WISC-V Assessment and Interpretation: Scientist-Practitioner Perspectives
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. - Authored by the creators of the WISC-V - Describes the new subtests, revised test structure, and test extensions - Advises clinicians on test selection and custom tailoring of assessment measures - Provides best practice recommendations for accurate administration and scoring - Addresses electronic administration via tablets and comparison to print scores - Reviews social/contextual factors for understanding racial/ethnic differences - Translates scores to predict behaviors and identify child strengths and weaknesses - Suggests interventions, accommodations, and instructional strategies for low scorers
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WISC-V Assessment and Interpretation: Scientist-Practitioner Perspectives
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. - Authored by the creators of the WISC-V - Describes the new subtests, revised test structure, and test extensions - Advises clinicians on test selection and custom tailoring of assessment measures - Provides best practice recommendations for accurate administration and scoring - Addresses electronic administration via tablets and comparison to print scores - Reviews social/contextual factors for understanding racial/ethnic differences - Translates scores to predict behaviors and identify child strengths and weaknesses - Suggests interventions, accommodations, and instructional strategies for low scorers
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WISC-V Assessment and Interpretation: Scientist-Practitioner Perspectives

WISC-V Assessment and Interpretation: Scientist-Practitioner Perspectives

WISC-V Assessment and Interpretation: Scientist-Practitioner Perspectives
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WISC-V Assessment and Interpretation: Scientist-Practitioner Perspectives

WISC-V Assessment and Interpretation: Scientist-Practitioner Perspectives

Overview

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. - Authored by the creators of the WISC-V - Describes the new subtests, revised test structure, and test extensions - Advises clinicians on test selection and custom tailoring of assessment measures - Provides best practice recommendations for accurate administration and scoring - Addresses electronic administration via tablets and comparison to print scores - Reviews social/contextual factors for understanding racial/ethnic differences - Translates scores to predict behaviors and identify child strengths and weaknesses - Suggests interventions, accommodations, and instructional strategies for low scorers

Product Details

ISBN-13: 9780124051850
Publisher: Elsevier Science & Technology Books
Publication date: 06/08/2015
Series: Practical Resources for the Mental Health Professional
Sold by: Barnes & Noble
Format: eBook
Pages: 456
File size: 9 MB

About the Author

Lawrence G. Weiss, PhD is Vice President of Test Development for Pearson Clinical Assessment. He oversees a department of 150 professionals and is responsible for all research and test development activities related to the company's psychological, educational, speech, language, and occupational therapy assessment products as well as post college admissions tests. He also advises on test development activities for the company's international business partners around the globe including Pearson Clinical Assessment offices in the United Kingdom, Australia, Canada, France, Germany, The Netherlands, India, China, Spain, and Brazil. Dr. Weiss has presented widely on intelligence in more than a dozen countries. He has authored or co-authored the following 7 graduate level text books: • WISC-III Cross Cultural Analyses: Culture and Children's Intelligence (2003) • WISC-IV Clinical Use and Interpretation (2005) • WISC-IV Advanced Clinical Interpretation (2006) • WISC-IV Clinical Use and Intervention (2008)• WAIS-IV Clinical Use and Interpretation (2010)• BAYLEY-III Clinical Use and Interpretation (2010)• Advanced Clinical Assessment with WAIS-IV and WMS-IV (2013)Some of his books have been translated into Spanish, Japanese, and Korean. In addition, he has authored or coauthored approximately 30 journal articles, 12 technical reports, and 10 other book chapters.Dr. Weiss holds a PhD degree in industrial and organizational psychology from Texas A&M University, and a master's degree in clinical psychology from Trinity University. He lives in San Antonio, Texas, with his wife of 28 years, Judy Ann. The Weiss' have two adult sons.Dr. Donald H. Saklofske is Professor, Department of Psychology at The University of Western Ontario, Visiting Professor at Beijing Normal University and International Research Associate, University of Florence. He is a Fellow of the Association for Psychological Science and the Canadian Psychological Association. Don's research focuses on personality, intelligence, individual differences and psychological assessment. He has published more than 300 journal articles, book chapters and books. He is Editor-in-Chief of Personality and Individual Differences and Journal of Psychoeducational Assessment.
Lawrence G. Weiss, PhD is Vice President of Test Development for Pearson Clinical Assessment. He oversees a department of 150 professionals and is responsible for all research and test development activities related to the company’s psychological, educational, speech, language, and occupational therapy assessment products as well as post college admissions tests. He also advises on test development activities for the company’s international business partners around the globe including Pearson Clinical Assessment offices in the United Kingdom, Australia, Canada, France, Germany, The Netherlands, India, China, Spain, and Brazil. Dr. Weiss has presented widely on intelligence in more than a dozen countries. He has authored or co-authored the following 7 graduate level text books: • WISC-III Cross Cultural Analyses: Culture and Children’s Intelligence (2003) • WISC-IV Clinical Use and Interpretation (2005) • WISC-IV Advanced Clinical Interpretation (2006) • WISC-IV Clinical Use and Intervention (2008)• WAIS-IV Clinical Use and Interpretation (2010)• BAYLEY-III Clinical Use and Interpretation (2010)• Advanced Clinical Assessment with WAIS-IV and WMS-IV (2013)Some of his books have been translated into Spanish, Japanese, and Korean. In addition, he has authored or coauthored approximately 30 journal articles, 12 technical reports, and 10 other book chapters.Dr. Weiss holds a PhD degree in industrial and organizational psychology from Texas A&M University, and a master’s degree in clinical psychology from Trinity University. He lives in San Antonio, Texas, with his wife of 28 years, Judy Ann. The Weiss’ have two adult sons.

