John H. Kranzler is professor and director of the School Psychology Program at the University of Florida. His major area of scholarly interest concerns the assessment of intelligence. He has received a number of awards for his teaching and research, including Article of the Year awards from School Psychology Review and School Psychology Quarterly. Dr. Kranzler has twice received the University of Florida Research Foundation Professorship award for distinguished scholarship and was named a University of Florida Term Professor in 2019.Randy G. Floyd is professor and chair in the Department of Psychology at The University of Memphis. His research focuses on understanding the measurement properties of psychological assessment techniques, including intelligence tests. Dr. Floyd has authored or coauthored more than 100 professional publications. He is the former editor of the Journal of School Psychology and he serves on numerous journal editorial boards.

• Acknowledgments Preface 1 What Is Intelligence? 2 How and Why Do People Differ in Intelligence?3 Ethics in Assessment 4 Basic Psychometric Principles That Inform Score Interpretation 5 The Assessment Process with Children and Adolescents, with Ryan L. Farmer and Richard J. McNulty 6 Evaluation and Use of the Wechsler Intelligence Scale for Children, Fifth Edition, with Emily K. Lewis and Richard J. McNulty 7 A Review of Intelligence Tests, with Emily K. Lewis and Ryan L. Farmer 8 Interpreting Intelligence Test Scores 9 Evidence-BasedPractice and Cognitive Interventions 10 Sharing the Results from Intelligence Tests11 Assessment of Intellectual Disability 12 Assessment of Intellectual Giftedness 13 Assessment of Specific Learning Disabilities 14 Assessment of Children and Adolescents from Diverse Cultural and Linguistic Backgrounds References Index About the Authors

Nuanced yet accessible, this volume provides a comprehensive overview of numerous topics pertaining to the clinical assessment of intelligence of school-aged youth. Each chapter contains the latest research findings from the field and, throughout the text, there is a rigorous commitment to advancing empirically supported practice in general and evidence-based assessment in particular. In that way, this volume distinguishes itself from other available resources. Put simply, this is the book I have been waiting for!