WISC-5 - MG - 3 HR - 12 - 2015 - NYC - Hdout 6PP

Introducing the new
WISC-5 Presentation Agenda

Revision Highlights
Presentation by
Goals
Changes to Retained Subtests
New Subtests
New Test Structure
Administration guidance
Michael Grau, PsyD

Pearson Clinical Assessment Consultant
Scoring/Interpretation procedures
PSW analysis/Using results for LD Identification
Michael.Grau@Pearson.com
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Copyright 2014 Pearson Education, Inc. or its affiliates. All rights reserved.
WISC-V Revision Goals

Update theoretical foundations
Increase user friendliness

Increase developmental
appropriateness
Improve psychometric properties
Enhance clinical utility
1. Update Theoretical Foundations
Wechslers original G theory of

intelligence
The global capacity of a person to
act purposefully, to think rationally,
and to deal effectively with his
environment.
Wechsler, David (1939). The measurement of adult intelligence.
Baltimore: Williams & Wilkins, p. 229
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WISC-5-> Based on broad range of research on intelligence,
cognitive development, neurodevelopment, cognitive
neuroscience, and processes important to learning.
This included contributions of structural intelligence models,
neurodevelopmental and neurocognitive research, working
memory models, empirical results from WISC-5
standardization, & clinical utility considerations

Structural intelligence models Although evidence from structural models does not identically
converge, most include as important components-- Verbal
Comprehension, Visual Spatial, Fluid Reasoning, Working
Memory, and Processing Speed abilities
The Wechsler intelligence scales (Wechsler, 1991, 1997,
2002, 2003, 2008, 2012) have evolved in response.
Numerous structural models of intelligence

Cattell-Horn-Carroll [CHC]) most well known
Vernons hierarchical model (Johnson & Bouchard, 2005a; 2005b;
Johnson, te Nijenhuis, & Bouchard, 2007)
The WISCV continues this work by providing new measures

of visual spatial ability, fluid reasoning, and working memory;
offering separate visual spatial and fluid reasoning
composites; and improving upon the measure of verbal
comprehension and processing speed while continuing to offer
composite scores for each.
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2. Increase Developmental
Appropriateness
2. Increase Developmental
Appropriateness for students
-reduced # of items with time bonuses
-reduced overall testing time
Instructions
Reduce vocabulary level, verbosity (tested on
low functioning students)
FSIQ 7 subtests; Primary Indices 10 subtests
Advantages and other high vocabulary level of items

on Comprehension
WISC-IV (74 min)

WISC-V (48 min FSIQ, 65 min primary index)
Demonstrate, practice, and teach the task
Replace outdated art and items with more

current and relevant
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3. Increase User Friendliness for you
4. Improve Psychometric Properties

Researched & simplified -items and scoring
rules
Norms and norming method- stratified 2012
Census data collected 4-13 to 3-14
Maintained or improved reliability- test/retest
stability
Improved Floors and ceilings better
discrimination at extreme ends
More significance level options for critical
values (.01, .05, .10, .15) statistical power
Reduce testing time
(shorter discontinuation rules; 3)
Free Online training
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Improve Psychometric Properties
WISC-V Normative Sample Ch 3
Reduce Item bias

psychometric analyses -oversampling during
item tryout
Qualitative reviews by experts
Increase statistical evidence of cultural fairness
Collect home environment questionnaires to
increase available information on impact of SES
11 age groups
Total n =
2,200
Nationally
Stratified
Sample
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n = 200 per
group
Age; Sex
Race/Ethnicity; PEL
Geographic Region
Correlations With WISC-IV
Internal Consistency- Ch 4
AverageReliabilityCoefficient
Composite
OverallAverage(rxxa)
VCI
.92
VSI
.92
FRI
.93
WMI
.92
PSI
.88
FSIQ
.96
QRI
.95
AWMI
.93
NVI
.95
GAI
.96
CPI
.93
Composite
102.7
104.3
.12
102.8
107.3
.33
FRI-PRI
104.3
107.3
.22
WMI
101.7
103.0
.10
PSI
103.7
102.3
.09
FSIQ
104.4
106.0
.14
AWMI-WMI
102.5
103.1
.05
GAI
104.0
106.9
.23
CPI
103.2
103.3
.01
Provide subtests known to be clinically

sensitive to learning disabilities to enhance
LD identification
Naming Speed
Symbol Translation
Attention-Deficit/ Hyperactivity
Disorder
Borderline Intellectual Functioning
VCI
VSI-PRI
Enhance Clinical Utility
Drop ELD and RELD groups

Add special group studies
Intellectual Disability-Moderate
Severity
Standard
Difference
The mean composite score differences between the WISCIV and

SIQ scales are of the approximate
WISCV Full Scale, VCI, and FRI
magnitude expected from the Flynn effect (Flynn, 2007).
Revise special group studies based on use
Intellectual Disability-Mild Severity
WISC-IV
Mean
n=242; ages 6-16; difference expressed in SD units
5. Enhance Clinical Utility
Intellectually Gifted
WISC-V
Mean
Disruptive Behavior
Provide PSW analysis in WIAT-III and

KTEA-3 software (Qglobal or Qinteractive)
Traumatic Brain Injury

English Language Learners
Autism Spectrum Disorder
Specific Learning Disorders

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Dropped Subtests:
DEVELOPMENT OF THE WISC-V:
Retained Content
& New Subtests
Word Reasoning
Redundant measure of verbal comprehension
(high correlation with Information and
Vocabulary)
Picture Completion
Construct not as representative of visual spatial
ability as others (secondary verbal loading)
Alllegacyitemscarriedoverfrom
WISC(1949),WISCR(1974),orWISCIII(1991)
havebeenremoved
(21subtests/13retainedfromWISC4)
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Changes to Retained Verbal

Comprehension subtests
Changes to Retained OLD

Perceptual Reasoning Subtests
Block Design- now Visual Spatial
Information
New diamond and X-shaped designs

New process scores
Similarities
Vocabulary
eliminated stimulus book
Comprehension
No Time Bonus (BDn)

Partial Score (BDp)
Dimension Errors (BDde)
Rotation Errors (BDre)
Matrix Reasoning- now Fluid Reason

Two item types retained and taught
OVERALL---
Updated art with increased international

portability
Revised scoring rules with data-based queries
Reviewed vocabulary level (no more advantage)
New, contemporary item content
2x2 matrix
serial order
New items
Picture Concepts - now Fluid Reason

Items revised so images not reused
(new image influenced childs
response)
Why do people use passwords?
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Changes to Retained Working

Memory Subtests
Changes Arithmetic now on

Fluid Reasoning
Arithmetic
Digit Span
-Added new Sequencing task
(forward/backwards/sequencing)
-New and revised items

