ALAN S. KAUFMAN, PHD, is Clinical Professor at the Child Study Center at the Yale University School of Medicine. SUSAN ENGI RAIFORD, PHD, is a senior research director and manager of the Wechsler Team for Pearson in San Antonio, Texas. DIANE L. COALSON, PHD, is a cognitive assessment expert, research psychologist, author, and clinician.

• Foreword xiAlan S. KaufmanPreface xvAcknowledgments xviiPart I Introduction To Intelligent Testing and The Wisc–V 1Chapter 1 Intelligent Testing 5Part II Administration And Scoring 35Chapter 2 Intelligent Wisc–V Administration: Test Kit Version 37Chapter 3 Wisc–V Scoring: Test Kit Version 91Chapter 4 Wisc–V Digital Administration and Scoring 139Part III Basic Wisc–V Test Interpretation 157Chapter 5 Wisc–V Sex, Ethnic, and Socioeconomic Status (SES) Differences 159Chapter 6 The Creation Of New Risk Scales For School Failure and Juvenile Delinquency: The Child and Adolescent Academic and Behavior Questionnaires 175Jennie Kaufman Singer, Alan S. Kaufman, Susan Engi Raiford, and Diane L. CoalsonChapter 7 Does Wisc–V Scatter Matter? 209Troy Courville, Diane L. Coalson, Alan S. Kaufman, and Susan Engi RaifordChapter 8 Basic Steps For Wisc–V Interpretation 227Part IV Theoretical Frameworks For Wisc–V Interpretation 249Chapter 9 Interpreting The Wisc–V From The Perspective Of Cattell-Horn-Carroll Theory 251Case 1—Liam, age 9: Emotionally Intelligent Testing with the WISC–V and CHC Theory 265W. Joel SchneiderCase 2—Alicia, Age 13: Looking Under the Hood 283Jill Hartmann and John WillisCase 3—Luke, Age 9: A CHC-Based Cross-Battery Assessment Case Report 304Jennifer T. Mascolo and Dawn P. FlanaganChapter 10 Interpreting The Wisc–V From A Cognitive Neuroscience Perspective 331Case 4—Josh, Age 8: A Neurodevelopmental Processing "No Numbers" Approach to Case Report Writing 348Elaine Fletcher-Janzen and Elizabeth PowerCase 5—Tawna, Age 13: Eighth-Grade Girl with ADHD Struggling with Processing Speed, Sustained Attention, and Emotional Functioning 362Michelle Lurie and Elizabeth LichtenbergerCase 6—Tom, Age 8 (Digital Administration): Evaluation of a Twice Exceptional Child: Gifted with Dyslexia and Symptoms of Inattention and Social-Behavioral Issues 372Kristina BreauxChapter 11 Interpreting The Wisc–V From A Neuropsychological Perspective 405Case 7—Jaime, Age 10: A Fourth-Grade Boy on the Autism Spectrum Struggling with Behavioral and Learning Problems 425Jennie Kaufman SingerCase 8—Christopher, Age 11: Phonological Dyslexia in Child with Visual Perceptual Disorder 437Marsha VassermanCase 9—Isabella, Age 13: Teenage Girl with Low Cognitive Ability, ADHD, and Emotional Issues 448Michelle LurieChapter 12 Interpreting The Wisc–V From Dan Miller's Integrated School Uropsychological/Cattell-Horn-Carroll Model 459Daniel C. Miller and Alicia M. JonesCase 10—John, Age 12: A Neuropsychological Case Study Using the WISC–V with a 10-Year-Old Boy with a Suspected Specific Learning Disability in Written Expression 471Daniel C. Miller and Alicia M. JonesChapter 13 Interpreting The Wisc–V Using George Mccloskey's Neuropsychologically Oriented Process Approach To Psychoeducational Evaluations 493George McCloskey, Emily Hartz and Jaime SlonimCase 11—Colin, Age 8: An Eight-Year-Old Boy with Mild Executive Function Difficulties but No Specific Learning Disabilities 497George McCloskeyCase 12—Derek, Age 13: A Teenage Boy Exhibiting Phonological Dyslexia and Executive Function Difficulties 523George McCloskeyChapter 14 Interpreting the Wisc–V for Children with Reading or Language Problems: Five Illustrative Case Reports 549Introduction to the Five Case Reports on Children with Reading or Language Problems 549Diane L. Coalson and Nadeen L. KaufmanConceptual and Clinical Integration of All 17 Case Reports in the Book 550Nadeen L. Kaufman and Diane L. CoalsonCase 13—Ellie, Age 10: Complexity in Diagnosis: Neuropsychological Assessment of a Chinese Adoptee 557Michelle LurieCase 14—Jordan, Age 15: Cognitive Development in a Child Who is Hard of Hearing: Is It More than Just Hearing? 