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  • Издательство: Academic Press
  • Год: 2008
  • ISBN: 978-0123736260
  • Кол-во страниц: 600
  • Загружен: 09 Feb 2010 17:08
  • Размер файла: 1.91МБ
  • Просмотров: 1556
  • Нумерация страниц в тексте: есть
  • Соответствие оригиналу: да
  • Статус вычитки: текст вычитан
  • Язык: Английский

Содержание (оглавление)

List of Contributors XVII
Preface XXI
Part
Interfacing WISC-IV
Assessment and
Intervention: Foundations
for Practice

I nterpretation and
I ntervention with WISC-IV
in the C linical Assessment
Context
Lawrence G. Weiss, A. Lynne Beal,
Donald H. Saklofske, Tracy Packiam Alloway
and Aurelio Prifi tera
Overview: The Interaction Between Intelligence Tests and the Clinician
A Historical Perspective on Assessment that Remains Contemporary
CONTENTS
What Do We Conclude?
Introduction to Interpretation and Intervention with WISC-IV
in the Clinical Assessment Context
Part I: Interpreting the WISC-IV Index Scores
Part II: Intervention Suggestions Related to the WISC-IV
Index Scores
Post Script: A Case Example
References
Part
Interfacing WISC-IV
Assessment and
Intervention: Clinical
Applications

Research-Supported
Differential Diagnosis
of Specifi c Learning
Disabilities and Implications
for Instruction and
Response to Instruction
Virginia W. Berninger, Louise O’Donnell
and James Holdnack
Background
Research-Supported Approach to Incorporating Cognitive
Measures
Dysgraphia
Case Studies
Dyslexia
Case Studies
OWL LD
Case Studies
Dyscalculia
Case Studies
Summary and Conclusion
Notes
viii Contents
Contents ix
Acknowledgment
References

WISC-IV Interpretation
for Specifi c Learning
Disabilities Identifi cation
and Intervention: A
Cognitive Hypothesis
Testing Approach
James B. Hale, Catherine A. Fiorello,
Jeffrey A. Miller, Kristen Wenrich,
Annemarie Teodori and Julie N. Henzel
Defi nitions of SLD: Learning Delay or Defi cit?
Prevalence of SLD: Heterogeneity and Comorbidity
Ability–Achievement Discrepancy, RTI, or the
“ Third Method ”
Using the WISC-IV for Concordance–Discordance and SLD
Determination
Cognitive Hypothesis Testing for SLD Identifi cation
and Intervention
Cognitive Hypothesis Testing for Specifi c Reading Disability
Subtypes
Cognitive Hypothesis Testing for Specifi c
Math Disability
WISC-IV/WIAT-II Analyses Conclusions
Using Cognitive Hypothesis Testing Results to
Guide Intervention
Linking Cognitive–Neuropsychological Assessment Results
to Intervention
WISC-IV CHT Case Study
References

Language Disabilities
Elisabeth H. Wiig
Language Disabilities Defi ned
Cognitive Referencing in Language Disabilities
WISC-IV and Language Disabilities
Clinical Interpretations and Implications for
Intervention
References

Attention-Defi cit/
Hyperactivity Disorder:
Using the WISC-IV to Inform
Intervention Planning
Vicki L. Schwean and Adam McCrimmon
Introduction
Differentiation of ADHD-I
The Theoretical Model
Assessment of ADHD
Intervention
Summary
References

The Use of the WISC-IV
in Assessment and
Intervention Planning for
Children Who are Gifted
Tina M. Newman, Sara S. Sparrow
and Steven I. Pfeiffer
Introduction
Defi nition of Giftedness
Review of the Literature
WISC-IV Standardization Sample: Profi les of Giftedness
How the Changes to the WISC-IV Impact Gifted Identifi cation
Ceiling Effects and Potential Solutions
Case Study of Kate
Treatment and Intervention Plans Informed by WISC-IV Results
The GRS: Part of a Comprehensive Gifted Assessment
Case Study of Laquisha
References
Appendix A

Assessment of Mental
Retardation/Intellectual
Disability with the WISC-IV
Jean Spruill and Patti L. Harrison
Defi nitions of Mental Retardation
Levels of Mental Retardation
Incidence of Mental Retardation
Economic Impact of Mental Retardation
Etiology of Mental Retardation
Adaptive Behavior
Assessing Mental Retardation Using the WISC-IV
Factor Structure of the WISC-IV
WISC-IV Versus WISC-III
WISC-IV and WAIS-III for Adolescents with Mental Retardation
WISC-IV and WPPSI-III for Children with Mental Retardation
WISC-IV and ABAS-II
Diagnostic and Clinical Issues
Conclusions
Case Study: Psychological Evaluation
References

