Weiss / Saklofske / Prifitera WISC-IV Advanced Clinical Interpretation

1. Auflage 2006
ISBN: 978-0-08-046611-8
Verlag: Elsevier Science & Techn.
Format: EPUB
Kopierschutz: 6 - ePub Watermark

E-Book, Englisch, 448 Seiten

Reihe: Practical Resources for the Mental Health Professional

For both experienced psychologists and graduate students, WISC-IV Advanced Clinical Interpretation moves quickly through the essentials of WISC-IV interpretation and onto an insightful analysis of the major cognitive domains assessed by WISC-IV. It is the intention of the editors to raise the standard of practice from a simplistic 'test-label-place' model to a clinical model of assessing to understand and intervene. In the first chapter, the reader is presented with a comprehensive array of societal and home environment factors for which there is empirical evidence indicating their impact on the development of children's cognitive abilities, and ultimately their scores on intelligence tests. Subsequent chapters address issues related to the assessment of cognitive abilities that compose 'g', with special emphasis on the clinical correlates of working memory and processing speed from both neuropsychological and cognitive information processing perspectives. Each new chapter builds on material presented in previous chapters and progresses the reader purposefully through deeper levels of understanding of WISC-IV and cognitive assessment in general. Two chapters explicate the processing approach to interpretation that is the corner stone of the WISC-IV Integrated. A further chapter addresses the interpretation of WISC-IV findings within the context of other instruments as part of a full psychological evaluation. The final chapter provides an extensive case example of how to write psychological evaluation reports from a child-centered rather than a score-centered perspective that can have transforming impact on parents and teachers approach to the child. Overall, these four authors are the architects of a masterful new book on advanced WISC-IV interpretation from a clinical perspective, Together with the complimentary book, WISC-IV Clinical Assessment and Intervention, Second Edition these books provide the complete spectrum of information needed by all psychologists who use the WISC-IV in clinical practice. - The Wechsler scale is the most widely used assessment of children's intelligence - Authored by assessment experts including Harcourt Assessment staff with exclusive data on the WISC-IV - Discusses interpretation of 4 index scores of WISC-IV - Examines the WISC-IV in relation to other frequently used psychological tests - Describes the importance of the WISC-IV integrated in clinical assessment - Predicts scholastic achievement based on WISC-IV subtest scores - Discusses modification of score interpretation based on culture, SES, & other contextual factors

Lawrence G. Weiss, PhD is Vice President of Test Development for Pearson Clinical Assessment. He oversees a department of 150 professionals and is responsible for all research and test development activities related to the company's psychological, educational, speech, language, and occupational therapy assessment products as well as post college admissions tests. He also advises on test development activities for the company's international business partners around the globe including Pearson Clinical Assessment offices in the United Kingdom, Australia, Canada, France, Germany, The Netherlands, India, China, Spain, and Brazil. Dr. Weiss has presented widely on intelligence in more than a dozen countries. He has authored or co-authored the following 7 graduate level text books: • WISC-III Cross Cultural Analyses: Culture and Children's Intelligence (2003) • WISC-IV Clinical Use and Interpretation (2005) • WISC-IV Advanced Clinical Interpretation (2006) • WISC-IV Clinical Use and Intervention (2008)• WAIS-IV Clinical Use and Interpretation (2010)• BAYLEY-III Clinical Use and Interpretation (2010)• Advanced Clinical Assessment with WAIS-IV and WMS-IV (2013)Some of his books have been translated into Spanish, Japanese, and Korean. In addition, he has authored or coauthored approximately 30 journal articles, 12 technical reports, and 10 other book chapters.Dr. Weiss holds a PhD degree in industrial and organizational psychology from Texas A&M University, and a master's degree in clinical psychology from Trinity University. He lives in San Antonio, Texas, with his wife of 28 years, Judy Ann. The Weiss' have two adult sons.

Zielgruppe

Academic/professional/technical: Research and professional

Autoren/Hrsg.

Weiss, Lawrence G.

Saklofske, Donald H.

Prifitera, Aurelio

Holdnack, James A.

