9780125649308

WISC-III Clinical Use and Interpretation

by ;
  • ISBN13:

    9780125649308

  • ISBN10:

    0125649304

  • Edition: 1st
  • Format: Hardcover
  • Copyright: 1997-12-12
  • Publisher: Elsevier Science
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Summary

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.

Table of Contents

CONTRIBUTORS XIII(2)
PREFACE XV
1 THE WISC-III IN CONTEXT
1(39)
AURELIO PRIFITERA
LAWRENCE G. WEISS
DONALD H. SAKLOFSKE
Introduction and Overview of this Chapter
1(1)
Description and Rationale for the Revision
2(2)
Back to Gordon Allport and Henry Murray: Views on WISC-III as a Diagnostic Instrument
4(1)
Use of the IQ Test Information as Part of Assessment
5(3)
Use of the WISC-III in Other Countries and with Minority Populations
8(8)
Approaches to WISC-III Score Interpretations
16(17)
Putting It All Together
33(1)
Chapter Summary
34(1)
Appendix: The WISC-III as a Neuropsychological Instrument
35(1)
References
36(4)
2 INTELLIGENCE TEST INTERPRETATION: ACTING IN THE ABSENCE OF EVIDENCE
40(19)
RANDY W. KAMPHAUS
Science as Foundation
40(1)
Prototypical Practice
41(1)
Analogous Problems in Medicine
42(1)
WISC-III Science
42(4)
Modern Interpretive Practice
46(1)
Practice Standards
47(6)
Conclusions and Recommendations
53(2)
References
55(4)
3 ASSESSMENT OF GIFTED CHILDREN WITH THE WISC-III
59(14)
SARA S. SPARROW
SUZANNE T. GURLAND
Introduction
59(1)
Definition of Giftedness
59(2)
Review of the Literature
61(2)
Issues
63(3)
Prototypical Cases
66(4)
Discussion
70(2)
References
72(1)
4 ASSESSMENT OF MENTAL RETARDATION WITH THE WISC-III
73(19)
JEAN SPRUILL
Definition of Mental Retardation
73(2)
Etiology of Mental Retardation
75(1)
Adaptive Functioning
75(1)
Assessing Mental Retardation Using the WISC-III
76(3)
Comparisons with Other Tests of Intelligence
79(1)
Relationship of WISC-III Scores with Other Tests
80(1)
Which Test to Use?
81(1)
Diagnostic and Clinical Issues
82(4)
Case Examples
86(2)
References
88(4)
5 WISC-III ASSESSMENT OF CHILDREN WITH ATTENTION DEFICIT/HYPERACTIVITY DISORDER
92(27)
VICKI L. SCHWEAN
DONALD H. SAKLOFSKE
Diagnostic Classification of ADHD: DSM-IV Criteria
92(2)
WISC-III: Psychometric Properties in ADHD Samples
94(5)
Diagnostic Utility of the WISC-III for ADHD
99(4)
Subtyping and WISC-III Profiles
103(2)
Comorbidity and WISC-III Performance
105(1)
Effects of Medication on WISC-III Performance
105(1)
Recent Conceptualizations of ADHD and Their Relationship to the WISC-III
106(2)
Guidelines for Use of the WISC-III with ADHD Children
108(3)
Jenna: A Case Study
111(2)
Summary
113(1)
References
113(6)
6 ASSESSMENT OF EMOTIONALLY DISTURBED CHILDREN WITH THE WISC-III
119(21)
PHYLLIS ANNE TEETER
RICHARD KORDUCKI
Introduction
119(1)
Categorical versus Empirical Approaches for Defining Emotional Disturbances in Children
120(1)
Relationship of IQ to Emotional Disturbance
121(2)
Appropriateness of WISC-III for Emotionally Disturbed Children
123(1)
Performance of Emotionally Disturbed Children on the WISC-R and WISC-III
124(2)
Contributions of the WISC-III to Assessment of Children with Emotional Difficulties
126(1)
Case Studies
