1. CARLOS ALBIZU UNIVERSITYSAN JUAN CAMPUS<br />MASTER SYLLABUS<br />PSAC- 603: THEORIES, MEASUREMENT, AND ASSESSMENT OF INTELLIGENCE<br />CREDITS: 3CONTACT HOURS: 45<br />COURSE DESCRIPTION<br />This course provides a critical analysis of the major theories of cognitive and intelligence development and their application to the measurement of intelligence. The student is expected to develop skills in the administration and clinical interpretation of the Wechsler Scales, the Raven, Kaufman (K-ABC) and the Stanford-Binet. Cultural sensitivity to the Puerto Rican population and other ethnic minorities will be considered. Research issues related to measurement and testing will be considered. The student must also attend a weekly laboratory session for two hours.<br />PRE-REQUISITES<br />PSYF 540- Life Span Human Development<br />PSYF 505- Ethics and Professional Conduct<br />COURSE OBJECTIVES<br />The students will explore mayor theories of intelligence and the application of theory and research to the measurement and assessment of intelligence.<br />REQUIRED TEXT BOOKS<br />Sattler, J. (2008). Assessment of Children: Cognitive Foundations. San Diego, CA <br />Jerome M. Sattler Publisher, Inc. ISBN 97 80970 26714 6. www.sattlerpublisher.com<br />RECOMMENDED TEXT<br />Sattler, J. (2001). Assessment of Children: Cognitive Applications. San Diego, CA <br />Jerome M. Sattler Publisher. Inc. ISBN: 0-96182-09-7-7<br />www.sattlerpublisher.com<br />Sattler, J. (2006). Assessment of Children: Behavioral and Clinical Applications. San <br />Diego, CA: Jerome M. Sattler Publisher, Inc. ISBN 0 9702671 3 4,. www.sattlerpublisher.com<br />Herrans, L. (2000). Psicología y medición: El desarrollo de pruebas psicológicas <br />en Puerto Rico. Segunda edición. Méjico: Limusa. <br />ISBN: -970-10-2716-7<br />ITINERARY OF CLASS <br />Unit 1:Introduction to the course (Objectives and requirements) Definitions and Approaches to the Intelligence and its Measurement. Historic aspects during XIX and XX Centuries<br />Unit 2:Statistical Concepts Applied to the Measurement of Intelligence.<br />Unit 3:Theories of Intelligence (Part I). Developmental (Jean Piaget and Reuben Feuerstein): Factor Analytic Theories, Information-Processing, Multiple Intelligences, Stenberg’s Triarchic Theory and Successful Intelligence Theory.<br />Unit 4:Theories of Intelligence (Part II): Contemporary approaches to intelligence and intelligence testing.<br />Unit 5:Factors impacting intelligence development and measurement. Hereditary and environmental influences. Others factors affecting Intelligence (personality, gender, socioeconomic, family and culture). <br />Unit 6:Ethical principles and issues related to intelligence testing and evaluation. Description of intelligence, achievement, and specific abilities tests.<br />Unit 7:The Stanford-Binet Intelligence Scales. History, structure, administration and scoring. (L-M Form; IV Edition), Presentation of the structure of the K-ABC Kaufman Assessment Battery for Children.<br />Unit 8: Wechsler Intelligence Scale for Children revised for Puerto Rico <br />(WISC- R- PR)<br />Unit 9:The WISC-R-PR Intelligence Scale: Administration and Interpretation.<br />Unit 10:Weschler Adult Intelligence Scale (EIWA, WAIS and WAIS III)<br />Unit 11:Variations, dysfunctions and deviations from normal cognitive development. Attention control, visual spatial and sequential processing, learning disabilities.<br />Unit 12:Evaluation of visual-processing, visual-motor and auditory processing skills, using test such as: Raven Progressive Matrices, Bender, and Beery. Introduction to other measures of mental ability including the Human Figure Drawing Test.<br />Unit 13:Mental Retardation, gifted-talented and creativity. Definitions, classifications and evaluation procedures. Social Competence and Adaptive Behavior.