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Documenti di Professioni
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Presented by
Jerome M. Sattler, PhD, ABPP
ThoughtsaboutIntelligence ThoughtsaboutIntelligence
Intelligenceisimportantinpsychologyfortwo Ourpurposeistobeabletomeasurethe
reasons.First,itisoneofthemostscientifically intellectualcapacityofachildwhoisbroughttous
developedcornersofthesubject,givingthestudent inordertoknowwhetherheisnormalorretarded.
ascompleteaviewasispossibleanywhereoftheway ...Wedonotattempttoestablishorpreparea
scientificmethodcanbeappliedtopsychological prognosisandweleaveunansweredthequestionof
problems.Secondly,itisofimmensepractical whetherthisretardationiscurable,oreven
importance,educationally,socially,andinregardto improveable.Weshalllimitourselvestoascertaining
physiologyandgenetics. thetruthinregardtohispresentmentalstate.
RaymondCattell AlfredBinet
1
LifeOutcomesandIntelligence LifeOutcomesandIntelligence
[1](notintext) [2](notintext)
Researchshowsastrongrelationshipbetween Examples(Cont.)
intelligencetestscoresandlifeoutcomessuchas Measuresofgeneralintelligencepredict
economicandsocialcompetence(seeSattler,2008 occupationallevelandjobperformancebetter
forstudiesandformostcitedresearchinthis thananyotherability,trait,ordispositionand
section). betterthanjobexperience(Schmidt&Hunter,
Examples 2004,p.162).
Annualincomeof32yearoldsin1993inU.S. ThereisamoderaterelationshipbetweenIQs
dollarswas$5,000forindividualswithIQsbelow obtainedinchildhood(asearlyas3yearsofage)
75,$20,000forindividualswithIQsof90to110, andlateroccupationallevelandjobperformance,
and$36,000forindividualswithIQsabove125125 withanoverallcorrelationofaboutr =.50
(Murray,1998). (Schmidt&Hunter,2004).
LifeOutcomesandIntelligence LifeOutcomesandIntelligence
[3](notintext) [4](notintext)
Examples(Cont.) Examples(Cont.)
Generalintelligencepredictsjobperformance Childrenobtaininghighscoresonintelligence
betterinmorecomplexjobs(aboutr =.80)thanin testsatages7,9,and11(N =11,103)hadfeweradult
lesscomplexjobs(aboutr =.20;Gottfredson, hospitalizationsforunintentionalinjuriesthan
2003). thosewhoobtainedlowerscores(Lawloretal.,
Intelligenceisrelatedtohealthandlongevity 2007).
(Gottfredson &Deary,2004). Thosewithhigherintelligencetestscores
IQsinchildhoodpredictsubstantialdifferencesin probablyhadmoreeducation,whichinturn
adultmorbidityandmortality,includingdeaths likelyincreasedtheirabilitytoprocess
fromcancersandcardiovasculardisease informationandassessrisks
Gottfredson &Deary,2004).
2
LifeOutcomesandIntelligence LifeOutcomesandIntelligence
[5](notintext) [6](notintext)
Examples(Cont.) Examples(Cont.)
Youthidentifiedbeforeage13(N=320)ashaving (Gifted,Kell etal.,2013;Continued):
profoundmathematicalorverbalreasoning Toidentifyindividualswithprofoundhuman
abilities(top1in10,000onSAT)weretrackedfor potentialrequiresassessingmultiplecognitive
threedecades(Kell etal.,2013): abilitiesandusingatypicalmeasurement
Atage38manyhaveleadershippositionsin procedures.
business,healthcare,law,highereducation, Theseindividualsholdextraordinarypotential
science,technology,engineering,and forenrichingsocietybycontributingcreative
mathematics.ResultsmirrorthoseofGalton productsandcompetinginglobaleconomies
(1869)
USDepartmentofEducation,
LifeOutcomesandIntelligence
[7](notintext) OfficeofCivilRights[1](notintext)
Source DearColleagueletter,July26,2016
Kell,H.J.,Lubinski,D.,&Benbow,C.P.(2013). Section504oftheRehabilitationActof1973
Whorisestothetop?Earlyindicators. prohibitsdiscriminationonthebasisofdisability
PsychologicalScience,24(5),648659.doi: andrequiresschooldistrictstoprovideanequal
10.1177/0956797612457784 educationalopportunitytostudentswith
disabilities
3
USDepartmentofEducation, USDepartmentofEducation,
OfficeofCivilRights[2](notintext) OfficeofCivilRights[3](notintext)
DearColleagueletter,July26,2016 DearColleagueletter,July26,2016
DeficienciesofSchools ResponsibilitiesofSchools
Studentsarenotbeingreferredoridentifiedas Schooldistrictsmustconductindividualized
needinganevaluationtodeterminewhetherthey evaluationsofstudentswho,becauseofdisability,
haveadisabilityandneedspecialeducationor includingADHD,needorarebelievedtoneed
relatedservices specialeducationorrelatedservices
Studentsnotbeingevaluatedinatimelymanner Mustensurethatqualifiedstudentswith
onceidentifiedasneedinganevaluation disabilitiesreceiveappropriateservicesthatare
Schooldistrictsareconductinginadequate basedonspecificneeds,notcost
evaluationsofstudents
USDepartmentofEducation, USDepartmentofEducation,
OfficeofCivilRights[4](notintext) OfficeofCivilRights[5](notintext)
DearColleagueletter,July26,2016 Dept ofEdResourceGuideADHD&504
AimofDearColleagueletter EvaluationConsiderations
Helpschooldistrictsproperlyevaluateandprovide Aschooldistrictmustevaluatestudentswhoare
timelyandappropriateservicestostudentswith suspectedofhavingadisabilityinallrelatedorall
ADHD specificareasofeducationalneed
AnevaluationmustconsistofmorethanIQtests
Anevaluationmustmeasurespecificareasof
educationalneed,suchasspeechprocessing,
inabilitytoconcentrate,andbehavioralconcerns
4
USDepartmentofEducation, USDepartmentofEducation,
OfficeofCivilRights[6](notintext) OfficeofCivilRights[7](notintext)
Dept ofEdResourceGuideADHD&504 Dept ofEdResourceGuideADHD&504
EvaluationConsiderations(Cont.) EvaluationConsiderations(Cont.)
Testsmustbeselectedandadministeredsothat Testsandotherevaluationmaterialsarevalidated
theresultsaccuratelyreflectthestudentsaptitude forthespecificpurposeforwhichtheyareused
orachievementorotherfactorsbeingmeasured Testsareappropriatelyadministeredbytrained
Testresultsshouldnotreflectthestudents personnel
disability,exceptwherethosearethefactorsbeing
measured
USDepartmentofEducation, USDepartmentofEducation,
OfficeofCivilRights[8](notintext) OfficeofCivilRights[9](notintext)
Dept ofEdResourceGuideADHD&504 Dept ofEdResourceGuideADHD&504
EvaluationsMustbeTimely EvaluationsMustbeTimely(Cont.)
Interventionstrategiesmustnotdenyordelay SchooldistrictsrunafoulofSection504whenthey
evaluationofstudentssuspectedofhavinga Rigidlyinsistonfirstimplementing
disability interventionsbeforeconductinganevaluation
SchooldistrictsviolateSection504whenthey Insistthateachtierofamultitieredmodelof
denyordelayconductinganevaluationofa interventionmustbeimplementedfirst
studentwhenadisability,andtheresultingneed Categoricallyrequirethatdatafroman
forspecialeducationorrelatedservices,is interventionstrategymustbecollectedand
suspected incorporatedasanecessaryelementofan
evaluation
5
USDepartmentofEducation, USDepartmentofEducation,
OfficeofCivilRights[10](notintext) OfficeofCivilRights[11](notintext)
Dept ofEdResourceGuideADHD&504 Dept ofEdResourceGuideADHD&504
Summary Summary(Cont.)
Section504requiresaschooldistricttoidentify Aschooldistrictmustevaluatestudentswhoare
andconductanevaluationofanystudentwho suspectedofhavinganykindofdisabilityinall
needsorisbelievedtoneedspecialeducationor specificorallrelatedareasofeducationalneed,
relatedservicesbecauseofadisability evenifthestudentsdonotfitintoonesuspected
disabilitycategoryorfitintomultipledisability
categories
USDepartmentofEducation, USDepartmentofEducation,
OfficeofCivilRights[12](notintext) OfficeofCivilRights[13](notintext)
Dept ofEdResourceGuideADHD&504 Dept ofEdResourceGuideADHD&504
Summary(Cont.) Summary(Cont.)
Studentswhoachievesatisfactory,oreven Implementationofinterventionstrategies,suchas
demonstrateaboveaverage,academic interventionscontainedwithinaschoolsRTI
performancemaystillhaveadisabilitythat program,mustnotbeusedtodelayordenythe
substantiallylimitsamajorlifeactivityandbe Section504evaluationofastudentsuspectedof
eligibleforspecialeducationorrelatedaidsand havingadisabilityandneedingregularorspecial
servicesbecausetheschooldistrictisnotmeeting educationandrelatedaidsandservicesasaresult
theirneedsasadequatelyastheneedsof ofthatdisability
nondisabledstudentsaremet
6
USDepartmentofEducation, CourtCaseShowingNeedofa
OfficeofCivilRights[14](notintext) ThoroughEvaluation[1](notintext)
Source: InPhyllene W.v.HuntsvilleCity(AL)Bd.ofEd.
