{"product_id":"intelligent-testing-with-the-wisc-v-isbn-9781118589236","title":"Intelligent Testing with the WISC-V","description":"\u003cb\u003eInterpret the WISC–V to help diagnose learning disabilities and to translate profiles of test scores to educational action\u003c\/b\u003e \u003cp\u003eThe Wechsler Intelligence Scale for Children—Fifth Edition (WISC–V) is a valuable tool for assessing children and adolescents with learning disorders—and \u003ci\u003eIntelligent Testing with the WISC–V\u003c\/i\u003e offers the comprehensive guidance you need to administer, score, and interpret WISC–V profiles for informing diagnoses and making meaningful educational recommendations. This essential resource provides you with cutting-edge expertise on how to interpret the WISC–V, which has an expanded test structure, additional subtests, and an array of new composites. \u003ci\u003eIntelligent Testing\u003c\/i\u003e offers valuable advice from experienced professionals with regard to clinically applying the WISC–V in an effort to understand a child's strengths and weaknesses—and to create a targeted, appropriate intervention plan. Ultimately, this book equips you with the information you need to identify the best theory-based methods for interpreting each child's profile of test scores within the context of his or her background and behaviors. \u003ci\u003eIntelligent Testing\u003c\/i\u003e provides a strong theoretical basis for interpreting the WISC–V from several vantage points, such as neuropsychological processing theory and the Cattell-Horn-Carroll (CHC) model, yet it permits you to interpret children's profiles using simple, straightforward steps. \u003c\/p\u003e\u003cp\u003eThe most frequently used IQ test in the world, the WISC–V (like previous versions of the WISC) plays an integral role in evaluating children for learning and intellectual disabilities, developmental and language delays, and gifted and talented classifications. As such, understanding how to use the latest version of WISC is extremely important when assessing children and adolescents ages 6 to 16 years. \u003c\/p\u003e\u003cul\u003e \u003cli\u003eExplore all aspects of both the conventional WISC–V and WISC–V Digital\u003c\/li\u003e \u003cli\u003eRead objective, independent test reviews of the WISC–V from independent, highly-respected expert sources\u003c\/li\u003e \u003cli\u003eReview 17 clinical case reports that spotlight experiences of children and adolescents referred to psychologists for diverse reasons such as reading problems, specific learning disabilities, ADHD, intellectual giftedness, and autistic spectrum disorders\u003c\/li\u003e \u003cli\u003eLearn how a broad-based, multi-faceted approach to interpretation that calls upon several scientific concepts from the fields of cognitive neuroscience, clinical and school neuropsychology, neuropsychological processing, and the CHC model, can benefit children by providing meaningful recommendations to parents, teachers, and often to the children and adolescents themselves\u003c\/li\u003e \u003cli\u003eUse the results of WISC–V as a helping agent to assist in creating the best intervention plan, rather than allowing test results to dictate placement or labeling\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e\u003ci\u003eIntelligent Testing with the WISC–V\u003c\/i\u003e is an indispensable resource for professionals who work with the WISC–V, including school psychologists, clinical psychologists, educational diagnosticians, and more. \u003c\/p\u003e\u003cp\u003eForeword xi\u003cbr\u003e\u003ci\u003eAlan S. Kaufman\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003ePreface xv\u003c\/p\u003e \u003cp\u003eAcknowledgments xvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I Introduction To Intelligent Testing and The Wisc–V 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 1 Intelligent Testing 5\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II Administration And Scoring 35\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 2 Intelligent Wisc–V Administration: Test Kit Version 37\u003c\/p\u003e \u003cp\u003eChapter 3 Wisc–V Scoring: Test Kit Version 91\u003c\/p\u003e \u003cp\u003eChapter 4 Wisc–V Digital Administration and Scoring 139\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III Basic Wisc–V Test Interpretation 157\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 5 Wisc–V Sex, Ethnic, and Socioeconomic Status (SES) Differences 159\u003c\/p\u003e \u003cp\u003eChapter 6 The Creation Of New Risk Scales For School Failure and Juvenile Delinquency: The Child and Adolescent Academic and Behavior Questionnaires 175\u003cbr\u003e\u003ci\u003eJennie Kaufman Singer, Alan S. Kaufman, Susan Engi Raiford, and Diane L. Coalson\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 7 Does Wisc–V Scatter Matter? 