Profile analysis of the Woodcock‐Johnson III tests of cognitive abilities with gifted students

The Cattell-Horn-Carroll (CHC) factor clusters of the Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG; Woodcock, McGrew, & Mather, 2001) were studied with a group of gifted (n 5 51) and nongifted individuals (n 5 51). Specifically, a profile analysis was conducted using the seven CHC factors identified by the WJ III COG authors. The gifted and nongifted individuals were between the ages of 5 and 18 years, and were matched on gender, age, ethnicity, and father’s level of education. Each group consisted of 23 females and 28 males. The mean age in months for the gifted group was 135.61 (SD 5 48.81), and the mean age in months for the nongifted group was 134.25 (SD 5 47.86). The results of the profile analysis found gifted and nongifted individuals display similar patterns of performance across the CHC factor clusters. As expected, the gifted group, on average, scored consistently higher across the set of CHC factor clusters compared to the nongifted group. In addition, no intracognitive differences were found among the CHC factor clusters for either the gifted or nongifted group. Clinical and educational considerations when using the WJ III COG when assessing giftedness are also discussed. © 2001 John Wiley & Sons, Inc. One of the most prevalent uses of intelligence tests is in the identification of students with exceptional abilities. Professionals rely on the scores and qualitative information obtained from the use of tests of cognitive ability to assist in the identification of students with a broad range of learning disabilities, mental disorders, emotional disabilities, and students who are gifted. For example, the literature on learning disabilities contains a wealth of information concerning the use of intelligence tests as a diagnostic criterion; however, the identification of gifted students with similar measures is scant. Although the majority of this literature examines a variety of methods for identifying giftedness, including standardized intelligence tests (e.g., Wechsler Intelligence Scale for Children—3rd Edition and the Stanford-Binet Intelligence Scale—4th Edition), the Woodcock-Johnson Tests of Cognitive Abilities (WJR-TCA, WJ III COG) are rarely mentioned in the literature (Coleman & Cross, 2001; Davis & Rimm, 1994; VanTassel-Baska & Baska, 1993). The lack of knowledge surrounding the benefits of employing this test indicates a need for research that addresses the useful properties of the test battery, especially when identifying gifted students. The majority of literature on identification for giftedness supports the use of multiple criteria including scores on standardized measures of cognitive ability, academic achievement, classroom performance, teacher reports, and parent nomination (Borland, 1989; Davis & Rimm, 1994; Renzulli & Reis, 1997). Kaufman and Harrison (1986) also support the use of multiple criteria for gifted assessment but strongly urge the use of an intelligence test as one of the criteria. The very nature of intelligence testing allows professionals to use their observations and diagnostic interviewing skills when assessing ability. A significant amount of qualitative information can be gained during a cognitive evaluation. For example, Robinson and Chamrad (1986) suggest information about a child’s level of maturity, expression of thought, ideas, and strategy use can all be gleaned from the interaction between examiner and examinee during the evaluation process. This is the very information that can help teachers in planning for and implementing instruction with gifted students.