Essentials of WISC–V Assessment

Complete coverage of administration, scoring, and interpretation with numerous supporting appendices available online Use of WISC–V in SLD Identification, neuropsychological assessment, and evaluation of English learners Comprehensive case reports, guidance on interpreting results using the Cross–Battery Assessment Software System (X–BASS), and advice on linking assessment results to interventions

A comprehensive review of the knowledge and skills needed to administer, score and interpret the new WISC®–V Assessment

Written by Dawn P. Flanagan and Vincent C. Alfonso two experts in assessment Essentials of WISC®–V Assessment offers practitioners step–by–step guidance for administering, scoring, and interpreting the Wechsler Intelligence Scale for Children (WISC–V). The WISC–V is the world′s most widely–used intelligence test for children and offers a tool for identifying children with intellectual disabilities and specific learning disabilities, as well as those who are gifted. Essentials of WISC–V Assessment is filled with practical suggestions for accurate assessment and contains illustrative, real–world case studies. In addition, this vital resource contains sample reports that show how WISC–V results are interpreted and reported using the Cross–Battery Assessment Software System (X–BASS) and linked to interventions that facilitate positive outcomes for children.

The companion software and a wealth of informative appendices that are available online facilitate WISC–V interpretation and assist the user in understanding test performance. As with all the volumes in the Essentials of Psychological Assessment series, this book is designed to help busy practitioners and school psychologists quickly acquire the knowledge and skills they need. The chapters feature numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions to help reinforce your grasp of the information covered.

Other titles in the Essentials of Psychological Assessment series:

Essentials of Assessment Report Writing Essentials of Processing Assessment Essentials of WIAT®–III and KTEA–3 Assessment Essentials of WJ IV® Tests of Achievement Assessment Essentials of WPPSI–IV Assessment Essentials of Cross–Battery Assessment, Third Edition Essentials of Executive Functioning Assessment Essentials of WMS®–IV Assessment Essentials of Specific Learning Disability Identification Essentials of Evidence–Based Academic Interventions

Visit us on the Web at: www.wiley.com/essentials

Acknowledgements

Series Preface

Foreword

Susie Engi Raiford, PhD; Pearson Clinical Assessment; San Antonio, Texas

Chapter 1: Overview of the WISC–V

W. Joel Schneider, Ph.D.; Dawn P. Flanagan, Ph.D.; and Vincent C. Alfonso, Ph.D.

From Prediction to Prevention

From Explanation to Enduring Empathy

General Trends in Intelligence Test Interpretation

Why the History of the Wechsler Scales Matters

Description of the WISC–V

Test Yourself

References

Chapter Two: How to Administer the WISC–V

Appropriate Testing Conditions

Rapport with Examinee

Testing Individuals with Special Needs

Administration Considerations

Rules for Starting and Discontinuing Subtests

Recording Responses

Timing

Querying

Subtest–By–Subtest Rules of Administration of the WISC–V Primary Subtests

Subtest–by–Subtest Rules of Administration of the WISC–V Secondary & Complementary Subtests

Frequently Asked Questions: Subtest Administration

Test Yourself

References

Chapter 3: How to Score the WISC–V

Types of Scores

Step–by–Step: How the WISC–V is Scored

Test Yourself

References

Chapter 4: How to Interpret The WISC–V

Getting Started

WISC–V Interpretation Step–by–Step

Conclusion

Test Yourself

References

Chapter 5: Strengths and Weaknesses of the WISC–V

Test Yourself

References

Chapter 6: A Neuropsychological Approach to Interpretation of the WISC–V

George McCloskey, Ph.D.; Jamie Slonim; Robert Whitaker, Psy.S. NCSP, ABSNP; Samantha Kaufman; Naoko Nagoshi, Ph.D.

