WISC-IV Clinical Assessment and Intervention (2nd Ed.)

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Language: Anglais
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The Wechsler Intelligence Scale for Children: Fourth Edition (WISC-IV) is one of the most often used measures to assess intelligence and cognitive functions in children, ages 6-16 years. The second edition of the WISC-IV Clinical Assessment and Intervention will include new information obtained from the clinical use of the WISC-IV in practice. Information on the basic use of the assessment tool is condensed from three chapters into one, with four new chapters discussing how to use and interpret WISC-IV with additional clinical populations. These new populations include pervasive Developmental Disorders including autism, Social and emotional disorders, psychiatric disorders, and medical disorders that may affect intelligence. An additional new chapter discusses intervention planning across patient populations. Each of the chapters (revised original chapters and new chapters) will additionally include case studies including diagnosis and intervention.

Overall, the material in the book is 65% changed, new, and updated. These changes make the second edition better able to meet a clinician's needs in using and interpreting this test.

New to the Second Edition:
* Inclusion of case studies illustrating the clinical applications of the WISC-IV in assessment and program planning
* Intervention recommendations following from assessment to diagnosis
* Introductory chapter illustrating the relationships between the WISC-IV index scores and intervention planning
* New chapters on Learning Disabilities, emotionally disturbed children, systematic illness, and Autism Spectrum Disorders
* Specialized chapters on neuropsychological applications, executive functioning, and cultural issues
* Additional information to aid test interpretation including extended norms for gifted children and the Cognitive Proficiency Index
* All chapters revised to reflect data obtained from the test in clinical use
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