COVER
TITLE PAGE
ACKNOWLEDGMENTS
SERIES PREFACE
ABOUT THE COMPANION WEBSITE
RESOURCES ON THE COMPANION WEBSITE
1. WISC‐V INTEGRATED INTERPRETIVE ASSISTANT 1.0
2. APPENDIX A
3. APPENDIX B
One: OVERVIEW
1. HISTORICAL PERSPECTIVES ON THE PROCESS APPROACH TO COGNITIVE ASSESSMENT
2. DEVELOPMENT OF THE WISC‐V INTEGRATED
3. TEST STRUCTURE
4. NEW ESSENTIALS COMPOSITE SCORES
5. VALIDITY
6. COMPREHENSIVE TEST REFERENCES
7. REFERENCES
Two: INTELLIGENT WISC‐V INTEGRATED ADMINISTRATION
1. TEST MATERIALS
2. PHYSICAL ENVIRONMENT
3. ESTABLISHING AND MAINTAINING RAPPORT
4. SUBTEST ADMINISTRATION ORDER
5. SELECTION OF SUBTESTS
6. FAIRNESS
7. START POINTS, REVERSE RULES, AND DISCONTINUE RULES
8. TIMING
9. DEMONSTRATION, SAMPLE, AND TEACHING ITEMS
10. REPETITIONS, PROMPTS, AND QUERIES
11. RECORDING RESPONSES
12. SUBTEST‐BY‐SUBTEST ADMINISTRATION
13. FREQUENTLY ASKED QUESTIONS: SUBTEST ADMINISTRATION
14. REFERENCES
Three: WISC‐V INTEGRATED SCORING
1. SCORING SUBTESTS
2. WISC‐V INTEGRATED SCORES
3. STEP‐BY‐STEP: WISC‐V INTEGRATED SUBTEST‐LEVEL AND INDEX SCORES
4. USING Q‐GLOBAL TO OBTAIN THE WISC‐V INTEGRATED SCORE REPORT
5. ABILITY‐ACHIEVEMENT AND PATTERN OF STRENGTHS AND WEAKNESSES COMPARISONS IN Q‐GLOBAL
6. FREQUENTLY ASKED QUESTIONS: SCORING
7. REFERENCES
Four: INTELLIGENTLY AND INTUITIVELY INCORPORATING THE INTEGRATED INTO WISC‐V INTERPRETATION
1. NEW ESSENTIALS COMPOSITE SCORES
2. INTERPRETATIVE STRATEGIES
3. REFERENCES
Five: REVIEW OF THE WISC‐V INTEGRATED
1. CHANGES FROM THE WISC‐IV INTEGRATED TO THE WISC‐V INTEGRATED
2. SPECIAL GROUP STUDIES
3. COMPARISON OF WISC‐V AND WISC‐V INTEGRATED SCORES
4. MISCELLANEOUS COMMENTS
5. STANDARDIZATION
6. RELIABILITY
7. VALIDITY
8. ADMINISTRATION
9. CONCLUSION
10. REFERENCES
Six: CLINICAL APPLICATIONS
1. USE OF THE WISC‐V INTEGRATED WITH COMMON SCHOOL‐AGE REFERRAL QUESTIONS
2. SUMMARY OF SPECIAL GROUP PERFORMANCE
3. REFERENCES
Seven: ILLUSTRATIVE CASE REPORTS
1. CASE REPORT: JILLIAN R.: ATTENTION‐DEFICIT/HYPERACTIVITY DISORDER
2. APPENDIX: TEST DATA
3. CASE REPORT: DENNIS E.: SPECIFIC LEARNING DISORDER IN MATHEMATICS
4. APPENDIX: TEST DATA
ABOUT THE AUTHOR
CONTRIBUTORS
INDEX
END USER LICENSE AGREEMENT

