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Capítulo WISC

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8 views17 pages

Capítulo WISC

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Camila Pradenas
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We take content rights seriously. If you suspect this is your content, claim it here.
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Chapter 2 Practical Considerations in WISC-V Interpretation and Intervention ‘A-tynne Heal, ames A. Holdnack, Donald H. Skloshe® and Gwrence G Wess (nt be Seer aU a Otani, 8, Co, INTRODUCTION Ineeprettion of he WISC.¥ sors peal doe inte cope of mak ‘ng ommendations for edsestona interventions for hie abd acer ents Thi shaper proves guise fr sere of te WISC-Y 953 ‘nea of g oF over ai ar well a seo measures of specifi bi thes, Tod pacetiones wih developing intervene segs. te choi annie by ting nterenoes le spec coplave ables atte WISC-V messes, thr chaptes, we Sst discuss common challenges to intepreng [WaSe-V sot fo dete ete thee Sad variance among te Scores. [Nex wo pest an aalogy desgned to promote mee iuitve uncer ‘indigo he aiies neuro by each infor. aly, wo conte sm= fdunetlsugpetos for tacts and parents who fave een Wi weaker ip one of the primary cognate abies These suggestions, [Bslince aod feats ar dawn to both cesmch and sini pte {prove frherfvphts nto the aplcatons of te WISC-V as an impor lao prof he cline! nseament proces. Suggestions a no presents {clea “eokoook” of eer dgaonehypotss or clea inept ‘ove ofthe ables esr 2 LEVELS OF INTERPRETATION: WHEN THE OVERALL ABILITY SCORE DOES NOT TELL THE WHOLE STORY ‘Dace’'s WISCY soe Haw tt fer aii are net eet dep ‘Tree naan erences beens 3 the ner ares! cal MO. use eons of he FD Bat or Dc sy es sre {Ped no eae eon fining or eileen pon fortis ae Waly meters Ane came i vol pommcnce srt eh bic tee sen sot 3 yrs go. While ome enlists ‘enor eur 10 soe ined ar hema have eel pene iy cope wth ely pap th ea of he carn unt agg a oe mre tal fc of Noll aig ad econ! arenes yb oi eset on ey acing fe ‘ces ever ik enrge Vero! Coreen. ow overage Wong Mono ant Prune Spend wih bode Vinal Spl and Fh Amys of he dicepacies amg the index sori outa ace 1s good laa practice, esos when such interpretation cece nthe fonfext of genet silty (Pangan de Keun, 2008; Kaufnan, 2013, Suter, 2008 Sigalcam Gsrepmcles among a student's index scores ‘Soul be inte as deans of songs oe weakness the cops: lire conse they meses. As mos practioner have observed, an ent Fed stengh ar wesiaes ia ose of thse moe cogiive alts wl on rails in cls bebatior. For exampe tacbers wil Lily Se tht « ‘aden! who has sian Weaken on the Working Memry Ince (Wo cos fae signees; or one ar who an = wosknes on Ne Processing Spee Inde (3) ces foger than hei sates i pOCESS insguctions. Sich ognabon beef edsetonal planing Hoevee, pole anys of the WISCCV ines scores i 9% y itelf Greg Teles rofied wesing arangewens inte clanrvom. Frovise hm mith an ae naive gut are or sny carl whore alaracdont fom window, soe, cot ane apie scent ae mized). ‘Arorzmenaconiedatons ae aston a steer! aces and neds gtr to erable the sen fo cemonetat eaing (Cea ‘wil eque ents tine, up 49 1508 of the Une ree to ae ite and rans. “The tse of plosram maifcatons and sosomimodatone i sted i | ete a ec in specific cogaiveprceses ect the sides aezese tote curiam aed that te copuitve dtc ely camo! be reeset del. Tf te teacher mst fad way to teak around the sei Epil suppor for sore ofthe intervention ideas made nti ston i cident (ee Guhecle Alloway, 2008; Gatiercie, Lamont & Als), 2006) Ye, many of thet intrvenin ide ses simply vege eae tips intended to be tied und wed nly if tey canbe demented to work furan indus seat Ths, ingle ese sos ae osmmended ston ‘tho of proving empical stop forthe atgce sted blow on 2 snc stale! base Methodologies for single case gn exist {ee wel scepe. Ins case, he methodology mould lela acing the siuden’s popes on a snes of Bef aoa gre before and ther Implementtion of one se aore of the ascommodiion or modications ‘This car bean effcave and perl methodology for detain emp Jee supper at the stent eel, an colton of aes wl Bei bald a body of evidence. If implemented on schok-we alex daa management sum eat char ropes on feat acaemis proves a2 funedon of air of aerated iereaons sua te 2 very powet di lsratve and seen ot Oe sch software sytem is AS (Pearson, ani. Selection fom among the ips olf here an be made bd on the ter of elo beevits observed (ee bei) for ears Wh ben ‘eiponded Sanda goup vel educational imerventins (ey Te ef Uies see Response to Tntventin (RTD mode!) oF based ou pats of {WISC-V test sores for suns of Being considered for speci etaton (ie, Ter Tor dee ier RT! de, “The hardest ut of te job of seems for te pupae of interven ton is rant est esis ino approgaate aoaicstons a azar Atatons to he stades workin the cases. Yt ti the aneson that ‘eacers ely on the mot whea they fer sides for pycologl ess ‘ment