Format:
1 Online-Ressource (659 pages)
Edition:
2nd ed
ISBN:
9781118980996
Series Statement:
Essentials of Psychological Assessment Ser
Content:
Essentials of WISC-V Assessment -- Contents -- Acknowledgments -- Series Preface -- Foreword -- One: Overview of the WISC-V -- From Prediction to Prevention -- From Explanation to Enduring Empathy -- General Trends in Intelligence Test Interpretation -- Why the History of the Wechsler Scales Matters -- Alfred Binet and the "First" Intelligence Tests -- From Mental Ages to Intelligence Quotients to Standard Scores -- General Intelligence ≠ g -- Wechsler's Subtests -- Yerkes Point Scales -- Previous Editions of the WISC -- Description of the WISC-V -- g-loadings of WISC-V Subtests -- Structure of the WISC-V -- WISC-V Relations With Other Variables -- Wechsler's IQ vs. Spearman's g: Is the FSIQ the Only Score WorthInterpreting? -- References -- Two: How to Administer the WISC-V -- Appropriate Testing Conditions -- Testing Environment -- Testing Materials -- Rapport With Examinee -- Establishing Rapport -- Maintaining Rapport -- Testing Individuals With Special Needs -- Administration Considerations -- Special Considerations for Testing Children at the Extreme Ends of the Age Range -- Rules for Starting and Discontinuing Subtests -- Recording Responses -- Timing -- Querying -- I Don't Know -- Repeating Items -- Subtest-by-Subtest Rules of Administration of the WISC-V Primary Subtests -- 1. Block Design (Visual Spatial Index and FSIQ) -- 2. Similarities (Verbal Comprehension Index and FSIQ) -- 3. Matrix Reasoning (Fluid Reasoning Index and FSIQ) -- 4. Digit Span (Working Memory Index and FSIQ) -- 5. Coding (Processing Speed Index and FSIQ) -- 6. Vocabulary (Verbal Comprehension Index and FSIQ) -- 7. Figure Weights (Fluid Reasoning Index and FSIQ) -- 8. Visual Puzzles (Visual Spatial Index) -- 9. Picture Span (Working Memory Index) -- 10. Symbol Search (Processing Speed Index)
Content:
Subtest-by-Subtest Rules of Administration of Thewisc-V Secondary and Complementary Subtests -- 11. Information (Verbal Comprehension Subtest, Secondary) -- 12. Picture Concepts (Fluid Reasoning Subtest, Secondary) -- 13. Letter-Number Sequencing (Working Memory Subtest, Secondary) -- 14. Cancellation (Processing Speed Subtest, Secondary) -- 15. Naming Speed Literacy (Complementary) -- 16. Naming Speed Quantity (Complementary) -- 17. Immediate Symbol Translation (Complementary) -- 18. Comprehension (Verbal Comprehension Subtest, Secondary) -- 19. Arithmetic (Fluid Reasoning Subtest, Secondary) -- 20. Delayed Symbol Translation (Complementary) -- 21. Recognition Symbol Translation (Complementary) -- Frequently Asked Questions: Subtest Administration -- References -- Three: How to Score the WISC-V -- Types of Scores -- Step by Step: How the WISC-V is Scored -- Subtest Raw Scores and Raw Process Scores -- Subtest Scaled, Subtest Standard, Standardized Process Scores, and Contrast Scores -- Indexes and FSIQ -- Special Considerations for Calculating WISC-V Index Scores and FSIQ Using Substitution -- Special Considerations for Indexes and the FSIQ with Subtest Total Raw Scores of Zero -- Prorating the FSIQ on the WISC-V -- Scoring Subtests Requiring Judgment -- Subtest-by-Subtest Scoring Keys -- 1. Block Design (Visual Spatial, FSIQ, and Primary) -- 2. Similarities (Verbal Comprehension, FSIQ, and Primary) -- 3. Matrix Reasoning (Fluid Reasoning, FSIQ, and Primary) -- 4. Digit Span (Working Memory, FSIQ, and Primary) -- 5. Coding (Processing Speed, FSIQ, and Primary) -- 6. Vocabulary (Verbal Comprehension, FSIQ, and Primary) -- 7. Figure Weights (Fluid Reasoning, FSIQ, and Primary) -- 8. Visual Puzzles (Visual Spatial, Primary) -- 9. Picture Span (Working Memory, Primary) -- 10. Symbol Search (Processing Speed, Primary)
Content:
11. Information (Verbal Comprehension, Secondary) -- 12. Picture Concepts (Fluid Reasoning, Secondary) -- 13. Letter-Number Sequencing (Working Memory, Secondary) -- 14. Cancellation (Processing Speed, Secondary) -- 15. Naming Speed Literacy (Complementary) -- 16. Naming Speed Quantity (Complementary) -- 17. Immediate Symbol Translation (Complementary) -- 18. Comprehension (Verbal Comprehension, Secondary) -- 19. Arithmetic (Fluid Reasoning, Secondary) -- 20. Delayed Symbol Translation (Complementary) -- 21. Recognition Symbol Translation (Complementary) -- Frequently Asked Questions: Subtest Scoring -- References -- Four: How to Interpret the WISC-V -- Getting Started -- A Note About Classification Systems -- A Note About Confidence Intervals -- WISC-V Interpretation Step by Step -- Step 1. Determine the Best Way to Describe Overall Intellectual Ability -- A Note About Clinical Meaningfulness -- Examples of FSIQs That