Trim Size: 5.5in x 8.5in Raiford370420 ffirs.tex V1 - 09/05/2017 1:52pm Page iv

�

� �

�

Trim Size: 5.5in x 8.5in Raiford370420 ffirs.tex V1 - 09/05/2017 1:52pm Page i

�

� �

�

Essentials ofWISC-V Integrated Assessment

Trim Size: 5.5in x 8.5in Raiford370420 ffirs.tex V1 - 09/05/2017 1:52pm Page ii

�

� �

�

Essentials of Psychological Assessment SeriesSeries Editors, Alan S. Kaufman and Nadeen L. Kaufman

Essentials of 16PF® Assessment by Heather E. P.Cattell and James M. SchuergerEssentials of ADHD Assessment for Children andAdolescents by Elizabeth P. Sparrow and DrewErhardtEssentials of Assessing, Preventing, and OvercomingReading Difficulties by David A. KilpatrickEssentials of Assessment Report Writing by ElizabethO. Lichtenberger, Nancy Mather, Nadeen L.Kaufman, and Alan S. KaufmanEssentials of Assessment with Brief Intelligence Testsby Susan R. Homack and Cecil R. ReynoldsEssentials of Autism Spectrum Disorders Evaluationand Assessment by Celine A. Saulnier and PamelaE. VentolaEssentials of Bayley Scales of Infant Development-IIAssessment by Maureen M. Black and KathleenMatulaEssentials of Behavioral Assessment by Michael C.Ramsay, Cecil R. Reynolds, and R. W. KamphausEssentials of Career Interest Assessment by Jeffrey P.Prince and Lisa J. HeiserEssentials of CAS Assessment by Jack A. NaglieriEssentials of CAS2 Assessment by Jack A. Naglieriand Tulio M. OteroEssentials of Child and Adolescent Psychopathology,Second Edition by Linda WilmshurstEssentials of Cognitive Assessment with KAIT andOther Kaufman Measures by Elizabeth O.Lichtenberger, Debra Y. Broadbooks, and Alan S.KaufmanEssentials of Conners Behavior Assessments™ byElizabeth P. SparrowEssentials of Creativity Assessment by James C.Kaufman, Jonathan A. Plucker, and John BaerEssentials of Cross-Battery Assessment, Third Editionby Dawn P. Flanagan, Samuel O. Ortiz, andVincent C. AlfonsoEssentials of DAS-II® Assessment by Ron Dumont,John O. Willis, and Colin D. ElliottEssentials of Dyslexia Assessment and Intervention byNancy Mather and Barbara J. WendlingEssentials of Evidence-Based Academic Interventionsby Barbara J. Wendling and Nancy Mather

Essentials of Executive Functions Assessment byGeorge McCloskey and Lisa A. PerkinsEssentials of Forensic Psychological Assessment, SecondEdition by Marc J. AckermanEssentials of Gifted Assessment by Steven I. PfeifferEssentials of IDEA for Assessment Professionals byGuy McBride, Ron Dumont, and John O. WillisEssentials of Individual Achievement Assessment byDouglas K. SmithEssentials of Intellectual Disability Assessment andIdentification Alan W. Brue and Linda WilmshurstEssentials of KABC-II Assessment by Alan S.Kaufman, Elizabeth O. Lichtenberger, ElaineFletcher-Janzen, and Nadeen L. KaufmanEssentials of KTEA™-3 and WIAT®-III Assessmentby Kristina C. Breaux and Elizabeth O.Lichtenberger

Essentials of MCMI®-IV Assessment by Seth D.Grossman and Blaise AmendolaceEssentials of Millon™ Inventories Assessment, ThirdEdition by Stephen Strack

Essentials of MMPI-A™ Assessment by Robert P.Archer and Radhika Krishnamurthy

Essentials of MMPI-2® Assessment, Second Editionby David S. Nichols

Essentials of Myers-Briggs Type Indicator®Assessment, Second Edition by Naomi L. Quenk

Essentials of NEPSY®-II Assessment by Sally L.Kemp and Marit KorkmanEssentials of Neuropsychological Assessment, SecondEdition by Nancy Hebben and William MilbergEssentials of Nonverbal Assessment by SteveMcCallum, Bruce Bracken, and John WassermanEssentials of PAI® Assessment by Leslie C. MoreyEssentials of Planning, Selecting, and TailoringInterventions for Unique Learners by Jennifer T.Mascolo, Vincent C. Alfonso, and Dawn P.FlanaganEssentials of Processing Assessment, Second Edition byMilton J. DehnEssentials of Psychological Testing, Second Edition bySusana UrbinaEssentials of Response to Intervention by Amanda M.VanDerHeyden and Matthew K. Burns

