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Also, we often study the R chart rst because if the process variability is not constant over time the control limits calculated for the X chart can be misleading Rather than base control charts on ranges, a more modern approach is to calculate the standard deviation of each subgroup and plot these standard deviations to monitor the process standard deviation This is called an S chart When an S chart is used, it is common to use these standard deviations to develop control limits for the X chart Typically, the sample size used for subgroups is small (fewer than 10) and in that case there is usually little difference in the X chart generated from ranges or standard deviations However, because computer software is often used to implement control charts, S charts are quite common Details to construct these charts follow In Section 7-2.

The Identification and Authentication (I&A) service addresses the need to recognize an actor that is interacting with a business system. This chapter introduces patterns that support aspects of the I&A service, and then presents selected individual patterns in this system. In the context of this book, the I&A pattern system is a service that responds to needs identified in the Enterprise Security and Risk Management pattern system in 6. In a more general context, the I&A pattern system may respond to needs identified in an enterprise strategy or any service that has a need to identify actors. An actor that interacts with a business system may be a human being, a process, or other entity. The business system may be the enterprise as a whole or any system within the enterprise. Examples include verifying the identity of users at log-on, 187

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2 on the CD, it was shown that S is a biased estimator of That is, E(S) c4 where c4 is a constant that is near, but not equal to, 1 Furthermore, a calculation similar to the one used for E(S) can derive the standard deviation of the statistic S with the result 21 c2 Therefore, the center line and three-sigma control limits for S are 4 3 21 c4 3 21 c2 4.

We are grateful to Dr. Dawn Flanagan for her important contributions to the Appendixes, to Dr. Jack Naglieri for conducting important WAIS-III data analyses, to Dr. Laney Margolis for urging us to apply the new WISC-IV interpretive system to the WAIS-III, to Dr. James

c4 (16-13)

Kaufman for his research assistance, and to Ms. Tracey Belmont for her important role in arranging for John Wiley to publish the Third Edition of Assessing Adolescent and Adult Intelligence. ALAN S. KAUFMAN ELIZABETH O. LICHTENBERGER

188 7

Assume that there are m preliminary samples available, each of size n, and let Si denote the standard deviation of the ith sample. De ne

The field of intelligence, particularly of adolescent and adult mental development, has dominated the psychological literature for decades, and now encompasses a diversity of domains within cognitive psychology, clinical psychology, psychobiology, behavioral genetics, education, school psychology, sociology, neuropsychology, and everyday life. Excellent handbooks are available with chapters written by experts in many aspects of intellectual theory, measurement, and development (e.g., Flanagan, Genshaft, & Harrison, 1997; Groth-Marnat, 2000), and even these texts cover only a portion of the territory and quickly become outdated. Consequently, in writing this text on the assessment of adolescent and adult intelligence, we have had to make several decisions about which areas to include and how thoroughly to cover each topic. First, this book focuses on the clinical assessment of intelligence, and every topic must bear, either directly or indirectly, on the clinical aspect of mental measurement. Because clinical assessment within the fields of neuropsychology, special 1

(16-14)

is S c4 That is,

Identification and Authentication (I&A)

education, and clinical, school, and counseling psychology involves individual evaluations, research on group-administered tests is subordinated to the more pertinent research on individual intelligence tests. The 1990 version of this text covered group-administered intelligence tests to some extent. However, the adolescent and adult assessment scene has changed during this past decade, with clinicians having options beyond Wechsler s tests. Whereas the Wechsler Adult Intelligence Scale Third Edition (WAIS-III; Psychological Corporation, 1997; Wechsler, 1997) is still the most used test, and is clearly the featured instrument in this revised text, the availability of a variety of new in-depth and brief intelligence tests, and a proliferation of research on these instruments, has impelled us to focus on individually administered intelligence tests. For example, the monumental efforts of Schaie (1958, 1983b, 1994) and his colleagues (Hertzog & Schaie, 1988; Schaie & LabouvieVief, 1974; Schaie & Strother, 1968; Schaie & Willis, 1993) to understand the development of

(16-15)

adult intelligence have been based on the groupadministered Primary Mental Abilities Test. The key findings from these innovative cross-sequential studies are of interest to psychology in general, but have limited applicability to the work of clinical and neuropsychological practitioners. Consequently, investigations by Schaie will only be discussed in the context of aging studies on clinical instruments (e.g., Kaufman, 2000b, 2001; Kaufman & Horn, 1996), especially the WAIS-III, WAIS-R (Wechsler, 1981) and Kaufman Adolescent and Adult Intelligence Test (KAIT; Kaufman & Kaufman, 1993). Consistent with the focus on clinical tests of intelligence, we have also eliminated sections and chapters from the first edition on clinical tools that are only tangentially related to IQ assessment, most notably neuropsychological instruments, adaptive behavior surveys, and individual achievement tests.

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