I thee is ane malor cis tat teachers and oer educstonsl ‘enone! make abou psjcholapcalasessmen and the rept ello, Frail Conese in WSC wetson Chapee | 2 38 itis tha they nc sien! information guide te teacher oo “wi © Go oct ce wht to do cifereaty” tat willbe a posve impacto the thie (Masons, Clie, MeCrmmon, & Sohn, 2011: cheat al 206. "Te interventions tps provided hae fellow dec ro the cognitive abies that ae messed bythe WISC.Y index Scores For many cle, these statin ll ot be sficien i spied in soltion. Targeted ae amie imurvenins are ao nocesary Tor specie leasing. abilities [samples are iterations to aadere wenieset foun i he aadoose Sle f reading, ween lagusge, snd matemstics, Excellent sources fr ‘ich onentone are Mather and ate (2002), Nagle’ md Picking {@ota), Wendling snd Saar (2008), nd Mtb and Wendling O12, unter examples a nervenion © sdaess exc skills sot as cet Suidon time minapenent self eulaiog, abl oes. roast scares for inerventons on exestive fnctins are Hue end oello (2008 a Dewsna and Gre 2008). ‘videos on th effecsveneas of pei educatodl and aademic ne ental assed and rte bythe US Deparnest of Eucaton trong rele of exper gained by the Lave of Eabsatoal Series. These ‘Rv and rings can te fond on 4 wedste ced the What Works Ciernghose ie govloeei "Tae servetionauggeiora Uo this chapter ae not intended to wplte mor tried editaona inerveations for apeife scam conditions fen a eles oe writen lnguage docs Rater, these ger sa fis ire rend o supplement specific sade instuctonalierventions by poicing simple. praca! suggesions fr wach whose staeas ry fave u woes in one ofthe Boar copative domains messed by the WISC. ‘Wail the intervention suggestion in hit chapter focus on aedeicg swe remind the reader i lays conser he who cl. Moeations and {commodo may also be aeeded in the sea of scia-emotonal and inegtooalfnctoning, While the copntve fists do not speak ab dcty to dhs, I is onan fo note that cir wil copie weak resis ay also neo acoso i hit masons wea to wake es ‘ove in aco! ae well So a eh with low verbal shila may have tte ditcly commiting elciely ith teacher pares, nd peer Tow FRI scores may mean 2 child eeds more tne i waded we fetingcomftstle with em sil tins Oto forse b> fy sono persitenc,seletfeary git and executive funtion may alo Flay aoe in emotions. "The balled Ist of clstrom indict, modifcuos,ascommeds ons, and asessnent svategies are reprinted wilh permision fm The ‘Special Education Handbook A Paciol Guide for Al Teachers, Undated (Bhemeniary Teachers Reieaton of Ontario, 2013), INTERVENTION SUGGESTIONS RELATED TO VERBAL “COMPREHENSION ‘The VCI measures crys knowledge and vera FR, Cyan rte, amuse y the VCL shows ang consistent elatonsp with fhe dovlopent of rating and mah atevenect Coibuioes of cyl Tne inlgece co wang achievement pata pom aerage Is ontbions to ening, ath, and wing shire! Deco nceasingy [porto fr ang Sn math achleveret wit age (Benger ee ABD, 200s; Beranger @Wape, 2008; Mangan, Ans, Masco, & Sotelo: Dynogs, 2012 Fagus & Maso, 205). ‘A atadent wit needs in there sea has cul i understanding oa language, or inexpresing Rime or terelf trough eal lngunge, In ‘ou Clasoom inci of this ned inthe atadet's lly performance ‘ited to yerbalconpreberson inde: + aving ite cep voesbuly teed to nde wos nd thi rei, or taving a linked expressive vocabulary i expres ough ad ‘eas ung ngage ints of core word meanigs, oth, + bring tical im latening ed compreendng or anew, ning [eining the meanings of ae, sentences, dom and caleguaisas, Alept neyuatententon and wutory proceeding sl, hein iouy in ein ia “reat stanton nan ageaproRe 4+ ving dict with language compretzasion and bag, evident in ‘hei ativelnguage aed impacting tei leaming ofa secon Ianguage Insinilr ye so bing im ange of genet knowndge and sabjest specifi kno ‘ge despite indent of segue unary ftcoang, Tis ination Irene by Lived expreion of te seas axl Sledge trough or engage Possible nstuctonalascommodtins fr cies wth low verb com rete sis isu: ‘+ Keep the guage of src st viple a posi. {Provide define forall new tre and cance befor eching the leon. Be ale fr sbjct-preic ter th the tu des 20 EW. “Teach he sient to Rep 9 spirit page a the bas of cach subjecs tesebook to wie the new ete tthe define Adie the den oat Ls regaaly Teach new vocabulary in te contest of information tar the ste ‘ieady tows aout he tpi Make epic Links to Kron Voesbuary, ‘nfomacs, sed concep Pcl Condens n WSC Ireaton Chopler| 237 «Pryde models forme ease ngage age woes somes witb Eman: Respond tot sume by ropeting et eres Sinovued vouubuley sad sesece sete that Ae 1 Peer ae owt ae te dtc ooo op wed fad ee ‘esnng, Use gat appopsae sire, Bok Toe a le tai mat Tru testes how 0 hens look up wor oad sya Iie and raed word Use appre eo, RO a ook aman sewn ons. init sade nb eo she deste insrstons ht wet rye oe dst det, hen arate te incon sing ore sil gus 2 Ente row wade he taco: ane 2 SELITGe Comply ho arcton by breaing i doo 4 Tekh he stent cenit when ae has no