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The WISC is the most widely used children's IQ test in the world. This superlative text--replacing the author's earlier volume dealing with the WISC-R-- provides examiners with a sensible, systematic method of interpreting WISC-III test profiles. Outlines seven steps which allow examiners to organize these scores in meaningful ways. Enables them to understand a child's specific areas of strength and weakness and to translate these cognitive assets and deficits into appropriate suggestions for intervention. Includes 10 comprehensive case reports to effectively illustrate the procedure, plus numerous valuable tables not found in other publications.

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• Intelligent Testing
• Abilities Measured by the WISC-III Subtests and the Clinical Lore That Surrounds Them
• Seven Steps for Interpreting the WISC-III Profile: From IQs to Factor Indexes to Scaled Scores
• Interpreting Verbal-Nonverbal Discrepancies (V-P IQ and VC-PO Index)
• The ``Validitya??a?? Factors: Freedom from Distractibility and Processing Speed
• Interpreting Subtest Profiles
• Comprehensive Clinical and Psychoeducational Case Studies
• References
• Indexes

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CHOICE Review

Kaufman incorporates research findings from virtually all known theories of intelligence as well as many information processing and neuropsychological models to assist in the interpretation of the WISC-III. The first chapter almost defensively addresses recent criticisms from several quarters regarding the value of intelligence testing and the validity of Kaufman's interpretative schemes. Unfortunately, his arguments here are unconvincing. Other chapters describe the alleged abilities measured by the WISC-III subtests; provide a seven-step approach for interpreting a WISC-III profile; address the interpretation of the Verbal Comprehension/Perceptual Organization and Freedom From Distractibility/Processing Speed Factors, respectively; describe a philosophy of profile interpretation similar to the one presented in Kaufman's Intelligent Testing with the WISC-R (1979), with the addition of more references to information processing models; and provide extensive clinical case studies demonstrating various interpretations. Interestingly, Kaufman's caveats throughout the book that WISC-II possesses no evidence for treatment validity seem to have been miraculously forgotten in the last chapter; here one can find numerous "treatment" recommendations that appear to be based on the WISC-III profile presented. This is a comprehensive interpretative book for the WISC-III that clinicians using intelligence tests in daily practice will find informative. Professional. R. K. Eyman; University of California, Riverside