Essentials of WISC-V Assessment
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Essentials of WISC-V Assessment

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The comprehensive reference for informative WISC-V assessment
Essentials of WISC-V Assessmentprovides step-by-step guidance for administering, scoring, and interpreting the Wechsler Intelligence Scale for Children (WISC-V). Packed with practical tips for more accurate assessment, this informative guide includes numerous case studies that illustrate a range of real-world issues. Special attention is devoted to the assessment of individuals who have significant learning difficulties, such as learning disabilities, and who speak English as a second language. The WISC-V is a valuable assessment tool, but it must be administered and scored appropriately to gain meaning from score interpretation. This book gives you an in-depth understanding of the WISC-V assessment and interpretive process to assist practitioners in:




Conducting efficient and informative WISC-V assessments
Utilizing WISC-V in cross-battery and neuropsychological assessment
Applying WISC-V in the identification of specific learning disabilities
Utilizing WISC-V in nondiscriminatory assessment of English language learners
Writing theory-based WISC-V reports
Linking WISC-V findings to interventions based on individual performance


As the world's most widely-used intelligence test for children, the WISC-V is useful in diagnosing intellectual disabilities and specific learning disabilities, as well as in identifying giftedness. In this volume, sample reports demonstrate how WISC-V assessment results may be linked to interventions, accommodations, modifications, and compensatory strategies that facilitate positive outcomes for children. Essentials of WISC-V Assessment is the all-in-one practical resource for both students and practitioners. The book can be used on its own or with companion software (purchased separately) that provides a user-friendly tool for producing psychometrically and theoretically defensible interpretations of WISC-V performance, and may be used to develop interventions based on each child's strengths and weaknesses.
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Product details

  • Paperback | 656 pages
  • 138 x 215 x 44mm | 736g
  • New York, United States
  • English
  • 2nd ed.
  • 1118980875
  • 9781118980873
  • 5,467

Back cover copy

Complete coverage of administration, scoring, and interpretation with numerous supporting appendices available online Use of WISC-V in SLD Identification, neuropsychological assessment, and evaluation of English learners Comprehensive case reports, guidance on interpreting results using the Cross-Battery Assessment Software System (X-BASS), and advice on linking assessment results to interventions

A comprehensive review of the knowledge and skills needed to administer, score and interpret the new WISC(R)-V Assessment

Written by Dawn P. Flanagan and Vincent C. Alfonso--two experts in assessment--Essentials of WISC(R)-V Assessment offers practitioners step-by-step guidance for administering, scoring, and interpreting the Wechsler Intelligence Scale for Children (WISC-V). The WISC-V is the world's most widely-used intelligence test for children and offers a tool for identifying children with intellectual disabilities and specific learning disabilities, as well as those who are gifted. Essentials of WISC-V Assessment is filled with practical suggestions for accurate assessment and contains illustrative, real-world case studies. In addition, this vital resource contains sample reports that show how WISC-V results are interpreted and reported using the Cross-Battery Assessment Software System (X-BASS) and linked to interventions that facilitate positive outcomes for children.

The companion software and a wealth of informative appendices that are available online facilitate WISC-V interpretation and assist the user in understanding test performance. As with all the volumes in the Essentials of Psychological Assessment series, this book is designed to help busy practitioners and school psychologists quickly acquire the knowledge and skills they need. The chapters feature numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions to help reinforce your grasp of the information covered.

Other titles in the Essentials of Psychological Assessment series: Essentials of Assessment Report Writing Essentials of Processing Assessment Essentials of WIAT(R)-III and KTEA-3 Assessment Essentials of WJ IV(R) Tests of Achievement Assessment Essentials of WPPSI-IV Assessment Essentials of Cross-Battery Assessment, Third Edition Essentials of Executive Functioning Assessment Essentials of WMS(R)-IV Assessment Essentials of Specific Learning Disability Identification Essentials of Evidence-Based Academic Interventions

Visit us on the Web at: www.wiley.com/essentials
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Table of contents

Acknowledgements


Series Preface


Foreword


Susie Engi Raiford, PhD; Pearson Clinical Assessment; San Antonio, Texas

Chapter 1: Overview of the WISC-V


W. Joel Schneider, Ph.D.; Dawn P. Flanagan, Ph.D.; and Vincent C. Alfonso, Ph.D.


From Prediction to Prevention


From Explanation to Enduring Empathy


General Trends in Intelligence Test Interpretation


Why the History of the Wechsler Scales Matters


Description of the WISC-V


Test Yourself


References


Chapter Two: How to Administer the WISC-V


Appropriate Testing Conditions


Rapport with Examinee


Testing Individuals with Special Needs


Administration Considerations


Rules for Starting and Discontinuing Subtests


Recording Responses


Timing


Querying


Subtest-By-Subtest Rules of Administration of the WISC-V Primary Subtests


Subtest-by-Subtest Rules of Administration of the WISC-V Secondary & Complementary Subtests


Frequently Asked Questions: Subtest Administration


Test Yourself


References


Chapter 3: How to Score the WISC-V


Types of Scores


Step-by-Step: How the WISC-V is Scored


Test Yourself


References


Chapter 4: How to Interpret The WISC-V


Getting Started


WISC-V Interpretation Step-by-Step


Conclusion


Test Yourself


References


Chapter 5: Strengths and Weaknesses of the WISC-V


Test Yourself


References


Chapter 6: A Neuropsychological Approach to Interpretation of the WISC-V


George McCloskey, Ph.D.; Jamie Slonim; Robert Whitaker, Psy.S. NCSP, ABSNP; Samantha Kaufman; Naoko Nagoshi, Ph.D.