desc as ca Inacio ot leon nd i for lfestoe obald understanding Geta spe ata cto ngage ht eee ote frat ck 2 Demonstitons and modting to teach omens and procees Min ovr fund gustance or yung ons coed twa explains ures. graps chars 1 Map digo cars, osc mols 1 Sunde webbig maps «+ Teak be soe en vil image of what eo sh bas p> Deon ngage vit! ad ced repent. Gctmesine eth pret in wring Hough noes the sles geod Sook postings on clas wee oS group oy ea Chon or owls eae when eating ae norton id ocps Shactely on por Enowedge, Were ges att, toh he a 0 Shoah twee new + Temit be uno sik a ato cent of exlaains gven 0 Chat ssigunes so projets o he or she cen ely me Working ‘Sn tag acs ro pre ovronmenl socmnodtces fo ciien wih iow verbal comprehen. sion ais ne olowing someon Seabees ner the ech ad ay rom te source. {Reduce the background nove spinst which oral Ianguage i head ia fie to reduc the possity of sirtons of the speech stem. sa wsev ‘Cason ssssimen stele fh hleen wi low vl compen sion sie alae: Confirm that he tun understand he iasrions and detons before bepoing a tet o roses. Ure asessmeat ethos ith edu demands op verbal cate sch Inele, maliple oie, or hor answee ‘+ Reduce te demands for lngsapecomprebeasion whon asesng ope tenis in mathematics and scenes Use langage td ate at score ow iting lee 4 Minimize he oie! for ol pretation, Assign projece whowe product ar iu resentions, mel, tris snd ote conavactons. Further inerveoon steeper ceed 1 oral Ingiage ar avele in ein 2013. INTERVENTION SUGGESTIONS RELATED TO VISUAL SPATIAL, PROCESSING “The VSt measures visual processing that may be important fo ig high level or advanced matics, sch a geome abd eal (naga & Mascot, 2005) Sen wih etsatonal ees eld tial reste ha efcoly i orgaiang vial information lato teasaghl pte sd understands tow ey mia change ey read mo ough sce, Tndcass ofa eed inthe ten daly perfomance fla ial proces may ile the foiowingtehavios 4+ Having ciiculty making visat images to “ee something in the mini’s ee 4 Having diay cememberng and diferent left and sige: ‘Having diay manipulating simple ital patens or euintaining hie enon eb ings a spe, Having ditty men marion objets ce visual patterns to 8 ow ty woul appeae if atere o red Ina + Hovingamculy im combining cicmacced, egie cr pil den ‘intl formation pater in mening whe ‘+ Heving det tain pth hough sat eld ce pten 1 Having sitet in estonting or comparing visual lengths an dances ido messing tem Having italy undestnding math concept in geomet, clelos ad ‘ter higher math 4 Bivingsifieatyinremeaesing ltr formations an et pats © Having aticaty ia sexing enars, ape aod Boerne and exacting ‘he reed nirmstion: Cc acc Conierionsn WSC hnqeon Caper | 229 f+ Hivngsisiutyaranging atrial in pce, sch stn he dss o¢ Tacks or rooms at hore Mists vival des {Hasidic copying information fr fur pa, ike he Sekoard oro nea ott, Hre tet Posie insntional acomndetons for a wealnes in isl proce sing bles ie 4 Rece he suber of visual displays involving eniulaive meals roving, eagras abd chars tha could overwbcin the sade, a fepnce hers ih lear vera esc Enya is weed al now skis nd concept, and all graphics and ‘imaliy-bseecocepts ad asks. Provide the suport flee verbal srt for take reqring pti Eocoiagesodest 10 ase veal mediation to ak theres tes is rail wor, Teach the alent to wre fo eft to ight. Use «gree fro" margin (ihe esis of paper where de sade bp wee, Us ae ft "opine at the ph edge a e pe. 1 Dorot ee the sto! to te ay vs stapes hat be os His fonfng, sic) a6 webs, diagrams, chats aie scbemus for mah “perations. Provide aves with manipunive materi, pail in tho pimary pads, elas copying rom te Blcktoa with proving copies of te ots ‘x asigaments Wes copying i regaie,co not eqie spend Allow exe tin fr the stueat spoof sce. Prove tach exces on worahets wi only a few gtosiont and plenty of whitespace Do nt requ the einen a copy problems fer "he backoard o xbook Teck he sadn owe verbal een. by saying each wor on ber or dtl wen copying frm fa pot ope. 1+ Pode extra vival sete om workshoes and assignmets. Us orp she like numbered bores, clo codes wher instctons and Siac Seton te te same sole 4+ Prove graph paper ans paper ose for completing mah execs siete ent ean owt ne up nerbers by plac vale 4+ Teach he sent nwo interpet heoranetion 9 page of tx ha ing an unl font by using miaber toro the seen, o ea ‘eto Uk rent infraton, 4+ Provide Duet Inetucon Ia reac ani inereting aps, phn, fut ad diagrams. Eyirnmental Stnepes hat may be considered wen working with tlre who bive visa processing eis incl Keep work space fee fom extraneous dscns, by removing all sal laura nt nesray to the ee Ens ht he stent lent hit te desk completely before brining 2 tse Remove al vis liter fom the work spa flow seembng {he mer noodad forthe eas ke Ensure ta reseatons ung colors ave enough conus be disin squshbe fo al igh condos. 