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Forensic Assessment
Published in Louis B. Schlesinger, Sexual Murder, 2021
Who could argue with the usefulness of revising various tests and inventories so that they are updated and align with current norms, demographics, and the like? This procedure has certainly been followed in the many revisions of the Wechsler Intelligence Scales and has proved useful. However, when using a personality test or inventory in a forensic matter—with the stakes being extremely high—one must make sure that the revision is appropriate. For example, a revision of the MMPI—referred to as the Restructured Clinical Scales (RC)—has come under a great deal of scrutiny. In fact, a special issue of the Journal of Personality Assessment (October 2006) was devoted to the many problems with these scales. As noted by Nichols (2006),as a result of these various problems, the RC scales should be used with caution. The application in medical, chronic pain, personnel, and forensic evaluations may be of particular concern because of their increased likelihood of forensic challenge. Even within outpatient and inpatient settings, the interpretation of the RC scales may mislead clinical inferences because of their defects in design and composition. (p. 137)
A Critical Evaluation of the IQ-Achievement Discrepancy Based Definition of Dyslexia
Published in Kees P. van den Bos, Linda S. Siegel, Dirk J. Bakker, David L. Share, Current Directions in Dyslexia Research, 2020
There are also difficulties with IQ tests in terms of the actual content of the tests. The existing IQ tests rely on specific factual knowledge rather than abstract thinking or problem solving. For example, one of us (Siegel, 1989) has outlined a number of difficulties using the Wechsler Intelligence Scale for Children-Revised (WISC-R, Wechsler 1974) as a valid measure of intelligence. The WISC-R is not reflective of problem solving skills, but measures factual knowledge, short-term memory, vocabulary, expressive language skills, fine motor coordination, attention, and concentration.
Psychological Testing
Published in Stanley R. Resor, Henn Kutt, The Medical Treatment of Epilepsy, 2020
Gregory P. Lee, David W. Loring
The Wechsler Intelligence Scale for Children-Revised (WISC-R) (1) and the Wechsler Adult Intelligence Scale-Revised (WAIS-R) (2) are the most commonly employed intelligence tests. They are composed of 12 and 11 subtests, respectively. Intelligence is conceptualized as multifactorial, and consequently, the use of a single summary score like IQ is of limited use (3). Factor analytic studies typically find the Wechsler scales are composed of three factors (4): (1) verbal-conceptual factor (e.g., Vocabulary subtest), (2) attentional or ‘freedom from distractibility’ factor (e.g., Digit Span subtest), and (3) perceptual-constructional factor (e.g., Block Design subtest). Because these factors are differentially sensitive to the nature and location of brain disease, examination of each factor will provide more meaningful information than the Full Scale IQ score (5).
Neurocognitive profile of adolescents with early-onset schizophrenia and their unaffected siblings
Published in The World Journal of Biological Psychiatry, 2022
Nora S. Vyas, Lisa Burke, Siobhan Netherwood, Paul Caviston, Mima Simic, Monte S. Buchsbaum
The Wechsler Adult Intelligence Scale-Revised (WAIS-R) (Wechsler 1981) or child equivalent, Wechsler Intelligence Scale for Children, 3rd edition (WISC-III) (Wechsler 1991) was used to measure intelligence quotient. To enable comparability across all age groups in the child and adult scale in this study, the WISC-III scores were converted into WAIS-R equivalents based on Tables 5.12 and 5.13 of the WISC-III manual recommendations (Wechsler 1991, p. 92–93). Verbal memory was measured using the California Verbal Learning Test (Delis et al. 1987). The Wechsler Memory Scale-Revised (WMS-R; Wechsler 1987) was used to assess forward and backward digit span, verbal memory, visual memory, general memory, attention, and delayed recall indices. The degraded-stimulus CPT (Nuechterlein et al. 1983) measured vigilance and sustained attention. Selective attention and processing speed was measured using the Span of Apprehension test (SPAN) (Asarnow et al. 1991) and the TMT-A (Reitan 1958), respectively. The WCST (Heaton et al. 1993) and TMT-B measured executive function.
On differentiating auditory processing disorder (APD) from attention deficit disorder (ADD): an illustrative example using the Cattell-Horn-Carroll (CHC) model of cognitive abilities
Published in International Journal of Audiology, 2020
John Bench, Kate Jacobs, Brett Furlonger
The Cattell-Horn-Carroll (CHC) Model of Cognitive Abilities, that has to date been applied most regularly in the educational psychology realm, provides a way of structuring the wide range of intellectual and cognitive abilities into a coherent framework (Schneider and McGrew 2012; Flanagan, Ortiz, and Alfonso 2013; Schneider and McGrew 2018). See McGrew (2018a) for a very helpful visual tour. The Model is well validated (Ackerman and Lohman 2006; Keith and Reynolds 2010; McGrew 2009; Jewsbury, Bowden and Duff 2017) and is increasingly used to underpin the assessment of intelligence, as in the latest Wechsler Intelligence Scale for Children: 5th Edition (WISC V: Wechsler 2014). The Model was developed from large-scale factor-analytic psychological work across the wide compass of human abilities.
Care Coordination of Autism Spectrum Disorder: A Solution-Focused Approach
Published in Issues in Mental Health Nursing, 2020
M. L. Parker, Rachel M. Diamond, Ashley D. Del Guercio
Results of his cognitive evaluation with the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV; Wechsler, 2003) indicated average cognitive abilities (Verbal Comprehension Index—104; Perceptual Reasoning—125; Working Memory Index—83; Processing Speed Index—112). However, he demonstrated difficulty with executive functioning according to the Behavior Rating Inventory of Executive Functioning, Second Edition (BRIEF-2; Gioia et al., 2015), resulting in a secondary diagnosis of Attention Deficit Hyperactivity, Predominantly Inattentive Type. The combination of average cognitive abilities and poor executive functioning suggested that the solution-focused scaling intervention could include more complex criteria (e.g., words/concepts v. visual aids/pictures) as long as it was clearly organized. The BRIEF-2 results suggested Jonathan specifically struggled with task initiation and that he was dependent on his environment for cues and prompts to begin tasks, indicating the scale would be beneficial to engage Jonathan in the desired behaviors.