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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
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
