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| Introduction | |
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| Preface | |
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| Contributors | |
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| The Evolution of the Wechsler Scales | |
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| Historical Overview of Intelligence and Memory: Factors Influencing the Wechsler Scales | |
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| Introduction | |
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| The early 1800s | |
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| Galton and Cattell | |
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| Spearman's Two-Factor Theory and Thorndike's Multifactorial Theory | |
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| Binet and Simon: The Measurement of Intelligence in Children | |
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| Yerkes and intelligence tests in the Military | |
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| The Wechsler Scales of Intelligence | |
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| History of Memory Assessment | |
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| The Concept of Memory | |
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| Clinical Assessment of Memory | |
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| Discussion | |
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| References | |
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| Revising a Standard: An Evaluation of the Origin and Development of the WAIS-III | |
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| Why a Revision Was Necessary | |
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| Changing Test Scores and Norms | |
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| Revised Test Structure | |
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| Goals for the WAIS-III Revision | |
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| Deciding What to Change | |
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| Changes and Reactions | |
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| Emphasis on the Factor Scores | |
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| Events Leading up to the WAIS-III | |
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| Wechsler's Unrealized Goal: Measurement of Nonintellective Factors | |
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| Description of Subtests | |
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| Vocabulary | |
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| Information | |
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| Similarities | |
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| Comprehension | |
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| Block Design | |
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| Picture Completion | |
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| Matrix Reasoning | |
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| Picture Arrangement | |
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| Object Assembly | |
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| Letter Number Sequencing | |
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| Digit Span | |
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| Arithmetic | |
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| Digit Symbol | |
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| Symbol Search | |
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| Summary | |
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| References | |
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| The Wechsler Memory Scale, Third Edition: A New Perspective | |
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| Historical Factors Leading to the Development of the Wechsler Memory Scale | |
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| The Wechsler Memory Scale | |
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| The Publication of the WMS-R | |
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| Development of the WMS-III | |
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| Description of WMS-III | |
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| Structure of WMS-III Index and Subtests Scores | |
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| The Auditory Immediate and Delayed Index Scores | |
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| Verbal Paired Associates | |
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| The Visual Immediate and Visual Delayed Indexes | |
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| Working Memory Index | |
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| The Auditory Recognition Delayed Index | |
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| General and Immediate Memory | |
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| Support for the WMS-III Structure | |
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| Conclusions | |
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| References | |
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| Reducing Variance When Interpreting WAIS-III and WMS-III Scores: Introduction to Chapters 4-8 | |
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| Assessment of Cognitive Functioning with the WAIS-III and WMS-III: Development of a Six-Factor Model | |
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| Contemporary Models of Cognitive Functioning | |
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| Factor-Analytic Studies of the Wechsler Scales | |
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| Joint WAIS-III/WMS-III Factor-Analytic Studies | |
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| The Development of New Norms for a Six-Factor Model of Cognitive Functioning | |
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| Development of New Index Scores | |
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| Psychometric Properties | |
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| Reliability Coefficients | |
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| Conclusion | |
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| References | |
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| Demographic Effects and Use of Demographically Corrected Norms with the WAIS-III and WMS-III | |
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| Demographic Influences and Normative Corrections | |
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| Sensitivity of Demographically Corrected WAIS/WMS Factor Scores to Neurocognitive Impairment | |
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| Subject Samples | |
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| Developing Demographically Corrected T-Scores | |
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| Age Effects | |
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| Education Effects | |
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| Sex Effects | |
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| Ethnicity Effects | |
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| Sensitivity of WAIS-WMS-Corrected Scores to Neuropsychiatric Disorders | |
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| Conclusions | |
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| References | |
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| WAIS-III WMS-III Discrepancy Analysis: Six-Factor Model Index Discrepancy Base Rates, Implications, and a Preliminary Consideration of Utility | |
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| Introduction | |
