WISC-III Clinical Use and Interpretation (eBook)

Cover 1
Contents 8
Contributors 14
Preface 16
Chapter 1. The WISC-III in Context 18
Introduction and Overview of this Chapter 18
Description and Rationale for the Revision 19
Back to Gordon Allport and Henry Murray: Views on WISC-III as a Diagnostic Instrument 21
Use of the IQ Test Information as Part of Assessment 22
Use of the WISC-III in Other Countries and with Minority Populations 25
Approaches to WISC-III Score Interpretations 33
Putting It All Together 50
Chapter Summary 51
Appendix: The WISC-III as a Neuropsychological Instrument 52
References 53
Chapter 2. Intelligence Test Interpretation: Acting in the Absence of Evidence 56
Science as Foundation 57
Prototypical Practice 58
Analogous Problems in Medicine 58
WISC-III Science 59
Modern Interpretive Practice 63
Practice Standards 64
Conclusions and Recommendations 70
References 72
Chapter 3. Assessment of Gifted Children with the WISC-III 76
Introduction 76
Definition of Giftedness 76
Review of the Literature 78
Issues 80
Prototypical Cases 83
Discussion 87
References 89
Chapter 4. Assessment of Mental Retardation with the WISC-III 90
Definition of Mental Retardation 90
Etiology of Mental Retardation 92
Adaptive Functioning 92
Assessing Mental Retardation Using the WISC-III 93
Comparisons with Other Tests of Intelligence 96
Relationship of WISC-III Scores with Other Tests 97
Which Test to Use? 98
Diagnostic and Clinical Issues 99
Case Examples 103
References 105
Chapter 5. WISC-III Assessment of Children with Attention Deficit/Hyperactivity Disorder 108
Diagnostic Classification of ADHD: DSM-IV Criteria 109
WISC-III: Psychometric Properties in ADHD Samples 111
Diagnostic Utility of the WISC-III for ADHD 116
Subtyping and WISC-III Profiles 120
Comorbidity and WISC-III Performance 122
Effects of Medication on WISC-III Performance 122
Recent Conceptualizations of ADHD and Their Relationship to the WISC-III 123
Guidelines for Use of the WISC-III with ADHD Children 125
Jenna: A Case Study 128
Summary 130
References 130
Chapter 6. Assessment of Emotionally Disturbed Children with the WISC-III 136
Introduction 136
Categorical versus Empirical Approaches for Defining Emotional Disturbances in Children 137
Relationship of IQ to Emotional Disturbance 138
Appropriateness of WISC-III for Emotionally Disturbed Children 140
Performance of Emotionally Disturbed Children on the WISC-R and WISC-III 141
Contributions of the WISC-III to Assessment of Children with Emotional Difficulties 143
Case Studies 143
Future Research Directions 149
Summary 152
References 153
Chapter 7. Significance of Verbal„performance Discrepancies for Subtypes of Children with Learning Disabilities: Opportunities for the WISC-III 156
Generic Definition of Learning Disabilities 157
Criteria for Designation of Children as Learning Disabled 157
WISC Verbal IQ–Performance IQ Discrepancies: Neurodevelopmental Dimensions 158
WISC Verbal IQ–Performance IQ Discrepancies: Psychosocial Dimensions 163
Comparability of the Summary Measures of the Wechsler Scales for Children with Learning Disabilities 167
Clinical Implications of Findings with Wechsler Scales 168
A Note Regarding the Use of the Wechsler Scales for Children and Adolescents Who Exhibit Some Types of Neurological Disease or Disorder 170
Subtypes of Learning Disabilities: Findings from Other Laboratories 170
References 171
Chapter 8. Utility of the WISC-III for Children with Language Impairments 174
Overview 174
Academic Outcomes of Language Impairments 178
Language Impairments, Learning Disabilities, and Dyslexia 179
Intelligence Testing and Language Impairments 180
Case Study 184
References 189
Chapter 9. Assessment of Hearing-Impaired and Deaf Children with the WISC-III 192
Administration Issues 194
Technical Adequacy of the WISC-III with Deaf Children 196
Issues in Using and Interpreting Results 202
Guidelines for Using the WISC-III with Deaf Children 208
Case Example: WISC-III 213
References 217
Chapter 10. Neuropsychological Basis of Intelligence and the WISC-III 220
Introduction 220
Factor Structure of the WISC-III 221
The Verbal-Performance Discrepancy 222
The Third and Fourth Factors of the WISC-III 224
WISC-III and the Neuropsychological Evaluation 227
Conclusions 235
References 237
Chapter 11. Assessment of Minority and Culturally Diverse Children 244
Introduction 244
Defining Race, Ethnicity, and Culture 246
Controversial Issues 248
Technical Issues 249
Assessing Children's Intelligence with the Wechsler Scales 254
Summary 261
References 261
Chapter 12.The Use of the WISC-III with Achievement Tests 266
Introduction 266
Background Literature 269
Issues in Using Ability and Achievement Measures 272
Case Studies 284
Summary 295
Appendix 296
References 302
Chapter 13. Assessment of Test Behaviors with the WISC-III 306
The Testing Process 306
Examiner's Observations Are Critical to Test Use 307
Background Information and Personal Qualities 311
Some Benefits to Using the Informal Processes 313
Some Disadvantages to Using Informal Processes 313
Empirical Research on Children's Test Behaviors 316
Guide to the Assessment of Test Session Behavior for the WISC-III and WIAT 319
Two Case Studies 323
Conclusions 325
References 326
Author Index 328
Subject Index 340