<br />Unit 14:Current and new approaches to intelligence testing with children and adults. Common sense, practical social and emotional intelligence and evaluation of competencies as recent approaches to assess and conceptualize intelligence<br />Unit 15:Current tendencies, controversies and future trends in Intelligence Assessment. Advantages and limitations of computerized systems to evaluate intelligence and special abilities.<br />COURSE CONTACT HOURS <br />Professors who teach the course must divide the contact hours the following way:<br />Face-to-face time in the classroom must not be less than 35.0 hours (14 classes, 2.5 hours each class).<br />For the remaining hours (≥ 10.0 hours), students will conduct assign homework outside the classroom. These projects or homework will include, but are not limited to, administering, scoring, interpreting and write assessment report..<br />METHODOLOGY<br />The professor who offers the course will select the specific methodology. For this course the methodologies often used are: conferences by the professor, group discussions of assigned readings, student presentations of their cases, and analysis of controversies in the area.<br />EDUCATIONAL TECHNIQUES<br /> <br />The professor who offers the course will select the specific educational techniques. The techniques could include, but are not limited to: debates, practical demonstrations, films, videos, simulations, slide shows and forums, poster sessions, group discussions.<br />EVALUATION<br />The professor who offers the course will select the specific evaluation criteria. These methodologies could include, but would not be limited to: term papers, projects, literature reviews, exams, evaluation reports, and class presentations.<br />RESEARCH COMPETENCIES<br />Review the process of normalization and standardization of Intelligence tests.<br />Critical analysis of the psychometric properties of test including: item analysis, reliability and validity of the intelligence tests.<br />Understand the evaluation of intelligence, as a research process including data collection, hypothesis formulation and testing, conceptual interpretation and empirical validation.<br />These competencies will be taught and measured through specific projects including individual and group work, literature review, report writing and group discussions.<br />ATTENDANCE POLICY<br />Class attendance is mandatory for all students. After two unexcused absences, the student will be dropped from the class, unless the professor recommends otherwise. When a student misses a class, he/she is responsible for the material presented in class. <br />AMERICANS WITH DISABILITIES ACT (ADA)<br />Students that need special accommodations should request them directly to the professor during the first week of class.<br />COURSE UNITS<br />UNIT 1: INTRODUCTION TO THE COURSE (OBJECTIVES AND<br /> REQUIREMENTS). DEFINITIONS AND APPROACHES TO THE <br /> INTELLIGENCE AND ITS MEASUREMENT. HISTORIC AND<br /> CONTEXTUAL ASPECTS DURING XIX AND XX CENTURIES.<br />Upon successful completion of this unit, students will understand the general and cultural influences in the development and measurement of intelligence; also the historic aspects to the measurement of intelligence.<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit, student will be able to:<br />Analyze the general concepts and the cultural influences in the development and measurement of intelligence.<br />Review major historic aspects in the conceptualization of intelligence.<br />ASSIGNED READINGS:<br />Sattler, J. (2001)Sattler, J. (2008)Chapter 1Chapter 1Chapter 2Chapter 2Chapter 5Chapter 7<br />UNIT 2: STATISTICAL CONCEPTS APPLIED TO THE MEASUREMENT <br /> OF INTELLIGENCE<br />Students will review the major statistical concepts applied to intelligence measurement.