U.S.DepartmentofEducation,OfficeforCivil (11thCir.2015) theU.S.CourtofAppealsforthe
Rights.(2016).StudentswithADHDand EleventhCircuitreversedthedecisionofaHearing
Section504:AResourceGuide.Retrievedfrom OfficerandofaU.S.DistrictCourtandruledin
http://www2.ed.gov/about/offices/list/ocr/letters/ favoroftheparentandchild.TheCourtexplained
colleague201607504adhd.pdf that:
CourtCaseShowingNeedofa CourtCaseShowingNeedofa
ThoroughEvaluation[2](notintext) ThoroughEvaluation[3](notintext)
"[T]heBoardviolated...IDEAbyfailingtoevaluate Thelackofmedicalinformationrenderedthe
M.W.whenfacedwithevidencethatshesuffered accomplishmentoftheIDEA'sgoalsimpossible
fromasuspectedhearingimpairment. becausenomeaningfulIEPwasdeveloped,andthe
Asaresultofitsfailuretoobtainnecessarymedical IEPsputintoplacelackednecessaryelementswith
informationregardingM.W.'shearing,theBoard respecttotheservicesthatM.W.shouldhavebeen
furtherfailedtoprovideherwithaFAPE. provided.
Inshort,theBoard'sfailuretoevaluateM.W.with
respecttoherhearinglossdeprivedM.W.ofthe
opportunitytobenefiteducationallyfroman
appropriateIEP."
7
Overviewof
AssessmentofChildren:
WISCVandWPPSIIV
StudySuggestions[1]
Beforeyoureadachapter
Contents:pp.ivtov Readsummaryattheendofthechapter
ListofTables:pp.vitoix Lookatkeyterms,concepts,andnamesattheend
ListofExhibitsandFigures:p.x ofthechapter(Notethateachoftheseterms,
AppendixesA,B,andC:pp.473to517 concepts,andnameshaveapagenumber)
References,NameIndex,andSubjectIndex:pp. Lookatthestudyquestions
519to529
TablesBC1,BC2,BC3,BC4:Insidebackcover
StudySuggestions[2]
Afteryoureadachapter
Readsummaryattheendofthechapter
Lookatkeyterms,concepts,andnamesattheend
ofthechapteranddefineeachone(Notethat RoleoftheEvaluatorin
eachoftheseterms,concepts,andnameshavea
pagenumber) theAssessmentProcess
Lookatthestudyquestions
Ifyoucantdefineaterm,concept,ornameor
answerthestudyquestions,gobackandreadthe
materialagain
8
Chapter1MajorHeads[1] Chapter1MajorHeads[2]
EvaluatorCharacteristics AccountingforPoorTestPerformance
PreparingfortheFirstMeeting StrategiesforBecominganEffectiveEvaluator
EstablishingRapport ConfidentialityofAssessmentFindingsand
ObservingChildren Records
GeneralSuggestionsforAdministeringTests ConcludingCommentontheRoleoftheEvaluator
AdministeringTeststoChildrenwithSpecial
intheAssessmentProcess
Needs ThinkingThroughtheIssues
ComputerBasedAdministration,Scoring,and Summary
Interpretation KeyTerms,Concepts,andNames
StudyQuestions
Goals&Objectives(p.55)
Chapterdesignedtoenableyouto:
EvaluatepsychometricpropertiesoftheWISCV
AdministertheWISCVcompetentlyand
professionally
WechslerIntelligenceScale EvaluateandselectshortformsoftheWISCV
ChoosebetweentheWISCVandtheWPPSIIVat
forChildrenV(WISCV): theoverlappingages
Description ChoosebetweentheWISCVandtheWAISIVat
theoverlappingages
9
HistoryoftheWISCV(notintext)
RevisionsoftheWISC
WISCVStructure
Forinformationaboutthestructureofthe
WISCV
WISCVreview:
WISCIV latest Table21(p.56)
next revision
WISCIII revision published Figs.21and22(p.59)
* next published in2014
WISCR revision in2003 Fig.23(p.60)
first published
in1991 Fig.24(p.61)
revision
WISC published
1st in1974
published
in1949 *DavidWechsler,theoriginalauthor,
diedin1982.
SubtestsintheWISCV[1](pp.5658) SubtestsintheWISCV[2](pp.5658)
BlockDesign PictureSpan NamingSpeedLiteracy
Similarities SymbolSearch NamingSpeedQuantity
MatrixReasoning Information ImmediateSymbolTranslation
DigitSpan PictureConcepts Comprehension
Coding LetterNumber Arithmetic
Vocabulary Sequencing DelayedSymbolTranslation
FigureWeights Cancellation RecognitionSymbolTranslation
VisualPuzzles Exhibit21(pp.57and58)presentsitemssimilar
tothoseontheWISCVsubtests
10
DefinitionofCognitive DefinitionofGeneralAbility
ProficiencyIndex(notintext) Index(notintext)
DefinitionofthewordCognitive DefinitionofthetermGeneralAbility
of or relating to the mental processes of atermthatisusedtodescribethemeasurable
perception, memory, judgment, and reasoning, as ability believedtounderlieskillinhandlingall
contrasted with emotional and volitional typesofintellectualtasks.
processes. Ourgeneralabilityistheskillunderlyingall
From:dictionary.com tasks.
DefinitionofthewordProficiency From:psychologydictionary.org
ahighdegreeofcompetenceorskill;expertise
From:google.com
DiagnosticUtilityofGAIandCPI DiagnosticUtilityofGAIandCPI
(WISCIV)[1](notintext) (WISCIV)[2](notintext)
Devena andWatkins(2012)reportedthefollowing: Source:
Studysample:5groupsofchildren(hospital Devena,S.E.,&Watkins,M.W.(2012).Diagnostic
samplewithADHD=78,nondiagnosed hospital utilityofWISCIVGeneralAbilitiesIndexand
sample=66,schoolsamplewithADHD=196, CognitiveProficiencyIndexdifferencescoresamong
schoolmatchedcomparisonsample=196, childrenwithADHD.JournalofAppliedSchool
Psychology,28(2),133154.doi:
simulatedstandardizationsample=2,200)
10.1080/15377903.2012.669743
AdiscrepancyanalysisbetweentheGAIandCPI
wasfoundtohavelowaccuracyinidentifying
childrenwithattentiondeficithyperactivity
disorder.(p.133)
11
PredictiveAbilityofGAIvsFSIQ PredictiveAbilityofGAIvsFSIQ
(WISCIV)[1](notintext) (WISCIV)[2](notintext)
Rowe,Kingsley,andThompson(2010)reportedthe Conclusion
following: Workingmemoryandverbalcomprehension
Studysample=88childrentestedforgifted explainedsignificant,uniquevariancein
programming readingandmath
BoththeFSIQandGAIsignificantlypredicted Processingspeedandperceptualreasoningdid
readingandmathscores notaccountforsignificantamountsofvariance
However,theFSIQexplainedmoreofthevariance overandaboveworkingmemoryandverbal
thantheGAI comprehension
WorkingmemoryintheFSIQwasthemain
differencebetweenFSIQandGAI
PredictiveAbilityofGAIvsFSIQ FSIQvsGAIinIntellectual
(WISCIV)[3](notintext) Disability(WISCIV)[1](notintext)
Source: Koriakin etal.(2013)reportedthefollowiing:
Rowe,E.W.,Kingsley,J.M.,&Thompson,D.F. Studysample:543malesand290females
(2010).PredictiveabilityoftheGeneralAbility Fewerchildrenwereidentifiedashaving
Index(GAI)versustheFullScaleIQamonggifted intellectualdisabilityusingtheGAI(n=159)than
referrals.SchoolPsychologyQuarterly,25(2),119 whenusingtheFSIQ(n=196)
128.doi:10.1037/a0020148 TheuseofGAIforintellectualdisability
diagnosticdecisionmakingmaybeoflimited
value.(p.840)
12
FSIQvsGAIinIntellectual ItemsSimilartoThoseonthe
Disability(WISCIV)[2](notintext) WISCV(pp.5758)
Source: SeeExhibit21
Koriakin,T.A.,McCurdy,M.D.,Papazoglou,A.,
Pritchard,A.E.,Zabel,T.A.,Mahone,E.M.,&
Jacobson,L.A.(2013).Classificationofintellectual
disabilityusingtheWechslerIntelligenceScalefor
Children:FullScaleIQorGeneralAbilitiesIndex?
DevelopmentalMedicineandChildNeurology,
55(9),840845.doi:10.1111/dmcn.12201
SameSubtestsUsedtoDerived AvailableManualsandTechnical
SeveralIndexScores(p.61) Reports[1](p.61)
Overlapofsubtestsmeansthattheseancillary Atpresent,thereare7publicationsrelatedtothe
indexesarenotindependent. WISCV
4WISCVManuals
4WISCVTechnicalReports
Thewebsiteforobtaining3ofthe4Technical
Reportscanbefoundinthepage61ofthetext.
