Intelligent Testing with the WISC-V

Interpret the WISC–V to help diagnose learning disabilities and to translate profiles of test scores to educational action.

The Wechsler Intelligence Scale for Children—Fifth Edition (WISC–V) is a valuable tool for assessing children and adolescents with learning disorders—and Intelligent Testing with the WISC–V 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. Intelligent Testing 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 behaviours. Intelligent Testing 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.

The 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.

• Explore all aspects of both the conventional WISC–V and WISC–V Digital
• Read objective, independent test reviews of the WISC–V from independent, highly respected expert sources
• Review 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
• Learn how a broad-based, multifaceted 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
• Use 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 labelling

Intelligent Testing with the WISC–V is an indispensable resource for professionals who work with the WISC–V, including school psychologists, clinical psychologists, educational diagnosticians, and more.

Table of Contents

Foreword xi - Alan S. Kaufman

Preface xv

Acknowledgments xvii

PART I INTRODUCTION TO INTELLIGENT TESTING AND THE WISC–V 1

1. INTELLIGENT TESTING 5

PART II ADMINISTRATION AND SCORING 35

2. INTELLIGENT WISC–V ADMINISTRATION: TEST KIT VERSION 37
3. WISC–V SCORING: TEST KIT VERSION 91
4. WISC–V DIGITAL ADMINISTRATION AND SCORING 139

PART III BASIC WISC–V TEST INTERPRETATION 157

5. WISC–V SEX, ETHNIC, AND SOCIOECONOMIC STATUS (SES) DIFFERENCES 159
6. THE CREATION OF NEW RISK SCALES FOR SCHOOL FAILURE AND JUVENILE DELINQUENCY: THE CHILD AND ADOLESCENT ACADEMIC AND BEHAVIOR QUESTIONNAIRES 175 - Jennie Kaufman Singer, Alan S. Kaufman, Susan Engi Raiford, and Diane L. Coalson
7. DOES WISC–V SCATTER MATTER? 209 - Troy Courville, Diane L. Coalson, Alan S. Kaufman, and Susan Engi Raiford
8. BASIC STEPS FOR WISC–V INTERPRETATION 227

