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Book An Investigation of the Ability of the WISC III ACID and ACIDS Subtest Profiles to Identify actual Learning Disabled Students from Students Diagnosed with Learning Disabilities

Download or read book An Investigation of the Ability of the WISC III ACID and ACIDS Subtest Profiles to Identify actual Learning Disabled Students from Students Diagnosed with Learning Disabilities written by Susan M. Caraway and published by . This book was released on 1995 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book How to Detect Reading learning Disabilities Using the WISC III

Download or read book How to Detect Reading learning Disabilities Using the WISC III written by Evelyn F. Searls and published by . This book was released on 1997 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: This monograph describes the third edition of the Wechsler Intelligence Scale for Children (WISC-III) and its relationship to reading/learning disabilities. It is designed for educators and students in education who want to go beyond the numerical values of the WISC-III intelligence quotients and understand the implications of the scores for the assessment and instruction of individual students. Chapter 1 discusses the use of intelligence tests and the WISC-III. The organization and administration of the WISC-III are addressed in Chapter 2. Chapter 3 describes each subtest as to the task involved, what purportedly is being measured, method of scoring, possible implications of high and low scores, and suggested relationships to reading. Chapter 4 presents procedures for analyzing WISC-III scores as a means of generating hypotheses about students' cognitive strengths and weaknesses that may affect reading ability. The final chapter discusses the research base by providing an overview of the research literature on the WISC series and reading/learning disabilities. Appendices include a WISC-III record form, a WISC-III data sheet, and an evaluation form that includes abilities measured by two or more WISC-III subtests. (Contains 74 references.) (CR)

Book WISC R Analysis and Profiles as Determinants of Learning Problem Diagnoses Among Children with Superior Intelligence

Download or read book WISC R Analysis and Profiles as Determinants of Learning Problem Diagnoses Among Children with Superior Intelligence written by Marilyn Faye Marek and published by . This book was released on 1985 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Use of the WISC R and the K ABC with Low Achievers Learning Disabled and Students Classified Emotionally Impaired

Download or read book Use of the WISC R and the K ABC with Low Achievers Learning Disabled and Students Classified Emotionally Impaired written by Dennis James Becht and published by . This book was released on 1986 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Essentials of WISC V Assessment

Download or read book Essentials of WISC V Assessment written by Dawn P. Flanagan and published by John Wiley & Sons. This book was released on 2017-02-14 with total page 659 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Book WJ III Clinical Use and Interpretation

Download or read book WJ III Clinical Use and Interpretation written by Fredrick Allen Schrank and published by Academic Press. This book was released on 2003-05-20 with total page 460 pages. Available in PDF, EPUB and Kindle. Book excerpt: WJ III Clinical Use and Interpretation presents a wide variety of clinical applications of the WJ III from leading experts. Each chapter will provide the reader with insights into patterns of cluster and test scores from both the WJ III Tests of Cognitive Abilities and WJ III Tests of Achievement that can assist with interpretation and formulation of diagnostic hypotheses for clinical practice. WJ III Clinical Use and Interpretation provides expert guidance for using the WJ III with individuals with a broad array of learning and neuropsychological problems, including learning disabilities and Attention Deficit/Hyperactivity Disorder. New research included in this volume emphasizes the value of the WJ III for identification of gifted children and adolescents and young children with developmental delays. * Written by the leading experts on the WJ III * Coverage of both the Tests of Cognitive Abilities and Tests of Achievement * Provides expert guidance on using the WJ III with a variety of clinical populations * Includes new research and illustrative case studies * Goes beyond interpretive material published in the Examiner's Manuals and other resource books

Book Intelligent Testing with the WISC V

Download or read book Intelligent Testing with the WISC V written by Alan S. Kaufman and published by John Wiley & Sons. This book was released on 2015-12-29 with total page 835 pages. Available in PDF, EPUB and Kindle. Book excerpt: Interpret the WISC–V to help diagnose learning disabilities and to translate profiles of test scores to educational action The Wechsler Intelligence Scale for Children—Fifth Edition (WISC–V) is a valuable tool for assessing children and adolescents with learning disorders—and Intelligent Testing with the WISC–V offers the comprehensive guidance you need to administer, score, and interpret WISC–V profiles for informing diagnoses and making meaningful educational recommendations. This essential resource provides you with cutting-edge expertise on how to interpret the WISC–V, which has an expanded test structure, additional subtests, and an array of new composites. Intelligent Testing offers valuable advice from experienced professionals with regard to clinically applying the WISC–V in an effort to understand a child's strengths and weaknesses—and to create a targeted, appropriate intervention plan. Ultimately, this book equips you with the information you need to identify the best theory-based methods for interpreting each child's profile of test scores within the context of his or her background and behaviors. Intelligent Testing provides a strong theoretical basis for interpreting the WISC–V from several vantage points, such as neuropsychological processing theory and the Cattell-Horn-Carroll (CHC) model, yet it permits you to interpret children's profiles using simple, straightforward steps. The most frequently used IQ test in the world, the WISC–V (like previous versions of the WISC) plays an integral role in evaluating children for learning and intellectual disabilities, developmental and language delays, and gifted and talented classifications. As such, understanding how to use the latest version of WISC is extremely important when assessing children and adolescents ages 6 to 16 years. Explore all aspects of both the conventional WISC–V and WISC–V Digital Read objective, independent test reviews of the WISC–V from independent, highly-respected expert sources Review 17 clinical case reports that spotlight experiences of children and adolescents referred to psychologists for diverse reasons such as reading problems, specific learning disabilities, ADHD, intellectual giftedness, and autistic spectrum disorders Learn how a broad-based, multi-faceted approach to interpretation that calls upon several scientific concepts from the fields of cognitive neuroscience, clinical and school neuropsychology, neuropsychological processing, and the CHC model, can benefit children by providing meaningful recommendations to parents, teachers, and often to the children and adolescents themselves Use the results of WISC–V as a helping agent to assist in creating the best intervention plan, rather than allowing test results to dictate placement or labeling Intelligent Testing with the WISC–V is an indispensable resource for professionals who work with the WISC–V, including school psychologists, clinical psychologists, educational diagnosticians, and more.

