JEROME M. SATTLER, PUBLISHER, INC.
1. A chapter covering general guidelines for administering tests
2. A thorough discussion of the psychometric properties of the WISC–V and WPPSI–IV
3. An in-depth presentation of each WISC–V and WPPSI–IV subtest, including a description, rationale, factor analytic findings, reliability and correlational highlights, CHC theory, administration guidelines, interpretive suggestions, and approaches to testing the limits
4. A chapter discussing the important principles of report writing
5. The reliability, validity, and estimated WISC–V Full Scale IQs associated with 47 short-form combinations and one 10-subtest combination
6. The reliability, validity, and estimated WPPSI–IV Full Scale IQs associated with 41 short-form combinations and one 6-subtest combination for ages 2-6 to 3-11 and 53 short-form combinations and one 10-subtest combination for ages 4-0 to 7-7
7. Guidelines for interpreting the WISC–V and WPPSI–IV index scores and Full Scale IQ
8. Appendixes with confidence intervals; guidelines for interpreting WISC–V and WPPSI–IV subtests and indexes; relevant Cattell-Horn-Carroll abilities associated with each subtest and index score; how to explain subtests and index scores to parents, teachers, and the referral source;
and much more
9. A table for recording psychological and physical difficulties observed during test administration and a parallel table explaining each psychological and physical difficulty that appears in the prior table
This edition contains several learning aids. These include
• A list of major headings, together with goals and objectives, at the beginning of each chapter
• A “Thinking Through the Issues” section; a summary of each major topic; a list of key terms, concepts, and names, along with the page on which each appears; and a series of study questions at the end of each chapter
• Detailed guidelines for administering each WISC–V and WPPSI–IV subtest, covering background considerations, starting considerations, reverse sequence rule, discontinue criterion, scoring guidelines, and completion of the Record Form
• A WISC–V checklist and a WPPSI–IV checklist on which an observer can record whether each guideline described above was followed
• Exercises on report writing
Edwin G. Boring said, “Intelligence is whatever intelligence tests measure.” Although this comment may have been facetious, it strikes a chord with the text authors. We wonder, Do the revised structures of the WISC–V and WPPSI–IV give a more valid picture of intelligence than the former editions? The new editions will, of course, need to be investigated more extensively before a final judgment can be made about their value as cognitive assessment instruments. Our field needs to study, in particular, how the seven new WISC–V subtests (Figure Weights, Picture Span, Naming Speed Literacy, Naming Speed Quantity, Immediate Symbol Translation, Delayed Symbol Translation, and Recognition Symbol Translation) contribute to our understanding of the cognitive functioning of both school-age children and adolescents. Similarly, we need to study how the four new WPPSI–IV subtests (Bug Search, Picture Memory, Zoo Locations, and Animal Coding) contribute to our understanding of the cognitive functioning of young children.
Note to instructors: An Instructor’s Manual with multiple choice questions, written by Elizabeth Levin, accompanies Assessment of Children: WISC–V and WPPSI–IV. Power-Point™ presentations highlighting the main points of each chapter, prepared by Sal Massa, are also available.