Analysis and Interpretation of the Processing Composites -- Strengths and Weaknesses as a Measure of Processing -- WOODCOCK-JOHNSON III TESTS OF COGNITIVE ABILITIES (WJ III COG) -- Processes Measured by the WJ III COG -- Analysis and Interpretation of Results -- Intra-Cognitive Discrepancies Analysis -- Predicted Achievement-Achievement Discrepancies Analysis -- Using the Processing Analysis Worksheet -- Strengths and Weaknesses as a Measure of Processing -- DIFFERENTIAL ABILITY SCALES, SECOND EDITION (DAS-II) -- REYNOLDS INTELLECTUAL ASSESSMENT SCALES (RIAS) -- Six: Assessing Memory -- WORKING MEMORY ASSESSMENT -- Planning a Working Memory Assessment -- Selecting Composites and Subtests -- Subtests from Cognitive Scales -- Subtests From Memory Scales -- Interviews -- Observations -- Student Classroom Behaviors -- Classroom Teacher Behaviors -- Behaviors During Testing -- Rating Scales -- Analysis and Interpretation of Test Results -- A Standardized Working Memory Battery: The AWMA-2 -- LONG-TERM MEMORY ASSESSMENT -- The Challenge of Testing Semantic Memory Functioning -- Assessing Long-Term Memory Processes -- Encoding -- Consolidation -- Retrieval -- Planning a Long-Term Memory Assessment -- Selecting Batteries and Subtests -- Interviews -- Metamemory Development and Strategy Use -- Health and Developmental History -- Classroom Observation -- Academic Performance Data -- Analysis and Interpretation of Results -- Analyzing Encoding -- Analyzing Consolidation -- Analyzing Retrieval -- STANDARDIZED LONG-TERM MEMORY BATTERIES -- Children's Memory Scale (CMS) -- Test of Memory and Learning, Second Edition (TOMAL-2) -- Wide Range Assessment of Memory and Learning, Second Edition (WRAML2) -- Wechsler Memory Scale®, Fourth Edition (WMS®-IV) -- Seven: The Children's Psychological Processes Scale (CPPS) -- OVERVIEW -- STRUCTURE OF THE CPPS.

General Processing Ability -- Additional Processing Factors -- Developmental Sequencing of Items -- RELIABILITY -- VALIDITY -- Correlations With Achievement Test Scores -- Correlations With Cognitive Test Scores -- Correlations With a Measure of Executive Functions -- Diagnostic Accuracy -- HOW TO ADMINISTER AND SCORE THE CPPS -- Completing the Online CPPS Teacher Rating Form -- Generating the CPPS Report -- HOW TO INTERPRET CPPS RESULTS -- T-Scores and Percentiles -- W-Scores -- Discrepancy Scores -- INTERPRETATIVE STEPS FOR THE CPPS -- Step 1: Interpret General Processing Ability (GPA) -- Step 2: Evaluate and Interpret Clinical Groupings of Subscales -- Step 3: Interpret Individual Subscales -- Step 4: Interpret Intra-Individual Strengths and Weaknesses -- Step 5: Determine Base Rate (Optional) -- Step 6: Interpret Responses to Individual Items -- Step 7: Identify Psychological Processes for Intervention -- Step 8: Identify Cognitive Processes for Additional Assessment -- Step 9: Compare Results from Multiple Raters -- Step 10: Consider Relations With Achievement Scores -- SLD DETERMINATION -- CLINICAL APPLICATIONS OF THE CPPS -- Diagnosis of Processing Disorders and SLD -- Identification of Student Strengths and Weaknesses -- Planning Cognitive Testing and Interventions -- Screening -- Executive Functions Screening -- Memory Screening -- Monitoring Progress -- STRENGTHS AND WEAKNESSES OF THE CPPS -- ILLUSTRATIVE CASE REPORT -- Step 1: Interpret General Processing Ability -- Step 2: Evaluate and Interpret Clinical Groupings of Subscales -- Step 3: Interpret Individual Subscales -- Step 4: Interpret Intra-Individual Strengths and Weaknesses -- Step 5: Determine Base Rate -- Step 6: Interpret Responses to Individual Items -- Step 7: Identify Psychological Processes for Intervention -- Step 8: Identify Cognitive Processes for Additional Assessment.

Step 9: Compare Results From Multiple Raters.