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WISC-IV Clinical Assessment and Intervention

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The indispensible guide to administering the WISC-IV test!

Table of Contents

List of Contributors Preface Part 1 Interfacing WISC-IV Assessment and Intervention: Foundations for Practice 1 Interpretation and Intervention with WISC-IV in the Clinical Assessment Context Overview: The Interaction Between Intelligence Tests and the Clinician A Historical Perspective on Assessment that Remains Contemporary What Do We Conclude? Introduction to Interpretation and Intervention with WISC-IV in the Clinical Assessment Context Part I: Interpreting the WISC-IV Index Scores Part II: Intervention Suggestions Related to the WISC-IV Index Scores Post Script: A Case Example References Part 2 Interfacing WISC-IV Assessment and Intervention: Clinical Applications 2 Research-Supported Differential Diagnosis of Specific Learning Disabilities and Implications for Instruction and Response to Instruction Background Research-Supported Approach to Incorporating Cognitive Measures Dysgraphia Case Studies Dyslexia Case Studies OWL LD Case Studies Dyscalculia Case Studies Summary and Conclusion Notes Acknowledgment References 3 WISC-IV Interpretation for Specific Learning Disabilities Identification and Intervention: A Cognitive Hypothesis Testing Approach Definitions of SLD: Learning Delay or Deficit? Prevalence of SLD: Heterogeneity and Comorbidity Ability-Achievement Discrepancy, RTI, or the "Third Method" Using the WISC-IV for Concordance-Discordance and SLD Determination Cognitive Hypothesis Testing for SLD Identification and Intervention Cognitive Hypothesis Testing for Specific Reading Disability Subtypes Cognitive Hypothesis Testing for Specific Math Disability WISC-IV/WIAT-II Analyses Conclusions Using Cognitive Hypothesis Testing Results to Guide Intervention Linking Cognitive-Neuropsychological Assessment Results to Intervention WISC-IV CHT Case Study References 4 Language Disabilities Language Disabilities Defined Cognitive Referencing in Language Disabilities WISC-IV and Language Disabilities Clinical Interpretations and Implications for Intervention References 5 Attention-Deficit/Hyperactivity Disorder: Using the WISC-IV to Inform Intervention Planning Introduction Differentiation of ADHD-I The Theoretical Model Assessment of ADHD Intervention Summary References 6 The Use of the WISC-IV in Assessment and Intervention Planning for Children Who are Gifted Introduction Definition of Giftedness Review of the Literature WISC-IV Standardization Sample: Profiles of Giftedness How the Changes to the WISC-IV Impact Gifted Identification Ceiling Effects and Potential Solutions Case Study of Kate Treatment and Intervention Plans Informed by WISC-IV Results The GRS: Part of a Comprehensive Gifted Assessment Case Study of Laquisha References Appendix A 7 Assessment of Mental Retardation/Intellectual Disability with the WISC-IV Definitions of Mental Retardation Levels of Mental Retardation Incidence of Mental Retardation Economic Impact of Mental Retardation Etiology of Mental Retardation Adaptive Behavior Assessing Mental Retardation Using the WISC-IV Factor Structure of the WISC-IV WISC-IV Versus WISC-III WISC-IV and WAIS-III for Adolescents with Mental Retardation WISC-IV and WPPSI-III for Children with Mental Retardation WISC-IV and ABAS-II Diagnostic and Clinical Issues Conclusions Case Study: Psychological Evaluation References 8 Autism Spectrum Disorders: WISC-IV Applications for Clinical Assessment and Intervention Chapter Rationale and Purpose Pervasive Developmental Disorders Related Clinical Disorders and Syndromes Differential Diagnosis Assessment of Autism Spectrum Disorder Autism Spectrum Disorder and Intelligence Using the WISC-IV to Guide Assessment Recommendations for Intervention Conclusion References 9 Assessment of Children with Emotional Disturbance Using the WISC-IV Introduction Idea Definition of Emotional Disturbance Use of the WISC-IV for Children with Emotional Disturbance Comprehensive Assessment for Children with Suspected ED Capturing Qualitative Indicators During Cognitive Assessment Case Study Conclusion References 10 The Cognitive Impact of Systemic Illness in Childhood and Adolescence Abstract Summary of Best-Practice Recommendations Introduction Treatment of Patients with ALL Treatment-Related Neurotoxicity in ALL Treatment-Related Systemic Effects in ALL Illness-Associated Neurotoxicity in ALL Illness-Associated Systemic Effects in ALL Heart Disease and CI Muscular Dystrophy and CI Diabetes and CI SCD, Other Anemias and CI Pulmonary Disease and CI Very Low Birth Weight and CI Malnutrition, Trace Nutrient Defi ciency, and CI Lead Poisoning and CI Sleep-Disordered Breathing and CI Poverty and CI Chronic Hypoxia as a Common Etiology of CI Is CI in Childhood Preventable? Acknowledgments References 11 Considerations in Using the WISC-IV with Hispanic Children Heterogeneity in Ethnic Minority Populations Ethnic Differences in Wechsler Scale Performance Conceptual Equivalence of Intelligence and WISC-IV Moderator Variables Immigration Patterns and the Representativeness of Norms Language Proficiency and Cognitive Performance Implications of Language Profi ciency for WISC-IV Performance WISC IV Spanish Case 1 Case 2 Current Assessment Conclusion Acknowledgments References Part 3 Interfacing WISC-IV Assessment and Intervention: Some Further Considerations 12 Neuropsychological Applications of the WISC-IV and WISC-IV Integrated Intellectual Assessment in Neuropsychological Practice Neuropsychological Interpretation of WISC-IV and WISC-IV Integrated Subtests Case Study Illustration Summary References 13 Extending the WISC-IV: Executive Functioning Introduction Executive Functions Behavioral Manifestations of EF Impairments in Pediatric Populations EF in Pediatric Disorders WISC-IV Measurement of EF in Children Additional Measures of Executive Functioning Linking Assessment to Intervention Summary References 14 Cultural Issues in Clinical Use of the WISC-IV Cultural Bias in Intelligence Testing What Did We Learn from the WISC Adaptations Across Cultures? Conclusion References 15 Of What Value is Intelligence? From What Vantage Points - Person or Population - Do We Look at Intelligence? Is Intelligence Anything More Than a Score on an IQ Test? What is Intelligence, and How Do We Know That IQ Tests Measure It? How are Individuals Distributed Along the IQ Continuum? What is the Personal and Social Import of Differences in General Intelligence (g)? Where Do Intelligence Differences Originate and Reside? Of What Value is Testing for Intelligence? References Index

