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| List of Contributors | |
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| Preface | |
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| Interfacing WISC-IV Assessment and Intervention: Foundations for Practice | |
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| Interpretation and Intervention with WISC-IV in the Clinical Assessment Context | |
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| Overview: The Interaction Between Intelligence Tests and the Clinician | |
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| A Historical Perspective on Assessment that Remains Contemporary | |
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| What Do We Conclude? | |
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| Introduction to Interpretation and Intervention with WISC-IV in the Clinical Assessment Context | |
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| Interpreting the WISC-IV Index Scores | |
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| Intervention Suggestions Related to the WISC-IV Index Scores | |
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| Post Script: A Case Example | |
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| References | |
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| Interfacing WISC-IV Assessment and Intervention: Clinical Applications | |
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| Research-Supported Differential Diagnosis of Specific Learning Disabilities and Implications for Instruction and Response to Instruction | |
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| Background | |
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| Research-Supported Approach to Incorporating Cognitive Measures | |
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| Dysgraphia | |
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| Case Studies | |
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| Dyslexia | |
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| Case Studies | |
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| OWL LD | |
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| Case Studies | |
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| Dyscalculia | |
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| Case Studies | |
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| Summary and Conclusion | |
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| Notes | |
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| Acknowledgment | |
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| References | |
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| WISC-IV Interpretation for Specific Learning Disabilities Identification and Intervention: A Cognitive Hypothesis Testing Approach | |
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| Definitions of SLD: Learning Delay or Deficit? | |
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| Prevalence of SLD: Heterogeneity and Comorbidity | |
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| Ability-Achievement Discrepancy, RTI, or the "Third Method" | |
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| Using the WISC-IV for Concordance-Discordance and SLD Determination | |
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| Cognitive Hypothesis Testing for SLD Identification and Intervention | |
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| Cognitive Hypothesis Testing for Specific Reading Disability Subtypes | |
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| Cognitive Hypothesis Testing for Specific Math Disability | |
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| WISC-IV/WIAT-II Analyses Conclusions | |
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| Using Cognitive Hypothesis Testing Results to Guide Intervention | |
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| Linking Cognitive-Neuropsychological Assessment Results to Intervention | |
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| WISC-IV CHT Case Study | |
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| References | |
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| Language Disabilities | |
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| Language Disabilities Defined | |
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| Cognitive Referencing in Language Disabilities | |
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| WISC-IV and Language Disabilities | |
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| Clinical Interpretations and Implications for Intervention | |
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| References | |
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| Attention-Deficit/Hyperactivity Disorder: Using the WISC-IV to Inform Intervention Planning | |
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| Introduction | |
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| Differentiation of ADHD-I | |
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| The Theoretical Model | |
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| Assessment of ADHD | |
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| Intervention | |
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| Summary | |
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| References | |
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| The Use of the WISC-IV in Assessment and Intervention Planning for Children Who are Gifted | |
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| Introduction | |
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| Definition of Giftedness | |
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| Review of the Literature | |
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| WISC-IV Standardization Sample: Profiles of Giftedness | |
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| How the Changes to the WISC-IV Impact Gifted Identification | |
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| Ceiling Effects and Potential Solutions | |
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| Case Study of Kate | |
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| Treatment and Intervention Plans Informed by WISC-IV Results | |
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| The GRS: Part of a Comprehensive Gifted Assessment | |
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| Case Study of Laquisha | |
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| References | |
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| Appendix A | |
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| Assessment of Mental Retardation/Intellectual Disability with the WISC-IV | |
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| Definitions of Mental Retardation | |
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| Levels of Mental Retardation | |
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| Incidence of Mental Retardation | |
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| Economic Impact of Mental Retardation | |
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| Etiology of Mental Retardation | |
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| Adaptive Behavior | |
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| Assessing Mental Retardation Using the WISC-IV | |
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| Factor Structure of the WISC-IV | |
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| WISC-IV Versus WISC-III | |
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| WISC-IV and WAIS-III for Adolescents with Mental Retardation | |
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| WISC-IV and WPPSI-III for Children with Mental Retardation | |
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| WISC-IV and ABAS-II | |
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| Diagnostic and Clinical Issues | |
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| Conclusions | |
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| Case Study: Psychological Evaluation | |
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| References | |
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| Autism Spectrum Disorders: WISC-IV Applications for Clinical Assessment and Intervention | |