Book WISC III Clinical Use and Interpretation

Download or read book WISC III Clinical Use and Interpretation written by Aurelio Prifitera and published by Elsevier. This book was released on 1998-01-09 with total page 353 pages. Available in PDF, EPUB and Kindle. Book excerpt: The WISC-III is the most frequently used IQ assessment technique in the United States. This book discusses the clinical use of the WISC-III with respect to specific clinical populations, and covers research findings on the validity and reliability of the test. It also includes standardization data from the Psychological Corporation. Many of the contributors participated in the development of the WISC-III and are in a unique position to discuss the clinical uses of this measure. The book describes the WISC-III from scientist-practitioner perspectives. It provides methods to aid in understanding and interpreting the WISC-III results for various groups of exceptional children. The book also presents detailed descriptions of behavior and achievement as well as recommendations for test interpreting standards. WISC-III Clinical Use and Interpretation has immediate and practical relevance to professionals who administer, interpret, or use the results of the WISC-III. The solid writing by leading experts makes the contents of this book an essential reference for WISC-III users. Leading experts discuss the clinical use of the WISC-III Thorough coverage of the literature with many new findings Covers wide range of exceptionalities from AD/HD to learning disabilities Direct relevance to practitioners, researchers, and trainers

Book WISC V Assessment and Interpretation

Download or read book WISC V Assessment and Interpretation written by Lawrence G. Weiss and published by Academic Press. This book was released on 2015-06-08 with total page 455 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Wechsler Intelligence Scale is the most widely used intelligence test for children worldwide. WISC-V introduces new subtests, composite scores, process scores, error scores, and scaled scores as a more complex and accurate means of assessing cognitive abilities. WISC-V Assessment and Interpretation provides practical information for clinicians on selection of subtest measures, administration, and interpretation. New subtests are described along with tips for accurate administration and scoring. Full Scale IQ is identified as important for predicting relevant behaviors, and primary index scores for characterizing the child’s strengths and weaknesses. Classroom indicators of low scores on each of these abilities are identified, with suggested interventions, accommodations, and instructional strategies for low scorers. Coverage includes ethnic differences for the Full Scale IQ and each primary index score, along with evidence of the profound influence of parental attitudes and expectations. Several other societal and contextual factors relevant to understanding racial/ethnic differences are presented. Two chapters review use of the WISC-V for identifying learning disabilities, testing of individuals with dyslexia, and best-practice recommendations to ensure accurate diagnosis and intervention. Concluding chapters describe advances in the Q-interactive system platform allowing administration of the WISC-V on iPads and other tablets and how clinicians can tailor assessment using select WISC-V subtests and features. Authored by the creators of the WISC-V Describes the new subtests, revised test structure, and test extensions Advises clinicians on test selection and custom tailoring of assessment measures Provides best practice recommendations for accurate administration and scoring Addresses electronic administration via tablets and comparison to print scores Reviews social/contextual factors for understanding racial/ethnic differences Translates scores to predict behaviors and identify child strengths and weaknesses Suggests interventions, accommodations, and instructional strategies for low scorers

Book Dissertation Abstracts International

Download or read book Dissertation Abstracts International written by and published by . This book was released on 1994 with total page 458 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Profile Analysis of WISC R and K ABC Scores for Children with Reading Disabilities

Download or read book Profile Analysis of WISC R and K ABC Scores for Children with Reading Disabilities written by Mark Damon Frazier and published by . This book was released on 1985 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book How to Use WISC R Scores in Reading learning Disability Diagnosis