13
AvailableManualsandTechnical
Reports[2](notintext) UsefulPsychometricTables
Thereferenceforthe4thTechnicalReportisas Demographiccharacteristics(Table22;p.62)
follows: Varioustypesofreliability(Table23;pp.6371)
Raiford,S.E.,Zhang,O.,Drozdick,L.W.,Getz,K., Criterionvaliditystudies(Table27;pp.7273)
Wahlstrom,D.,Gabel,A.,Holdnack,J.A.,&
Daniel,M.(2016).WISCVCodingandSymbol
Searchindigitalformat:Reliability,validity,special
groupstudies,andinterpretation.TechnicalReport
#12. Retrievedfrom
http://images.pearsonclinical.com/images/Assets/
WISCV/QiProcessingSpeedTechReport.pdf
ConcurrentValidityofWISCV ConcurrentValidityofWISCV
SubtestsandKTEA3Composite[1] SubtestsandKTEA3Composite[2]
Subtest AcademicSkillsBattery Subtest AcademicSkillsBattery
Similarities .66 PictureConcepts .44
Vocabulary .70 Arithmetic .68
Information .66 DigitSpan .59
Comprehension .58 PictureSpan .42
BlockDesign .52 LetterNumberSeq. .55
VisualPuzzles .41 Coding .23
MatrixReasoning .51 SymbolSearch .34
FigureWeights .54 Cancellation .11
14
ConcurrentValidityofWISCV ConcurrentValidityofWISCV
SubtestsandWIAT3Composite[1] SubtestsandWIAT3Composite[2]
Subtest TotalAchievement Subtest TotalAchievement
Similarities .65 PictureConcepts .34
Vocabulary .63 Arithmetic .64
Information .57 DigitSpan .65
Comprehension .52 PictureSpan .45
BlockDesign .43 LetterNumberSeq. .62
VisualPuzzles .37 Coding .34
MatrixReasoning .35 SymbolSearch .28
FigureWeights .33 Cancellation .05
ConcurrentValidityofWISCV
VCI,VECI,FRI,andEFI[1](notintext)
CriterionWIATIII VCI VECI FRI EFI
Source:
OralLanguage .78 .80 .33 .55
Slide:ConcurrentValidityofWISCVSubtestsand
TotalReading .65 .70 .32 .50
KTEA3Composite(Wechsler,2014c)
BasicReading .53 .60 .30 .45
Slide:ConcurrentValidityofWISCVSubtestsand
WIAT3Composite(Wechsler,2014c) ReadingComprehension .65 .65 .25 .45
andFluency
WrittenExpression .60 .60 .33 .55
Mathematics .53 .55 .45 .65
MathFluency .36 .31 .55
TotalAchievement .74 .80 .40 .65
15
RelationshipofComplementary
ConcurrentValidityofWISCV
IndexesandFSIQtoWIATIII
VCI,VECI,FRI,andEFI[2]
Abbreviations:
TotalAchievement(notintext)
VCI=VerbalComprehensionIndex WIATIIITotal
WISCVIndex Achievement
VECI=VerbalExpandedCrystallizedIndex
NamingSpeedIndex(NSI) .29
FRI=FluidReasoningIndex
SymbolTranslationIndex(STI) .39
EFI=ExpandedFluidIndex
StorageandRetrievalIndex(SRI) .45
Sources:
FSIQ .81
Raiford,Drozdick,Zhang,&Zhou(2015)
Wechsler(2014c) SeeTable5.14onp.104oftheTechnical
andInterpretiveManual
SpecialGroupStudieswith
AgeEquivalents (p.63) WISC V (pp.7576)
TableA.9intheAdministrationandScoring 13specialgroupscomparedacrosstheprimary
Manual(pp.337340)providesageequivalentsfor indexscales(Table28;p.75)
allthesubtestsandsomeprocessscores(seeleft VCI
columnp.63intextfordiscussion) VSI
NovaliditydataareprovidedinanyoftheWISCV
FRI
manualsforageequivalents
WMI
Recommendthattheyonlybeusedinaninformal
PSI
manner
16
WISCVFSIQsfor
StandardizationoftheWISCV
(pp.6162) 5EthnicGroups(1)[notintext]
Standardizedon2,200childrenwhowereselected
torepresenttheschoolagepopulationinthe EthnicGroup FSIQ
UnitedStatesin2012 EuropeanAmerican 103.5
Usedastratifiedsamplebasedondemographic African American 91.9
characteristicsofage,sex,ethnicity,geographic HispanicAmerican 94.4
region,andparentaleducation(asameasureof
AsianAmerican 108.6
socioeconomicstatus)
Other 100.4
WISCVFSIQsfor DescriptiveStatisticsfor
5EthnicGroups(2)[notintext] theWISCV(pp.6276)
Note:AdaptedfromTable5.3(p.157)inWeissetal TheWISCVuses:
(2016) Standardscores(M=100,SD=15)foreachofthe
Source: primary,ancillary,andcomplementaryindex
Weiss,L.G.,Locke,V.,Pan,T.,Harris,J.G., scoresandfortheFSIQ
Saklofske,D.H.,&Prifitera,A.(2016).WISCVuse Scaledscores(M=10,SD=3)forthe16primary
insocietalcontext.InL.G.Weiss,D.H.Saklofske, andsecondarysubtests
J.A.,Holdnack,&A.Prifitera (Eds.),WISCV Standardscores(M=100,SD=15)forthefive
assessmentandinterpretation:Scientist complementarysubtests(Notethatthe
practitionerperspectives(pp.123185).SanDiego, complementarysubtestshavestandardscores,
CA:AcademicPress. notscaledscores)
17
ConfidenceIntervals [1](p.71) ConfidenceIntervals [2](p.71)
TableA1(pp.372373)showsconfidenceintervals TableA2(pp.374375)showsconfidenceintervals
basedontheobtainedscoreandtheSEMfor forthe7ancillaryindexesand3complementary
68% indexes
85% Theseconfidenceintervalsarebasedonthechilds
90%
obtainedscore,whereasthoseinthe
AdministrationandScoringManualareobtained
95%
onthechildsestimatedtruescore
99%
ConfidenceintervalsareshownfortheVCI,VSI,
FRI,WMI,PSI,andtheFSIQ
DescriptionoftheFiveFactors DescriptionoftheFiveFactors
[1](pp.7681;basedonSattleretal.,2016) [2](pp.7681;basedonSattleretal.,2016)
VerbalComprehension VisualSpatial/FluidReasoning
Measuresverbalknowledgeandunderstanding Measurestheabilitytointerpretandorganize
obtainedprimarilythroughbothformaland visuallyperceivematerial,theabilitytoperform
informaleducationandreflectstheapplicationof nonverbalinductivereasoning,andtheabilityto
verbalskillstonewsituations analyzeandsolvenovelproblemsinvolving
conceptualthinking
18
DescriptionoftheFiveFactors DescriptionoftheFiveFactors
[3](pp.7681;basedonSattleretal.,2016) [4](pp.7681;basedonSattleretal.,2016)
WorkingMemory ProcessingSpeed
Measurestheabilitytoholdandmanipulate Measurestheabilitytoprocessvisuallyperceived
informationaswellastheabilitytopayattention nonverbalinformationquickly,withconcentration
andconcentrateontasksathand andrapideyehandcoordinationbeingimportant
components
DescriptionoftheFiveFactors Measurementofg(p.81)
[5](pp.7681;basedonSattleretal.,2016)
Good FairMeasures Poor
UnknownFactor Measuresofg of g Measuresofg
Hasonlyonesubtestinthetotalgroupwithahigh
loading:Cancellation Vocabulary Visual Puzzles
SymbolSearch
Weadvisethatthisfactornotbeusedin Information BlockDesign
interpretingtheWISCV Similarities Comprehension
DigitSpan FigureWeights
PictureSpan
LetterNumber Cancellation
Sequencing PictureConcepts
19
WISCVSubtestsasMeasures AmountofSpecificityin
ofg (p.82) WISCVSubtests(p.83)
Table212 Table213
VerbalComprehensionandWorkingMemory Mostsubtestshaveampleoradequatespecificityat
subtests(theexceptionisPictureSpan)aregood allages
measuresofg Thethreeexceptionswherespecificityis
VisualSpatialandFluidReasoningsubtestsare inadequateare
fairmeasuresofg Vocabularyatages8and10
ProcessingSpeedsubtestsarepoormeasuresofg Informationatage11
(Note:AverageloadingofgforCancellationis SymbolSearchatages12and13
.24thepoorestmeasureofgintheWISCV)
20
WISCVFactorStructure [4]
WISCVFactorStructure [3] ResearchStudies(Cont.)
However,someminimalsupportwasfoundfora4
ResearchStudies(Cont.) factormodel:
Canivez etal.(2016a)performedanexploratory VerbalComprehension:Similarities,Vocabulary,
factoranalysisoftheWISCVstandardization Information,andComprehension
sampleforthe16subtestsandfoundthatg WorkingMemory:Arithmetic,DigitSpan,
accountsformostofthevariance PictureSpan,andLetterNumberSequencing
PerceptualReasoning:BlockDesign,Visual
Puzzles,MatrixReasoning,andFigureWeights
ProcessingSpeed:Coding,SymbolSearch,and
Cancellation
PictureConceptsdidnotloadonanyfactor
21
WISCVFactorStructure [7] WISCVFactorStructure [8]
Sources:(Cont.) Sources:(Cont.)
Canivez,G.L., Watkins,M.W.,&Dombrowski,S. Dombrowski,S.C., Canivez,G.L., Watkins,M.W.,
C.(2016b,July21). Structuralvalidityofthe &Beaujean,A.(2015). Exploratorybifactor
WechslerIntelligenceScaleforChildrenFifth analysisoftheWechslerIntelligenceScalefor
Edition:Confirmatoryfactoranalyseswiththe16 ChildrenFifthEditionwiththe16primaryand
primaryandsecondarysubtests. Psychological secondarysubtests. Intelligence,53, 194201.
