Acknowledgments Series Preface About the Companion Website Resources on the Companion Website

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1 CONTENTS Acknowledgments Series Preface About the Companion Website Resources on the Companion Website WISC-V Integrated Interpretive Assistant 1.0 Appendix A Appendix B xv xvii xix xxi xxi xxi xxii One Overview 1 Historical Perspectives on the Process Approach to Cognitive Assessment 3 Development of the WISC-V Integrated 7 Key Revisions 7 Subtests 9 Composite Scores 19 Test Structure 19 New Essentials Composite Scores 21 Validity 23 Intercorrelation Studies 23 Standardization and Psychometric Properties 27 Comprehensive Test References 29 Test Yourself 30 Answers 31 References 31 COPYRIGHTED MATERIAL Two Intelligent WISC-V Integrated Administration 35 Kathleen M. Rollins and Susan Engi Raiford Test Materials 37 Physical Environment 39 ix

2 x CONTENTS Establishing and Maintaining Rapport 40 Subtest Administration Order 41 Selection of Subtests 42 Fairness 43 Start Points, Reverse Rules, and Discontinue Rules 45 Start Points 45 Reverse Rules 47 Discontinue Rules 47 Timing 50 Demonstration, Sample, and Teaching Items 50 Repetitions, Prompts, and Queries 51 Repetitions 51 Prompts 52 Queries 52 Recording Responses 53 Subtest-by-Subtest Administration 54 Verbal Comprehension Subtests 54 Visual Spatial Subtest 63 Fluid Reasoning Subtests 64 Working Memory Subtests 70 Processing Speed Subtests 75 Frequently Asked Questions: Subtest Administration 84 Test Yourself 86 Answers 87 References 87 Three WISC-V Integrated Scoring 91 Kathleen M. Rollins and Susan Engi Raiford Scoring Subtests 91 Verbal Comprehension Subtests 91 Visual Spatial Subtest 94 Fluid Reasoning Subtests 94 Working Memory Subtests 97 Processing Speed Subtests 99 WISC-V Integrated Scores 106 Item Scores 106 Total Raw Scores 106 Standard Scores 106 Raw Scores 107

3 CONTENTS xi Step-by-Step: WISC-V Integrated Subtest-Level and Index Scores 108 Obtain Total Raw Scores 108 Obtain Scaled Subtest-Level Scores 109 Obtain Sums of Scaled Scores 111 Obtain Composite Scores 112 Using Q-global to Obtain the WISC-V Integrated Score Report 113 Ability-Achievement and Pattern of Strengths and Weaknesses Comparisons in Q-global 117 Frequently Asked Questions: Scoring 119 Test Yourself 120 Answers 122 References 122 Four Intelligently and Intuitively Incorporating the Integrated into WISC-V Interpretation 123 New Essentials Composite Scores 123 Essentials Expanded Index Scores 125 Nonmotor Composite Scores 131 Interpretative Strategies 133 Step 1. Examine Global Performance 134 Step 2. Report and Describe the Global Composite Score 142 Step 3. Select the Specific Composite Scores 142 Step 4. Report and Describe the Specific Composite Scores 147 Step 5. Report and Describe the Scaled Scores 147 Step 6. Report Index-Level Strengths and Weaknesses 148 Step 7. Report Subtest-Level Strengths and Weaknesses 152 Step 8. Evaluate Index-Level Pairwise Comparisons 154 Step 9. Evaluate Subtest- and Process-Level Pairwise Comparisons 157 Step 10. Report Base Rates/Percentile Norms (Longest Span or Sequence, Errors, Process Observations, and Coding Recall) 160 Step 11. Report Qualitative Aspects of Performance 171 Test Yourself 176 Answers 177 References 177

4 xii CONTENTS Five Review of the WISC-V Integrated 179 Ron Dumont and John O. Willis Changes From the WISC-IV Integrated to the WISC-V Integrated 180 Subtests that were Eliminated 181 New Subtests 181 Administration Changes 182 Special Group Studies 183 Comparison of WISC-V and WISC-V Integrated Scores 186 Miscellaneous Comments 186 Standardization 189 Reliability 189 Validity 189 Administration 190 Conclusion 193 Test Yourself 193 Answers 195 References 195 Six Clinical Applications 197 Use of the WISC-V Integrated with Common School-Age Referral Questions 197 Children with Intellectual Giftedness 198 Children with Intellectual Disability 204 Children with Specific Learning Disorder in Reading 207 Children with Specific Learning Disorder in Math 208 Children with Attention-Deficit/Hyperactivity Disorder 209 Children with Traumatic Brain Injury 211 Children with Language Disorder Expressive and Language Disorder Receptive and Expressive 212 Children with Autism Spectrum Disorders 216 Summary of Special Group Performance 219 Test Yourself 220 Answers 222 References 222

5 CONTENTS xiii Seven Illustrative Case Reports 225 Case Report: Jillian R.: Attention-Deficit/Hyperactivity Disorder 226 Referral Questions and Answers 227 Answers to Referral Questions 227 Evaluation Methods and Procedures 229 Current Symptoms 230 Background and History 231 Mental Status and Behavioral Observations 233 Test Results and Interpretation 235 Summary and Diagnostic Impressions 241 Recommendations 242 Appendix: Test Data 245 Wechsler Intelligence Scale for Children Fifth Edition (WISC-V) and WISC-V Integrated 245 Case Report: Dennis E.: Specific Learning Disorder in Mathematics 254 Referral Questions and Answers 255 Answers to Referral Questions 255 History of Presenting Problem 256 Mental Status and Behavioral Observations 257 Test Results and Interpretation 257 Summary and Diagnostic Impressions 261 Recommendations 262 Appendix: Test Data 263 Wechsler Intelligence Scale for Children Fifth Edition (WISC-V) and WISC-V Integrated 263 Test Yourself 267 Answers 268 About the Author 269 Contributors 271 Index 273

