Intelligent Testing with the WISC-V E-Book

Alan S. Kaufman

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch

Seitenzahl: 2050

Veröffentlichungsjahr: 2015

Beschreibung

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.

Leseprobe

Table of Contents

Title Page

Copyright

Dedication

Foreword On the Origins of “Intelligent Testing”

Preface

Acknowledgments

Part 1: Introduction to Intelligent Testing and the WISC–V

Chapter 1: Intelligent Testing

IQ Testing in the 1970

IQ Testing in the 1980 and Early 1990

IQ Testing Today

The WISC–IV and the WISC–V

Basic Tenets of the New Intelligent Testing Approach

Contemporary Thoughts about Intelligent Testing

Part 2: Administration and Scoring

Chapter 2: Intelligent WISC–V Administration: Test Kit Version

Pre-Administration Considerations

General Administration Information

Subtest-by-Subtest Administration

Frequently Asked Questions: Subtest Administration

Chapter 3: WISC–V Scoring: Test Kit Version

Scoring Subtests

Using Q-Global to Obtain the WISC–V Score Report

Frequently Asked Questions: Scoring

Chapter 4: WISC–V Digital Administration and Scoring

Digital Assessment Advantages and Challenges

Equivalence of Traditional and Digital Mediums

Testing Special and Clinical Populations

Administration of the WISC–V on Q-interactive

Part 3: Basic WISC–V Test Interpretation

Chapter 5: WISC–V Sex, Ethnic, and Socioeconomic Status (SES) Differences

Introduction

Sex Differences

Socioeconomic Status Differences

Race/Ethnicity Differences

Summary of Findings

Clinical Applications of Score Differences

Chapter 6: The Creation of New Risk Scales for School Failure and Juvenile Delinquency: The Child and Adolescent Academic and Behavior Questionnaires

Review of Research on Risk Factors for School Failure and Delinquency

Development and Validation of New Rating Scales

Overview of the Clinical Validity of the Academic and Behavior Questionnaires

Conclusion

Chapter 7: Does WISC–V Scatter Matter?

Index-Level Scatter

Subtest-Level Scatter

Item-Level Scatter

Conclusion

Chapter 8: Basic Steps for WISC–V Interpretation

Understanding the Composite Scores

Step-by-Step Score Analysis to Inform Interpretation

Part 4: Theoretical Frameworks for WISC–V Interpretation

Chapter 9: Interpreting the WISC–V from the Perspective of Cattell-Horn-Carroll Theory

A Brief History of CHC Theory

Contemporary CHC Theory

CHC-Based Interpretation of the WISC–V

Introduction to Case Reports

Chapter 10: Interpreting the WISC–V from a Cognitive Neuroscience Perspective

Introduction

Genetic and Environmental Influences on Intelligence

Childhood Brain Development

Neural Plasticity

Brain Imaging

Neuroanatomical Correlates of Cognitive Abilities

It Is Complicated: The Emergence of Cognitive Abilities

Conclusion

Introduction to Case Reports

Chapter 11: Interpreting the WISC–V from a Neuropsychological Perspective

History of Clinical Neuropsychology

Training Requirements for Neuropsychologists

Silver's (1993) Information-Processing Model

Hale and Fiorello's Demands Analysis

Neuropsychological Case Report Content

Multiple Assessments of the Same Child or Adolescent: Taking into Account Practice Effects on Wechsler's Scales

Introduction to Case Reports

Chapter 12: Interpreting the WISC–V from Dan Miller's Integrated School Neuropsychological/Cattell-Horn-Carroll Model

The Wechsler Family of Products

Coverage of Basic Neurocognitive Constructs by the WISC–V, the WISC–V Integrated, and the WIAT–III

Summary

Chapter 13: Interpreting the WISC–V Using George McCloskey's Neuropsychologically Oriented Process Approach to Psychoeducational Evaluations

Introduction to the Interpretive Approach

Introduction to the Reports

Chapter 14: Interpreting the WISC–V for Children with Reading or Language Problems: Five Illustrative Case Reports

Introduction to the Five Case Reports on Children with Reading or Language Problems

Conceptual and Clinical Integration of All 17 Case Reports in the Book

Part 5: Independent WISC–V Test Reviews

Chapter 15: Our WISC–V Review

WISC–IV

WISC–V

Technical Information

Scores Differences and Test Interpretation

Commentary

Chapter 16: Review of the WISC–V

General Description of the WISC–V

Specific Description

Scoring System

Technical Adequacy

Commentary and Recommendations

Chapter 17: Review of the WISC–V

Organization of the WISC–V

Theoretical Foundation of the Test

Family of Related Products

Quality of Testing Materials

New WISC–V Subtests

Subtest Modifications

Interpretative Options

Psychometric Adequacy of the WISC–V

Contributions the WISC–V Will Make to the Field

Chapter 18: Independent WISC–V Test Review: Theoretical and Practical Considerations

WISC–V and Theory

WISC–V and Achievement

WISC–V Profiles and Eligibility Determination

WISC–V and Race/Ethnicity

Conclusions

Chapter 19: Some Impressions of, and Questions about, the WISC–V

What Does the Term

Full Scale IQ

Mean, and What Should a General Estimate of Intelligence Encompass?

Why Are Some Indexes Primary, Some Ancillary, Some Complementary, and Some Nonexistent?

Why Does the Test Include Subtests that Do Not Contribute to Any Index?

What's the Difference between an Ability and a Process?

Is Cognition the Same Thing as Intelligence, and if They Are Not the Same, Which One Is the WISC–V Measuring?

Chapter 20: Review of the Wechsler Intelligence Scale for Children–Fifth Edition: Critique, Commentary, and Independent Analyses

WISC–V Review

Commentary

Independent Analyses

Conclusions

General Summary

Chapter 21: Overview and Integration of the Independent Reviews of WISC–V

Overview of Each WISC–V Test Review

Were the Test Developers Responsive to Feedback from the Field?

Was it Wise to Split the Perceptual Reasoning Index into Two Components—Fluid Reasoning (

Gf

) and Visual Spatial (

Gv

)?

Is the WISC–V User-Friendly?

How Good are the WISC–V's Psychometric Properties and Test Development Procedures?

A Few of Our Favorite Things

Part 6: Afterword: Alan Kaufman Reflects on David Wechsler and His Legacy

Afterword

Dr. Wechsler Remembered, Part I

Dr. Wechsler Remembered, Part II (2015)

References

About the Authors

About the Contributors

About the Online Resources

Content Included in the Online Resources

Author Index

subject Index

End User License Agreement

Appendixes: Available at Downloadable Resources: www.wiley.com/go/itwiscv

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