(math is easier but added more
of a sequencing demand)
Letter-Number Sequencing
-Eliminated rhyming letters & numbers (3-c)
-Teaching modified to extend floor -1st teach
numbers before letters, then teach reordering
task
-One repetition on difficult

items
A band sets up for 25 minutes,

plays for 40 minutes, and packs
up for 20 minutes. The next band
sets up for 20 minutes, plays for
45 minutes, and packs up for
15 minutes. The last band sets
up for 20 minutes, plays for
105 minutes, and packs up for
10 minutes. If the first band
starts setting up at 6:30, what
time is it when the last band
finishes packing up?
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Changes to Retained
Processing Speed Subtests
Coding
Changed symbols for digital

Item difficulty consistent
across rows
New WISCV Subtests
Symbol Search
New symbols
Process (error) scores
Set errors
Rotation errors
Cancellation
New art
Designed by quadrant
(target to distracter ratio to
match 6x8 iPad)
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New Subtests
Visual Puzzles
Measures ability to analyze and synthesize abstract information
Child views a completed puzzle and selects three response
options that would combine to reconstruct the puzzle
Item time limit of 30 seconds
Visual Spatial
Visual Puzzles
Fluid Reasoning
Figure Weights
(added Arithmetic)
Working Memory
Picture Span
Digit Span (Sequencing task added to Digit Span)
Optional Complementary Subtests - LD

identification
Naming Speed Literacy

Naming Speed Quantity
Immediate Symbol Translation
Delayed Symbol Translation
Recognition Symbol Translation
Which three pieces go together to make this puzzle?

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Figure Weights
Measures quantitative and analogical fluid reasoning
item time limit 20 or 30 seconds
Picture Span
Visual span task with proactive interference to increase WM demand
2 pts for correct pictures & correct order; 1 pt for correct pictures but wrong order
Child views Stimulus Page
Picture Span
Naming Speed
Literacy
Name them as fast as you can without making mistakes.

Color-Object Naming (age 6)
Response page
Point to the pictures in the order I showed you.
Letter-Number Naming
(ages 716)
Size-Color-Object Naming (ages 68)
Symbol Translation
Naming Speed
Quantity
Name how many squares are in each box as fast as you can
without making mistakes.
Immediate
Delayed
Recognition
14 (age 6)
This means a
this means man
15 (ages 716)
Symbol Translation
Symbol Translation
Delayed and Recognition
Delayed- child views symbol after 20-30 min delay
Immediate Recall
What does this one mean?
Tell me what each one means.
Recognition- child selects response from options
A. Mom
B. Us
C. People
D. Man
A man is on a boat
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Full Scale (FSIQ)
NEW TEST
STRUCTURE
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WISC-V
Framework
WISC-V
Framework
INDEX Types-
SUBTEST
Primary
Types-
Primary
Secondary
Ancillary
Complementary
Complementary
5
Primary subtests
Subtest
BD- Block Design
SI- Similarities
MR- Matrix Reasoning
DS- Digit Span
CD- Coding
VC- Vocabulary
FW- Figure Weights
VP- Visual Puzzles
PS- Picture Span
SS- Symbol Search
Score Type
Scaled
Scaled
Scaled
Scaled
Scaled
Scaled
Scaled
Scaled
Scaled
Scaled
Secondary subtests
No more core and supplemental

Category
Primary (FSIQ)
Primary (FSIQ)
Primary (FSIQ)
Primary (FSIQ)
Primary (FSIQ)
Primary (FSIQ)
Primary (FSIQ)
Primary
Primary
Primary
used for substitution or on ancillary indices

Subtest
IN- Information
PC- Picture Concepts
LN- Letter Number Seq
CA- Cancellation
CO- Comprehension
AR- Arithmetic
Score Type
Scaled
Scaled
Scaled
Scaled
Scaled
Scaled
Category
Secondary
Secondary
Secondary
Secondary
Secondary
Secondary
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Ancillary Index Scores
Complementary subtest scales

(optional)
(for clinical conditions)
M=100, SD=15
Used for COMPLEMENTARY ANALYSES
Subtest
Score Type
Category
NSL
Standard
Complementary
NSQ
Standard
Complementary
IST
Standard
Complementary
DST
Standard
Complementary
RST
Standard
Complementary
Headlineplacedhere
Texthere
QRI
NVI
GAI
CPI
Administer 2 additional subtests beyond the 10 Primary subtests:

Arithmetic and Letter-Number Sequencing
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AWMI
Quantitative Reasoning Index (QRI)
Auditory Working Memory Index

(AWMI)
Measures ability to perform mental math

operations and understand quantitative
relationships
may be of special interest if child is suspected of
having a specific learning disability in mathematics
Ability to register, maintain and manipulate

information presented verbally
Purer measure of auditory working memory
relative to the WMI
domain-specific storage components may be
related to various clinical conditions
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Nonverbal Index (NVI)
General Ability Index (GAI)
Measure of general intellectual ability that

minimizes expressive language demands
Use with ELL, DHH, ASD w/ language impairment
When DSM5 requires nonverbal measure of ability
to meet diagnostic criteria:
-if a diagnosis of ID is established and a
comorbid diagnosis of language disorder is
being considered
-if child is language impaired AND being
considered for a diagnosis of ID, AND you
cannot obtain valid scores on the VCI to get an
FSIQ, use Nonverbal Index alternative
(Raiford & Coalson, 2014)
Estimate of general intellectual ability that

excludes working memory and processing speed
subtests
Why GAI? Lower FSIQ score may mask
meaningful differences between general
cognitive ability (represented by FSIQ) and other
cognitive functions (e.g., achievement, memory)
Can use GAI with neurodevelopmental disordersADHD, language disorders, ASD
NAGC position paper recommends use of the GAI
in gifted evaluations
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Complementary Index Scores
Cognitive Proficiency Index (CPI)
(associative learning with a delayed memory component)
Estimate of efficiency with which information is

processed in the service of learning, problem
solving, and higher order reasoning.
Comprised of WM and PS tasks- Working memory
and processing speed are related in that working
memory involves identification, registration, and
manipulation of information in short-term
memory, and processing speed relates to how
quickly you can register that information into STM.
Headlineplacedhere
Texthere
NSI
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STI
SRI
On Record Form Analysis Pages and in

Administration and Scoring Manual Supplement
Naming Speed Index (NSI)

Literacy & Quantity
Symbol Translation Index (STI)