1» Mott cole usage in val posenutins avid rence ox clo end ing fr snes ith as oor vison. tasrom assent seis for siren with weakoeses in visual cet alin ice the Following suezestons ‘+ Putfew math questions on each page, with ft of white space fr cle Ian on ath et, ‘+ Provide maniputive caters when tn ‘concept iavoling spatial relator, ‘+ Exphasize verb! and wrvea snavers, ctr thn cars, cagans and ‘aap, wher pase 4+ Prem sudesis 1 expan spl information fom ter perspective thou tegument oe i the eae soit of reer 4+ Redace the empha on chars a mapping, els ht he il Sing taophtand ate, Rel ann of production or wt asignmets a seep pprosine: tons of accepted ete 1 Donor pie the det fox pacing infection incoety ona age arts intervention seis related to vss thnklngre av bien Deb (2013). INTERVENTION SUGGESTIONS RELATED TO FLUID. REASONING ‘The PR measures FR. FR sows a svong elation wi the development of math ahievemen, and cattle modetly othe develope of ede Ing sis. Ine elamontry grades conibuas moderato base wring ‘Mil, ad a all age it ts fo ten expen Fraga Masato 205A sudo wis seis elated o FR ha ily wher al wth rl. Uvely ave ke at eqs reasoing reaping sn ermaing cone stl deavinginfereoes Elementary Teaches’ Federation of Ont, 2015, Tne of ti ped nthe stents ly pefoonanes rented 19 FR my nce: acts Conicenionn WSC Wtrtin Chapter | 241 ving ati recognising, forming and uneeauning conseps Hevin fat perceiving aon anions gates: Having iit deawon inferences om ifocnuon ta is presented: Hoving sificty unceatantng the impatons ofan sv oan actos ving fis ith complen probe slag and conep ornation Heving sificly uaetsunding sn seg "od loge Feving Sil enerstanding an wing “or oe Feving sifelty with extapoling or folowing a lopeal pater tight aoter cohen “+ Moving fcly wih qutatve rexoning nesded for uedestading fu compatng mates, 4s Rug hewily on te be of language to sd in tir conpebensionof| one and to solve problens tat ae new to them and canaot be ‘olved aorta, “+ Hiving ifoity ondertanding the lagen ences of conservation sn classi and Having dieaty tansoning and geaeraling infomation wo new ‘Consiéerefciowing isteuctonl stzpes when oelag with ei eon no demonstate sweet FR in he prepa ort Provide verbal butions to all tks assuming verbal skis ae sous. 4 Doe tesching epproaces that promote te development of sf to rite al sks 4+ Rey op the sufen's yrtal mewory sills 0 teach problem-solving ‘toh sepaion ad areca, “+ Precnt concep and pocedies verbal, in = srighorwad fashion fo ‘rere compeenson Tac snmp (sig obs, pg cl att © fe trope sues of events at an be memoria veal insructons. ‘+ Provite epetton tnd evow of coos entre overleaming Cech thera sents memory for eater! alas comprohension, + Teich mechanial artnet este, verbal tp te ion. 1 Use ral objects ant manip material, long wih veal desei- one to each soocept Teach snepes fo Sneease undersandiog and rctemton of coneps including, lft, the son gids Kime hese tough be pcb verti and. sof procedures or sep o flow Teach prolensolvingwciqus in he cotes in whic the ee as They tb apps a wise Tesch and emphasize reading comprcensios sil seal ws posite {othe musent may ely on seaing and eres 1 ese Sanpete sien of emcee + Teach yer seis that wil ely tom organize hel writen ork in opoentl sep. 1+ Stir an dette dificuly lvl of he ak, hee posse Explain omer an ssiment in Segui tcp by sp, fasion {Wher eching cone or proving istsns, vet 4 complcta nd lengthy inert sed ecins 1 figraivetnguagr, snc the stan 5 ely Ineretlngunge rally 1 comple osructons. 1+ Wats for wucnee problems with ogaigatonl sls and olow Ineraconl sete fr organization, feed. + Nacho bon with ch hy noi ie, For hilton with defi in FR thre a a0 oboassvionetal st vie, Houevey, te following clasroom anesiment stages may be ‘onidre 4 ty ely re om eb istics andes on cas as an sagas 4+ Purvebul plains with vs mile make we of be ei’ ‘lave suena verbal ong © hl ha es owt ret {bd nani vn normaion. «+ Aika spurte quetions rer hn ang opened onto ‘Shing fle tome infec ‘+ Rey moron tel apna es nthe postion of chars, map sod dag + Ratio now oft meri, whee posi 5 Aa oti al of wrk coi ah atin, Cetin sn for along sxe) Cine pal macs eth pes ey Bowel ° a 7 + Plies rag vio 0 te sient be or he bao ow ny {Tut tay st fr hr howled how my te eo er ppc. To and pl slinging te know. Fer ineveetionsratepes related o FR ae avila in Dede D3). INTERVENTION SUGGESTIONS RELATED TO WORKING MEMORY ov do rsa WA deste afc lasroom aesvties? Two observe fades a infratve Te ft fy lovlved 8 groop of eulren ih r race ComidetinsnWSCV htpreiton Cheper | 2 43 Jw WMC bot pies! sors ia geet ality measures, (terete IMtoway, Wills Adar, 2006), Compared with slasamates wih Opie {YA la the low WM see eqn forgot nuts, eagles © ‘pe wih asks imolving smultoeove proceseg and stone, an te los Ak ot thet place in tomplex sks The meat corsaon consequence of these fue wae ta the eilden abunoved te activity wiiow camp [Spit A dood desertion of common characterise of ow WA cisen ‘Ste einsroom can be fund in ubetcle and Alloway (08) and Gatco sl (206, The second bseevatlana stay by these