Assessment.Advanceonlinepublication.doi: doi:10.1016/j.intell.2015.10.009
10.1037/pas0000358
ScaledScoreRangesfor ScaledScoreRangesfor
WISCVSubtests[1](p.84) WISCVSubtests[2](p.84)
Table214 Table214(Cont.)
14ofthe16subtestshaveascaledscorerangeof1 LetterNumberSequencinghasarangeof
to19 1to19atages74to1611
PictureConceptshasarangeof 2to19atages70to73
1to19atages60to1611 3to19atages64to611
2to19atages60to63 4to19atages60to63
Thismeansthatyoucantautomatically
compareLetterNumberSequencingscoresat
ages60to73withthoseofolderages
22
GuidelinesforComputing
RangeofIndexScores (p.84) IndexScoresandFSIQs (pp.8485)
Table215 Studytheguidelinesforcomputingthefollowing
Allprimaryindexscaleshavearangeof45to155 indexscoresonp.85
TheFSIQhasarangeof40to160 Primaryindexscores
Ancillaryindexscoreshaverangesof40to160and FSIQ
45to155 Ancillaryindexscores
Complementaryindexscoreshavearangeof45to Complementaryindexscores
155
TestAdministrationGuidelines TestAdministrationGuidelines
[2](pp.8588)
[1](pp.8588)
Makesmoothtransitions
Usesuitabletestinglocation
Beorganized
Maintaingoodrapport
Shieldyourwriting
Beflexible
Takebreaks,asneededbetween,notduring,
Bealerttothechildsmoodandneeds subtests
Beprofessional Praiseeffort
Followstandardizationprocess Empathizeandencourage
Maintainsteadypace Usetheexactwordingofthedirections,questions,
anditems
23
SupplementaryInstructions
TestAdministrationGuidelines
[3](pp.8588) forAdministration (pp.8687)
Observethechildsperformancecarefully Exhibit22
throughoutthetest Studycarefullythesupplementaryinstructionsfor
Recordresponsescorrectlyusing administeringtheWISCV
(Q)forqueries Theinstructionscoverthefollowingareas:
(P)forprompts PreparingtoadministertheWISCV
(R)forrepeatedinstructions AdministeringtheWISCV
Scoreeachitemafterthechildanswerssothatyou Scoring
knowwhentouseareverseprocedureandwhento RecordForm
discontinuethesubtest GeneralguidelinesforcompletingtheRecordForm
Miscellaneousinformationandsuggestions
SubtestSequence(p.89)
TheprimarysubteststhatmakeuptheFullScaleare AdministrationIssues[1](pp.8994)
administeredinthefollowingorder:
SpecificguidelinesareprovidedintheWISCV
BlockDesign
AdministrationandScoringManualfor:
Similarities Queries
MatrixReasoning Prompts
Instructions
DigitSpan
Repeatingitems
Coding Additionalhelp
Vocabulary Waitingtime
Startpoint
FigureWeights
24
AdministrationIssues[2](pp.8994) AdministrationIssues[3](pp.8994)
SpecificguidelinesareprovidedintheWISCV
SpecificguidelinesareprovidedintheWISCV
AdministrationandScoringManualfor:
AdministrationandScoringManualfor:
(Cont.)
(Cont.)
Perfectscores
ReverseSequencerule
Pointsforitemsnotadministered
StartPointscoringrule
Spoiledresponses
DiscontinuePointscoringrule
Subtestsubstitution
Discontinuecriterion
Proration
Scoring
SubtestSubstitutioninthe Substitution,Proration,andRetest
WISCV(p.93) ontheWPPSIIV[1](notintext)
Onlysubstituteasubtestifabsolutelynecessary
Zhuetal.(2016)usingthestandardizationdata
Whenyousubstitute, reportedthatsubstituting,prorating,andretesting
PsychometricpropertiesoftheFSIQmay resultedin
change AnincreaseoftheFSIQSEMby.61to1.92
ReliabilitiesandvaliditiesoftheFSIQmay points,a20%to64%increase
change Widerconfidenceintervalsby1.2to3.8IQ
ConfidenceintervalsoftheFSIQmaychange points
Noempiricaldataforsubstitutions Misclassificationsashighas22%
Noempiricaldatafornumberofsubstitutions Conclusion:Substitution,proration,orretesting
Followthesubtestsubstitutionguidelinesonp.93 introducesadditionalmeasurementerror
25
PotentialProblemsin
Substitution,Proration,andRetest
AdministeringtheWISCV
ontheWPPSIIV[1](notintext) (pp.9497)[1]
Source: Potentialproblems(seeTable217,pp.9596)
Zhu,J.,Cayton,T.G.,&Chen,H.(2016). includedifficultiesin:
Substitution,proration,oraretest?Theoptimal Establishingrapport
strategywhenstandardadministrationofthe Administeringtestitems
WPPSIIVisinfeasible.PsychologicalAssessment.
Scoringtestitems
Advanceonlinepublication.
doi:10.1037/pas0000272 CompletingtheRecordForm
OriginalpaperwasgivenattheAmerican
PsychologicalAssociation,July2013inHonolulu,
HI(ZhuandCayton,2013;referenceintext)
PotentialProblemsin PotentialProblemsin
AdministeringtheWISCV AdministeringtheWISCV
(pp.9497)[2] (pp.9497)[3]
McDermottetal.(2014)pointedoutthat: Sources:
Compromisedadministrationandscoringisnot McDermott,P.A.,Watkins,M.W.,&Rhoad,A.M.
uniquetocognitivetests
(2014).WhoseIQisit?Assessorbiasvariancein
Itisendemictopsychologicalassessmentingeneral
andaffectsabroadcollectionofmeasuringdevices highstakespsychologicalassessment.
Characteristicsoftheexaminer,examinee,or
PsychologicalAssessment,26(1),207214.
examinerexamineerelationshipalsoaffectthetest doi:10.1037/a0034832
results Terman,L.M.(1918).ErrorsinscoringBinet tests.
TheyciteTerman (1918)whosaidthatthereare PsychologicalClinic,12,3339.
innumerablesourcesoferroringivingandscoring
mentaltestsofwhateverkind(p.33)
26
UsingPortfoliostoTeachTest UsingPortfoliostoTeachTest
ScoringSkills [1](notintext) ScoringSkills [2](notintext)
Eganetal.(2003)reportedthatstudents Source:
Whomaintainedaportfoliowithcompleted Egan,P.,McCabe,P.,Semenchuk,D.,&Butler,J.
protocols (2003).Usingportfoliostoteachtestscoringskills:
Andreviewedthempriortoeachpractice Apreliminaryinvestigation.Teachingof
administration Psychology,30(3),233235.
Madefewererrorsthanthecontrolgroup
doi:10.1207/S15328023TOP3003_08
ReliableandUnusualScaled
ShortFormsofWISCV(pp.9798) ScoreRanges(pp.389390)
SeeTableA5inAppendixA(pp.387388)for SeeTableA6forreliableandunusualscaledscore
shortformreliabilityandvaliditycoefficients rangesfor2,3,4,5,6,7,10,and16subtest
SeeTablesA7,A8,A9,A10andA11in combinations
AppendixA(pp.391401)for2,3,4,5,and6 FortheFSIQ,areliablerangeis5points
subtestshortforms (statisticallysignificantat.05level)
FortheFSIQ,anunusualrangeis9points(occurs
inlessthan10%ofthepopulation)
27
ChoosingBetweentheWISCV
AdministeringtheWISCVto
andtheWPPSIIVorthe
ChildrenwithDisabilities(pp.98100)
WAISIV(p.98) Chapter1(pp.3639)providesgeneralsuggestions
WISCVorWPPSIIV WISCVorWAISIV foradministeringteststochildrenwithspecial
TheWISCVandthe TheWISCValso needs,whileChapter2(pp.98100)focusesonthe
WPPSIIVoverlapat overlapswiththe WISCV
theages60to77 WAISIVatages160 Priortomakinganymodificationsin
Specific to1611 administrationprocedures
recommendations Specific
areprovidedfor recommendationsare Evaluatethesensorymotorabilitiesofchildren
choosingwhichtest providedforchoosing withdisabilities
touse(seepage98 whichtesttouse(see Closelyexaminehowsuitablethesubtestsare
forrecommended page98for forachildwithspecialneeds
tests) recommendedtests)
LimitationsofWISCV [1]
StrengthsofWISCV(p.100) (pp.100101)
1. Excellentstandardization 1. LimitedbreadthofcoverageoftheFSIQ
2. Goodoverallpsychometricproperties 2. Failuretoprovideconversiontableswhen
substitutionsaremade
3. Usefuldiagnosticinformation
3. Failuretoprovideapsychometricbasisfor
4. Goodadministrationprocedures requiringrawscoresof1inordertocompute
5. Goodmanualsandinterestingtestmaterials FSIQ
6. Helpfulscoringcriteria 4. Limitedrangeofscoresforextremelylowor
highfunctioningchildren
7. Usefulnessforchildrenwithsomedisabilities
5. Limitedcriterionvaliditystudies
6. Possibledifficultiesinscoringresponses
28
LimitationsofWISCV [2] HowAmIGoingtoScore
(pp.100101)
7. Somewhatlargepracticeeffects These?
8. Occasionalconfusingguidelines Question:Whatare12,14,and16?
9. Poorqualityofsometestmaterials Answer:Thatseasy;MTV,Fox,andCartoon
network.