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7 Index Page numbers in italics refer to illustrations. A Ability-achievement discrepancy, learning disorder in mathematics with, 265 Ability-achievement discrepancy analysis, Q-global, , 118 Administration. See Test administration Alfonso, V. C., 140, 142, 147 Arithmetic process approach (ARP), 11, 13, 16 average reliability coefficients of, 27, 28 behavioral observations for, common errors in administration of, 82 discontinue rules for, 49 domain membership for, 42 gloadingswith, 29 mean performance of language disorder sample on, 185 mean scores of intellectual disability children in, 205 mean scores of intellectual gifted children in, 202 mean scores of language disorder children in, 213 mean scores of learning disorder in math children in, 208 mean subtest effect sizes for clinical samples in, 186 pairwise comparisons with arithmetic and, pairwise comparisons with written arithmetic and, 165 reverse rules for, 48 scoring for, 95, start point for, 46 test administration for, 67 68, timing rules for, 51 Attention-deficit/hyperactivity disorder applications of WISC-V Integrated for children with, 209, 210 associative memory with, associative verbal fluency with, 237 attention and executive functioning with, 240 available support systems for, 233 background on, , behavioral functioning with, 240 behavioral observations on, , CELF-5 scores for, 250 cognitive functioning with, 236 cognitive speed with, 239 composite score summary with, 246, 247 coping mechanisms for, 233 counseling for, 243 current symptoms with, COPYRIGHTED MATERIAL 273

8 274 INDEX CVLT-C scores for, 250 diagnostic impressions with, 241, emotional functioning with, 240 evaluation procedures for, 229, family history with, 232 general verbal knowledge with, history for, , history of presenting problems with, 232 home with, 243 identifying and demographic information for, 226, 226 intellectual ability with, 236 interpretation of, 235, 235 KTEA-3 Form A for, 248 language with, 236 learning with, 238 listening comprehension with, 237 longest span scores for, 248 long-term auditory memory with, 239 long-term visual memory with, 239 mean scores of children with, 210 medical and developmental history with, medication for, 242 memory with, 238 mental status with, , NEPSY-II scores for, patient s strengths with, 233 physical exercise for, 242 problem-solving with, 238 processing speed with, 239 psychotherapy for, 243 rapid automatic naming with, 239 reasoning with, 238 recommendations for, 241, 242 referral questions and answers for, , 228 school with, short-term auditory memory with, 239 short-term visual memory with, 239 social perception with, 240 social skills with, 240 speech with, 236 test data with, 245, , 250, test results with, 235, 235 verbal comprehension with, visual spatial processing with, 237 WISC-V Integrated coding recall scores for, 248 working memory with, 238 Auditory working memory index mean composite scores for, 201 mean scores of disorder children in, 210 mean scores of autism spectrum disorders children in, 218 mean scores of traumatic brain injury children in, 211 mean subtest effect sizes for, 188 primary index scores alternatives with, 144 WISC-V Integrated subtest score groups correlations with, 24 Autism spectrum disorder children, , B Block design multiple choice (BDMC), 11, 12, 16 disorder with, 245

9 INDEX 275 average reliability coefficients of, 27 behavioral observations for, 64 common errors in administration of, 82 discontinue rules for, 49 domain membership for, 42 gloadingswith, 29 learning disorder in mathematics with, 263 mean performance of language disorder sample on, 185 mean scores of autism spectrum disorders children in, 217 mean scores of language disorder children in, 213 mean scores of learning disorder in reading children in, 207 mean subtest effect sizes for clinical samples in, 186 pairwise comparisons with block design and, 163 pairwise comparisons with block design no time bonus and, 163 reverse rules for, 48 scoring for, 94, 94, 95 start point for, 46 test administration for, 63, 64 timing rules for, 51 Block design no time bonus, pairwise comparisons with BDMC and, 163 Block design process approach, subtest eliminated in WISC-V Integrated, 181 Boston Naming Test (BNT), 6 Boston naming test (Kaplan, E., Goodglass, H., & Weintraub, S. 1983), 6 Boston process approach, 5 C CAA. See Cancellation abstract California Verbal Learning Test-Children s Version (CVLT-C), 6 disorder evaluation with, 229 disorder with, 250 California Verbal Learning Test-Children s Version (Delis, Kramer, Kaplan, and Ober 2000), 6 California Verbal Learning Test Second Edition (CVLT-II), 6 California Verbal Learning Test Second Edition (Delis, Kramer, Kaplan, and Ober 2000), 6 Cancellation abstract (CAA), 14, 18 average reliability coefficients of, 27 discontinue rules for, 49 domain membership for, 42 gloadingswith, 29 mean performance of language disorder sample on, 185 mean scores of disorder children in, 210 mean scores of autism spectrum disorders children in, 217 mean scores of intellectual disability children in, 205 mean scores of intellectual gifted children in, 202 mean scores of language disorder children in, 213 mean scores of learning disorder in math children in, 208 mean scores of learning disorder in reading children in, 207