568Marsha VassermanCase 15—Jane, Age 8: Consumer-Responsive Approach to Assessment Reports 578Robert Lichtenstein and Joan AxelrodCase 16—Lizzie, Age 8: Low Cognition, Low Achievement—Still With a Learning Disability 587Carlea Dries and Ron DumontCase 17—Patrick, Age 9: Does My Son Have a Reading Disability?: Application of the WISC–V and WJ IV 600Nancy Mather and Katie EklundPart V Independent Wisc–V Test Reviews 613Chapter 15 Our Wisc–V Review 615Matthew R. Reynolds and Megan B. HadornChapter 16  Review of The Wisc–V 637Ron Dumont and John O. WillisChapter 17 Review of The Wisc–V 645Daniel C. Miller and Ryan J. McGillChapter 18 Independent Wisc–V Test Review: Theoretical and Practical Considerations 663Jack A. NaglieriChapter 19 Some Impressions of, and Questions About, The Wisc–V 669George McCloskeyChapter 20 Review of Thewechsler Intelligence Scale For Children–Fifth Edition: Critique, Commentary, and Independent Analyses 683Gary L. Canivez and Marley W. WatkinsChapter 21 Overview and Integration of The Independent Reviews of Wisc–V 703Part VI Afterword: Alan Kaufman Reflects On David Wechsler and His Legacy 713Dr. Wechsler Remembered, Part I (1992)Dr. Wechsler Remembered, Part II (2015)References 725About the Authors 771About the Contributors 773About the Online Resources 781Author Index 785Subject Index 795

“The authors do an effective job of presenting all aspects and considerations practitioners need when using the WISC-V… Intelligent Testing with the WISC-V is a must read for anyone administering and/or using the WISC-V. This book serves as an administration companion, interpretation guide, reference book, and critical review of the WISC-V.” - Todd L. Chmielewski, PsycCRITIQUES, Vol. 62, No. 26."The book is overflowing with strengths, setting itself apart from other books on the WISC-V for several reasons. The most important one is the truly impressive history, knowledge, and experience the lead author has with the WISC, beginning with the WISC–Revised (WISC-R) and his relationship with David Wechsler. Alan Kaufman’s unique perspective with the history and development of the WISC allows the readers a unique viewpoint in understanding why changes were made or how decisions were decided in the development of the fifth generation of this test. Additional strengths of the text include the broadness of topics covered, application of various theoretical orientations to understanding and interpreting the test, and a summary of critiques by experts in the field. When attempting to developing critical thinking skills, few books provide the plethora of opinions and viewpoints from theoretically dissimilar experts that allows a reader to evaluate the various theories and approaches in a manner like this book does."—review from The Journal of Psychoeducational Assessment  Ronald S. Palomares and Nadine E. Ndip, Texas Woman’s University, Denton, USA. Sage, September 2016.

ALAN S. KAUFMAN, PHD, is Clinical Professor at the Child Study Center at the Yale University School of Medicine. SUSAN ENGI RAIFORD, PHD, is a senior research director and manager of the Wechsler Team for Pearson in San Antonio, Texas. DIANE L. COALSON, PHD, is a cognitive assessment expert, research psychologist, author, and clinician.