<br />LEARNING OBJECTIVES:<br />At the end of the unit students will be able to:<br />Analyze the concepts of test measure, evaluation, descriptive statistics, correlation, inferential statistics, reliability, and validity.<br />Apply statistical concepts to the intelligence testing and measurement.<br />ASSIGNED READINGS:<br />Sattler, J. (2001)Sattler, J. (2008)Chapter 4Chapter 4<br />UNIT 3: THEORIES OF INTELLIGENCE (PART I). DEVELOPMENTAL (JEAN<br /> PIAGET AND REUBEN FEUERSTEIN): FACTOR ANALYTIC<br /> THEORIES, INFORMATION-PROCESSING, MULTIPLE <br /> INTELLIGENCES, STERNBERG’S TRIARCHIC THEORY AND <br /> SUCCESSFUL INTELLIGENCE THEORY.<br />Upon successful completion of this unit, students become familiar with various definitions of Intelligence, and major historical theories of Intelligence.<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit, students will be able to:<br />Analyze the case Larry P. vs. the New York City Board of Education and it’s with special emphasis on ethical implications.<br />Comprehend the concept of Intelligence according to Terman, Binet, Wechsler, Piaget, Feuerstein, Guilford and Thurstone, Brown, Campione, Stenberg and Gardner.<br />Analyze the concepts of Intelligence according to the Factor analytic theories of intelligence.<br />Comprehend the issues related to the measurement of intelligence.<br />ASSIGNED READINGS:<br />Sattler, J. (2001)Sattler, J. (2008)Chapter 5Chapter 5Chapter 6Chapter 7Chapter 5Chapter 8<br />UNIT 4: THEORIES OF INTELLIGENCE (PART II): CONTEMPORARY<br /> APPROACHES TO INTELLIGENCE AND INTELLIGENCE TESTING<br />In this unit, students will be able to understand and comprehend recent approaches to intelligence and intelligence testing.<br />Upon completion of this unit, students will be able to:<br />Review contemporary approaches to intelligence including Catell and Horn, Fluid and Crystallized intelligence tests, Information processing, Multiple Intelligence, Sternberg Triarchic theory and Successful Intelligence Theory, Naglieri (CAS-PASS) system and Simultaneous-Secuencial approaches.<br />Become familiar with the phenomenological and qualitative approaches in intelligence assessment.<br />ASSIGNED READINGS:<br />Sattler, J. (2001)Sattler, J. (2008)Chapter 5Chapter 7<br />UNIT 5: FACTORS IMPACTING INTELLIGENCE DEVELOPMENT AND <br />MEASUREMENT. HEREDITARY AND ENVIRONMENTAL INFLUENCES. OTHERS FACTORS AFFECTING INTELLIGENCE (PERSONALITY, GENDER, SOCIOECONOMIC, FAMILY AND CULTURE). <br />In this unit, the controversy between nature and nurture in intelligence will be reviewed and analyzed.<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit, students will be able to:<br />Understand the current status of hereditary and environmental factors impacting intelligence.<br />To analyze specific factors affecting intelligence: gender, socioeconomic and cultural factors.<br />To analyze contributing factors of individual differences.<br />ASSIGNED READINGS:<br />Sattler, J. (2001)Sattler, J. (2008)Chapter 6Chapter 5Chapter 19Chapter 8Chapter 20<br />UNIT 6: ETHICAL PRINCIPLES AND ISSUES RELATED TO INTELLIGENCE<br /> TESTING AND EVALUATION. DESCRIPTION OF INTELLIGENCE,<br /> ACHIEVEMENT, AND SPECIFIC ABILITIES TESTS.<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit, students will be able to:<br />Discuss the ethical principles of psychologists and the code of conduct.<br />Discuss the professional guidelines of the Puerto Rican Psychological Association for psychological evaluations.<br />Discuss the ethical and legal issues surrounding psychological evaluation in Puerto Rico and how they relate to the development, adaptation and standardization of the Wechsler Intelligence scale for Children revised for Puerto Rico.<br />ASSIGNED READINGS:<br />American Psychological Association. (2002). Ethical principles of psychologists <br />and code of conduct. American Psychologist, 57 (12), 1060-1073.