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| Understanding Difference Scores: The Logic of Discrepancy Analysis | |
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| Clinical Meaning versus Statistical Significance | |
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| Psychometric Foundations | |
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| Descriptive versus Inferential Uses of Discrepancy Data | |
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| Discrepancy Data Provided in This Chapter | |
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| WAIS-III WMS-III Discrepancy Data Provided with the Tests | |
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| Generating Six-Factor Model Index Score Discrepancy Base-Rates | |
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| How Do These Base Rate Differ from Those Already Available? | |
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| Unidirectional (1-Tail) versus Bidirectional (2-Tail) Discrepancy Base Rates | |
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| Understanding Discrepancy Base Rates: Clinically Informative Trends | |
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| The Rarity of a Discrepancy Varies across Comparison Pairs | |
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| Discrepancies Vary in Size across Intellectual Levels | |
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| The Direction of Discrepancies Varies with Intelligence Level | |
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| Which Index Contrasts Are Most Likely to Be Clinically Useful? | |
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| Sensitivity to Brain Dysfunction per se | |
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| Conventional Contrasts: Within-WAIS-III | |
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| Conventional Contrasts: Within WMS-III | |
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| Working Memory versus Memory Indexes | |
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| Auditory versus Visual Index | |
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| WAIS-III-WMS-III Contrasts | |
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| Traditional IQ-Memory Comparisons | |
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| VCI as "Best Estimate" of Premorbid Status | |
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| Discrepancies between the POI and WMS-III Scores | |
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| Index-to-Index Discrepancies | |
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| Does Discrepancy Analysis Work? | |
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| Brain Impairment | |
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| Subtest Variability | |
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| Reliability | |
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| False Negatives for Co-occuring Intellectual-Memory Declines | |
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| Sensitivity | |
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| False Positives with High-IQ Subjects | |
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| False Negatives with Low-IQ Subjects | |
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| Demographics | |
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| Concluding Comments | |
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| References | |
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| Diagnostic Validity | |
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| Overview | |
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| Group versus Individual Statistics | |
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| Asking the Right Question | |
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| Diagnostic Validity Indices | |
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| Odds Ratios | |
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| Diagnostic Validity Indices and the WAIS-III and WMS-III | |
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| From Diagnostic Validity to Clinical Utility | |
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| Understanding Base Rates | |
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| Likelihood Ratios | |
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| Likelihood Ratios and WAIS-III and WMS-III Indices | |
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| Clinical Application | |
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| References | |
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| Use of the WAIS-III and WMS-III in the Context of Serial Assessments: Interpreting Reliable and Meaningful Change | |
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| Serial Assessment and Evidence-Based Health Care | |
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| Case Examples | |
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| Factors Affecting Test-Retest Performances | |
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| Bias | |
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| Error | |
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| Methods for Assessing Reliable Change | |
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| Reliable Change Indices | |
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| Standardized Regression-Based Change Scores | |
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| Meaningful and Reliable Test-Retest Change on the WAIS-III and WMS-III | |
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| Application of the SRB Approach | |
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| Using Demographically Corrected Scores in the Context of Serial Assessments | |
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| Impact of Serial Assessments on Base Rates of Discrepancy Scores | |
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| Summary and Conclusions | |
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| References | |
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| Dealing with "curveballs" when using the WAIS-III and WMS-III: The interpretation of an unstandardized administration | |
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| Assessment of the Non-Native English Speaker: Assimilating History and Research Findings to Guide Clinical Practice | |
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| Introduction | |
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| Ellis Island and the Assessment of the Immigrant | |
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| Assessment of Military Recruits During World War 1 | |
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| Advances, Current Approaches and Opinions | |
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| The Relationship between Acculturation and Cognitive Functioning | |
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| The Relation between Acculturation and WAIS-III and WMS-III Scores | |
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| Discussion | |
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| References | |
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| Accuracy of WAIS-III--WMS-III Joint Factor Scores When One or More Subtests Is Omitted or an Alternate Subtest Is Employed | |
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| Background | |
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| Method | |
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| Sample | |
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| Conversion of Scores to a Common Metric | |
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| Evaluation of Estimation Accuracy | |
