WISC V Assessment and Interpretation 1st edition by Lawrence Weiss, Donald Saklofske, James Holdnack, Aurelio Prifitera ISBN‎ 0124046975 ‎ 978-0124046979

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ISBN 10:‎ 0124046975
ISBN 13: ‎ 978-0124046979
Author: Lawrence Weiss, Donald Saklofske, James Holdnack, Aurelio Prifitera 

The Wechsler Intelligence Scale is the most widely used intelligence test for children worldwide. WISC V introduces new subtests, composite scores, process scores, error scores, and scaled scores as a more complex and accurate means of assessing cognitive abilities. WISC V Assessment and Interpretation provides practical information for clinicians on selection of subtest measures, administration, and interpretation.

New subtests are described along with tips for accurate administration and scoring. Full Scale IQ is identified as important for predicting relevant behaviors, and primary index scores for characterizing the child’s strengths and weaknesses. Classroom indicators of low scores on each of these abilities are identified, with suggested interventions, accommodations, and instructional strategies for low scorers. Coverage includes ethnic differences for the Full Scale IQ and each primary index score, along with evidence of the profound influence of parental attitudes and expectations. Several other societal and contextual factors relevant to understanding racial/ethnic differences are presented. Two chapters review use of the WISC V for identifying learning disabilities, testing of individuals with dyslexia, and best practice recommendations to ensure accurate diagnosis and intervention. Concluding chapters describe advances in the Q interactive system platform allowing administration of the WISC V on iPads and other tablets and how clinicians can tailor assessment using select WISC V subtests and features.

WISC V Assessment and Interpretation 1st Table of contents:

Part I: Applied Considerations

Chapter 1. WISC-V: Advances in the Assessment of Intelligence

Introduction

A Brief Historical Recap

From the Past to the Present

Structure and Content of the WISC-V

The WISC-V Primary Indexes and Subtests

The WISC-V Full Scale Intelligence Quotient

The WISC-V Ancillary Indexes and Subtests

The WISC-V Complementary Indexes and Subtests

Summary

References

Chapter 2. Practical Issues in WISC-V Administration and Scoring

Introduction

General WISC-V Administration and Scoring Tips

Administering the WISC-V Subtests

Concluding Comments

Appendix 2A Frequently Asked Questions

Appendix 2B How is WISC-V Different from WISC-IV?

References

Chapter 3. Practical Considerations in WISC-V Interpretation and Intervention

Introduction

Levels Of Interpretation: When The Overall Ability Score Does Not Tell The Whole Story

Personifying the Primary Abilities: A Simple Analogy

Issues Related to Intervention

Intervention Suggestions Related to Verbal Comprehension

Intervention Suggestions Related To Visual–Spatial Processing

Intervention Suggestions Related to Fluid Reasoning

Intervention Suggestions Related to Working Memory

Intervention Suggestions Related to Processing Speed

Case Example

References

Part II: Theoretical Considerations

Chapter 4. Theoretical and Clinical Foundations of the WISC-V Index Scores

Introduction

The WISC-V Index Scores

The Role of Executive Functions in Intelligence

An Integrative Theory of Cognitive Abilities

Summary

References

Chapter 5. WISC-V Use in Societal Context

Bias Issues in Intellectual Assessment

Consequences of Testing and the Fairness of Test Use in Special Education

Demographic Disparities in Various Areas of Life

Cognitive Development, Home Environment, and Culture

The Role of Cognitive Stimulation in Intellectual Development

The Role of the Child in Academic and Intellectual Development

Patterns Of WISC-V IQ Scores Across Culturally and Linguistically Diverse Groups

SES Mediators of FSIQ Differences Between Culturally and Linguistically Diverse Groups

Further Considerations of Home Environment on Intellectual and Academic Development of Children

Conclusions Regarding Home Environment and Cognitive Development

Summary

References

Chapter 6. The Flynn Effect and Its Clinical Implications

What do we Know about the Flynn Effect?

Implications of the Flynn Effect for Practitioners

The Flynn Effect in the WISC-V

Recommendations

References

Part III: Clinical Considerations

Chapter 7. Testing Hispanics with WISC-V and WISC-IV Spanish

Introduction

Testing Hispanics with WISC-V

Hispanic Base Rates for WISC-V

Testing Spanish-Speaking Clients

Use of Interpreters

Summary and Conclusions

Acknowledgments

References

Chapter 8. WISC-V and the Evolving Role of Intelligence Testing in the Assessment of Learning Disabilities

Introduction

Learning Disability: Current Definitions and Subtypes

Intelligence: A Key Link in the Assessment and Diagnosis of Learning Disability

A Taxonomy of Cognitive Abilities Related to Learning Disabilities

Revisiting SLD Identification with the WISC-V

Summary and Concluding Comments

References

Chapter 9. Translating Scientific Progress in Dyslexia into Twenty-first Century Diagnosis and Interventions

Introduction

Evolution of Dyslexia as an Unexpected Difficulty in Relation to Intelligence

Neurobiological Evidence Supporting Dyslexia

Necessity and Challenge of Bringing Diagnosis of Dyslexia into the Twenty-First Century

Diagnosis of Dyslexia in Adolescents and Young Adults

Summary

Acknowledgments

References

Chapter 10. Issues Related to the WISC-V Assessment of Cognitive Functioning in Clinical and Special Groups

Introduction

The Relevance and Purpose of Cognitive Assessment

Clinical and Special Groups: General Description and Intellectual Functioning

Intellectual Assessment with the WISC-V in Diagnostic and Treatment Planning

WISC-V Performance in Special Groups

Summary

References

Part IV: Current and Future Directions

Chapter 11. Digital Assessment with Q-interactive

Introduction

Overview of Components and Workflow

Assess

Central

Implications for Professional Practice

Future Directions

References

Chapter 12. WISC-V and the Personalized Assessment Approach

Introduction

Obtaining and Refining Initial Impressions of the Child

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Tags: Lawrence Weiss, Donald Saklofske, James Holdnack, Aurelio Prifitera, WISC V