Inhaltsverzeichnis

1;Front Cover;1
2;WISC-IV Advanced Clinical Interpretation;4
3;Dedication Page;3
4;Copyright Page;5
5;Contents;6
6;Contributors;12
7;Preface;14
8;Chapter 1: WISC-IV Interpretation in Societal Context;16
8.1;Overview;16
8.2;Introduction;17
8.3;Bias And Fairness Issues In Assessment;18
8.4;Demographic Differences In Various Areas of Life;25
8.5;Home Environment Influences on Children's Cognitive Development;34
8.6;The Role of Cognitive Stimulation In Intellectual Development;39
8.7;The Role of the Child In Cognitive Development;42
8.8;Patterns of IQ And Index Score Differences Across Racial/Ethnic Groups;43
8.9;Socioeconomic Status Mediators of FSIQ Differences between Racial and Ethnic Groups;47
8.10;Effects of Home Environment on WISC-IV Scores of All Children;52
8.11;WISC-IV and Acculturation Among U.S. Spanish-Speaking Children;61
8.12;Summary;66
8.13;Acknowledgments;67
8.14;References;67
9;Chapter 2: The Essentials and Beyond;74
9.1;Overview;74
9.2;Standardized Test Administration;74
9.3;Individual Differences;77
9.4;Testing Children Who are Deaf or Hard of Hearing;79
9.5;Modes of Communication;80
9.6;WISC-IV Subtest Administration Across Communication Modalities;81
9.7;Legal Issues;85
9.8;Basic Issues In Test Interpretation;87
9.9;Interpretive Strategies;92
9.10;Summary And Preview of Other Chapters;110
9.11;References;111
10;Chapter 3: Advanced Interpretive Issues with the WISC-IV Full-Scale IQ and General Ability Index Scores;114
10.1;Introduction;114
10.2;Intelligence and Assessment;116
10.3;Current Assessment Practices;117
10.4;A Current Controversy: Ability (FSIQ)–Achievement Discrepancy (AAD) Analysis in the Assessment of Learning Disabilities;121
10.5;Use of the FSIQ in Assessment;123
10.6;An Alternate Approach to Summarizing General Intellectual Ability: The General Ability Index;127
10.7;Ability–Achievement Discrepancy;141
10.8;Summary and Conclusions;147
10.9;References;149
11;Chapter 4: Advanced Clinical Interpretation of WISC-IV Index Scores;154
11.1;Flat vs Discrepant WISC-IV Index Profiles;155
11.2;WISC-IV Index Scores;157
11.3;Interpreting the WISC-IV Verbal Comprehension Index;158
11.4;Interpreting the WISC-IV Perceptual Reasoning Index;160
11.5;Interpreting the WISC-IV Working Memory Index;162
11.6;Interpreting the WISC-IV Processing Speed Index;168
11.7;Synergies Among Cognitive Abilities;172
11.8;Issues Surrounding the Use of Cognitive Tests in LD Assessment;176
11.9;Comments on Cognitive Tests in LD Assessments;189
11.10;Summary;190
11.11;References;191
12;Chapter 5: Essentials of WISC-IV Integrated Interpretation;196
12.1;Structure of the WISC-IV Integrated;197
12.2;When to Use Process Subtests;197
12.3;Verbal Domain Scores;198
12.4;When to Use Verbal Process Scores;198
12.5;Verbal Process Subtests;200
12.6;Similarities Multiple Choice;201
12.7;Vocabulary Multiple Choice;201
12.8;Picture Vocabulary;201
12.9;Comprehension Multiple Choice;202
12.10;Information Multiple Choice;202
12.11;Recommended Application of Verbal Process Scores;202
12.12;Perceptual-Reasoning Domain Scores;203
12.13;When to Use Perceptual-Reasoning Process Scores;204
12.14;Visual–Perceptual Processing and Executive Functioning;205
12.15;Perceptual-Reasoning Process Subtests;205
12.16;Block Design Multiple-Choice Subtest;206
12.17;Elithorn Mazes Subtest;206
12.18;Recommended Application of Perceptual Reasoning Process Scores;207
12.19;Working Memory Domain;207
12.20;When to Use Working Memory Process Scores;208
12.21;Working Memory Process Subtests;209
12.22;Recommended Application of Working Memory Process Scores;212
12.23;Processing Speed Domain;212
12.24;When to Use Coding Copy;213
12.25;Summary;213
12.26;References;214
13;Chapter 6: WISC-IV Integrated: Beyond the Essentials;216
13.1;Complexities of Measuring Intelligence;216
13.2;What Do Intelligence Tests Measure?;217
13.3;Cognitive Skills that May Impact Test Performance;219
13.4;WISC-IV Integrated Process Analysis;230
13.5;Perceptual Reasoning Domain;243
13.6;Working Memory Domain;256
13.7;Processing Speed Domain;277
13.8;Summary;286
13.9;References;287
14;Chapter 7: Advanced WISC-IV and WISC-IV Integrated Interpretation in Context with Other Measures;290
14.1;General Issues in Comparing Tests;291
14.2;Specific Cognitive Skills;293
14.3;Executive Functioning;314
14.4;Memory Skills;339
14.5;Academic Achievement;350
14.6;Case Vignettes;366
14.7;References;371
15;Chapter 8: Report Writing: A Child-Centered Approach;386
15.1;Six Purposes of Reports;387
15.2;Additional Qualities Found in Good Reports;390
15.3;Other Qualities that Impact Reports;390
15.4;Sections of the Report;392
15.5;Use of Computer-Generated Reports;395
15.6;The Child-Centered Writing Style;395
15.7;Sample Reports;397
15.8;References;434
16;Subject Index;436