| Description |
1 online resource |
| Contents |
<P>Dedication</p> <p>Foreword</p> <p>Authors' Preface</p> <p>Acknowledgments</p> <p><b>Part I Introduction to Intelligent Testing & the WISC-V</b></p> <p>Chapter 1 Intelligent Testing</p> <p><b>Part II Administration & Scoring</b></p> <p>Chapter 2 Intelligent WISC-V Administration-Test Kit Version</p> <p>Chapter 3 WISC-V Scoring-Test-Kit Version</p> <p>Chapter 4 WISC-V Digital Administration and Scoring</p> <p><b>Part III Basic WISC-V Test Interpretation</b></p> <p>Chapter 5 WISC-V Sex, Ethnic, and SES Differences</p> <p>Chapter 6 The Creation of New Risk Scales for school failure and Juvenile Delinquency: The Child and Adolescent Academic and Behavior Questionnaires (Jennie Kaufman Singer, Alan S. Kaufman, Susan Engi Raiford, & Diane L. Coalson)</p> <p>Chapter 7 Does WISC-V Scatter Matter? (Troy Courville. Diane L. Coalson, Alan S. Kaufman, & Susan Engi Raiford)</p> <p>Chapter 8 Basic Steps for WISC-V Interpretation</p> <p><b>Part IV Theoretical Frameworks for WISC-V Interpretation</b></p> <p>Chapter 9 Interpreting the WISC-V from the Perspective of Cattell-Horn-Carroll (CHC) Theory</p> <p>Case 1 Liam, age 9: Emotionally Intelligent Testing with the WISC-V and CHC Theory (W. Joel Schneider)</p> <p>Case 2 Alicia, age 13: Looking Under the Hood (Jill Hartmann & John Willis)</p> <p>Case 3 Luke, age 9: A CHC-Based Cross-Battery Assessment Case Report (Jennifer T. Mascolo & Dawn P. Flanagan)</p> <p>Chapter 10 Interpreting the WISC-V from a Cognitive Neuroscience Perspective</p> <p>Case 4 Josh, age 8: A neurodevelopmental processing "no numbers" approach to case report writing (Elaine Fletcher-Janzen & Elizabeth Power)</p> <p>Case 5 Tawna, age 13: Eighth Grade Girl with ADHD Struggling with Processing Speed, Sustained Attention, and Emotional Functioning (Michelle Lurie & Elizabeth Lichtenberger)</p> <p>Case 6 Tom, age 8 (Digital Administration): Evaluation of a Twice-Exceptional Child: Gifted with Dyslexia and Symptoms of Inattention and social-Behavioral Issues (Kristina Breaux)</p> <p>Chapter 11 Interpreting the WISC-V from a Neuropsychological Perspective</p> <p>Case 7 Jaime, age 10: A 4<sup>th</sup> grade boy on the autism spectrum struggling with behavioral and learning problems (Jennie Kaufman Singer)</p> <p>Case 8 Christopher, age 11: Phonological Dyslexia in Child with Visual Perceptual Disorder (Marsha Vasserman)</p> <p>Case 9 Isabella, age 13: Teenage Girl with Low Cognitive Ability, ADHD, and Emotional Issues (Michelle Lurie)</p> <p>Chapter 12 Interpreting the WISC-V from Dan Miller's Integrated School Neuropsychological/Cattell-Horn-Carroll Model (Daniel C. Miller and Alicia M. Jones)</p> <p>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 (Daniel C. Miller & Alicia M. Jones)</p> <p>Chapter 13 Interpreting the WISC-V Using George McCloskey's Neuropsychologically-oriented Process Approach to Psychoeducational Evaluations (George McCloskey, Emily Hartz, & Jaime Slonim)</p> <p>Case 11 Colin, age 8: An Eight-year-old Boy with Mild Executive Function Difficulties but No Specific Learning Disabilities (George McCloskey)</p> <p>Case 12 Derek, age 13: A Teenage Boy Exhibiting Phonological Dyslexia and Executive Function Difficulties (George McCloskey)</p> <p>Chapter 14 Interpreting the WISC-V for Children with Reading or Language Problems: Five Illustrative Case Reports (Diane L. Coalson & Nadeen L. Kaufman)</p> <p>Conceptual and Clinical Integration of All 17 Case Reports in the Book (Nadeen L. Kaufman and Diane L. Coalson)</p> <p>Case 13 Elle, age 10: Complexity in Diagnosis: Neuropsychological Assessment of a Chinese Adoptee (Michelle Lurie)</p> <p>Case 14 Jordan, age 15: Cognitive development in a hearing impaired child: Is it more than just hearing? (Marsha Vasserman)</p> <p>Case 15 Jane, age 8: Consumer-Responsive Approach to Assessment Reports (Robert Lichtenstein & Joan Axelrod)</p> <p>Case 16 Lizzie, age 8: Low Cognition, Low Achievement -- Still Learning Disabled (Carlea Dries & Ron Dumont)</p> <p>Case 17: Patrick, age 9: Does My Son Have a Reading Disability?: Application of the WISC-V and WJ IV (Nancy Mather & Katie Eklund)</p> <p><b>Part V Independent WISC-V Test Reviews</b></p> <p>Chapter 15 Our WISC-V Review (Matthew R. Reynolds & Megan B. Hadorn)</p> <p>Chapter 16 Review of the WISC-V (Ron Dumont & John O. Willis)</p> <p>Chapter 17 Review of the WISC-V (Daniel C. Miller and Ryan J. McGill)</p> <p>Chapter 18 Independent WISC-V Test Review: Theoretical and Practical Considerations of (Jack A. Naglieri)</p> <p>Chapter 19 Some Impression of, and Questions About, the WISC-V (George McCloskey)</p> <p>Chapter 20 Review of the Wechsler Intelligence Scale for Children-Fifth Edition: Critique, Commentary, and Independent Analyses (Gary L. Canivez & Marley W. Watkins)</p> <p>Chapter 21 Overview and Integration of the Independent Reviews of WISC-V</p> <p>Afterword: Alan Kaufman Reflects on David Wechsler and His Legacy</p> <p>Appendix A Norms Tables (Chapters 8, 9, & 10)</p> <p>Appendix B Sample Tables for Reports (Chapter 8)</p> <p>Appendix C Critical Values and Base Rates for Selected WISC-V Score Comparisons (Chapter 8)</p> <p>Appendix D Academic-Q & Behavior-Q (Chapter 6)</p> <p>Appendix E Does WISC-V Scattter Matter? (From Chapter 7)</p> <p>Appendix F Four new process scores (Chapter 11)</p> <p>Appendix G McCloskey case report details (Chapter 13)</p> <p>Appendix H WJ IV score report for Patrick (Chapter 14, Case 17)</p> <p>Appendix I Factor Analyses, Canivez & Watkins (Chapter 20)</p> <p>WISC-V</p> <p>References</p> <p>About the Authors</p> <p>About the Contributors</p> <p>About the Online Resources</p> |
| Summary |
"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"-- Provided by publisher |
| Notes |
Includes index |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record and CIP data provided by publisher |
| Subject |
Wechsler Intelligence Scale for Children.
|
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Wechsler Scales
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PSYCHOLOGY -- Assessment, Testing & Measurement.
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Wechsler Intelligence Scale for Children
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| Form |
Electronic book
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| Author |
Raiford, Susan Engi
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|
Coalson, Diane L
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| LC no. |
2015038264 |
| ISBN |
9781119176749 |
|
1119176743 |
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9781119176732 |
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1119176735 |
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