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Weiss, L. G., Saklofske, D. H., Holdnack, J. A., & Prifitera, A. (2016). WISC-V assessment and interpretation: Scientist-practitioner perspectives. San Diego, CA: Academic Press. Pages: 425, price: $60, ISBN: 978-0124046979
Brief Introduction
WISC-V Assessment and Interpretation: Scientist-Practitioner Perspectives is a new book that provides comprehensive and detailed information on the use and interpretation of the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V; Wechsler, 2014). Written and edited by four revered professionals in conjunction with several additional authors, the book contains 12 chapters highlighting applied, theoretical, and clinical considerations related to the WISC-V and directions for research. Consistent with its title, the book provides practical resources for professionals regarding administration and interpretation of the WISC-V for those users who adopt a scientist- practitioner paradigm for their practice. The book is intended for practicing professionals in the field of psychology; however, graduate students will also benefit from the information provided.
Content and Structure
The book is divided into four parts. Part I focuses on applied considerations related to the use of the WISC-V. The introductory chapter provides a brief historical overview of the development and evolution of the WISC as well as a description of the structure and content of the primary and complementary indexes and subtests of the measure. Chapter 2 provides a summary of general administration and scoring guidelines and is accompanied by a "Frequently Asked Questions" section. Through the use of shaded tables of administration rules and tips along with several insightful examples the chapter aims to help increase the reliability of administrations by alerting readers to common sources of examiner errors. An appendix outlining major changes between the WISC-V and its predecessor is also included. Chapter 3 presents practical considerations as well as issues related to administration, scoring, and interpretation of the WISC-V. Chapter 3 provides specific recommendations for intervention and suggestions for caregivers of children with weaknesses in certain cognitive abilities. Issues and controversies related to the WISC-V as well as common challenges associated with the interpretation of scores are also discussed.
Part II addresses theoretical considerations and begins with a chapter on the interpretation of primary index scores and an analysis of the cognitive constructs assessed by each index. Similarities and differences between cognitive abilities and related indexes are also...