Publications

Alfonso, V. C., & Flanagan, D. P. (2006).  Best practices in the use of the Stanford-Binet Intelligence Scales, Fifth Edition (SB5) with preschoolers. In B. A. Bracken and R. Nagle (Eds.), Psychoeducational assessment of preschool children (4th ed.). Mahwah, NJ: Lawrence Erlbaum Associates

Flanagan, D. P. (2006).  The Cattell-Horn-Carroll Theory of cognitive abilities.  In C. R Reynolds and E. Fletcher-Janzen (Eds.), Encyclopedia of special education (3rd ed.). New York: Wiley.

Flanagan, D. P. (2000). Wechsler-based CHC cross-battery assessment and reading achievement: Strengthening the validity of interpretations drawn from Wechsler test scores. School Psychology Quarterly, 15, 295-229.

Flanagan, D. P., & Alfonso, V. C., & Ortiz, S. O. (2006).  CHC cross-battery assessment. In C. R. Reynolds and E. Fletcher-Janzen (Eds.) Encyclopedia of special education (3rd ed). New York: Wiley.

Flanagan, D. P., & Alfonso, V. C., Ortiz, S. O., & Dynda, A. (2006). Integration of Response-To-Intervention and norm-referenced tests in learning disability identification: Learning from the tower of Babel.  Psychology in the Schools, 43 (7), 807-825. 

Flanagan, D. P., & Harrison, P. L. (Eds.). (2005). Contemporary intellectual assessment (2nd Edition): Theories, tests, and issues. New York: Guilford.

Flanagan, D. P., & Kaufman, A. S. (2007). Essentials of WISC-IV assessment with C/D ROM (Second Edition).  New York: Wiley.  Manuscript in preparation.

Flanagan, D. P., & Kaufman, A. S. (2004). Essentials of WISC-IV assessment. Hoboken, New Jersey: Wiley.

Flanagan, D. P., Keiser, S. Berneir, J., & Ortiz. (2003). Diagnosing learning disability in adulthood. Boston: Allyn & Bacon.

Flanagan, D. P., McGrew, K. S., & Ortiz, S. O. (2000).The Wechsler intelligence scales and Gf-Gc theory: A contemporary approach to interpretation. Boston: Allyn & Bacon.

Flanagan, D. P., Ortiz, S. O., & Alfonso, V. C. (2008).  Response to intervention (RTI) and cognitive testing approaches provide different but complementary data sources that inform SLD identification.  Communiqué, 36 (5), 16-17.

Flanagan, D. P., Ortiz, S. O., & Alfonso, V. C. (2007). Essentials of Cross-Battery Assessment with C/D ROM  (Second Edition).  New York: Wiley.

Flanagan, D. P., Ortiz, S. O., Alfonso, V. C., & Dynda, A. (2008).  Best practices in cognitive assessment. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (5th ed.). Washington DC: The National Association of School Psychologists.

Flanagan, D. P., Ortiz, S. O., Alfonso, V. C., & Mascolo, J. (2006). The achievement test desk reference (ATDR) – Second Edition: A guide to learning disability identification. New York: Wiley.

Kaufman, A. S., Flanagan, D. P., Alfonso, V. C., & Mascolo, J. T. (2006). Review of Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV). Journal of Psychoeducational Assessment.  278-295.

Kavale, K. A., & Flanagan, D. P. (2007).  Utility of RTI and assessment of cognitive abilities/processes in evaluation of specific learning disabilities.  In Jimerson, S., Berns, M. & Van Der Heyden, A. (Eds.), Handbook of Response to Intervention: The science and practice of assessment and intervention.  New York: Springer Science.

Keith, T. Z., Kranzler, J. H., & Flanagan, D. P. (2001). What does the Cognitive Assessment System (CAS) measure? Conjoint confirmatory factor analysis of the CAS and the Woodcock-Johnson tests of cognitive ability (3rd Edition). School Psychology Review.

Kranzler, J., Keith, T. Z., & Flanagan, D. P. (2000). Independent examination of the factor structure of the Cognitive Assessment System (CAS): Further evidence challenging the construct validity of the CAS. Journal of Psychoeducational Assessment, 18, 143-159.

McGrew, K. S., & Flanagan, D. P. (1998). The intelligence test desk reference (ITDR): Gf-Gc cross-battery assessment. Boston: Allyn & Bacon.

Ortiz, S.O., & Flanagan, D. P.  (2008). Best practices in working with culturally different children and families.  In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (5th ed.). Washington DC: The National Association of School Psychologists.

Shrank, F. & Flanagan, D.P. (Eds.). (2003). Clinical use and interpretation of the WJ III. Burlington, MA: Elsevier.

Shrank, F., Flanagan, D. P., Woodcock, R. W., & Mascolo, J. (2002). Essentials of WJ III cognitive assessment. New York: Wiley.