209\u003cbr\u003e\u003ci\u003eTroy Courville, Diane L. Coalson, Alan S. Kaufman, and Susan Engi Raiford\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 8 Basic Steps For Wisc–V Interpretation 227\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart IV Theoretical Frameworks For Wisc–V Interpretation 249\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 9 Interpreting The Wisc–V From The Perspective Of Cattell-Horn-Carroll Theory 251\u003c\/p\u003e \u003cp\u003eCase 1—Liam, age 9: Emotionally Intelligent Testing with the WISC–V and CHC Theory 265\u003cbr\u003e\u003ci\u003eW. Joel Schneider\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCase 2—Alicia, Age 13: Looking Under the Hood 283\u003cbr\u003e\u003ci\u003eJill Hartmann and John Willis\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCase 3—Luke, Age 9: A CHC-Based Cross-Battery Assessment Case Report 304\u003cbr\u003e\u003ci\u003eJennifer T. Mascolo and Dawn P. Flanagan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 10 Interpreting The Wisc–V From A Cognitive Neuroscience Perspective 331\u003c\/p\u003e \u003cp\u003eCase 4—Josh, Age 8: A Neurodevelopmental Processing \"No Numbers\" Approach to Case Report Writing 348\u003cbr\u003e\u003ci\u003eElaine Fletcher-Janzen and Elizabeth Power\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCase 5—Tawna, Age 13: Eighth-Grade Girl with ADHD Struggling with Processing Speed, Sustained Attention, and Emotional Functioning 362\u003cbr\u003e\u003ci\u003eMichelle Lurie and Elizabeth Lichtenberger\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCase 6—Tom, Age 8 (Digital Administration): Evaluation of a Twice Exceptional Child: Gifted with Dyslexia and Symptoms of Inattention and Social-Behavioral Issues 372\u003cbr\u003e\u003ci\u003eKristina Breaux\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 11 Interpreting The Wisc–V From A Neuropsychological Perspective 405\u003c\/p\u003e \u003cp\u003eCase 7—Jaime, Age 10: A Fourth-Grade Boy on the Autism Spectrum Struggling with Behavioral and Learning Problems 425\u003cbr\u003e\u003ci\u003eJennie Kaufman Singer\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCase 8—Christopher, Age 11: Phonological Dyslexia in Child with Visual Perceptual Disorder 437\u003cbr\u003e\u003ci\u003eMarsha Vasserman\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCase 9—Isabella, Age 13: Teenage Girl with Low Cognitive Ability, ADHD, and Emotional Issues 448\u003cbr\u003e\u003ci\u003eMichelle Lurie\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 12 Interpreting The Wisc–V From Dan Miller's Integrated School Uropsychological\/Cattell-Horn-Carroll Model 459\u003cbr\u003e\u003ci\u003eDaniel C. Miller and Alicia M. Jones\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCase 10—John, Age 12: A Neuropsychological Case Study Using the WISC–V with a 10-Year-Old Boy with a Suspected Specific Learning Disability in Written Expression 471\u003cbr\u003e\u003ci\u003eDaniel C. Miller and Alicia M. Jones\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 13 Interpreting The Wisc–V Using George Mccloskey's Neuropsychologically Oriented Process Approach To Psychoeducational Evaluations 493\u003cbr\u003e\u003ci\u003eGeorge McCloskey, Emily Hartz and Jaime Slonim\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCase 11—Colin, Age 8: An Eight-Year-Old Boy with Mild Executive Function Difficulties but No Specific Learning Disabilities 497\u003cbr\u003e\u003ci\u003eGeorge McCloskey\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCase 12—Derek, Age 13: A Teenage Boy Exhibiting Phonological Dyslexia and Executive Function Difficulties 523\u003cbr\u003e\u003ci\u003eGeorge McCloskey\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 14 Interpreting the Wisc–V for Children with Reading or Language Problems: Five Illustrative Case Reports 549\u003c\/p\u003e \u003cp\u003eIntroduction to the Five Case Reports on Children with Reading or Language Problems 549\u003cbr\u003e\u003ci\u003eDiane L. Coalson and Nadeen L. Kaufman\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eConceptual and Clinical Integration of All 17 Case Reports in the Book 550\u003cbr\u003e\u003ci\u003eNadeen L. Kaufman and Diane L. Coalson\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCase 13—Ellie, Age 10: Complexity in Diagnosis: Neuropsychological Assessment of a Chinese Adoptee 557\u003cbr\u003e\u003ci\u003eMichelle Lurie\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCase 14—Jordan, Age 15: Cognitive Development in a Child Who is Hard of Hearing: Is It More than Just Hearing? 568\u003cbr\u003e\u003ci\u003eMarsha Vasserman\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCase 15—Jane, Age 8: Consumer-Responsive Approach to Assessment Reports 578\u003cbr\u003e\u003ci\u003eRobert Lichtenstein and Joan Axelrod\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCase 16—Lizzie, Age 8: Low Cognition, Low Achievement—Still With a Learning Disability 587\u003cbr\u003e\u003ci\u003eCarlea Dries and Ron Dumont\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCase 17—Patrick, Age 9: Does My Son Have a Reading Disability?: Application of the WISC–V and WJ IV 600\u003cbr\u003e\u003ci\u003eNancy Mather and Katie Eklund\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart V Independent Wisc–V Test Reviews 613\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 15 Our Wisc–V Review 615\u003cbr\u003e\u003ci\u003eMatthew R. Reynolds and Megan B. Hadorn\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 16  Review of The Wisc–V 637\u003cbr\u003e\u003ci\u003eRon Dumont and John O. Willis\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 17 Review of The Wisc–V 645\u003cbr\u003e\u003ci\u003eDaniel C. Miller and Ryan J. McGill\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 18 Independent Wisc–V Test Review: Theoretical and Practical Considerations 663\u003cbr\u003e\u003ci\u003eJack A. Naglieri\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 19 Some Impressions of, and Questions About, The Wisc–V 669\u003cbr\u003e\u003ci\u003eGeorge McCloskey\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 20 Review of Thewechsler Intelligence Scale For Children–Fifth Edition: Critique, Commentary, and Independent Analyses 683\u003cbr\u003e\u003ci\u003eGary L. Canivez and Marley W. Watkins\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 21 Overview and Integration of The Independent Reviews of Wisc–V 703\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart VI Afterword: Alan Kaufman Reflects On David Wechsler and His Legacy 713\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDr. Wechsler Remembered, Part I (1992)\u003c\/p\u003e \u003cp\u003eDr. Wechsler Remembered, Part II (2015)\u003c\/p\u003e \u003cp\u003eReferences 725\u003c\/p\u003e \u003cp\u003eAbout the Authors 771\u003c\/p\u003e \u003cp\u003eAbout the Contributors 773\u003c\/p\u003e \u003cp\u003eAbout the Online Resources 781\u003c\/p\u003e \u003cp\u003eAuthor Index 785\u003c\/p\u003e \u003cp\u003eSubject Index 795\u003c\/p\u003e \u003cp\u003e“The authors do an effective job of presenting all aspects and considerations practitioners need when using the WISC-V… \u003ci\u003eIntelligent Testing with the WISC-V\u003c\/i\u003e is a must read for anyone administering and\/or using the WISC-V. This book serves as an administration companion, interpretation guide, reference book, and critical review of the WISC-V.” - \u003ci\u003eTodd L. Chmielewski, PsycCRITIQUES, Vol. 62, No. 26.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\"The book is overflowing with strengths, setting itself apart from other books on the WISC-V for several reasons. The most important one is the truly impressive history, knowledge, and experience the lead author has with the WISC, beginning with the WISC–Revised (WISC-R) and his relationship with David Wechsler. Alan Kaufman’s unique perspective with the history and development of the WISC allows the readers a unique viewpoint in understanding why changes were made or how decisions were decided in the development of the fifth generation of this test. Additional strengths of the text include the broadness of topics covered, application of various theoretical orientations to understanding and interpreting the test, and a summary of critiques by experts in the field. When attempting to developing critical thinking skills, few books provide the plethora of opinions and viewpoints from theoretically dissimilar experts that allows a reader to evaluate the various theories and approaches in a manner like this book does.