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Essentials of Wisc-v Assessment
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Acknowledgements Series Preface Foreword Susie Engi Raiford, PhD; Pearson Clinical Assessment; San Antonio, Texas Chapter 1: Overview of the WISC-V W. Joel Schneider, Ph.D.; Dawn P. Flanagan, Ph.D.; and Vincent C. Alfonso, Ph.D. From Prediction to Prevention From Explanation to Enduring Empathy General Trends in Intelligence Test Interpretation Why the History of the Wechsler Scales Matters Description of the WISC-V Test Yourself References Chapter Two: How to Administer the WISC-V Appropriate Testing Conditions Rapport with Examinee Testing Individuals with Special Needs Administration Considerations Rules for Starting and Discontinuing Subtests Recording Responses Timing Querying Subtest-By-Subtest Rules of Administration of the WISC-V Primary Subtests Subtest-by-Subtest Rules of Administration of the WISC-V Secondary & Complementary Subtests Frequently Asked Questions: Subtest Administration Test Yourself References Chapter 3: How to Score the WISC-V Types of Scores Step-by-Step: How the WISC-V is Scored Test Yourself References Chapter 4: How to Interpret The WISC-V Getting Started WISC-V Interpretation Step-by-Step Conclusion Test Yourself References Chapter 5: Strengths and Weaknesses of the WISC-V Test Yourself References Chapter 6: A Neuropsychological Approach to Interpretation of the WISC-V George McCloskey, Ph.D.; Jamie Slonim; Robert Whitaker, Psy.S. NCSP, ABSNP; Samantha Kaufman; Naoko Nagoshi, Ph.D. Introduction Levels of Interpretation Neuropsychological Interpretation of WISC-V Performance WISC-V Complementary Subtests Summary Test Yourself References Chapter 7: Use of the WISC-V in the Identification of Specific Learning Disabilities The Dual Discrepancy/Consistency Operational Definition of SLD Using X-BASS for SLD Identification: Three Steps to PSW Output PSW-A Data Summary PSW-A g-Value Data Summary Dual Discrepancy/Consistency Model: PSW Analyses for SLD Conclusions Test Yourself References Chapter 8: Illustrative Case Report Erin M. McDonough, Ph.D. Psycho-Educational Evaluation Report Chapter 9: Assessment of English Learners with the WISC-V Samuel O. Ortiz, Ph.D.; Kristan E. Melo, M.S.; Meghan A. Opperman, B.A. Introduction Fairness, Bias, and Traditional Assessment Approaches A Recommended Best Practice Approach Best Practices in the Evaluation of ELs with the WISC-V Case Study: Jose Maria Conclusion Test Yourself References Chapter 10: WISC-V and Q-interactive Carlea Dries, M.A., M.Ed., N.C.C.; Ron Dumont, Ed.D., NCSP; Kathleen D. Viezel, Ph.D., NCSP Introduction Digital Platform Hardware Software Setup Administration Training and Tech Support Output Security and Legal Issues Considerations for University Trainers Pricing Overall Impressions and Recommendations Test Yourself References Epilogue: Dorothea McCarthy Remembered Alan S. Kaufman, Ph.D. References Appendix A: A Brief Overview of the Cattell-Horn-Carroll (CHC) Theory Appendix B: Norms Tables for New Clinical Composites Appendix C: Case Reports Gail Cheramie, Ph.D.; Jamie Chaffin, Ed.D.; Robert Lichtenstein, Ph.D. Comprehensive Evaluation Psychoeducational Report Psychoeducational Assessment Report Appendix D: Form for Manifestations of Cognitive Weaknesses Appendix E: Definition of Terms and Clarification of Concepts Used in the DD/C Definition and X-BASS Appendix F: Task Characteristics of WISC-V Subtests Appendix G: Cognitive Constructs Assessed with the WISC-V Subtests Verbal Comprehension Domain Subtests Cognitive Constructs Assessed with the Fluid Reasoning and Visual Spatial Subtests Cognitive Capacities Assessed with the Working Memory Subtests and the Arithmetic and Immediate Symbol Translation Subtests Cognitive Constructs assessed with the Processing Speed Subtests Cognitive Constructs assessed with the Naming Speed Subtests Cognitive Constructs Assessed with the Symbol Translation Tasks Appendix H: Behavior Observations and Process-oriented Assessment at the Subtest, Item, and Cognitive Construct Levels Verbal Comprehension Subtests Fluid Reasoning and Visual Spatial Subtests Working Memory Domain and Arithmetic and Symbol Translation Subtests Processing Speed Subtests Naming Speed Subtests Appendix I: Cluster Analysis Interpretation Steps for Completing Subtest Cluster Analyses Verbal Comprehension Clinical Clusters and Cluster Contrasts Verbal Comprehension Clinical Cluster Contrasts Fluid Reasoning and Visual Spatial Clinical Clusters and Cluster Contrasts Fluid Reasoning/Visual Spatial Clinical Cluster Contrasts Working Memory Clinical Clusters and Clinical Cluster Contrasts Appendix J: Subtest and Process Score Comparison Worksheets Appendix K: CBRS Scores Appendix L: Cross-Battery Assessment Software System (X-BASS): Dual-Discrepancy/Consistency Model: PSW Results for Amanda Farris Appendix M: Factors That May Facilitate Learning and Aid in Bypassing or Minimizing the Effects of Deficits About the Authors Contributors

About the Author

Dawn P. Flanagan, PhD, is Professor of Psychology at St. John's University and Clinical Assistant Professor of Psychology at Yale Child Study Center, Yale University School of Medicine. She serves as an expert witness, learning disabilities consultant, and psychoeducational test/measurement consultant and trainer for national and international organizations. Dr. Flanagan is an author of numerous publications and best known for her development of the Cross-Battery Assessment approach and the development of an operational definition of specific learning disability. Vincent C. Alfonso, PhD, is the Dean of School of Education at Gonzaga University. He is the past president of Division 16 (School Psychology) of the American Psychological Association, fellow of Divisions 16 and 5 of the APA, and a certified school psychologist and licensed psychologist. He has been providing psychoeducational services to individuals across the lifespan for more than 20 years. He is the co-editor with Dawn Flanagan of Essentials of Specific Learning Disability Identification, and co-author of Essentials of Cross-Battery Assessment, Third Edition.

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