WISC-IV Clinical Assessment and Intervention

WISC-IV Clinical Assessment and Intervention

2nd Edition - June 24, 2008

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  • Editors: Aurelio Prifitera, Donald Saklofske, Lawrence Weiss
  • eBook ISBN: 9780080888026

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The Wechsler Intelligence Scale for Children: Fourth Edition (WISC-IV) is one of the most often used measures to assess intelligence and cognitive functions in children, ages 6-16 years. The second edition of the WISC-IV Clinical Assessment and Intervention will include new information obtained from the clinical use of the WISC-IV in practice. Information on the basic use of the assessment tool is condensed from three chapters into one, with four new chapters discussing how to use and interpret WISC-IV with additional clinical populations. These new populations include pervasive Developmental Disorders including autism, Social and emotional disorders, psychiatric disorders, and medical disorders that may affect intelligence. An additional new chapter discusses intervention planning across patient populations. Each of the chapters (revised original chapters and new chapters) will additionally include case studies including diagnosis and intervention.Overall, the material in the book is 65% changed, new, and updated. These changes make the second edition better able to meet a clinician's needs in using and interpreting this test.

Key Features

  • Inclusion of case studies illustrating the clinical applications of the WISC-IV in assessment and program planning
  • Intervention recommendations following from assessment to diagnosis
  • Introductory chapter illustrating the relationships between the WISC-IV index scores and intervention planning
  • New chapters on Learning Disabilities, emotionally disturbed children, systematic illness, and Autism Spectrum Disorders
  • Specialized chapters on neuropsychological applications, executive functioning, and cultural issues
  • Additional information to aid test interpretation including extended norms for gifted children and the Cognitive Proficiency Index
  • All chapters revised to reflect data obtained from the test in clinical use


School and child clinical psychologists, allied professionals such as special education teachers and psychiatrists who use the results of the WISC-IV

Table of Contents

  • Part 1 Interfacing WISC-IV Assessment and Intervention: Foundations for Practice

    1 Interpretation and Intervention with WISC-IV in the Clinical Assessment Context

    Overview: The Interaction Between Intelligence Tests and the Clinician

    A Historical Perspective on Assessment that Remains Contemporary

    What Do We Conclude?

    Introduction to Interpretation and Intervention with WISC-IV in the Clinical Assessment Context

    Part I: Interpreting the WISC-IV Index Scores

    Part II: Intervention Suggestions Related to the WISC-IV Index Scores

    Post Script: A Case Example


    Part 2 Interfacing WISC-IV Assessment and Intervention: Clinical Applications

    2 Research-Supported Differential Diagnosis of Specific Learning Disabilities and Implications for Instruction and Response to Instruction


    Research-Supported Approach to Incorporating Cognitive Measures


    Case Studies


    Case Studies

    OWL LD

    Case Studies


    Case Studies

    Summary and Conclusion




    3 WISC-IV Interpretation for Specific Learning Disabilities Identification and Intervention: A Cognitive Hypothesis Testing Approach

    Definitions of SLD: Learning Delay or Deficit?

    Prevalence of SLD: Heterogeneity and Comorbidity

    Ability–Achievement Discrepancy, RTI, or the “Third Method”

