The purpose of the current study was to examine the differences between number and types of administration and scoring errors made by administration method (digital/Q-Interactive vs. paper-and-pencil) on the Wechsler Intelligence Scales for Children (WISC-V). WISC-V administration and scoring checklists were developed in order to provide an assessment of competency. Master's-level and doctoral-level graduate students in the School Psychology program at St. John's University administered selected WISC-V subtests to a research assistant, who provided fabricated examinee responses from a script. The session was video recorded and two raters independently coded administration and scoring errors made by reviewing the recording and the completed test protocol. The results of the current research examined the total number of administration and scoring errors made by graduate students on the paper-and-pencil and digital WISC-V methods as well as the most common types of errors made for each format. Differences between the number and types of errors made on the paper-and-pencil and digital administration methods revealed lower mean error rates for the digital method across certain subtests and types of errors. Implications for the utility of digital versus the paper-and-pencil method are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]