Trim Size: 5.5in x 8.5in Raiford370420 ffirs.tex V1 - 09/05/2017 1:52pm Page iii

�

� �

�

Essentials of Rorschach® Assessment by Tara Rose,Michael P. Maloney, and Nancy Kaser-BoydEssentials of Rorschach Assessment: ComprehensiveSystem and R-PAS by Jessica R. GurleyEssentials of School Neuropsychological Assessment,Second Edition by Daniel C. MillerEssentials of Specific Learning DisabilityIdentification by Dawn P. Flanagan and Vincent C.AlfonsoEssentials of Stanford-Binet Intelligence Scales (SB5)Assessment by Gale H. Roid and R. Andrew BarramEssentials of TAT and Other Storytelling Assessments,Second Edition by Hedwig TeglasiEssentials of Temperament Assessment by Diana Joyce

Essentials of WAIS®-IV Assessment, Second Editionby Elizabeth O. Lichtenberger and Alan S.KaufmanEssentials of WISC®-IV Assessment, Second Editionby Dawn P. Flanagan and Alan S. Kaufman

Essentials of WISC-V® Assessment by Dawn P.Flanagan and Vincent C. Alfonso

Essentials of WJ IV® Cognitive Abilities Assessmentby Fredrick A. Schrank, Scott L. Decker, and JohnM. GarrutoEssentials of WJ IV® Tests of Achievement by NancyMather and Barbara J. Wendling

Essentials of WMS®-IV Assessment by Lisa WhippleDrozdick, James A. Holdnack, and Robin C.HilsabeckEssentials of WNV™ Assessment by Kimberly A.Brunnert, Jack A. Naglieri, and Steven T.Hardy-BrazEssentials of Working Memory Assessment andIntervention by Milton J. Dehn

Essentials of WPPSI™-IV Assessment by Susan EngiRaiford and Diane L. CoalsonEssentials of WRAML2 and TOMAL-2 Assessmentby Wayne Adams and Cecil R. Reynolds

Trim Size: 5.5in x 8.5in Raiford370420 ffirs.tex V1 - 09/05/2017 1:52pm Page iv

�

� �

�

Trim Size: 5.5in x 8.5in Raiford370420 ffirs.tex V1 - 09/05/2017 1:52pm Page v

�

� �

�

Essentialsof WISC-V Integrated

Assessment

Susan Engi Raiford

Trim Size: 5.5in x 8.5in Raiford370420 ffirs.tex V1 - 09/05/2017 1:52pm Page vi

�

� �

�

This edition first published 2017

© 2017 John Wiley and Sons, Inc.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, ortransmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise,except as permitted by law. Advice on how to obtain permission to reuse material from this title isavailable at http://www.wiley.com/go/permissions.

The right of Susan Engi Raiford to be identified as the author of this work has been asserted inaccordance with law.

Registered OfficeJohn Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, USA

Editorial Office111 River Street, Hoboken, NJ 07030, USA

For details of our global editorial offices, customer services, and more information about Wiley productsvisit us at www.wiley.com.

Wiley also publishes its books in a variety of electronic formats and by print-on-demand. Some contentthat appears in standard print versions of this book may not be available in other formats.

Limit of Liability/Disclaimer of Warranty

While the publisher and authors have used their best efforts in preparing this work, they make norepresentations or warranties with respect to the accuracy or completeness of the contents of this workand specifically disclaim all warranties, including without limitation any implied warranties ofmerchantability or fitness for a particular purpose. No warranty may be created or extended by salesrepresentatives, written sales materials or promotional statements for this work. The fact that anorganization, website, or product is referred to in this work as a citation and/or potential source of furtherinformation does not mean that the publisher and authors endorse the information or services theorganization, website, or product may provide or recommendations it may make. This work is sold withthe understanding that the publisher is not engaged in rendering professional services. The advice andstrategies contained herein may not be suitable for your situation. You should consult with a specialistwhere appropriate. Further, readers should be aware that websites listed in this work may have changed ordisappeared between when this work was written and when it is read. Neither the publisher nor authorsshall be liable for any loss of profit or any other commercial damages, including but not limited tospecial, incidental, consequential, or other damages.

Library of Congress Cataloging-in-Publication Data

Names: Raiford, Susan Engi, author.Title: Essentials of WISC-V integrated assessment / Susan Engi Raiford.Description: Hoboken : Wiley, 2017. | Series: Essentials of psychological assessment; 6220 |

Includes index. |Identifiers: LCCN 2017015343 (print) | LCCN 2017037654 (ebook) | ISBN 9781119370437 (pdf ) |

ISBN 9781119370444 (epub) | ISBN 9781119370420 (paperback)Subjects: LCSH: Wechsler Preschool and Primary Scale of Intelligence. | Children–Intelligence testing. |

Child development–Testing. | BISAC: PSYCHOLOGY / Assessment, Testing & Measurement.Classification: LCC BF432.C48 (ebook) | LCC BF432.C48 R35 2017 (print) | DDC 155.4/1393–dc23LC record available at https://lccn.loc.gov/2017015343

Cover image: © Greg Kuchik/Getty ImagesCover design: Wiley

Set in 10.5/13pt AGaramondProStd by SPi Global, Chennai, India

10 9 8 7 6 5 4 3 2 1

Trim Size: 5.5in x 8.5in Raiford370420 ffirs.tex V1 - 09/05/2017 1:52pm Page vii

�

� �

�

To the memory of Dr. David Wechsler, without whom there would be no WISC. I willalways hope that you would be proud.