List of Tables

Chapter 1
1. Table 1.1 Average Correlations of WISC‐V Integrated Subtest Score Groups and Selected WISC‐V Index Scores
2. Table 1.2 Average Correlations of Pairs of WISC‐V Integrated Adaptation and Variation Subtests and Corresponding WISC‐V Subtests, by Cognitive Domain
3. Table 1.3 Average Correlations of WISC‐V Integrated and WISC‐V Score Groups, by Cognitive Domain
Chapter 2
1. Table 2.1 Frequent Types of Administration Errors Observed in Selected Wechsler Intelligence Scale Protocol Studies
2. Table 2.2 Subtest Domain Membership
3. Table 2.3 Subtest Start Points
4. Table 2.4 Subtest Reverse Rules
5. Table 2.5 Subtest Discontinue Rules
6. Table 2.6 Subtest Timing Rules
7. Table 2.7 Comparison of WISC‐IV Integrated and WISC‐V Integrated Similarities Multiple Choice Administration
8. Table 2.8 Comparison of WISC‐IV Integrated and WISC‐V Integrated Vocabulary Multiple Choice Administration
9. Table 2.9 Comparison of WISC‐IV Integrated and WISC‐V Integrated Picture Vocabulary Multiple Choice Administration
10. Table 2.10 Comparison of WISC‐IV Integrated and WISC‐V Integrated Information Multiple Choice Administration
11. Table 2.11 Comparison of WISC‐IV Integrated and WISC‐V Integrated Comprehension Multiple Choice Administration
12. Table 2.12 Comparison of WISC‐IV Integrated and WISC‐V Integrated Block Design Multiple Choice Administration
13. Table 2.13 Comparison of WISC‐IV Integrated and WISC‐V Integrated Arithmetic Process Approach Administration
14. Table 2.14 Comparison of WISC‐IV Integrated and WISC‐V Integrated Written Arithmetic Administration
15. Table 2.15 Comparison of WISC‐IV Integrated and WISC‐V Integrated Spatial Span Administration
16. Table 2.16 Comparison of WISC‐IV Integrated and WISC‐V Integrated Coding Recall Administration
17. Table 2.17 Comparison of WISC‐IV Integrated and WISC‐V Integrated Coding Copy Administration
Chapter 3
1. Table 3.1 Comparison of WISC‐IV and WISC‐V Integrated Verbal Comprehension Subtest Scoring
2. Table 3.2 Comparison of WISC‐IV Integrated and WISC‐V Integrated Block Design Multiple Choice Subtest Scoring
3. Table 3.3 Comparison of WISC‐IV Integrated and WISC‐V Integrated Fluid Reasoning Subtest Scoring
4. Table 3.4 Comparison of WISC‐IV Integrated and WISC‐V Integrated Working Memory Subtest Scoring
5. Table 3.5 Comparison of WISC‐IV Integrated and WISC‐V Integrated Processing Speed Subtest Scoring
Chapter 4
1. Table 4.1 Reliability Coefficients of Essentials Composite Scores
2. Table 4.2 Standard Errors of Measurement of Essentials Composite Scores
3. Table 4.3 WISC‐V Subtest g Loadings, Strength as Measures of g, and Proportions of Variance Attributed to g
4. Table 4.4 Sources and Examples of Potentially Appropriate Uses for the Alternate Index Scores Corresponding to Three Primary Index Scores
5. Table 4.5 Expanded Index Scores Sources and Examples of Appropriate Use
6. Table 4.6 Correlations of Alternate Global Composite Scores With the Full Scale IQ
7. Table 4.7 Essentials Rules of Thumb: Significant Discrepancies Between the Selected Global Composite Score and Various Index Scores at the .05 Level
8. Table 4.8 Essentials Rules of Thumb: Rare Discrepancies Between the Selected Global Composite Score and Various Index Scores
9. Table 4.9 Interpretive Hypotheses for Pairwise Comparisons of Various WISC‐V, WISC‐V Integrated, and Essentials Composite Scores
10. Table 4.10 Interpretive Hypotheses for Pairwise Comparisons of Various WISC‐V, WISC‐V Integrated, and Essentials Composite Scores
Chapter 5
1. Table 5.1 Mean Performance of Expressive Language Disorder Sample on WISC‐V and WISC‐V Integrated Subtests
2. Table 5.2 Mean Subtest Effect Sizes for Clinical Samples
3. Table 5.3 Mean Subtest Effect Sizes for Clinical Samples
Chapter 6
1. Table 6.1 Mean Composite Scores for WISC‐V Integrated Special Group Samples
2. Table 6.2 Highest and Lowest Mean Scores of Children with Intellectual Giftedness
3. Table 6.3 Highest and Lowest Mean Scores of Children with Intellectual Disability—Mild Severity
4. Table 6.4 Highest and Lowest Mean Scores of Children with Specific Learning Disorder in Reading
5. Table 6.5 Highest and Lowest Mean Scores of Children with Specific Learning Disorder in Math
6. Table 6.6 Highest and Lowest Mean Scores of Children with Attention‐Deficit/Hyperactivity Disorder
7. Table 6.7 Highest and Lowest Mean Scores of Children with Traumatic Brain Injury
8. Table 6.8 Highest and Lowest Mean Scores of Children with Language Disorder with Expressive Impairment and Receptive and Expressive Impairment
9. Table 6.9 Approximate Average Total Raw Score Increase for a Child of Average Age in the Language Disorder—Expressive Sample (10:0–10:3)
10. Table 6.10 Approximate Average Total Raw Score Increase for a Child of Average Age in the Language Disorder—Expressive and Receptive Sample (10:8–10:11)
11. Table 6.11 Highest and Lowest Mean Scores of Children with Autism Spectrum Disorders

