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020 a| 9781118421185q| (epub);

020 a| 1118421183q| (epub);

020 a| 9781118419625q| (pdf);

020 a| 1118419626q| (pdf);

020 a| 9781118433850q| (mobipocket);

020 a| 1118433858q| (mobipocket);

020 z| 9781118271889q| (paper/cd-rom);

020 z| 1118271882q| (paper/cd-rom);

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100 1 a| Lichtenberger, Elizabeth O.=| ^A465359;

245 10 a| Essentials of WAIS-IV assessment /c| Elizabeth O. Lichtenberger and Alan S. Kaufman.;

250 a| 2nd ed.;

300 a| 1 online resource.;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

490 1 a| Essentials of psychological assessment series;

500 a| Includes index.;

588 0 a| Print version record and CIP data provided by publisher.;

504 a| Includes bibliographical references and indexes.;

505 00 t| Introduction --t| History And Development --t| Binet-Simon Scales --t| Terman's Stanford-Binet --t| World War I Tests --t| Wechsler's Creativity --t| Wais-IV And Its Predecessors --t| Wechsler-Bellevue Subtests That Survive On The Wais-IV --t| Similarities (Verbal Comprehension Index) --t| Vocabulary (Verbal Comprehension Index) --t| Information (Verbal Comprehension Index) --t| Comprehension (Verbal Comprehension Index) --t| Digit Span (Working Memory Index) --t| Arithmetic (Working Memory Index) --t| Block Design (Perceptual Reasoning Index) --t| Picture Completion (Perceptual Reasoning Index) --t| Coding (Processing Speed Index) --t| Wechsler's Legacy --t| Purposes Of Assessing Adults And Adolescents --t| Foundations Of The Wais-IV: Theory And Research --t| Description of WAIS-IV --t| Validity of the WAIS-IV Model --t| WAIS-IV's Relationship with the WMS-IV --t| WAIS-IV's Relationship with the WAIS-III --t| The Flynn Effect and Capital Punishment --t| Standardization And Psychometric Properties Of The Wais-IV --t| Reliability --t| Loadings on the General Factor --t| Ethnic Differences In Iq --t| Differences Between Whites and African Americans --t| Differences Between Whites and Hispanics --t| Overview Of Ethnic Differences On The Wais-IV --t| Comprehensive References On Test --t| Two: How to Administer the WAIS-IV --t| Appropriate Testing Conditions --t| Testing Environment --t| Testing Materials --t| Rapport With Examinee --t| Establishing Rapport --t| Maintaining Rapport --t| Testing Individuals With Special Needs --t| Administration Considerations --t| Starting and Discontinuing Subtests --t| Recording Responses --t| Timing --t| Querying --t| Repeating Items --t| Teaching the Task --t| Subtest-By-Subtest Rules Of Administration --t| Block Design --t| Similarities --t| Digit Span --t| Matrix Reasoning --t| Vocabulary --t| Arithmetic --t| Symbol Search --t| Visual Puzzles --t| Information --t| Coding --t| Letter-Number Sequencing --t| Figure Weights --t| Comprehension --t| Cancellation --t| Picture Completion --t| Pitfalls of Subtest Administration --t| Three: How to Score the WAIS-IV --t| Types Of Scores --t| Step-By-Step: How The Wais-IV Is Scored --t| Raw Scores --t| Scaled Scores --t| IQs and Factor Indexes --t| Raw Scores of Zero May Invalidate Composite --t| Prorating and Scoring Options --t| Scoring Subtests Requiring Judgment --t| General Scoring Criteria for Verbal Subtests --t| Subtest-by-Subtest Scoring Keys --t| Computer Scoring Procedures --t| Four: How to Interpret the WAIS-IV: Conceptual and Clinical Foundations --t| Intelligent Testing Philosophy --t| Tying Together The Tenets Of Intelligent Testing --t| Qualitative And Clinical Analyses Of The Wais-IV --t| Subtest-By-Subtest Qualitative And Clinical Analyses --t| BLOCK DESIGN: Influences Affecting Subtest Scores --t| BLOCK DESIGN: Clinical Considerations --t| SIMILARITIES: Influences