Introduction


Levels of Interpretation


Neuropsychological Interpretation of WISC-V Performance


WISC-V Complementary Subtests


Summary


Test Yourself


References


Chapter 7: Use of the WISC-V in the Identification of Specific Learning Disabilities


The Dual Discrepancy/Consistency Operational Definition of SLD


Using X-BASS for SLD Identification: Three Steps to PSW Output


PSW-A Data Summary


PSW-A g-Value Data Summary


Dual Discrepancy/Consistency Model: PSW Analyses for SLD


Conclusions


Test Yourself


References


Chapter 8: Illustrative Case Report


Erin M. McDonough, Ph.D.


Psycho-Educational Evaluation Report


Chapter 9: Assessment of English Learners with the WISC-V


Samuel O. Ortiz, Ph.D.; Kristan E. Melo, M.S.; Meghan A. Opperman, B.A.


Introduction


Fairness, Bias, and Traditional Assessment Approaches


A Recommended Best Practice Approach


Best Practices in the Evaluation of ELs with the WISC-V


Case Study: Jose Maria


Conclusion


Test Yourself


References


Chapter 10: WISC-V and Q-interactive


Carlea Dries, M.A., M.Ed., N.C.C.; Ron Dumont, Ed.D., NCSP; Kathleen D. Viezel, Ph.D., NCSP


Introduction


Digital Platform


Hardware


Software


Setup


Administration


Training and Tech Support


Output


Security and Legal Issues


Considerations for University Trainers


Pricing


Overall Impressions and Recommendations


Test Yourself


References


Epilogue: Dorothea McCarthy Remembered


Alan S. Kaufman, Ph.D.


References


Appendix A: A Brief Overview of the Cattell-Horn-Carroll (CHC) Theory


Appendix B: Norms Tables for New Clinical Composites


Appendix C: Case Reports


Gail Cheramie, Ph.D.; Jamie Chaffin, Ed.D.; Robert Lichtenstein, Ph.D.


Comprehensive Evaluation


Psychoeducational Report


Psychoeducational Assessment Report


Appendix D: Form for Manifestations of Cognitive Weaknesses


Appendix E: Definition of Terms and Clarification of Concepts Used in the DD/C Definition and X-BASS


Appendix F: Task Characteristics of WISC-V Subtests


Appendix G: Cognitive Constructs Assessed with the WISC-V Subtests


Verbal Comprehension Domain Subtests


Cognitive Constructs Assessed with the Fluid Reasoning and Visual Spatial Subtests


Cognitive Capacities Assessed with the Working Memory Subtests and the Arithmetic and Immediate Symbol Translation Subtests


Cognitive Constructs assessed with the Processing Speed Subtests


Cognitive Constructs assessed with the Naming Speed Subtests


Cognitive Constructs Assessed with the Symbol Translation Tasks


Appendix H: Behavior Observations and Process-oriented Assessment at the Subtest, Item, and Cognitive Construct Levels


Verbal Comprehension Subtests


Fluid Reasoning and Visual Spatial Subtests


Working Memory Domain and Arithmetic and Symbol Translation Subtests


Processing Speed Subtests


Naming Speed Subtests


Appendix I: Cluster Analysis Interpretation


Steps for Completing Subtest Cluster Analyses


Verbal Comprehension Clinical Clusters and Cluster Contrasts


Verbal Comprehension Clinical Cluster Contrasts


Fluid Reasoning and Visual Spatial Clinical Clusters and Cluster Contrasts


Fluid Reasoning/Visual Spatial Clinical Cluster Contrasts


Working Memory Clinical Clusters and Clinical Cluster Contrasts


Appendix J: Subtest and Process Score Comparison Worksheets


Appendix K: CBRS Scores


Appendix L: Cross-Battery Assessment Software System (X-BASS): Dual-Discrepancy/Consistency Model: PSW Results for Amanda Farris


Appendix M: Factors That May Facilitate Learning and Aid in Bypassing or Minimizing the Effects of Deficits


About the Authors


Contributors
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About Dawn P. Flanagan

Dawn P. Flanagan, PhD, is Professor of Psychology at St. John s University and Clinical Assistant Professor of Psychology at Yale Child Study Center, Yale University School of Medicine. She serves as an expert witness, learning disabilities consultant, and psychoeducational test/measurement consultant and trainer for national and international organizations. Dr. Flanagan is an author of numerous publications and best known for her development of the Cross-Battery Assessment approach and the development of an operational definition of specific learning disability.


Vincent C. Alfonso, PhD, is the Dean of School of Education at Gonzaga University. He is the past president of Division 16 (School Psychology) of the American Psychological Association, fellow of Divisions 16 and 5 of the APA, and a certified school psychologist and licensed psychologist. He has been providing psychoeducational services to individuals across the lifespan for more than 20 years. He is the co-editor with Dawn Flanagan of Essentials of Specific Learning Disability Identification, and co-author of Essentials of Cross-Battery Assessment, Third Edition.
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