To Dr. Alan S. Kaufman, with deep love and admiration, who has set a high bar in somany ways. Attempting to reach it will be a challenge my entire career, but I promiseyou it will ensure the Wechsler scales (and the children) will always get the very bestI can possibly offer.

To my loving family: my husband, Robert James Raiford, and my son, George DennisRaiford. Thank you for your understanding and patience while Mommy was working.Valentine’s Day is tomorrow, and I am yours once again.

Trim Size: 5.5in x 8.5in Raiford370420 ffirs.tex V1 - 09/05/2017 1:52pm Page viii

�

� �

�

Trim Size: 5.5in x 8.5in Raiford370420 ftoc.tex V1 - 09/05/2017 1:52pm Page ix

�

� �

�

CONTENTS

Acknowledgments xvSeries Preface xviiAbout the Companion Website xixResources on the Companion Website xxi

WISC-V Integrated Interpretive Assistant 1.0 xxiAppendix A xxiAppendix B xxii

One Overview 1Historical Perspectives on the Process Approach

to Cognitive Assessment 3Development of the WISC-V Integrated 7

Key Revisions 7Subtests 9Composite Scores 19

Test Structure 19New Essentials Composite Scores 21Validity 23

Intercorrelation Studies 23Standardization and Psychometric Properties 27

Comprehensive Test References 29Test Yourself 30Answers 31References 31

Two Intelligent WISC-V Integrated Administration 35Kathleen M. Rollins and Susan Engi Raiford

Test Materials 37Physical Environment 39

ix

Trim Size: 5.5in x 8.5in Raiford370420 ftoc.tex V1 - 09/05/2017 1:52pm Page x

�

� �

�

x CONTENTS

Establishing and Maintaining Rapport 40Subtest Administration Order 41Selection of Subtests 42Fairness 43Start Points, Reverse Rules, and Discontinue Rules 45

Start Points 45Reverse Rules 47Discontinue Rules 47

Timing 50Demonstration, Sample, and Teaching Items 50Repetitions, Prompts, and Queries 51

Repetitions 51Prompts 52Queries 52

Recording Responses 53Subtest-by-Subtest Administration 54

Verbal Comprehension Subtests 54Visual Spatial Subtest 63Fluid Reasoning Subtests 64Working Memory Subtests 70Processing Speed Subtests 75

Frequently Asked Questions: Subtest Administration 84Test Yourself 86Answers 87References 87

Three WISC-V Integrated Scoring 91Kathleen M. Rollins and Susan Engi Raiford

Scoring Subtests 91Verbal Comprehension Subtests 91Visual Spatial Subtest 94Fluid Reasoning Subtests 94Working Memory Subtests 97Processing Speed Subtests 99

WISC-V Integrated Scores 106Item Scores 106Total Raw Scores 106Standard Scores 106Raw Scores 107

Trim Size: 5.5in x 8.5in Raiford370420 ftoc.tex V1 - 09/05/2017 1:52pm Page xi

�

� �

�

CONTENTS xi

Step-by-Step: WISC-V Integrated Subtest-Leveland Index Scores 108

Obtain Total Raw Scores 108Obtain Scaled Subtest-Level Scores 109Obtain Sums of Scaled Scores 111Obtain Composite Scores 112

Using Q-global to Obtain the WISC-V IntegratedScore Report 113

Ability-Achievement and Pattern of Strengthsand Weaknesses Comparisons in Q-global 117

Frequently Asked Questions: Scoring 119Test Yourself 120Answers 122References 122

Four Intelligently and Intuitively Incorporatingthe Integrated into WISC-V Interpretation 123

New Essentials Composite Scores 123Essentials Expanded Index Scores 125Nonmotor Composite Scores 131

Interpretative Strategies 133Step 1. Examine Global Performance 134Step 2. Report and Describe the Global Composite Score 142Step 3. Select the Specific Composite Scores 142Step 4. Report and Describe the Specific Composite Scores 147Step 5. Report and Describe the Scaled Scores 147Step 6. Report Index-Level Strengths and Weaknesses 148Step 7. Report Subtest-Level Strengths and Weaknesses 152Step 8. Evaluate Index-Level Pairwise Comparisons 154Step 9. Evaluate Subtest- and Process-Level Pairwise

Comparisons 157Step 10. Report Base Rates/Percentile Norms (Longest Span

or Sequence, Errors, Process Observations, and CodingRecall) 160

Step 11. Report Qualitative Aspects of Performance 171Test Yourself 176Answers 177References 177