Introduction

Levels of Interpretation

Neuropsychological Interpretation of WISC–V Performance

WISC–V Complementary Subtests

Summary

Test Yourself

References

Chapter 7: Use of the WISC–V in the Identification of Specific Learning Disabilities

The Dual Discrepancy/Consistency Operational Definition of SLD

Using X–BASS for SLD Identification: Three Steps to PSW Output

PSW–A Data Summary

PSW–A g–Value Data Summary

Dual Discrepancy/Consistency Model: PSW Analyses for SLD

Conclusions

Test Yourself

References

Chapter 8: Illustrative Case Report

Erin M. McDonough, Ph.D.

Psycho–Educational Evaluation Report

Chapter 9: Assessment of English Learners with the WISC–V

Samuel O. Ortiz, Ph.D.; Kristan E. Melo, M.S.; Meghan A. Opperman, B.A.

Introduction

Fairness, Bias, and Traditional Assessment Approaches

A Recommended Best Practice Approach

Best Practices in the Evaluation of ELs with the WISC–V

Case Study: Jose Maria

Conclusion

Test Yourself

References

Chapter 10: WISC–V and Q–interactive

Carlea Dries, M.A., M.Ed., N.C.C.; Ron Dumont, Ed.D., NCSP; Kathleen D. Viezel, Ph.D., NCSP

Introduction

Digital Platform

Hardware

Software

Setup

Administration

Training and Tech Support

Output

Security and Legal Issues

Considerations for University Trainers

Pricing

Overall Impressions and Recommendations

Test Yourself

References

Epilogue: Dorothea McCarthy Remembered

Alan S. Kaufman, Ph.D.

References

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

Appendix B: Norms Tables for New Clinical Composites

Appendix C: Case Reports

Gail Cheramie, Ph.D.; Jamie Chaffin, Ed.D.; Robert Lichtenstein, Ph.D.

Comprehensive Evaluation

Psychoeducational Report

Psychoeducational Assessment Report

Appendix D: Form for Manifestations of Cognitive Weaknesses

Appendix E: Definition of Terms and Clarification of Concepts Used in the DD/C Definition and X–BASS

Appendix F: Task Characteristics of WISC–V Subtests

Appendix G: Cognitive Constructs Assessed with the WISC–V Subtests

Verbal Comprehension Domain Subtests

Cognitive Constructs Assessed with the Fluid Reasoning and Visual Spatial Subtests

Cognitive Capacities Assessed with the Working Memory Subtests and the Arithmetic and Immediate Symbol Translation Subtests

Cognitive Constructs assessed with the Processing Speed Subtests

Cognitive Constructs assessed with the Naming Speed Subtests

Cognitive Constructs Assessed with the Symbol Translation Tasks

Appendix H: Behavior Observations and Process–oriented Assessment at the Subtest, Item, and Cognitive Construct Levels

Verbal Comprehension Subtests

Fluid Reasoning and Visual Spatial Subtests

Working Memory Domain and Arithmetic and Symbol Translation Subtests

Processing Speed Subtests

Naming Speed Subtests

Appendix I: Cluster Analysis Interpretation

Steps for Completing Subtest Cluster Analyses

Verbal Comprehension Clinical Clusters and Cluster Contrasts

Verbal Comprehension Clinical Cluster Contrasts

Fluid Reasoning and Visual Spatial Clinical Clusters and Cluster Contrasts

Fluid Reasoning/Visual Spatial Clinical Cluster Contrasts

Working Memory Clinical Clusters and Clinical Cluster Contrasts

Appendix J: Subtest and Process Score Comparison Worksheets

Appendix K: CBRS Scores

Appendix L: Cross–Battery Assessment Software System (X–BASS): Dual–Discrepancy/Consistency Model: PSW Results for Amanda Farris

Appendix M: Factors That May Facilitate Learning and Aid in Bypassing or Minimizing the Effects of Deficits

About the Authors

Contributors

DAWN P. FLANAGAN, PHD, is Professor of Psychology at St. John???s University and Clinical Professor of Psychology at Yale Child Study Center, Yale University School of Medicine.

VINCENT C. ALFONSO, PHD, is the Dean of the School of Education at Gonzaga University. He is the past president of Division 16 (School Psychology) of the American Psychological Association.

Dawn and Vincent are co–editors of Essentials of Specific Learning Disability Identification 2nd edition.