Question:WhatiscelebratedonThanksgivingDay?
Answer:Mycousinsbirthday.
Question:WhatisthecapitalofGreece?
Answer:G.
HowAmIGoingtoScore HowAmIGoingtoScore
These? These?
Biologyquestion:Listthreeexamplesofmarinelife Question:Whatdoesimitatemean?
Answer:Marching,Barracksinspection,runningthe Answer:Whatdoesimitatemean?
obstaclecourse. Question:Whatwouldyoudoifyouwerelostinthe
Astronomyquestion:Whereisthemilkyway woods?
located? Answer:Idusemycellphone,pager,ormyglobal
Answer:Inthecheckoutaislenexttotherestofthe positioningsatellitedevice.
candybars.
29
HowAmIGoingtoScore HowAmIGoingtoScore
These? These?
Question:Whatendedin1945? Question:Explainthephrasefreepress.
Answer:1944 Answer:Whenyourmomironstrousersforyou
Question:WherewastheAmericanDeclarationof Question:Whatisafibula?
Independencesigned? Answer:Alittlelie
Answer:Atthebottom
Question:Whatisastandalonecomputersystem?
Question:Howdoyouchangecentimetersto Answer:Itdoesnotcomewithachair
meters?
Answer:Takeoutcenti
ReflectionsonIntelligenceand
Childhood
Toooftenwegivechildrenanswerstoremember
ratherthanproblems tosolve.
RogerLewin
WISCVSubtests
30
SkillsaChildNeedstobe
Goals&Objectives(p.107) SuccessfulontheWISCV(p.108)
Chapterdesignedtoenableyouto: Retainthe
Criticallyevaluatethe21WISCVprimary, directionswhile
solvingproblems
secondary,andcomplementarysubtests Abilitytopay
Adequate
Understandtherationales,factoranalyticfindings, fine and attentionand
reliabilityandcorrelationalhighlights, grossmotor understand
administrationguidelines,andinterpretive skills directions
suggestionsforthe21WISCVsubtests
Adequate Adequate
hearing vision
EvaluatingandInterpretinga
ScoringWISCVItems(p.108) ChildsPerformance[1](p.108)
Importantconsiderationsinscoring: Consider:
Scoreeachitemasitisadministered Childsscoresandresponses
Donottodiscontinueadministeringasubtest Qualityofchildsresponses
prematurely Childsresponsestyle,motivation,andeffort
Thisisparticularlyimportantwhenyouareunsure Howchildhandlesfrustration
howtoscorearesponseimmediately
Childsproblemsolvingapproach
Bettertoadministermoreitemsinasubtest,even
Childsfinemotorskills
thoughsomemaynotbecountedinthefinalscore
Childspatternofsuccessesandfailures
Youdonotwanttoshortchangethechildby
discontinuingthesubtesttoosoon
31
EvaluatingandInterpretinga
ChildsPerformance[2](p.108) BlockDesign[1](pp.109113)
Consider:(Cont.) PrimaryVisualSpatialsubtest
Howchildhandlestestmaterials Keyareasofmeasurement:
Nonverbalreasoning
Howchildhandlestasksofeachsubtest
Visualspatialorganization
Respondingtodifficultitems
Otherareasofmeasurement:Seepage109
Respondingtotimelimits
32
Similarities [2](pp.113116) MatrixReasoning[1](pp.116118)
OtherConsiderations PrimaryFluidReasoningsubtest
Goodmeasureofg Keyareaofmeasurement:
Contributessubstantiallytotheverbal Visualperceptualanalogicreasoningability
comprehensionfactor withoutaspeedcomponent
Areliablesubtest Otherareasofmeasurement:Seepage116
Relativelyeasytoadminister,butsomeresponses
maybedifficulttoscore
33
DigitSpan[2](pp.118122) Coding [1](pp.122125)
OtherConsiderations PrimaryProcessingSpeedsubtest
Goodmeasureofg Keyareaofmeasurement:
Contributessubstantiallytotheworkingmemory Abilitytolearnanunfamiliartaskinvolving
factor speedofmentaloperationandgraphomotor
Ahighlyreliablesubtest speed
Relativelyeasytoadministerandscore Otherareasofmeasurement:Seepage122
34
Vocabulary [2](pp.125129) FigureWeights[1](pp.129131)
OtherConsiderations PrimaryFluidReasoningsubtest
BestmeasureofgintheWISCV Keyareaofmeasurement:
Contributessubstantiallytotheverbal Visualperceptualquantitativereasoning
comprehensionfactor Otherareasofmeasurement:Seepage129
Areliablesubtest
Relativelyeasytoadministerbutsomeresponses
maybedifficulttoscore
FigureWeights[2](pp.129131) VisualPuzzles[1](pp.131134)
OtherConsiderations PrimaryVisualSpatialsubtest
Fairmeasureofg Keyareaofmeasurement:
Contributessubstantiallytothevisualspatial/fluid Visualperceptualreasoning
reasoningfactor Otherareasofmeasurement:Seepage131
Ahighlyreliablesubtest
Relativelyeasytoadministerandscore
35
VisualPuzzles[2](pp.131134) PictureSpan[1](pp.134136)
OtherConsiderations PrimaryWorkingMemorysubtest
Fairmeasureofg Keyareaofmeasurement:
Contributessubstantiallytothevisualspatial/fluid Shorttermmemory
reasoningfactor Otherareasofmeasurement:Seepage134
Areliablesubtest
Relativelyeasytoadministerandscore
SymbolSearch[1](pp.136140)
PictureSpan [2](pp.134136) PrimaryProcessingSpeedsubtest
OtherConsiderations Keyareaofmeasurement:
Fairmeasureofg Processingspeed
Contributessubstantiallytotheworkingmemory Otherareasofmeasurement:Seepage136
factor
Areliablesubtest
Relativelyeasytoadministerandscore
36
SymbolSearch[2](pp.136140) Information[1](pp.140142)
OtherConsiderations SecondaryVerbalComprehensionsubtest
Poormeasureofg Keyareaofmeasurement:
Contributessubstantiallytotheprocessingspeed Longtermmemoryforfactualinformation
factor Otherareasofmeasurement:Seepage140
Areliablesubtest
Relativelyeasytoadministerandscore
Information[2](pp.140142) PictureConcepts[1](pp.142145)
OtherConsiderations SecondaryFluidReasoningsubtest
Goodmeasureofg Keyareaofmeasurement:
Contributessubstantiallytotheverbal Abstract,categoricalreasoningbasedonvisual
comprehensionfactor perceptualrecognitionprocess
Areliablesubtest Otherareasofmeasurement:Seepage142
Easytoadministerandscore
37
LetterNumberSequencing
PictureConcepts[2](pp.142145) [1](pp.145147)
OtherConsiderations SecondaryWorkingMemorysubtest
Fairmeasureofg Keyareasofmeasurement:
Contributesmoderatelytothevisualspatial/fluid Shorttermworkingmemory
reasoningfactor Auditorysequentialprocessing
Areliablesubtest Otherareasofmeasurement:Seepage145
Relativelyeasytoadministerandscore
LetterNumberSequencing
[2](pp.145147) Cancellation[1](pp.147150)
OtherConsiderations SecondaryWorkingMemorysubtest
Goodmeasureofg Keyareasofmeasurement:
Contributessubstantiallytotheworkingmemory Visualperceptualrecognition
factor Speedofvisualprocessing
Areliablesubtest Otherareasofmeasurement:Seepage147
Relativelyeasytoadministerandscore
38
NamingSpeedLiteracy
Cancellation[2](pp.147150) [1](pp.150153)
OtherConsiderations Complementarysubtest
Poorestmeasureofg Keyareasofmeasurement:
Contributesminimallytotheprocessingspeed Processingspeed
factor Namingfluency
Areliablesubtest Otherareasofmeasurement:Seepage150
Relativelyeasytoadministerandscore
NamingSpeedLiteracy NamingSpeedQuantity
[2](pp.150153) [1](pp.153156)
OtherConsiderations Complementarysubtest
Consideredtobeameasureof Keyareasofmeasurement:
ProcessingSpeed Processingspeed
LongTermStorageandRetrieval Namingfluencyinvolvingquantities
CombineswithNamingSpeedQuantitytoform Otherareasofmeasurement:Seepage153
theNamingSpeedIndex
Areliablesubtest
Easytoadministerandscore
39
NamingSpeedQuantity ImmediateSymbolTranslation
[2](pp.153156) [1](pp.156158)
OtherConsiderations Complementarysubtest
Consideredtobeameasureof Keyareaofmeasurement:
ProcessingSpeed Shorttermmemory
LongTermStorageandRetrieval Otherareasofmeasurement:Seepage156
CombineswithNamingSpeedLiteracytoformthe
NamingSpeedIndex
Areliablesubtest
Relativelyeasytoadministerandeasytoscore
ImmediateSymbolTranslation
[2](pp.156158) Comprehension[1](pp.158160)
OtherConsiderations SecondaryVerbalComprehensionsubtest
Consideredtobeameasureof Keyareasofmeasurement:
LongTermStorageandRetrieval Practicalreasoning
ShortTermMemory Judgmentinsocialsituations
VisualProcessing Otherareasofmeasurement:Seepage158
Areliablesubtest
Relativelyeasytoscore,butsomewhatdifficultto
administer
40
Comprehension[2](pp.158160) Arithmetic[1](pp.160163)
OtherConsiderations SecondaryFluidReasoningsubtest
Fairmeasureofg Keyareaofmeasurement:
Contributessubstantiallytotheverbal Numericalreasoning
comprehensionfactor Otherareasofmeasurement:Seepage160
Areliablesubtest
Relativelyeasytoadminister,butsomewhat
difficulttoscore
DelayedSymbolTranslation
Arithmetic[2](pp.160163) [1](pp.163165)
OtherConsiderations Complementarysubtest
Goodmeasureofg Keyareaofmeasurement:
Contributesmoderatelytotheworkingmemory Delayedvisualrecall
factor Otherareasofmeasurement:Seepages163164
Ahighlyreliablesubtest
Relativelyeasytoadministerandscore
41
RecognitionSymbol
DelayedSymbolTranslation
[2](pp.163165) Translation[1](pp.165167)
OtherConsiderations Complementarysubtest
ConsideredtobeameasureofLongTermStorage Keyareaofmeasurement:
andRetrieval Delayedvisualrecall
Areliablesubtest Otherareasofmeasurement:Seepage165
Relativelyeasytoadministerandscore
RecognitionSymbol ReflectionsonIntelligenceand
Translation[2](pp.165167) Childhood
OtherConsiderations Integritywithoutknowledgeisweakanduseless,
ConsideredtobeameasureofLongTermStorage andknowledgewithoutintegrityisdangerousand
andRetrieval dreadful.