ators (Gow zooestion elven from he serena study dese above, They (fre observed in msinsiean piaryciasooms in demogrepicaly averse (leit beled children wheter low or average WA sl. Examples [St tequely observed behavior that comespondod to WO dei lcd Sie Sald ‘aed his hand ut Shen called poo, be tal frgoten is ‘poss She lest he ace i ak wih lip seps and be hid fd dificty temaining om tsk” Chile wit poor WM sri in fray clasronm activi my because they Wer nabs tld ming (httcent infraion to allow them co compete the tsk, Losing crs ‘Slumaton fem WA cused them to forget many Binge nsrucibas they ‘Sere memping co follow he dts of wt fy wee ing, ad he neXt hep na complicate sk the observa tidy desribed dove (Guterol et al, 2006 cil oe with poo WM function ofen gravis owardlowerlvel sieges ‘ris lower prcesing tegument: rleg ip rediced gate eiieney Fer exampo, send of wing nate id auch a loks and nuber Ties fo rolice pocesing demands, tes chk fled on mre emOrpone ‘tepis tke single counsng sted etic flues of cian wit low meer t est be WM deans cof etsom avis my bea tt on ease of th por sensi Og fess ta ypleal for tem I be chien cannot sre ant manipulate Infermatc ia WM, their pogrom in acquing complex kaoesas and Slo in area uch a eracy and mathematics wil be low an ut ota evaew of Wh, from test sessment apevaces snd ne sures os inpaston various aeageque silo eeevetion sates fr ‘Wats see Den (200) and Dehn 2015) A fuer rescue is Alloway (QoL). Father ierenton eee alae 2 WM ae aalble n Det ent, Toit of fii wih WM may lade he following bebvons Having ficult flowing directions beyond the fst ses; gating what ey Have 0 Comex ‘ificuly with erence we, {osu o es plae in comples sti: Having ctaley wit wring Satnccs paragraphs “+ Having cfc with mths compton hat Swale are tan ‘new, sch a ong vison: and + Having cituly atendig to an immediately eal infomation they haves smn e ead ‘There ate seven possible inervenons and nsrutontlsecommods- ‘hons fren with WM sienten Te ge! flaton fo ameliorate he leasing iar resin fom inpainiats m WM woul be to ee sie the memory inpannen eel). Thee i increasing evidence dat Séecly taming WA with cig WMC waning props sch as CogMed fa fad to improvement on ootalned WM tes Molnes, Cahecee, & Pace. 209; Kingbere, Perel Osco, Fars, & Cusafioon, 2005; ‘iingherg, Forsberg. & Westerberg, 2002) and peaps mn academic tsi iment aswell (Dihia, Hoines, Cates, & Duming. 2006, Holmes, (atbercole, & Dinning. 200), Tose programs eaitaize on the ve secepied pipe of neroplasicy, wich potlts tat the rai can [Pow pow comnectons Based on expeceee. WM ting pogrars aed reel sypport by basic neuroimaging research that relates nese in come rive aby tobe development of coral tickoes in beat cree and Iolescens” (orp, eben, “Wabe, Colom, & Kaas, 2014, Nortel sme revearhers rea wconvoeee Melby Leng & Hele, 2012), and te dete conunes(Shiave, Exist, & Soest, 2014) ‘The ate ingens of WM ining programe ae cally ensued teks that dey suse he WM seus gests that crstanly as lar iicy oh uppo init of te sun’ alan effective caching Uo keep sodess mediated dng te taining. Whom inplemeted With Se yt CopMed program can bean effective suc ot compreensve py shoedicaonl leresion roam. However, i awesome to expect Sclovemeit w lnproveimiodately wher WM abies renedias. Rar, oct te secs WM capecies ine, be oF sb tay be Ber ale 1 ‘eos the cic gh fate instucon oer ho flowing aomese ‘Thus adon to cect taining, we cecommend a umber of el. som masapenes leclniqes 10 mince memoryeled fhe ia Case-based leaning sides Segue experienced by ede wi ‘WA impimes, + Fin, eae tat the ctl can renee what be oF eh I ding, 0 ld tale f comple all steps of « Hain svi. Stages include: Use lnuustons tht ae as ref and simple as ose. Break avons down ino livia sep wher posse 4 Repet te ston quent. 1 Fortats ust bo pace over an extended period of ine, rea he tld of eri information for tht phe of the tsk instead of ‘repeating te eri insta, rascal Conn in WSC retin Chapter | 2 48 | Aske ci peat eel insrtons back 1 ou 4 Sloe ellen ot have gos! ing ft heir WM Ears, hook athe cil vo make se be or se remembers wt, ‘Tonelp steno follow esruesons: 2° Give tie? and simple issmucons with United extraneous seralzaton Brak down innacons it simple steps when pose, Use ut sed ptr for ny sequence. Rese the nero eps ven lone tine Repeat insesctns tegen {Ask the tld t repeat ihe rstacoos w ensue that they a renenteed 4 Give spc reminders targa w de caneat sep of & matey ‘ake ‘To prevent ld from losing bis rer slace ina complex ask 4 Devompes sk nto eset eps ‘ ESsearage elder det to pocsce end scaly use meory sds 1 Provide suppor for as of eer meery si 1 Encourage sues oak for forge nero. ‘To improve the eraing sce o indus with poor WM sills teach em sully steele fo promote hl developer ws ncepe- tent leamers who ca deny and sappat Gel ohn leaning Dees ‘Teoh tem to develop sfletve sowie i cope wis WM fale, taeadng Encourage the ld oa forge infomation where neces 1 Trine chs eke we