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Intelligent Testing with the WISC-V

ISBN: 978-1-118-58923-6
832 pages
January 2016
Intelligent Testing with the WISC-V (1118589238) cover image

Description

Interpret the WISC–V to help diagnose learning disabilities and to translate profiles of test scores to educational action

The Wechsler Intelligence Scale for Children—Fifth Edition (WISC–V) is a valuable tool for assessing children and adolescents with learning disorders—and Intelligent Testing with the WISC–V offers the comprehensive guidance you need to administer, score, and interpret WISC–V profiles for informing diagnoses and making meaningful educational recommendations. This essential resource provides you with cutting-edge expertise on how to interpret the WISC–V, which has an expanded test structure, additional subtests, and an array of new composites. Intelligent Testing offers valuable advice from experienced professionals with regard to clinically applying the WISC–V in an effort to understand a child's strengths and weaknesses—and to create a targeted, appropriate intervention plan. Ultimately, this book equips you with the information you need to identify the best theory-based methods for interpreting each child's profile of test scores within the context of his or her background and behaviors. Intelligent Testing provides a strong theoretical basis for interpreting the WISC–V from several vantage points, such as neuropsychological processing theory and the Cattell-Horn-Carroll (CHC) model, yet it permits you to interpret children's profiles using simple, straightforward steps.

The most frequently used IQ test in the world, the WISC–V (like previous versions of the WISC) plays an integral role in evaluating children for learning and intellectual disabilities, developmental and language delays, and gifted and talented classifications. As such, understanding how to use the latest version of WISC is extremely important when assessing children and adolescents ages 6 to 16 years.

  • Explore all aspects of both the conventional WISC–V and WISC–V Digital
  • Read objective, independent test reviews of the WISC–V from independent, highly-respected expert sources
  • Review 17 clinical case reports that spotlight experiences of children and adolescents referred to psychologists for diverse reasons such as reading problems, specific learning disabilities, ADHD, intellectual giftedness, and autistic spectrum disorders
  • Learn how a broad-based, multi-faceted approach to interpretation that calls upon several scientific concepts from the fields of cognitive neuroscience, clinical and school neuropsychology, neuropsychological processing, and the CHC model, can benefit children by providing meaningful recommendations to parents, teachers, and often to the children and adolescents themselves
  • Use the results of WISC–V as a helping agent to assist in creating the best intervention plan, rather than allowing test results to dictate placement or labeling

Intelligent Testing with the WISC–V is an indispensable resource for professionals who work with the WISC–V, including school psychologists, clinical psychologists, educational diagnosticians, and more.

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Table of Contents

Foreword xi

Alan S. Kaufman

Preface xv

Acknowledgments xvii

PART I INTRODUCTION TO INTELLIGENT TESTING AND THE WISC–V 1

CHAPTER 1 INTELLIGENT TESTING 5

PART II ADMINISTRATION AND SCORING 35

CHAPTER 2 INTELLIGENT WISC–V ADMINISTRATION: TEST KIT VERSION 37

CHAPTER 3 WISC–V SCORING: TEST KIT VERSION 91

CHAPTER 4 WISC–V DIGITAL ADMINISTRATION AND SCORING 139

PART III BASIC WISC–V TEST INTERPRETATION 157

CHAPTER 5 WISC–V SEX, ETHNIC, AND SOCIOECONOMIC STATUS (SES) DIFFERENCES 159

CHAPTER 6 THE CREATION OF NEW RISK SCALES FOR SCHOOL FAILURE AND JUVENILE DELINQUENCY: THE CHILD AND ADOLESCENT ACADEMIC AND BEHAVIOR QUESTIONNAIRES 175
Jennie Kaufman Singer, Alan S. Kaufman, Susan Engi Raiford, and Diane L. Coalson

CHAPTER 7 DOES WISC–V SCATTER MATTER? 209
Troy Courville, Diane L. Coalson, Alan S. Kaufman, and Susan Engi Raiford