Trim Size: 5.5in x 8.5in Raiford370420 ftoc.tex V1 - 09/05/2017 1:52pm Page xii

�

� �

�

xii CONTENTS

Five Review of the WISC-V Integrated 179Ron Dumont and John O. Willis

Changes From the WISC-IV Integrated to the WISC-VIntegrated 180

Subtests that were Eliminated 181New Subtests 181Administration Changes 182

Special Group Studies 183Comparison of WISC-V and WISC-V Integrated Scores 186Miscellaneous Comments 186Standardization 189Reliability 189Validity 189Administration 190Conclusion 193Test Yourself 193Answers 195References 195

Six Clinical Applications 197Use of the WISC-V Integrated with Common School-Age

Referral Questions 197Children with Intellectual Giftedness 198Children with Intellectual Disability 204Children with Specific Learning Disorder in Reading 207Children with Specific Learning Disorder in Math 208Children with Attention-Deficit/Hyperactivity Disorder 209Children with Traumatic Brain Injury 211Children with Language Disorder—Expressive and Language

Disorder—Receptive and Expressive 212Children with Autism Spectrum Disorders 216

Summary of Special Group Performance 219Test Yourself 220Answers 222References 222

Trim Size: 5.5in x 8.5in Raiford370420 ftoc.tex V1 - 09/05/2017 1:52pm Page xiii

�

� �

�

CONTENTS xiii

Seven Illustrative Case Reports 225Case Report: Jillian R.: Attention-Deficit/Hyperactivity

Disorder 226Referral Questions and Answers 227Answers to Referral Questions 227Evaluation Methods and Procedures 229Current Symptoms 230Background and History 231Mental Status and Behavioral Observations 233Test Results and Interpretation 235Summary and Diagnostic Impressions 241Recommendations 242

Appendix: Test Data 245Wechsler Intelligence Scale for Children–Fifth Edition

(WISC-V) and WISC-V Integrated 245Case Report: Dennis E.: Specific Learning Disorder

in Mathematics 254Referral Questions and Answers 255Answers to Referral Questions 255History of Presenting Problem 256Mental Status and Behavioral Observations 257Test Results and Interpretation 257Summary and Diagnostic Impressions 261Recommendations 262

Appendix: Test Data 263Wechsler Intelligence Scale for Children–Fifth Edition

(WISC-V) and WISC-V Integrated 263Test Yourself 267Answers 268

About the Author 269Contributors 271Index 273

Trim Size: 5.5in x 8.5in Raiford370420 ftoc.tex V1 - 09/05/2017 1:52pm Page xiv

�

� �

�

Trim Size: 5.5in x 8.5in Raiford370420 fbetw.tex V1 - 09/05/2017 1:52pm Page xv

�

� �

�

ACKNOWLEDGMENTS

I am indebted to a number of individuals on completion of this book. I wish toacknowledge those who provided book content first and foremost. Drs. RonDumont and John O. Willis authored Chapter 5, which reviews the pros

and cons of the WISC-V Integrated. I appreciate their objective appraisal,which will be helpful to readers in evaluation of the test. I thank KathleenRollins for leading up the administration and scoring chapters. I am thankfulfor Dr. Troy Courville, who provided technical guidance as I developed thenorms for the additional composite scores that appear in the WISC-V IntegratedInterpretive Assistant 1.0 and who encouraged me along the way. I am gratefulto Dr. JJ Zhu, who trained me in the Pearson norm development method. I amgrateful to Dr. Larry Weiss for his support and encouragement of me in thisendeavor. I wish to acknowledge William Schryver, senior licensing specialist atPearson, for his speedy, expert handling of the numerous permissions requestswe submitted.

I also am grateful to the outstanding professionals at Wiley who were instru-mental in this book’s completion. I appreciate Tisha Rossi for her review of theinitial proposal and support of it to the board at Wiley and support of me asI strove to complete the manuscript. I am grateful to our editorial and produc-tion team, Shandhya Rajan, Susan Geraghty, Purvi Patel, and Monica Rogers,who deserve recognition for their expertise and guidance in manuscript prepara-tion and book production.

On a personal note, I am deeply grateful to my loving husband, RobertRaiford, for carrying the responsibilities of family and home for the past fewmonths so that I could be free to write, especially during the many evenings andweekends he cared for our son, George. I also thank my son, George Raiford,for being patient when it was very difficult. Most important, I am indebted toDrs. Alan and Nadeen Kaufman for agreeing to give me an opportunity to writethis book about the WISC-V Integrated and for providing guidance, review,

xv

Trim Size: 5.5in x 8.5in Raiford370420 fbetw.tex V1 - 09/05/2017 1:52pm Page xvi

�

� �

�

xvi ACKNOWLEDGMENTS

and encouragement throughout the process. I appreciate them for creatingthe Essentials series, conducting their groundbreaking work on the Wechslerintelligence scale textbooks, and their timely reviews of my chapters during thefinal crunch. Finally, I wish to thank Dr. David Wechsler and Dr. Edith Kaplan.I hope that they would be proud of the WISC-V Integrated and of this book.