10 276 INDEX Cancellation abstract (CAA), (continued) mean subtest effect sizes for clinical samples in, 186 new subtests on WISC-V Integrated, 182 pairwise comparisons with cancellation and, 168 reverse rules for, 48 scoring for, 99, 105 start point for, 47 test administration for, 79 80, testing caution for, timing rules for, 51 Cancellation abstract structured, 168 Cancellation random abstract, 168 Case reports disorder, , 228, 229, , 241, specific learning disorder in mathematics, , Cattell-Horn-Carroll (CHC) framework, 2 CDC. See Coding copy CDR. See Coding recall CELF-5. See Clinical Evaluation of Language Functioning Fifth Edition CHC framework. See Cattell-Horn-Carroll framework Clinical applications children with disorder, 209, 210 children with autism spectrum disorders, , children with intellectual disability, , 205, 206 children with language disorder, , , 215, 216 children with specific learning disorder in math, 208, children with specific learning disorder in reading, 207, children with traumatic brain injury, 211, school-age referral questions, , special group studies on clinical utility with, Clinical Evaluation of Language Functioning Fifth Edition (CELF-5) disorder evaluation with, 229 disorder with, 250 Coalson, D. L., 148 Coding copy (CDC), 11, 14, 18 disorder with, 246 average reliability coefficients of, 27 behavioral observations for, 79 common errors in administration of, 83 discontinue rules for, 49 domain membership for, 42 gloadingswith, 29 mean performance of language disorder sample on, 185 mean scores of disorder children in, 210 mean scores of intellectual disability children in, 205 mean scores of intellectual gifted children in, 202

11 INDEX 277 mean scores of learning disorder in reading children in, 207 mean scores of traumatic brain injury children in, 211 mean subtest effect sizes for clinical samples in, 186 pairwise comparisons with coding and, reverse rules for, 48 scoring for, 99, , start point for, 47 test administration for, 77 78, testing caution for, 78 timing rules for, 51 Coding recall (CDR), 11, 13, 17 behavioral observations for, common errors in administration of, 83 cued digit, 171 cued symbol, 171 discontinue rules for, 49 domain membership for, 42 free symbol, 171 interpretive strategies with, pairing, 171 reverse rules for, 48 scores, 107, 108 scoring for, 99, 100, start point for, 47 test administration for, 75 76, 76 77, 190 timing rules for, 51 Cognitive assessment, process approach to, 3 5 COMC. See Comprehension multiple choice Comparison score, full scale IQ with, , 149 Composite scores. See also Essentials composite scores; Global composite scores interpretation with global, , 135 scoring with, 107, 112, selection of, , 147 WISC-V Integrated, 19, 19 Comprehension multiple choice (COMC), 12, disorder with, 245 average reliability coefficients of, 27 behavioral observations for, discontinue rules for, 49 domain membership for, 42 gloadingswith, 29 mean performance of language disorder sample on, 185 mean scores of disorder children in, 210 mean scores of autism spectrum disorders children in, 217 mean scores of intellectual disability children in, 205 mean scores of intellectual gifted children in, 202 mean scores of learning disorder in math children in, 208 mean subtest effect sizes for clinical samples in, 186 pairwise comparisons with comprehension and, reverse rules for, 48 scoring for, 92, 94 start point for, 46 test administration for, 61 62, 62 63

12 278 INDEX Comprehension multiple choice (COMC), (continued) timing rules for, 51 Comprehension multiple choice subtest, 10 CVLT-C. See California Verbal Learning Test-Children s Version CVLT-II. See California Verbal Learning Test Second Edition D Deaf and hearing impairment children, test administration for, 44 Delis, D., 179 Delis-Kaplan Executive Function System (D-KEFS), 7 Delis Kaplan Executive Function System (Delis, Kaplan, and Kramer 2001), 7 Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5; American Psychiatric Association, 2013), 197, 209, 214, 218 Digit span backward, 167 forward, 166 pairwise comparisons with sentence recall and, 166 Discontinue rules, 47 49, 49 D-KEFS. See Delis-Kaplan Executive Function System Don t know test response, 170 DSM-5, Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition Dumont, Ron, 148, 179 E EAWMI. See Expanded auditory working memory index Elithorn mazes, subtest eliminated in WISC-V Integrated, 181 EPSI. See Expanded processing speed index Error analysis, learning disorder in mathematics with, 265 Error scores, interpretive strategies with, 169 Essentials composite scores, 21, expanded measures of, , 126 intelligent composite score alternates with, 143, 147 new, , 124, 125, 126, 130, nonexpressive, , 130 nonmotor, , pairwise comparisons of various, , reliability coefficients of, 124 selection of, 147 standard errors of measurement of, 125 subtest composition of, 126, 130, Essentials of assessment report writing (Lichtenberger, E. O., Mather, N., Kaufman, N. L., & Kaufman, A. S. 2004), 268 Essentials of WISC-IV Assessment (Flanagan & Kaufman, 2009), 29, 117 Essentials of WISC-V Assessment (Flanagan & Alfonso, 2017), 129, 133, 137, 138, 147 Essentials of WPPSI-IV Assessment (S. E. Raiford & D. L. Coalson), 54, 268 EVSI. See Expanded visual spatial index

13 INDEX 279 EWMI. See Expanded working memory index Expanded auditory working memory index (EAWMI), 128 appropriate use examples for, 146 mean composite scores for, 201 mean scores of autism spectrum disorders children in, 218 mean scores of intellectual disability children in, 205 mean scores of intellectual gifted children in, 202 mean scores of language disorder children in, 214 mean scores of learning disorder in math children in, 208 mean scores of learning disorder in reading children in, 207 reliability coefficients of, 124 standard errors of measurement of, 125 subtest composition of, 126 Expanded fluid index, appropriate use examples for, 146 Expanded index scores alternatives to, interpretive strategies with, 143, Expanded Index Scores (WISC-V Technical Report No. 1) (Raiford et al., 2015), 145, 146 Expanded processing speed index (EPSI), appropriate use examples for, 146 mean composite scores for, 201 mean scores of autism spectrum disorders children in, 218 mean scores of intellectual disability children in, 205 mean scores of intellectual gifted children in, 202 mean scores of language disorder children in, 213 mean scores of learning disorder in math children in, 208 mean scores of traumatic brain injury children in, 211 reliability coefficients of, 124 standard errors of measurement of, 125 subtest composition of, 126 Expanded visual spatial index (EVSI), appropriate use examples for, 145 mean composite scores for, 200 mean scores of autism spectrum disorders children in, 217 mean scores of language disorder children in, 213 mean scores of learning disorder in math children in, 208 mean scores of learning disorder in reading children in, 207 reliability coefficients of, 124 standard errors of measurement of, 125 subtest composition of, 126 Expanded working memory index (EWMI), 128 appropriate use examples for, 146 mean composite scores for, 201 mean scores of disorder children in, 210 mean scores of autism spectrum disorders children in, 218 mean scores of language disorder children in, 214 mean scores of traumatic brain injury children in, 211