of memsry aes 1 Eheourage he chlo cosine wih a complex task rar tan aban ton ver if sme of the sep ae wot Completed due To aemoty fais ‘vide sopors fr epling equely ozuring words This wl pe teat chigen fom losing thei pase inthe emplex wi of wag 1 'Redocng the prmcetsing load and opparanity for erin spelling Tntidual sorts wil nese theca’ success m completing the tate ar bole Making waltblesplings of key word on te ci’ ows desk fae ha on nae oar ay ade ese errs by making the tsk of lating hey inermation eer and ecg opprtntie fr Develop ways of making the cil’ place a word selngs 853 trea of ein sac keping ers Gases COPS, Forwrtng us: 2 Radish ngutie complet of etences oe weten 1 Simpy the vocabulary of semenees to be watts, 4 wey 4 Rotuce lng of tees be rte, 9 For oer sents, duce tbe ae of otis ed tchques so ep place inte olze when wring, ‘+ Teac memory i, such at verbal edition or shea, a ne: ‘moni steps, och a: 1 Drsul's Moe Sucks Blood to ee the ode of operons i ong son (Divide, lip, Stat, aed Bang dow) Brey Good Bo} Deserves Fudge, for te name ote lines inthe treble cies at (© The meted of los to mich items with lndzts om the rote 10 stool 4 Tesch socet wo we tt, advance ognize, ae pron planets sero emo 1 Commanietfequeny with pacts about school stv, equipment needs, omevork and asigameats dough a somemincton book. & ‘ls webte o cht gowp oer eal ‘+ Provide nts the ste! fr retentions ae ers ovisoumentl accommodations fr cides wih WM probes ‘+ Reduce oppormntes fo dsuacton and fice the aumte of dine ins in the esi Provide visa eae: ad ther mesmary supp forme asks | {+ Attach the suden’ daily schegle or tineble tthe nated cover atthe ci takes ote vey dey ‘+ Poot the sudea's daly shee o Unetable on the sen’ sk ot lasroom wal Sens eapy ofthe schedule 6 tnetbe ome for Ps Ing inthe see’ room arom he dee Assen seomadtns 4+ Allow the stuent 1 ate appropriate memory sopons during tesig. Sepoarstypilly provide Ivomation about powers 1 ul, rer than providing comeat atthe sadent bos ka 4+ Use opeenes questions ith more than one ret anever tallow ‘oe aves for anything the student enemies, ‘+ Reduce te demands 90 WA on ts y proving stat nd tne for responcing INTERVENTION SUGGESTIONS RELATED TO PROCESSING SPEED 5 shows soup clasonship with the developmen of rating and math schievenen, especialy dang the elementary school yeas when chien sre learng the ska ie mang and esi and developing speed and sal Concentoneia WIC arptaton Chose | 2 a7 automa in heir se (Flanagan & Masco, 200). Olde sol iden these Sic aederc sls wh sumac, and integrate tem wth ‘more complex tasks such ap prblen sling. sibjec- foros wring, and omplen cing When mesa efceny in fewing concoction i ‘eure, sient with slones PS bane sity perioming single con {ve sks Mealy and atoesealy. Indicates of is need in he ten’ ‘lily petoonance ela ote peed with Wick be or se process info ‘maton and completes ts inte: 4 eg slow opr bas rites pert, ot aig te ines lesan no aig tay neil and 9 eee ‘Shing longer compat wsigunent in cls ‘ot ig ead cae wat eine sod; Tot nings copying eros win be ne alt ‘ang sow ‘Sig even ort cle sue res: Con oe gh awe, tang ge So Conide be flowing pone moc secondo when 1 Alowite ert lou pone i: 4 torespnd cally epson ae ix ls 5 foie decent and 5 tocomplts agmatine ‘+ Bone eget siden wo ude ime rai. edu th uy of work eget tn for gy. ‘When eying equine doa que ped. Aow ex tine fr the tun to read acu. + Pronde he sat with anplee comoite Ms Bar nek ‘Soon the segnnens wk ca be aiconghd witin te ine «+o extant seni compl guna 2 ray that os ot rag eave ton i ee «+ Sheen a an ptt sgest ht ave 9 wen compost. by reuing fewer repettins fh come 1+ Provide coir of neste ten oan the en coy foe Sheba na tne tee ‘+ Movie lst to neue he sen’ ang ped ty tng faslg Peay abd city to rsogage sominen Tete sours Sonal ta ee eg a sight ocbuly + Tet he snd fw tomar ne Seto each a The SE coud ue nop tar He crake coud sed he at fn nd nes on paper Sta gor en ral rece te ine aries wo ach a8 sev Provide timed ote © bull speed and antomuchy with bast ls sch edi ast of bigh-egueney won ast as posible calatting simple mah face a fa pos earing spe rth clusions tough fh card nd edu: ‘ional software exe caring ly prtomanoe for seed and acuasy Inthe clasoom and ote etings were the studet does aks such as homework povdeenvironnantl scsonodaos 1 Resize envionentldnvacton i improve petrmance ‘Wes tking tes in he clroom consi the following ete. es Toe setomest” secommodasoot lg ObGin accom fpvfomaace Engh accuny rar than sein evsaing te ten in al sujet west. 1 Do not te timed os for evo, Instead, te semen prose isthe daa ly on speed Allow aapesiied aroun of ext tine fo et ap xa (oly ‘ee and tal), ‘rvide super eke daring ess an exams ‘ea long test nto more stings of shner dhration across a few aaa Provide a render o textovce appt ed est ad exam questions toa met to accommocite for slow eating Hisney Prone a yecetotst sp ocd th eos answers 03 tests 0 ceommodie for sow Weng