WISC-IV Clinical Use and Interpretation: Scientist-practitioner Perspectives
Academic Press, 2005 - Psychology - 486 pages
WISC-IV Clinical Use and Interpretation provides comprehensive information on using and interpreting the WISC-IV for clinical assessment and diagnosis. With chapters authored by recognized experts in intelligence research, test development, and assessment, this will be a valuable resource to anyone using the WISC-IV in practice. This information is available nowhere else and is a unique opportunity to understand the WISC-IV from the perspective of those who know it best. Most relevant to practitioners is the applied focus and interpretation of the WISC-IV in psychological and psychoeducational assessment.
Divided into two sections, Section I discusses general advances in the assessment of children's intelligence, and how the WISC-IV differs from the WISC-III. Also discussed are the clinical considerations of this test, including the meaning of the FSIQ and four Index scores and how the WISC-IV relates to other assessment measures, including the WISC-IV Integrated. Section II discusses the use of WISC-IV with exceptional children, including those with learning disabilities, giftedness, mental retardation, hearing impairment, ADHD, neuropsychological injury, and/or cultural and ethnic differences.
* Written by leading experts
* Provides a comprehensive description of the WISC-IV from research to clinical practice
* Discusses WISC-IV use with exceptional children including LD, AD/HD, Gifted, Mental Retardation, Language Disabilities, Hearing Impaired, Head/Brain Injury, and Cultural and Ethnically Different Children
* Outlines integrated models of assessment of assessment that include the WISC-IV
* Provides case studies illustrating WISC-IV clinical use
* Contains additional validity data on WISC-IV not available elsewhere
* Practical and directly relevant to practitioners who use the WISC-IV
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academic achievement ADHD Arithmetic attention deficit attention deficit disorder average range Berninger Block Design child children with ADHD clinical clinician Coding cognitive abilities Composite correlations CTOPP D-KEFS deaf and hard-of-hearing developmental diagnosis differences Digit Span discrepancy dysgraphia dyslexia evaluation examiner executive functions fluency FSIQ Full Scale IQ GATSB gifted Harcourt Assessment hard-of-hearing Hispanic identified impairment index scores individual intellectual intelligence tests intervention Jamal Journal language learning disability math measures Memory Index mental retardation Multiple Choice neuropsychological nonverbal norms percentile performance phonological Prifitera problems process approach Processing Speed index Pseudoword Psychological Corporation response Saklofske San Antonio Sattler Scaled Score significant skills specific spelling standard score standardization sample studies subtest scores subtests Table tasks test behaviors Tulsky validity Verbal Comprehension Index visual Vocabulary WAIS-III Wechsler Wechsler Intelligence Scale WIAT WIAT-II WISC WISC-III WISC-IV WISC-IV Integrated WISC-R word reading