CHAPTER 8 BASIC STEPS FOR WISC–V INTERPRETATION 227

PART IV THEORETICAL FRAMEWORKS FOR WISC–V INTERPRETATION 249

CHAPTER 9 INTERPRETING THE WISC–V FROM THE PERSPECTIVE OF CATTELL-HORN-CARROLL THEORY 251

Case 1—Liam, age 9: Emotionally Intelligent Testing with theWISC–V and CHC Theory 265
W. Joel Schneider

Case 2—Alicia, Age 13: Looking Under the Hood 283
Jill Hartmann and John Willis

Case 3—Luke, Age 9: A CHC-Based Cross-Battery Assessment Case Report 304
Jennifer T. Mascolo and Dawn P. Flanagan

CHAPTER 10 INTERPRETING THE WISC–V FROM A COGNITIVE NEUROSCIENCE PERSPECTIVE 331

Case 4—Josh, Age 8: A Neurodevelopmental Processing "No Numbers" Approach to Case ReportWriting 348
Elaine Fletcher-Janzen and Elizabeth Power

Case 5—Tawna, Age 13: Eighth-Grade Girl with ADHD Struggling with Processing Speed, Sustained Attention, and Emotional Functioning 362
Michelle Lurie and Elizabeth Lichtenberger

Case 6—Tom, Age 8 (Digital Administration): Evaluation of a Twice Exceptional Child: Gifted with Dyslexia and Symptoms of Inattention and Social-Behavioral Issues 372
Kristina Breaux

CHAPTER 11 INTERPRETING THE WISC–V FROM A NEUROPSYCHOLOGICAL PERSPECTIVE 405

Case 7—Jaime, Age 10: A Fourth-Grade Boy on the Autism Spectrum Struggling with Behavioral and Learning Problems 425
Jennie Kaufman Singer

Case 8—Christopher, Age 11: Phonological Dyslexia in Child with Visual Perceptual Disorder 437
Marsha Vasserman

Case 9—Isabella, Age 13: Teenage Girl with Low Cognitive Ability, ADHD, and Emotional Issues 448
Michelle Lurie

CHAPTER 12 INTERPRETING THE WISC–V FROM DAN MILLER’S INTEGRATED SCHOOL NEUROPSYCHOLOGICAL/CATTELL-HORN-CARROLL MODEL 459
Daniel C. Miller and Alicia M. Jones

Case 10—John, Age 12: A Neuropsychological Case Study Using the WISC–V with a 10-Year-Old Boy with a Suspected Specific Learning Disability inWritten Expression 471
Daniel C. Miller and Alicia M. Jones

CHAPTER 13 INTERPRETING THE WISC–V USING GEORGE MCCLOSKEY’S NEUROPSYCHOLOGICALLY ORIENTED PROCESS APPROACH TO PSYCHOEDUCATIONAL EVALUATIONS 493
George McCloskey, Emily Hartz and Jaime Slonim

Case 11—Colin, Age 8: An Eight-Year-Old Boy with Mild Executive Function Difficulties but No Specific Learning Disabilities 497
George McCloskey

Case 12—Derek, Age 13: A Teenage Boy Exhibiting Phonological Dyslexia and Executive Function Difficulties 523
George McCloskey

CHAPTER 14 INTERPRETING THE WISC–V FOR CHILDREN WITH READING OR LANGUAGE PROBLEMS: FIVE ILLUSTRATIVE CASE REPORTS 549

Introduction to the Five Case Reports on Children with Reading or Language Problems 549
Diane L. Coalson and Nadeen L. Kaufman

Conceptual and Clinical Integration of All 17 Case Reports in the Book 550
Nadeen L. Kaufman and Diane L. Coalson

Case 13—Ellie, Age 10: Complexity in Diagnosis: Neuropsychological Assessment of a Chinese Adoptee 557
Michelle Lurie

Case 14—Jordan, Age 15: Cognitive Development in a Child Who Is Hard of Hearing: Is It More than Just Hearing? 568
Marsha Vasserman

