Dawn P. Flanagan, PhD, is Professor of Psychology at St. John's University and Clinical Assistant Professor of Psychology at Yale Child Study Center, Yale University School of Medicine. She serves as an expert witness, learning disabilities consultant, and psychoeducational test/measurement consultant and trainer for national and international organizations. Dr. Flanagan is an author of numerous publications and best known for her development of the Cross-Battery Assessment approach and the development of an operational definition of specific learning disability.

Vincent C. Alfonso, PhD, is the Dean of School of Education at Gonzaga University. He is the past president of Division 16 (School Psychology) of the American Psychological Association, fellow of Divisions 16 and 5 of the APA, and a certified school psychologist and licensed psychologist. He has been providing psychoeducational services to individuals across the lifespan for more than 20 years. He is the co-editor with Dawn Flanagan of Essentials of Specific Learning Disability Identification, and co-author of Essentials of Cross-Battery Assessment, Third Edition.

The comprehensive reference for informative WISC-V assessment
Essentials of WISC-V Assessmentprovides step-by-step guidance for administering, scoring, and interpreting the Wechsler Intelligence Scale for Children (WISC-V). Packed with practical tips for more accurate assessment, this informative guide includes numerous case studies that illustrate a range of real-world issues. Special attention is devoted to the assessment of individuals who have significant learning difficulties, such as learning disabilities, and who speak English as a second language. The WISC-V is a valuable assessment tool, but it must be administered and scored appropriately to gain meaning from score interpretation. This book gives you an in-depth understanding of the WISC-V assessment and interpretive process to assist practitioners in:
* Conducting efficient and informative WISC-V assessments
* Utilizing WISC-V in cross-battery and neuropsychological assessment
* Applying WISC-V in the identification of specific learning disabilities
* Utilizing WISC-V in nondiscriminatory assessment of English language learners
* Writing theory-based WISC-V reports
* Linking WISC-V findings to interventions based on individual performance
As the world's most widely-used intelligence test for children, the WISC-V is useful in diagnosing intellectual disabilities and specific learning disabilities, as well as in identifying giftedness. In this volume, sample reports demonstrate how WISC-V assessment results may be linked to interventions, accommodations, modifications, and compensatory strategies that facilitate positive outcomes for children. Essentials of WISC-V Assessment is the all-in-one practical resource for both students and practitioners. The book can be used on its own or with companion software (purchased separately) that provides a user-friendly tool for producing psychometrically and theoretically defensible interpretations of WISC-V performance, and may be used to develop interventions based on each child's strengths and weaknesses.

