Description
Elsevier Wisc-Iv Clinical Use And Interpretation Scientist-Practitioner Perspectives by Aurelio Prifitera , Donald H. Saklofske , Lawrence G. Weiss
WISC-IV Clinical Use and Interpretation provides comprehensive information on using and interpreting the WISC-IV for clinical assessment and diagnosis. With chapters authored by recognized experts in intelligence research, test development, and assessment, this will be a valuable resource to anyone using the WISC-IV in practice. This information is available nowhere else and is a unique opportunity to understand the WISC-IV from the perspective of those who know it best. Most relevant to practitioners is the applied focus and interpretation of the WISC-IV in psychological and psychoeducational assessment._x000D__x000D_Divided into two sections, Section I discusses general advances in the assessment of childrens intelligence, and how the WISC-IV differs from the WISC-III. Also discussed are the clinical considerations of this test, including the meaning of the FSIQ and four Index scores and how the WISC-IV relates to other assessment measures, including the WISC-IV Integrated. Section II discusses the use of WISC-IV with exceptional children, including those with learning disabilities, giftedness, mental retardation, hearing impairment, ADHD, neuropsychological injury, and/or cultural and ethnic differences._x000D_ _x000D_A. Prifitera, D.H. Saklofske, L.G. Weiss, and E. Rolfhus, The WISC-IV in the Clinical Assessment Context._x000D_
D.H. Saklofske, A. Prifitera, L.G. Weiss, and E. Rolfhus, Clinical Interpretation of the WISC-IV Full Scale Intelligence Quotient (FSIQ) and the General Ability Index (GAI)._x000D_
L.G. Weiss, D.H. Saklofske, A. Prifitera, and E. Rolfhus, Interpreting the WISC-IV Index Scores._x000D_
G. McCloskey and A. Maerlender, The WISC-IV Integrated._x000D_
V.W. Berninger, A. Dunn, and T. Alper, Integrated Multi-Level Model for Branching Assessment, Instructional Assessment, and Profile Assessment._x000D_
V.W. Berninger and L. ODonnell, Assessment of Learning Disabilities._x000D_
V.L. Schwean and D.H. Saklofske, Assessment of Attention Deficit Hyperactivity Disorder (ADHD) with the WISC-IV._x000D_
S.S. Sparrow, S.I. Pfeiffer, and T.M. Newman, Assessment of Children Who are Gifted with the WISC-IV. _x000D_
J. Spruill, T. Oakland, and P. Harrison, Assessment of Mental Retardation. _x000D_
E.H. Wiig, The WISC-IV and Language Disabilities._x000D_
J.P. Braden, Using the WISC-IV with Children Who are Hard-of-Hearing or Deaf._x000D_
J.G. Harris and A.M. Llorente, Cultural Considerations in the use of the WISC-IV._x000D_
K.O. Yeates and J. Donders, The WISC-IV and Neuropsychological Assessment._x000D_
T. Oakland, J. Glutting and M.W. Watkins, Assessment of Test Behaviors with the WISC-IV._x000D_