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Copyright © 2002 by The Psychological Corporation. All rights reserved.
Copyright © 2004 by Harcourt Assessment Inc. All Rights Reserved
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
WISC–IV The KIT
Administration Manual
Technical Manual
Stimulus Book (9" X 6")
Blocks
Symbol Search/Coding Booklet
Cancellation Booklet
Record Form
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Where Could We Be Going?
1. Elimination of the Ability-Achievement Discrepancy
2. Emphasizing Cognitive Processing Information provided by the IQ Test
3. Replacement of the traditional “Wait to Fail” model
4. Increase in focus on Pre-referral Assessment and Intervention
5. Changing of the definition of Learning Disability
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Revision Goals
Update & Strengthen Theoretical Foundations
Enhance Clinical Utility Improve Psychometric Properties Increase and Enhancing User-
Friendliness Maintain Continuity and Familiarity
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Update & Strengthen Theoretical Foundations
Current Status of Intelligence Theory• Use of Factor Index Scores
Emphasizes multiple factors in cognitive abilities De-emphasizes reliance on VIQ and PIQ to characterize a
child’s overall cognitive abilities• Consistent with WPPSI-III and WAIS-III• Enhanced Measures of Fluid Reasoning
Tasks that involve “manipulating abstractions, rules, generalizations, and logical relationships” require fluid intelligence (Carroll, 1993, p. 583). MR, PCO, and WR developed to enhance the measures of fluid intelligence
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Update & Strengthen Theoretical Foundations
• Enhanced Measures of Working Memory Emphasizes the importance of working memory
in learning Focuses on more “active” types of working
memory
• Enhanced Measures of Processing Speed Targets role as “mediator” in cognitive
functioning and learning Recognizes impact as predictor of reading
comprehension
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Enhanced Clinical Utility
Increasing Number of Special Group Validity Studies
Updating Statistical Linkage to Other Cognitive Measures and Measures of Achievement
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Enhancing Clinical Utility
• Mental Retardation – Mild
• Mental Retardation – Moderate
• Learning Disorder – Reading
• Learning Disorder – Reading, Writing
• Learning Disorder – Reading, Writing, and Math
• Learning Disorder – Math
• Receptive Language Disorder
• Receptive/Expressive Language Disorder
• ADHD
• ADHD/LD Combined
• Motor Impaired
• Autism/Aspergers
• TBI – Open
• TBI – Closed
• Intellectually Gifted
Increased and Enhanced Clinical Validity Studies
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Enhancing Clinical Utility
Increased Linkage and Correlations with Other Assessments
Equivalency studies with WISC-III, WAIS-III, WPPSI-III, WASI, approximately 200 cases each, counterbalanced
WIAT-II Link, 550 cases CMS Link, 110 cases Adaptive Behavior Assessment System (ABAS) Link, 200
cases each for Parent/Teacher forms Bar-ON EQ, 200 cases Gifted Rating Scale, 240 cases
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Improved Psychometric Properties
Updating Norms
Improving Evidence of Reliability and Validity
Extending Floors and Ceilings
Re-examining Item Bias
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Increased User-Friendliness
Decreasing Testing Time Simplifying Administration and
Scoring Procedures Improving Stimulus Materials Eliminating the Object Assembly subtest Dividing and Reorganizing the Manual Dividing and Reorganizing the
Record Form
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Reasons for Updating Norms
Improvement in Education System Improved nutrition Better health conditions Increased dissemination of information
Demographic shifts• Hispanic population growth (11% to 15%)• Regional growth (Growth in West and South
at the expense of NE)
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Copyright © 2002 by The Psychological Corporation. All rights reserved.