Are Cohesive, but Not Considered Clinically Meaningful -- Example of the Decision-Making Process for NVI Versus FSIQ -- The GAI as an Alternative to the FSIQ -- Step 2. Analyze the Primary Index Scores -- CHC Broad and Narrow Abilities Measured by Primary Index Scales -- A Note About Construct Representation -- Step 3. Analyze the Ancillary Index Scores: Quantitative Reasoning Index (QRI), Auditory Working Memory Index (AWMI), and Cognitive Proficiency Index (CPI) -- Step 4. Analyze the Complementary Index Scores: Naming Speed Index (NSI), Symbol Translation Index (STI), and Storage and Retrieval Index (SRI) -- Step 5. Determine Normative Strengths and Weaknesses in the Index Scale Profile -- Step 6 (Optional). Determine Personal Strengths, Personal Weaknesses, Key Assets, and High Priority Concerns Among the Primary Index Scores
Content:
Step 7 (Optional). Determine Whether the New Clinical Composites Are Cohesive and Add Clinically Relevant Information Beyond That Provided by the Primary, Ancillary, and Complementary Scales -- Conclusion -- References -- Five: Strengths and Weaknesses of the WISC-V -- References -- Six: A Neuropsychological Approach to Interpretation of the WISC-V -- Levels of Interpretation -- Global Level of Interpretation -- Specific Composite (Index and Subtest Cluster) Level of Interpretation -- Subtest Level of Interpretation -- Item Level of Interpretation -- Task-Specific Cognitive Construct Level of Interpretation -- Neuropsychological Interpretation of WISC-V Performance -- Verbal Comprehension Domain -- Fluid Reasoning and Visual Spatial Domains -- Working Memory Domain (Including the Arithmetic and Immediate Symbol Translation Subtests) -- Processing Speed Domain -- WISC-V Complementary Subtests -- Naming Speed Subtests -- Symbol Translation Subtests -- Conclusion -- References -- Seven: Use of the WISC-V in the Identification of Specific Learning Disabilities -- The Dual Discrepancy/Consistency Operational Definition of SLD -- Level I: Analysis of Specific Academic Skills -- Level II: Evaluation of Exclusionary Factors as Potential Primary and Contributory Reasons for Academic Skill Weaknesses or Deficits -- Level III: Analysis of Cognitive Abilities and Processes -- Level IV: The Dual Discrepancy/Consistency Pattern of Strengths and Weaknesses (DD/C PSW) -- Level V: Evaluation of Interference With Learning -- Using X-BASS for SLD Identification: Three Steps to PSW Output -- Getting Started -- PSW-A Data Summary -- PSW-A g-Value Data Summary -- Dual Discrepancy/Consistency Model: PSW Analyses for SLD -- Conclusion -- References -- Eight: Illustrative Case Report -- Psychoeducational Evaluation Report -- Background Information
Content:
Current Evaluation Procedures -- Behavioral Observations -- Statement of Validity -- Evaluation of Cognitive Abilities and Processes -- Evaluation of Academic Achievement -- Social-Emotional/Behavioral Evaluation -- Interpretation and Clinical Impressions -- Strengths (Abilities, characteristics, and circumstances that are likely to facilitate learning and academic performance) -- Weaknesses (Cognitive processes and academic weaknesses that will very likely inhibit learning and academic progress) -- Recommendations for Intervention and Remediation -- General -- Accommodations -- Auditory Processing (Ga) -- Reading -- Writing -- Reference -- Nine: Assessment of English Learners With the WISC-V -- Fairness, Bias, and Traditional Assessment Approaches -- Modified Methods of Evaluation: Modified or Altered Assessment -- Nonverbal Methods of Evaluation: Language Reduced Assessment -- Dominant Language Evaluation: Native Language Assessment -- Dominant Language Evaluation: English Language Assessment -- A Recommended Best Practice Approach -- General Considerations -- Best Practices in the Evaluation of ELS with the WISC-V -- Use of the C-LIM With the WISC-V -- Native Language Follow-Up Evaluation With the WISC-V -- Additional Considerations in Test Score Validity -- The Gc Caveat -- Case Study: Jose Maria -- Conclusion -- References -- Ten: WISC-V and Q-Interactive -- Digital Platform -- Hardware -- Software -- Set-Up -- Administration -- Timing -- Scoring -- Training and Tech Support -- Output -- Security and Legal Issues -- Considerations for University Trainers -- Pricing -- Overall Impressions and Recommendations -- References -- Epilogue: Dorothea McCarthy Remembered -- References -- About the Authors -- Contributors -- Index -- EULA
Additional Edition:
ISBN 9781118980873
Additional Edition:
Print version Flanagan, Dawn P Essentials of WISC-V Assessment Somerset : John Wiley & Sons, Incorporated,c2017 ISBN 9781118980873
Language:
English
URL:
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