14 280 INDEX Expanded working memory index (EWMI), (continued) reliability coefficients of, 124 standard errors of measurement of, 125 subtest composition of, 126 F Fein, D., 179 Figure weights process approach (FWP), 13, 16 average reliability coefficients of, 27, 28 behavioral observations for, common errors in administration of, 82 discontinue rules for, 49 domain membership for, 42 gloadingswith, 29 mean performance of language disorder sample on, 185 mean scores of autism spectrum disorders children in, 217 mean scores of traumatic brain injury children in, 211 mean subtest effect sizes for clinical samples in, 186 new subtests on WISC-V Integrated, pairwise comparisons with figure weights and, reverse rules for, 48 scoring for, 96 start point for, 46 test administration for, 64 66, timing rules for, 51 Flanagan, D. P., 140, 142, 147 Fluid reasoning disorder with, 245, 246 learning disorder in mathematics with, 263 WISC-V index score correlations with, 24 WISC-V score group correlations with, 26 Fluid reasoning domain interpretive strategies with, , 174 mean performance of language disorder sample on, 185 mean subtest effect sizes for clinical samples in, 186 WISC-V test structure with, 20 Fluid reasoning index discrepancies between global composite score and, 151, 152 WISC-V Integrated subtest score groups correlations with, 24 Fluid reasoning subtests common errors in administration of, 82 scoring for, 94 95, 95, test administration for, 64 70, 66 67, 68 69, 70 Full scale IQ alternate global composite scores correlated with, 150 alternatives to, 136 classification accuracy for intellectual disability children with, 206 classification accuracy for intellectual gifted children with, 204 comparison score with, , 149 as default global score, learning disorder in mathematics with, 265

15 INDEX 281 mean scores of disorder children in, 210 mean scores of autism spectrum disorders children in, 217 mean scores of intellectual disability children in, 205 mean scores of intellectual gifted children in, 202 mean scores of language disorder children in, 213 nonexpressive full scale score pairwise comparisons with, 155 nonmotor full scale score pairwise comparisons with, 155 overall ability indicated by, 149 potentially appropriate use with, 135 WISC-V Integrated with, 179 FWP. See Figure weights process approach G g. See General intelligence General ability index (GAI), 131 classification accuracy for intellectual disability children with, 206 classification accuracy for intellectual gifted children with, 204 full scale IQ correlated with, 150 interpretive strategies with, , 141 mean composite scores for, 199 mean scores of disorder children in, 210 mean scores of autism spectrum disorders children in, 217 mean scores of intellectual disability children in, 205 mean scores of intellectual gifted children in, 202 mean scores of traumatic brain injury children in, 211 nonmotor general ability index pairwise comparisons with, 155 overall ability indicated by, 149 potentially appropriate use with, 135 General intelligence (g), 28 strength as measures of, 29 variance attributed to, 29 General verbal information index, NECI pairwise comparisons with, 157 Global composite scores classification accuracy for intellectual disability children, 206 classification accuracy for intellectual gifted children, 204 discrepancies between various index scores and, 151, 152 essentials, 142 full scale IQ alternatives correlated with, 150 full scale IQ with, interpretation with, , 135, 142 overall ability indicated by, 149 selection from published test of, 142 I Index-level pairwise comparisons, 154, Index-level strengths and weaknesses report, , 149, 150, 151, 152 Information multiple choice (INMC), 10, 12, 15

16 282 INDEX Information multiple choice (INMC), (continued) average reliability coefficients of, 27 behavioral observations for, discontinue rules for, 49 domain membership for, 42 gloadingswith, 29 mean performance of language disorder sample on, 185 mean scores of autism spectrum disorders children in, 217 mean subtest effect sizes for clinical samples in, 186 pairwise comparisons with information and, 162 reverse rules for, 48 scoring for, 92, 93 start point for, 46 test administration for, 59 60, timing rules for, 51 INMC. See Information multiple choice Intellectual disability children, , 205, 206 Intellectual gifted children, classification accuracy of global composite scores in, 204 highest and lowest mean scores of, 202 Intelligent Testing methods, 5 Intelligent Testing With the WISC-R (Kaufman 1979), 4 Intelligent Testing With the WISC-V (Kaufman et al., 2016), 129, 133, 138, 143, 145, 146, 150, 151, 152, 153, 268 Interpretation disorder with, 235, 235 global composite scores with, , 135, 142 learning disorder in mathematics with, new Essentials composite scores for, , 124, 125, 126, 130, scaled scores with, WISC-V Integrated, Interpretive strategies, base rates/percentile norms report as, , coding recall with, composite score report as, 147 composite score selection as, , 144, error scores with, 169 expanded index scores with, 143, five principles of, 134 fluid reasoning domain with, , 174 general ability index with, , 141 global composite score report as, 142 global performance examination as, , 135 index-level pairwise comparisons as, 154, index-level strengths and weaknesses report as, , 149, 150, 151, 152 longest span and sequence scores with, 169 nonexpressive fluid-crystallized index with, nonexpressive full scale score with, 136 nonmotor full scale score with,

