Introduction to the Special Issue: Current Research in Cattell–horn–carroll–based Assessment

The construct (or concept) of intelligence and the development of tests to assess it have a long and varied history. The first applied intelligence tests consisted of unidimensional static measures of general intelligence (g) (Kaufman, 2009), and the first practical measure of intelligence was published by Alfred Binet and Theodore Simon in 1905. The intent of Binet’s test was to differentiate between retarded (intellectually disabled) and normal school children. Early intelligence tests were also used to identify individuals who were gifted and talented (e.g., Hollingsworth, 1926; Terman, 1925). Following the development of early g-based intelligence tests, a lengthy period of time elapsed during which intelligence test development was prominent and psychometrically driven research on the structure of intelligence was extensive. These activities have culminated in today’s multidimensional intelligence tests (see Kaufman, 2009, for a historical overview). More specific to the field of school psychology, measures of intelligence have traditionally been considered to be a necessary component (i.e., ability–achievement discrepancy) in the identification of children with specific learning disabilities (SLDs) as prescribed by P.L. 94-142 (Flanagan & Harrison, 2005) and intellectual disabilities (IDs). Recent changes in SLD criteria in the reauthorization of the Individuals with Disabilities Education Act (IDEA) have significantly impacted the practice of intelligence testing—to the point that the efficacy of intelligence testing is now being questioned (Dombrowski, Kamphaus, & Reynolds, 2004; Fletcher, Coulter, Reschly, & Vaughn, 2004; Fletcher & Reschly, 2005; Gresham, Restori, & Cook, 2008). In particular, the recent emphasis on Response to Intervention (RTI) as a potential method of determining SLD eligibility has led to serious questions about the usefulness, necessity, empirical support, and efficacy of individualized intelligence or cognitive ability testing within educational settings. It is within this context that the focus of the current special issue was developed. The purpose of this issue is to “take stock” of the usefulness of intelligence theory and testing within the emerging new special education landscape, with a particular focus on the contribution of the contemporary Cattell–Horn–Carroll (CHC) theory of cognitive abilities.