Immediate, Delayed, Recognition
broad estimate of visual-verbal associative
memory
Skill is related to reading decoding, word reading
accuracy and fluency, text reading, and reading
comprehension
related to math calculation and math reasoning
developed to enhance the assessment of
individuals suspected of having learning problems
or declarative memory impairment.
sensitive to dyslexia
not developed as a measure of intellectual ability
estimate of automaticity of basic naming ability

developed to enhance the assessment of children
with suspected learning disabilities
closely associated with reading and spelling skill
development, and has shown sensitivity to
reading disabilities
Closely associated with math skill development,
and has show sensitivity to math disabilities
Also sensitive to other neurodevelopmental
conditions - ADHD, language disorders, ASD
not developed as a measure of intellectual ability
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Storage and Retrieval Index (SRI)

(based on the sum of standard scores
for the NSI and the STI)
ADMINISTRATION &
SCORING
broad estimate of long-term storage and retrieval

accuracy and fluency derived from a variety of
tasks that assess cognitive processes associated
with reading, mathematics, and writing
Long-term storage and retrieval is related to
reading math and writing disabilities
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Administration cautions- Ch 2
Administration Caution- Ch 2
Testing preferably in 1 session

If 2 sessions, preferably within a week
IST, DST, RST administered all in the same
session
Administer Naming Speed Literacy before

Naming Speed Numeracy
Chronological Age
Do not exceed 30 min between IST & DST
Dont administer Naming Speed Literacy

between Immediate Symbol Translation
and Delayed Symbol Translation
No rounding
E.G. -8 yrs, 11 mo, 26 days = 8.11
Administer Recognition Symbol Translation

(RST) immediately after DST
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Reverse & Discontinue
Substitution
Start Points
Vary by subtests
FSIQ
Reverse
If a child aged 916 does not obtain a perfect score
on either of the first two items given, administer the
preceding items in reverse order until the child
obtains perfect scores on two consecutive
items.
Is the only score

where substitution
is permitted
Discontinue
Discontinue after 3 consecutive scores of
0.
Stop Naming Speed subtests
Substitution and Proration =

No More Core and Supplemental
Warning - reminder
Can EITHER prorate FSIQ with 6 subtests

OR can Substitute 1 subtest.
CANNOT DO BOTH!
Only one substitution OR proration on FSIQ

No substitution or prorations on any index score
Less necessary with the expanded composite score options
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Maximum Number of Subtests with Raw

Scores of 0
Permitted:
FSIQ = FOUR out of SEVEN (if prorated to 6, then only 3)
Verbal Comprehension Subtests
Primary Index Scales = 1 out of 2

Ancillary Index Scales (QRI, AWMI) = 1 out of 2
NVI = 3 out of 6
GAI = 3 out of 5
Click to Edit
CPI = 2 out of 4
STI = 2 out of 3
If NSI or STI is missing do not compute SRI
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Similarities (SI)
Similarities (SI)
Primary Verbal Comprehension subtest

Consists of 23 test items: 7 retained, 8
modified, 16 new.
The child is read two words that represent

common objects or concepts and describes
how they are similar.
New sample item.

Materials
Scoring criteria for all retained and
modified items are revised.
SI General Directions
Read each item verbatim.
Each item may be repeated as often as
necessary, but do not alter the wording in
any way.
Use local pronunciation or the
pronunciation you believe to be familiar to
the child.
If the childs response indicates he or she
misheard a word, say Listen carefully.
Repeat the item, emphasizing the misheard
word.
Administration and Scoring Manual

Record Form
SI General Scoring Principles

2 points
Any major classification that is pertinent for both
members of the item pair.
1 point
Any specific property common to both members that
constitutes a minor or less pertinent similarity.
Any major classification that is less pertinent for both
members of the item pair.
0 points
Any property that is not pertinent to both members,
is too general in nature, or describes differences
between member of the item pair.
Any clearly incorrect response.
Vocabulary (VC)
Primary Verbal Comprehension subtest.
Consists of 29 items: 4 picture items and
25 verbal items.
The 14 new items include 2 picture items
and 12 verbal items. There are a total of
15 retained items: 2 picture items and 13
verbal items.
Scoring criteria for all retained verbal items
were revised.
Vocabulary (VC)
For picture items, the child names the
depicted object. For verbal items, the child
defines the word that is read aloud.
Materials
Record Form
Stimulus Book 1
VC General Directions and Scoring

Read each item verbatim to the child as you point to the
picture in the Stimulus Book.
Information (IN)
Verbal Comprehension subtest.
Each item may be repeated as often as necessary, but do not

alter the wording in any way.
Record responses verbatim.
Response situations requiring further querying by examiner:
Marginal responses
Generalized responses
Functional descriptions
Gestures
Multiple responses
Common responses that require a query are followed by a (Q)
in the sample responses and must be queried.
Consists of 31 items:
19 new, 9 retained, 4 modified.
Scoring criteria for all retained and

modified items are revised.
Do not penalize for articulation problems.
Information (IN)
Comprehension
The child answers questions about a broad

range of general-knowledge topics.
Materials
Record Form
Comprehension (CO)
Verbal Comprehension subtest.
13 new, 2 modified, 4 retained.
Scoring criteria for all retained and modified

items are revised.
Comprehension (CO)
The child answers questions based on his
or her understanding of general principles
and social situations.
Materials
Record Form
Block Design (BD)
Visual Spatial Subtests
Working within a specified time limit, the child

views a model and/or a picture and uses two-color
blocks to re-create the design.
Materials
Click to Edit

Record Form
Stimulus Book 1
Block Design Blocks
Stopwatch
BD Start Points
Start
Ages 6-7: Item 1
Ages 816: Item 3
Children suspected of having an intellectual disability
or low cognitive ability should start with Item 1.
BD Scoring
Score 0 due to incorrect construction or exceeding
time limit.
Faulty constructions include:
Designs that do not match the pictured design for that
item.
Uncorrected Errors: rotation errors, dimension errors,
or gaps or misalignments > between blocks
Scoring differences
Items 13
Items 49
Items 1013
BD Gap & Misalignment Errors

Gaps and/or misalignments are not
penalized.
Gaps and/or misalignments that are >
are scored 0.
A design may have both gaps and
misalignments
BD Dimension Errors
Max dimension
for a squareor diamondshape is
exceeded
Only penalize
uncorrected
errors
BDde process
score
Visual Puzzles (VP)
Visual Puzzles
Within a 30 second time limit, the child

views a completed puzzle and selects three
response options that, when combined,
reconstruct the puzzle.
Materials

Record Form
Stimulus Book 1
Stopwatch
Which three pieces go together to make this?
VP Reverse & Discontinue

Reverse
If a child aged 916 does not obtain a perfect
score on either of the first two items given,
administer the preceding items in reverse
order until the child obtains perfect scores
on two consecutive items.
Fluid Reasoning Subtests
Discontinue
Click to Edit
Discontinue after 3 consecutive scores of 0.
Matrix Reasoning (MR)
The child views an incomplete matrix or series and

selects the response option that completes the
matrix or series.
MR General Directions & Scoring