Affecting Subtest Scores --t| SIMILARITIES: Clinical Considerations --t| DIGIT SPAN: Influences Affecting Subtest Scores --t| DIGIT SPAN: Clinical Considerations --t| MATRIX REASONING: Influences Affecting Subtest Scores --t| MATRIX REASONING: Clinical Considerations --t| VOCABULARY: Influences Affecting Subtest Scores --t| VOCABULARY: Clinical Considerations --t| ARITHMETIC: Influences Affecting Subtest Scores --t| ARITHMETIC: Clinical Considerations --t| SYMBOL SEARCH: Influences Affecting Subtest Scores --t| SYMBOL SEARCH: Clinical Considerations --t| VISUAL PUZZLES: Influences Affecting Subtest Scores --t| VISUAL PUZZLES: Clinical Considerations --t| INFORMATION: Influences Affecting Subtest Scores --t| INFORMATION: Clinical Considerations --t| CODING: Influences Affecting Subtest Scores --t| CODING: Clinical Considerations --t| LETTER-NUMBER SEQUENCING: Influences Affecting Subtest Scores --t| LETTER-NUMBER SEQUENCING: Clinical Considerations --t| FIGURE WEIGHTS: Influences Affecting Subtest Scores --t| FIGURE WEIGHTS: Clinical Considerations --t| COMPREHENSION: Influences Affecting Subtest Scores --t| COMPREHENSION: Clinical Considerations --t| CANCELLATION: Influences Affecting Subtest Scores --t| CANCELLATION: Clinical Considerations --t| PICTURE COMPLETION: Influences Affecting Subtest Scores --t| PICTURE COMPLETION: Clinical Considerations --t| Five: How to Interpret the WAIS-IV: Step-by-Step --t| Introduction To Interpretation --t| Administration Tips for Using the Step-by-Step Interpretive System --t| Steps 1-3: Analyze The Fsiq And The Index Profile --t| Step 1: Report the Person's WAIS-IV Standard Scores (FSIQ and Indexes) and Subtest Scaled Scores --t| Step 2: Determine the Best Way to Summarize Overall Intellectual Ability --t| Step 3: Determine Whether the Difference Between the Person's GAI and Cognitive Proficiency Index Is Unusually Large --t| Introduction To Steps 4-10: Two Paths Of Interpretation --t| Step 4: Selecting the Wechsler Four-Index Model, the Keith Five-Factor Model, or the Core Five-Factor Model --t| Step 5: Determine Whether Each of the Four Wechsler Indexes Is Unitary and, Thus, Interpretable --t| Step 6: Determine Whether Each of the Five Keith Factors Is Unitary and, Thus, Interpretable (Ages 16-69 Only) --t| Step 7: Determine Whether Each of the Five Core Factors Is Unitary and, Thus, Interpretable --t| Step 8: Determine Normative Strengths and Normative Weaknesses in the Index (or Factor) Profile --t| Step 9: Determine Personal Strengths and Personal Weaknesses in the Index (or Factor) Profile --t| Step 10: Interpret Fluctuations in the Person's Index or Factor Profile --t| Introduction To Steps 11-12: Analyzing Planned Clinical Comparisons --t| Choosing Step 11 or Step 12 --t| Step 11: Conduct Clinical Comparisons (Ages 16-69 Only) --t| Step 12: Conduct Clinical Comparisons (Ages 16-90) --t| Six: Clinical Applications I: A Neuropsychological Approach to Interpretation of the WAIS-IV and the Use of the WAIS-IV in Learning Disability Assessments --t| Introduction --t| Levels Of Interpretation --t| Global Composite Level of Interpretation --t| Specific Composite (Index) Level of Interpretation --t| Subtest Level of Interpretation --t| Item Level of Interpretation --t| Task-Specific Cognitive Constructs Level of Interpretation --t| Neuropsychological Interpretation Of Wais-IV Performance --t| What Do The Verbal Comprehension Subtests Measure? --t| What Do The Perceptual Reasoning Subtests Measure? --t| What Do The Working Memory Subtests Measure? --t| What Do The Processing Speed Subtests Measure? --t| Learning Disability Assessment And The Wais-IV --t| Constraints On Learning And Production --t| Conceptions Of Learning Disability.;

