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List of Contributors | |
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Preface | |
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Interfacing WISC-IV Assessment and Intervention: Foundations for Practice | |
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Interpretation and Intervention with WISC-IV in the Clinical Assessment Context | |
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Overview: The Interaction Between Intelligence Tests and the Clinician | |
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A Historical Perspective on Assessment that Remains Contemporary | |
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What Do We Conclude? | |
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Introduction to Interpretation and Intervention with WISC-IV in the Clinical Assessment Context | |
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Interpreting the WISC-IV Index Scores | |
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Intervention Suggestions Related to the WISC-IV Index Scores | |
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Post Script: A Case Example | |
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References | |
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Interfacing WISC-IV Assessment and Intervention: Clinical Applications | |
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Research-Supported Differential Diagnosis of Specific Learning Disabilities and Implications for Instruction and Response to Instruction | |
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Background | |
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Research-Supported Approach to Incorporating Cognitive Measures | |
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Dysgraphia | |
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Case Studies | |
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Dyslexia | |
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Case Studies | |
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OWL LD | |
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Case Studies | |
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Dyscalculia | |
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Case Studies | |
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Summary and Conclusion | |
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Notes | |
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Acknowledgment | |
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References | |
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WISC-IV Interpretation for Specific Learning Disabilities Identification and Intervention: A Cognitive Hypothesis Testing Approach | |
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Definitions of SLD: Learning Delay or Deficit? | |
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Prevalence of SLD: Heterogeneity and Comorbidity | |
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Ability-Achievement Discrepancy, RTI, or the "Third Method" | |
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Using the WISC-IV for Concordance-Discordance and SLD Determination | |
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Cognitive Hypothesis Testing for SLD Identification and Intervention | |
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Cognitive Hypothesis Testing for Specific Reading Disability Subtypes | |
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Cognitive Hypothesis Testing for Specific Math Disability | |
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WISC-IV/WIAT-II Analyses Conclusions | |
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Using Cognitive Hypothesis Testing Results to Guide Intervention | |
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Linking Cognitive-Neuropsychological Assessment Results to Intervention | |
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WISC-IV CHT Case Study | |
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References | |
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Language Disabilities | |
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Language Disabilities Defined | |
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Cognitive Referencing in Language Disabilities | |
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WISC-IV and Language Disabilities | |
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Clinical Interpretations and Implications for Intervention | |
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References | |
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Attention-Deficit/Hyperactivity Disorder: Using the WISC-IV to Inform Intervention Planning | |
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Introduction | |
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Differentiation of ADHD-I | |
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The Theoretical Model | |
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Assessment of ADHD | |
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Intervention | |
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Summary | |
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References | |
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The Use of the WISC-IV in Assessment and Intervention Planning for Children Who are Gifted | |
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Introduction | |
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Definition of Giftedness | |
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Review of the Literature | |
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WISC-IV Standardization Sample: Profiles of Giftedness | |
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How the Changes to the WISC-IV Impact Gifted Identification | |
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Ceiling Effects and Potential Solutions | |
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Case Study of Kate | |
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Treatment and Intervention Plans Informed by WISC-IV Results | |
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The GRS: Part of a Comprehensive Gifted Assessment | |
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Case Study of Laquisha | |
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References | |
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Appendix A | |
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Assessment of Mental Retardation/Intellectual Disability with the WISC-IV | |
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Definitions of Mental Retardation | |
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Levels of Mental Retardation | |
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Incidence of Mental Retardation | |
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Economic Impact of Mental Retardation | |
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Etiology of Mental Retardation | |
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Adaptive Behavior | |
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Assessing Mental Retardation Using the WISC-IV | |
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Factor Structure of the WISC-IV | |
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WISC-IV Versus WISC-III | |
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WISC-IV and WAIS-III for Adolescents with Mental Retardation | |
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WISC-IV and WPPSI-III for Children with Mental Retardation | |
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WISC-IV and ABAS-II | |
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Diagnostic and Clinical Issues | |
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Conclusions | |
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Case Study: Psychological Evaluation | |
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References | |
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Autism Spectrum Disorders: WISC-IV Applications for Clinical Assessment and Intervention | |