General Directions- essential to point to
the visual stimuli, response options and
box with ? mark
Scoring
Materials
Administration-Scoring Manual
Record Form
Stimulus Book 1
Score 1 point if the child gives a correct

response (points to or says response #)
Total all correct responses prior to discontinue
Include all items prior to start point as correct
Picture Concepts (PC)
PC General Directions & Scoring

General Directions
The child views two or three rows of pictures and

selects one picture from each row to form a group
with a common characteristic.
Materials
Administration
and Scoring Manual
Record Form
Stimulus Book 2
Scoring
Circle the childs response(s) for each item.
Correct responses are printed in color on the
Record Form and are listed in the manual.
Score 1 point only if the child selects all of the
correct responses for an item.
Figure Weights
Figure Weights (FW)

Within a specified time limit, the child views a
scale with missing weight(s) and selects the
response option that keeps the scale balanced.
Measures quantitative fluid reasoning
Materials
Administration and Scoring
Manual
Record Form
Stimulus Book 1
Stopwatch
FW Timing
Time limit for Items 118: 20 seconds
Time limit for Items 1934: 30 seconds
Accurate timing is essential.
Stop timing when:
the child responds,
the child indicates that he or she does not know
the answer, or
the time limit expires.
FW General Directions & Scoring

General Directions
Scoring
Record the completion time in seconds for each
item.
1 point = a correct response within the time limit.
0 points = an incorrect response, child says he or
she does not know the answer, or does not
respond within the time limit.
Arithmetic (AR)
AR General Directions & Scoring
For both the picture and verbal items, the

child mentally solves arithmetic problems
within a specified time limit.
The child may not use a pencil or paper for
any item, but do not discourage the child from
writing on the table with his or her finger.
General Directions
Picture Items (1-5)
Verbal Items (6-34)
Scoring
1 point = a correct response within the time limit.
Award credit for a response if it is numerically correct but
minus units (25 or 25 cars)
When time is the unit must identify the unit
(1 hour or 60 minutes)
Materials

Record Form
Stimulus Book 2
Stopwatch
0 points = an incorrect response, child says he or

she does not know the answer, or does not respond
within the time limit.
Repetition
Repetition is not allowed on Items 119. If the child requests a
repetition of one of these items, say, I cant say it again. Do
not stop timing to provide this prompt.
Processing Speed Subtests
Repetition is allowed on Items 2034.

1 time only ---- at the childs request one time only, but
do not alter the wording in any way. If the child requests a
repetition, immediately pause timing and repeat the item.
Resume timing after the last word of the repeated item. If the
child requests a second item repetition, say, I cant say it
again. Do not stop timing to provide this prompt.
Click to Edit
To introduce Items 2034, say, I am going to read you
some more problems. This time, you can ask me to read
each problem one more time. Read each item verbatim,
begin timing, and allow 30 seconds.
171
Coding (CD)
Form A has 75 test items, utilizing 5
shapes and symbols:
3 retained
2 modified
Form B has 117 items, utilizing 9 symbols:

6 new
3 modified
-more equitable item difficulty across the subtest
-shapes /numbers balanced to occur twice within each row
-symbols are revised to improve scoring reliability & digital
adaptability
Coding (CD)
Working within a specified time limit and using
a key, the child copies symbols that correspond
with simple geometric shapes or numbers.
Materials

Record Form
Response Booklet 1
#2 Pencil without eraser
Stopwatch
Coding Scoring Template
Symbol Search(SS)
Symbol Search (SS)
Form A has 40 items, all new.

Form B has 60 items, all new.
Revised to require child to mark the
selected search group symbol or the No
box

scans search groups and indicates if target
symbols are present.
Materials

Record Form
Response Booklet 1
#2 Pencil without eraser
Stopwatch
Symbol Search Scoring Key
Cancellation (CA)
Cancellation (CA)
Random arrangement
Structured arrangement
Both revised.

scans two arrangements of objects (one
random, one structured) and marks target
objects.
-Target to Distracter ratio balanced
Materials

Record Form
Response Booklet 2
Red Pencil without eraser
Stopwatch
Cancellation Scoring Template
Digit Span (DS)

Primary Working Memory subtest
Working Memory Subtests
Consists of 3 tasks:
Digit Span Forward,
Digit Span Backward,
Digit Span Sequencing.
9 items for each task.

Click to Edit
Expanded length to 10, new item sequence
Digit Span (DS)

The child is read a sequence of numbers in
the same order (Forward task), reverse
order (Backward task), and ascending order
(Sequencing task).
Materials
Record Form
DS Scoring
Record responses verbatim.
If Sequencing qualifying item is
administered, circle Y or N on the Record
Form to indicate if the child correctly counts
to at least 3.
Score 1 for a correct response.
Score 0 for incorrect, DK, or NR within
approximately 30 seconds.
*Must give DS Forward- omission reduces DS Backward score, provides floor
Picture Span (PS)

The child views a stimulus page with one or
more pictures for a specified time and then
selects the pictures (in sequential order, if
possible) from options on a response page.
Materials

Record Form
Stimulus Book 2
Stopwatch
PS General Directions
Each item requires a stimulus page and a
response page in Stimulus Book 2.
With the exception of the sample and
teaching items, the stimulus page for each
item is exposed one time only.
If the child asks for another exposure, say I
can only show it one time. Just take your
best guess.
PS Timing
Accurate timing is essential
Begin timing for each item after saying
the last word of instructions.
Sample Item A: Expose the stimulus page

for 3 seconds.
Sample Item B: Expose the stimulus page
for 5 seconds.
PS General Directions cont.

The child must indicate his or her choice(s) by
pointing to or saying the letter(s) of the
selected response(s).
If the child provides other responses, say Show me.
If the child self-corrects after his or her initial

response, score only the intended response.
Sample Items
A has two trials and is designed to teach the task for
Items 1-3.
B and C have two trials each and are designed to
teach the task for Items 4-26.
Letter-Number Sequencing (LN)

Consists of 10 test items of 3 trials each:
26 trials are new; 4 retained.
Two new sample trials; 1 retained
Both demonstration trials are new; both
qualifying items retained.
Letter-Number Sequencing (LN)

The child is read a sequence of numbers
and letters and recalls the numbers in
ascending order and then the letters in
alphabetical order.
Materials
Record Form
LN General Directions
Administer the Counting and Alphabet
Qualifying Items to children ages 6-7 to
evaluate whether they have the requisite
knowledge to respond correctly to the test
items.
Demonstration Item A and Sample Item A are
used to teach the task for Items 1-2.
Complementary Subtests
Child must recall number first, then letter.
Demonstration Item B and Sample Item B are

used to teach the task for Items 3-10.
Click to Edit
Credit if all letters and numbers are recalled in

correct order, even if letters are recalled before
numbers.
Naming Speed Literacy (NSL)