Trim Size: 5.5in x 8.5in Raiford370420 fpref.tex V1 - 09/05/2017 1:52pm Page xvii

�

� �

�

SERIES PREFACE

I n the Essentials of Psychological Assessment series, we have attempted toprovide the reader with books that will deliver key practical information inthe most efficient and accessible style.The series features instruments in a vari-

ety of domains, such as cognition, personality, education, and neuropsychology.For the experienced clinician, books in the series offer a concise yet thorough wayto master use of the continuously evolving supply of new and revised instrumentsas well as a convenient method for keeping up-to-date on the tried-and-true mea-sures. The novice will find here a prioritized assembly of all the information andtechniques that must be at one’s fingertips to begin the complicated process ofindividual psychological diagnosis.

Whenever feasible, visual shortcuts to highlight key points are used along-side systematic, step-by-step guidelines. Chapters are focused and succinct. Topicsare targeted for an easy understanding of the essentials of administration, scor-ing, interpretation, and clinical application. Theory and research are continu-ally woven into the fabric of each book, always to enhance clinical inference,never to sidetrack or overwhelm. We have long been advocates of “intelligent”testing—the notion that a profile of test scores is meaningless unless it is broughtto life by the clinical observations and astute detective work of knowledgeableexaminers. Test profiles must be used to make a difference in the child’s or adult’slife, or why bother to test? We want this series to help our readers become thebest intelligent testers they can be.

In Essentials of WISC-V Integrated Assessment, Susie Engi Raiford—who wasinstrumental in developing the WISC-V and WISC-V Integrated in her role aslead research director—offers an insider’s perspective on the scale’s conceptual-ization, development, administration, and scoring. As the research director, shewas responsible for conceptualizing, designing, and implementing the research,developing and revising the items and subtests, and writing the published man-uals. She uses Behind the Scenes boxes to provide unparalleled insight into thenew subtests and the test development process.

xvii

Trim Size: 5.5in x 8.5in Raiford370420 fpref.tex V1 - 09/05/2017 1:52pm Page xviii

�

� �

�

xviii SERIES PREFACE

Arguably the world’s expert on the WISC-V Integrated, Dr. Raiford has cap-italized on the additional content in the WISC-V Integrated in order to offernorms, reliability, and validity evidence for a number of new composite scoresin this book (not available elsewhere) that substantially improve WISC-V andWISC-V Integrated suitability, accessibility, and fairness for children with expres-sive andmotor production problems. She has provided additional expanded indexscores (drawn from the WISC-V and WISC-V Integrated subtests) that are morecomprehensive and varied measures of visual spatial ability, working memory,and processing speed relative to those available in the published instruments. Shewalks the reader through the process approach, as used within her interpretivesystem, to deepen and clarify WISC-V insights and to simplify the interpretationprocess. She programmed automated software that greatly simplifiesWISC-V andWISC-V Integrated interpretation by calculating the new composite scores andvarious comparisons of interest. This Essentials book is a must for anyone whouses the WISC-V or the WISC-V Integrated to improve the lives of childrenand adolescents.

Alan S. Kaufman, PhD, and Nadeen L. Kaufman, EdD, Series EditorsYale Child Study Center, Yale University School of Medicine

Trim Size: 5.5in x 8.5in Raiford370420 flast.tex V1 - 09/05/2017 1:52pm Page xix

�

� �

�

ABOUT THE COMPANION WEBSITE

T hank you for choosing Essentials of WISC-V Integrated Assessment. Thisbook includes a downloadable resource designed to enhance your educa-tion and practice.

To access your resource, please follow these steps:

Step 1. Go to www.wiley.com/go/psyessresourcesStep 2. Enter your e-mail address, the provided password (following), and

click “submit.”

Password: WISCVINT

Step 3. Select and download the listed resources.

If you need any assistance, please contactWiley Customer Care 800-762-2974(United States), 317-572-3994 (International), or visit www.wiley.com.

xix

Trim Size: 5.5in x 8.5in Raiford370420 flast.tex V1 - 09/05/2017 1:52pm Page xx

�

� �

�

Trim Size: 5.5in x 8.5in Raiford370420 flast.tex V1 - 09/05/2017 1:52pm Page xxi

�

� �

�

RESOURCES ON THE COMPANIONWEBSITE

WISC-V INTEGRATED INTERPRETIVE ASSISTANT 1.0

Enter the listed WISC-V andWISC-V Integrated subtest scores to automaticallyderive the Essentials composite scores discussed in this book. The interpretiveassistant also automatically completes recommended comparisons.

