“A meaningful resource….This book can be a valuable tool for a school psychologist in either school or university settings….Educational assessment has been part of our ‘bread and butter’ since the conception of the profession, and a book like this is helpful in our approach to providing an equitable process for meeting the needs of our students.”

—NASP Communiqué


“This excellent book collects research findings about some of the most popular cognitive tests in the field today. It should be in the libraries of psychometricians and researchers alike. This fourth edition has many updated chapters as well as information on new testing instruments. *****!”

—Doody's Review Service


“A superb theoretical and clinical overview....One could not ask for more from a review and critical evaluation of this extensive, rich, and complex literature.”

—PsycCRITIQUES (on the second edition)


“Should be required reading in all intelligence testing courses and by anyone involved in the assessment of human and cognitive abilities.”

—Psychotherapy in Private Practice (on the first edition)


“A valuable resource for neuropsychologists conducting comprehensive evaluations. Furthermore, the book's scope, depth, and clarity will be useful to seasoned as well as more junior practitioners and graduate students….Provides a comprehensive and empirically grounded account of intelligence theory and assessment….The editors’ attention to the needs of their target audience is apparent and will go a long way in securing this book as an oft-used reference in one's clinical practice and theoretical understanding of contemporary intellectual assessment.”

—Archives of Clinical Neuropsychology (on the third edition)


“The fourth edition keeps up an excellent tradition of providing students, researchers, and clinicians with a text that is unrivaled in its breadth and depth. This edition reflects the ever-increasing translation of neuroscience into new and revised theories and measures, and emphasizes new applied aspects of intellectual assessment. Clinicians will appreciate this outstanding reference work written and edited by the field's best experts.”

—Elaine Fletcher-Janzen, EdD, NCSP, ABPdN, The Chicago School of Professional Psychology


“This revised and expanded fourth edition brings together dozens of the most well-known theorists and test authors in the field of intellectual assessment to dig deep into contemporary and ever-evolving theories of human cognition and neuropsychology. Not only are the latest cognitive, achievement, and neuropsychological tests reviewed in thorough detail, but ways to link assessment to intervention are outlined. Assessment applications for specific populations are highlighted in detail. Trainers in the applied psychological professions will likely find this a reliable core text. As an applied practitioner, I suspect this volume will become a constantly used and worn reference for report writing that will stay on my desk, not my bookshelf.”

—John M. Garruto, DEd, NCSP, school psychologist, Oswego City School District, New York


“This is the volume on cognitive assessment. The fourth edition wonderfully captures the field's changing legislative policies, diagnostic systems, testing standards, research, theories, and controversies. A who's who of scholars eloquently provide highly practical, scientifically based information. The volume describes the latest tests as well as state-of-the-art approaches to score interpretation, decision making and intervention planning, including applications for multi-tiered systems of support in schools. This is a 'must-read' text for students of cognitive assessment, theories of intelligence, and applications of measurement, as well as practicing school, educational, and clinical psychologists and educators. Highly recommended!”

—Linda A. Reddy, PhD, Graduate School of Applied and Professional Psychology, Rutgers, The State University of New Jersey


“Flanagan and McDonough have assembled an impressive, comprehensive volume. The book includes the major scholars within the field across a continuum of expertise. It will no doubt serve as an excellent resource for those who want to assess intelligence in clinical or educational settings or analyze the psychometric properties of commonly used measures. A 'go-to' guide for understanding intellectual assessment.”

—H. Lee Swanson, PhD, Distinguished Professor Emeritus of Educational Psychology, University of California, Riverside; Research Professor, University of New Mexico


“This is a remarkably content-rich book on intellectual assessment broadly defined. Thirty-nine chapters—written by the best and brightest—trace the historical roots of test development and interpretation; explain the theoretical models that fuel such activity; and describe specific intelligence, cognitive, and neuropsychological batteries, their validity for use with children and youth, and how the data they generate may inform intervention development. As one who develops academic interventions for children with serious learning problems, I found the book helpful for thinking about individual differences in cognition and how they may influence construction of training programs to strengthen both cognitive processes and academic skills.”

—Douglas Fuchs, PhD, Professor and Nicholas Hobbs Chair of Special Education and Human Development, Vanderbilt University


“The fourth edition offers insight into how cognitive processes can affect academic achievement and other meaningful outcomes, and how processing strengths and weaknesses can be used to identify different disorders, including specific learning disabilities. Taking the reader on a journey from theory to practice, this is perhaps the most comprehensive resource to date. The inclusion of the top theorists and researchers in cognition and academic achievement makes the fourth edition the 'go-to' book on cognitive and intellectual assessment for both identification and intervention purposes. Elucidating the cognitive processes involved in learning and behavior, this innovative work will be valued by graduate students, experienced clinical and school-based psychologists, and educators alike.”

—James B. Hale, PhD, ABPdN, Professor of Educational Neuroscience (retired), Nanyang Technological University, Singapore