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| Chapter Rationale and Purpose | |
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| Pervasive Developmental Disorders | |
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| Related Clinical Disorders and Syndromes | |
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| Differential Diagnosis | |
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| Assessment of Autism Spectrum Disorder | |
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| Autism Spectrum Disorder and Intelligence | |
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| Using the WISC-IV to Guide Assessment | |
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| Recommendations for Intervention | |
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| Conclusion | |
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| References | |
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| Assessment of Children with Emotional Disturbance Using the WISC-IV | |
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| Introduction | |
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| Idea Definition of Emotional Disturbance | |
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| Use of the WISC-IV for Children with Emotional Disturbance | |
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| Comprehensive Assessment for Children with Suspected ED | |
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| Capturing Qualitative Indicators During Cognitive Assessment | |
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| Case Study | |
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| Conclusion | |
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| References | |
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| The Cognitive Impact of Systemic Illness in Childhood and Adolescence | |
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| Abstract | |
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| Summary of Best-Practice Recommendations | |
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| Introduction | |
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| Treatment of Patients with ALL | |
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| Treatment-Related Neurotoxicity in ALL | |
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| Treatment-Related Systemic Effects in ALL | |
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| Illness-Associated Neurotoxicity in ALL | |
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| Illness-Associated Systemic Effects in ALL | |
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| Heart Disease and CI | |
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| Muscular Dystrophy and CI | |
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| Diabetes and CI | |
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| SCD, Other Anemias and CI | |
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| Pulmonary Disease and CI | |
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| Very Low Birth Weight and CI | |
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| Malnutrition, Trace Nutrient Deficiency, and CI | |
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| Lead Poisoning and CI | |
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| Sleep-Disordered Breathing and CI | |
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| Poverty and CI | |
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| Chronic Hypoxia as a Common Etiology of CI | |
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| Is CI in Childhood Preventable? | |
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| Acknowledgments | |
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| References | |
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| Considerations in Using the WISC-IV with Hispanic Children | |
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| Heterogeneity in Ethnic Minority Populations | |
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| Ethnic Differences in Wechsler Scale Performance | |
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| Conceptual Equivalence of Intelligence and WISC-IV Moderator Variables | |
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| Immigration Patterns and the Representativeness of Norms | |
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| Language Proficiency and Cognitive Performance | |
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| Implications of Language Proficiency for WISC-IV Performance | |
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| WISC IV Spanish | |
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| Case 1 | |
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| Case 2 | |
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| Current Assessment | |
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| Conclusion | |
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| Acknowledgments | |
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| References | |
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| Interfacing WISC-IV Assessment and Intervention: Some Further Considerations | |
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| Neuropsychological Applications of the WISC-IV and WISC-IV Integrated | |
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| Intellectual Assessment in Neuropsychological Practice | |
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| Neuropsychological Interpretation of WISC-IV and WISC-IV Integrated Subtests | |
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| Case Study Illustration | |
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| Summary | |
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| References | |
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| Extending the WISC-IV: Executive Functioning | |
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| Introduction | |
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| Executive Functions | |
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| Behavioral Manifestations of EF Impairments in Pediatric Populations | |
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| EF in Pediatric Disorders | |
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| WISC-IV Measurement of EF in Children | |
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| Additional Measures of Executive Functioning | |
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| Linking Assessment to Intervention | |
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| Summary | |
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| References | |
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| Cultural Issues in Clinical Use of the WISC-IV | |
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| Cultural Bias in Intelligence Testing | |
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| What Did We Learn from the WISC Adaptations Across Cultures? | |
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| Conclusion | |
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| References | |
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| Of What Value is Intelligence? | |
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| From What Vantage Points - Person or Population - Do We Look at Intelligence? | |
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| Is Intelligence Anything More Than a Score on an IQ Test? | |
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| What is Intelligence, and How Do We Know That IQ Tests Measure It? | |
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| How are Individuals Distributed Along the IQ Continuum? | |
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| What is the Personal and Social Import of Differences in General Intelligence (g)? | |
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| Where Do Intelligence Differences Originate and Reside? | |
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| Of What Value is Testing for Intelligence? | |
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| References | |
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| Index | |