The child names elements (e.g., objects of
various size and color, letters and numbers)
as quickly as possible.
Naming Speed
Literacy
ColorObjectNaming(age6)
SizeColorObjectNaming(age68)
Materials

Record Form
Stimulus Book 3
Stopwatch
LetterNumberNaming(ages716)
NSL - Key Administration Points

2 consecutive errors in a single row:
point to the second misnamed element say,
Keep going from here.
Do not stop timing to provide this prompt.
Skips a row or begins to complete a row in

reverse order,
point to the first element in the row to be
completed, say, Keep going from here.
NSL - Key Administration Points

Hesitates at the end of a row,:
say, Go on to the next row.
Hesitates on single element for more than

5 seconds:
say, Go on to the next one. Do not stop
timing to provide this prompt.
On the Letter-Number condition, remind

7-8 year-olds to use finger for tracking.
NSL Recording and Scoring

Responses
NSL - Recording and Scoring

Responses- synonyms are not errors
Additional Scoring Guidance
Naming Speed Quantity (NSQ)
Dysfluent responses are not Self Corrections

If 7-8 yr child does not respond correctly to
sample item B record completion time as
600 seconds- go on to item #3
Record completion time in seconds- if a trial
is not completed before the time limit,
record the completion time as 300 seconds.
The child names the quantity of squares

inside a series of boxes as quickly as
possible.
Materials

Record Form
Stimulus Book 3
Stopwatch
Naming Speed
Quantity
ResearchsuggestsarelationshipbetweenNamingSpeedQuantityand
difficultiesinmath.
14(age6)
Symbol Translation
Immediate
Delayed
Recognition
15(ages716)
This means a
this means man
Immediate Symbol Translation (IST)

The child learns visual-verbal pairs and
then translates symbol strings into phrases
or sentences.
Immediate Symbol Translation (IST)
Materials
Record Form
Stimulus Book 3
A man is on a boat.
Items 1-3 two trials, score last one given
IST- Key Administration Points

No response to a symbol after
approximately 5 seconds, or dont know
say, Go on to the next one.
Provides multiple translations for a symbol,

or self-corrects after his or her initial
response
score only the intended response.
If the child begins from his or her right to

left, point to the first symbol in the string
and say,
Start again from here.
IST- Key Administration and

Recording Points
Delayed Symbol Translation (DST)
If you are unsure of the childs location in the symbol

string during translation, point to the first symbol in
the string and say,
After a 20-30 minute delay, the child translates

symbols into words, phrases, or sentences using
recalled visual-verbal pairs from Immediate
Symbol Translation.
Start again from here.
Items 1-3 have two trials, errors are corrected

No need to administer T2 if T1 correct
Record the subtest stop time if Delayed Symbol

Translation or Recognition Symbol Translation will be
administered
A man is on a boat.
Delayed Symbol Translation (DST))
DST Recording and Scoring

Responses
Recognition Symbol
Translation (RST)
Recognition Symbol Translation (RST)

The child views a symbol and selects the correct
translation, from response options the examiner
reads aloud, using recalled visual-verbal pairs
from Immediate Symbol Translation.
Materials
Record Form
Stimulus Book 3
Which word goes with this picture?

Man
Circle
At
On
275
RST - General Administration

Guidance
May be administered regardless of
performance on DST
Must be administered right after DST if both
administered
20 to 30 minutes after the completion of (IST)
Interpreting
Performance
Read each response option verbatim to the

child
Repeat items as often as necessary, but do
not alter the wording
281
Levels of Analysis Available
Descriptive Classifications
PRIMARY- Using Primary Subtests

ANCILLARY-Using Primary & Secondary
Subtests
Composite
Score Range
COMPLEMENTARY - Using Complementary

Subtests
Process Score Analysis
PSW/AAD
WISCV Descriptive
Classifications
Past Descriptive
Classifications
130 and above
Extremely High
Very Superior
120129
Very High
Superior
110119
High Average
High Average
90109
Average
Average
8089
Low Average
Low Average
7079
Very Low
Borderline
69 and below
Extremely Low
Extremely Low
282
Basic Steps to Interpretation
Additional information
1. Report & describe Full Scale IQ

2. Report & describe Primary Index Scores
a. S & W
b. Pairwise comparisons
3. Describe Subtest level performance
a. S & W
4. Ancillary scales report & describeoptional (clinical conditions)
5. Complementary scales- optional (LD id,
PSW, XBA)
6. Ancillary/Complementary Index and

Subtest pairwise comparisons
7. Process scores/ Contrast scores
8. Process Behavioral observations
285
286
Keep these in mind when describing

Scores
Limitations of Scores
Percentile Ranks
Not equal intervals
Types of scores and their appropriate uses

& limitations
Age Equivalents
Confidence Intervals
Provide minimal information concerning

standing relative to same-age peers
Not equal intervals
Levels of Significance
Statistical (Numerical) vs.
Clinical Significance (Base Rates)
Overlaps in average range for adjacent age groups
Cant compare across subtests

Extreme AE dont necessarily indicate that the
child performed like that age child in every way
287
288
2. Report & describe

Primary Index Scores
After Describing the FSIQ

Evaluate Index-Level Strengths and
Weaknesses
a. Strengths & Weaknesses
Use MIS or FSIQ
Unusual to see same performance across all areas- personal M

291
292
2. Report & describe

Primary Index Scores
3. Evaluate Subtest-Level Strengths and

Weaknesses
Compare subtest scores with either the
mean scaled score based on the Primary
Index subtests OR the FSIQ
Why choose one over the other?
>More data points (broader sampling of skills)
with Primary Indexes
299
301
Primary Analysis
Subtest-Level Strengths and Weaknesses
3b. Evaluate the within Index SubtestLevel Pairwise Comparisons

Manual provides:
Significance Level selection guidance (use more
stringent level if all pairwise comparisons are
made to avoid overstatement)
302
303
3b. Evaluate within Index Subtest-Level Pairwise

Comparisons
4. ANCILLARY PROFILE
ANALYSIS (OPTIONAL)
Manual provides:
Significance Level selection guidance (use more stringent level
if all pairwise comparisons are made to avoid overstatement)
304
305
Ancillary Profile Analysis

3 possible steps
Just give
AR & LN
Beyond
Primary 10
Subtests
to get
Ancillary
Indices
1) Report and describe 5 index scores QRI, AWMI, NVI, GAI, CPI
2) Index-Level pairwise comparisons

