Cover	1
	Title Page	5
	Copyright	6
	Contents	7
	Acknowledgments	13
	Series Preface	15
	Foreword	17
	One: Overview of the WISC-V	23
	From Prediction to Prevention	24
	From Explanation to Enduring Empathy	25
	General Trends in Intelligence Test Interpretation	25
	Why the History of the Wechsler Scales Matters	26
	Alfred Binet and the “First” Intelligence Tests	28
	From Mental Ages to Intelligence Quotients to Standard Scores	29
	General Intelligence ? g	31
	Wechsler’s Subtests	33
	Yerkes Point Scales	34
	Previous Editions of the WISC	35
	Description of the WISC-V	35
	g-loadings of WISC-V Subtests	52
	Structure of the WISC-V	54
	WISC-V Relations With Other Variables	63
	Wechsler’s IQ vs. Spearman’s g: Is the FSIQ the Only Score WorthInterpreting?	63
	References	72
	Two: How to Administer the WISC-V	75
	Appropriate Testing Conditions	75
	Testing Environment	76
	Testing Materials	76
	Rapport With Examinee	77
	Establishing Rapport	77
	Maintaining Rapport	80
	Testing Individuals With Special Needs	83
	Administration Considerations	85
	Special Considerations for Testing Children at the Extreme Ends of the Age Range	85
	Rules for Starting and Discontinuing Subtests	86
	Recording Responses	93
	Timing	96
	Querying	98
	I Don’t Know	98
	Repeating Items	99
	Subtest-by-Subtest Rules of Administration of the WISC-V Primary Subtests	100
	1. Block Design (Visual Spatial Index and FSIQ)	100
	2. Similarities (Verbal Comprehension Index and FSIQ)	104
	3. Matrix Reasoning (Fluid Reasoning Index and FSIQ)	106
	4. Digit Span (Working Memory Index and FSIQ)	108
	5. Coding (Processing Speed Index and FSIQ)	111
	6. Vocabulary (Verbal Comprehension Index and FSIQ)	113
	7. Figure Weights (Fluid Reasoning Index and FSIQ)	115
	8. Visual Puzzles (Visual Spatial Index)	117
	9. Picture Span (Working Memory Index)	119
	10. Symbol Search (Processing Speed Index)	121
	Subtest-by-Subtest Rules of Administration of Thewisc-V Secondary and Complementary Subtests	123
	11. Information (Verbal Comprehension Subtest, Secondary)	123
	12. Picture Concepts (Fluid Reasoning Subtest, Secondary)	125
	13. Letter-Number Sequencing (Working Memory Subtest, Secondary)	127
	14. Cancellation (Processing Speed Subtest, Secondary)	130
	15. Naming Speed Literacy (Complementary)	131
	16. Naming Speed Quantity (Complementary)	133
	17. Immediate Symbol Translation (Complementary)	134
	18. Comprehension (Verbal Comprehension Subtest, Secondary)	136
	19. Arithmetic (Fluid Reasoning Subtest, Secondary)	138
	20. Delayed Symbol Translation (Complementary)	140
	21. Recognition Symbol Translation (Complementary)	141
	Frequently Asked Questions: Subtest Administration	149
	References	154
	Three: How to Score the WISC-V	155
	Types of Scores	155
	Step by Step: How the WISC-V is Scored	156
	Subtest Raw Scores and Raw Process Scores	156
	Subtest Scaled, Subtest Standard, Standardized Process Scores, and Contrast Scores	158
	Indexes and FSIQ	159
	Special Considerations for Calculating WISC-V Index Scores and FSIQ Using Substitution	161
	Special Considerations for Indexes and the FSIQ with Subtest Total Raw Scores of Zero	163
	Prorating the FSIQ on the WISC-V	164
	Scoring Subtests Requiring Judgment	165
	Subtest-by-Subtest Scoring Keys	166
	1. Block Design (Visual Spatial, FSIQ, and Primary)	166
	2. Similarities (Verbal Comprehension, FSIQ, and Primary)	168
	3. Matrix Reasoning (Fluid Reasoning, FSIQ, and Primary)	169
	4. Digit Span (Working Memory, FSIQ, and Primary)	169
	5. Coding (Processing Speed, FSIQ, and Primary)	170
	6. Vocabulary (Verbal Comprehension, FSIQ, and Primary)	172
	7. Figure Weights (Fluid Reasoning, FSIQ, and Primary)	173
	8. Visual Puzzles (Visual Spatial, Primary)	173
	9. Picture Span (Working Memory, Primary)	173
	10. Symbol Search (Processing Speed, Primary)	174
	11. Information (Verbal Comprehension, Secondary)	176
	12. Picture Concepts (Fluid Reasoning, Secondary)	176
	13. Letter-Number Sequencing (Working Memory, Secondary)	177
	14. Cancellation (Processing Speed, Secondary)	177
	15. Naming Speed Literacy (Complementary)	178
	16. Naming Speed Quantity (Complementary)	180
	17. Immediate Symbol Translation (Complementary)	181
	18. Comprehension (Verbal Comprehension, Secondary)	182
	19. Arithmetic (Fluid Reasoning, Secondary)	183
	20. Delayed Symbol Translation (Complementary)	183
	21. Recognition Symbol Translation (Complementary)	184
	Frequently Asked Questions: Subtest Scoring	184
	References	188
	Four: How to Interpret the WISC-V	189
	Getting Started	191
	A Note About Classification Systems	193
	A Note About Confidence Intervals	197
	WISC-V Interpretation Step by Step	200
	Step 1. Determine the Best Way to Describe Overall Intellectual Ability	204
	A Note About Clinical Meaningfulness	215