505 00 t| Ability-Achievement Discrepancy Conception of Learning Disability --t| Ability And Achievement Deficit Model Of Learning Disability --t| Reporting Wais-IV Results In An Integrated Report Format --t| Seven: Clinical Applications II: Age and Intelligence Across the Adult Life Span --t| Do Cognitive Abilities Decline With Advancing Age?a Cross-Sectional Approach --t| Cross-Sectional Investigations of Wechsler's Adult Scales --t| WAIS Studies --t| WAIS-R Studies --t| WAIS-III Studies --t| WAIS-IV Studies --t| Cautions Associated With Cross-Sectional Investigations --t| Does Iq Decline With Advancing Age?a Longitudinal Approach --t| Problems in Investigating Aging Longitudinally --t| Practice Effects and Progressive Error on Wechsler's Performance Scale --t| Selective Attrition WAIS Full Scale Score --t| Two Groundbreaking Longitudinal Investigations Of Iq And Aging --t| Iowa State Army Alpha Study --t| Schaie's 21-Year Seattle Cohort-Sequential Study --t| Longitudinal Investigations Of Wechsler's Scales Using Independent Samples --t| Longitudinal Studies of WAIS, WAIS-R, and WAIS-III Verbal and Performance IQs --t| Longitudinal Study Of Wais-III And Wais-IV Factor Indexes --t| Overview Of The Wechsler Longitudinal Investigations With Independent Samples --t| Interpretation Of Cognitive Decline: Speed Or Problem Solving --t| Can Cognitive Decline Be Slowed Or Predicted In Advance? --t| Engagement in Cognitive Activities and Maintenance of Intelligence --t| Prediction of Declining Cognitive Ability --t| Eight: Clinical Applications III: WAIS-IV Use With Special Groups, Practice Effects, and Gender Differences --t| Individuals With Autistic Disorder And Asperger's Disorder --t| Individuals Who Are Intellectually Gifted --t| Individuals With Intellectual Disability Or Borderline Intellectual Functioning --t| Individuals With Attention-Deficit/ Hyperactivity Disorder --t| Individuals With Learning Disabilities In Reading Or Mathematics --t| Individuals With Traumatic Brain Injury --t| Individuals With Major Depression --t| Individuals With Probable Alzheimer's-Type Dementia And Mild Cognitive Impairment --t| Comparison Of The Verbal Comprehension Index And The Perceptual Reasoning Index For The Clinical Samples --t| Comparisons Involving The Fsiq, Gai, and Cpi For The Clinical Samples --t| Comparison Of The Working Memory Index And The Processing Speed Index For The Clinical Samples --t| Clinical Samples With Relatively Low Scores On The Processing Speed Index --t| Utility Of The Process Approach --t| Clinical Samples With Notable Differences Between Scaled Scores On Digits Forward And Digits Backward --t| Interpretation Of Gain Scores For Normal Samples --t| Interpretation Of Gender Differences For Normal Samples --t| WAIS-IV Indexes --t| WAIS-III Indexes --t| Gender Differences On Processing Speed --t| Gender Differences In Spatial Visualization --t| Clinical Implications Of Gender Differences On Mental Tasks --t| Nine: Strengths and Weaknesses of the WAIS-IV --t| Strengths Of The Wais-IV --t| Test Development --t| Administration and Scoring --t| Reliability and Validity --t| Standardization --t| Interpretation --t| Weaknesses Of The Wais-IV --t| Test Development --t| Administration and Scoring --t| Interpretation --t| Final Comment --t| Ten: Illustrative Case Reports --t| Case Report: Laura O., Age 17, Impaired Social Skills, Poor Motivation, and Weak Attention Abilities --t| Reason for Evaluation --t| Background Information --t| Behavioral Observations --t| Assessment Procedures --t| Test Results --t| Summary --t| Diagnostic Impressions --t| Recommendations --t| Case Report: Jim W., Age 64, Possible Dementia --t| Reason for Referral --t| Background Information --t| Behavioral Observations --t| Means of Assessment --t| Test Results and Interpretation --t| Personality Functioning --t| Diagnostic Impression --t| Summary and Conclusions --t| Recommendations --t| Eleven: The Initial Digital Adaptation of the WAIS-IV --t| Overview --t| Administering Wais-IV In Q-Interactive Assess --t| Description of Assess Workflow --t| Structure --t| Administration Rules --t| System Features --t| Overview Of Wais-IV Subtest Designs --t| Verbal Comprehension Subtests --t| Perceptual Reasoning Subtests --t| Working Memory Subtests --t| Processing Speed Subtests --t| Evaluating The Quality Of The Q-Interactive Wais-IV --t| Getting Started With Q-Interactive --t| Install Q-interactive Software --t| Configure the iPads --t| Creating Client Profiles, Batteries, and Assessments in Central --t| Selecting or Creating a Client Record --t| Selecting or Creating a Test Battery --t| Creating an Assessment --t| To Sync the iPad to Download Assessments --t| Completing the Assessment --t| Conclusion.;