• Foreword xiAlan S. KaufmanPreface xvAcknowledgments xviiPart I Introduction To Intelligent Testing and The Wisc–V 1Chapter 1 Intelligent Testing 5Part II Administration And Scoring 35Chapter 2 Intelligent Wisc–V Administration: Test Kit Version 37Chapter 3 Wisc–V Scoring: Test Kit Version 91Chapter 4 Wisc–V Digital Administration and Scoring 139Part III Basic Wisc–V Test Interpretation 157Chapter 5 Wisc–V Sex, Ethnic, and Socioeconomic Status (SES) Differences 159Chapter 6 The Creation Of New Risk Scales For School Failure and Juvenile Delinquency: The Child and Adolescent Academic and Behavior Questionnaires 175Jennie Kaufman Singer, Alan S. Kaufman, Susan Engi Raiford, and Diane L. CoalsonChapter 7 Does Wisc–V Scatter Matter? 209Troy Courville, Diane L. Coalson, Alan S. Kaufman, and Susan Engi RaifordChapter 8 Basic Steps For Wisc–V Interpretation 227Part IV Theoretical Frameworks For Wisc–V Interpretation 249Chapter 9 Interpreting The Wisc–V From The Perspective Of Cattell-Horn-Carroll Theory 251Case 1—Liam, age 9: Emotionally Intelligent Testing with the WISC–V and CHC Theory 265W. Joel SchneiderCase 2—Alicia, Age 13: Looking Under the Hood 283Jill Hartmann and John WillisCase 3—Luke, Age 9: A CHC-Based Cross-Battery Assessment Case Report 304Jennifer T. Mascolo and Dawn P. FlanaganChapter 10 Interpreting The Wisc–V From A Cognitive Neuroscience Perspective 331Case 4—Josh, Age 8: A Neurodevelopmental Processing "No Numbers" Approach to Case Report Writing 348Elaine Fletcher-Janzen and Elizabeth PowerCase 5—Tawna, Age 13: Eighth-Grade Girl with ADHD Struggling with Processing Speed, Sustained Attention, and Emotional Functioning 362Michelle Lurie and Elizabeth LichtenbergerCase 6—Tom, Age 8 (Digital Administration): Evaluation of a Twice Exceptional Child: Gifted with Dyslexia and Symptoms of Inattention and Social-Behavioral Issues 372Kristina BreauxChapter 11 Interpreting The Wisc–V From A Neuropsychological Perspective 405Case 7—Jaime, Age 10: A Fourth-Grade Boy on the Autism Spectrum Struggling with Behavioral and Learning Problems 425Jennie Kaufman SingerCase 8—Christopher, Age 11: Phonological Dyslexia in Child with Visual Perceptual Disorder 437Marsha VassermanCase 9—Isabella, Age 13: Teenage Girl with Low Cognitive Ability, ADHD, and Emotional Issues 448Michelle LurieChapter 12 Interpreting The Wisc–V From Dan Miller's Integrated School Uropsychological/Cattell-Horn-Carroll Model 459Daniel C. Miller and Alicia M. JonesCase 10—John, Age 12: A Neuropsychological Case Study Using the WISC–V with a 10-Year-Old Boy with a Suspected Specific Learning Disability in Written Expression 471Daniel C. Miller and Alicia M. JonesChapter 13 Interpreting The Wisc–V Using George Mccloskey's Neuropsychologically Oriented Process Approach To Psychoeducational Evaluations 493George McCloskey, Emily Hartz and Jaime SlonimCase 11—Colin, Age 8: An Eight-Year-Old Boy with Mild Executive Function Difficulties but No Specific Learning Disabilities 497George McCloskeyCase 12—Derek, Age 13: A Teenage Boy Exhibiting Phonological Dyslexia and Executive Function Difficulties 523George McCloskeyChapter 14 Interpreting the Wisc–V for Children with Reading or Language Problems: Five Illustrative Case Reports 549Introduction to the Five Case Reports on Children with Reading or Language Problems 549Diane L. Coalson and Nadeen L. KaufmanConceptual and Clinical Integration of All 17 Case Reports in the Book 550Nadeen L. Kaufman and Diane L. CoalsonCase 13—Ellie, Age 10: Complexity in Diagnosis: Neuropsychological Assessment of a Chinese Adoptee 557Michelle LurieCase 14—Jordan, Age 15: Cognitive Development in a Child Who is Hard of Hearing: Is It More than Just Hearing? 568Marsha VassermanCase 15—Jane, Age 8: Consumer-Responsive Approach to Assessment Reports 578Robert Lichtenstein and Joan AxelrodCase 16—Lizzie, Age 8: Low Cognition, Low Achievement—Still With a Learning Disability 587Carlea Dries and Ron DumontCase 17—Patrick, Age 9: Does My Son Have a Reading Disability?: Application of the WISC–V and WJ IV 600Nancy Mather and Katie EklundPart V Independent Wisc–V Test Reviews 613Chapter 15 Our Wisc–V Review 615Matthew R. Reynolds and Megan B. HadornChapter 16  Review of The Wisc–V 637Ron Dumont and John O. WillisChapter 17 Review of The Wisc–V 645Daniel C. Miller and Ryan J. McGillChapter 18 Independent Wisc–V Test Review: Theoretical and Practical Considerations 663Jack A. NaglieriChapter 19 Some Impressions of, and Questions About, The Wisc–V 669George McCloskeyChapter 20 Review of Thewechsler Intelligence Scale For Children–Fifth Edition: Critique, Commentary, and Independent Analyses 683Gary L. Canivez and Marley W. WatkinsChapter 21 Overview and Integration of The Independent Reviews of Wisc–V 703Part VI Afterword: Alan Kaufman Reflects On David Wechsler and His Legacy 713Dr. Wechsler Remembered, Part I (1992)Dr. Wechsler Remembered, Part II (2015)References 725About the Authors 771About the Contributors 773About the Online Resources 781Author Index 785Subject Index 795