17 INDEX 283 nonmotor nonverbal index with, 140 nonverbal index with, , practical considerations with, 133 primary index scores with, 143, 144 processing speed domain with, process observations with, qualitative aspects of performance report as, , , 174 scaled scores report as, subtest- and process-level pairwise comparisons as, , subtest-level strengths and weaknesses report as, , 153 verbal comprehension domain with, , verbal spatial domain with, 173 working memory domain with, 175 Item scores, 106 K Kaplan, Edith, 5, 179, 181 Kaplan-Baycrest Neurocognitive Assessment, 7 Kaplan-Baycrest Neurocognitive Assessment (Leach, Kaplan, Rewilak, Richards, and Proulx 2000), 7 Kaufman, A. S, 4, 28, 125, 127, 140, 147, 149, 150, 153 Kaufman Test of Educational Achievement, Third Edition (KTEA-3), 117 disorder evaluation with, 229 disorder with, 248 learning disorder in mathematics data from, WISC-V Integrated correlations with, 189 Kuentzel, J. G., 109 L Language disorder children, , , 215, 216 Learning disorder in mathematics ability-achievement discrepancy with, 265 academic history with, 257 achievement skills with, 260 applications of WISC-V Integrated for children with, 208, associative memory with, 260 behavioral observations on, 257 cognitive functioning with, 258 cognitive speed with, 260 coping mechanisms for, 257 demographic information in, 254 diagnostic impressions with, error analysis with, 265 family history with, history of presenting problems with, 256 identifying information for, 254 intellectual ability with, 258 interpretation of, KTEA-3 data on, language with, 258 learning with, 259 math computation with, 261 math fluency with, 261 math problem-solving with, 261

18 284 INDEX Learning disorder in mathematics (continued) math skills with, 260 mean scores of children with, 208 medical and developmental history with, 257 memory with, 259 mental status with, 257 patient s strengths with, 257 problem-solving with, 259 processing speed with, 260 process observations with, 264 rapid automatic naming with, 260 reasoning with, 259 recommendations for, referral questions and answers for, support systems available for, 257 test data with, 263, test results with, verbal comprehension with, 258 visual spatial processing with, WISC-V Integrated data on, working memory with, 259 Learning disorder in reading children, 207, Letter-number sequencing, pairwise comparisons with sentence recall and, 166 Letter-number sequencing process approach, subtest eliminated in WISC-V Integrated, 181 Letter span, subtest eliminated in WISC-V Integrated, 181 Lichtenberger, E. O., 4, 28 Longest span and sequence scores, interpretive strategies with, 169 Longest span scores, 107, 108 disorder with, 248 M Morris, R., 179 Multiple Choice Verbal Comprehension Index (MCVCI), 2, 19 average reliability coefficients of, 27, 28 common errors in administration of, discrepancies between global composite score and, 151, 152 mean composite scores for, 200 mean scores of language disorder children in, 214 mean subtest effect sizes for, 188, 188 primary index scores alternatives with, 144 WISC-V Integrated subtest score groups correlations with, 24 N Naming speed disorder with, 246 learning disorder in mathematics with, 264, 265 NECI. See Nonexpressive expanded crystallized index NEFSS. See Nonexpressive full scale score NEGc-K0. See Nonexpressive general verbal information NEGf-Gc. See Nonexpressive Fluid-Crystallized Index NEPSY, disorder evaluation with, 229 NEPSY-II scores, disorder with,

19 INDEX 285 NMFSS. See Nonmotor full scale score NMGAI. See Nonmotor general ability index NMNVI. See Nonmotor nonverbal index NMVSI. See Nonmotor visual spatial index Nonexpressive composite scores, , 130 Nonexpressive crystallized index, mean scores of language disorder children in, 214 Nonexpressive expanded crystallized index (NECI), 127 appropriate use examples for, 145 general verbal information index pairwise comparisons with, 157 mean composite scores for, 200 nonverbal index pairwise comparisons with, 156 reliability coefficients of, 124 standard errors of measurement of, 125 subtest composition of, 130 verbal index pairwise comparisons with, 157 Nonexpressive Fluid-Crystallized Index (NEGf-Gc), 129 full scale IQ correlated with, 150 interpretive strategies with, overall ability indicated by, 149 potentially appropriate use with, 135 reliability coefficients of, 124 standard errors of measurement of, 125 subtest composition of, 130 Nonexpressive full scale score (NEFSS), classification accuracy for intellectual disability children with, 206 classification accuracy for intellectual gifted children with, 204 full scale IQ correlated with, 150 full scale IQ pairwise comparisons with, 155 interpretive strategies with, 136 mean composite scores for, 199 mean scores of disorder children in, 210 mean scores of autism spectrum disorders children in, 217 mean scores of intellectual disability children in, 205 mean scores of intellectual gifted children in, 202 mean scores of language disorder children in, 213 mean scores of traumatic brain injury children in, 211 overall ability indicated by, 149 potentially appropriate use with, 135 reliability coefficients of, 124 standard errors of measurement of, 125 subtest composition of, 130 Nonexpressive general verbal information (NEGc-K0), 129 reliability coefficients of, 124 standard errors of measurement of, 125 subtest composition of, 130 Nonexpressive verbal index, subtest composition of, 126 Nonmotor composite scores, ,

20 286 INDEX Nonmotor full scale score (NMFSS), classification accuracy for intellectual disability children with, 206 classification accuracy for intellectual gifted children with, 204 full scale IQ correlated with, 150 full scale IQ pairwise comparisons with, 155 interpretive strategies with, mean composite scores for, 199 mean scores of disorder children in, 210 mean scores of autism spectrum disorders children in, 217 overall ability indicated by, 149 potentially appropriate use with, 135 reliability coefficients of, 124 subtest composition of, 133 Nonmotor general ability index (NMGAI), 131 classification accuracy for intellectual disability children with, 206 classification accuracy for intellectual gifted children with, 204 full scale IQ correlated with, 150 general ability index pairwise comparisons with, 155 mean composite scores for, 199 mean scores of disorder children in, 210 mean scores of autism spectrum disorders children in, 217 mean scores of intellectual disability children in, 205 mean scores of intellectual gifted children in, 202 mean scores of language disorder children in, 213 nonmotor general ability index pairwise comparisons with, 156 overall ability indicated by, 149 potentially appropriate use with, 135 reliability coefficients of, 124 standard errors of measurement of, 125 subtest composition of, 132 Nonmotor nonverbal index (NMNVI), 131 classification accuracy for intellectual disability children with, 206 classification accuracy for intellectual gifted children with, 204 full scale IQ correlated with, 150 interpretive strategies with, 140 mean composite scores for, 199 mean scores of autism spectrum disorders children in, 217 mean scores of intellectual disability children in, 205 mean scores of intellectual gifted children in, 202 mean scores of language disorder children in, 213 nonverbal index pairwise comparisons with, 156 overall ability indicated by, 149 potentially appropriate use with, 135 reliability coefficients of, 124