3) Subtest-Level pairwise comparisons
306
307
Ancillary Profile Analysis - Report and

describe Indices
Key Pairwise Comparisons

GAI vs. CPI
308
309
When should I consider deriving the

GAI?
Disclaimer
The GAI does not replace the FSIQ as the
best estimate of overall ability
The GAI should be reported and
interpreted along with the FSIQ and all
primary index scores, including the WMI
and PSI
Why? Working memory and processing
speed are vital to a comprehensive
evaluation of overall cognitive ability
a significant and unusual discrepancy

exists between the WMI or the PSI and:
Other indexes- FSIQ, VCI, VSI, FRI

exists between subtests that contribute to
either the WMI or to the PSI, or
exists between a Working Memory or
Processing Speed subtest and the MSS-I or
MSS-F.
310
315
Report and Describe Complementary

Scores
COMPOSITE
Sum Scaled/Std Scores Index Score
%ile
95% Conf Intv
SEM
5. COMPLEMENTARY
PROFILE ANALYSIS (OPTIONAL)
317
318
Report and Describe Complementary

Scores (contd)
7. PROCESS SCORE
ANALYSIS
Pairwise Comparisons
319
323
Process approach to interpretation
Scaled/Standard Process Scores
Edith Kaplan, Dean Delis

Qualitative analysis of performance
Does not take the place of primary scores
cannot be used for substitutions
For select subtests only- Appendix C & D
Process score types: scale scores, raw
scores, longest span, error type and
observation
324
Scaled or Standard
Process Score
Block Design No Time
Bonus
Block Design Partial
Score
Digit Span Forward
Abbreviation
Score Type
BDn
Scaled
BDp
Scaled
DSf
Scaled
Digit Span Backward
DSb
Scaled
Digit Span Sequencing
DSs
Scaled
Cancellation Random
CAr
Scaled
Cancellation Structured
CAs
Scaled
Naming Speed ColorObject

Naming Speed SizeColor-Object
Naming Speed LetterNumber
NSco
Standard
NSsco
Standard
NSln
Standard
Process Score Analysis
USING RESULTS FOR
SLD Identification
326
CASE EXAMPLE
CASE EXAMPLE WISC-5 Index Scores
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Primary Analysis
Index-Level Strengths and Weaknesses
Primary Analysis-Index-Level Pairwise Comparisons
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Primary Analysis-Subtest-Level Strengths/Weaknesses
353 | Copyright 2014. All rights reserved.
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352 | Copyright 2014. All rights reserved.
Primary Analysis
Subtest-Level Pairwise Comparisons
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Definition of SLD --- IDEIA 2004
Summary of WIATIII Scores

Subtest
Scaled
Score
Composite Score
Standard
Score
Listening Comprehension
106
Oral Language
94
Reading Comprehension
84
Total Reading
77
Word Reading
79
Basic Reading
77
Pseudoword Decoding
74
Reading Comprehension and Fluency
80
Oral Expression
86
Mathematics
94
Oral Reading Fluency
85
Math Fluency
86
Oral Reading Accuracy
79
Oral Reading Rate
84
Math Problem Solving
92
Math Fluency-Addition
92
Math Fluency-Subtraction
87
Math Fluency-Multiplication
82
Numerical Operations
98
Specific learning disability means a

disorder in one or more of the basic
psychological processes involved in
understanding or in using language, spoken or

written, that may manifest itself in the imperfect
ability to listen, think, speak, read, write, spell, or
to do mathematical calculations, including
conditions such as perceptual disabilities, brain
injury, minimal brain dysfunction, dyslexia, and
developmental aphasia.
(ii) Disorders not included. Specific learning disability does not
include learning problems that are primarily the result of visual,
hearing, or motor disabilities, of mental retardation, of emotional
disturbance, or of environmental, cultural, or economic
disadvantage.
355
Part 300 / A / 300 8 / c / 10 -
IDEIA 2004 Allowable Methods for

LD Diagnosis/Classification
A State must adopt criteria for determining
whether a child has a specific learning
disability. In addition, the criteria adopted by
the State:
1) Must not require the use of a severe
discrepancy between intellectual ability and
achievement for determining whether a child
has a SLD
2) Must permit the use of a process based
on the childs response to scientific,
research-based intervention; and

Much Debate on Methods for LD identification
RTI Only
Comprehensive Evaluations - using more indepth psychoeducational assessment
including norm-referenced assessments
- Combination or Hybrid approach

Criteria adopted by the State:
3) May permit the use of other alternative
research-based procedures for determining
whether a child has a specific learning
disability. In describing procedures for
determining LD, the IDEIA elaborates--- The child exhibits a pattern of strengths and
weaknesses in performance, achievement, or
both, relative to age, State-approved grade-level
standards, or intellectual development, that is
determined by the group to be relevant to the
identification of a specific learning disability, using
appropriate assessments 300.309 (a)(2) (ii)
Balanced Approach
Some researchers and professional groups
have called for a more balanced approach
which includes both the benefits of RTI
with its wealth of data gained from how an
individual responds to quality interventions,
as well as data from a comprehensive
evaluation which assesses an individuals
background current environment, and
characteristics of their cognitive/behavioral
functioning, without primary reliance on a
simple IQ achievement discrepancy.
Why is Differential Diagnosis Important!!

A diagnosis identifies the nature of a specific
learning disability and has implications for its
probable etiology, instructional requirements, and
prognosis. Ironically, in an era when educational
practitioners are encouraged to use evidence-based
instructional practices, they are not encouraged to
use evidence-based differential diagnoses of specific
learning disabilities.
AAD vs. PSW

Hale, Fiorello, et al. (2008) analysis:
63% of the 147 children previously identified
as having an SLD using school district AAD
criteria met the SLD criteria using the PSW
model.
(smaller number identified w/PSW)
Virginia Berninger (2010)

363
from Flanagan
(2011)
Research Support
Eval of Cog. Processess
Johnson, Humphrey, Mellard, Woods and
Swanson (2010), in a meta-analysis of 32
studies regarding the evaluation of cognitive
processes to inform the identification of a
specific learning disability, found differences
of sufficient magnitude between groups of
students with SLD and typically achieving
students to justify including appropriate,
technically adequate measures of cognitive
processing ability in a comprehensive
evaluation of students suspected of having a
specific learning disability.
V. Berninger
Which Processes to Assess?

