Interpret the WISC-V to help diagnose learning disabilities and to translate profiles of test scores to educational actionThe 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 behaviors. 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, 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* 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 labelingIntelligent 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.

Foreword xiAlan S. KaufmanPreface xvAcknowledgments xviiPART I INTRODUCTION TO INTELLIGENT TESTING AND THE WISC-V 1CHAPTER 1 INTELLIGENT TESTING 5PART II ADMINISTRATION AND SCORING 35CHAPTER 2 INTELLIGENT WISC-V ADMINISTRATION: TEST KIT VERSION 37CHAPTER 3 WISC-V SCORING: TEST KIT VERSION 91CHAPTER 4 WISC-V DIGITAL ADMINISTRATION AND SCORING 139PART III BASIC WISC-V TEST INTERPRETATION 157CHAPTER 5 WISC-V SEX, ETHNIC, AND SOCIOECONOMIC STATUS (SES) DIFFERENCES 159CHAPTER 6 THE CREATION OF NEW RISK SCALES FOR SCHOOL FAILURE AND JUVENILE DELINQUENCY: THE CHILD AND ADOLESCENT ACADEMIC AND BEHAVIOR QUESTIONNAIRES 175Jennie Kaufman Singer, Alan S. Kaufman, Susan Engi Raiford, and Diane L. CoalsonCHAPTER 7 DOES WISC-V SCATTER MATTER? 209Troy Courville, Diane L. Coalson, Alan S. Kaufman, and Susan Engi RaifordCHAPTER 8 BASIC STEPS FOR WISC-V INTERPRETATION 227PART IV THEORETICAL FRAMEWORKS FOR WISC-V INTERPRETATION 249CHAPTER 9 INTERPRETING THE WISC-V FROM THE PERSPECTIVE OF CATTELL-HORN-CARROLL THEORY 251Case 1--Liam, age 9: Emotionally Intelligent Testing with theWISC-V and CHC Theory 265W. Joel SchneiderCase 2--Alicia, Age 13: Looking Under the Hood 283Jill Hartmann and John WillisCase 3--Luke, Age 9: A CHC-Based Cross-Battery Assessment Case Report 304Jennifer T. Mascolo and Dawn P. FlanaganCHAPTER 10 INTERPRETING THE WISC-V FROM A COGNITIVE NEUROSCIENCE PERSPECTIVE 331Case 4--Josh, Age 8: A Neurodevelopmental Processing "No Numbers" Approach to Case ReportWriting 348Elaine Fletcher-Janzen and Elizabeth PowerCase 5--Tawna, Age 13: Eighth-Grade Girl with ADHD Struggling with Processing Speed, Sustained Attention, and Emotional Functioning 362Michelle Lurie and Elizabeth LichtenbergerCase 6--Tom, Age 8 (Digital Administration): Evaluation of a Twice Exceptional Child: Gifted with Dyslexia and Symptoms of Inattention and Social-Behavioral Issues 372Kristina BreauxCHAPTER 11 INTERPRETING THE WISC-V FROM A NEUROPSYCHOLOGICAL PERSPECTIVE 405Case 7--Jaime, Age 10: A Fourth-Grade Boy on the Autism Spectrum Struggling with Behavioral and Learning Problems 425Jennie Kaufman SingerCase 8--Christopher, Age 11: Phonological Dyslexia in Child with Visual Perceptual Disorder 437Marsha VassermanCase 9--Isabella, Age 13: Teenage Girl with Low Cognitive Ability, ADHD, and Emotional Issues 448Michelle LurieCHAPTER 12 INTERPRETING THE WISC-V FROM DAN MILLER'S INTEGRATED SCHOOL NEUROPSYCHOLOGICAL/CATTELL-HORN-CARROLL MODEL 459Daniel C. Miller and Alicia M. JonesCase 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 471Daniel C. Miller and Alicia M. JonesCHAPTER 13 INTERPRETING THE WISC-V USING GEORGE MCCLOSKEY'S NEUROPSYCHOLOGICALLY ORIENTED PROCESS APPROACH TO PSYCHOEDUCATIONAL EVALUATIONS 493George McCloskey, Emily Hartz and Jaime SlonimCase 11--Colin, Age 8: An Eight-Year-Old Boy with Mild Executive Function Difficulties but No Specific Learning Disabilities 497George McCloskeyCase 12--Derek, Age 13: A Teenage Boy Exhibiting Phonological Dyslexia and Executive Function Difficulties 523George McCloskeyCHAPTER 14 INTERPRETING THE WISC-V FOR CHILDREN WITH READING OR LANGUAGE PROBLEMS: FIVE ILLUSTRATIVE CASE REPORTS 549Introduction to the Five Case Reports on Children with Reading or Language Problems 549Diane L. Coalson and Nadeen L. KaufmanConceptual and Clinical Integration of All 17 Case Reports in the Book 550Nadeen L. Kaufman and Diane L. CoalsonCase 13--Ellie, Age 10: Complexity in Diagnosis: Neuropsychological Assessment of a Chinese Adoptee 557Michelle LurieCase 14--Jordan, Age 15: Cognitive Development in a Child Who Is Hard of Hearing: Is It More than Just Hearing? 568Marsha VassermanCase 15--Jane, Age 8: Consumer-Responsive Approach to Assessment Reports 578Robert Lichtenstein and Joan AxelrodCase 16--Lizzie, Age 8: Low Cognition, Low Achievement--StillWith a Learning Disability 587Carlea Dries and Ron DumontCase 17--Patrick, Age 9: Does My Son Have a Reading Disability?: Application of the WISC-V and WJ IV 600Nancy Mather and Katie EklundPART V INDEPENDENT WISC-V TEST REVIEWS 613CHAPTER 15 OUR WISC-V REVIEW 615Matthew R. Reynolds and Megan B. HadornCHAPTER 16 REVIEW OF THE WISC-V 637Ron Dumont and John O. WillisCHAPTER 17 REVIEW OF THE WISC-V 645Daniel C. Miller and Ryan J. McGillCHAPTER 18 INDEPENDENT WISC-V TEST REVIEW: THEORETICAL AND PRACTICAL CONSIDERATIONS 663Jack A. NaglieriCHAPTER 19 SOME IMPRESSIONS OF, AND QUESTIONS ABOUT, THE WISC-V 669George McCloskeyCHAPTER 20 REVIEW OF THEWECHSLER INTELLIGENCE SCALE FOR CHILDREN-FIFTH EDITION: CRITIQUE, COMMENTARY, AND INDEPENDENT ANALYSES 683Gary L. Canivez and Marley W. WatkinsCHAPTER 21 OVERVIEW AND INTEGRATION OF THE INDEPENDENT REVIEWS OF WISC-V 703PART VI AFTERWORD: ALAN KAUFMAN REFLECTS ON DAVID WECHSLER AND HIS LEGACY 713Dr.Wechsler Remembered, Part I (1992)Dr.Wechsler Remembered, Part II (2015)References 725About the Authors 771About the Contributors 773About the Online Resources 781Author Index 785Subject Index 795