<br />Asociación de Psicólogos de Puerto Rico. (1991). Guías profesionales para la <br />evaluación psicológica. San Juan, Puerto Rico.<br />Junta Examinadora de Psicólogos de Puerto Rico (1988). Revista Puertorriqueña <br />de Psicología, 71-82.<br />Llanos, A.B. (1993). Deberes éticos dentro, del proceso evaluativo: La <br />aportación del EWIN-R. P.R. San Juan, Puerto Rico.<br />Ribera, J. C. & Romey, C. (1998). Issues éticos y legales en la medición <br />psicológica. Presentado en el Simposio sobre Medición Psicológica en <br />Puerto Rico. San Juan, P.R.<br />Sattler, J. (2001)Sattler, J. (2008)Chapter 3Chapter 3<br />UNIT 7: THE STANFORD-BINET INTELLIGENCE SCALES. HISTORY,<br /> STRUCTURE, ADMINISTRATION AND SCORING. (L-M FORM; IV<br /> EDITION). PRESENTATION OF THE STRUCTURE OF THE K-ABC KAUFMAN ASSESSMENT BATTERY FOR CHILDREN.<br />Upon successful completion of this unit, students will be familiar with the historical development of Stanford-Binet, from its early version to the most recent revision, and with its administration and scoring. Students will be able to interpret the raw data obtained in the administration of the scale.<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit, students will be able to:<br />Discuss the principal features of the Stanford-Binet and K-ABC that distinguish it from other tests of intelligence.<br />Discuss the features of the 1937, 1960 and 1972 versions of the Stanford-Binet; and what have been the major improvements of this test.<br />Describe the features of the administration of the Stanford-Binet: Third Edition.<br />Discuss how the Stanford-Binet regards to “basal level” and “ceiling level”.<br />Administer the Stanford-Binet Intelligence Scale (1981), (Translation to Spanish language, with the authorization of the Boughton Muffling publishing company), following instructions and scoring criteria precisely and accurately and practice short report writing for the Stanford-Binet.<br />Analyze each area of Stanford –Binet an K- ABC subtests.<br />Integrate the cognitive abilities measured in the test at different age levels to be able to make conclusions of the individuals strengths and weakness<br />Analyze the different approaches that can be use to profile analysis of the Stanford-Binet and K-ABC.<br />Write reports on the application of the Stanford-Binet and K-ABC.<br /> Introduction to the Stanford Binet Intelligence Scale: Fourth edition.<br />ASSIGNED READINGS:<br />Sattler, J. (2001)Sattler, J. (2008)Chapter 11Chapter 16Chapter 23<br />UNIT 8: WECHSLER INTELLIGENCE SCALE FOR CHILDREN REVISED FOR<br /> PUERTO RICO (WISC- R- PR)<br />Upon successful completion of this unit, students will be familiar with the historical development of the WISC-R-PR from its early version to the most recent revision, and its administration and scoring.<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to:<br />Describe and compare the principal features of the WISC-R-PR that distinguishes it from other tests of intelligence.<br />Analyze the features of the different versions of the Wechsler scales; and what have been the major improvements to this test.<br />Describe the features of the administration, scoring and interpretation of the WISC-R-PR.<br />Administer the WISC-R following instructions and scoring criteria.<br />ASSIGNED READINGS:<br />Herrans, L. & Rodríguez, J. (1993). Uso, valoración, interpretación de la <br />EIWN-R de Puerto Rico.<br />Chapter ?-Name of chapter<br />Herrans, L. (2000) Psicología y Medición<br />Chapter 7-Name of chapter<br />Sattler, J. (2001)Sattler, J. (2008)Chapter 9Chapter 9Chapter 10Chapter 10Chapter 5Chapter 11<br />UNIT 9: THE WISC-R-PR INTELLIGENCE SCALE: ADMINISTRATION AND<br /> INTERPRETATION<br />Upon successful completion of this unit students will be able to analyze and <br />interpret the raw data obtained in the administration of the WISC-R-PR.