Synopses & Reviews
This guide to the WAIS-III and WMS-III tests is written to help clinical practitioners achieve efficient and accurate interpretations of test results. The only interpretive guide to be based on data obtained while standardizing the tests, this reference source provides new models for interpreting results, as well as practical information on the diagnostic validity, demographically corrected norms, and accuracy of the tests in measuring intelligence and memory.
The focus of information is to allow clinicians to reduce variance in the interpretations of scores, indicating how best to factor in socio-economic status of respondents, interpreting meaningful change in serial assessments, and scoring with alternate or omitted sub-tests. Also included in the book are chapters on accommodating clients with disabilities. The final chapter discusses frequently asked questions (with answers) on the use and interpretation of the tests, as well as practical issues to help make scoring time-efficient and accurate.
KEY FEATURES
* Only guide to be based on data obtained in the standardization of the tests
* Practical examples given to help guide interpretation of scores
* Focuses on information to make faster, more accurate scoring interpretations
Review
CHOLOGY
"These chapters are thoroughly delightful, and the only shortcoming is that they are too brief."
-JOURNAL OF THE INTERNATIONAL NEUROPSYCHOLOGICAL SOCIETY
Review
d the only shortcoming is that they are too brief."
-JOURNAL OF THE INTERNATIONAL NEUROPSYCHOLOGICAL SOCIETY
Review
"In summary, I found this to be a most informative and enjoyable book."
-JOURNAL OF CLINICAL AND EXPERIMENTAL NEUROPSYCHOLOGY
"Anyone who uses the WAIS–III and WMS–III... should have this text on his or her bookshelf."
-APPLIED NEUROPSYCHOLOGY
"These chapters are thoroughly delightful, and the only shortcoming is that they are too brief."
-JOURNAL OF THE INTERNATIONAL NEUROPSYCHOLOGICAL SOCIETY
Synopsis
on data obtained while standardizing the tests, this reference source provides new models for interpreting results, as well as practical information on the diagnostic validity, demographically corrected norms, and accuracy of the tests in measuring intelligence and memory.
The focus of information is to allow clinicians to reduce variance in the interpretations of scores, indicating how best to factor in socio-economic status of respondents, interpreting meaningful change in serial assessments, and scoring with alternate or omitted sub-tests. Also included in the book are chapters on accommodating clients with disabilities. The final chapter discusses frequently asked questions (with answers) on the use and interpretation of the tests, as well as practical issues to help make scoring time-efficient and accurate.
Synopsis
with answers) on the use and interpretation of the tests, as well as practical issues to help make scoring time-efficient and accurate.
Synopsis
iance in the interpretations of scores, indicating how best to factor in socio-economic status of respondents, interpreting meaningful change in serial assessments, and scoring with alternate or omitted sub-tests. Also included in the book are chapters on accommodating clients with disabilities. The final chapter discusses frequently asked questions (with answers) on the use and interpretation of the tests, as well as practical issues to help make scoring time-efficient and accurate.
Synopsis
esults, as well as practical information on the diagnostic validity, demographically corrected norms, and accuracy of the tests in measuring intelligence and memory.
The focus of information is to allow clinicians to reduce variance in the interpretations of scores, indicating how best to factor in socio-economic status of respondents, interpreting meaningful change in serial assessments, and scoring with alternate or omitted sub-tests. Also included in the book are chapters on accommodating clients with disabilities. The final chapter discusses frequently asked questions (with answers) on the use and interpretation of the tests, as well as practical issues to help make scoring time-efficient and accurate.
About the Author
Dr. Saklofske is a Professor in the Division of Applied Psychology at the University of Calgary. He is also an Adjunct Professor at the University of Saskatchewan and Swinburne University, Australia. He is a Fellow of the Canadian Psychological Association and the Association for Psychological Science. Dr. Saklofske has published more than 150 journal articles and book chapters on intelligence, personality, individual differences and psychological assessment. As well, he has written or edited books on the Wechsler intelligence scales, personality and intelligence, exceptional children, and educational psychology. He is the Editor of the
Journal of Psychoeducational Assessment and the
Canadian Journal of School Psychology and Associate Editor of
Personality and Individual Differences.
Trinity Clinical Associates, San Antonio, Texas, USA
Table of Contents
Introduction.
Preface.
Contributors.
Part I: The Evolution of the Weschler Scales.
D.S. Tulsky, D.H. Saklofske, and J.H. Ricker, Historical Overview of Intelligence and Memory: Factors Influencing the Wechsler Scales.
D.S. Tulsky, D.H. Saklofske, and J. Zhu, Revising a Standard: An Evaluation of the Origin and Development of the WAIS-III.
D.S. Tulsky, N.D. Chiaravalloti, B. Palmer, and G.J. Chelune, The Wechsler Memory Scale, Third Edition: A New Perspective.
Part II: Reducing Variance When Interpreting WAIS-III and WMS-III Scores: Introduction to Chapters 4-8.
D.S. Tulsky, R.J. Ivnik, L. Price, and C. Wilkins, Assessment of Cognitive Functioning with the WAIS-III and WMS-III: Development of a Six-Factor Model.
R.K. Heaton, M.J. Taylor, and J. Manly, Demographic Effects and Use of Demographically Corrected Norms with the WAIS-III and WMS-III.
K. Hawkins and D.S. Tulsky, WAIS-III WMS-III Discrepancy Analysis: Six-Factor Model Index Discrepancy Base Rates, Implications, and a Preliminary Consideration of Utility.
G. Smith, J.H. Cerhan, and R.J. Ivnik, Diagnostic Validity.
T. Lineweaver and G.J. Chelune, Use of the WAIS-III and WMS-III in the Context of Serial Assessments: Interpreting Reliable and Meaningful Change.
Part III: Dealing with "curveballs" when using the WAIS-III and WMS-III: The interpretation of unstandardized administration.
J. Harris, D.S. Tulsky, and M. Schultheis, Assessment of the Non-Native English Speaker: Assimilating History and Research Findings to Guide Clinical Practice.
B. Palmer, M. Taylor, and R.K. Heaton, Accuracy of WAIS-III-WMS-III Joint Factor Scores When One or More Subtest is Omitted or an Alternate Subtest is Employed.
J. Braden, Accommodating Clients with Disabilities on the WAIS-III and WMS.
Part IV: Training Others to Admister the WAIS-III and WMS-III: A Guide to Practical Issues.
L. Lacritz and C.M. Cullum, The WAIS-III and WMS-III: Practical Issues and Frequently Asked Questions.
Appendix 1.
Appendix 2.
Index.