Acknowledgements
Series Preface
Foreword
Susie Engi Raiford, PhD; Pearson Clinical Assessment; San Antonio, Texas
Chapter 1: Overview of the WISC-V
W. Joel Schneider, Ph.D.; Dawn P. Flanagan, Ph.D.; and Vincent C. Alfonso, Ph.D.
From Prediction to Prevention
From Explanation to Enduring Empathy
General Trends in Intelligence Test Interpretation
Why the History of the Wechsler Scales Matters
Description of the WISC-V
Test Yourself
References
Chapter Two: How to Administer the WISC-V
Appropriate Testing Conditions
Rapport with Examinee
Testing Individuals with Special Needs
Administration Considerations
Rules for Starting and Discontinuing Subtests
Recording Responses
Timing
Querying
Subtest-By-Subtest Rules of Administration of the WISC-V Primary Subtests
Subtest-by-Subtest Rules of Administration of the WISC-V Secondary & Complementary Subtests
Frequently Asked Questions: Subtest Administration
Test Yourself
References
Chapter 3: How to Score the WISC-V
Types of Scores
Step-by-Step: How the WISC-V is Scored
Test Yourself
References
Chapter 4: How to Interpret The WISC-V
Getting Started
WISC-V Interpretation Step-by-Step
Conclusion
Test Yourself
References
Chapter 5: Strengths and Weaknesses of the WISC-V
Test Yourself
References
Chapter 6: A Neuropsychological Approach to Interpretation of the WISC-V
George McCloskey, Ph.D.; Jamie Slonim; Robert Whitaker, Psy.S. NCSP, ABSNP; Samantha Kaufman; Naoko Nagoshi, Ph.D.
Introduction
Levels of Interpretation
Neuropsychological Interpretation of WISC-V Performance
WISC-V Complementary Subtests
Summary
Test Yourself
References
Chapter 7: Use of the WISC-V in the Identification of Specific Learning Disabilities
The Dual Discrepancy/Consistency Operational Definition of SLD
Using X-BASS for SLD Identification: Three Steps to PSW Output
PSW-A Data Summary
PSW-A g-Value Data Summary
Dual Discrepancy/Consistency Model: PSW Analyses for SLD
Conclusions
Test Yourself
References
Chapter 8: Illustrative Case Report
Erin M. McDonough, Ph.D.
Psycho-Educational Evaluation Report
Chapter 9: Assessment of English Learners with the WISC-V
Samuel O. Ortiz, Ph.D.; Kristan E. Melo, M.S.; Meghan A. Opperman, B.A.
Introduction
Fairness, Bias, and Traditional Assessment Approaches
A Recommended Best Practice Approach
Best Practices in the Evaluation of ELs with the WISC-V
Case Study: Jose Maria
Conclusion
Test Yourself
References
Chapter 10: WISC-V and Q-interactive
Carlea Dries, M.A., M.Ed., N.C.C.; Ron Dumont, Ed.D., NCSP; Kathleen D. Viezel, Ph.D., NCSP
Introduction
Digital Platform
Hardware
Software
Setup
Administration
Training and Tech Support
Output
Security and Legal Issues
Considerations for University Trainers
Pricing
Overall Impressions and Recommendations
Test Yourself
References
Epilogue: Dorothea McCarthy Remembered
Alan S. Kaufman, Ph.D.
References
Appendix A: A Brief Overview of the Cattell-Horn-Carroll (CHC) Theory
Appendix B: Norms Tables for New Clinical Composites
Appendix C: Case Reports
Gail Cheramie, Ph.D.; Jamie Chaffin, Ed.D.; Robert Lichtenstein, Ph.D.
Comprehensive Evaluation
Psychoeducational Report
Psychoeducational Assessment Report
Appendix D: Form for Manifestations of Cognitive Weaknesses
Appendix E: Definition of Terms and Clarification of Concepts Used in the DD/C Definition and X-BASS
Appendix F: Task Characteristics of WISC-V Subtests
Appendix G: Cognitive Constructs Assessed with the WISC-V Subtests
Verbal Comprehension Domain Subtests
Cognitive Constructs Assessed with the Fluid Reasoning and Visual Spatial Subtests
Cognitive Capacities Assessed with the Working Memory Subtests and the Arithmetic and Immediate Symbol Translation Subtests
Cognitive Constructs assessed with the Processing Speed Subtests
Cognitive Constructs assessed with the Naming Speed Subtests
Cognitive Constructs Assessed with the Symbol Translation Tasks
Appendix H: Behavior Observations and Process-oriented Assessment at the Subtest, Item, and Cognitive Construct Levels
Verbal Comprehension Subtests
Fluid Reasoning and Visual Spatial Subtests
Working Memory Domain and Arithmetic and Symbol Translation Subtests
Processing Speed Subtests
Naming Speed Subtests
Appendix I: Cluster Analysis Interpretation
Steps for Completing Subtest Cluster Analyses
Verbal Comprehension Clinical Clusters and Cluster Contrasts
Verbal Comprehension Clinical Cluster Contrasts
Fluid Reasoning and Visual Spatial Clinical Clusters and Cluster Contrasts
Fluid Reasoning/Visual Spatial Clinical Cluster Contrasts
Working Memory Clinical Clusters and Clinical Cluster Contrasts
Appendix J: Subtest and Process Score Comparison Worksheets
Appendix K: CBRS Scores
Appendix L: Cross-Battery Assessment Software System (X-BASS): Dual-Discrepancy/Consistency Model: PSW Results for Amanda Farris
Appendix M: Factors That May Facilitate Learning and Aid in Bypassing or Minimizing the Effects of Deficits
About the Authors
Contributors