<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to:<br />Analyze what each of the subtests of the WISC-R-PR attempts to measure.<br />Identify the individual and normative strengths and weaknesses obtained from the WISC-R-PR.<br />Write reports of the applications of the WISC-R-PR.<br />ASSIGNED READINGS:<br />Herrans, L & Rodríguez, J. (1992). Uso y valoración, interpretación de la <br />EIWN-R de Puerto Rico.<br />Chapter ?-Name of chapter<br />WISC-R (EIWN -R -PR) Manual<br />UNIT 10: WECHSLER ADULT INTELLIGENCE SCALES (EIWA, WAIS AND<br /> WAIS-III).UPON SUCCESSFUL COMPLETION OF THIS UNIT,<br /> STUDENTS WILL BE FAMILIAR WITH THE HISTORICAL<br /> DEVELOPMENT OF THE WAIS FROM ITS EARLY VERSION TO<br /> THE MOST RECENT REVISION<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to:<br />Analyze the features of the different versions of the Adult Weschler scales.<br />Describe the features of the administration, scoring and interpretation of the WAIS, WAIS-R and EIWA following instructions and scoring criteria precisely and accurately.<br />Analyze what each of the subtests of the WAIS, WAIS-R and EIWA attempts to measure.<br />Identify the individual and normative strengths and weakness with the WAIS, WAIS-R and EIWA.<br />Write short reports of applications of the WAIS-R and EIWA.<br />ASSIGNED READINGS:<br />Sattler, J. (2001)Sattler, J. (2008)Chapter 1Chapter 1Chapter 2Chapter 2Chapter 5Chapter 7<br />UNIT 11: VARIATIONS, DYSFUNCTIONS AND DEVIATIONS FROM NORMAL <br /> COGNITIVE DEVELOPMENT. ATTENTION CONTROL, VISUAL <br />SPATIAL AND SEQUENTIAL PROCESSING, LEARNING DISABILITIES<br />Upon successful completion of this unit students will be familiar with the diagnosis and evaluation of learning disabilities and sensory impairment.<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to become:<br />Familiar with the etiology, evaluation, diagnosis and treatment of learning disabilities.<br />Familiar with the etiology, evaluation, diagnosis and treatment of behavior disorders. Familiar with the etiology, evaluation, diagnosis and treatment of sensory impairment.<br />Familiar with the general guidelines to write evaluation reports including learning disabilities, behavior disorders and sensory impairment.<br />ASSIGNED READINGS:<br />Sattler, J. (2001)Sattler, J. (2008)Chapter 12Chapter 1Chapter 15Chapter 2Chapter 16Chapter 7<br />UNIT 12: EVALUATION OF VISUAL-PROCESSING, VISUAL-MOTOR AND <br /> AUDITORY PROCESSING SKILLS, USING TEST SUCH AS:<br /> RAVEN PROGRESSIVE MATRICES, BENDER, AND BEERY. <br /> INTRODUCTION TO OTHER MEASURES OF MENTAL ABILITY<br /> INCLUDING THE HUMAN FIGURE DRAWING TEST<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit students will be able to:<br />1. Discuss and identify the different “methods” used in the assessment of<br /> visual-motor perception, auditory perception and motor proficiency.<br />2. Administer the Bender-Gestalt test of visual motor coordination.<br />3. Administer the Raven’s Standard Progressive Matrices Test.<br />4. Administer the Human Figure Drawing Test.<br />5. Score and analyze the Bender-Gestalt Test using Koppitz system of <br /> scoring.<br />6. Score and analyze the Standard Progressive Matrices Test following the <br /> specifications of the manual.<br />7. Score and analyze the Human Figure Drawing Test using the Koppitz <br /> system of interpretation and Goodenough-Harris System with specific <br /> norms for P.R. population.<br />ASSIGNED READINGS:<br />Beery, K.E. (1974). Administration teaching manual for the developmental <br />test of visual motor integration.<br />Herrans, L. (1985) <br />Chapter 5-Name of chapter<br />Herrans, L. y Rodríguez M. (1989). Dos modelos psicométricos para el <br />diagnóstico diferencial: El Dibujo de la Persona y la Bender-Gestalt. San Juan, Puerto Rico: editorial Librotex.<br />Goodenough F., y Harris D. (1963). Goodenough-Harris Drawing Test. USA: <br />Harcourt Brace Jovanovich.