Areliablesubtest SamuelJohnson
Relativelyeasytoadministerandscore Intelligencewithoutambitionisabirdwithout
wings.
SalvadorDali
Youmightbepoor,yourshoesmightbebroken,but
yourmindisapalace.
FrankMcCourt
42
Goals&Objectives(p.171)
Chapterdesignedtoenableyouto:
DescribeprofileanalysisfortheWISCV
AnalyzeandevaluateWISCVscoresfrom
multipleperspectives
InterpretingtheWISCV DevelophypothesesaboutWISCVscoresand
responses
ReportWISCVfindingstoparentsandothers
WhatdoestheWISCIVIQ WhatdoestheWISCIVIQ
Represent?[1](notinthetext) Represent?[2](notinthetext)
McDermot etal.(2014)reportedthatWISCIV Chenetal.(2016),incontrast,reportedthatWISC
FSIQs: IVFSIQs:
Areassociatedwiththeassessorsbias(multilevel Arevalidmeasuresofchildrensintellectual
linearmodeling) abilitiesandarenotrelatedtotheassessorsbias
Samplesize:N=2,783childrenevaluatedby448 (hierarchicallinearmodeling)
regionalschoolpsychologistsforpossiblespecial Samplesize:N=2,200inthestandardization
educationplacements sample
Theonlysubtestthatshowedsomeassessorbias
wasComprehension
43
WhatdoestheWISCIVIQ FactorstoConsiderin
Represent?[3](notinthetext) InterpretingtheWISCV[1](p.172)
Source: 1. Performaprofileanalysis
McDermott,P.A.,Watkins,M.W.,&Rhoad,A.M. 2. Determinewhetherthefiveprimaryindexscores
(2014).WhoseIQisit?Assessorbiasvariancein differsignificantlyfromeachother
highstakespsychologicalassessment. 3. Determinewhetherthesubtestscaledscores
PsychologicalAssessment,26(1),207214. differsignificantlyfromeachother
doi:10.1037/a0034832
4. Obtainbaseratesfordifferencesbetweenthe
Chen,H.,Pan,T.,&Zhu,J.(2016).Itisthe indexscores
examineesIQ.PsychologicalAssessment.Advance
5. Obtainbaseratesfordifferencesbetweensome
onlinepublication.doi:10.1037/pas0000298
ofthesubtestscaledscores
FactorstoConsiderin
InterpretingtheWISCV[2](p.172) FullScaleIQ[1](p.172)
7. Determinebaseratesforintersubtestscatter Includesmeasuresof:
8. Develophypothesesandinterpretations Verbalcomprehension
Visualspatialreasoning
Fluidreasoning
Workingmemory
Processingspeed
44
FullScaleIQ[2](p.172) VerbalComprehensionIndex
Similarities [1](p.172)
Measures:
Vocabulary
Verbalcomprehension
BlockDesign Applicationofverbalskillsandinformationtothe
Thesevensubteststhat solutionofnewproblems
comprisetheFullScale MatrixReasoning
Abilitytoprocessverbalinformation
are:
FigureWeights Retrievalofinformationfromlongtermmemory
DigitSpan Crystallizedknowledge
Conceptualreasoningability
Coding
Languagedevelopment
VerbalComprehensionIndex
[2](p.172)
VisualSpatialIndex[1](pp.172173)
Measures:
Abilitytothinkinvisualimagesandmanipulate
themwithfluencyandspeed
Thetwosubteststhatcomprisethe
Abilitytointerpretororganizevisuallyperceived
VerbalComprehensionIndexare:
materialquickly
Nonverbalreasoning
Visualperceptualdiscrimination
Similarities Vocabulary
Visualspatialreasoningability
45
VisualSpatialIndex[2](pp.172173)
FluidReasoningIndex[1](p.173)
Measures:
Fluidreasoningability
Thetwosubteststhatcomprisethe Visualperceptualreasoningandorganization
VisualSpatialIndexare: Abilitytothinkinvisualimagesandmanipulate
themwithfluencyandrelativespeed
Abilitytointerpretororganizevisuallyperceived
materialquickly
BlockDesign VisualPuzzles
Nonverbalreasoning
Visualperceptualdiscrimination
FluidReasoningIndex[2](p.173)
WorkingMemoryIndex [1](p.173)
Measures:
Shorttermmemory Rotememory
Thetwosubteststhatcomprisethe Visualprocessing Immediatevisual
FluidReasoningIndexare: Workingmemory memory
Memoryspan Attention
Visualspatialmemory Concentration
MatrixReasoning FigureWeights
46
WorkingMemoryIndex [2](p.173)
ProcessingSpeedIndex[1](p.173)
Measures:
Processingspeed Psychomotorspeed
Thetwosubteststhatcomprisethe Perceptualspeed Shorttermvisual
Visualmotor memory
WorkingMemoryIndexare:
coordinationand Visualperceptual
dexterity discrimination
Speedofmental Attention
DigitSpan PictureSpan
operation Concentration
Scanningability
ProcessingSpeedIndex[2](p.173)
AncillaryIndexes(pp.173175)
SevenAncillaryIndexes
QuantitativeReasoningIndex
Thetwosubteststhatcomprisethe AuditoryWorkingMemoryIndex
ProcessingSpeedIndexare: NonverbalIndex
GeneralAbilityIndex
CognitiveProficiencyIndex
Coding SymbolSearch
Verbal(ExpandedCrystallized)Index
ExpandedFluidIndex
47
QuantitativeReasoningIndex AuditoryWorkingMemory
(p.173)
Providesadditionalinformationregardinga Index(p.173)
childsreasoningskills,specificallythose Providesadditionalinformationregardingachilds
involvingnumericinformation memoryskills.
Thetwosubteststhatcomprisethe Thetwosubteststhatcomprisethe
QuantitativeReasoningIndexare: AuditoryWorkingMemoryIndexare:
LetterNumber
FigureWeights Arithmetic DigitSpan
Sequencing
NonverbalIndex(p.174) GeneralAbilityIndex(p.174)
Providesadditionalinformationaboutthinking Maybeusefulwhenameansofestimating
abilitiesthatdonotrequireexpressiveresponses intellectualabilityisneededthatplaces
andanestimateofintellectualability,with reduceddemandsonworkingmemoryand
reduceddemandsonverbalcomprehension processingspeed
abilities Thefivesubteststhatcomprisethe
Thesixsubteststhatcomprisethe
NonverbalIndexare: GeneralAbilityIndexare:
48
Verbal(ExpandedCrystallized)
CognitiveProficiencyIndex(p.174)
Maybeusefulwhenameansofestimating
Index[1](p.174)
intellectualabilityisneededthatplacesreduced Measures:
demandsonverbalcomprehension,visualspatial, Verbalcomprehension Fundofinformation
orfluidreasoningabilities Receptiveand Rangeoffactual
expressivelanguage knowledge
Thefoursubteststhatcomprisethe
Applicationofverbal Logicalreasoning
CognitiveProficiencyIndexare:
skillsandinformation Cognitiveflexibility
tothesolutionofnew (includingtheabilityto
Digit Picture Symbol problems shiftmental
Coding
Span Span Search Verbalconcept operations)
formation Abilitytoselfmonitor
Verbal(ExpandedCrystallized) ExpandedFluidIndex[1](pp.174175)
Index[2](p.174) Measures:
Perceptualreasoning Conceptualthinking
Subtestsdrawonachildsaccumulated
experience Abilitytothinkinterms Abilitytoformabstract
ofvisualimagesand conceptsand
Thefoursubteststhatcomprisethe manipulatethemwith relationshipswithout
Verbal(ExpandedCrystallized)Indexare: fluency theuseofwords
Cognitiveflexibility Fluidreasoning
(includingtheabilityto Attention
shiftmentaloperations)
Similarities Vocabulary Information Comprehension Concentration
Nonverbalability
Abilitytoselfmonitor
Mentalcomputation
49
ExpandedFluidIndex[2](pp.174175) ComplementaryIndexes(p.175)
Indexrequiresnonverbalproblemsolvingability ThethreeComplementaryIndexesare
withuseofpreviouslyacquiredskillstosolvea NamingSpeedIndex
novelsetofproblems
SymbolTranslationIndex
Thefoursubteststhatcomprisethe StorageandRetrievalIndex
ExpandedFluidIndexare:
NamingSpeedIndex[1](p.175)
Measures:
NamingSpeedIndex [2](p.175)
Processingspeed Numbersense
Thetwosubteststhatcomprisethe
Longtermstorageand Abilitytoidentifysize,
NamingSpeedIndexare:
retrieval color,letters,and
Namingfacility numbers
Perceptualspeed Automaticityinvisual NamingSpeed NamingSpeed
verbalassociations Literacy Quantity
Rateoftesttaking
Attention
Visualperceptual
discrimination Concentration
Scanningability
50
SymbolTranslationIndex[1]
(p.175) SymbolTranslationIndex[2]
(p.175)
Measures:
Longtermstorage Visualmemory
andretrieval Thethreesubteststhatcomprisethe
Visualperceptual
Shorttermmemory discrimination SymbolTranslationIndexare:
Visualprocessing Learningability
Associativememory Scanningability Immediate Delayed Recognition
Symbol Symbol Symbol
Workingmemory Recognitionmemory Translation Translation Translation
Visualization Rotelearning
StorageandRetrievalIndex[1] StorageandRetrievalIndex[2]
(p.175) (p.175)
Measures: Measures:(Cont.)