520 a| "Quickly acquire the knowledge and skills you need to confidently administer, score, and interpret the WAIS-IV. Coauthored by Alan S. Kaufman, who was mentored by David Wechsler-the creator of the Wechsler scales-Essentials of WAIS-IV Assessment, Second Edition is thoroughly revised and updated to provide beginning and seasoned clinicians with comprehensive step-by-step guidelines for effective use of the WAIS-IV. This invaluable guide provides clinicians with a brand new interpretive process, overhauling its system of profile interpretation to be equally powerful across the entire WAIS-IV age range"--EBL.;

650 0 a| Wechsler Adult Intelligence Scale.=| ^A23155;

650 0 a| Intelligence tests.=| ^A3677;

650 2 a| Wechsler Scales0| (DNLM)D014888=| ^A918173;

650 2 a| Intelligence Tests0| (DNLM)D007361=| ^A918823;

650 7 a| PSYCHOLOGYx| Assessment, Testing & Measurement.2| bisacsh;

650 7 a| Intelligence tests.2| fast0| (OCoLC)fst00975867;

650 7 a| Wechsler Adult Intelligence Scale.2| fast0| (OCoLC)fst01173294;

650 7 a| WAIS.2| sao;

650 7 a| Intelligenstester.2| sao;

700 1 a| Kaufman, Alan S.,d| 1944-=| ^A586524;

830 0 a| Essentials of psychological assessment series.=| ^A465360;

856 40 3| ProQuest Ebook Centralu| https://ebookcentral.proquest.com/lib/eastcarolina/detail.action?docID=947578;

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Essentials of WAIS-IV assessment / Elizabeth O. Lichtenberger and Alan S. Kaufman.

Author/creator	Lichtenberger, Elizabeth O.
Other author	Kaufman, Alan S., 1944-
Format	Electronic
Edition	2nd ed.
Publication Info	Hoboken, New Jersey : John Wiley & Sons, ©2013.
Description	1 online resource.
Supplemental Content	ProQuest Ebook Central
Subjects	Wechsler Adult Intelligence Scale. Intelligence tests. Wechsler Scales Intelligence Tests