21 INDEX 287 standard errors of measurement of, 125 subtest composition of, 132 Nonmotor visual spatial index (NMVSI), 131 discrepancies between global composite score and, 151, 152 mean composite scores for, 200 mean scores of disorder children in, 210 mean scores of autism spectrum disorders children in, 217 mean scores of language disorder children in, 213 mean scores of learning disorder in math children in, 208 mean scores of learning disorder in reading children in, 207 primary index scores alternatives with, 144 reliability coefficients of, 124 standard errors of measurement of, 125 subtest composition of, 132 Nonverbal index alternatives to, 140 classification accuracy for intellectual disability children with, 206 classification accuracy for intellectual gifted children with, 204 full scale IQ correlated with, 150 interpretive strategies with, , mean composite scores for, 199 mean scores of disorder children in, 210 mean scores of autism spectrum disorders children in, 217 mean scores of intellectual disability children in, 205 mean scores of intellectual gifted children in, 202 mean scores of language disorder children in, 213 NECI pairwise comparisons with, 156 nonmotor nonverbal index pairwise comparisons with, 156 overall ability indicated by, 149 verbal index pairwise comparisons with, 156 P Pattern of strengths and weaknesses (PSW) analysis, Q-global, , 118 Pearson s online administration and scoring platform, 65, 113, 125 Picture vocabulary multiple choice (PVMC), 10, 12, 15 average reliability coefficients of, 27 behavioral observations for, 59 discontinue rules for, 49 domain membership for, 42 gloadingswith, 29 mean performance of language disorder sample on, 185 mean scores of disorder children in, 210 mean scores of intellectual disability children in, 205 mean scores of intellectual gifted children in, 202 mean scores of learning disorder in reading children in, 207 mean scores of traumatic brain injury children in, 211

22 288 INDEX Picture vocabulary multiple choice (PVMC), (continued) mean subtest effect sizes for clinical samples in, 186 pairwise comparisons with VCMC and, 162 pairwise comparisons with vocabulary and, reverse rules for, 48 scoring for, 92, 93 start point for, 46 test administration for, 58, 59 timing rules for, 51 Primary index scores alternatives to, 144 interpretive strategies with, 143, 144 Process approach to cognitive assessment, historical perspectives on, 3 5 Processing speed disorder with, 246 learning disorder in mathematics with, 264 WISC-V index score correlations with, 24 WISC-V score group correlations with, 26 Processing speed domain interpretive strategies with, mean performance of language disorder sample on, 185 mean subtest effect sizes for clinical samples in, 186 WISC-V test structure with, 20 Processing speed index. See also Expanded processing speed index discrepancies between global composite score and, 151, 152 mean composite scores for, 201 mean scores of autism spectrum disorders children in, 218 mean scores of intellectual disability children in, 205 mean scores of intellectual gifted children in, 202 mean scores of language disorder children in, 213 mean scores of learning disorder in math children in, 208 WISC-V Integrated subtest score groups correlations with, 24 Processing speed subtests common errors in administration of, 83 scoring for, , test administration for, 75 80, 76 77, 78 79, PSW analysis. See Pattern of strengths and weaknesses analysis Psychoeducational reports that matter: Aconsumer-responsive approach (Lichtenstein, R. 2013), 268 Psychological evaluation report sections, PVMC. See Picture vocabulary multiple choice Q Q-global ability-achievement discrepancy analysis from, , 118 demographics entry pages from, 113 index level pairwise comparisons from, 116, 117 index score summary from, 116 PSW analysis from, , 118 subtest level pairwise comparisons from, 118

23 INDEX 289 subtest-level score summary from, 115 total raw score entry page from, 114 WISC-V Integrated score report for, 113, , 114, 115, 116, 117 Quantitative reasoning index, WISC-V Integrated subtest score groups correlations with, 24 R Raiford, Susan Engi, 127, 226, 245, 254, 263 Raw scores, , 108 Recording abbreviations, Repetition test response, 170 Reverse rules, 47, 48 Rimm, S., 198 Rowe, E. W., 198 S Sattler, J. M., 148 Scaled scores interpretation with, scoring process with sums of, 111, , 112 scoring with, 106, , 110 Scoring arithmetic process approach subtest, 95, block design multiple choice subtest, 94, 94, 95 cancellation abstract subtest, 99, 105 coding copy, 99, , coding recall scores in, 107, 108 coding recall subtest, 99, 100, composite scores in, 107 comprehension multiple choice subtest, 92, 94 figure weights process approach subtest, 96 fluid reasoning subtests, 94 95, 95, frequently asked questions on, 119, information multiple choice subtest, 92, 93 item scores in, 106 longest span scores in, 107, 108 obtaining composite scores in process of, 112, obtaining scaled scores in process of, , 110 obtaining sums of scaled scores in process of, 111, , 112 obtaining total raw scores in process of, , 109 picture vocabulary multiple choice subtest, 92, 93 processing speed subtests, , Q-global for obtaining score report, 113, , 114, 115, 116, 117 raw scores in, , 108 scaled scores in, 106 sentence recall error score in, sentence recall subtest, 99 similarities multiple choice subtest, spatial span subtest, standard scores in, step-by-step process for, , 109, 110, 111, 112 substitution in process of, 111 subtests, , 92 94, 95, 96 97, 98 99, total raw score in, 106

