Essentials of WISC-V Assessment (eBook)

Vincent C. Alfonso, Dawn P. Flanagan (Autoren)

eBook Download: PDF

2017 | 1. Auflage
656 Seiten
Wiley (Verlag)
978-1-118-98100-9 (ISBN)

Infos

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.

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.

Inhalt

Cover 1
Title Page 5
Copyright 6
Contents 7
Acknowledgments 13
Series Preface 15
Foreword 17
One: Overview of the WISC-V 23
From Prediction to Prevention 24
From Explanation to Enduring Empathy 25
General Trends in Intelligence Test Interpretation 25
Why the History of the Wechsler Scales Matters 26
Alfred Binet and the “First” Intelligence Tests 28
From Mental Ages to Intelligence Quotients to Standard Scores 29
General Intelligence ? g 31
Wechsler’s Subtests 33
Yerkes Point Scales 34
Previous Editions of the WISC 35
Description of the WISC-V 35
g-loadings of WISC-V Subtests 52
Structure of the WISC-V 54
WISC-V Relations With Other Variables 63
Wechsler’s IQ vs. Spearman’s g: Is the FSIQ the Only Score WorthInterpreting? 63
References 72
Two: How to Administer the WISC-V 75
Appropriate Testing Conditions 75
Testing Environment 76
Testing Materials 76
Rapport With Examinee 77
Establishing Rapport 77
Maintaining Rapport 80
Testing Individuals With Special Needs 83
Administration Considerations 85
Special Considerations for Testing Children at the Extreme Ends of the Age Range 85
Rules for Starting and Discontinuing Subtests 86
Recording Responses 93
Timing 96
Querying 98
I Don’t Know 98
Repeating Items 99
Subtest-by-Subtest Rules of Administration of the WISC-V Primary Subtests 100
1. Block Design (Visual Spatial Index and FSIQ) 100
2. Similarities (Verbal Comprehension Index and FSIQ) 104
3. Matrix Reasoning (Fluid Reasoning Index and FSIQ) 106
4. Digit Span (Working Memory Index and FSIQ) 108
5. Coding (Processing Speed Index and FSIQ) 111
6. Vocabulary (Verbal Comprehension Index and FSIQ) 113
7. Figure Weights (Fluid Reasoning Index and FSIQ) 115
8. Visual Puzzles (Visual Spatial Index) 117
9. Picture Span (Working Memory Index) 119
10. Symbol Search (Processing Speed Index) 121
Subtest-by-Subtest Rules of Administration of Thewisc-V Secondary and Complementary Subtests 123
11. Information (Verbal Comprehension Subtest, Secondary) 123
12. Picture Concepts (Fluid Reasoning Subtest, Secondary) 125
13. Letter-Number Sequencing (Working Memory Subtest, Secondary) 127
14. Cancellation (Processing Speed Subtest, Secondary) 130
15. Naming Speed Literacy (Complementary) 131
16. Naming Speed Quantity (Complementary) 133
17. Immediate Symbol Translation (Complementary) 134
18. Comprehension (Verbal Comprehension Subtest, Secondary) 136
19. Arithmetic (Fluid Reasoning Subtest, Secondary) 138
20. Delayed Symbol Translation (Complementary) 140
21. Recognition Symbol Translation (Complementary) 141
Frequently Asked Questions: Subtest Administration 149
References 154
Three: How to Score the WISC-V 155
Types of Scores 155
Step by Step: How the WISC-V is Scored 156
Subtest Raw Scores and Raw Process Scores 156
Subtest Scaled, Subtest Standard, Standardized Process Scores, and Contrast Scores 158
Indexes and FSIQ 159
Special Considerations for Calculating WISC-V Index Scores and FSIQ Using Substitution 161
Special Considerations for Indexes and the FSIQ with Subtest Total Raw Scores of Zero 163
Prorating the FSIQ on the WISC-V 164
Scoring Subtests Requiring Judgment 165
Subtest-by-Subtest Scoring Keys 166
1. Block Design (Visual Spatial, FSIQ, and Primary) 166
2. Similarities (Verbal Comprehension, FSIQ, and Primary) 168
3. Matrix Reasoning (Fluid Reasoning, FSIQ, and Primary) 169
4. Digit Span (Working Memory, FSIQ, and Primary) 169
5. Coding (Processing Speed, FSIQ, and Primary) 170
6. Vocabulary (Verbal Comprehension, FSIQ, and Primary) 172
7. Figure Weights (Fluid Reasoning, FSIQ, and Primary) 173
8. Visual Puzzles (Visual Spatial, Primary) 173
9. Picture Span (Working Memory, Primary) 173
10. Symbol Search (Processing Speed, Primary) 174
11. Information (Verbal Comprehension, Secondary) 176
12. Picture Concepts (Fluid Reasoning, Secondary) 176
13. Letter-Number Sequencing (Working Memory, Secondary) 177
14. Cancellation (Processing Speed, Secondary) 177
15. Naming Speed Literacy (Complementary) 178
16. Naming Speed Quantity (Complementary) 180
17. Immediate Symbol Translation (Complementary) 181
18. Comprehension (Verbal Comprehension, Secondary) 182
19. Arithmetic (Fluid Reasoning, Secondary) 183
20. Delayed Symbol Translation (Complementary) 183
21. Recognition Symbol Translation (Complementary) 184
Frequently Asked Questions: Subtest Scoring 184
References 188
Four: How to Interpret the WISC-V 189
Getting Started 191
A Note About Classification Systems 193
A Note About Confidence Intervals 197
WISC-V Interpretation Step by Step 200
Step 1. Determine the Best Way to Describe Overall Intellectual Ability 204
A Note About Clinical Meaningfulness 215