Series	Essentials of psychological assessment series Essentials of psychological assessment series. ^A465360
Contents	Introduction -- History And Development -- Binet-Simon Scales -- Terman's Stanford-Binet -- World War I Tests -- Wechsler's Creativity -- Wais-IV And Its Predecessors -- Wechsler-Bellevue Subtests That Survive On The Wais-IV -- Similarities (Verbal Comprehension Index) -- Vocabulary (Verbal Comprehension Index) -- Information (Verbal Comprehension Index) -- Comprehension (Verbal Comprehension Index) -- Digit Span (Working Memory Index) -- Arithmetic (Working Memory Index) -- Block Design (Perceptual Reasoning Index) -- Picture Completion (Perceptual Reasoning Index) -- Coding (Processing Speed Index) -- Wechsler's Legacy -- Purposes Of Assessing Adults And Adolescents -- Foundations Of The Wais-IV: Theory And Research -- Description of WAIS-IV -- Validity of the WAIS-IV Model -- WAIS-IV's Relationship with the WMS-IV -- WAIS-IV's Relationship with the WAIS-III -- The Flynn Effect and Capital Punishment -- Standardization And Psychometric Properties Of The Wais-IV -- Reliability -- Loadings on the General Factor -- Ethnic Differences In Iq -- Differences Between Whites and African Americans -- Differences Between Whites and Hispanics -- Overview Of Ethnic Differences On The Wais-IV -- Comprehensive References On Test -- Two: How to Administer the WAIS-IV -- Appropriate Testing Conditions -- Testing Environment -- Testing Materials -- Rapport With Examinee -- Establishing Rapport -- Maintaining Rapport -- Testing Individuals With Special Needs -- Administration Considerations -- Starting and Discontinuing Subtests -- Recording Responses -- Timing -- Querying -- Repeating Items -- Teaching the Task -- Subtest-By-Subtest Rules Of Administration -- Block Design -- Similarities -- Digit Span -- Matrix Reasoning -- Vocabulary -- Arithmetic -- Symbol Search -- Visual Puzzles -- Information -- Coding -- Letter-Number Sequencing -- Figure Weights -- Comprehension -- Cancellation -- Picture Completion -- Pitfalls of Subtest Administration -- Three: How to Score the WAIS-IV -- Types Of Scores -- Step-By-Step: How The Wais-IV Is Scored -- Raw Scores -- Scaled Scores -- IQs and Factor Indexes -- Raw Scores of Zero May Invalidate Composite -- Prorating and Scoring Options -- Scoring Subtests Requiring Judgment -- General Scoring Criteria for Verbal Subtests -- Subtest-by-Subtest Scoring Keys -- Computer Scoring Procedures -- Four: How to Interpret the WAIS-IV: Conceptual and Clinical Foundations -- Intelligent Testing Philosophy -- Tying Together The Tenets Of Intelligent Testing -- Qualitative And Clinical Analyses Of The Wais-IV -- Subtest-By-Subtest Qualitative And Clinical Analyses -- BLOCK DESIGN: Influences Affecting Subtest Scores -- BLOCK DESIGN: Clinical Considerations -- SIMILARITIES: Influences Affecting Subtest Scores -- SIMILARITIES: Clinical Considerations -- DIGIT SPAN: Influences Affecting Subtest Scores -- DIGIT SPAN: Clinical Considerations -- MATRIX REASONING: Influences Affecting Subtest Scores -- MATRIX REASONING: Clinical Considerations -- VOCABULARY: Influences Affecting Subtest Scores -- VOCABULARY: Clinical Considerations -- ARITHMETIC: Influences Affecting Subtest Scores -- ARITHMETIC: Clinical Considerations -- SYMBOL SEARCH: Influences Affecting Subtest Scores -- SYMBOL SEARCH: Clinical Considerations -- VISUAL PUZZLES: Influences Affecting Subtest Scores -- VISUAL PUZZLES: Clinical Considerations -- INFORMATION: Influences Affecting Subtest Scores -- INFORMATION: Clinical Considerations -- CODING: Influences Affecting Subtest Scores -- CODING: Clinical Considerations -- LETTER-NUMBER SEQUENCING: Influences Affecting Subtest Scores -- LETTER-NUMBER SEQUENCING: Clinical Considerations -- FIGURE WEIGHTS: Influences Affecting Subtest Scores -- FIGURE WEIGHTS: Clinical Considerations -- COMPREHENSION: Influences Affecting Subtest Scores -- COMPREHENSION: Clinical Considerations -- CANCELLATION: Influences Affecting Subtest Scores -- CANCELLATION: Clinical Considerations -- PICTURE COMPLETION: Influences Affecting Subtest Scores -- PICTURE COMPLETION: Clinical Considerations -- Five: How to Interpret the WAIS-IV: Step-by-Step -- Introduction To Interpretation -- Administration Tips for Using the Step-by-Step Interpretive System -- Steps 1-3: Analyze The Fsiq And The Index Profile -- Step 1: Report the Person's WAIS-IV Standard Scores (FSIQ and Indexes) and Subtest Scaled Scores -- Step 2: Determine the Best Way to Summarize Overall Intellectual Ability -- Step 3: Determine Whether the Difference Between the Person's GAI and Cognitive Proficiency Index Is Unusually Large -- Introduction To Steps 4-10: Two Paths Of Interpretation -- Step 4: Selecting the Wechsler Four-Index Model, the Keith Five-Factor Model, or the Core Five-Factor Model -- Step 5: Determine Whether Each of the Four Wechsler Indexes Is Unitary and, Thus, Interpretable -- Step 6: Determine Whether Each of the Five Keith Factors Is Unitary and, Thus, Interpretable (Ages 16-69 Only) -- Step 7: Determine Whether Each of the Five Core Factors Is Unitary and, Thus, Interpretable -- Step 8: Determine Normative Strengths and Normative Weaknesses in the Index (or Factor) Profile -- Step 9: Determine Personal Strengths and Personal Weaknesses in the Index (or Factor) Profile -- Step 10: Interpret Fluctuations in the Person's Index or Factor Profile -- Introduction To Steps 11-12: Analyzing Planned Clinical Comparisons -- Choosing Step 11 or Step 12 -- Step 11: Conduct Clinical Comparisons (Ages 16-69 Only) -- Step 12: Conduct Clinical Comparisons (Ages 16-90) -- Six: Clinical Applications I: A Neuropsychological Approach to Interpretation of the WAIS-IV and the Use of the WAIS-IV in Learning Disability Assessments -- Introduction -- Levels Of Interpretation -- Global Composite Level of Interpretation -- Specific Composite (Index) Level of Interpretation -- Subtest Level of Interpretation -- Item Level of Interpretation -- Task-Specific Cognitive Constructs Level of Interpretation -- Neuropsychological Interpretation Of Wais-IV Performance -- What Do The Verbal Comprehension Subtests Measure? -- What Do The Perceptual Reasoning Subtests Measure? -- What Do The Working Memory Subtests Measure? -- What Do The Processing Speed Subtests Measure? -- Learning Disability Assessment And The Wais-IV -- Constraints On Learning And Production -- Conceptions Of Learning Disability.
Contents	Ability-Achievement Discrepancy Conception of Learning Disability -- Ability And Achievement Deficit Model Of Learning Disability -- Reporting Wais-IV Results In An Integrated Report Format -- Seven: Clinical Applications II: Age and Intelligence Across the Adult Life Span -- Do Cognitive Abilities Decline With Advancing Age?a Cross-Sectional Approach -- Cross-Sectional Investigations of Wechsler's Adult Scales -- WAIS Studies -- WAIS-R Studies -- WAIS-III Studies -- WAIS-IV Studies -- Cautions Associated With Cross-Sectional Investigations -- Does Iq Decline With Advancing Age?a Longitudinal Approach -- Problems in Investigating Aging Longitudinally -- Practice Effects and Progressive Error on Wechsler's Performance Scale -- Selective Attrition WAIS Full Scale Score -- Two Groundbreaking Longitudinal Investigations Of Iq And Aging -- Iowa State Army Alpha Study -- Schaie's 21-Year Seattle Cohort-Sequential Study -- Longitudinal Investigations Of Wechsler's Scales Using Independent Samples -- Longitudinal Studies of WAIS, WAIS-R, and WAIS-III Verbal and Performance IQs -- Longitudinal Study Of Wais-III And Wais-IV Factor Indexes -- Overview Of The Wechsler Longitudinal Investigations With Independent Samples -- Interpretation Of Cognitive Decline: Speed Or Problem Solving -- Can Cognitive Decline Be Slowed Or Predicted In Advance? -- Engagement in Cognitive Activities and Maintenance of Intelligence -- Prediction of Declining Cognitive Ability -- Eight: Clinical Applications III: WAIS-IV Use With Special Groups, Practice Effects, and Gender Differences -- Individuals With Autistic Disorder And Asperger's Disorder -- Individuals Who Are Intellectually Gifted -- Individuals With Intellectual Disability Or Borderline Intellectual Functioning -- Individuals