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WISC-V: Clinical Use and Interpretation, Second Edition provides
practical information for clinicians on the selection of subtest
measures, along with their proper administration and
interpretation. 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.
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.
The Wechsler Intelligence Scale for Children: Fourth Edition
(WISC-IV) is one of the most often used measures to assess
intelligence and cognitive functions in children, ages 6-16 years.
The second edition of the "WISC-IV Clinical Assessment and
Intervention" will include new information obtained from the
clinical use of the WISC-IV in practice. Information on the basic
use of the assessment tool is condensed from three chapters into
one, with four new chapters discussing how to use and interpret
WISC-IV with additional clinical populations. These new populations
include pervasive Developmental Disorders including autism, Social
and emotional disorders, psychiatric disorders, and medical
disorders that may affect intelligence. An additional new chapter
discusses intervention planning across patient populations. Each of
the chapters (revised original chapters and new chapters) will
additionally include case studies including diagnosis and
intervention.
Overall, the material in the book is 65% changed, new, and updated.
These changes make the second edition better able to meet a
clinician's needs in using and interpreting this test.
New to the Second Edition:
* Inclusion of case studies illustrating the clinical applications
of the WISC-IV in assessment and program planning
* Intervention recommendations following from assessment to
diagnosis
* Introductory chapter illustrating the relationships between the
WISC-IV index scores and intervention planning
* New chapters on Learning Disabilities, emotionally disturbed
children, systematic illness, and Autism Spectrum Disorders
* Specialized chapters on neuropsychological applications,
executive functioning, and cultural issues
* Additional information to aid test interpretation including
extended norms for gifted children and the Cognitive Proficiency
Index
* All chapters revised to reflect data obtained from the test in
clinical use
For both experienced psychologists and graduate students, this book
moves quickly through the essentials of WISC-IV interpretation and
onto an insightful analysis of the major cognitive domains assessed
by WISC-IV. It is the intention of the editors to raise the
standard of practice from a simplistic 'test-label-place' model to
a clinical model of assessing to understand and intervene. In the
first chapter, the reader is presented with a comprehensive array
of societal and home environment factors for which there is
empirical evidence indicating their impact on the development of
children s cognitive abilities, and ultimately their scores on
intelligence tests. Subsequent chapters address issues related to
the assessment of cognitive abilities that compose 'g', with
special emphasis on the clinical correlates of working memory and
processing speed from both neuropsychological and cognitive
information processing perspectives. Each new chapter builds on
material presented in previous chapters and progresses the reader
purposefully through deeper levels of understanding of WISC-IV and
cognitive assessment in general. Two chapters explicate the
processing approach to interpretation that is the corner stone of
the WISC-IV Integrated. A further chapter addresses the
interpretation of WISC-IV findings within the context of other
instruments as part of a full psychological evaluation. The final
chapter provides an extensive case example of how to write
psychological evaluation reports from a child-centered rather than
a score-centered perspective that can have transforming impact on
parents and teachers approach to the child. Overall, these four
authors are the architects of a masterful new book on advanced
WISC-IV interpretation from a clinical perspective, Together with
the complimentary book, WISC-IV Clinical Assessment and
Intervention, Second Edition these books provide the complete
spectrum of information needed by all psychologists who use the
WISC-IV in clinical practice.
* The Wechsler scale is the most widely used assessment of
children's intelligence
* Authored by assessment experts including Harcourt Assessment
staff with exclusive data on the WISC-IV
* Discusses interpretation of 4 index scores of WISC-IV
* Examines the WISC-IV in relation to other frequently used
psychological tests
* Describes the importance of the WISC-IV integrated in clinical
assessment
* Predicts scholastic achievement based on WISC-IV subtest
scores
* Discusses modification of score interpretation based on culture,
SES, & other contextual factors"
This guide to the WAIS-III and WMS-III tests is written to help
clinical practitioners achieve efficient and accurate
interpretations of test results. The only interpretive guide to be
based on data obtained while standardizing the tests, this
reference source provides new models for interpreting results, as
well as practical information on the diagnostic validity,
demographically corrected norms, and accuracy of the tests in
measuring intelligence and memory.
The focus of information is to allow clinicians to reduce variance
in the interpretations of scores, indicating how best to factor in
socio-economic status of respondents, interpreting meaningful
change in serial assessments, and scoring with alternate or omitted
sub-tests. Also included in the book are chapters on accommodating
clients with disabilities. The final chapter discusses frequently
asked questions (with answers) on the use and interpretation of the
tests, as well as practical issues to help make scoring
time-efficient and accurate.
KEY FEATURES
* Only guide to be based on data obtained in the standardization of
the tests
* Practical examples given to help guide interpretation of
scores
* Focuses on information to make faster, more accurate scoring
interpretations
The WISC-III is the most frequently used IQ assessment technique in
the United States. This book discusses the clinical use of the
WISC-III with respect to specific clinical populations, and covers
research findings on the validity and reliability of the test. It
also includes standardization data from the Psychological
Corporation. Many of the contributors participated in the
development of the WISC-III and are in a unique position to discuss
the clinical uses of this measure.
The book describes the WISC-III from scientist-practitioner
perspectives. It provides methods to aid in understanding and
interpreting the WISC-III results for various groups of exceptional
children. The book also presents detailed descriptions of behavior
and achievement as well as recommendations for test interpreting
standards.
WISC-III Clinical Use and Interpretation has immediate and
practical relevance to professionals who administer, interpret, or
use the results of the WISC-III. The solid writing by leading
experts makes the contents of this book an essential reference for
WISC-III users.
Key Features
* Leading experts discuss the clinical use of the WISC-III
* Thorough coverage of the literature with many new findings
* Covers wide range of exceptionalities from AD/HD to learning
disabilities
* Direct relevance to practitioners, researchers, and trainers
This guide to the WAIS-III and WMS-III tests is written to help
clinical practitioners achieve efficient and accurate
interpretations of test results. The only interpretive guide to be
based on data obtained while standardizing the tests, this
reference source provides new models for interpreting results, as
well as practical information on the diagnostic validity,
demographically corrected norms, and accuracy of the tests in
measuring intelligence and memory. The focus of information is to
allow clinicians to reduce variance in the interpretations of
scores, indicating how best to factor in socio-economic status of
respondents, interpreting meaningful change in serial assessments,
and scoring with alternate or omitted sub-tests. Also included in
the book are chapters on accommodating clients with disabilities.
The final chapter discusses frequently asked questions (with
answers) on the use and interpretation of the tests, as well as
practical issues to help make scoring time-efficient and accurate.
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