Download or read book How to Use WISC R Scores in Reading learning Disability Diagnosis written by Evelyn F. Searls and published by International Reading Assn. This book was released on 1985-01-01 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: The revised version of this monograph serves two purposes: (1) to describe what the Wechsler Intelligence Scale for Children-Revised (WISC-R) measures with regard to reading/learning disability in the light of current findings, and (2) to summarize research with the Wechsler Intelligence Scale for Children (WISC) and WISC-R as related to reading/learning disability. Chapter 1 points out that the WISC-R is a classified psychological test with its use limited to personnel who have had extensive training in its administration and interpretation. The organization and administration of the WISC-R are discussed in Chapter 2, while Chapter 3 describes each subtest as to the task involved, what purportedly is being measured, method of scoring, possible implications of high and low scores, and suggested relationships to reading disability. Chapter 4 presents procedures for analyzing WISC-R scores as a means of generating hypotheses about students' cognitive strengths and weaknesses that may affect reading ability. Chapter 5 briefly describes the other two Weschsler Scales, one for young children and one for adults. Chapter 6 provides an overview of the literature on the WISC/WISC-R and reading achievement. (HOD)

Book Predicting Handicap Categories

Download or read book Predicting Handicap Categories written by Tracie Lozano and published by . This book was released on 1988 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to examine which of two commonly used measure of cognitive functioning (WISC-R and WJTCA) was more accurate in discriminating between two handicapped groups (learning disabled and behaviorally disordered) and a non-handicapped, low achieving control group. In addition, an attempt was made to determine if any specific patterns of subtests (WISC-R) or clusters (WJTCA) would emerge relative to each individual group. It was hypothesized that each group's profile would differ from the other two groups on both measures. The thirty-five subjects used in this study were selected from the elementary and middle school populations of Riverside School District. Riverside is located in a rural area of eastern Washington. Subject population was limited to students who had been referred and assessed for special education. The two handicapped groups were identified by the district as meeting eligibility criteria for handicapped according to current (1986/87) WAC codes. The low achieving group did not meet any of the criteria for handicapped but had been referred for assessment due to low academic achievement. These students are low achievers, i.e., their ability equals their achievement, and differ in this respect from a normal control group. However, the low achiever group was used as a control group as those students who achieve adequately are not referred for assessment and need not be discriminated from others for decisions of educational placement. Males and females were used in the sample and the three groups were equated for age and grade. Age and grade ranged from six years in kindergarten to fourteen years in seventh grade. Full scale IQ scores ranged from 81 to 107 with a mean of 94 on the WISC-R and 78 to 113 with a mean of 91 on the WJTCA. Scores were acceptable if time between administration was one year or less. The WJPEB is an individually administered test that assesses four areas of functioning: Cognitive Ability, Achievement, Interest and Adaptive Behavior. For the purposes of this study only the four cluster scores, Verbal Ability, Reasoning, Visual/Perceptual Speed and Memory were used from the Cognitive Ability Test. The WISC-R is an individually administered test of general intelligence which is composed of twelve subtests. The measure yields both a Verbal and Performance IQ as well as a Full Scale IQ for the entire test. For the present study, only eleven subtest scores were included in the analysis. A stepwise discriminant function procedure was used to analyze the data. This method is used when one wishes to identify variables that are important for distinguishing between groups as well as to develop a procedure for predicting group membership of new cases. The results indicated that the WISC-R more accurately discriminated the learning disabled and behaviorally disordered groups than did the WJTCA. The predictive power was equal for the two instruments with the low achiever group. However, the WISC-R predicted the total group 14.29% more accurately than did the WJTCA. The WISC-R Object Assembly subtest was included in the discriminant analysis for all three groups. The low achiever's relatively low score on this subtest was primarily responsible for this discrimination. The learning disabled and behaviorally disordered group means did not differ significantly from each other on this dimension. The WISC-R Comprehension subtest was included as a discriminating variable for both the learning disabled and low achiever groups. The markedly higher behaviorally disordered group score was responsible for this discrimination indicating that this group differs significantly from the learning disabled and low achiever's on this dimension. The WJTCA Memory cluster was included in the analysis for all three groups. On this dimension, the learning disabled and behaviorally disordered criterion groups did not differ systematically. However, the low achiever group's relatively high score indicates that Memory is a significant factor in discriminating low achievers from others. The Verbal Ability and Reasoning clusters of the WJTCA were specific to the learning disabled group. This group scored lower on both dimensions than did the other two groups. For the behaviorally disordered group, the Vocabulary and Digit Span subtests of the WISC-R were significant in the discrimination. This group scored higher on Vocabulary and lower on Digit Span than did the other two criterion groups. The Visual/Perceptual Speed cluster was significant in discriminating the behaviorally disordered from others. This target group scored significantly higher in this area. The low achiever's Information score on the WISC-R was lower than the other groups which resulted in the discrimination power in this analysis. The results confirm the experimental hypothesis that each groups profile would contain significant differences when compared to the other two groups on both the WISC-R and the WJTCA. Finally, these findings can only be generalized to the sample and the school district population which were used in this study"--Document.