	Examples of FSIQs That Are Cohesive, but Not Considered Clinically Meaningful	217
	Example of the Decision-Making Process for NVI Versus FSIQ	220
	The GAI as an Alternative to the FSIQ	221
	Step 2. Analyze the Primary Index Scores	231
	CHC Broad and Narrow Abilities Measured by Primary Index Scales	232
	A Note About Construct Representation	240
	Step 3. Analyze the Ancillary Index Scores: Quantitative Reasoning Index (QRI), Auditory Working Memory Index (AWMI), and Cognitive Proficiency Index (CPI)	270
	Step 4. Analyze the Complementary Index Scores: Naming Speed Index (NSI), Symbol Translation Index (STI), and Storage and Retrieval Index (SRI)	272
	Step 5. Determine Normative Strengths and Weaknesses in the Index Scale Profile	274
	Step 6 (Optional). Determine Personal Strengths, Personal Weaknesses, Key Assets, and High Priority Concerns Among the Primary Index Scores	276
	Step 7 (Optional). Determine Whether the New Clinical Composites Are Cohesive and Add Clinically Relevant Information Beyond That Provided by the Primary, Ancillary, and Complementary Scales	288
	Conclusion	291
	References	297
	Five: Strengths and Weaknesses of the WISC-V	301
	References	308
	Six: A Neuropsychological Approach to Interpretation of the WISC-V	309
	Levels of Interpretation	310
	Global Level of Interpretation	311
	Specific Composite (Index and Subtest Cluster) Level of Interpretation	312
	Subtest Level of Interpretation	315
	Item Level of Interpretation	319
	Task-Specific Cognitive Construct Level of Interpretation	321
	Neuropsychological Interpretation of WISC-V Performance	322
	Verbal Comprehension Domain	323
	Fluid Reasoning and Visual Spatial Domains	327
	Working Memory Domain (Including the Arithmetic and Immediate Symbol Translation Subtests)	333
	Processing Speed Domain	339
	WISC-V Complementary Subtests	343
	Naming Speed Subtests	344
	Symbol Translation Subtests	349
	Conclusion	351
	References	354
	Seven: Use of the WISC-V in the Identification of Specific Learning Disabilities	427
	The Dual Discrepancy/Consistency Operational Definition of SLD	428
	Level I: Analysis of Specific Academic Skills	433
	Level II: Evaluation of Exclusionary Factors as Potential Primary and Contributory Reasons for Academic Skill Weaknesses or Deficits	437
	Level III: Analysis of Cognitive Abilities and Processes	444
	Level IV: The Dual Discrepancy/Consistency Pattern of Strengths and Weaknesses (DD/C PSW)	445
	Level V: Evaluation of Interference With Learning	474
	Using X-BASS for SLD Identification: Three Steps to PSW Output	476
	Getting Started	476
	PSW-A Data Summary	500
	PSW-A g-Value Data Summary	505
	Dual Discrepancy/Consistency Model: PSW Analyses for SLD	505
	Conclusion	513
	References	515
	Eight: Illustrative Case Report	533
	Psychoeducational Evaluation Report	533
	Background Information	534
	Current Evaluation Procedures	537
	Behavioral Observations	537
	Statement of Validity	538
	Evaluation of Cognitive Abilities and Processes	538
	Evaluation of Academic Achievement	545
	Social-Emotional/Behavioral Evaluation	548
	Interpretation and Clinical Impressions	550
	Strengths (Abilities, characteristics, and circumstances that are likely to facilitate learning and academic performance)	553
	Weaknesses (Cognitive processes and academic weaknesses that will very likely inhibit learning and academic progress)	553
	Recommendations for Intervention and Remediation	554
	General	554
	Accommodations	554
	Auditory Processing (Ga)	554
	Reading	554
	Writing	555
	Reference	555
	Nine: Assessment of English Learners With the WISC-V	561
	Fairness, Bias, and Traditional Assessment Approaches	563
	Modified Methods of Evaluation: Modified or Altered Assessment	567
	Nonverbal Methods of Evaluation: Language Reduced Assessment	568
	Dominant Language Evaluation: Native Language Assessment	570
	Dominant Language Evaluation: English Language Assessment	573
	A Recommended Best Practice Approach	575
	General Considerations	575
	Best Practices in the Evaluation of ELS with the WISC-V	579
	Use of the C-LIM With the WISC-V	580
	Native Language Follow-Up Evaluation With the WISC-V	583
	Additional Considerations in Test Score Validity	586
	The Gc Caveat	588
	Case Study: Jose Maria	589
	Conclusion	604
	References	609
	Ten: WISC-V and Q-Interactive	613
	Digital Platform	613
	Hardware	617
	Software	618
	Set-Up	618
	Administration	622
	Timing	623
	Scoring	626
	Training and Tech Support	630
	Output	630
	Security and Legal Issues	631
	Considerations for University Trainers	632
	Pricing	633
	Overall Impressions and Recommendations	635
	References	636
	Epilogue: Dorothea McCarthy Remembered	639
	References	641
	About the Authors	643
	Contributors	644
	Index	645
	EULA	659