Review of WISC-IV: Clinical Use and Interpretation: Scientist-Practitioner Perspectives.

Abstract

AURELIO PRIFITERA, DONALD SAKLOFSKE, and LAWRENCEWEISS (Eds.) WISC-IV: Clinical Use and Interpretation: San Diego, CA: Academic Press, 2005, 432 pages (ISBN 0-12-564931-2, US$59.95 Hardcover) The purpose of this book is to introduce the Wechsler Intelligence Scale for Children, 4th Edition (WISC-IV) and describe its use in some common clinical populations. The title Scientist-Practitioner Perspectives leads the reader to believe that there will be an evidenced-based approach taken to the use of the WISC-IV in these special populations. This is a tall order given that the WISC-IV has only been released and there has been little research completed using it. Most of the evidence provided is based instead on the WISC-HI. The first three chapters are written by the editors and describe the changes that the WISC-IV brings from the WISC-III and provides a rationale for these changes. Specifically, the first chapter covers the change from Verbal IQ, Performance IQ, and Full Scale IQ to the four-factor model. The authors provide useful information and descriptions of each of the subtests and the factors. They also emphasize the importance of analyzing test scores within their clinical context, integrating all other information in the interpretation. The next two chapters cover the Full Scale IQ and each of the four factors and describe the General Ability Index (GAI) as an alternative to the FSIQ. The six subtests comprising the Verbal Comprehension Index and the Perceptual Organization Index are added to make the GAI. This is a useful measure to use when the Working Memory Index or Processing Speed Index is elevating or depressing the Full Scale IQ. Tables for the GAI are provided in Chapter 2. Chapter 4 describes the Process Approach and the WISC-IV Integrated. These first four chapters are useful in their descriptions of each aspect of the WISC-IV measure, but provide no critical evaluation of the measure. Chapters 5 and 6 present a three-tier model for the assessment of specific learning disabilities. The chapters are based on research by Beringer and others, using the WISC-III. The authors make the tenuous argument that because of the similarities between the WISC-III and the WISC-IV, one can confidently substitute the WISC-IV into this model of multilevel assessment. The case studies presented use the WISC-III as the IQ measure. Chapter 7 is a useful, well-written chapter on ADHD. The authors integrate theoretical models of ADHD with available research. Although this research is based mostly on the WISC-III, the authors do a good job of applying the research findings to the WISC-IV, pointing out differences between the WISC-III and the WISC-IV that may make generalization of some research findings difficult. For example, the authors note that research on the Freedom From Distractibility Index may not generalize to the WISC-IV because the new Letter-Number Sequencing subtest has been added to the index (now called Working Memory), and Arithmetic, which was previously a core subtest, is a supplemental one in the WISC-IV. They also report research findings from the WISC-IV standardization sample and draw comparisons to research on the WISC-III. The chapter ends with a case study where WISC-IV results are combined with results from other tests and questionnaires, to show how one might make an ADHD diagnosis. Chapter 8 focuses on the assessment of children who are Gifted. The authors report some research based on the WISC-III but are quick to point out the substantial changes to the WISC-IV and the difficulties in generalizing evidence gained from previous research. They use data from the WISC-IV standardization sample of Gifted children and relate it to previous research. They specifically discuss how the changes to the WISC-IV impact the diagnosis of Giftedness, including both pros and cons of the WISC-IV with respect to this population. The case study they present is one of a child who was previously identified as Gifted using the WISC-III and reassessed using the WISC-IV two years later. …