Namingfacility Longtermstorageand Scanningability Retrievalspeed
Processingspeed retrieval Numbersense Immediateanddelayed
Perceptualspeed Shorttermmemory visualrecallskills
Abilitytoidentifysize,
Rateoftesttaking Workingmemory color,letters,and Pairedassociates
Visualprocessing Visualmemory numbers learning
Visualization Visualperceptual Automaticityofvisual Attentionand
discrimination verbalassociations concentration
Associativememory
Learningability Recognitionmemory
51
RapidAutomatizedNaming
StorageandRetrievalIndex[3]
(p.175) (RAN)[1](notintext)
ReviewofLiterature
Thetwosubteststhatcomprisethe NortonandWolf(2012)reviewedtheliteratureon
StorageandRetrievalIndexare: RapidAutomatizedNaming(RAN)andreading
fluency.Theyconcludedthefollowing:
RANprovidesanindexofonesabilitiesto
NamingSpeed SymbolTranslation integratemultipleneuralprocesses
Index Index
RANandphonologicalawarenessarebothrobust
earlypredictorsofreadingability,andoneorboth
areoftenimpairedinpeoplewithdyslexia
RapidAutomatizedNaming RapidAutomatizedNaming
(RAN)[2](notintext) (RAN)[3](notintext)
Fluentreadingcanbeconceptualizedasacomplex Successfulinterventiondependsonaccurate
abilitythatdependsonautomaticityacrossall assessmentofbothaccuracy andspeed acrossall
levelsofcognitiveandlinguisticprocessing levelsofreading
involvedinreading,allowingtheindividualtime Bestinterventionsinvolvemulticomponential
andthoughttobedevotedtocomprehension interventionprogramsthattargetphonology
andmultiplelevelsoflanguage,including:
52
RapidAutomatizedNaming RapidAutomatizedNaming
(RAN)[4](notintext) (RAN)[5](notintext)
Bestinterventions:(Cont.) ExampleofResearch
Orthographystudyoflettersandspellingof Willburger etal.(2008)reportedthefollowing:
words Samplesize: N=267children
Morphologystudyofhowwordsareformed Childrenwithdyslexiahadadeficitinrapid
Syntaxstudyhowwordsareorderedtoform namingofitems
logical,meaningfulsentences Childrenwithdyscalculiahadadeficitinrapid
Semanticsstudyofthemeaningand namingofquantities
interpretationofwords Childrenwithbothdyslexiaanddyscalculiahad
deficitsinbothrapidnamingofitemsandrapid
namingofquantities
RapidAutomatizedNaming RapidAutomatizedNaming
(RAN)[6](notintext) (RAN)[7](notintext)
Sources: Willburger,E.,Fussenegger,B.,Moll,K.,Wood,G.,
Norton,E.S.,&Wolf,M.(2012).Rapid &Landerl,K.(2008).Namingspeedindyslexia
AutomatizedNaming(RAN)andReading anddyscalculia.LearningandIndividual
Fluency:Implicationsforunderstandingand Differences,18(2),224236.
treatmentofreadingdisabilities.AnnualReview doi:10.1016/j.lindif.2008.01.003
Psychology,63,427452.doi:10.1146/annurev
psych120710100431
53
ProfileAnalysis[1](p.175) ProfileAnalysis[2](p.175)
AimsofProfileAnalysis Cannotreliablybeusedtoarrivedataclinicalor
Tolookatachildsuniqueabilitypattern psychoeducationaldiagnosis
(includingstrengthsandweaknesses),going Resultsonanyonetestshouldneverbeusedasthe
beyondtheinformationcontainedintheFSIQor solebasisforaclinicalorpsychoeducational
theindexscores diagnosis
Tohelpinformulatingteachingstrategies,
accommodations,andothertypesofinterventions
ProfileAnalysis[3](p.176) ProfileAnalysis[4](p.176)
GoalofProfileAnalysis RelativelyLargeIntersubtest Variability
Togeneratehypothesesaboutachildsabilities, MayIndicate
whichthenneedtobeverifiedusingotherscores Specialaptitudesorweaknesses
andinformationaboutthechild
Acquireddeficitsordiseaseprocesses
Temporaryinefficiencies
Motivationaldifficulties
Visionorhearingproblems
Concentrationdifficulties
Rebelliousness
54
ProfileAnalysis[5](pp.176) ProfileAnalysis[6](p.176)
RelativelyLargeIntersubtest Variability ScaledScores
MayIndicate(Cont.) 13to19alwaysindicateastrength(84th to99th
Learningdisabilities percentilerank)
Particularschoolorhomeexperiences 8to12alwaysindicateaverageability(25th to75th
percentilerank)
1to7alwaysindicateaweakness(1st to16th
percentilerank)
ProfileAnalysis[8](pp.179198)
ProfileAnalysis[7](p.178)
MethodsofProfileAnalysis
BaseRates
1. ComparetheprimaryindexscoresVCI,VSI,
Determiningthefrequencywithwhichthe FRI,WMI,andPSIwitheachother
differencesbetweenscoresoccurredinthe
2. Compareeachprimaryindexscorewiththe
normativesample
meanofthechildsprimaryindexscoresand/or
Baserateapproach theFSIQ,usingcriticalvaluesandbaserates
Probabilityofoccurrenceapproach 3. Compareeachprimaryindexsubtestscaledscore
withthechildsmeanscaledscoreontheprimary
indexsubtests(MSSP)and/ortheFSIQsubtests
(MSSF),usingcriticalvaluesandbaserates
55
ProfileAnalysis[9](pp.179198) ProfileAnalysis[10](pp.179198)
MethodsofProfileAnalysis(Cont.) MethodsofProfileAnalysis(Cont.)
4. Comparesetsofindividualprimaryand 7. ComparetheGAIandtheCPI
secondarysubtestscaledscores 8. ComparetheVECIandtheEFI
5. Comparetherangeofsubtestscaledscoreswith 9. ComparetheNSIandtheSTI
thebaseratefoundinthenormativesample 10. Comparesetsofindividualcomplementary
6. ComparetheCancellationRandomand subteststandardscores
CancellationStructuredprocessscoresandother
processscores
ASuccessiveLevelofApproach
StepsinAnalyzingaProtocol
toTestInterpretation (pp.198200) (pp.199200)
Theuseofasuccessivelevelapproachtotest Seepages199200
interpretationcanhelpyoubetterunderstanda
childsperformanceontheWISCV(seeFigure41,
p.199)byproviding
Quantitativeandqualitativedata
Ananalysisofbothgeneralandspecificareasof
intellectualfunctioning
56
EstimatedPercentileRanksand ProfileVariability[1](p.201)
AgeEquivalents(p.200) ResearchStudies
IstheFSIQvalidwhentheindexscoresshow
Estimatedpercentilerankscanbeobtainedforthe
FSIQ,indexscores,andsubtestscaledscores extremevariability?Tworesearchreportsshed
lightonthisquestion
Ageequivalentscambeobtainedforthetotalraw
Daniel(2007)usedstimulationmethodologyto
scores
investigatetheeffectofindexscorescatteronthe
Qualitativedescriptionsoftheindexscoresand constructvalidityontheWISCIVFSIQ
FSIQcanbefoundonp.200
HefoundthattheFSIQwasequallyvalidatall
levelsofscatter,supportingtheinterpretabilityof
theFSIQinpopulationscharacterizedbyvariable
indexscoreprofiles(p.291)
ProfileVariability[2](p.201) ProfileVariability[3](p.201)
ResearchStudies(Cont.) Comment
Watkins,Glutting,andLei(2007)showedthat Theabovestudiesargueagainstthepositionof
WISCIIIandWISCIVFSIQshaverobust Fiorello etal.(2007)andHaleetal.(2007)who
correlationswithmeasuresofreadingandmath, contendedthattheWISCIVFSIQshouldnotbe
evenwhentestprofileshaveatleastone interpretedforchildrenwithdisabilitieswhen
statisticallysignificantdifferenceinfactororindex indexscoresarediverse
scores:
82%to85%ofthe4,044childreninstudyhadat
leastonestatisticallysignificantdifferencein
factororindexscores
57
ProfileVariability[4](p.201) ProfileVariability[5](p.201)
Sources: Sources:(Cont.)
