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Tables of Contents for Wisc-III Clinical Use and Interpretation
Chapter/Section Title
Page #
Page Count
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