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Basic Description of Basic Description of the New WISCthe New WISC––IVIV
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WISC–IV Model
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Basic Description of the WISC–IV
Individual Administration Assessment of Cognitive Functioning in
Children 6–16 Years• 10 Subtests to obtain FSIQ• 10 Subtests to obtain Index Scores• 3 Core Verbal and 3 Core Perceptual Reasoning
Subtests• 2 Core Working Memory and 2 Core Processing
Speed Subtests Administration time: median = 67 minutes
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Verbal Comprehension Index
Core Subtests:• Similarities
• Vocabulary
• Comprehension
Supplementary Subtests:• Information
• Word Reasoning
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Perceptual Reasoning Index
Core Subtests:
• Block Design
• Picture Concepts
• Matrix Reasoning
Supplementary Subtest:
• Picture Completion
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Working Memory Index
Core Subtests:
• Digit Span
• Letter-Number Sequencing
Supplementary Subtest:
• Arithmetic
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Processing Speed Index
Core Subtests:
• Coding
• Symbol Search
Supplementary Subtest:
• Cancellation
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Order of WISC-IV Subtests
Core Subtests Block Design Similarities Digit Span Picture Concepts Coding Vocabulary Letter – Number
Sequencing Matrix Reasoning Comprehension Symbol Search
Supplemental Subtests11. Picture Completion12. Cancellation13. Information14. Arithmetic15. Word Reasoning
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Block Design
14 items—two parts• 3 new items designed to
improve ceiling and item difficulty gradient
• No time-bonus administration option
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Block Design
Any pronounced rotation of 30o or more is considered an error.
Correct only the first rotation that occurs by rotating the blocks to the correct position and saying, “See, it goes this way.” Continue subtest administration accordingly.
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Block Design
Designed to measure the ability to analyze and synthesize abstract visual stimuli and nonverbal concept formation.
Involves nonverbal fluid reasoning, visual perception and organization, visual-motor coordination, spatial visualization, and the ability to separate figure and ground in visual stimuli.
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Similarities
Core Subtest 23 items
• 11 new items–Scoring criteria modified
• Practice items reduced from 5 to 2
“In what way are RED and BLUE alike?”
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Similarities
Designed to measure fluid verbal reasoning and concept formation.
Also involves auditory comprehension, memory, distinguishing non-essential and essential features, and verbal expression.
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Digit Span
Digit Span Forward requires the child to repeat numbers in the same order the examiner reads aloud.
Digit Span Backward requires the child to repeat the numbers in the reverse order presented by the examiner.
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Digit Span
Designed as a measure of working memory (initial encoding & mental manipulation), auditory short-term memory, sequencing skills, attention, and concentration.
Digit Span Forward involves initial encoding, attention,and auditory processing.
Digit Span Backward involves mental manipulation, transformation of information, and visuospatial imaging.
Shift from the Forward to the Backward task requires cognitive flexibility and mental alertness.
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Picture Concepts
28 items–The child is presented with two or three rows of pictures and chooses one picture from each row to form a group with a common characteristic.
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Picture Concepts
Designed to measure abstract, fluid, and categorical reasoning ability.
Solutions to easier items are generally attained by reasoning based on concrete representations, and the solutions to more difficult items are obtained by reasoning based on more abstract representations.
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Coding
Measures processing speed
Involves short-term memory, learning ability, visual perception, visual-motor coordination, visual scanning ability, cognitive flexibility, attention, motivation and visual and sequential processing.
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Vocabulary
36 items• 4 picture items designed to extend the floor of
the subtest.
• 32 verbal items—5 new items to improve item difficulty gradient. Scoring modifications onall items.
“What is a car?”
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Vocabulary
Designed to assess a child’s word knowledge and degree of language development. Also designed to measure a child’s fund of knowledge, learning ability, long-term memory, and verbal concept formation.
Other abilities that may be utilized include auditory perception and comprehension, verbal conceptualization, abstract thinking, and verbal expression.
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Letter-Number Sequencing
Measures Working Memory
Adapted from the WAIS–III
Child is presented a series of numbers and letters. The child repeats numbers then letters in order.
Involves sequencing, mental manipulation, attention, short-term auditory memory, visuospatial imaging, and processing speed.
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Letter-Number Sequencing
Example:
Examiner says, “7 K 3 D 9”
Child responds, “3 7 9 D K”
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Definitions of Fluid Reasoning
It is the “ability to perform mental operations, such as the manipulation of abstract symbols” Sternberg, 1995
It is Gf from the Horn–Catell model Catell, 1941; Horn, 1968
It encompasses the abilities of reasoning under novel conditions: general reasoning, figural relations, semantic relations, classifications, concept formation. Horn & Noll, 1997
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Matrix Reasoning
35 items—child completes matrices from five response options.