PART IV THEORETICAL FRAMEWORKS FOR WISC–V INTERPRETATION 249

9. INTERPRETING THE WISC–V FROM THE PERSPECTIVE OF CATTELL-HORN-CARROLL THEORY 251
• Case 1—Liam, age 9: Emotionally Intelligent Testing with theWISC–V and CHC Theory 265 - W. Joel Schneider
• Case 2—Alicia, Age 13: Looking Under the Hood 283 - Jill Hartmann and John Willis
• Case 3—Luke, Age 9: A CHC-Based Cross-Battery Assessment Case Report 304 - Jennifer T. Mascolo and Dawn P. Flanagan
10. INTERPRETING THE WISC–V FROM A COGNITIVE NEUROSCIENCE PERSPECTIVE 331
• Case 4—Josh, Age 8: A Neurodevelopmental Processing "No Numbers" Approach to Case ReportWriting 348 - Elaine Fletcher-Janzen and Elizabeth Power
• Case 5—Tawna, Age 13: Eighth-Grade Girl with ADHD Struggling with Processing Speed, Sustained Attention, and Emotional Functioning 362 - Michelle Lurie and Elizabeth Lichtenberger
• Case 6—Tom, Age 8 (Digital Administration): Evaluation of a Twice Exceptional Child: Gifted with Dyslexia and Symptoms of Inattention and Social-Behavioral Issues 372 - Kristina Breaux
11. INTERPRETING THE WISC–V FROM A NEUROPSYCHOLOGICAL PERSPECTIVE 405
• Case 7—Jaime, Age 10: A Fourth-Grade Boy on the Autism Spectrum Struggling with Behavioral and Learning Problems 425 - Jennie Kaufman Singer
• Case 8—Christopher, Age 11: Phonological Dyslexia in Child with Visual Perceptual Disorder 437 - Marsha Vasserman
• Case 9—Isabella, Age 13: Teenage Girl with Low Cognitive Ability, ADHD, and Emotional Issues 448 - Michelle Lurie
12. INTERPRETING THE WISC–V FROM DAN MILLER’S INTEGRATED SCHOOL NEUROPSYCHOLOGICAL/CATTELL-HORN-CARROLL MODEL 459 - Daniel C. Miller and Alicia M. Jones
• Case 10—John, Age 12: A Neuropsychological Case Study Using the WISC–V with a 10-Year-Old Boy with a Suspected Specific Learning Disability inWritten Expression 471 - Daniel C. Miller and Alicia M. Jones
13. INTERPRETING THE WISC–V USING GEORGE MCCLOSKEY’S NEUROPSYCHOLOGICALLY ORIENTED PROCESS APPROACH TO PSYCHOEDUCATIONAL EVALUATIONS 493 - George McCloskey, Emily Hartz and Jaime Slonim
• Case 11—Colin, Age 8: An Eight-Year-Old Boy with Mild Executive Function Difficulties but No Specific Learning Disabilities 497 - George McCloskey
• Case 12—Derek, Age 13: A Teenage Boy Exhibiting Phonological Dyslexia and Executive Function Difficulties 523 - George McCloskey
14. INTERPRETING THE WISC–V FOR CHILDREN WITH READING OR LANGUAGE PROBLEMS: FIVE ILLUSTRATIVE CASE REPORTS 549
• Introduction to the Five Case Reports on Children with Reading or Language Problems 549 - Diane L. Coalson and Nadeen L. Kaufman
• Conceptual and Clinical Integration of All 17 Case Reports in the Book 550 - Nadeen L. Kaufman and Diane L. Coalson
• Case 13—Ellie, Age 10: Complexity in Diagnosis: Neuropsychological Assessment of a Chinese Adoptee 557 - Michelle Lurie
• Case 14—Jordan, Age 15: Cognitive Development in a Child Who Is Hard of Hearing: Is It More than Just Hearing? 568 - Marsha Vasserman
• Case 15—Jane, Age 8: Consumer-Responsive Approach to Assessment Reports 578 - Robert Lichtenstein and Joan Axelrod
• Case 16—Lizzie, Age 8: Low Cognition, Low Achievement—StillWith a Learning Disability 587 - Carlea Dries and Ron Dumont
• Case 17—Patrick, Age 9: Does My Son Have a Reading Disability?: Application of the WISC–V and WJ IV 600 - Nancy Mather and Katie Eklund

PART V INDEPENDENT WISC–V TEST REVIEWS 613

15. OUR WISC–V REVIEW 615 - Matthew R. Reynolds and Megan B. Hadorn
16. REVIEW OF THE WISC–V 637 - Ron Dumont and John O. Willis
17. REVIEW OF THE WISC–V 645 - Daniel C. Miller and Ryan J. McGill
18. INDEPENDENT WISC–V TEST REVIEW: THEORETICAL AND PRACTICAL CONSIDERATIONS 663 - Jack A. Naglieri
19. SOME IMPRESSIONS OF, AND QUESTIONS ABOUT, THE WISC–V 669 - George McCloskey
20. REVIEW OF THEWECHSLER INTELLIGENCE SCALE FOR CHILDREN–FIFTH EDITION: CRITIQUE, COMMENTARY, AND INDEPENDENT ANALYSES 683 - Gary L. Canivez and Marley W. Watkins
21. OVERVIEW AND INTEGRATION OF THE INDEPENDENT REVIEWS OF WISC–V 703

PART VI AFTERWORD: ALAN KAUFMAN REFLECTS ON DAVID WECHSLER AND HIS LEGACY 713

• Dr.Wechsler Remembered, Part I (1992)
• Dr.Wechsler Remembered, Part II (2015)

References 725

About the Authors 771

About the Contributors 773

About the Online Resources 781

Author Index 785