ens. ‘ee rest ant exam formas With reduced writen ouput formas to ccormodie For slow wetng eney. Brame inde: mulipe choice formas, efile fomats, and ‘Sort answer formatter tft fla he Bank Further intveein sep elated in PS a rails in Deb (2013) ‘COMMENTS ON INTERVENTION SUGGESTIONS ‘Youmger cilien have a ot of support avaible ia the clasroom i the ‘oom of ysous ads, such as visual paps of umber His, Tate, and ‘yes. Once clon get ole, lsaig becomes mae atonoous sd ‘hoe ar fewer opps co ey on exer spp. For insane, while ‘memory ads such a dtnanes and wpeling chars a sil stil, here ‘Ss repeton of tsretns, ewer vintlcuor sch a mamber ner oF ‘nuiiplction tubes td more individual rahe en roup or nperited cts. Ate same Hin, insocions ge fhe, cso lesions get ‘sore complex, ané specific copsiive demands become grewzr The Tr Pract! Cosidersnsin WHEY Ietatan Chaser | 2 49 combination ofthese ftom can serve 1 widen he gap in pexormaace erven cen with sveroge abies an hose with Specific npanmens [ity row into adolescence and exter mile an high Senna eng “fe arms dscibed sore for ying the evirment and clas room ssennot demands ane ierentating the sve ofisrction se {ppt for cen of all ages. For sameeren wth cogaitve procs Rp deft ese odienions and accommodations av pees 2 nme tht hey have equ see ote cursclom, Az ese enien ag, Bowe iy med edly uh compen stapes dat dy fa enpioy on tie cvn aoe eneenment Thus, gebea Fecomsenda- fins fr improving the lering stereo ere Wit a weaDess in tne or the dons of cog ality a lo encourage thes to develop ‘de oon laring stele abd to tke asvanage of avalableelsoom (Hrowces Suto ay inligeencureing the ci 10 ask for Forgot {Bromaton whee neces, ing the ch inte ase f memory ws ‘Se oncouraing te tld core wath compler tts cathe hr sar hn them, evn if ne ofthe step are not completed be to ema a ie. Poricing she cle with sah. [Link] wil rome velopment ts independent learners ale enti and spt hie own Tearing soe, Te following case example provides clea eonstaon, oe ample Matar in yd ge with init tM, wach und "pyetocicaal smn ws debe ht Marana’ shearer tc press rt wee abet ve She stowed auky mo tejoeelo ese bth new ane evan ie raion wus (ES od spect ta er ann oboe nes Hy eng ‘Soetng ov eluoe Thee aul woe comed In eC ‘Sige fn Saltwater Seed ora main hen ‘Seadkeeed now "rai fn pane oe pen” wore he pcre pred haa xed vege soe on ta WSC vyane CE (04 US 10 FR), P15) Hwee, or 8 wa pias lower cura he age ere one tr ne see “Mlb he ssa th vr ow chen inte avenge by ge morse chs tg acer boone he Wane apa YS OF fava tees was far Die son Bihar (59) end Ok Spun Spec ee bth rato ede see for Marana ca ‘cng Oe spr rae US). Ts fr clase evened Sioa merig conalon, wat ng compromie by he bl Wh ie ex Nari’ aco leg fee npr wih ual ens an les el as th ary of mae Shel a oun wpe ep ‘sere mogrgias mgt pment (Continued) Mon as eseved ina unr een In which ae wee To up of ‘lave sai aby wo wae son? up, helen Eean th he hier ig atti or "metal ae on yh Seca ‘eyed “What amb am The ec eid heel the fe ashe weiner ok eed mere sat oe ute Se ‘earthing of ie Mole res of gure Saco ese ey te ci wort ut rnb fr earl eure tha 32 {id emphaseed the wo of pecially ek Bg ‘chan hepa ease aos ppd wal wan ang ution tou tbe pups mba, seg ah hah a ys of nea eV ee ae ‘Soudan amex at ha en dy the a pl, “pa ‘Sb wb 00 al 3 Des prten ra 20 ard owe aon 170 an’ Se mas la aa stake ea pony seh be Bae ome a atthe ae pub bean esr toh Fr ste uly au er eran wpe. When as “Dos he rank hve 8 en Moa ai not ond The lacie peed he ques rd reminder incase lar ae, ug e ono {eur mara hae elo os know ow ry eta Moka at ‘Side gpg hold tu surserin mi wh tens nw une Sore sit she ees tae achrathH ergten A pr the ache po fw mine singe ety pls ae, She (orl crore 12 sae dh sce ve Ca se ky ‘pions ho ew many wn turbo shes nd" ‘in ha som ch od oo on 100 maa ‘toc aonerc equ king ord oe roa ‘Ae book pc he ache cmany psn clon ch athe hy weary ere a, le a edt mos the cn gan gun ncrscg ote concn ly tat Foret Fit we ae wating ot ten moron na ub, wih pt he Futier cag She ates deve sch quer oad Naas gor Fe king roc. For trans Wh ting sh 19 than 2, Navan char oe mental yee aaa some stn"? Sic aot he tbe il chang Waa nln “hegre 298 2s tis ran pr afte enon Seep Navn ese nce re ssc td appeal leone Se gen a ing oP ‘hi ata hr seit, ara shot nt cam comme ree asoar runes a shay sapped fen tne pie orc ht ‘pecan hin “ep lng, Fu your pes vm. Lu me when Fr aing nyt your hae fy ave some ay." acl Consents WIS meaon Chapter {2 St (comin “hase aac we ely dls by te mace a she sit cecil poe tthe soo ne payed ono wel us Sani ‘hen neo Sead poche area. ‘Derg tam, tes we chal 0 porn simple acon sing tone of fe mera Sages upton lon. Tey ee ctu te bi cha, number 00 se a ee [Ey nrmaton on ho ehscca lp the nha leon Mane ‘anid wal sn ae sel thee val ets poe et ‘ie for capl se ly lr the poser ones her rene ‘ution fe cn eng ston Hom en member we (eming actions ane rans to cane ere Tian sn ate moc! ery ated ey uo Marana