Table of Contents

Acknowledgments xi

Series Preface xiii

Foreword xv
Susie Engi Raiford

One Overview of the WISC-V 1
W. Joel Schneider, Dawn P. Flanagan, and Vincent C. Alfonso

Two How to Administer the WISC-V 53

Three How to Score the WISC-V 133

Four How to Interpret the WISC-V 167

Five Strengths and Weaknesses of the WISC-V 279

Six A Neuropsychological Approach to Interpretation of the WISC-V 287
George McCloskey, Jamie Slonim, Robert Whitaker, Samantha Kaufman, and Naoko Nagoshi

Seven Use of the WISC-V in the Identification of Specific Learning Disabilities 405

Eight Illustrative Case Report 511
Erin M. McDonough

Nine Assessment of English Learners With the WISC-V 539
Samuel O. Ortiz, Kristan E. Melo, and Meghan A. Terzulli

Ten WISC-V and Q-interactive 591
Carlea Dries, Ron Dumont, and Kathleen D. Viezel

Epilogue Dorothea McCarthy Remembered 617
Alan S. Kaufman

Appendices A–F can be accessed and downloaded from https://www.wiley.com/Essentials+of+WISC-V+Assessment-p- 9781118980996

Appendix A A Brief Overview of the Cattell-Horn-Carroll (CHC) Theory

Appendix B Norms Tables for New WISC-V Clinical Composites

Appendix C Case Reports
Gail Cheramie, Jamie Chaffin, and Robert Lichtenstein

Appendix D Form for Manifestations of Cognitive Weaknesses

Appendix E Definition of Terms and Clarification of Concepts Used in the Dual Discrepancy/ Consistency Model of SLD and the Cross-Battery Assessment Software System (X-BASS)

Appendix F Task Characteristics of WISC-V Subtests
Marlene Sotelo-Dynega

About the Authors 621

Contributors 622

Index 623

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.