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• Title Page
• Copyright
• Contents
• Foreword
• Preface
• Acknowledgments
• Part I 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
• Part II Administration and Scoring
• 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
• WISC-V Scores
• Step by Step: WISC-V Subtest and Composite Scores
• 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
• Part III Basic WISC-V Test Interpretation
• 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
• 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
• Part IV Theoretical Frameworks for WISC-V 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
• Case 1-Liam, Age 9: Emotionally Intelligent Testing with the WISC-V and CHC Theory
• Case 2-Alicia, Age 13: Looking Under the Hood
• Case 3-Luke, Age 9: A CHC-Based Cross-Battery Assessment Case Report
• Chapter 10 Interpreting the WISC-V from a Cognitive Neuroscience Perspective
• Introduction
• Genetic and Environmental Influences on Intelligenc
• 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
• Case 4-Josh, Age 8: A Neurodevelopmental Processing “No Numbers” Approach to Case Report Writing
• Case 5-Tawna, Age 13: Eighth-Grade Girl with ADHD Struggling with Processing Speed, Sustained Attent
• Case 6-Tom, Age 8 (Digital Administration): Evaluation of a Twice Exceptional Child: Gifted with Dys
• 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 Wechsl
• Introduction to Case Reports
• Case 7-Jaime, Age 10: A Fourth-Grade Boy on the Autism Spectrum Struggling with Behavioral and Learn
• Case 8-Christopher, Age 11: Phonological Dyslexia in Child with Visual Perceptual Disorder
• Case 9-Isabella, Age 13: Teenage Girl with Low Cognitive Ability, ADHD, and Emotional Issues
• Chapter 12 Interpreting the WISC-V from Dan Miller’s Integrated School Neuropsychological/Cattell-Ho
• The Wechsler Family of Products
• Coverage of Basic Neurocognitive Constructs by the WISC-V, the WISC-V Integrated, and the WIAT-III
• Case 10-John, Age 12: A Neuropsychological Case Study Using the WISC-V with a 10-Year-Old Boy with a
• Summary
• Chapter 13 Interpreting the WISC-V Using George McCloskey’s Neuropsychologically Oriented Process Ap
• Introduction to the Interpretive Approach
• Introduction to the Reports
• Case 11-Colin, Age 8: An Eight-Year-Old Boy with Mild Executive Function Difficulties but No Specifi
• Case 12-Derek, Age 13: A Teenage Boy Exhibiting Phonological Dyslexia and Executive Function Difficu
• Chapter 14 Interpreting the WISC-V for Children with Reading or Language Problems: Five Illustrative
• 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
• Case 13-Ellie, Age 10: Complexity in Diagnosis: Neuropsychological Assessment of a Chinese Adoptee
• Case 14-Jordan, Age 15: Cognitive Development in a Child Who Is Hard of Hearing: Is It More than Jus
• Case 15-Jane, Age 8: Consumer-Responsive Approach to Assessment Reports
• Case 16-Lizzie, Age 8: Low Cognition, Low Achievement-Still With a Learning Disability
• Case 17-Patrick, Age 9: Does My Son Have a Reading Disability?: Application of the WISC-V and WJ IV
• Part V Independent WISC-V Test Reviews
• 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 M
• Chapter 20 Review of the Wechsler Intelligence Scale for Children-Fifth Edition: Critique, Commentar
• 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 Vis
• 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
• Part VI Afterword: Alan Kaufman Reflects on David Wechsler and His Legacy
• Afterword
• Dr.Wechsler Remembered, Part I
• Dr.Wechsler Remembered,Part II (2015)
• References
• About the Authors
• About the Contributors
• About the Online Resources
• Author Index
• Subject Index
• EULA