Table of Contents

Part I: Applied Considerations Chapter 1: WISC-V: Advances in the Assessment of IntelligenceLawrence G. Weiss, Donald H. Saklofske, James A. Holdnack, and Aurelio Prifitera Chapter 2: Practical Issues in WISC–V Administration and ScoringDustin Wahlstrom, Lawrence G. Weiss and Donald H. Saklofske Chapter 3: Practical Considerations in WISC-V Interpretation and InterventionA. Lynne Beal, James A. Holdnack, Donald H. Saklofske, and Lawrence G. Weiss Part II: Theoretical Considerations Chapter 4: Theoretical and Clinical Foundations of the WISC-V Index ScoresLawrence G. Weiss, James A. Holdnack, Donald H. Saklofske, and Aurelio Prifitera Chapter 5: WISC-V Use in Societal ContextLawrence G. Weiss, Victoria Locke, Tianshu Pan, Jossette G. Harris, Donald H. Saklofske and Aurelio Prifitera Chapter 6: The Flynn Effect and its Clinical ImplicationsJacques Grégoire, Mark Daniel, Antolin M. Llorente and Lawrence G. Weiss Part III: Clinical Considerations Chapter 7: Testing Hispanics with WISC-V and WISC-IV SpanishLawrence G. Weiss, Maria R. Munoz, and Aurelio Prifitera Chapter 8: WISC-V and the Evolving Role of Intelligence Testing in the Assessment of Learning DisabilitiesDonald H. Saklofske, Lawrence G. Weiss, Kristina Breaux, and A. Lynne Beal Chapter 9: Translating Scientific Progress in Dyslexia into Twenty-first Century Diagnosis and InterventionsBennett A. Shaywitz, Lawrence G. Weiss, Donald H. Saklofske and Sally E. Shaywitz Chapter 10: Issues Related to the WISC-V Assessment of Cognitive Functioning in Clinical and Special GroupsJessie L. Miller, Donald H. Saklofske, Lawrence G. Weiss, Lisa Drozdick, Antolin M. Llorente, James A. Holdnack, and Aurelio Prifitera Part IV: Current and Future Directions Chapter 11: Digital Assessment with Q-InteractiveDustin Wahlstrom, Mark Daniel, Lawrence G. Weiss and Aurelio Prifitera Chapter 12: WISC-V and the Personalized Assessment ApproachJames A. Holdnack, Aurelio Prifitera, Lawrence G. Weiss, and Donald H. Saklofske

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The only book describing the clinical use and interpretation of the new WISC-V test

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