With Attention-Deficit/ Hyperactivity Disorder -- Individuals With Learning Disabilities In Reading Or Mathematics -- Individuals With Traumatic Brain Injury -- Individuals With Major Depression -- Individuals With Probable Alzheimer's-Type Dementia And Mild Cognitive Impairment -- Comparison Of The Verbal Comprehension Index And The Perceptual Reasoning Index For The Clinical Samples -- Comparisons Involving The Fsiq, Gai, and Cpi For The Clinical Samples -- Comparison Of The Working Memory Index And The Processing Speed Index For The Clinical Samples -- Clinical Samples With Relatively Low Scores On The Processing Speed Index -- Utility Of The Process Approach -- Clinical Samples With Notable Differences Between Scaled Scores On Digits Forward And Digits Backward -- Interpretation Of Gain Scores For Normal Samples -- Interpretation Of Gender Differences For Normal Samples -- WAIS-IV Indexes -- WAIS-III Indexes -- Gender Differences On Processing Speed -- Gender Differences In Spatial Visualization -- Clinical Implications Of Gender Differences On Mental Tasks -- Nine: Strengths and Weaknesses of the WAIS-IV -- Strengths Of The Wais-IV -- Test Development -- Administration and Scoring -- Reliability and Validity -- Standardization -- Interpretation -- Weaknesses Of The Wais-IV -- Test Development -- Administration and Scoring -- Interpretation -- Final Comment -- Ten: Illustrative Case Reports -- Case Report: Laura O., Age 17, Impaired Social Skills, Poor Motivation, and Weak Attention Abilities -- Reason for Evaluation -- Background Information -- Behavioral Observations -- Assessment Procedures -- Test Results -- Summary -- Diagnostic Impressions -- Recommendations -- Case Report: Jim W., Age 64, Possible Dementia -- Reason for Referral -- Background Information -- Behavioral Observations -- Means of Assessment -- Test Results and Interpretation -- Personality Functioning -- Diagnostic Impression -- Summary and Conclusions -- Recommendations -- Eleven: The Initial Digital Adaptation of the WAIS-IV -- Overview -- Administering Wais-IV In Q-Interactive Assess -- Description of Assess Workflow -- Structure -- Administration Rules -- System Features -- Overview Of Wais-IV Subtest Designs -- Verbal Comprehension Subtests -- Perceptual Reasoning Subtests -- Working Memory Subtests -- Processing Speed Subtests -- Evaluating The Quality Of The Q-Interactive Wais-IV -- Getting Started With Q-Interactive -- Install Q-interactive Software -- Configure the iPads -- Creating Client Profiles, Batteries, and Assessments in Central -- Selecting or Creating a Client Record -- Selecting or Creating a Test Battery -- Creating an Assessment -- To Sync the iPad to Download Assessments -- Completing the Assessment -- Conclusion.
Abstract	"Quickly acquire the knowledge and skills you need to confidently administer, score, and interpret the WAIS-IV. Coauthored by Alan S. Kaufman, who was mentored by David Wechsler-the creator of the Wechsler scales-Essentials of WAIS-IV Assessment, Second Edition is thoroughly revised and updated to provide beginning and seasoned clinicians with comprehensive step-by-step guidelines for effective use of the WAIS-IV. This invaluable guide provides clinicians with a brand new interpretive process, overhauling its system of profile interpretation to be equally powerful across the entire WAIS-IV age range"--EBL.
General note	Includes index.
Bibliography note	Includes bibliographical references and indexes.
Source of description	Print version record and CIP data provided by publisher.
Issued in other form	Print version: Lichtenberger, Elizabeth O. Essentials of WAIS-IV assessment. 2nd ed. Hoboken, N.J. : John Wiley & Sons, ©2013 9781118271889
LCCN	2012024067
ISBN	9781118421185 (epub)
ISBN	1118421183 (epub)
ISBN	9781118419625 (pdf)
ISBN	1118419626 (pdf)
ISBN	9781118433850 (mobipocket)
ISBN	1118433858 (mobipocket)
ISBN	(paper/cd-rom)
ISBN	(paper/cd-rom)

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Essentials of WAIS-IV assessment / Elizabeth O. Lichtenberger and Alan S. Kaufman.

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