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Matrix Reasoning
Measure of fluid intelligence and a reliable estimate of general intellectual ability.
Four types of matrices including: continuous and discrete pattern completion, classification, analogical reasoning, and serial reasoning.
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Comprehension
21 items—all items require the child to answer questions.
11 new items and 10 items retained.
“Why do people brush their teeth?”
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Comprehension
Measures verbal reasoning and conceptualization, the ability to evaluate and utilize past experiences, verbal comprehension and expression, and the ability to demonstrate practical information.
Involves knowledge of conventional standards of behavior, social judgment, maturity, and common sense.
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Symbol Search
Nonverbal Measure of Processing Speed
Uses abstract symbols
2 target symbols per item
5 search symbols per item
Equal difficulty across all items
Difficulty range from .85 to 1.0
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Symbol Search
Involves processing speed, short-term visual memory, visual-motor coordination, cognitive flexibility, visual discrimination, and concentration.
May also tap auditory comprehension, perceptual organization, and planningand learning ability.
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Picture Completion
38 items—all artwork has been redrawn, enlarged and colorized.
25 items retained, 13 new items to improve difficulty gradient.
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Picture Completion
Now a Supplemental Subtest.
Measures visual perception and organization, concentration, and visual recognition of essential details of objects.
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Cancellation
Supplemental Subtest
Measure of Processing Speed
2 forms (Random, Structured)
Forms share identical target locations.
Targets are animals.
Foils are common, non-animal objects.
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Random vs. Structured(Targets in same location)
Measures processing speed, visual selective attention, vigilance, and visual neglect.
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Information
33 items
• 11 new verbal items—22 retained from WISC–III. Some scoring modifications.
“Show me your foot.”
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Information
Designed to assess a child’s ability to acquire, retain, and retrieve general factual knowledge, commonly referred to as general fund of knowledge.
Involves crystallized intelligence, long-term memory, and the ability to retain and retrieve knowledge from school and environment. Also involves auditory perception and comprehension and verbal expressive ability.
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Arithmetic
Supplemental Working Memory Subtest
The child mentally solves a series of orally presented arithmetic problems within a specified time limit.
“Count these birds with your finger. Count them out loud so I can hear you.”
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Arithmetic
Involves mental manipulation, concentration, attention, short- and long-term memory, numerical reasoning ability, and mental alertness.
May also involve sequencing, fluid reasoning, and logical reasoning.
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Word Reasoning
24 items—Examiner reads increasingly specific series of one to three clues and the child is asked to identify the common object or concept.
“Tell me what I’m thinking of. This is an animal that goes ‘woof.’ What is it?”
“Tell me what I’m thinking of.
1. This has a long handle…
2. and is used with water to clean the floor.
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Word Reasoning
Measures verbal deductive reasoning. Skills that contribute to success include verbal
comprehension, expressive language ability, verbal abstraction, domain knowledge, analogic and general reasoning, ability to utilize contextual and syntax information, generate alternative concepts, and integrate and synthesize different types of information.
Other contributing skills include long-term memory, cognitive flexibility, and trial-and-error learning.
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Copyright © 2002 by The Psychological Corporation. All rights reserved.
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Technical Developmentand Standardization
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Demographic Stratification Variables
Age
Sex
Race/Ethnicity
Parent Education Level
Geographic Region
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Stratification Variables: Age
6:00 -
6:11
7:00 -
7:11
8:00 -
8:11
9:00 -
9:11
10:00 -
10:11
11:00 -
11:11
13:00 -
13:11
14:00 -
14:11
WISC- IV 200 200 200 200 200 200 200 200 200
12:00 -
12:11
15:00-
15:11
16:00-
16:11
200 200
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Stratification Variables: Sex
Age GroupAge Group
Female n = 1100; Male n = 1100
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Stratification Variables: Race/Ethnicity
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Stratification Variables: Parent Education Level
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Stratification Variables: Geographic Region
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Exclusionary Criteria for Standardization Sample
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Additional Sampling Issues
Ethnicity/Bias Oversample during Tryout Phase
Education Level Oversample
Validity Data From Clinical Groups
Correlational Data From Other Tests
Test–Retest Data
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Copyright © 2002 by The Psychological Corporation. All rights reserved.