APPENDIX A

Table A.1. Nonexpressive Full Scale Score Equivalents of Sums of ScaledScores

Table A.2. Nonmotor Full Scale Score Equivalents of Sums of Scaled ScoresTable A.3. Nonmotor Nonverbal Index Equivalents of Sums of Scaled ScoresTable A.4. Nonmotor General Ability Index Equivalents of Sums of Scaled

ScoresTable A.5. Nonexpressive Expanded Crystallized Index Equivalents of Sums

of Scaled ScoresTable A.6. Expanded Visual Spatial Index Equivalents of Sums of Scaled

ScoresTable A.7. Expanded Working Memory Index Equivalents of Sums of Scaled

ScoresTable A.8. Expanded Auditory Working Memory Index Equivalents of Sums

of Scaled ScoresTable A.9. Expanded Processing Speed Index Equivalents of Sums of Scaled

ScoresTable A.10. Nonexpressive Gf-Gc Index Equivalents of Sums of Scaled Scores

xxi

Trim Size: 5.5in x 8.5in Raiford370420 flast.tex V1 - 09/05/2017 1:52pm Page xxii

�

� �

�

xxii RESOURCES ON THE COMPANION WEBSITE

Table A.11. Nonmotor Visual Spatial Index Equivalents of Sums of ScaledScores

Table A.12. Nonexpressive Gc-K0 Index Equivalents of Sums of Scaled Scores

APPENDIX B

WISC-V Integrated Gender, Ethnic, and SES Differences

Trim Size: 5.5in x 8.5in Raiford370420 c01.tex V1 - 09/05/2017 1:53pm Page 1

�

� �

�

One

OVERVIEW

W hy did this student score so low on WISC-V Arithmetic? Is ita problem with calculation speed, working memory, or mathcomputation? It would help to be sure, so I could decide what

to recommend.I wonder if her visual working memory, if I could measure it, would be in the

average range like her WISC-V Auditory Working Memory Index? It’s importantto know, so I can be surer about what accommodations to recommend.

TheseWISC-V results are odd.What do theymean?The child received a scaledscore of 5 on Block Design but a scaled score of 10 on Visual Puzzles.

If this child didn’t have to retrieve information and could just recognize itinstead, would it maybe help as a modification?

These questions, and many others, can be addressed using the WechslerIntelligence Scale for Children–Fifth Edition Integrated (WISC-V Integrated;Wechsler & Kaplan, 2015). The WISC-V Integrated is a companion measureof the most widely used intelligence test for children in the world, the WechslerIntelligence Scale for Children–Fifth Edition (WISC-V; Wechsler, 2014).It enables practitioners to learn more about the cognitive processes and test-taking behaviors that affect performance on the WISC-V that also affect schoolperformance.

The WISC-V was a substantial revision of this popular test, which continuesthe progressive trend of recent Wechsler intelligence scale revisions that mirrorcontemporary advances in intelligence theory, neuropsychology, cognitive neuro-science, and psychometric methodology. Major modifications were made to thecontent and structure of the WISC-V to reflect these advances. The WISC-VIntegrated subtests can be used to understand WISC-V results in greater detailto enable practitioners to test hypotheses about WISC-V results and to informintervention recommendations.

1

Trim Size: 5.5in x 8.5in Raiford370420 c01.tex V1 - 09/05/2017 1:53pm Page 2

�

� �

�

2 ESSENTIALS OF WISC-V INTEGRATED ASSESSMENT

For example, where theWISC-V has Verbal Comprehension subtests (Similar-ities, Vocabulary, Information, and Comprehension), which each requires verbalexpression of the responses, the WISC-V Integrated has multiple-choice versionsof these subtests with the same items that allow selection of a response fromamong options that are read aloud to the child and viewed in a stimulus book.These are ideally suited for obtaining an estimate of verbal abilities without requir-ing expressive language.

The WISC-V Integrated also contains two index scores: the Multiple ChoiceVerbal Comprehension Index (MCVCI) and the Visual Working Memory Index(VWMI). These scores provide reliable and valid estimates of specific abilitiesthat can be used in concert with the WISC-V index scores in a similar man-ner to the WISC-V Integrated subtests, which are used to understand WISC-Vsubtest performance. The index scores are useful in specific situations (e.g., con-ducting evaluations of children who may have expressive difficulties or challengesor obtaining a broader assessment of a particular area of concern, such as workingmemory problems).

This book expands on the selection of index scores to provide Essentials com-posite scores for situations in which appropriate measures of ability ideally wouldnot involve motor skills (e.g., for a child with motor delays) or not rely on expres-sive responses (e.g., a child with language disorder with expressive impairment).These Essentials composite scores mirror the publishedWISC-V composite scoresin some cases. For example, a Full Scale Score that does not require motor per-formance is included, as is a Full Scale Score that does not require expressiveresponses. Others among the Essentials composite scores were constructed as sim-ilar nonexpressive or nonmotor parallels of composite scores that were created byother authors (i.e., Flanagan & Alfonso, 2017; Kaufman, Raiford, & Coalson,2016) and included in books to accommodate practical needs or interpretationusing a Cattell-Horn-Carroll (CHC) framework.