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| Determining the Accuracy of Prorated Estimates of Full Scale IQ and General Memory Index | |
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| Determining the Accuracy of Subtest Substitution-Based Estimates of the Factor Scores | |
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| Impact of Subject Characteristics on The Accuracy of Estimates | |
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| Examining Sensitivity and Specificity | |
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| Results | |
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| Organization of the Results Tables and Text | |
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| Summary of Results by Factor Score | |
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| Predicting Full Scale IQ and General Memory Index from the Subtests within the WAIS-III and WMS-III Factor Scores | |
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| Sensitivity and Specificity: Selected Examples | |
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| Discussion | |
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| Verbal Comprehension | |
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| Perceptual Organization | |
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| Processing Speed | |
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| Working Memory | |
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| Auditory Memory factor | |
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| Visual Memory factor | |
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| Full Scale IQ and General Memory Index | |
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| Caveats and Limitations | |
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| Conclusions | |
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| References | |
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| Accommodating Clients with Disabilities on the WAIS-III and WMS | |
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| The Challenge of Clients with Disabilities | |
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| Decision-Making Framework for Accommodations | |
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| Construct-Irrelevant Variance | |
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| Construct Underrepresentation | |
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| Representing the Construct of Intelligence | |
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| Deleting Subtests When Estimating Intelligence | |
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| A Model for Accommodation Decision Making in Assessment | |
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| Legal Issues in Accommodations | |
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| How Should Accommodations Affect Test Scores? | |
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| Summary | |
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| Research on Accommodations | |
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| Deafness | |
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| Visual Disabilities | |
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| Motor Impairments | |
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| Learning Disabilities | |
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| Neuropsychological Assessment and Accommodations | |
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| Research on Clinicians with Disabilities | |
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| Conclusions | |
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| Practices to Promote | |
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| Practices to Avoid | |
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| References | |
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| Training Others to Administer the WAIS-III and WMS-III: A Guide to Practical Issues | |
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| The WAIS-III and WMS-III: Practical Issues and Frequently Asked Questions | |
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| Introduction | |
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| Why Use the WAIS-III and WMS-III If You Already Have the WAIS-R and WMS-R? | |
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| Administration | |
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| Teaching the Basics | |
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| Introduction of Tests and Establishing and Maintaining Rapport | |
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| Testing the Impaired Patient | |
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| Repeating Instructions/Items | |
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| When and How to Query | |
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| Testing the Limits | |
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| Practical Issues with WAIS-III Subtests | |
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| Vocabulary | |
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| Similarities | |
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| Arithmetic | |
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| Information | |
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| Comprehension | |
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| Digit Span and Letter-Number Sequencing | |
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| Picture Completion | |
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| Digit-Symbol and Coding | |
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| Block Design | |
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| Matrix Reasoning | |
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| Picture Arrangement | |
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| Symbol Search | |
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| Object Assembly (optional) | |
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| Practical Issues with the WMS-III | |
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| Logical Memory I and II | |
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| Verbal Paired Associates I and II | |
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| Faces I and II | |
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| Family Pictures I and II | |
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| Spatial Span | |
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| Word List I and II (optional) | |
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| Visual Reproduction I and II (optional) | |
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| Information and Orientation (optional) | |
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| Mental Control (optional) | |
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| Frequently Asked Questions | |
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| FAQ Regarding WAIS-III/WMS-III Administration | |
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| FAQ Regarding WAIS-III and WMS-III Scoring | |
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| FAQs Regarding WAIS-III and WMS-III Interpretation | |
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| Conclusions | |
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| Acknowledgements | |
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| References | |
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| Pioneer's in the Assessment of Intelligence and Memory | |
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| Reviews and Promotional Material for the Wechsler-Bellevue and Wechsler Memory Scale | |
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| Index | |