Copyright © 2004 by Harcourt Assessment Inc. All Rights Reserved
Evidence of Reliability
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Concept of Reliability
Refers to the accuracy, consistency, and stability of test scores across situations
The difference between the hypothetical true score and the individual’s obtained test score is measurement error.
A reliable test will have relatively small measurement error and consistent measurement results within one administration and on different occasions.
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Evidence of Internal Consistency
The reliability coefficients for WISC–IV composite scales range from .88 (Processing Speed) to .97 (Full Scale).
The average reliability coefficients of the WISC–IV subtests range from .79 (Symbol Search and Cancellation) to .90 (Letter–Number Sequencing). All remaining reliability coefficients range from .80 (Word Reasoning) to .89 (Vocabulary and Matrix Reasoning).
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Reliability Coefficients of the Subtests, Process Scores, and Composite Scales, by
Age Group
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Reliability Coefficients of the Subtests and Process Scores for Special Groups
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Evidence of Test–Retest Reliability
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Evidence of Interscorer Reliability
All WISC–IV protocols were double-scored by two independent scorers, and evidence of interscorer agreement was obtained using the normative sample.
Because the scoring criteria for most of the subtests are simple and objective, interscorer agreement is very high, ranging from .98 to .99.
Total subtest scores were used in the analysis, interscorer reliabilities were .98 for Similarities, .98 for Vocabulary, .95 for Comprehension, .96 for Information, and .97 for Word Reasoning.
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Copyright © 2002 by The Psychological Corporation. All rights reserved.
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Evidence of Validity
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Exploratory Factor Pattern Loadings for Core Subtests
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Exploratory Factor Pattern Loadings for Core and Supplemental Subtests
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Clinical Validity Studies
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Clinical Linking Studies
Mental Retardation – Mild WISC-IV WISC-IV Integrated
Mental Retardation – Moderate
Learning Disorder – Reading
Learning Disorder – Reading, Writing
Learning Disorder – Reading, Writing, Math
Learning Disorder – Math
WISC-IV WISC-IV Integrated WIAT-II PAL
Receptive Language Disorder
Receptive/Expressive Language Disorder
WISC-IV WISC-IV Integrated CELF-4
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Clinical Linking Studies
ADHD
ADHD/LD Combined
WISC-IV WISC-IV Integrated BROWN ADHD
Motor Impaired WISC-IV
Autism/Aspergers WISC-IV WISC-IV Integrated
TBI – Open WISC-IV WISC-IV Integrated NEPSY D-KEFS
TBI – Closed WISC-IV WISC-IV Integrated NEPSY D-KEFS
Gifted WISC-IV D-KEFS EQ GRS
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The Record Form
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Calculating Examinee’s Age
1. Enter Date of Testing in format Year/Month/Day
2. Enter Date of Birth in format Year/Month/Day
3. Subtract Day, then Month, then Year.(All months are assumed to have 30 days.)
4. DO NOT round up.
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Completing the Summary Page
1. Calculate Subtest Total Raw Scores
2. Convert Total Raw Scores to Scaled Scores
3. Obtain Sums of Scaled Scores
4. Determine the Composite Scores
5. Plot the Score Profiles
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Sample Completed Summary Page
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Sample Conversion of Raw Scores to Scaled Scores
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Completed Analysis Page
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Completed Analysis Page
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Copyright © 2002 by The Psychological Corporation. All rights reserved.
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Scoring the WISC––IV
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WISC–IV Software Related Information
1. When a WISC–III Scoring Assistant user installs WISC–IV, the WISC–III raw scores window and WISC–III reports will still be available. In other words, WISC–IV is not an upgrade of WISC–III. It is added to the platform as a new and separate product.
2. The WIAT–II Scoring Assistant is automatically updated to perform discrepancy analysis reporting with WISC–IV when WISC–IV is installed. A separate WIAT–II update CD is not necessary.