24 290 INDEX Scoring (continued) types of, , 108 verbal comprehension subtests, 91, visual spatial subtest, 94, 94, 95 vocabulary multiple choice subtest, 92, 93 WISC-V Integrated, working memory subtests, 97, written arithmetic subtest, 95, 97 Self-corrections test response, 170 Sentence recall (SR), 13, 17 average reliability coefficients of, 27 behavioral observations for, 74 common errors in administration of, 83 discontinue rules for, 49 domain membership for, 42 mean performance of language disorder sample on, 185 mean scores of disorder children in, 210 mean scores of autism spectrum disorders children in, 217 mean scores of intellectual disability children in, 205 mean scores of intellectual gifted children in, 202 mean scores of language disorder children in, 213 mean scores of learning disorder in math children in, 208 mean scores of traumatic brain injury children in, 211 mean subtest effect sizes for clinical samples in, 186 new subtests on WISC-V Integrated, 182 pairwise comparisons with digit span and, 166 pairwise comparisons with letter-number sequencing and, 166 reverse rules for, 48 scoring for, 99 start point for, 47 test administration for, 73, 74 timing rules for, 51 Sentence recall error score, Set relations, g loadings with, 29 Shared-Abilities Analysis, 5 Similarities multiple choice (SIMC), 12, 14 average reliability coefficients of, 27 behavioral observations for, 56 discontinue rules for, 49 domain membership for, 42 gloadingswith, 29 mean performance of language disorder sample on, 185 mean scores of language disorder children in, 213 mean subtest effect sizes for clinical samples in, 186 pairwise comparisons with similarities and, 161 reverse rules for, 48 scoring for, start point for, 46 test administration for, 54 55, 55, 56 timing rules for, 51 Similarities multiple choice subtest, 10 Spatial span (SSP), 13, 17 disorder with, 246 average reliability coefficients of, 27

25 INDEX 291 behavioral observations for, 72 common errors in administration of, discontinue rules for, 49 domain membership for, 42 gloadingswith, 29 mean performance of language disorder sample on, 185 mean scores of disorder children in, 210 mean scores of autism spectrum disorders children in, 217 mean scores of language disorder children in, 213 mean subtest effect sizes for clinical samples in, 186 reverse rules for, 48 scoring for, start point for, 47 test administration for, 70 71, 72, 73 timing rules for, 51 Spatial span backward, 167 Spatial span forward, 166 Spatial span subtest, 11 Special group studies WISC-V Integrated clinical utility with, WISC-V Integrated validity studies with, , 185 Special needs children, test administration for, SR. See Sentence recall SSP. See Spatial span Standard scores, Standards for Educational and Psychological Testing (Standards; American Educational Research Association, American Psychological Association, & National Council on Measurement in Education, 2014), 43 Subtest- and process-level pairwise comparisons, , Subtest-level strengths and weaknesses report, , 153 Subtests. See also specific Subtest constructs and abilities for, score types, subtest abbreviations and descriptions for WISC-V, WISC-V dropped, 9 10 WISC-V Integrated, 9 18, WISC-V new, 9 WISC-V retained, 10, Subvocalization test response, 170 Symbol translation disorder with, 246 index, discrepancies between global composite score and, 151, 152 learning disorder in mathematics with, 264 T Test administration arithmetic process approach subtest, 67 68, block design multiple choice subtest, 63, 64 boredom in, 41 cancellation abstract subtest, 79 80, cautions with, 38 coding copy subtest, 77 78, coding recall subtest, 75 76, 76 77, 190 comprehension multiple choice subtest, 61 62, 62 63

26 292 INDEX Test administration (continued) deaf and hearing impairment children in, 44 demonstration items in, discontinue rules in, 47 49, 49 establishing and maintaining rapport in, fairness in, feedback in, figure weights process approach subtest, 64 66, fluid reasoning subtests, 64 70, 66 67, 68 69, 70 frequently asked questions about, 84, important reasons for intelligent, 35 information multiple choice subtest, 59 60, language difficulties children in, 44 limited motor skills children in, 44 materials for, 37 39, 38 materials not in test kit needed for, 38 physical environment for, 39 picture vocabulary multiple choice subtest, 58, 59 processing speed subtests, 75 80, 76 77, 78 79, prompts in, 52 queries in, 52, 53 recording of responses in, 53 54, repetitions in, reverse rules in, 47, 48 sample items in, sentence recall subtest, 73, 74 similarities multiple choice subtest, 54 55, 55, 56 spatial span subtest, 70 71, 72, 73 special needs children in, start point in, 45 47, subtest order in, 41 42, 42 subtest selection in, teaching items in, timing in, 50, 51 types of errors with, 36, verbal comprehension subtests, 54 62, 55, 56, 57 58, 59, 60 61, visual impairment children in, 45 visual spatial subtest, 63, 64 vocabulary multiple choice subtest, 56 57, WISC-V Integrated, 35 86, working memory subtests, 70 71, 72, 73, 74 written arithmetic subtest, 69 70, 70 Test materials, 37 39, 38 Total raw score, 106 Traumatic brain injury children, 211, V VCMC. See Vocabulary multiple choice Verbal comprehension disorder with, 245, 246 learning disorder in mathematics with, 263 WISC-V index score correlations with, 24 WISC-V score group correlations with, 26 Verbal Comprehension and Fluid Reasoning domains (Kaufman et al., 2016; Raiford et al., 2015), 127 Verbal comprehension domain interpretive strategies with, ,