<br />Koppitz E.M. (1972). Bender Gestalt test for young children. Ohio: <br />Department of Education.<br />Koppitz E.M. (1968). Psychological evaluation of children’s human figure <br />drawings. New York: Grune & Stratton.<br />Raven J.C. (1960). Guide to the Standard Progressive Matrices. Dumfries, <br />Scotland: Grune Printers.<br />Sattler, J. (2001)Sattler, J. (2006)Chapter 8Chapter 10Chapter 12<br />UNIT 13: MENTAL RETARDATION, GIFTED-TALENTED AND CREATIVITY.<br /> DEFINITIONS, CLASSIFICATION AND EVALUATION<br /> PROCEDURES, SOCIAL COMPETENCE AND ADAPTIVE<br /> BEHAVIOR<br />Upon successful completion of this unit, students will be able to understand the diagnosis, treatment and evaluation of mental retardation and gifted-talented.<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit, students will be ale to become:<br />Familiar with the etiology, evaluation, diagnosis and treatment of mental retardation.<br />Familiar with the etiology, evaluation, diagnosis and treatment of giftedness.<br />Write evaluation reports of application of Mental Retardation and giftedness.<br />ASSIGNED READINGS:<br />Sattler, J. (2001)Sattler, J. (2006)Chapter 7Chapter 18Chapter 13Chapter 14<br />UNIT 14: CURRENT AND NEW APPROACHES TO INTELLIGENCE <br /> TESTING WITH CHILDREN AND ADULTS. COMMON SENSE, <br /> PRACTICAL SOCIAL AND EMOTIONAL INTELLIGENCE AND<br /> EVALUATION OF COMPETENCIES AS RECENT APPROACHES<br /> TO ASSESS AND CONCEPTUALIZE INTELLIGENCE<br />LEARNING OBJECTIVES:<br />Upon successful completion of this unit, students will obtain information about recent approaches to Intelligence testing including:<br />1. Common sense and Practical Intelligence.<br />2. Cross battery testing and cross-cultural evaluation.<br />3. Phenomenological and dynamic approaches.<br />4. Intelligence and special abilities<br />ASSIGNED READINGS:<br />Samuda, R.J., Feuerstein, R., Kaufman, A.S. & Sternberg, R.J.& Assoc. (1998). <br />Advances in Cross Cultural Assessment. Sage: California.<br />UNIT 15: CURRENT TENDENCIES, CONTROVERSIES AND FUTURE<br /> TRENDS IN INTELLIGENCE ASSESSMENT. ADVANTAGES AND <br /> LIMITATIONS OF COMPUTERIZED SYSTEMS TO EVALUATE <br /> INTELLIGENCE AND SPECIAL ABILITIES.<br /> <br />LEARNING OBJECTIVES:<br />ASSIGNED READINGS<br />Sattler, J. (2001)Sattler, J. (2008)Chapter 3Chapter 3<br />REFERENCES<br />American Bar Association. (1986). ABA Criminal Justice Mental Health Standards. <br />Washington, DC: Author.<br />American Psychological Association. (2002). Ethical Principles of Psychologists and Code and Conduct. American Psychologist, 5 (12), 1060-1073.<br />Anastasi, A. (1982). Test Psicológicos. Madrid: Aguilar, España.<br />Asociación de Psicólogos de Puerto Rico. (1991). Guías Profesionales para la Evaluación Psicológica. San Juan, PR: <br />Barret G., & Roberto Depinet. (1991). A Reconsideration of Testing for Competence Rather Than for Intelligence. American Psychologist, 46 (10), 1012-1024.<br />Beery, K.E. Administration, Scoring and Teaching Manual for the Development Test of Visual Motor Integration Bender-Gestalt. San Juan, P.R.: Editorial Librotex.<br />Brassard, M.R., & Boehm, A. (2007). Preschool assessment: Principles and practices. New York: Guilford Press.<br />Canter, M.B., Bennett, B.E., Jones, S.E. y Nagy, T.F. (1996). Ethics for Psychologists. <br />Washington, D.C.: American Psychological Association.<br />Feuerstein, R. (1980). Instrumental Enrichment: An Intervention program for Cognitive <br />Modifiability. Chicago, Illinois: Scott, Foresman and Company.<br />Gardner, H. (1993). Multiple intelligences. New York: Basic Books.<br />Geisinger, K. (1992). Psychological testing of Hispanics. Washington, D.C.: American <br />Psychological Association.