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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.
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 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
