The Wechsler Intelligence Scale is the most widely used intelligence test for children worldwide. WISC-V introduces new subtests, composite scores, process scores, error scores, and scaled scores as a more complex and accurate means of assessing cognitive abilities. WISC-V Assessment and Interpretation provides practical information for clinicians on selection of subtest measures, administration, and interpretation.

New subtests are described along with tips for accurate administration and scoring. Full Scale IQ is identified as important for predicting relevant behaviors, and primary index scores for characterizing the child's strengths and weaknesses. Classroom indicators of low scores on each of these abilities are identified, with suggested interventions, accommodations, and instructional strategies for low scorers. Coverage includes ethnic differences for the Full Scale IQ and each primary index score, along with evidence of the profound influence of parental attitudes and expectations. Several other societal and contextual factors relevant to understanding racial/ethnic differences are presented. Two chapters review use of the WISC-V for identifying learning disabilities, testing of individuals with dyslexia, and best-practice recommendations to ensure accurate diagnosis and intervention. Concluding chapters describe advances in the Q-interactive system platform allowing administration of the WISC-V on iPads and other tablets and how clinicians can tailor assessment using select WISC-V subtests and features.

• Authored by the creators of the WISC-V
• Describes the new subtests, revised test structure, and test extensions
• Advises clinicians on test selection and custom tailoring of assessment measures
• Provides best practice recommendations for accurate administration and scoring
• Addresses electronic administration via tablets and comparison to print scores
• Reviews social/contextual factors for understanding racial/ethnic differences
• Translates scores to predict behaviors and identify child strengths and weaknesses
• Suggests interventions, accommodations, and instructional strategies for low scorers

Dr. Weiss has presented widely on intelligence in more than a dozen countries. He has authored or co-authored the following 7 graduate level text books:

WISC-III Cross Cultural Analyses: Culture and Children's Intelligence (2003)

WISC-IV Clinical Use and Interpretation (2005)

WISC-IV Advanced Clinical Interpretation (2006)

WISC-IV Clinical Use and Intervention (2008)

WAIS-IV Clinical Use and Interpretation (2010)

BAYLEY-III Clinical Use and Interpretation (2010)

Advanced Clinical Assessment with WAIS-IV and WMS-IV (2013)

Some of his books have been translated into Spanish, Japanese, and Korean. In addition, he has authored or coauthored approximately 30 journal articles, 12 technical reports, and 10 other book chapters.

Dr. Weiss holds a PhD degree in industrial and organizational psychology from Texas A&M University, and a master's degree in clinical psychology from Trinity University. He lives in San Antonio, Texas, with his wife of 28 years, Judy Ann. The Weiss' have two adult sons.

Lawrence G. Weiss, PhD is Vice President of Test Development for Pearson Clinical Assessment. He oversees a department of 150 professionals and is responsible for all research and test development activities related to the company's psychological, educational, speech, language, and occupational therapy assessment products as well as post college admissions tests. He also advises on test development activities for the company's international business partners around the globe including Pearson Clinical Assessment offices in the United Kingdom, Australia, Canada, France, Germany, The Netherlands, India, China, Spain, and Brazil.

Dr. Weiss has presented widely on intelligence in more than a dozen countries. He has authored or co-authored the following 7 graduate level text books:

. WISC-III Cross Cultural Analyses: Culture and Children's Intelligence (2003)

. WISC-IV Clinical Use and Interpretation (2005)

. WISC-IV Advanced Clinical Interpretation (2006)

. WISC-IV Clinical Use and Intervention (2008)

. WAIS-IV Clinical Use and Interpretation (2010)

. BAYLEY-III Clinical Use and Interpretation (2010)

. Advanced Clinical Assessment with WAIS-IV and WMS-IV (2013)

Some of his books have been translated into Spanish, Japanese, and Korean. In addition, he has authored or coauthored approximately 30 journal articles, 12 technical reports, and 10 other book chapters.

Dr. Weiss holds a PhD degree in industrial and organizational psychology from Texas A&M University, and a master's degree in clinical psychology from Trinity University. He lives in San Antonio, Texas, with his wife of 28 years, Judy Ann. The Weiss' have two adult sons.

Susan Engi Raiford, Pearson Clinical Assessment, San Antonio, Texas, USA

Alan S. Kaufman, Yale Child Study Center, School of Medicine, New Haven, Connecticut, USA

The publication of the WISC-V marks a milestone in children's test development. It was published during a year-2014-when other state-of-the-art intelligence tests were also published, namely the CHC-based Woodcock-Johnson IV (Schrank, McGrew, Mather, & Woodcock, 2014) and the Luria-based Cognitive Assessment System-2nd edition (CAS2) (Naglieri, Das, & Goldstein, 2014). The competition for supremacy is steep and the WISC-V has met the challenge. The battery is comprehensive, versatile, child oriented, and clinically rich. It is steeped in a variety of well-researched and well-articulated theories that have roots in cognitive neuroscience, neuropsychological processing, and the CHC model that has expanded from a simple Cattell-Horn fluid-crystallized dichotomy (not unlike Wechsler's original Verbal-Performance distinction) to an array of important cognitive abilities. The developers of the WISC-V have met the challenges of this RTI-dominated and theory-driven decade with much the same goal-directed and ingenious fervor that characterized the great Dr. David Wechsler more than 75 years ago.

Indeed, Dr. Wechsler challenged the Stanford-Binet in the 1930s when no one else had either the courage or the inspiration. The original Stanford-Binet, published in 1916 by Lewis Terman, had many challengers (e.g., Goddard-Binet, Kuhlmann-Binet), all of whom were tied to Alfred Binet's groundbreaking age-based scale normed on Paris students. After Terman triumphed, largely because he had the insight to rearrange the Binet tasks assigned to each age level based on American data, and to actually obtain norms for children and adolescents living in the United States, his Binet test reigned as the measure of IQ.

That reign solidified in 1937 when Terman added a coauthor (Maud Merrill-like Terman, a professor at Stanford), an alternate form (the new Binet boasted Forms L and M), and a sophisticated statistical treatment of the data, thanks in large part to Dr. Quinn McNemar. Noted educator El…