    Using the WISC-IV for Concordance–Discordance and SLD Determination

    Cognitive Hypothesis Testing for SLD Identification and Intervention

    Cognitive Hypothesis Testing for Specific Reading Disability Subtypes

    Cognitive Hypothesis Testing for Specific Math Disability

    WISC-IV/WIAT-II Analyses Conclusions

    Using Cognitive Hypothesis Testing Results to Guide Intervention

    Linking Cognitive–Neuropsychological Assessment Results to Intervention

    WISC-IV CHT Case Study


    4 Language Disabilities

    Language Disabilities Defined

    Cognitive Referencing in Language Disabilities

    WISC-IV and Language Disabilities

    Clinical Interpretations and Implications for Intervention


    5 Attention-Deficit/Hyperactivity Disorder: Using the WISC-IV to Inform Intervention Planning


    Differentiation of ADHD-I

    The Theoretical Model

    Assessment of ADHD




    6 The Use of the WISC-IV in Assessment and Intervention Planning for Children Who are Gifted


    Definition of Giftedness

    Review of the Literature

    WISC-IV Standardization Sample: Profiles of Giftedness

    How the Changes to the WISC-IV Impact Gifted Identification

    Ceiling Effects and Potential Solutions

    Case Study of Kate

    Treatment and Intervention Plans Informed by WISC-IV Results

    The GRS: Part of a Comprehensive Gifted Assessment

    Case Study of Laquisha


    Appendix A

    7 Assessment of Mental Retardation/Intellectual Disability with the WISC-IV

    Definitions of Mental Retardation

    Levels of Mental Retardation

    Incidence of Mental Retardation

    Economic Impact of Mental Retardation

    Etiology of Mental Retardation

    Adaptive Behavior

    Assessing Mental Retardation Using the WISC-IV

    Factor Structure of the WISC-IV


    WISC-IV and WAIS-III for Adolescents with Mental Retardation

    WISC-IV and WPPSI-III for Children with Mental Retardation


    Diagnostic and Clinical Issues


    Case Study: Psychological Evaluation


    8 Autism Spectrum Disorders: WISC-IV Applications for Clinical Assessment and Intervention

    Chapter Rationale and Purpose

    Pervasive Developmental Disorders

    Related Clinical Disorders and Syndromes

    Differential Diagnosis

    Assessment of Autism Spectrum Disorder

    Autism Spectrum Disorder and Intelligence

    Using the WISC-IV to Guide Assessment

    Recommendations for Intervention



    9 Assessment of Children with Emotional Disturbance Using the WISC-IV


    Idea Definition of Emotional Disturbance

    Use of the WISC-IV for Children with Emotional Disturbance

    Comprehensive Assessment for Children with Suspected ED

    Capturing Qualitative Indicators During Cognitive Assessment

    Case Study



    10 The Cognitive Impact of Systemic Illness in Childhood and Adolescence


    Summary of Best-Practice Recommendations


    Treatment of Patients with ALL

    Treatment-Related Neurotoxicity in ALL

    Treatment-Related Systemic Effects in ALL

    Illness-Associated Neurotoxicity in ALL

    Illness-Associated Systemic Effects in ALL

    Heart Disease and CI

    Muscular Dystrophy and CI

    Diabetes and CI

    SCD, Other Anemias and CI

    Pulmonary Disease and CI

    Very Low Birth Weight and CI

    Malnutrition, Trace Nutrient Defi ciency, and CI

    Lead Poisoning and CI

    Sleep-Disordered Breathing and CI

    Poverty and CI

    Chronic Hypoxia as a Common Etiology of CI

    Is CI in Childhood Preventable?



    11 Considerations in Using the WISC-IV with Hispanic Children

    Heterogeneity in Ethnic Minority Populations

    Ethnic Differences in Wechsler Scale Performance

    Conceptual Equivalence of Intelligence and WISC-IV Moderator Variables

    Immigration Patterns and the Representativeness of Norms

    Language Proficiency and Cognitive Performance

    Implications of Language Profi ciency for WISC-IV Performance

    WISC IV Spanish

    Case 1

    Case 2

    Current Assessment




    Part 3 Interfacing WISC-IV Assessment and Intervention: Some Further Considerations

    12 Neuropsychological Applications of the WISC-IV and WISC-IV Integrated

    Intellectual Assessment in Neuropsychological Practice

    Neuropsychological Interpretation of WISC-IV and WISC-IV Integrated Subtests

    Case Study Illustration



    13 Extending the WISC-IV: Executive Functioning


    Executive Functions

    Behavioral Manifestations of EF Impairments in Pediatric Populations

    EF in Pediatric Disorders

    WISC-IV Measurement of EF in Children

    Additional Measures of Executive Functioning

    Linking Assessment to Intervention



    14 Cultural Issues in Clinical Use of the WISC-IV

    Cultural Bias in Intelligence Testing

    What Did We Learn from the WISC Adaptations Across Cultures?



    15 Of What Value is Intelligence?

    From What Vantage Points – Person or Population – Do We Look at Intelligence?

    Is Intelligence Anything More Than a Score on an IQ Test?

    What is Intelligence, and How Do We Know That IQ Tests Measure It?

    How are Individuals Distributed Along the IQ Continuum?

    What is the Personal and Social Import of Differences in General Intelligence (g)?

    Where Do Intelligence Differences Originate and Reside?

    Of What Value is Testing for Intelligence?

Product details

  • No. of pages: 600
  • Language: English
  • Copyright: © Academic Press 2008
  • Published: June 24, 2008
  • Imprint: Academic Press
  • eBook ISBN: 9780080888026

About the Editors

Aurelio Prifitera

Affiliations and Expertise

San Antonio, TX, USA

Donald Saklofske

Dr. Donald H. Saklofske is Professor, Department of Psychology at The University of Western Ontario, Visiting Professor at Beijing Normal University and International Research Associate, University of Florence. He is a Fellow of the Association for Psychological Science and the Canadian Psychological Association. Don's research focuses on personality, intelligence, individual differences and psychological assessment. He has published more than 300 journal articles, book chapters and books. He is Editor-in-Chief of Personality and Individual Differences and Journal of Psychoeducational Assessment.

Affiliations and Expertise

Professor, Department of Psychology at The University of Western Ontario, Visiting Professor at Beijing Normal University and International Research Associate, University of Florence. He is a Fellow of the Association for Psychological Science and the Canadian Psychological Association

Lawrence Weiss

Lawrence G. Weiss, PhD is Vice President of Test Development for Pearson Clinical Assessment. He oversees a department of 150 professionals and is responsible for all research and test development activities related to the company’s psychological, educational, speech, language, and occupational therapy assessment products as well as post college admissions tests. He also advises on test development activities for the company’s international business partners around the globe including Pearson Clinical Assessment offices in the United Kingdom, Australia, Canada, France, Germany, The Netherlands, India, China, Spain, and Brazil.

Dr. Weiss has presented widely on intelligence in more than a dozen countries. He has authored or co-authored the following 7 graduate level text books:

• WISC-III Cross Cultural Analyses: Culture and Children’s Intelligence (2003)

• WISC-IV Clinical Use and Interpretation (2005)

• WISC-IV Advanced Clinical Interpretation (2006)

• WISC-IV Clinical Use and Intervention (2008)

• WAIS-IV Clinical Use and Interpretation (2010)

• BAYLEY-III Clinical Use and Interpretation (2010)

• Advanced Clinical Assessment with WAIS-IV and WMS-IV (2013)

Some of his books have been translated into Spanish, Japanese, and Korean. In addition, he has authored or coauthored approximately 30 journal articles, 12 technical reports, and 10 other book chapters.

Dr. Weiss holds a PhD degree in industrial and organizational psychology from Texas A&M University, and a master’s degree in clinical psychology from Trinity University. He lives in San Antonio, Texas, with his wife of 28 years, Judy Ann. The Weiss’ have two adult sons.

Affiliations and Expertise

Vice President of Test Development for Pearson Clinical Assessment

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