Essentials of Psychological Assessment Series

Series Editors, Alan S. Kaufman and Nadeen L. Kaufman

Essentials of 16PF^® Assessment by Heather E. P. Cattell and James M. Schuerger

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Essentials of Assessing, Preventing, and Overcoming Reading Difficulties by David A. Kilpatrick

Essentials of Assessment Report Writing by Elizabeth O. Lichtenberger, Nancy Mather, Nadeen L. Kaufman, and Alan S. Kaufman

Essentials of Assessment with Brief Intelligence Tests by Susan R. Homack and Cecil R. Reynolds

Essentials of Autism Spectrum Disorders Evaluation and Assessment by Celine A. Saulnier and Pamela E. Ventola

Essentials of Bayley Scales of Infant Development‐II Assessment by Maureen M. Black and Kathleen Matula

Essentials of Behavioral Assessment by Michael C. Ramsay, Cecil R. Reynolds, and R. W. Kamphaus

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Essentials of CAS Assessment by Jack A. Naglieri

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Essentials of Child and Adolescent Psychopathology, Second Edition by Linda Wilmshurst

Essentials of Cognitive Assessment with KAIT and Other Kaufman Measures by Elizabeth O. Lichtenberger, Debra Y. Broadbooks, and Alan S. Kaufman

Essentials of Conners Behavior Assessments^™ by Elizabeth P. Sparrow

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Essentials of Cross‐Battery Assessment, Third Edition by Dawn P. Flanagan, Samuel O. Ortiz, and Vincent C. Alfonso

Essentials of DAS‐II^® Assessment by Ron Dumont, John O. Willis, and Colin D. Elliott

Essentials of Dyslexia Assessment and Intervention by Nancy Mather and Barbara J. Wendling

Essentials of Evidence‐Based Academic Interventions by Barbara J. Wendling and Nancy Mather

Essentials of Executive Functions Assessment by George McCloskey and Lisa A. Perkins

Essentials of Forensic Psychological Assessment, Second Edition by Marc J. Ackerman

Essentials of Gifted Assessment by Steven I. Pfeiffer

Essentials of IDEA for Assessment Professionals by Guy McBride, Ron Dumont, and John O. Willis

Essentials of Individual Achievement Assessment by Douglas K. Smith

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Essentials of KABC‐II Assessment by Alan S. Kaufman, Elizabeth O. Lichtenberger, Elaine Fletcher‐Janzen, and Nadeen L. Kaufman

Essentials of KTEA^™‐3 and WIAT^®‐III Assessment by Kristina C. Breaux and Elizabeth O. Lichtenberger

Essentials of MCMI^®‐IV Assessment by Seth D. Grossman and Blaise Amendolace

Essentials of Millon^™ Inventories Assessment, Third Edition by Stephen Strack

Essentials of MMPI‐A^™ Assessment by Robert P. Archer and Radhika Krishnamurthy

Essentials of MMPI‐2^® Assessment, Second Edition by David S. Nichols

Essentials of Myers‐Briggs Type Indicator^® Assessment, Second Edition by Naomi L. Quenk

