Intelligent Testing with the WISC-V
Lýsing:
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.
Annað
- Höfundar: Alan S. Kaufman, Susan Engi Raiford, Diane L. Coalson
- Útgáfa:1
- Útgáfudagur: 2015-12-29
- Hægt að prenta út 10 bls.
- Hægt að afrita 2 bls.
- Format:ePub
- ISBN 13: 9781119176749
- Print ISBN: 9781118589236
- ISBN 10: 1119176743
Efnisyfirlit
- Title Page
- Copyright
- Dedication
- Foreword On the Origins of “Intelligent Testing”
- Preface
- Acknowledgments
- Part 1: Introduction to Intelligent Testing and the WISC–V
- Chapter 1: Intelligent Testing
- IQ Testing in the 1970
- IQ Testing in the 1980 and Early 1990
- IQ Testing Today
- The WISC–IV and the WISC–V
- Basic Tenets of the New Intelligent Testing Approach
- Contemporary Thoughts about Intelligent Testing
- Chapter 1: Intelligent Testing
- Chapter 2: Intelligent WISC–V Administration: Test Kit Version
- Pre-Administration Considerations
- General Administration Information
- Subtest-by-Subtest Administration
- Frequently Asked Questions: Subtest Administration
- Chapter 3: WISC–V Scoring: Test Kit Version
- Scoring Subtests
- Using Q-Global to Obtain the WISC–V Score Report
- Frequently Asked Questions: Scoring
- Chapter 4: WISC–V Digital Administration and Scoring
- Digital Assessment Advantages and Challenges
- Equivalence of Traditional and Digital Mediums
- Testing Special and Clinical Populations
- Administration of the WISC–V on Q-interactive
- Chapter 5: WISC–V Sex, Ethnic, and Socioeconomic Status (SES) Differences
- Introduction
- Sex Differences
- Socioeconomic Status Differences
- Race/Ethnicity Differences
- Summary of Findings
- Clinical Applications of Score Differences
- Chapter 6: The Creation of New Risk Scales for School Failure and Juvenile Delinquency: The Child and Adolescent Academic and Behavior Questionnaires
- Review of Research on Risk Factors for School Failure and Delinquency
- Development and Validation of New Rating Scales
- Overview of the Clinical Validity of the Academic and Behavior Questionnaires
- Conclusion
- Chapter 7: Does WISC–V Scatter Matter?
- Index-Level Scatter
- Subtest-Level Scatter
- Item-Level Scatter
- Conclusion
- Chapter 8: Basic Steps for WISC–V Interpretation
- Understanding the Composite Scores
- Step-by-Step Score Analysis to Inform Interpretation
- Chapter 9: Interpreting the WISC–V from the Perspective of Cattell-Horn-Carroll Theory
- A Brief History of CHC Theory
- Contemporary CHC Theory
- CHC-Based Interpretation of the WISC–V
- Introduction to Case Reports
- Chapter 10: Interpreting the WISC–V from a Cognitive Neuroscience Perspective
- Introduction
- Genetic and Environmental Influences on Intelligence
- Childhood Brain Development
- Neural Plasticity
- Brain Imaging
- Neuroanatomical Correlates of Cognitive Abilities
- It Is Complicated: The Emergence of Cognitive Abilities
- Conclusion
- Introduction to Case Reports
- Chapter 11: Interpreting the WISC–V from a Neuropsychological Perspective
- History of Clinical Neuropsychology
- Training Requirements for Neuropsychologists
- Silver's (1993) Information-Processing Model
- Hale and Fiorello's Demands Analysis
- Neuropsychological Case Report Content
- Multiple Assessments of the Same Child or Adolescent: Taking into Account Practice Effects on Wechsler's Scales
- Introduction to Case Reports
- Chapter 12: Interpreting the WISC–V from Dan Miller's Integrated School Neuropsychological/Cattell-Horn-Carroll Model
- The Wechsler Family of Products
- Coverage of Basic Neurocognitive Constructs by the WISC–V, the WISC–V Integrated, and the WIAT–III
- Summary
- Chapter 13: Interpreting the WISC–V Using George McCloskey's Neuropsychologically Oriented Process Approach to Psychoeducational Evaluations
- Introduction to the Interpretive Approach
- Introduction to the Reports
- Chapter 14: Interpreting the WISC–V for Children with Reading or Language Problems: Five Illustrative Case Reports
- Introduction to the Five Case Reports on Children with Reading or Language Problems
- Conceptual and Clinical Integration of All 17 Case Reports in the Book
- Chapter 15: Our WISC–V Review
- WISC–IV
- WISC–V
- Technical Information
- Scores Differences and Test Interpretation
- Commentary
- Chapter 16: Review of the WISC–V
- General Description of the WISC–V
- Specific Description
- Scoring System
- Technical Adequacy
- Commentary and Recommendations
- Chapter 17: Review of the WISC–V
- Organization of the WISC–V
- Theoretical Foundation of the Test
- Family of Related Products
- Quality of Testing Materials
- New WISC–V Subtests
- Subtest Modifications
- Interpretative Options
- Psychometric Adequacy of the WISC–V
- Contributions the WISC–V Will Make to the Field
- Chapter 18: Independent WISC–V Test Review: Theoretical and Practical Considerations
- WISC–V and Theory
- WISC–V and Achievement
- WISC–V Profiles and Eligibility Determination
- WISC–V and Race/Ethnicity
- Conclusions
- Chapter 19: Some Impressions of, and Questions about, the WISC–V
- What Does the Term Full Scale IQ Mean, and What Should a General Estimate of Intelligence Encompass?
- Why Are Some Indexes Primary, Some Ancillary, Some Complementary, and Some Nonexistent?
- Why Does the Test Include Subtests that Do Not Contribute to Any Index?
- What's the Difference between an Ability and a Process?
- Is Cognition the Same Thing as Intelligence, and if They Are Not the Same, Which One Is the WISC–V Measuring?
- Chapter 20: Review of the Wechsler Intelligence Scale for Children–Fifth Edition: Critique, Commentary, and Independent Analyses
- WISC–V Review
- Commentary
- Independent Analyses
- Conclusions
- General Summary
- Chapter 21: Overview and Integration of the Independent Reviews of WISC–V
- Overview of Each WISC–V Test Review
- Were the Test Developers Responsive to Feedback from the Field?
- Was it Wise to Split the Perceptual Reasoning Index into Two Components—Fluid Reasoning (Gf) and Visual Spatial (Gv)?
- Is the WISC–V User-Friendly?
- How Good are the WISC–V's Psychometric Properties and Test Development Procedures?
- A Few of Our Favorite Things
- Afterword
- Dr. Wechsler Remembered, Part I
- Dr. Wechsler Remembered, Part II (2015)
- Content Included in the Online Resources
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- Gerð : 208
- Höfundur : 12506
- Útgáfuár : 2015
- Leyfi : 379