<br />González, R., & Vélez Pastrana, María. (2007). Propiedades psicométricas de la escala <br />De auto-informe Wender Utah para la evaluación de síntomas de TDAH en <br />adultos puertorriqueños. Ciencias de la Conducta, 22,159-185.<br />Goodenough F. & Harris D. (1963). Goodenough-Harris Drawing Test. USA: Harcourt Brace Jovanovich.<br />Herrans, L. & Rodríguez, J. (1993). Uso, valorización e interpretación de la EIWN-R de Puerto Rico.<br />Herrans, L. & Rodríguez, M. (1989). Dos Modelos Psicométricos para el Diagnóstico <br />Diferencial: El Dibujo de la Persona.<br />Herrans, L. (2000). Psicología y medición: El desarrollo de pruebas psicológicas en Puerto Rico (2da ed.). Méjico: Limusa.<br />Junta Examinadora de Psicólogos de Puerto Rico. (1991). Guías Profesionales para la <br />Evaluación Psicológica. San Juan, PR.<br />Lacks, P. (1999). Bender Gestalt: Screening for brain dysfunction. New York: John <br />Wiley & Sons.<br />Koppitz, E. M. (1968). Psychological Evaluation of Children’s Figure Drawings. NY: <br />Grune & Stratton.<br />Levine, M. (2002). Educational Care: A system for understanding and helping children <br />with learning disabilities. Massachusetts, Boston: Educators Publishing. <br />Llanos, A. B. (1993). Deberes éticos dentro del proceso evaluativo: La aportación del <br />EWIN-R PR. Presentado en la Conferencia magistral sobre las implicaciones <br />éticas, legales y prestación de servicios de la EIWN-R-PR. San Juan, Puerto <br />Rico.<br />Matarazzo, J. (1992). Psychological Testing and Assessment in the 21st Century. American Psychologist, 47(8), 1007-1018.<br />Matarazzo, J.D. (1972). Wechsler Measurement and Appraisal of Adult Intelligence. <br />Oxford University Press, New York.<br />Ogdon (1974). Indicadores emocionales del DAP & Bender.<br />Raven, J.C. (1960). Guide to the Standard Progressive Matrices. Dumfries, Scotland: <br />Grune Printers.<br />Ribera, J.C. & Romey, C. (1988). Issues éticos y legales en la medición psicológica. <br />Presentado en el Simposio sobre Medición Psicológica en Puerto Rico, San Juan, P.R.<br />Rodríguez Arocho, W. (2004). Desarrollo de las funciones ejecutivas y su relación con el lenguaje. Ciencias de la Conducta, 19, 1-17.<br />Samuda, R.J., Feuerstein, R., Kaufman, A.S., Sternberg, R.J. & Asoc. (1998). Advances <br />in cross cultural assessment. California: Sage<br />.<br />Sattler, J., & Dumont, R. (2004). Assessment of Children: WISC-IV and WPPSI-III supplement. San Diego, CA: Jerome M. Sattler, Publisher, Inc. <br />Sattler, J. (2001). Assessment of Children: Cognitive Applications. San Diego, CA: Jerome M. Sattler, Publisher, Inc.<br />Sattler, J. (2006). Assessment of Children: Behavioral and Clinical Applications. San Diego, CA: Jerome M. Sattler Publisher, Inc.<br />Sattler, J. (2008). Assessment of Children: Cognitive Applications. San Diego, CA: Jerome M. Sattler, Publisher, Inc.<br />Sternberg, Robert, J. (1996). Inteligencia exitosa. Barcelona: Paidós.<br />Sternberg, R.; Wagner, R.; Williams, W.; & Horvath, J. (1995). Testing common sense. <br />American Psychologist. Washington: DC: American Psychological Association.<br />Sternberg, R. (2000). Handbook of Intelligence. Cambridge University Press: <br />Cambridge.<br />Sternberg, R., Lautrey, J. & Lubart, T. (2003). Models of Intelligence: International <br />Perspectives. APA Books: Washington. <br />Swanson, H.L., Harris, K.R., & Graham, S. (eds). (2003).Handbook of learning disabilities. NewYork: Guilford.<br />Weiss, L., Saklofske, D., Prifitera, A., & Holdnack, J. (2006). WISC-IV: Advanced clinical <br />interpretation.<br />ONLINE RESOURCES: <br />http://faculty.education.uiowa.edu/dlohman/pdf/personality_and_intelligence.pdf<br />http://www.sattlerpublisher.com<br />http://www.apa.org/monitor/feb03/intelligent.html<br />http://www.businessballs.com/eq.htm<br />http://www.apa.org/science/standards.html<br />Revised : Maribella Gonzalez-Viruet, Ph.D. (July, 2008)<br />