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Chapter Rationale and Purpose | |
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Pervasive Developmental Disorders | |
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Related Clinical Disorders and Syndromes | |
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Differential Diagnosis | |
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Assessment of Autism Spectrum Disorder | |
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Autism Spectrum Disorder and Intelligence | |
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Using the WISC-IV to Guide Assessment | |
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Recommendations for Intervention | |
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Conclusion | |
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References | |
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Assessment of Children with Emotional Disturbance Using the WISC-IV | |
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Introduction | |
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Idea Definition of Emotional Disturbance | |
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Use of the WISC-IV for Children with Emotional Disturbance | |
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Comprehensive Assessment for Children with Suspected ED | |
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Capturing Qualitative Indicators During Cognitive Assessment | |
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Case Study | |
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Conclusion | |
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References | |
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The Cognitive Impact of Systemic Illness in Childhood and Adolescence | |
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Abstract | |
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Summary of Best-Practice Recommendations | |
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Introduction | |
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Treatment of Patients with ALL | |
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Treatment-Related Neurotoxicity in ALL | |
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Treatment-Related Systemic Effects in ALL | |
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Illness-Associated Neurotoxicity in ALL | |
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Illness-Associated Systemic Effects in ALL | |
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Heart Disease and CI | |
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Muscular Dystrophy and CI | |
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Diabetes and CI | |
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SCD, Other Anemias and CI | |
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Pulmonary Disease and CI | |
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Very Low Birth Weight and CI | |
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Malnutrition, Trace Nutrient Deficiency, and CI | |
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Lead Poisoning and CI | |
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Sleep-Disordered Breathing and CI | |
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Poverty and CI | |
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Chronic Hypoxia as a Common Etiology of CI | |
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Is CI in Childhood Preventable? | |
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Acknowledgments | |
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References | |
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Considerations in Using the WISC-IV with Hispanic Children | |
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Heterogeneity in Ethnic Minority Populations | |
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Ethnic Differences in Wechsler Scale Performance | |
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Conceptual Equivalence of Intelligence and WISC-IV Moderator Variables | |
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Immigration Patterns and the Representativeness of Norms | |
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Language Proficiency and Cognitive Performance | |
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Implications of Language Proficiency for WISC-IV Performance | |
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WISC IV Spanish | |
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Case 1 | |
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Case 2 | |
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Current Assessment | |
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Conclusion | |
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Acknowledgments | |
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References | |
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Interfacing WISC-IV Assessment and Intervention: Some Further Considerations | |
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Neuropsychological Applications of the WISC-IV and WISC-IV Integrated | |
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Intellectual Assessment in Neuropsychological Practice | |
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Neuropsychological Interpretation of WISC-IV and WISC-IV Integrated Subtests | |
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Case Study Illustration | |
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Summary | |
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References | |
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Extending the WISC-IV: Executive Functioning | |
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Introduction | |
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Executive Functions | |
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Behavioral Manifestations of EF Impairments in Pediatric Populations | |
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EF in Pediatric Disorders | |
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WISC-IV Measurement of EF in Children | |
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Additional Measures of Executive Functioning | |
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Linking Assessment to Intervention | |
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Summary | |
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References | |
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Cultural Issues in Clinical Use of the WISC-IV | |
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Cultural Bias in Intelligence Testing | |
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What Did We Learn from the WISC Adaptations Across Cultures? | |
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Conclusion | |
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References | |
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Of What Value is Intelligence? | |
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From What Vantage Points - Person or Population - Do We Look at Intelligence? | |
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Is Intelligence Anything More Than a Score on an IQ Test? | |
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What is Intelligence, and How Do We Know That IQ Tests Measure It? | |
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How are Individuals Distributed Along the IQ Continuum? | |
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What is the Personal and Social Import of Differences in General Intelligence (g)? | |
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Where Do Intelligence Differences Originate and Reside? | |
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Of What Value is Testing for Intelligence? | |
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References | |
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Index | |