Essentials of Wisc-V Assessment

1. Auflage 2017
ISBN: 978-1-118-98087-3
Verlag: Wiley

Buch, Englisch, 656 Seiten, Format (B × H): 136 mm x 216 mm, Gewicht: 751 g

Reihe: Essentials of Psychological Assessment

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.

Autoren/Hrsg.

Flanagan, Dawn P

Alfonso, Vincent C

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Differentielle Psychologie, Persönlichkeitspsychologie Psychologische Diagnostik, Testpsychologie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Kinder- und Jugendpsychologie
• Sozialwissenschaften Psychologie Psychotherapie / Klinische Psychologie

Inhaltsverzeichnis

Acknowledgments xi

Series Preface xiii

Foreword xv
Susie Engi Raiford

One Overview of the WISC-V 1
W. Joel Schneider, Dawn P. Flanagan, and Vincent C. Alfonso

Two How to Administer the WISC-V 53

Three How to Score the WISC-V 133

Four How to Interpret the WISC-V 167

Five Strengths and Weaknesses of the WISC-V 279

Six A Neuropsychological Approach to Interpretation of the WISC-V 287
George McCloskey, Jamie Slonim, Robert Whitaker, Samantha Kaufman, and Naoko Nagoshi

Seven Use of the WISC-V in the Identification of Specific Learning Disabilities 405

Eight Illustrative Case Report 511
Erin M. McDonough

Nine Assessment of English Learners With the WISC-V 539
Samuel O. Ortiz, Kristan E. Melo, and Meghan A. Terzulli

Ten WISC-V and Q-interactive 591
Carlea Dries, Ron Dumont, and Kathleen D. Viezel

Epilogue Dorothea McCarthy Remembered 617
Alan S. Kaufman

Appendices A–F can be accessed and downloaded from www.wiley.com/go/flanaganWISCV

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

Appendix B Norms Tables for New WISC-V Clinical Composites

Appendix C Case Reports
Gail Cheramie, Jamie Chaffin, and Robert Lichtenstein

Appendix D Form for Manifestations of Cognitive Weaknesses

Appendix E Definition of Terms and Clarification of Concepts Used in the Dual Discrepancy/ Consistency Model of SLD and the Cross-Battery Assessment Software System (X-BASS)

Appendix F Task Characteristics of WISC-V Subtests
Marlene Sotelo-Dynega

About the Authors 621

Contributors 622

Index 623

Über Autor(innen)

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.