The online resources for this book include an interpretive program thatautomatically calculates the Essentials composite scores not available within thepublished test and provides data relevant to comparisons of those index scoreswith WISC-V composite scores. These additional index scores were developedto enhance interpretation in special clinical situations (e.g., an expanded indexscore that is derived from more subtests on the cognitive domain, an index scorethat does not require expressive responses) and theoretical perspectives (e.g.,CHC). The online resources that accompany this book include the WISC-VIntegrated Interpretive Assistant 1.0, scoring software that calculates norms for theEssentials composite scores and walks the practitioner through the interpretiveapproach in Chapter 4, including numerous score comparisons not available inthe published test that can more fully inform interpretation.

Trim Size: 5.5in x 8.5in Raiford370420 c01.tex V1 - 09/05/2017 1:53pm Page 3

�

� �

�

OVERVIEW 3

The WISC-V Integrated scores can be interpreted from a normative perspec-tive. That is, a child’s cognitive processes can be understood by comparing scoresto those obtained by others of approximately the same age (i.e., comparison toa normative reference group). This comparison helps practitioner to understandhow the child benefits from modifications or scaffolding in tasks relative to otherchildren his or her age.

The WISC-V Integrated scores can also be interpreted from an intrapersonalperspective. A total raw score from a WISC-V subtest can be compared directlyto a total raw score from a corresponding WISC-V Integrated adaptation subtest,because they have the same item content. This enables inferences about whichcognitive processes affected performance on the WISC-V subtest and providesinformation about how a child might better succeed with accommodations ormodifications for schoolwork.

The performance on WISC-V items of subtests with corresponding WISC-VIntegrated adaptation subtests (e.g., Vocabulary and VocabularyMultiple Choice,Arithmetic and Arithmetic Process Approach) can also be compared to learnmoreabout the child’s specific knowledge of content. For example, if the definition ofcat is not expressed in response to an open-ended question, the child may beable to select the best meaning from among five response options, such as (a) Ananimal, (b) It eats cat food, (c) It runs, (d) It’s furry, (e) It’s small.

The goal of this book is to provide a go-to reference for novice examiners andproficient practitioners using the WISC-V Integrated. Administration, scoring,and interpretive information is clearly and succinctly covered in successivechapters, incorporating the familiar Rapid Reference, Caution, and Don’t Forgetboxes that are hallmark features of the Essentials series. The author, who wasthe lead WISC-V and WISC-V Integrated research director, also includesBehind the Scenes boxes that offer insights into the test development process.Test questions are included at the conclusion of each chapter to highlightcritical content.

HISTORICAL PERSPECTIVES ON THE PROCESS APPROACHTO COGNITIVE ASSESSMENT

The process approach to cognitive assessment has its roots in ideas put forth byHeinzWerner (1937), who proposed that cognitive assessment that involves care-ful and systematic observation of problem-solving strategies yields informationthat is more rich and useful than correct-incorrect scoring. He suggested thatcognitive task performance involves multiple, dynamic processes. Any of theseprocesses may contribute individually or in combination with others to exert aninfluence on responses and performance. For example, a child may have difficulty

Trim Size: 5.5in x 8.5in Raiford370420 c01.tex V1 - 09/05/2017 1:53pm Page 4

�

� �

�

4 ESSENTIALS OF WISC-V INTEGRATED ASSESSMENT

with BlockDesign because of lowmotor skills, but another child low performanceon the same task may be related to impaired visual spatial processing. Althoughboth may score similarly on Block Design, the poor performance traces back totwo different origins.

Process approaches to assessment recognize that in completing any cognitivetask, regardless of its complexity, a number of mental processes are involved.Theseprocesses can range from simple (e.g., sensing, perceiving, motor functioning) tomore complex (e.g., reasoning, decision making) (Kaufman et al., 2016). A prob-lem with any of these processes can result in difficulties completing the overalltask. The process approach aims to understand the reasons for low scores throughidentifying the cognitive processes that operate jointly on performance, break-ing them down to more-specific components in a stepwise fashion or alteringthe task in some manner and testing hypotheses with tasks that involve fewer ordifferent cognitive processes. For example, the hypothesis that low motor skillsresulted in a lower Block Design score could be more closely examined by pre-senting the completed design and multiple pictured sets of blocks in a stimulusbook and asking the examinee to select the set of blocks that, when assembled,make the design.

There are many approaches that have focused on understanding the cogni-tive processes involved in performance on the Wechsler scales, beginning withan approach first used by David Wechsler. He stated that “individuals attain-ing identical scores on intelligence tests cannot always be classified in the sameway” (Wechsler, 1944, p. 12). Always a clinician, his approach was somewhatpsychoanalytic in nature. It described how poor performance could result fromvarious issues with cognitive processes and that information at the task and itemlevel could provide clues as to the nature of impairment. For example, Wechsler(1958) described a deep dive into interpretation of the Object Assembly subtestas follows:

If low score is due to poor juxtaposition of parts or bizarreness of arrange-ment one may suspect a schizophrenic process. On the other hand, ifpoor performance is due to hesitation and uncertainty, particularly onthe “Hand” and “Face” items, it is more likely the results of dynamicrepression. In either case it reflects unchannelized anxiety. (p. 193)