Examples of FSIQs That Are Cohesive, but Not Considered Clinically Meaningful 217
Example of the Decision-Making Process for NVI Versus FSIQ 220
The GAI as an Alternative to the FSIQ 221
Step 2. Analyze the Primary Index Scores 231
CHC Broad and Narrow Abilities Measured by Primary Index Scales 232
A Note About Construct Representation 240
Step 3. Analyze the Ancillary Index Scores: Quantitative Reasoning Index (QRI), Auditory Working Memory Index (AWMI), and Cognitive Proficiency Index (CPI) 270
Step 4. Analyze the Complementary Index Scores: Naming Speed Index (NSI), Symbol Translation Index (STI), and Storage and Retrieval Index (SRI) 272
Step 5. Determine Normative Strengths and Weaknesses in the Index Scale Profile 274
Step 6 (Optional). Determine Personal Strengths, Personal Weaknesses, Key Assets, and High Priority Concerns Among the Primary Index Scores 276
Step 7 (Optional). Determine Whether the New Clinical Composites Are Cohesive and Add Clinically Relevant Information Beyond That Provided by the Primary, Ancillary, and Complementary Scales 288
Conclusion 291
References 297
Five: Strengths and Weaknesses of the WISC-V 301
References 308
Six: A Neuropsychological Approach to Interpretation of the WISC-V 309
Levels of Interpretation 310
Global Level of Interpretation 311
Specific Composite (Index and Subtest Cluster) Level of Interpretation 312
Subtest Level of Interpretation 315
Item Level of Interpretation 319
Task-Specific Cognitive Construct Level of Interpretation 321
Neuropsychological Interpretation of WISC-V Performance 322
Verbal Comprehension Domain 323
Fluid Reasoning and Visual Spatial Domains 327
Working Memory Domain (Including the Arithmetic and Immediate Symbol Translation Subtests) 333
Processing Speed Domain 339
WISC-V Complementary Subtests 343
Naming Speed Subtests 344
Symbol Translation Subtests 349
Conclusion 351
References 354
Seven: Use of the WISC-V in the Identification of Specific Learning Disabilities 427
The Dual Discrepancy/Consistency Operational Definition of SLD 428
Level I: Analysis of Specific Academic Skills 433
Level II: Evaluation of Exclusionary Factors as Potential Primary and Contributory Reasons for Academic Skill Weaknesses or Deficits 437
Level III: Analysis of Cognitive Abilities and Processes 444
Level IV: The Dual Discrepancy/Consistency Pattern of Strengths and Weaknesses (DD/C PSW) 445
Level V: Evaluation of Interference With Learning 474
Using X-BASS for SLD Identification: Three Steps to PSW Output 476
Getting Started 476
PSW-A Data Summary 500
PSW-A g-Value Data Summary 505
Dual Discrepancy/Consistency Model: PSW Analyses for SLD 505
Conclusion 513
References 515
Eight: Illustrative Case Report 533
Psychoeducational Evaluation Report 533
Background Information 534
Current Evaluation Procedures 537
Behavioral Observations 537
Statement of Validity 538
Evaluation of Cognitive Abilities and Processes 538
Evaluation of Academic Achievement 545
Social-Emotional/Behavioral Evaluation 548
Interpretation and Clinical Impressions 550
Strengths (Abilities, characteristics, and circumstances that are likely to facilitate learning and academic performance) 553
Weaknesses (Cognitive processes and academic weaknesses that will very likely inhibit learning and academic progress) 553
Recommendations for Intervention and Remediation 554
General 554
Accommodations 554
Auditory Processing (Ga) 554
Reading 554
Writing 555
Reference 555
Nine: Assessment of English Learners With the WISC-V 561
Fairness, Bias, and Traditional Assessment Approaches 563
Modified Methods of Evaluation: Modified or Altered Assessment 567
Nonverbal Methods of Evaluation: Language Reduced Assessment 568
Dominant Language Evaluation: Native Language Assessment 570
Dominant Language Evaluation: English Language Assessment 573
A Recommended Best Practice Approach 575
General Considerations 575
Best Practices in the Evaluation of ELS with the WISC-V 579
Use of the C-LIM With the WISC-V 580
Native Language Follow-Up Evaluation With the WISC-V 583
Additional Considerations in Test Score Validity 586
The Gc Caveat 588
Case Study: Jose Maria 589
Conclusion 604
References 609
Ten: WISC-V and Q-Interactive 613
Digital Platform 613
Hardware 617
Software 618
Set-Up 618
Administration 622
Timing 623
Scoring 626
Training and Tech Support 630
Output 630
Security and Legal Issues 631
Considerations for University Trainers 632
Pricing 633
Overall Impressions and Recommendations 635
References 636
Epilogue: Dorothea McCarthy Remembered 639
References 641
About the Authors 643
Contributors 644
Index 645
EULA 659

Produkt-Details

• Erscheint lt. Verlag: 14.2.2017
• Sprache: englisch
• Themenwelt: Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie
• Themenwelt: Geisteswissenschaften ► Psychologie ► Test in der Psychologie
• ISBN-10: 1-118-98100-6 / 1118981006
• ISBN-13: 978-1-118-98100-9 / 9781118981009