WISC-III Clinical Use and Interpretation: Scientist-Practitioner Perspectives
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Table of contents
- Cover
- Contentsvii
- Contributorsxiii
- Prefacexv
- Chapter 1. The WISC-III in Context1
- Introduction and Overview of this Chapter1
- Description and Rationale for the Revision2
- Back to Gordon Allport and Henry Murray: Views on WISC-III as a Diagnostic Instrument4
- Use of the IQ Test Information as Part of Assessment5
- Use of the WISC-III in Other Countries and with Minority Populations8
- Approaches to WISC-III Score Interpretations16
- Putting It All Together33
- Chapter Summary34
- Appendix: The WISC-III as a Neuropsychological Instrument35
- References36
- Chapter 2. Intelligence Test Interpretation: Acting in the Absence of Evidence39
- Science as Foundation40
- Prototypical Practice41
- Analogous Problems in Medicine41
- WISC-III Science42
- Modern Interpretive Practice46
- Practice Standards47
- Conclusions and Recommendations53
- References55
- Chapter 3. Assessment of Gifted Children with the WISC-III59
- Introduction59
- Definition of Giftedness59
- Review of the Literature61
- Issues63
- Prototypical Cases66
- Discussion70
- References72
- Chapter 4. Assessment of Mental Retardation with the WISC-III73
- Definition of Mental Retardation73
- Etiology of Mental Retardation75
- Adaptive Functioning75
- Assessing Mental Retardation Using the WISC-III76
- Comparisons with Other Tests of Intelligence79
- Relationship of WISC-III Scores with Other Tests80
- Which Test to Use?81
- Diagnostic and Clinical Issues82
- Case Examples86
- References88
- Chapter 5. WISC-III Assessment of Children with Attention Deficit/Hyperactivity Disorder91
- Diagnostic Classification of ADHD: DSM-IV Criteria92
- WISC-III: Psychometric Properties in ADHD Samples94
- Diagnostic Utility of the WISC-III for ADHD99
- Subtyping and WISC-III Profiles103
- Comorbidity and WISC-III Performance105
- Effects of Medication on WISC-III Performance105
- Recent Conceptualizations of ADHD and Their Relationship to the WISC-III106
- Guidelines for Use of the WISC-III with ADHD Children108
- Jenna: A Case Study111
- Summary113
- References113
- Chapter 6. Assessment of Emotionally Disturbed Children with the WISC-III119
- Introduction119
- Categorical versus Empirical Approaches for Defining Emotional Disturbances in Children120
- Relationship of IQ to Emotional Disturbance121
- Appropriateness of WISC-III for Emotionally Disturbed Children123
- Performance of Emotionally Disturbed Children on the WISC-R and WISC-III124
- Contributions of the WISC-III to Assessment of Children with Emotional Difficulties126
- Case Studies126
- Future Research Directions132
- Summary135
- References136
- Chapter 7. Significance of Verbal„performance Discrepancies for Subtypes of Children with Learning139
- Generic Definition of Learning Disabilities140
- Criteria for Designation of Children as Learning Disabled140
- WISC Verbal IQ–Performance IQ Discrepancies: Neurodevelopmental Dimensions141
- WISC Verbal IQ–Performance IQ Discrepancies: Psychosocial Dimensions146
- Comparability of the Summary Measures of the Wechsler Scales for Children with Learning Disabilities150
- Clinical Implications of Findings with Wechsler Scales151
- A Note Regarding the Use of the Wechsler Scales for Children and Adolescents Who Exhibit Some Types153
- Subtypes of Learning Disabilities: Findings from Other Laboratories153
- References154
- Chapter 8. Utility of the WISC-III for Children with Language Impairments157
- Overview157
- Academic Outcomes of Language Impairments161
- Language Impairments, Learning Disabilities, and Dyslexia162
- Intelligence Testing and Language Impairments163
- Case Study167
- References172
- Chapter 9. Assessment of Hearing-Impaired and Deaf Children with the WISC-III175
- Administration Issues177
- Technical Adequacy of the WISC-III with Deaf Children179
- Issues in Using and Interpreting Results185
- Guidelines for Using the WISC-III with Deaf Children191
- Case Example: WISC-III196
- References200
- Chapter 10. Neuropsychological Basis of Intelligence and the WISC-III203
- Introduction203
- Factor Structure of the WISC-III204
- The Verbal-Performance Discrepancy205
- The Third and Fourth Factors of the WISC-III207
- WISC-III and the Neuropsychological Evaluation210
- Conclusions218
- References220
- Chapter 11. Assessment of Minority and Culturally Diverse Children227
- Introduction227
- Defining Race, Ethnicity, and Culture229
- Controversial Issues231
- Technical Issues232
- Assessing Children's Intelligence with the Wechsler Scales237
- Summary244
- References244
- Chapter 12.The Use of the WISC-III with Achievement Tests249
- Introduction249
- Background Literature252
- Issues in Using Ability and Achievement Measures255
- Case Studies267
- Summary278
- Appendix279
- References285
- Chapter 13. Assessment of Test Behaviors with the WISC-III289
- The Testing Process289
- Examiner's Observations Are Critical to Test Use290
- Background Information and Personal Qualities294
- Some Benefits to Using the Informal Processes296
- Some Disadvantages to Using Informal Processes296
- Empirical Research on Children's Test Behaviors299
- Guide to the Assessment of Test Session Behavior for the WISC-III and WIAT302
- Two Case Studies306
- Conclusions308
- References309
- Author Index311
- Subject Index323
The WISC-III is the most frequently used IQ assessment technique in the United States. This book discusses the clinical use of the WISC-III with respect to specific clinical populations, and covers research findings on the validity and reliability of the test. It also includes standardization data from the Psychological Corporation. Many of the contributors participated in the development of the WISC-III and are in a unique position to discuss the clinical uses of this measure.
The book describes the WISC-III from scientist-practitioner perspectives. It provides methods to aid in understanding and interpreting the WISC-III results for various groups of exceptional children. The book also presents detailed descriptions of behavior and achievement as well as recommendations for test interpreting standards.
WISC-III Clinical Use and Interpretation has immediate and practical relevance to professionals who administer, interpret, or use the results of the WISC-III. The solid writing by leading experts makes the contents of this book an essential reference for WISC-III users.
Key Features
* Leading experts discuss the clinical use of the WISC-III
* Thorough coverage of the literature with many new findings
* Covers wide range of exceptionalities from AD/HD to learning disabilities
* Direct relevance to practitioners, researchers, and trainers
The book describes the WISC-III from scientist-practitioner perspectives. It provides methods to aid in understanding and interpreting the WISC-III results for various groups of exceptional children. The book also presents detailed descriptions of behavior and achievement as well as recommendations for test interpreting standards.
WISC-III Clinical Use and Interpretation has immediate and practical relevance to professionals who administer, interpret, or use the results of the WISC-III. The solid writing by leading experts makes the contents of this book an essential reference for WISC-III users.
Key Features
* Leading experts discuss the clinical use of the WISC-III
* Thorough coverage of the literature with many new findings
* Covers wide range of exceptionalities from AD/HD to learning disabilities
* Direct relevance to practitioners, researchers, and trainers