Case 15—Jane, Age 8: Consumer-Responsive Approach to Assessment Reports 578
Robert Lichtenstein and Joan Axelrod

Case 16—Lizzie, Age 8: Low Cognition, Low Achievement—StillWith a Learning Disability 587
Carlea Dries and Ron Dumont

Case 17—Patrick, Age 9: Does My Son Have a Reading Disability?: Application of the WISC–V and WJ IV 600
Nancy Mather and Katie Eklund

PART V INDEPENDENT WISC–V TEST REVIEWS 613

CHAPTER 15 OUR WISC–V REVIEW 615
Matthew R. Reynolds and Megan B. Hadorn

CHAPTER 16 REVIEW OF THE WISC–V 637
Ron Dumont and John O. Willis

CHAPTER 17 REVIEW OF THE WISC–V 645
Daniel C. Miller and Ryan J. McGill

CHAPTER 18 INDEPENDENT WISC–V TEST REVIEW: THEORETICAL AND PRACTICAL CONSIDERATIONS 663
Jack A. Naglieri

CHAPTER 19 SOME IMPRESSIONS OF, AND QUESTIONS ABOUT, THE WISC–V 669
George McCloskey

CHAPTER 20 REVIEW OF THEWECHSLER INTELLIGENCE SCALE FOR CHILDREN–FIFTH EDITION: CRITIQUE, COMMENTARY, AND INDEPENDENT ANALYSES 683
Gary L. Canivez and Marley W. Watkins

CHAPTER 21 OVERVIEW AND INTEGRATION OF THE INDEPENDENT REVIEWS OF WISC–V 703

PART VI AFTERWORD: ALAN KAUFMAN REFLECTS ON DAVID WECHSLER AND HIS LEGACY 713

Dr.Wechsler Remembered, Part I (1992)

Dr.Wechsler Remembered, Part II (2015)

References 725

About the Authors 771

About the Contributors 773

About the Online Resources 781

Author Index 785

Subject Index 795

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Author Information

ALAN S. KAUFMAN, PHD, is Clinical Professor at the Child Study Center at the Yale University School of Medicine.

SUSAN ENGI RAIFORD, PHD, is a senior research director and manager of the Wechsler Team for Pearson in San Antonio, Texas.

DIANE L. COALSON, PHD, is a cognitive assessment expert, research psychologist, author, and clinician.

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Reviews

"The book is overflowing with strengths, setting itself apart from other books on the WISC-V for several reasons. The most important one is the truly impressive history, knowledge, and experience the lead author has with the WISC, beginning with the WISC–Revised (WISC-R) and his relationship with David Wechsler. Alan Kaufman’s unique perspective with the history and development of the WISC allows the readers a unique viewpoint in understanding why changes were made or how decisions were decided in the development of the fifth generation of this test. Additional strengths of the text include the broadness of topics covered, application of various theoretical orientations to understanding and interpreting the test, and a summary of critiques by experts in the field. When attempting to developing critical thinking skills, few books provide the plethora of opinions and viewpoints from theoretically dissimilar experts that allows a reader to evaluate the various theories and approaches in a manner like this book does."—review from The Journal of Psychoeducational Assessment  Ronald S. Palomares and Nadine E. Ndip, Texas Woman’s University, Denton, USA. Sage, September 2016.

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Downloads

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Errata in text
Please find attached the corrections to Appendix pages 18-20
48.04 KB Click to Download
Errata in text
Please replace the excel file on the book companion site with the new file, is attached here.
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Errata

Do you think you've discovered an error in this book? Please check the list of errata below to see if we've already addressed the error. If not, please submit the error via our Errata Form. We will attempt to verify your error; if you're right, we will post a correction below.

ChapterPageDetailsDatePrint Run
18-20 Errata in text
The corrections to the pages 18-20 is attached in Downloads sections
Note:
Please note that once the type corrections are made the tables need to be reordered so that the new A8 = Successive comes before the new A9 = Simultaneous.
6-Jun-17
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