Debate on Process Assmt/IntvnCT 2010 LD Ident. Guidelines-
Little evidence for role of basic processes (e.g. visual

processing, learning styles) in LD etiology/diagnosis (CT
Guidelines, pp. 2-3). Also, for auditory temporal sequencing
(Vellutino, et al. (2004) -Journal of Child Psychology and Psychiatry

45:1 (2004), pp 240
Conversely, a substantial link for a causal

relationship between cognitively based
information processing and learning disabilities
has been described in the literature over the past
decade, particularly in area of reading
achievement (Floyd, Keith, Taub and McGrew, 2007; Hulme,
Snowling, Caravolas and Carroll, 2005; Meltzer and Krishnan, 2007;
Torgesen, 2002). (CT Guidelines, p.3)
Univ of Washington
Example of LD Eval. (in Reading) using this model

Berninger notes a number of features of reading
disabilities based on research to date
Phonological processing - (accuracy/rate of word
reading, decoding, oral reading, spelling)
Orthographic processing (seeing/processing visual
forms of letters and words)
Impaired verbal working memory
Impaired speed of processing and retrieval for various
aspects of written language - (phonological,
orthographic, and morphological word forms)
Impaired executive function skills for managing these
various reading/written language skills
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An Integrative Model Specifying Processes, Abilities,

Lexicons, Skills, Memory and Achievement in Reading
General & Specific
Knowledge Lexicons
indicate
Executive
Function
processing
at work
Language
Initial
Registration
(Immediate
Memory)
Decoding
Unfamiliar
and/or
Nonsense
Words
Retrieval
from Long
Term Storage
identification?
--- YES
+ Prosody =
Reading Rate
aka
Fluency
Reading
Familiar
(Sight)
Words
Oral Motor Processing
Orthographic
Processing
Copyright 2007
George McCloskey,
2011-NYASP)
Can we use Third Method

approaches which assess a
students cognitive processing
strengths and weaknesses as
part of a comprehensive
evaluation for SLD
Speed
Phonological Processing
(McCloskey, G.
Ph.D.
The Situation in NY---- ?
Visuospatial
Reasoning
Comprehending Words and Text
Working
Memory
377
Semantic Lexicon
Word & Phrase Knowledge
378
NY Procedures for determining LD

(CSE) prepares written report containing (per Section 200.4(j)(5)) :
1. CSEs decision whether student has LD or not
2. Description of the multiple sources of data collected/reviewed in

making their decision
3. The relevant behavior noted during the observation of the

student and the relationship of that behavior to the students
academic functioning indicate:
4. The educationally relevant medical findings
5. To ensure that underachievement is not due to lack of

appropriate instruction
AND ---
Overview of Comprehensive Evaluation Models

focused on Processing Strengths and Weaknesses
(PSW)
Many researchers have developed

models
Berninger et al. (2007)
Flanagan, D.P., & Alfonso, V.C., (2011).
Hale, J. B., & Fiorello, C. A. (2004).
McCloskey (2011)
Naglieri (1999)
Common Elements of PSW Component of Third Method

Approaches to SLD Identification
COGNITIVE
STRENGTH/INTEGRITY
Average or higher
abilities and processes;
May also include
strengths in academic
skills
Statistically significant difference
between cognitive integrities and
circumscribed cognitive ability or
processing deficit(s)
Statistically significant difference

between cognitive integrities and
academic skill deficit(s)
Academic deficit(s) is unexpected,
not expected, because overall
cognitive ability is at least average
ACADEMIC
WEAKNESS/FAILURE
Academic
Skills/Knowledge
Deficits
Cognitive deficit(s) is specific, not

general or pervasive, because overall
cognitive ability is at least average
Consistent/Concordant
COGNITIVE
WEAKNESS/DEFICIT
Cognitive Ability or
Processing Disorder
No Statistically significant
Performance Difference
(constructs are related
empirically )
Sotelo, Flanagan, and Alfonso (2011). Overview of SLD Identification. In D. P. Flanagan & V. C.
Alfonso, Essentials of Specific Learning Disability Identification. Hoboken, NJ: Wiley.
Flanagan, Fiorello, and Ortiz (2010); Hale, Flanagan, and Naglieri (2008)
Berninger/UW model
One Suggested Model

for SLD Evaluation
One model which operationalizes the concepts

discussed above is by Virginia Berninger and her
colleagues at the University of Washington.
Berninger, V. (2011). Evidence-based differential diagnosis and
treatment of reading disabilities with and without comorbidities in
oral language, writing, and math: Prevention, problem-solving
consultation, and specialized instruction. In D. P. Flanangan & V. C.
Alfonso (Eds.), Essentials of specific learning disability identification
(pp. 173202). Hoboken, NJ: John Wiley & Sons
Berninger, V. & ODonnell, L. (2008). Research supported
differential diagnosis of specific learning disabilities and implications
for instruction and response to intervention. In A. Prifitera, D.
Saklofske, & L. Weiss (Eds.), WISC-IV Clinical Assessment &
Intervention. (2nd ed.). Boston: Elsevier.
Berninger, V. (2007). Differential Diagnosis and Treatment for
Specific Learning Disabilities. In PAL-2 Users Guide. San Antonio:
Harcourt Assessment.
Copyright 2010 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Berninger/UW model
Example of LD Eval. (in Reading) using this model
Berninger notes a number of features of reading disabilities based on
research to date
Phonological processing - (accuracy/rate of word reading,
Berninger/UW model
Eval Example for LD in Reading using this model
STEP 1- Based on comprehensive history data, rule out other
potential sources of problems using Exclusionary Criteria.
decoding, oral reading, spelling)
Orthographic processing (seeing/processing visual forms of

letters and words)
Impaired verbal working memory

Impaired speed of processing and retrieval for various
aspects of written language - (phonological, orthographic, and
morphological word forms)
Insufficient Opportunity to learn English (ESL/ELL)

Sensory deficits
MR, PDD, primary language disorder
Primary psychiatric disorders
Brain trauma, injury, or disease
Severe prematurity or substance abuse during pregnancy
Impaired executive function skills for managing these various

reading/written language skills
Berninger/UW model
Berninger/UW model
Example of Evaluation for LD in Reading using this

model
STEP 1- If evaluation warranted

There are 5 domains of development to
review
Cognitive and memory
Receptive and expressive language
Gross and fine motor
Attention and executive function
Social/emotional
Berninger/UW model
STEP 2- If no Exclusionary Criteria are met- Assess cognitive
abilities, processes, and skills related to academic difficulties
Use WISC-5 VCI to assess if verbal reasoning ability is

average or higher
Administer tests of accuracy and rate of:
Oral real word reading- e.g. WIAT-3, KTEA-3
Phonological decoding- WIAT-3, KTEA-3, PAL-2, CTOPP
Text reading WIAT-3, GORT-4, KTEA-3
Written spelling WIAT-III, PAL-2
Berninger/UW model
STEP 3- Evaluate whether Inclusionary Criteria are
present:
a) Unexpectedly low achievement in accuracy or
rate of real word reading, phonological

decoding, oral text reading, or spelling ---(at least
1 S.D. (15 standard score points) below WISC-IV VCI and below the
population mean for age and achievement measures)
Review academic skill deficits/characteristics from RTI

data
Berninger/UW model
STEP 3 cont. Inclusionary Criteria
b) Impairment in one or more of the
processing deficits associated with reading
disability Knowledge of 3 word forms (phonological,
orthographic, morophological)
and their storage in memory PAL2, WIAT-III,