126(6)
Future Research Directions
132(3)
Summary
135(1)
References
136(4)
7 SIGNIFICANCE OF VERBAL-PERFORMANCE DISCREPANCIES FOR SUBTYPES OF CHILDREN WITH LEARNING DISABILITIES: OPPORTUNITIES FOR THE WISC-III
140(17)
BYRON P. ROURKE
Generic Definition of Learning Disabilities
140(1)
Criteria for Designation of Children as Learning Disabled
140(1)
WISC Verbal IQ-Performance IQ Discrepancies: Neurodevelopmental Dimensions
141(5)
WISC Verbal IQ-Performance IQ Discrepancies: Psychosocial Dimensions
146(4)
Comparability of the Summary Measures of the Wechsler Scales for Children with Learning Disabilities
150(1)
Clinical Implications of Findings with Wechsler Scales
151(2)
A Note Regarding the Use of the Wechsler Scales for Children and Adolescents Who Exhibit Some Types of Neurological Disease or Disorder
153(1)
Subtypes of Learning Disabilities: Findings from Other Laboratories
153(1)
References
154(3)
8 UTILITY OF THE WISC-III FOR CHILDREN WITH LANGUAGE IMPAIRMENTS
157(20)
LEADELLE PHELPS
Overview
157(4)
Academic Outcomes of Language Impairments
161(1)
Language Impairments, Learning Disabilities, and Dyslexia
162(1)
Intelligence Testing and Language Impairments
163(4)
Case Study
167(5)
References
172(5)
9 ASSESSMENT OF HEARING-IMPAIRED AND DEAF CHILDREN WITH THE WISC-III
177(26)
JEFFERY P. BRADEN
JOSEPH M. HANNAH
Administration Issues
177(2)
Technical Adequacy of the WISC-III with Deaf Children
179(6)
Issues in Using and Interpreting Results
185(6)
Guidelines for Using the WISC-III with Deaf Children
191(5)
Case Example: WISC-III
196(4)
References
200(3)
10 NEUROPSYCHOLOGICAL BASIS OF INTELLIGENCE AND THE WISC-III
203(24)
GEORGE W. HYND
MORRIS J. COHEN
CYNTHIA A. RICCIO
JANET M. ARCENEAUX
Introduction
203(1)
Factor Structure of the WISC-III
204(1)
The Verbal-Performance Discrepancy
205(2)
The Third and Fourth Factors of the WISC-III
207(3)
WISC-III and the Neuropsychological Evaluation
210(8)
Conclusions
218(2)
References
220(7)
11 ASSESSMENT OF MINORITY AND CULTURALLY DIVERSE CHILDREN
227(22)
ANTONIO E. PUENTE
GABRIEL D. SALAZAR
Introduction
227(2)
Defining Race, Ethnicity, and Culture
229(2)
Controversial Issues
231(1)
Technical Issues
232(5)
Assessing Children's Intelligence with the Wechsler Scales
237(7)
Summary
244(1)
References
244(5)
12 THE USE OF THE WISC-III WITH ACHIEVEMENT TESTS
249(40)
BETTY E. GRIDLEY
GALE H. ROID
Introduction
249(3)
Background Literature
252(3)
Issues in Using Ability and Achievement Measures
255(12)
Case Studies
267(11)
Summary
278(1)
Appendix
279(6)
References
285(4)
13 ASSESSMENT OF TEST BEHAVIORS WITH THE WISC-III
289(22)
THOMAS OAKLAND
JOSEPH GLUTTING
The Testing Process
289(1)
Examiner's Observations Are Critical to Test Use
290(4)
Background Information and Personal Qualities
294(2)
Some Benefits to Using the Informal Processes
296(1)
Some Disadvantages to Using Informal Processes
296(3)
Empirical Research on Children's Test Behaviors
299(3)
Guide to the Assessment of Test Session Behavior for the WISC-III and WIAT
302(4)
Two Case Studies
306(2)
Conclusions
308(1)
References
309(2)
INDEX 311

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