Kaufman’s (1979) Intelligent Testing With the WISC-R encouraged cliniciansto adopt a process approach to interpretation of test results by analyzing theinput and output modalities (e.g., verbal input, visual output) as a means ofbetter understanding the underlying causes of a child’s pattern of strengths andweaknesses. Kaufman (1994) and Kaufman and Lichtenberger (1999, 2000,

Trim Size: 5.5in x 8.5in Raiford370420 c01.tex V1 - 09/05/2017 1:53pm Page 5

�

� �

�

OVERVIEW 5

2002) refined the Intelligent Testing methods to advance their Shared-AbilitiesAnalysis approach to interpretation of Wechsler intelligence scale performance bysynthesizing Silver’s information processing model (1993) and Osgood’s (1957)communication channels model with factor-analytic evidence and intelligencemodels (e.g., Guilford, 1967; Horn, 1989). Silver’s model emphasized infor-mation processing input, integration, storage, and output stages of informationprocessing, whereas Osgood highlighted receptive, associative, and expressivechannels of communication within auditory verbal and visual motor pathways(Floyd & Kranzler, 2012). The Shared Ability Analysis approach posits that anytask can be classified according to five aspects of processing (communicationchannel, input, integration, storage, and output). As an example, WISC-VSimilarities requires the child to express how two objects or concepts are alikeor what they have in common. This task involves the auditory verbal channel,requires receptive input for the task requirement as well as the word itself, drawson integration and storage by requiring novel reasoning with previously acquiredinformation, and involves verbal output. Level of emphasis on each aspect wasnoted for each of the tasks and accumulated across the multiple tasks to generatehypotheses. Ultimately, the approach was thought not to be specific enoughand too loosely integrated with factor-analytic research to be clinically useful(Floyd & Kranzler, 2012).

Edith Kaplan and others at the Boston Veterans Administration MedicalCenter operationalized and refined Heinz Werner’s original work and termed itthe Boston process approach. They provided supporting evidence that using theBoston process approach improved diagnostic and clinical utility in neuropsy-chological assessment. They found that problem-solving varied across variousneurological conditions even when similar scores were obtained (Kaplan, 1988).

Today, there are numerous process approach measures available. Rapid Refer-ence 1.1 lists the most familiar measures and basic descriptive information.

The influence and clinical utility of the process approach is clear in psycholog-ical assessment. Psychologists use the process approach to investigate the reasonsfor low scores, to learn about an examinee’s cognitive strengths and weaknesses,and to develop recommendations for learning accommodations. Studies suggestthat the process approach is clinically useful in assessment of a wide variety ofneuropsychological and neurodevelopmental problems, such as autism spectrumdisorder, attention-deficit/hyperactivity disorder, traumatic brain injury, and spe-cific learning disorders (Boxer, Jackson, & Kohlman, 2014; Halleland, Sorensen,Posserud, Haavik, & Lundervold, 2015; Hoffmann, Donders, & Thompson,2000; Kramer, Knee, & Delis, 2000; Mayfield, Reyes, Mayfield, & Allen, 2014;McLean, Johnson, Zimak, Joseph, & Morrow, 2014).

Trim Size: 5.5in x 8.5in Raiford370420 c01.tex V1 - 09/05/2017 1:53pm Page 6

�

� �

�

6 ESSENTIALS OF WISC-V INTEGRATED ASSESSMENT

Rapid Reference 1.1...............................................................................................................

Process Approach Measures

MeasureAbbrevi-

ationPublicationInformation

AgeRange Purpose

BostonNaming Test

BNT Kaplan,Goodglass, andWeintraub (1983)

25–88 Determine if namingperformance improveswith cues

CaliforniaVerbalLearningTest–SecondEdition

CVLT-II Delis, Kramer,Kaplan, and Ober(2000)

16–89 Auditory memory:• Frequency of different

types of errors

• Susceptibility to inter-ference through intro-ducing other material

• Degree of improvementacross trials

WechslerAdultIntelligenceScale–Revisedas a Neuro-psychologicalInstrument

WAIS-RNI

Kaplan, Fein,Morris, and Delis(1991)

50–89 Modifications to admin-istration and scoringprocedures of the WechslerAdult Intelligence Scale–Revised (Wechsler, 1981)to understand cognitiveprocesses contributing toperformance

CaliforniaVerbalLearningTest–Children’sVersion

CVLT-C Delis, Kramer,Kaplan, and Ober(1994)

6–16 Auditory memory:• Frequency of different

types of errors

• Susceptibility to inter-ference through intro-ducing other material

• Degree of improve-ment across trials

WechslerIntelligenceScale forChildren–Third Editionas a ProcessInstrument

WISC-IIIPI

Kaplan, Fein,Kramer, Delis,and Morris(1999)

6–16 Modifications to admin-istration and scoring proce-dures of the WechslerIntelligence Scale forChildren–Third Edition(Wechsler, 1991) to under-stand cognitive processescontributing to performance