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.
"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 the WISC–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 Report Writing 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 Uropsychological/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 in Written 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—Still With 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"
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.
Reviews for Intelligent Testing with the WISC-V
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.