Essentials of NEPSY^®‐II Assessment by Sally L. Kemp and Marit Korkman

Essentials of Neuropsychological Assessment, Second Edition by Nancy Hebben and William Milberg

Essentials of Nonverbal Assessment by Steve McCallum, Bruce Bracken, and John Wasserman

Essentials of PAI^® Assessment by Leslie C. Morey

Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners by Jennifer T. Mascolo, Vincent C. Alfonso, and Dawn P. Flanagan

Essentials of Processing Assessment, Second Edition by Milton J. Dehn

Essentials of Psychological Testing, Second Edition by Susana Urbina

Essentials of Response to Intervention by Amanda M. VanDerHeyden and Matthew K. Burns

Essentials of Rorschach^® Assessment by Tara Rose, Michael P. Maloney, and Nancy Kaser‐Boyd

Essentials of Rorschach Assessment: Comprehensive System and R‐PAS by Jessica R. Gurley

Essentials of School Neuropsychological Assessment, Second Edition by Daniel C. Miller

Essentials of Specific Learning Disability Identification by Dawn P. Flanagan and Vincent C. Alfonso

Essentials of Stanford‐Binet Intelligence Scales (SB5) Assessment by Gale H. Roid and R. Andrew Barram

Essentials of TAT and Other Storytelling Assessments, Second Edition by Hedwig Teglasi

Essentials of Temperament Assessment by Diana Joyce

Essentials of WAIS^®‐IV Assessment, Second Edition by Elizabeth O. Lichtenberger and Alan S. Kaufman

Essentials of WISC^®‐IV Assessment, Second Edition by Dawn P. Flanagan and Alan S. Kaufman

Essentials of WISC‐V^® Assessment by Dawn P. Flanagan and Vincent C. Alfonso

Essentials of WJ IV^® Cognitive Abilities Assessment by Fredrick A. Schrank, Scott L. Decker, and John M. Garruto

Essentials of WJ IV^® Tests of Achievement by Nancy Mather and Barbara J. Wendling

Essentials of WMS^®‐IV Assessment by Lisa Whipple Drozdick, James A. Holdnack, and Robin C. Hilsabeck

Essentials of WNV^™ Assessment by Kimberly A. Brunnert, Jack A. Naglieri, and Steven T. Hardy‐Braz

Essentials of Working Memory Assessment and Intervention by Milton J. Dehn

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Essentials of WRAML2 and TOMAL‐2 Assessment by Wayne Adams and Cecil R. Reynolds

This edition first published 2017

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Library of Congress Cataloging-in-Publication Data

Names: Raiford, Susan Engi, author.

Title: Essentials of WISC-V integrated assessment / Susan Engi Raiford.

Description: Hoboken : Wiley, 2017. | Series: Essentials of psychological assessment; 6220 | Includes index. |

Identifiers: LCCN 2017015343 (print) | LCCN 2017037654 (ebook) | ISBN 9781119370437 (pdf) | ISBN 9781119370444 (epub) | ISBN 9781119370420 (paperback)

Subjects: LCSH: Wechsler Preschool and Primary Scale of Intelligence. | Children–Intelligence testing. | Child development–Testing. | BISAC: PSYCHOLOGY / Assessment, Testing & Measurement.

Classification: LCC BF432.C48 (ebook) | LCC BF432.C48 R35 2017 (print) | DDC 155.4/1393–dc23

LC record available at https://lccn.loc.gov/2017015343

Cover design: Wiley

ACKNOWLEDGMENTS

I am indebted to a number of individuals on completion of this book. I wish to acknowledge those who provided book content first and foremost. Drs. Ron Dumont and John O. Willis authored Chapter 5, which reviews the pros and cons of the WISC‐V Integrated. I appreciate their objective appraisal, which will be helpful to readers in evaluation of the test. I thank Kathleen Rollins for leading up the administration and scoring chapters. I am thankful for Dr. Troy Courville, who provided technical guidance as I developed the norms for the additional composite scores that appear in the WISC‐V Integrated Interpretive Assistant 1.0 and who encouraged me along the way. I am grateful to Dr. JJ Zhu, who trained me in the Pearson norm development method. I am grateful to Dr. Larry Weiss for his support and encouragement of me in this endeavor. I wish to acknowledge William Schryver, senior licensing specialist at Pearson, for his speedy, expert handling of the numerous permissions requests we submitted.