Daniel,M.H.(2007).Scatterandtheconstruct Hale,J.B.,Fiorello,C.A.,Kavanagh,J.A.,
validityofFSIQ:CommentonFiorello etal. Holdnack,J.A.,&Aloe,A.M.(2007).Isthedemise
(2007).AppliedNeuropsychology,14(4),291295. ofIQinterpretationjustified?Aresponseto
Fiorello,C.A.,Hale,J.B.,Holdnack,J.A., specialissueauthors.AppliedNeuropsychology,
Kavanagh,J.A.,Terrell,J.,&Long,L.(2007). 14(1), 3751.
Interpretingintelligencetestresultsforchildren Watkins,M.W.,Glutting,J.J.,&Lei,P.W.(2007).
withdisabilities:Isglobalintelligencerelevant? ValidityoftheFullScaleIQwhenthereisa
AppliedNeuropsychology,14(1),212. significantvariabilityamongWISCIIIandWISC
IVfactorscores.AppliedNeuropsychology, 14(1),
1320.
ReflectiononIntelligenceand
Childhood
Ittakesalongtime togrowyoung.
PabloPicasso
InotonlyuseallthebrainsthatIhave,butallIcan
borrow.
ReportWriting
WoodrowWilson
58
PotentialSourcesofReport
Goals&Objectives(p.325) Information[1](p.326)
Chapterdesignedtoenableyouto: Psychologicaltests
Understandthepurposesofapsychologicalreport Interviewswiththechild,hisorherparents,
Understandthesectionsofapsychologicalreport teachers,andothers
Developappropriateskillsforcommunicating Questionnairesandratingformscompletedbya
findingsandmakingrecommendationsinareport parent,teacher,and/orevaluator
Writeapsychologicalreport Selfmonitoringformscompletedbythechild
Systematicbehavioralobservations
Schoolrecords
Priorpsychologicalorpsychiatricreports
PotentialSourcesofReport
Information[2](p.326) QualitiesofaGoodReport(p.326)
Medicalreports Areportshouldbe:
Otherrelevantsources Wellorganized
Objective
Unbiased
Baseduponalloftheassessmentdatayou
gathered
59
PurposesofaReport[1](pp.326331) PurposesofaReport[2](pp.326331)
Toprovideaccurateandunderstandable Tofurnishmeaningfulbaselineinformation
assessmentrelatedinformationtothereferral Forevaluatingthechildsprogressafter
sourceandothers interventionshavebeenimplemented
Toserveasabasisforclinicalhypotheses, Forchangesinthechildthathaveoccurredover
appropriateinterventions,andinformationfor time
programevaluationandresearch
Toserveasalegaldocument
FormulatingtheReport[1](p.331) FormulatingtheReport[2](p.331)
Fourconsiderations: Fourconsiderations:(Cont.)
1. Whowillbetheprimaryaudiencesforthe 3. Includeexamplestoillustrateordocument
report? selectedstatementsyoumakeinthereport
Afterreadingthereport,whatnew 4. Makeyourrecommendationswithan
understandingwillthereadershave? appreciationoftheneedsandvaluesofthechild,
Whatnewactionwillthereaderstake? thefamily,andtheextendedfamily;thefamilys
resources;thechildsethnicandculturalgroup;
2. Considerthecircumstancesunderwhichthe
theschool;andthecommunity
assessmenttookplace
60
OtherConsiderations(p.331) SectionsofaReport(pp.332339)
ReportTitle
SubjectiveElementsintheReport
IdentifyingInformation
Althoughyoushouldstriveforobjectivityand
AssessmentInstruments
accuracyinwritingareport,rememberthatno
ReasonforReferral
reportcanbecompletelyobjective
BackgroundInformation
Everyreporthaselementsofsubjectivity
ObservationsDuringAssessment
PromptnessinWritingtheReport
AssessmentResults
Writethereportassoonaspossibleafteryou
ClinicalImpressions
completetheassessmenttoensurethatyou
recordallimportantdetailsanddonotforget Recommendations
any Summary
Signature
22PrinciplesofReportWriting
22PrinciplesofReportWriting [2](pp.339364)
[1](pp.339364)
The22principlescover: Principle1(pp.339340)
Howtoorganize,interpret,andpresentthe Organizetheassessmentfindingsbylookingfor
assessmentfindings commonthemesthatrunthroughthem,
Exercisesareincludedtohelpyouapplysomeof integratingthemainfindings,andadoptingan
eclecticperspective
theprinciples
Principle2(pp.340341)
Includeonlyrelevantmaterialinthereport;omit
potentiallydamagingmaterialnotgermanetothe
evaluation
61
22PrinciplesofReportWriting 22PrinciplesofReportWriting
[3](pp.339364) [4](pp.339364)
Principle3(pp.341342) Principle5(pp.343344)
Beextremelycautiousinmakinginterpretations Bedefinitiveinyourwritingwhenthefindingsare
basedonalimitedsampleofbehavior clear;becautiousinyourwritingwhenthe
findingsarenotclear
Principle4(pp.342343) Principle6(p.344)
Considerallrelevantsourcesofinformation Citespecificbehaviorsandsourcesandquotethe
aboutthechildasyougeneratehypothesesand childdirectlytoenhancethereportsreadability
formulateinterpretations
22PrinciplesofReportWriting 22PrinciplesofReportWriting
[5](pp.339364) [6](pp.339364)
Principle7(p.344) Principle9(p.345)
ConsidertheFSIQ,inmostcases,tobethebest ObtaintheclassificationofFSIQsandothertest
estimateofthechildspresentlevelofintellectual scoresfromthenumericalrangesgiveninthetest
functioning manuals
Principle8(pp.344345) Principle10(p.345346)
Interpretthemeaningandimplicationsofa Usepercentilerankswheneverpossibleto
childsscores,ratherthansimplycitingtest describeachildsscores
namesandscores
62
22PrinciplesofReportWriting 22PrinciplesofReportWriting
[7](pp.339364) [8](pp.339364)
Principle11(p.346) Principle13(p.348349)
Providecleardescriptionsandinterpretationsof Describetheprofileofscoresclearlyand
abilitiesmeasuredbythesubtestswhen unambiguously
appropriate
Principle12(p.347348) Principle14(p.349350)
Relateinferencesbasedonsubtestorindexscores Makerecommendationscarefully,usingall
tothecognitiveprocessesmeasuredbythem;use availablesourcesofinformation
cautioninmakinggeneralizations
22PrinciplesofReportWriting 22PrinciplesofReportWriting
[9](pp.339364) [10](pp.339364)
Principle17(p.353354)
Principle15(p.350)
Describeandusestatisticalconcepts
Providejustificationforeachclassificationor
appropriately;makesuretocheckallcalculations
diagnosisandaddressallrelevantdiagnostic
carefullyandtoreportthereliabilityandvalidity
criteriaexplicitly
ofthetestresultsaccurately
Principle16(pp.350353)
Principle18(p.354)
Communicateclearly,anddonotinclude
Avoidbiasedlanguage
unnecessarytechnicalmaterialinthereport
63
22PrinciplesofReportWriting 22PrinciplesofReportWriting
[11](pp.339364) [12](pp.339364)
Principle21(pp.357364)
Principle19(p.354356)
Developstrategiestoimproveyourwriting,such
Writeareportthatisconcisebutadequate asusinganoutline,revisingyourfirstdraft,using
wordprocessoreditingtools,andproofreading
yourfinalreport
Principle20(pp.356357) Principle22(p.364)
Attendcarefullytogrammarandwritingstyle Maintainsecurityofconfidentialinformation
Treatconfidentialelectronicfilesascarefully
asyouwouldtreatconfidentialpaperfiles
Checklist(p.363)
AGoodReport(p.364)
SeeTable83(p.363)forachecklistforevaluating Isunderstandableandinterestingtoread
accuracy,quality,andcompletenessofthefirstdraftof Presentsinformationinalogicalmanner
yourassessmentreport
Interpretstestresultsaccuratelyandexplainsthem
clearly
Answersspecificreferralquestions
Providesrecommendationsthatarerealisticand
feasible
Providesausefulsummary
Isconciseyetthorough
64
ReflectionsonIntelligenceand
Childhood ReflectionsonDevelopment
Youmightbepoor,yourshoesmightbebroken,but TheLittleBoyandtheOldMan
yourmindisapalace. Saidthelittleboy,"SometimesIdropmyspoon."
Saidtheoldman,"Idothattoo."
FrankMcCourt
Thelittleboywhispered,"Iwetmypants."
Idothattoo,"laughedthelittleoldman.
Saidthelittleboy,"Ioftencry."
Theoldmannodded,"SodoI."
Butworstofall,"saidtheboy,"itseems
Grownupsdon'tpayattentiontome."
Andhefeltthewarmthofawrinkledoldhand.
Iknowwhatyoumean,"saidthelittleoldman.
ShelSilverstein
65