27 INDEX 293 mean performance of language disorder sample on, 185 mean subtest effect sizes for clinical samples in, 186 WISC-V test structure with, 20 Verbal comprehension index. See also Multiple Choice Verbal Comprehension Index discrepancies between global composite score and, 151, 152 mean composite scores for, 200 mean scores of disorder children in, 210 mean scores of autism spectrum disorders children in, 217 mean scores of intellectual disability children in, 205 mean scores of intellectual gifted children in, 202 mean scores of learning disorder in math children in, 208 mean scores of learning disorder in reading children in, 207 mean scores of traumatic brain injury children in, 211 Verbal comprehension subtests, 2 scoring for, 91, test administration for, 54 62, 55, 56, 57 58, 59, 60 61, Verbal Expanded Crystallized Index and the Expanded Fluid Index (Kaufman, Raiford, & Coalson, 2016; Raiford, Drozdick, Zhang, & Zhou, 2015), 123 Verbal (expanded crystallized) index appropriate use examples for, 145 mean composite scores for, 200 mean scores of disorder children in, 210 mean scores of autism spectrum disorders children in, 217 mean scores of intellectual disability children in, 205 mean scores of intellectual gifted children in, 202 mean scores of traumatic brain injury children in, 211 NECI pairwise comparisons with, 157 nonverbal index pairwise comparisons with, 156 Verbal spatial domain, interpretive strategies with, 173 Visual digit span, subtest eliminated in WISC-V Integrated, 181 Visual impairment children, test administration for, 45 Visual spatial domain disorder with, 245, 246 learning disorder in mathematics with, 263 mean performance of language disorder sample on, 185 mean subtest effect sizes for clinical samples in, 186 WISC-V test structure with, 20 Visual spatial index discrepancies between global composite score and, 151, 152 mean composite scores for, 200 mean scores of autism spectrum disorders children in, 217 mean scores of learning disorder in reading children in, 207 mean scores of traumatic brain injury children in, 211 WISC-V Integrated subtest score groups correlations with, 24

28 294 INDEX Visual spatial subtest common errors in administration of, 82 scoring for, 94, 94, 95 test administration for, 63, 64 Visual Working Memory Index (VWMI), 2, 19 average reliability coefficients of, 27, 28 discrepancies between global composite score and, 151, 152 mean composite scores for, 201 mean scores of disorder children in, 210 mean scores of autism spectrum disorders children in, 218 mean scores of intellectual disability children in, 205 mean scores of intellectual gifted children in, 202 mean subtest effect sizes for, 188, 188 primary index scores alternatives with, 144 Vocabulary multiple choice (VCMC), 10, 12, 15 average reliability coefficients of, 27 behavioral observations for, discontinue rules for, 49 domain membership for, 42 gloadingswith, 29 mean performance of language disorder sample on, 185 mean scores of autism spectrum disorders children in, 217 mean scores of language disorder children in, 213 mean scores of traumatic brain injury children in, 211 mean subtest effect sizes for clinical samples in, 186 pairwise comparisons with PVMC and, 162 pairwise comparisons with vocabulary and, 161 reverse rules for, 48 scoring for, 92, 93 start point for, 46 test administration for, 56 57, timing rules for, 51 VWMI. See Visual Working Memory Index W WA. See Written arithmetic Wechsler, David, 4, 181 Wechsler Adult Intelligence Scale Revised as Neuropsychological Instrument (WAIS-R NI), 6 Wechsler Individual Achievement Test Third Edition (WIAT-II), 117 Wechsler Intelligence Scale for Children-Fifth Edition Integrated (WISC-V Integrated), 7 administration changes from WISC-IV Integrated in, administration of, broad key revisions with, 8 changes from WISC-IV Integrated to, common errors in administration of, composite scores for, 19, 19 contradictory directions for Items 5 21 in, 192 detailed key revisions with, 8

29 INDEX 295 development of, 7 19 dropped subtests with, 9 10 frequently asked questions about administration of, 84, integrated scores comparison for, 186 intelligent administration of, interpretation for, IQ score in, 179 key revisions for, 7 8, 8 KTEA-3 correlations with, 189 learning disorder in mathematics data from, mean composite scores for, , 205 mean performance of language disorder sample on, 185 mean subtest effect sizes for clinical samples in, 187 new subtests in, 9, Q-global score report for, 113, , 114, 115, 116, 117 reliability of, 189, 193 retained subtests with, 10, review of, scoring of, special group studies for, , 185 standardization of, 189 subtest abbreviations and descriptions for, subtest administration order for, 41 42, 42 subtest constructs and abilities for, subtest score groups for, 24 subtest score types with, subtests eliminated from WISC-IV Integrated in, 181 subtests for, 9 18, test materials for, 37 39, 38 test structure for, 19 21, 20 validity of, , 193 Wechsler Intelligence Scale for Children Fifth Edition Integrated (WISC-V Integrated; Wechsler & Kaplan, 2015), 1, 6, 7, 20, 30, 49, 113, 114, 115, 116, 117, 118, 120, 179, 229, 245, 256, 263 Wechsler Intelligence Scale for Children-Fourth Edition Integrated (Wechsler et al. 2004), 7 Wechsler Intelligence Scale for Children-Fourth Edition Integrated (WISC-IV Integrated), 7 Wechsler Intelligence Scale for Children-Third Edition as a Process Instrument (Kaplan, Fein, Kramer, Delis, and Morris 1999), 6 Wechsler Intelligence Scale for Children Third Edition as Process Instrument (WISC-III PI), 6 Wechsler Intelligence Scale Revised as a Neuropsychological Instrument (Kaplan, Fein, Morris, and Delis 1991), 179 Werner, Heinz, 3 WIAT-II. See Wechsler Individual Achievement Test Third Edition Willis, John, 179 WISC-IV Integrated. See Wechsler Intelligence Scale for Children-Fourth Edition Integrated