Essentials of WISC–V Assessment

<p>Acknowledgements</p>
<p>Series Preface</p>
<p>Foreword</p>
<p>Susie Engi Raiford, PhD; Pearson Clinical Assessment; San Antonio, Texas<br /><br />Chapter 1: Overview of the WISC–V</p>
<p>W. Joel Schneider, Ph.D.; Dawn P. Flanagan, Ph.D.; and Vincent C. Alfonso, Ph.D.</p>
<p>From Prediction to Prevention</p>
<p>From Explanation to Enduring Empathy</p>
<p>General Trends in Intelligence Test Interpretation</p>
<p>Why the History of the Wechsler Scales Matters</p>
<p>Description of the WISC–V</p>
<p>Test Yourself</p>
<p>References</p>
<p>Chapter Two: How to Administer the WISC–V</p>
<p>Appropriate Testing Conditions</p>
<p>Rapport with Examinee</p>
<p>Testing Individuals with Special Needs</p>
<p>Administration Considerations</p>
<p>Rules for Starting and Discontinuing Subtests</p>
<p>Recording Responses</p>
<p>Timing</p>
<p>Querying</p>
<p>Subtest–By–Subtest Rules of Administration of the WISC–V Primary Subtests</p>
<p>Subtest–by–Subtest Rules of Administration of the WISC–V Secondary &amp; Complementary Subtests</p>
<p>Frequently Asked Questions: Subtest Administration</p>
<p>Test Yourself</p>
<p>References</p>
<p>Chapter 3: How to Score the WISC–V</p>
<p>Types of Scores</p>
<p>Step–by–Step: How the WISC–V is Scored</p>
<p>Test Yourself</p>
<p>References</p>
<p>Chapter 4: How to Interpret The WISC–V</p>
<p>Getting Started</p>
<p>WISC–V Interpretation Step–by–Step</p>
<p>Conclusion</p>
<p>Test Yourself</p>
<p>References</p>
<p>Chapter 5: Strengths and Weaknesses of the WISC–V</p>
<p>Test Yourself</p>
<p>References</p>
<p>Chapter 6: A Neuropsychological Approach to Interpretation of the WISC–V</p>
<p>George McCloskey, Ph.D.; Jamie Slonim; Robert Whitaker, Psy.S. NCSP, ABSNP; Samantha Kaufman; Naoko Nagoshi, Ph.D.</p>
<p>Introduction</p>
<p>Levels of Interpretation</p>
<p>Neuropsychological Interpretation of WISC–V Performance</p>
<p>WISC–V Complementary Subtests</p>
<p>Summary</p>
<p>Test Yourself</p>
<p>References</p>
<p>Chapter 7: Use of the WISC–V in the Identification of Specific Learning Disabilities</p>
<p>The Dual Discrepancy/Consistency Operational Definition of SLD</p>
<p>Using X–BASS for SLD Identification: Three Steps to PSW Output</p>
<p>PSW–A Data Summary</p>
<p>PSW–A g–Value Data Summary</p>
<p>Dual Discrepancy/Consistency Model: PSW Analyses for SLD</p>
<p>Conclusions</p>
<p>Test Yourself</p>
<p>References</p>
<p>Chapter 8: Illustrative Case Report</p>
<p>Erin M. McDonough, Ph.D.</p>
<p>Psycho–Educational Evaluation Report</p>
<p>Chapter 9: Assessment of English Learners with the WISC–V</p>
<p>Samuel O. Ortiz, Ph.D.; Kristan E. Melo, M.S.; Meghan A. Opperman, B.A.</p>
<p>Introduction</p>
<p>Fairness, Bias, and Traditional Assessment Approaches</p>
<p>A Recommended Best Practice Approach</p>
<p>Best Practices in the Evaluation of ELs with the WISC–V</p>
<p>Case Study: Jose Maria</p>
<p>Conclusion</p>
<p>Test Yourself</p>
<p>References</p>
<p>Chapter 10: WISC–V and Q–interactive</p>
<p>Carlea Dries, M.A., M.Ed., N.C.C.; Ron Dumont, Ed.D., NCSP; Kathleen D. Viezel, Ph.D., NCSP</p>
<p>Introduction</p>
<p>Digital Platform</p>
<p>Hardware</p>
<p>Software</p>
<p>Setup</p>
<p>Administration</p>
<p>Training and Tech Support</p>
<p>Output</p>
<p>Security and Legal Issues</p>
<p>Considerations for University Trainers</p>
<p>Pricing</p>
<p>Overall Impressions and Recommendations</p>
<p>Test Yourself</p>
<p>References</p>
<p>Epilogue: Dorothea McCarthy Remembered</p>
<p>Alan S. Kaufman, Ph.D.</p>
<p>References</p>
<p>Appendix A: A Brief Overview of the Cattell–Horn–Carroll (CHC) Theory</p>
<p>Appendix B: Norms Tables for New Clinical Composites</p>
<p>Appendix C: Case Reports</p>
<p>Gail Cheramie, Ph.D.; Jamie Chaffin, Ed.D.; Robert Lichtenstein, Ph.D.</p>
<p>Comprehensive Evaluation</p>
<p>Psychoeducational Report</p>
<p>Psychoeducational Assessment Report</p>
<p>Appendix D: Form for Manifestations of Cognitive Weaknesses</p>
<p>Appendix E: Definition of Terms and Clarification of Concepts Used in the DD/C Definition and X–BASS</p>
<p>Appendix F: Task Characteristics of WISC–V Subtests</p>
<p>Appendix G: Cognitive Constructs Assessed with the WISC–V Subtests</p>
<p>Verbal Comprehension Domain Subtests</p>
<p>Cognitive Constructs Assessed with the Fluid Reasoning and Visual Spatial Subtests</p>
<p>Cognitive Capacities Assessed with the Working Memory Subtests and the Arithmetic and Immediate Symbol Translation Subtests</p>
<p>Cognitive Constructs assessed with the Processing Speed Subtests</p>
<p>Cognitive Constructs assessed with the Naming Speed Subtests</p>
<p>Cognitive Constructs Assessed with the Symbol Translation Tasks</p>
<p>Appendix H: Behavior Observations and Process–oriented Assessment at the Subtest, Item, and Cognitive Construct Levels</p>
<p>Verbal Comprehension Subtests</p>
<p>Fluid Reasoning and Visual Spatial Subtests</p>
<p>Working Memory Domain and Arithmetic and Symbol Translation Subtests</p>
<p>Processing Speed Subtests</p>
<p>Naming Speed Subtests</p>
<p>Appendix I: Cluster Analysis Interpretation</p>
<p>Steps for Completing Subtest Cluster Analyses</p>
<p>Verbal Comprehension Clinical Clusters and Cluster Contrasts</p>
<p>Verbal Comprehension Clinical Cluster Contrasts</p>
<p>Fluid Reasoning and Visual Spatial Clinical Clusters and Cluster Contrasts</p>
<p>Fluid Reasoning/Visual Spatial Clinical Cluster Contrasts</p>
<p>Working Memory Clinical Clusters and Clinical Cluster Contrasts</p>
<p>Appendix J: Subtest and Process Score Comparison Worksheets</p>
<p>Appendix K: CBRS Scores</p>
<p>Appendix L: Cross–Battery Assessment Software System (X–BASS): Dual–Discrepancy/Consistency Model: PSW Results for Amanda Farris</p>
<p>Appendix M: Factors That May Facilitate Learning and Aid in Bypassing or Minimizing the Effects of Deficits</p>
<p>About the Authors</p>
<p>Contributors</p>