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Wechsler Software Purchase PlanNew Customers
I HAVE I WANT THIS REPORT CAPABILITY I NEED TO BUY
- WISC-IV Scoring Assistant Reports WISC-IV Scoring Assistant
- WISC-IV & WIAT-II Scoring Assistant Reports
WISC-IV Scoring Assistant and the WIAT-II Scoring Assistant
- WISC-IV Scoring Assistant & Writer Reports WISC-IV Writer
- WISC-IV & WIAT-II Scoring Assistant & Writer Reports
WISC-IV Writer and the WIAT-II Scoring Assistant
- WPPSI-III Scoring Assistant WPPSI-III Scoring Assistant
- WPPSI-III & WIAT-II Scoring Assistant Reports
WPPSI-III Scoring Assistant and the WIAT-II Scoring Assistant
- WPPSI-III & WIAT-II Scoring Assistant & Writer Reports
WPPSI-III Writer and the WIAT-II Scoring Assistant
No Platform Product
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Wechsler Software Purchase PlanExisting Customers
I HAVE I WANT THIS REPORT CAPABILITY I NEED TO BUY UPGRADE PRICE?
- WISC-IV & WIAT-II Scoring Assistant Reports WISC-IV Scoring Assistant No
- WISC-IV & WIAT-II Scoring Assistant Reports - WISC-IV & WIAT-II Writer Reports WISC-IV Writer No
- WISC-III & WIAT-II Writer ReportsWISC-III-WIAT-II Upgrade to Writer Yes
- WISC-IV & WIAT-II Scoring Assisant Reports WISC-IV Scoring Assistant No
- WISC-IV & WIAT-II Writer Reports WISC-IV Writer No
- WISC-IV & WIAT-II Scoring Assistant Reports WISC-IV Scoring Assistant No
- WISC-IV & WIAT-II Writer Reports WISC-IV Writer No
- WISC-IV & WIAT-II Scoring Assistant Reports WIAT-II Scoring Assistant No
- WISC-IV Writer Reports WISC-IV Upgrade to Writer Yes
WIAT-II Scoring Assisant
WISC-III-WIAT-II Scoring Assistant
WISC-III-WIAT-II Writer
WISC-IV Scoring Assistant
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Software Packaging:A Modular Approach
Future of software on the PsychCorpCenter (PCC) is taking modular approach (one instrument per application)
Allows for ease in maintenance and serviceability
Still allows for report integration across instruments (WISC–IV— WIAT–II, WISC-III—WIAT–II, WPPSI–III—WIAT–II discrepancy analysis)
e.g., Discrepany Analysis Reporting
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Copyright © 2002 by The Psychological Corporation. All rights reserved.
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Interpretation
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Interpretation of WISC–IV Scores
Subtest Scaled Scores: Mean = 10, SD = 3
IQ and Index Scores: Mean = 100, SD = 15
Individual’s Rank Compared to Normative Group
FSIQ Score: Overall Ability Index Scores: Breakdown of Abilities Subtest Scores: Strengths and Weaknesses
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Enhancement of Clinical Interpretation
Qualitative Descriptions of FSIQ Score and Index Scores
Confidence Intervals Additional Tables for Determining
Statistical Significance Base Rates for Discrepancy Scores
(Overall and by Ability Level) Age-Corrected Subtest Scaled Scores Discrepancies Between Digit Span Forward
and Backward
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Conceptualization Structure
Core Input Requirements• e.g., Hearing, Vision, Motor
Core Processing and Output Requirements • Minimum verbal expression to maximum verbal
expression required.
• Minimum motor output required to maximum motor output required.
• Maximum structure and organization provided to minimum amount of structure and organization required.
• Maximum amount of contextual information provided to minimum amount of contextual information provided.
