WISC-IV: Clinical Use and Interpretation: Scientist-Practitioner Perspectives

AURELIO PRIFITERA, DONALD SAKLOFSKE, and LAWRENCEWEISS (Eds) WISC-IV: Clinical Use and Interpretation: Scientist-Practitioner Perspectives San Diego, CA: Academic Pres 2005 432 pages (ISBN 0-12-564931-2 US$59.95 Hardcover)

The end of this book is to introduce the Wechsler Intelligence Scale for Children, 4th Edition (WISC-IV) and describe its use in a certain quantity of common clinical populations. The title "Scientist-Practitioner Perspectives" leads the reader to believe that there will be an evidenced-based approach taken to the use of the WISC-IV in these special populations. This is a tall order given that the WISC-IV has single been released and there has been little research complet using it. greatest in quantity of the evidence provided is based instead upon the WISC-HI.

The first three chapters are written by dint of the editors and describe the changes that the WISC-IV brings from the WISC-III and provides a rationale for these changes. Specifically, the first chapter overlays the change from Verbal IQ, Performance IQ, and filled Scale IQ to the four-factor pattern The authors provide useful information and descriptions of each of the subtest and the factors. They also emphasize the importance of analyzing ordeal scores within their clinical adjoining matter integrating all other information in the interpretation. The nearest two chapters cover the replete Scale IQ and each of the four factors and describe the General Ability Index (GAI) as an alternative to the FSIQ. The six subtest comprising the Verbal Comprehension Index and the Perceptual Organization Index are added to make the GAI. This is a useful measure to use when the Working Memory Index or Processing Spe Index is elevating or depressing the filled Scale IQ. Tables for the GAI are provided in Chapter 2 Chapter 4 describes the Proces Approach and the WISC-IV Integrated. These first four chapters are useful in their descriptions of each aspect of the WISC-IV measure, on the other hand provide no critical evaluation of the measure.

Chapters 5 and 6 at hand a three-tier model for the assessment of specific learning disabilities. The chapters are based upon research by Beringer and others, using the WISC-III. The authors make the tenuous argument that because of the similarities between the WISC-III and the WISC-IV, individual can "confidently substitute" the WISC-IV into this mould of multilevel assessment. The case studies neared use the WISC-III as the IQ measure. Chapter 7 is a useful, well-written chapter upon ADHD. The authors integrate theoretical originals of ADHD with available research. Although this research is based for the greatest part on the WISC-III, the authors do a advantageous job of applying the research findings to the WISC-IV, pointing on the outside differences between the WISC-III and the WISC-IV that may make generalization of a certain number of research findings difficult. For example, the authors note that research upon the Freedom From Distractibility Index may not generalize to the WISC-IV because the novel Letter-Number Sequencing subtest has been added to the index (now called Working Memory), and Arithmetic, which was previously a core subtest is a supplemental individual in the WISC-IV. They also report research findings from the WISC-IV standardization sample and draw comparisons to research upon the WISC-III. The chapter extreme points with a case study where WISC-IV arises are combined with results from other proofs and questionnaires, to show in what way one might make an ADHD diagnosis.

Chapter 8 focuses upon the assessment of children who are Gifted. The authors report a certain quantity of research based on the WISC-III on the other hand are quick to point without the substantial changes to the WISC-IV and the difficulties in generalizing evidence gained from previous research. They use data from the WISC-IV standardization sample of Gifted children and relate it to previous research. They specifically discuss by what mode the changes to the WISC-IV impact the diagnosis of Giftedness, including the one and the other pros and cons of the WISC-IV with think highly of to this population. The case application of mind they present is one of a child who was previously identified as Gifted using the WISC-III and reassessed using the WISC-IV sum of two units years later. This is a real useful chapter and will inform clinicians upon what to watch for when using the WISC-IV for the identification of Giftedness. Chapter 9 discusses the assessment of Mental Retardation (MR) The authors give a serviceable introduction that includes definitions and horizontals of MR, as well as a certain number of information on etiology and incidence. They report upon data from the WISC-IV standardization sample and not away useful guidelines for choice of proofs (e.g., WISC-IV, WPPSI-HI, or WAIS-III) at points of overlap (eg ages 6 7 or 16)

Chapter 10 does a nice piece of work of illustrating how the WISC-IV can be used in the diagnosis of a language disability. The author highlights the advantages the WISC-IV brings to making this diagnosis. Chapter 11 is upon the assessment of hard-of-hearing and deaf children. The author discusses general issues in the assessment of this population like use of verbal subtest translation of items into sign language, and the use of deaf norms. He also discusses in what way the changes from the WISC-III to the WISC-IV might influence the assessment of children that are deaf or hard-of-hearing. The author cautions upon drawing on previous research using the WISC-R or the WISC-III, because of the substantial changes to the fourth edition. A case application of mind using the WISC-IV is provided. Chapter 12 overspreads cultural considerations in the use of the WISC-IV and uses Hispanic and African American clumps as examples. Although the general principles are useful to the Canadian populations, the specific examples are les useful because of the differences between American and Canadian major ethic clusters