“The authors do an effective job of presenting all aspects and considerations practitioners need when using the WISC-V… Intelligent Testing with the WISC-V is a must read for anyone administering and/or using the WISC-V. This book serves as an administration companion, interpretation guide, reference book, and critical review of the WISC-V.” - Todd L. Chmielewski, PsycCRITIQUES, Vol. 62, No. 26."The book is overflowing with strengths, setting itself apart from other books on the WISC-V for several reasons. The most important one is the truly impressive history, knowledge, and experience the lead author has with the WISC, beginning with the WISC–Revised (WISC-R) and his relationship with David Wechsler. Alan Kaufman’s unique perspective with the history and development of the WISC allows the readers a unique viewpoint in understanding why changes were made or how decisions were decided in the development of the fifth generation of this test. Additional strengths of the text include the broadness of topics covered, application of various theoretical orientations to understanding and interpreting the test, and a summary of critiques by experts in the field. When attempting to developing critical thinking skills, few books provide the plethora of opinions and viewpoints from theoretically dissimilar experts that allows a reader to evaluate the various theories and approaches in a manner like this book does."—review from The Journal of Psychoeducational Assessment  Ronald S. Palomares and Nadine E. Ndip, Texas Woman’s University, Denton, USA. Sage, September 2016.

ALAN S. KAUFMAN, PHD, is Clinical Professor at the Child Study Center at the Yale University School of Medicine. SUSAN ENGI RAIFORD, PHD, is a senior research director and manager of the Wechsler Team for Pearson in San Antonio, Texas. DIANE L. COALSON, PHD, is a cognitive assessment expert, research psychologist, author, and clinician.

• Foreword xiAlan S. KaufmanPreface xvAcknowledgments xviiPart I Introduction To Intelligent Testing and The Wisc–V 1Chapter 1 Intelligent Testing 5Part II Administration And Scoring 35Chapter 2 Intelligent Wisc–V Administration: Test Kit Version 37Chapter 3 Wisc–V Scoring: Test Kit Version 91Chapter 4 Wisc–V Digital Administration and Scoring 139Part III Basic Wisc–V Test Interpretation 157Chapter 5 Wisc–V Sex, Ethnic, and Socioeconomic Status (SES) Differences 159Chapter 6 The Creation Of New Risk Scales For School Failure and Juvenile Delinquency: The Child and Adolescent Academic and Behavior Questionnaires 175Jennie Kaufman Singer, Alan S. Kaufman, Susan Engi Raiford, and Diane L. CoalsonChapter 7 Does Wisc–V Scatter Matter? 209Troy Courville, Diane L. Coalson, Alan S. Kaufman, and Susan Engi RaifordChapter 8 Basic Steps For Wisc–V Interpretation 227Part IV Theoretical Frameworks For Wisc–V Interpretation 249Chapter 9 Interpreting The Wisc–V From The Perspective Of Cattell-Horn-Carroll Theory 251Case 1—Liam, age 9: Emotionally Intelligent Testing with the WISC–V and CHC Theory 265W. Joel SchneiderCase 2—Alicia, Age 13: Looking Under the Hood 283Jill Hartmann and John WillisCase 3—Luke, Age 9: A CHC-Based Cross-Battery Assessment Case Report 304Jennifer T. Mascolo and Dawn P. FlanaganChapter 10 Interpreting The Wisc–V From A Cognitive Neuroscience Perspective 331Case 4—Josh, Age 8: A Neurodevelopmental Processing "No Numbers" Approach to Case Report Writing 348Elaine Fletcher-Janzen and Elizabeth PowerCase 5—Tawna, Age 13: Eighth-Grade Girl with ADHD Struggling with Processing Speed, Sustained Attention, and Emotional Functioning 362Michelle Lurie and Elizabeth LichtenbergerCase 6—Tom, Age 8 (Digital Administration): Evaluation of a Twice Exceptional Child: Gifted with Dyslexia and Symptoms of Inattention and Social-Behavioral Issues 372Kristina BreauxChapter 11 Interpreting The Wisc–V From A Neuropsychological Perspective 405Case 7—Jaime, Age 10: A Fourth-Grade Boy on the Autism Spectrum Struggling with Behavioral and Learning Problems 425Jennie Kaufman