About the Author

Dr. Saklofske is a Professor in the Division of Applied Psychology at the University of Calgary. He is also an Adjunct Professor at the University of Saskatchewan and Swinburne University, Australia. He is a Fellow of the Canadian Psychological Association and the Association for Psychological Science. Dr. Saklofske has published more than 150 journal articles and book chapters on intelligence, personality, individual differences and psychological assessment. As well, he has written or edited books on the Wechsler intelligence scales, personality and intelligence, exceptional children, and educational psychology. He is the Editor of the Journal of Psychoeducational Assessment and the Canadian Journal of School Psychology and Associate Editor of Personality and Individual Differences. Lawrence G. Weiss, PhD is Vice President of Test Development for Pearson Clinical Assessment. He oversees a department of 150 professionals and is responsible for all research and test development activities related to the company's psychological, educational, speech, language, and occupational therapy assessment products as well as post college admissions tests. He also advises on test development activities for the company's international business partners around the globe including Pearson Clinical Assessment offices in the United Kingdom, Australia, Canada, France, Germany, The Netherlands, India, China, Spain, and Brazil. Dr. Weiss has presented widely on intelligence in more than a dozen countries. He has authored or co-authored the following 7 graduate level text books: . WISC-III Cross Cultural Analyses: Culture and Children's Intelligence (2003) . WISC-IV Clinical Use and Interpretation (2005) . WISC-IV Advanced Clinical Interpretation (2006) . WISC-IV Clinical Use and Intervention (2008) . WAIS-IV Clinical Use and Interpretation (2010) . BAYLEY-III Clinical Use and Interpretation (2010) . Advanced Clinical Assessment with WAIS-IV and WMS-IV (2013) Some of his books have been translated into Spanish, Japanese, and Korean. In addition, he has authored or coauthored approximately 30 journal articles, 12 technical reports, and 10 other book chapters. Dr. Weiss holds a PhD degree in industrial and organizational psychology from Texas A&M University, and a master's degree in clinical psychology from Trinity University. He lives in San Antonio, Texas, with his wife of 28 years, Judy Ann. The Weiss' have two adult sons.


"This edited volume is intended as a resource for both graduate instructors and practitioners who use the Wechsler Intelligence Scale for Children-IV (WISC-IV) as a tool for clinical assessment, diagnosis, and the development of psychoeducational interventions for a variety of disability categories. With a clear scientist-practitioner perspective and a focus on data interpretation and integration, it is a welcome addition to any professional library, particularly for practitioners who frequently use the WISC-IV as an assessment tool... Taken as a whole, the content and organization of this book makes the information easily accessible and very relevant for clinicians who use the WISC-IV as one of their assessment tools." --Journal of Psychological Assessment (2010) Praise for previous editions: "...the book is an excellent resource to assist practitioners to move beyond the mechanics of testing into the clinical enterprise of assessment. It would be a welcome addition to the bookshelf of practitioners at any stage of their career providing novices with direct instruction in both technique and theory and more experienced clinicians with excellent examples of what constitutes best practice." --Canadian Journal of School Psychology (2008, 23:140) "It has wonderful information that is invaluable for having a solid knowledge base about this test. The editors and contributors are credible authorities. ...The book contains everything you want to know about the WISC-IV. ...This is a book that you must have if you are going to do testing with children. It is not just for the clinician but students who are in the process of learning. It has much useful information and interpretive strategies to guide one through a wealth of data obtained by the WISC-IV. The book addresses special populations and contains helpful cross-cultural information. I don't think there is any other book to compare with it on this topic." -DOODY REVIEW "...those who are ready to take the next step in the understanding of the test's complexity and potential uses will expand their knowledge a great deal after reading the Prifitera et al. volume." -PsycCRITIQUES

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