spp otng mony otha med nth! bn weaning rat! crepe i an» poo carpe foo eeaene i ‘See dlp nd ue sais appar euro Mra os 2 ‘Scarlet sty one oon REFERENCES ‘Any 7? GS. igpring iy vane Men: epring et: ay Ton: ae in ak iets No 5 A FAL ach gpa og ant tigre ngs 8 Wig R G0, Bs iw oan oe ‘mule i nig and weg et Pree Seat Phy V NL ee Rama sere Gl) Ade al pe ef "NRE WOE Se woe ee by ge a eu on Ar) Se ‘api Toon Wir D. Cm, & Kr S10 Cosi ky “hp tpi ce es vce ely een nec coat © ka ©. (MD, WEI wed WAV a any Aer et ane ‘hn innyeee Se -Foth Ease (RSC) Alsonet whe Soee Prete 3 228 (col 18 (989, ana spn A oof fern a a Yok ‘cane Garay Pe. con ign ec pve nore New YN Na ‘She G2) Tony td nach Toe tear of snl ee on of "Dchstal en, N-T em, 1, Hels 1, Oke, Dag, 2. Ae ie al Sica iain par wong. amy teen Damen Ste, eg cn ir, ne tos pny 10 WSIO SIN. Dc lt) Setar” ey Can eet (GH. Ala Napoca, £48) 21298, Dewan Gam 0, act al on nd adn A pede ‘tiger 33-2 ae 1 ED tn nmr an ne arg tee on mei ae: Yt a Win os ‘enh Hp oan New Yenk RY: eb Wy DAL NI OD, Hama voy mem oat an meen New Ya tary ees Pst Oni 5, ca te tov A pra ie value pes, Tet ON Beye Ren of TPO, gm DP Hs A (8, Beta MY sr Ne Ye, Fm LP & Min 7). chin we ais iy re an ae nod eo Sn eo el ‘age Ae san Sac yey BLD a of ontcaa k Aloy, TP GI, Reiger A ig & prac ee Cee 5 Aloe. Wi Cans, A.M. one een cece ys Ilo ra con ats ae Hn myo en op 7-20 SP hime Crass! ann ef he WIS So Digs. CA os Press sen 5987 My eno Tonloem yer 30 e ‘amon 8 (0 Tepe age ers Soe Anis Ps 8-3 {aie 3, Ras, © A nag I-A Hace | A hb I are 0019 bee jet! rape oe Re opting fT sae ya Rl At See mpl & prime hn New 1 Gn Lom (05) Cela cen WISE A ‘pi of wu die weting rey nn wth ADHD Api {rte Poni Asbo grog ay, ean sent Paci! Concerns WSC wien Chapter | 253 me J tae 55 Bung D9) Ale ng ad Tahun pov eying! ce 1 =F cota, 8 ie pence tg ts 2 Ta in, & i Soe (a), WS cnc! ou pin: rane mac 39-5 See Daa CA As Ps egian Be Gt) lnc! aman of ed dace tec (ht Sefton is Aye oe re 8 (UE) A pm pach epg ne 7. Bl B.. Bi, Ce! mney ant eon svc, cr hd Poses - 98), sn, Be: Anes Peg! Am sony A) hg ys Wace ores: Pee ea ses nc brooms nual f etna! aman ing TP Ole ton bution Pk (205, Compr ‘Scr wig nemo ede vip ADHD tard, aed no oft te an fC nt ere Pin, 617-18 sipep fs Su Metog 0, Tra wong ay ce AD fora of Cts nd ipa ape, 271-7 ont ye $A, Om BN. Aes pte cate ety et rc Co sti be a of Pr) eS Pca 88. south Wok Conf, 200 Ts hoe as limps ne Ther a fuse of ctl ekg At of Ca it es Len MD HB) 1G RP. hal of Cnt on Em Hr Teh pga cima} Nor Ya NC esi Malbes8 M2 Cn £ A, oto a Soma, LGN ACLEAR ‘omc oe waag A teh f top e ery o pceantind Shs Coes na fh Pay 35,12 aay Se at ts Won en il pa sds ewe i Now ats ian Wa Sen sa Meds 1 7 gs ni eis sustptnte Ma Hane ©) bwin mea ig ee A et ‘ree. Soa ic, 8 20-0 open? Ard Rg, £ 8 GD) epg lr a enon door nh hem ae Ra rn tn ‘ond ne 1 an WG) Aner tt sw WSC ftv pina 5 bite 4G Wes Bay WSC tal ea rch Sie rN LOR. SCA ca wean epi “Societies es: Ae Ps i re Sn Dg, CA Ace Pe se wsew ee BAK TZ G3} Meee a id eet ih Rot, ett fl on Sasa MCA Den 8 an of be MY OP ae Ssc00E Mt fen cp kh oy Dh Sane C 8 ewe, Sate, 10, Cpt Wm Roving ‘Seven Ap Menon Chi 9015-17 "G6. Rape wing nied an Wa DH S.A ‘at MEY cr ert DCX S00 We, K 20m, em Ai on Wate LW, Og La? [Link] lle we iia "try tng” WAC an NBC eae" tape 13-20 wh an he Rama de = in ‘eo OS DH Ff A eck, 8. 20, MSE rn ‘liner Sgn Aden Be Werng Io i 33) Ee fs Se sens Se Yok ‘ier Chapter 3 A School Neuropsychological Approach to Interpretation of the WISC-V Integrated Daniel, Miler Wnt anne uncon of respi Richard id Pac ADVANCED CLINICAL INTERPRETATION OF THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN—FIFTH EDITION INTEGRATED “The pupore ofthis chap ie to seviow neaepeyehnogial and proces Crenad lnerpetaine approaches fr the WeebserIneligene Sele for CGrlter—Fith Eatin Integrated (WISC-Y atgrted Westier & pln, 208) cst cores. Aas sly I 0 presented a he end of be hap ote how the two ts can He aso i clea practice, Toe ‘WEECV (Weetsler, 2018) rs complaen of ess signet ease var four specs of cogauive or ieleeaal fenetoing “Adminstnion of tbe ‘WISC-Y fen serves a2 Sane anesen! for 9 baer test ater (iter & Jones, 2016p. 459). Hyprieet ay be nese abut seats ted weakest fom dential WISC-V ress aad en eden mex ‘rs aniseed to suport ce wuliy tote hypotheses. Hf clsisans want {Sine tbe WISE-V up of competeoive nesopeyehslogea mses ‘ten hey sboud Healy be falar wit the WISC-V Ineeted. "The ‘WISCY Integrate is dsane toasty test te Lit foe various tex fom the WISC-V an prove clcins wit more cially eleva {ialinve infomation stout the examins's performance” (Milt & Jones 16» 45. “The WISCLV Ineprated Weetser& Kula, 2015 ret the revision ofthe WISC-IV Integrated (Weetser, 008) an the upd proces ses eat apeosch sks and procedbesotgnly used inthe WISC-T as © Procesing Insuomen CWISC-PI Kala, Fen, Keane, Delis, & Mocs, 1095), Weer (1037) propose that ndentanding tbe peer slvng mezerein ss

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