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Conceptualization Structure
Characteristics of Response
• Correct, Efficient, and Automatic
• Incorrect, Efficient, and Automatic
• Correct, Inefficient, and Effortful
• Incorrect, Inefficient, and Effortful
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Qualitative Descriptions of IQ Scores
Score Classification% Included in Theoretical
Normal Curve
130 and above
120–129
110–119
90–109
80–89
70–79
69 and below
Very Superior
Superior
High Average
Average
Low Average
Borderline
Extremely Low
2.2
6.7
16.1
50.0
16.1
6.7
2.2
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Using the Qualitative Descriptions
Relative to individuals of comparable age, this individual is currently functioning in the [descriptive classification] range on a standardized measure of intelligence.
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LNS = DS = A LNS > DS > A
Subtests
Example of Subtest Profiles
Index Subtests Index
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Patterns and Profiles of Performance
Profile analyses can be used to evaluate scatter within or among FSIQ, Index Scores and Subtests.
Profile analyses can be used to generate hypotheses that are either corroborated or refuted by other evaluation results, such as
background information, direct behavioral observation, additional evaluation, consistency with injury or disorder.
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WISC-IV Levels of Performance
FSIQFSIQFSIQFSIQ
Block DesignMatrix ReasoningPicture ConceptsPicture Completion
SimilaritiesVocabularyComprehensionInformationWord Reasoning
CodingSymbol SearchCancellation
Digit SpanLetter-Number
SequencingArithmetic
VCIVCIVCIVCI PRIPRIPRIPRI WMIWMIWMIWMI PSIPSIPSIPSI
Subtests in Italics are Supplemental
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Statistical Versus Clinical Significance
“Although statistically significant differences between scores can occur in many clinical groups, the same differences may also occur frequently in the normally functioning population.”
Matarazzo, 1990
Base rate information provides a basis for estimating the rarity or commonness of the examinee’s obtained difference within the normal adult population.
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Statistical Significance ofIndex Score Differences
A statistically significant difference between scores, e.g., between the VCI and the PRI, refers to the likelihood that obtaining such a difference by chance is very low (e.g., p < .05) if the true difference between the scores is 0 (Matarazzo & Herman, 1985).
The level of significance reflects the level of confidence the examiner can have that the difference between the scores, called the difference score, is a true difference.
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Frequency of Index Score Differences
The prevalence or frequency of an observed score difference in the general population is also referred to as the base rate. Often the difference between an individual’s composite scores (e.g., VCI and PRI) is significant in the statistical sense, but is not infrequent.
The statistical significance of differences between scores and the rarity of the difference are two different issues and consequently have different implications for test interpretation. (Matarazzo & Herman, 1985; Payne & Jones, 1957; Sattler, 2001; and Silverstein, 1981.)
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Frequency of Index Score Differences
Index score discrepancies of the WISC–IV standardization sample vary as a function of ability level, not age. Table B.2 provides the base rate data by overall standardization sample and by ability level.
Table B.2 also provides the base rate data by the direction of the difference and is based on findings that show the percentages of the score differences are not identical in both directions (Sattler, 2001). For example, for children whose FSIQ is 79 points or less, 16.7% obtained PRI scores 15 or more points higher than their VCI scores, whereas only 10.2% obtained VCI scores 15 or more points higher than their PRI scores.
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Differences Between Subtest Scaled Scores
An evaluation of the variability helps the practitioner identify the strengths and weaknesses of the child’s cognitive functioning.
As with differences between the index scores, the interpretation of a particular subtest score as especially high or low should take into account the statistical significance of the observed difference and estimates of population base rates.
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Copyright © 2002 by The Psychological Corporation. All rights reserved.
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Related Assessmentsin Development
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WISC–IV Spanish
To be normed entirely in the U.S. Items adapted from WISC–IV Where adaptation is impossible,
parallel items have been created. Norms equated to full US population. Available Winter 2004 / 2005
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WISC–IV IntegratedWISC–IV as a Process Instrument
Data-based testing-the-limits
Multiple-choice versions of WISC–IV verbal subtests and Block Design
Spatial Span – Spatial WorkingMemory
Elithorn Mazes – executive functions
Frequencies of error types
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For More Information:
If you need product information or have questions, concerns, or suggestions for PsychCorp, please call us at 1-800-872-1726, fax us at 1-800-232-1223, or e-mail us at [email protected] . We welcome any comments or questions you may have.