\"—\u003ci\u003ereview from The \u003c\/i\u003e\u003ci\u003eJournal of Psychoeducational Assessment  Ronald S. Palomares and Nadine E. Ndip, \u003c\/i\u003e\u003ci\u003eTexas Woman’s University, Denton, USA. Sage, September 2016.\u003c\/i\u003e\u003c\/p\u003e   \u003cp\u003e\u003cb\u003eALAN S. KAUFMAN,\u003c\/b\u003e \u003cb\u003eP\u003csmall\u003eH\u003c\/small\u003eD,\u003c\/b\u003e is Clinical Professor at the Child Study Center at the Yale University School of Medicine.  \u003c\/p\u003e\u003cp\u003e\u003cb\u003eSUSAN ENGI RAIFORD,\u003c\/b\u003e \u003cb\u003eP\u003csmall\u003eH\u003c\/small\u003eD,\u003c\/b\u003e is a senior research director and manager of the Wechsler Team for Pearson in San Antonio, Texas.  \u003c\/p\u003e\u003cp\u003e\u003cb\u003eDIANE L. COALSON,\u003c\/b\u003e \u003cb\u003eP\u003csmall\u003eH\u003c\/small\u003eD,\u003c\/b\u003e is a cognitive assessment expert, research psychologist, author, and clinician.      \u003c\/p\u003e\u003cp\u003e\u003cb\u003eINTERPRET THE WISC\u003csup\u003e®\u003c\/sup\u003e–V TO HELP DIAGNOSE LEARNING DISABILITIES AND TO TRANSLATE PROFILES OF TEST SCORES TO EDUCATIONAL ACTION\u003c\/b\u003e  \u003c\/p\u003e\u003cp\u003e\u003ci\u003eIntelligent Testing with the WISC\u003c\/i\u003e\u003csup\u003e®\u003c\/sup\u003e\u003ci\u003e–V\u003c\/i\u003e offers the comprehensive guidance you need to administer, score, and interpret WISC\u003csup\u003e®\u003c\/sup\u003e–V profiles for informing diagnoses and making meaningful educational recommendations. Experienced professionals provide valuable advice with regard to clinically applying the WISC\u003csup\u003e®\u003c\/sup\u003e–V in an effort to understand a child's strengths and weaknesses—and to create a targeted, appropriate intervention plan.  \u003c\/p\u003e\u003cp\u003eThe WISC\u003csup\u003e®\u003c\/sup\u003e–V plays an integral role in evaluating children for learning and intellectual disabilities, developmental and language delays, and gifted and talented classifications. As such, understanding how to use the latest version of the WISC is extremely important.\u003c\/p\u003e\u003cp\u003e  \u003c\/p\u003e\u003cul\u003e \u003cli\u003e Explore all aspects of both the conventional WISC\u003csup\u003e®\u003c\/sup\u003e–V and the WISC\u003csup\u003e®\u003c\/sup\u003e–V Digital\u003c\/li\u003e \u003cli\u003e Read objective, independent test reviews of the WISC\u003csup\u003e®\u003c\/sup\u003e–V from highly respected expert sources\u003c\/li\u003e \u003cli\u003e Review and gain insight from 17 clinical case reports that spotlight experiences of children and adolescents referred to psychologists for diverse reasons such as of reading problems, specific learning disabilities, ADHD, intellectual giftedness, and autistic spectrum disorders\u003c\/li\u003e \u003cli\u003e Learn how a broad-based, multi-faceted approach to interpretation that calls upon several scientific concepts, such as cognitive neuroscience, clinical and school neuropsychology, cognitive processing, and the CHC model, can benefit children \u003c\/li\u003e \u003cli\u003e Use the results of the WISC\u003csup\u003e®\u003c\/sup\u003e–V as a helping agent to assist in creating the best intervention plan, rather than allowing test results to dictate placement or labeling\u003c\/li\u003e \u003c\/ul\u003e  \u003cp\u003e\u003ci\u003eIntelligent Testing with the WISC\u003c\/i\u003e\u003csup\u003e®\u003c\/sup\u003e\u003ci\u003e–V\u003c\/i\u003e is an indispensable resource for professionals who work with the WISC\u003csup\u003e®\u003c\/sup\u003e–V, including school psychologists, clinical psychologists, educational diagnosticians, and more.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989441954021,"sku":"NP9781118589236","price":74.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118589236.jpg?v=1761784114","url":"https:\/\/k12savings.com\/products\/intelligent-testing-with-the-wisc-v-isbn-9781118589236","provider":"K12savings","version":"1.0","type":"link"}