KTEA-3, NEPSY-2, DAS-2
STEP 3 cont. Inclusionary Criteria

b) Impairment in one or more of the processing
deficits associated with reading disability- Continued
Processing speed in phonological loop function for
accessing known words and learning new spoken and written
words WISC-5 Complementary Subtests, KTEA-3, PAL 2, DKEFS
Verbal Fluency
Executive functions for switching attention, inhibition and

automatic retrieval of letter forms PAL 2, DKEFS
Inhibition/Switching, NEPSY-2
Berninger/UW model
STEP 3 cont. Inclusionary
Berninger/UW model
Criteria
c) If achievement is unexpectedly low but no

research supported processing deficits are found,
then consider reasons other than reading
disability, such as the nature of the instructional
program, motivational factors, etc.
Berninger SLD Identification

Model
Step 3 LD Diagnosis Decision Making
If the student has :
No Exclusionary Factors
Average Verbal Reasoning Skills (VCI= 90+)
Has Inclusionary Criteria
Unexpectedly low achievement in accuracy or rate of real word reading,
phonological decoding, oral text reading, or spelling (at least 1 S.D. (15
pts) below WISC-IV VCI and below the population mean for age and
achievement measures) -See results obtained in Step 2
Impairment in one or more of the processing deficits associated with
reading disability (below 25th %ile) - See results obtained in Step 3
Has history of acad. problems in classroom, which have not responded
to RTI in general ed and remedial ed services Satisfies Fed/State
requirements for documenting adequate Gen Ed instruction and RTI
Then a diagnosis of Dyslexia (Reading Disability) may be

appropriate
Berninger/UW model
Berninger/UW model
STEP 4
Evaluate the profile of individual strengths and
weaknesses in processes related to reading and
writing in order to provide clues to planning
appropriate instructional treatment for the
individual student needs
Berninger/UW model
STEP 5
Evaluate presence of other disabilities e.g., math or
writing disabilities, ADHD, mood or anxiety
disorders
Modified Process-Ability-Achievement Discrepancy Model

Absence of
Ability Constraints
Adequate Lexicons
Contrasted
with
Presence
of
Process
Deficits
Resulting
Leading
in
Poor
Inadequate
to
Achievement
Skill
Development
And/Or
From George
McCloskey- NYASP
2011
Presence of
Working Memory
Deficits

Applied to Developmental Phonological Dyslexia
Average or above scores on
measures of Verbal Reasoning
Contrasted
with
Below
average
scores on
PAL-II or
CTOPP
tasks
Leading
to
(Often Accompanied by
Average or above scores on
measures of Vocabulary)
Below
Resulting
average
Below
in
scores on
average
Early Reading
scores on
and/or
measures of
Decoding
Reading
and/or Word
Achievement
Reading
And/Or
Below average scores on
measures of Phonological Processing
involving Working Memory
From George McCloskeyNYASP 2011

in a Case of Developmental Phonological Dyslexia
WISC-IV Vocabulary 10
WISC-IV Similarities 13
WISC-IV Comprehension 12
WIAT-III Listening
Comprehension 110
WIAT-III Reading Comprehension 108

WIAT-III
Pseudoword
Decoding 80
PAL-II
WM Letters 7
WM Words 7
WM Sentences 9
WIAT-III Word
Reading 94
PAL-II Rimes 5
Phonemes 4
Syllables 5
PAL-II Receptive
Coding 10
WIAT-III
Oral
Reading
Fluency
92
PAL-II RAN
Tasks 10, 9, 9
From George McCloskey- NYASP 2011
CASE EXAMPLE WISC-5 Index Scores
Case Study
Your hypothesis.
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Summary of WIATIII Scores

Scaled
Score
Subtest
Composite Score
Standard
Score
Listening Comprehension
106
Oral Language
94
Reading Comprehension
84
Total Reading
77
Word Reading
79
Basic Reading
77
Pseudoword Decoding
74
Reading Comprehension and Fluency
80
Oral Expression
86
Mathematics
94
Oral Reading Fluency
85
Math Fluency
86
Oral Reading Accuracy
79
Oral Reading Rate
84
Math Problem Solving
92
Math Fluency-Addition
92
Math Fluency-Subtraction
87
Math Fluency-Multiplication
82
Numerical Operations
98
425
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Further Information
THANKS FOR COMING

TODAY!!!!!
WISC-V--- www.wiscv.com
Please Feel Free to Contact Me -Michael Grau, PsyD

Clinical Assessment Consultant
Michael.Grau@Pearson.com
www.pearsonclinical.com
Q- Interactive or Q-Global
www.HelloQ.com
449
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Introducing the new

WISC-5 Presentation Agenda

Michael Grau, PsyD

WISC-V Revision Goals

Increase user friendliness

Enhance clinical utility

1. Update Theoretical Foundations

Wechslers original G theory of

1. Update Theoretical Foundations

1. Update Theoretical Foundations

Numerous structural models of intelligence

The WISCV continues this work by providing new measures

FSIQ 7 subtests; Primary Indices 10 subtests

Advantages and other high vocabulary level of items

WISC-IV (74 min)

Demonstrate, practice, and teach the task

Replace outdated art and items with more

3. Increase User Friendliness for you

4. Improve Psychometric Properties

Reduce testing time

(shorter discontinuation rules; 3)

Free Online training

Improve Psychometric Properties

WISC-V Normative Sample Ch 3

Reduce Item bias

Correlations With WISC-IV

Provide subtests known to be clinically

Borderline Intellectual Functioning

Enhance Clinical Utility

Drop ELD and RELD groups

The mean composite score differences between the WISCIV and

Revise special group studies based on use

Intellectual Disability-Mild Severity

n=242; ages 6-16; difference expressed in SD units

5. Enhance Clinical Utility

Provide PSW analysis in WIAT-III and

Traumatic Brain Injury

Specific Learning Disorders

DEVELOPMENT OF THE WISC-V:

Changes to Retained Verbal

Changes to Retained OLD

New diamond and X-shaped designs

No Time Bonus (BDn)

Matrix Reasoning- now Fluid Reason

Updated art with increased international

Picture Concepts - now Fluid Reason

Why do people use passwords?

Changes to Retained Working

Changes Arithmetic now on

-New and revised items

-One repetition on difficult

A band sets up for 25 minutes,

Changed symbols for digital

New WISCV Subtests

Optional Complementary Subtests - LD

Naming Speed Literacy

Which three pieces go together to make this puzzle?

Child views Stimulus Page

Name them as fast as you can without making mistakes.

Size-Color-Object Naming (ages 68)

What does this one mean?

Tell me what each one means.

Recognition- child selects response from options