I also am grateful to the outstanding professionals at Wiley who were instrumental in this book’s completion. I appreciate Tisha Rossi for her review of the initial proposal and support of it to the board at Wiley and support of me as I strove to complete the manuscript. I am grateful to our editorial and production team, Shandhya Rajan, Susan Geraghty, Purvi Patel, and Monica Rogers, who deserve recognition for their expertise and guidance in manuscript preparation and book production.

On a personal note, I am deeply grateful to my loving husband, Robert Raiford, for carrying the responsibilities of family and home for the past few months so that I could be free to write, especially during the many evenings and weekends he cared for our son, George. I also thank my son, George Raiford, for being patient when it was very difficult. Most important, I am indebted to Drs. Alan and Nadeen Kaufman for agreeing to give me an opportunity to write this book about the WISC‐V Integrated and for providing guidance, review, and encouragement throughout the process. I appreciate them for creating the Essentials series, conducting their groundbreaking work on the Wechsler intelligence scale textbooks, and their timely reviews of my chapters during the final crunch. Finally, I wish to thank Dr. David Wechsler and Dr. Edith Kaplan. I hope that they would be proud of the WISC‐V Integrated and of this book.

SERIES PREFACE

In the Essentials of Psychological Assessment series, we have attempted to provide the reader with books that will deliver key practical information in the most efficient and accessible style. The series features instruments in a variety of domains, such as cognition, personality, education, and neuropsychology. For the experienced clinician, books in the series offer a concise yet thorough way to master use of the continuously evolving supply of new and revised instruments as well as a convenient method for keeping up‐to‐date on the tried‐and‐true measures. The novice will find here a prioritized assembly of all the information and techniques that must be at one’s fingertips to begin the complicated process of individual psychological diagnosis.

Whenever feasible, visual shortcuts to highlight key points are used alongside systematic, step‐by‐step guidelines. Chapters are focused and succinct. Topics are targeted for an easy understanding of the essentials of administration, scoring, interpretation, and clinical application. Theory and research are continually woven into the fabric of each book, always to enhance clinical inference, never to sidetrack or overwhelm. We have long been advocates of “intelligent” testing—the notion that a profile of test scores is meaningless unless it is brought to life by the clinical observations and astute detective work of knowledgeable examiners. Test profiles must be used to make a difference in the child’s or adult’s life, or why bother to test? We want this series to help our readers become the best intelligent testers they can be.

In Essentials of WISC‐V Integrated Assessment, Susie Engi Raiford—who was instrumental in developing the WISC‐V and WISC‐V Integrated in her role as lead research director—offers an insider’s perspective on the scale’s conceptualization, development, administration, and scoring. As the research director, she was responsible for conceptualizing, designing, and implementing the research, developing and revising the items and subtests, and writing the published manuals. She uses Behind the Scenes boxes to provide unparalleled insight into the new subtests and the test development process.

Arguably the world’s expert on the WISC‐V Integrated, Dr. Raiford has capitalized on the additional content in the WISC‐V Integrated in order to offer norms, reliability, and validity evidence for a number of new composite scores in this book (not available elsewhere) that substantially improve WISC‐V and WISC‐V Integrated suitability, accessibility, and fairness for children with expressive and motor production problems. She has provided additional expanded index scores (drawn from the WISC‐V and WISC‐V Integrated subtests) that are more comprehensive and varied measures of visual spatial ability, working memory, and processing speed relative to those available in the published instruments. She walks the reader through the process approach, as used within her interpretive system, to deepen and clarify WISC‐V insights and to simplify the interpretation process. She programmed automated software that greatly simplifies WISC‐V and WISC‐V Integrated interpretation by calculating the new composite scores and various comparisons of interest. This Essentials book is a must for anyone who uses the WISC‐V or the WISC‐V Integrated to improve the lives of children and adolescents.

Alan S. Kaufman, PhD, and Nadeen L. Kaufman, EdD, Series Editors
Yale Child Study Center, Yale University School of Medicine

WISC‐V INTEGRATED INTERPRETIVE ASSISTANT 1.0

APPENDIX A

APPENDIX B