SingerCase 8—Christopher, Age 11: Phonological Dyslexia in Child with Visual Perceptual Disorder 437Marsha VassermanCase 9—Isabella, Age 13: Teenage Girl with Low Cognitive Ability, ADHD, and Emotional Issues 448Michelle LurieChapter 12 Interpreting The Wisc–V From Dan Miller's Integrated School Uropsychological/Cattell-Horn-Carroll Model 459Daniel C. Miller and Alicia M. JonesCase 10—John, Age 12: A Neuropsychological Case Study Using the WISC–V with a 10-Year-Old Boy with a Suspected Specific Learning Disability in Written Expression 471Daniel C. Miller and Alicia M. JonesChapter 13 Interpreting The Wisc–V Using George Mccloskey's Neuropsychologically Oriented Process Approach To Psychoeducational Evaluations 493George McCloskey, Emily Hartz and Jaime SlonimCase 11—Colin, Age 8: An Eight-Year-Old Boy with Mild Executive Function Difficulties but No Specific Learning Disabilities 497George McCloskeyCase 12—Derek, Age 13: A Teenage Boy Exhibiting Phonological Dyslexia and Executive Function Difficulties 523George McCloskeyChapter 14 Interpreting the Wisc–V for Children with Reading or Language Problems: Five Illustrative Case Reports 549Introduction to the Five Case Reports on Children with Reading or Language Problems 549Diane L. Coalson and Nadeen L. KaufmanConceptual and Clinical Integration of All 17 Case Reports in the Book 550Nadeen L. Kaufman and Diane L. CoalsonCase 13—Ellie, Age 10: Complexity in Diagnosis: Neuropsychological Assessment of a Chinese Adoptee 557Michelle LurieCase 14—Jordan, Age 15: Cognitive Development in a Child Who is Hard of Hearing: Is It More than Just Hearing? 568Marsha VassermanCase 15—Jane, Age 8: Consumer-Responsive Approach to Assessment Reports 578Robert Lichtenstein and Joan AxelrodCase 16—Lizzie, Age 8: Low Cognition, Low Achievement—Still With a Learning Disability 587Carlea Dries and Ron DumontCase 17—Patrick, Age 9: Does My Son Have a Reading Disability?: Application of the WISC–V and WJ IV 600Nancy Mather and Katie EklundPart V Independent Wisc–V Test Reviews 613Chapter 15 Our Wisc–V Review 615Matthew R. Reynolds and Megan B. HadornChapter 16  Review of The Wisc–V 637Ron Dumont and John O. WillisChapter 17 Review of The Wisc–V 645Daniel C. Miller and Ryan J. McGillChapter 18 Independent Wisc–V Test Review: Theoretical and Practical Considerations 663Jack A. NaglieriChapter 19 Some Impressions of, and Questions About, The Wisc–V 669George McCloskeyChapter 20 Review of Thewechsler Intelligence Scale For Children–Fifth Edition: Critique, Commentary, and Independent Analyses 683Gary L. Canivez and Marley W. WatkinsChapter 21 Overview and Integration of The Independent Reviews of Wisc–V 703Part VI Afterword: Alan Kaufman Reflects On David Wechsler and His Legacy 713Dr. Wechsler Remembered, Part I (1992)Dr. Wechsler Remembered, Part II (2015)References 725About the Authors 771About the Contributors 773About the Online Resources 781Author Index 785Subject Index 795

“The authors do an effective job of presenting all aspects and considerations practitioners need when using the WISC-V… Intelligent Testing with the WISC-V is a must read for anyone administering and/or using the WISC-V. This book serves as an administration companion, interpretation guide, reference book, and critical review of the WISC-V.” - Todd L. Chmielewski, PsycCRITIQUES, Vol. 62, No. 26."The book is overflowing with strengths, setting itself apart from other books on the WISC-V for several reasons. The most important one is the truly impressive history, knowledge, and experience the lead author has with the WISC, beginning with the WISC–Revised (WISC-R) and his relationship with David Wechsler. Alan Kaufman’s unique perspective with the history and development of the WISC allows the readers a unique viewpoint in understanding why changes were made or how decisions were decided in the development of the fifth generation of this test. Additional strengths of the text include the broadness of topics covered, application of various theoretical orientations to understanding and interpreting the test, and a summary of critiques by experts in the field. When attempting to developing critical thinking skills, few books provide the plethora of opinions and viewpoints from theoretically dissimilar experts that allows a reader to evaluate the various theories and approaches in a manner like this book does."—review from The Journal of Psychoeducational Assessment  Ronald S. Palomares and Nadine E. Ndip, Texas Woman’s University, Denton, USA. Sage, September 2016.