Clinical Interpretation of the WAIS-III and WMS-III
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Table of contents
- Cover
- Contentsv
- Introductionxvii
- Prefacexxi
- Contributorsxxvii
- PART 1: The Evolution of the Wechsler Scales1
- Chapter 1. Historical Overview of Intelligence and Memory: Factors Influencing the Wechsler Scales7
- Introduction7
- The early 1800s8
- Galton and Cattell10
- Spearman's Two-Factor Theory and Thorndike's Multifactorial Theory16
- Binet and Simon: The Measurement of Intelligence in Children17
- Yerkes and intelligence tests in the Military20
- The Wechsler Scales of Intelligence23
- History of Memory Assessment29
- Discussion34
- References36
- Chapter 2. Revising a Standard: An Evaluation of the Origin and Development of the WAIS-III43
- Why a Revision was Necessary44
- Changing Test Scores and Norms45
- Revised Test Structure46
- Goals for the WAIS-III Revision46
- Deciding What to Change47
- Changes and Reactions49
- Emphasis on the Factor Scores51
- Events Leading up to the WAIS-III54
- Wechsler's Unrealized Goal: Measurement of Nonintellective Factors56
- Description of Subtests58
- Summary84
- References85
- Chapter 3. The Wechsler Memory scale, Third Edition: A New Perspective93
- Historical Factors Leading to the Development of the Wechsler Memory Scale95
- The Wechsler Memory Scale97
- The Publication of the WMS-R101
- Development of the WMS-III104
- Description of WMS-III107
- Structure of WMS-III Index and Subtests Scores108
- Support for the WMS-III Structure131
- Conclusions132
- References133
- PART 2: Reducing Variance When Interpreting WAIS-III and WMS-III Scores: Introduction to Chapters 4?141
- Chapter 4. Assessment of Cognitive Functioning with the WAIS-III and WMS-III: Development of a Six-F147
- Contemporary Models of Cognitive Functioning149
- Factor-Analytic Studies of the Wechsler Scales150
- Joint WAIS-III/WMS-III Factor-Analytic Studies153
- The Development of New Norms for a Six-Factor Model of Cognitive Functioning155
- Development of New Index Scores161
- Conclusion176
- References176
- Chapter 5. Demographic Effects and Use of Demographically Corrected Norms with the WAIS-III and WMS-181
- Demographic Influences and Normative Corrections183
- Sensitivity of Demographically Corrected WAIS/WMS Factor Scores to Neurocognitive Impairment185
- Subject Samples186
- Developing Demographically Corrected T-Score187
- Age Effects190
- Education Effects190
- Sensitivity of WAIS–WMS-Corrected Scores to Neuropsyschiatric Disorders198
- Conclusions207
- References209
- Chapter 6. WAIS-III WMS-III Discrepancy Analysis: Six-Factor Model Index Discrepancy Base Rates, Imp211
- Introduction211
- Understanding Difference Scores: The Logic of Discrepancy Analysis212
- Discrepancy Data Provided in This Chapter215
- Understanding Discrepancy Base Rates: Clinically Informative Trends219
- Which Index Contrasts Are Most Likely to Be Clinically Useful?229
- Conventional Contrasts: Within- WAIS-III236
- Conventional Contrasts: Within WMS-III236
- WAIS-III-WMS-III Contrasts237
- Does Discrepancy Analysis Work?240
- Concluding Comments256
- References271
- Chapter 7. Diagnostic Validity273
- Overview273
- Group versus Individual Statistics274
- Asking the Right Question279
- Diagnostic Validity Indices280
- Diagnostic Validity Indices and the WAIS-III and WMS-III283
- From Diagnostic Validity to Clinical Utility285
- Understanding Base Rates287
- Likelihood Ratios and WAIS-III and WMS-III Indices293
- Clinical Application298
- References300
- Chapter 8. Use of the WAIS-III and WMS-III in the Context of Serial Assessments: Interpreting Reliab303
- Serial Assessment and Evidence-Based Health Care304
- Case Examples306
- Factors Affecting Test–Retest Performances307
- Methods for Assessing Reliable Change314
- Meaningful and Reliable Test–Retest Change on the WAIS-III and WMS-III318
- Application of the SRB Approach323
- Using Demographically Corrected Scores in the Context of Serial Assessments326
- Impact of Serial Assessments on Base Rates of Discrepancy Scores327
- Summary and Conclusions332
- References334
- PART 3: Dealing with "cruveballs" when using the WAIS-III and WMS-III: The interpretation of an unst339
- Chapter 9. Assessment of the Non-Native English Speaker: Assimilating History and Research Findings343
- Introduction343
- Ellis Island and the Assessment of the Immigrant345
- Assessment of Military Recruits During World War 1362
- Advances, Current Approaches and Opinions365
- The Relationship between Acculturation and Cognitive Functioning370
- Discussion378
- References387
- Chapter 10. Accuracy of WAIS-III„WMS-III Joint Factor Scores When One or More Subtests Is Omitted391
- Background392
- Method396
- Results402
- Discussion416
- Conclusions424
- References425
- Chapter 11. Accommodating Clients with Disabilities on the WAIS-III and WMS451
- The Challenge of Clients with Disabilities451
- Decision-Making Framework for Accommodations455
- Research on Accommodations466
- Conclusions479
- References483
- PART 4. Training Others to Administer the WAIS-III and WMS-III: A Guide to Practical Issues487
- Chapter 12. The WAIS-III and WMS-III: Practical Issues and Frequently Asked Questions491
- Introduction491
- Why Use the WAIS-III and WMS-III If you Already Have the WAIS-R and WMS-R?492
- Administration495
- Practical Issues with WAIS-III Subtests505
- Practical Issues with the WMS-III514
- Frequently Asked Questions519
- Conclusions530
- Acknowledgements530
- References530
- Appendix 1. Pioneer's in the Assessment of Intelligence and Memory533
- Appendix 2. Reviews and Promotional Material for the Wechsler–Bellevue and Wechsler Memory Scale579
- Index603
This guide to the WAIS-III and WMS-III tests is written to help clinical practitioners achieve efficient and accurate interpretations of test results. The only interpretive guide to be based on data obtained while standardizing the tests, this reference source provides new models for interpreting results, as well as practical information on the diagnostic validity, demographically corrected norms, and accuracy of the tests in measuring intelligence and memory.
The focus of information is to allow clinicians to reduce variance in the interpretations of scores, indicating how best to factor in socio-economic status of respondents, interpreting meaningful change in serial assessments, and scoring with alternate or omitted sub-tests. Also included in the book are chapters on accommodating clients with disabilities. The final chapter discusses frequently asked questions (with answers) on the use and interpretation of the tests, as well as practical issues to help make scoring time-efficient and accurate.
KEY FEATURES
* Only guide to be based on data obtained in the standardization of the tests
* Practical examples given to help guide interpretation of scores
* Focuses on information to make faster, more accurate scoring interpretations
The focus of information is to allow clinicians to reduce variance in the interpretations of scores, indicating how best to factor in socio-economic status of respondents, interpreting meaningful change in serial assessments, and scoring with alternate or omitted sub-tests. Also included in the book are chapters on accommodating clients with disabilities. The final chapter discusses frequently asked questions (with answers) on the use and interpretation of the tests, as well as practical issues to help make scoring time-efficient and accurate.
KEY FEATURES
* Only guide to be based on data obtained in the standardization of the tests
* Practical examples given to help guide interpretation of scores
* Focuses on information to make faster, more accurate scoring interpretations