Autism Spectrum Disorders:
WISC-IV Applications for
Clinical Assessment and
Intervention
Janine M. Montgomery, Danielle I. Dyke
and Vicki L. Schwean
Chapter Rationale and Purpose
Pervasive Developmental Disorders
Related Clinical Disorders and Syndromes
Differential Diagnosis
Assessment of Autism Spectrum Disorder
Autism Spectrum Disorder and Intelligence
Using the WISC-IV to Guide Assessment
Recommendations for Intervention
Conclusion
References

Assessment of Children
with Emotional Disturbance
Using the WISC-IV
Linda C. Caterino, Amanda L. Sullivan
and Sean C. McDevitt
Introduction
Idea Defi nition of Emotional Disturbance
Use of the WISC-IV for Children with Emotional Disturbance
Comprehensive Assessment for Children with Suspected ED
Capturing Qualitative Indicators During Cognitive Assessment
Case Study
Conclusion
References

The Cognitive Impact
of Systemic Illness in
Childhood and Adolescence
R. Grant Steen and Frances Campbell
Abstract
Summary of Best-Practice Recommendations
Introduction
Treatment of Patients with ALL
Treatment-Related Neurotoxicity in ALL
Treatment-Related Systemic Effects in ALL
Illness-Associated Neurotoxicity in ALL
Illness-Associated Systemic Effects in ALL
Heart Disease and CI
Muscular Dystrophy and CI
Diabetes and CI
SCD, Other Anemias and CI
Pulmonary Disease and CI
Very Low Birth Weight and CI
Malnutrition, Trace Nutrient Defi ciency, and CI
Lead Poisoning and CI
Sleep-Disordered Breathing and CI
Poverty and CI
Chronic Hypoxia as a Common Etiology of CI
Is CI in Childhood Preventable?
Contents xiii
Acknowledgments
References

Considerations in
Using the WISC-IV with
Hispanic Children
Josette G. Harris, Maria R. Munoz
and Antolin M. Llorente
Heterogeneity in Ethnic Minority Populations
Ethnic Differences in Wechsler Scale Performance
Conceptual Equivalence of Intelligence and WISC-IV
Moderator Variables
Immigration Patterns and the Representativeness of Norms
Language Profi ciency and Cognitive Performance
Implications of Language Profi ciency for WISC-IV Performance
WISC IV Spanish
Case 1
Case 2
Current Assessment
Conclusion
Acknowledgments
References
Part
Interfacing WISC-IV
Assessment and
Intervention: Some Further
Considerations

Neuropsychological
Applications of the WISC-IV
and WISC-IV Integrated
Daniel C. Miller and James B. Hale
Intellectual Assessment in Neuropsychological Practice
Neuropsychological Interpretation of WISC-IV
and WISC-IV Integrated Subtests
Case Study Illustration
Summary
References

Extending the WISC-IV:
Executive Functioning
S. Duke Han, Dean C. Delis and James A. Holdnack
Introduction
Executive Functions
Behavioral Manifestations of EF Impairments in Pediatric
Populations
EF in Pediatric Disorders
WISC-IV Measurement of EF in Children
Additional Measures of Executive Functioning
Linking Assessment to Intervention
Summary
References

Cultural Issues in Clinical
Use of the WISC-IV
Jacques Gregoire, James Georgas,
Donald H. Saklofske, Fons van de Vijver, Claudine
Wierzbicki, Lawrence G. Weiss and Jianjun Zhu
Cultural Bias in Intelligence Testing
What Did We Learn from the WISC Adaptations
Across Cultures?
Conclusion
References

Of What Value is
Intelligence?
Linda S. Gottfredson
From What Vantage Points – Person or Population –
Do We Look at Intelligence?
Is Intelligence Anything More Than a Score on an IQ Test?
What is Intelligence, and How Do We Know That IQ Tests
Measure It?
How are Individuals Distributed Along the IQ Continuum?
What is the Personal and Social Import of Differences
in General Intelligence (g)?
Where Do Intelligence Differences Originate and Reside?
Of What Value is Testing for Intelligence?
References
Index

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