wiat4 ppt

Wechsler Individual Wechsler Individual Achievement Test-IIAchievement Test-II

OverviewOverview

WIAT-IIWIAT-II 1-Consists of two forms: 1-Consists of two forms:

Comprehensive Battery and Comprehensive Battery and WIAT ScreenerWIAT Screener

2-Comprehensive Battery 2-Comprehensive Battery consists of 9 subtests and consists of 9 subtests and requires 30-60 minutes to requires 30-60 minutes to administeradminister

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3-WIAT Screener consists of 3-WIAT Screener consists of 3 subtests and requires 10-3 subtests and requires 10-15 minutes to administer15 minutes to administer

4-Age range-5 years 0 4-Age range-5 years 0 months through 19 years 11 months through 19 years 11 monthsmonths

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5-Standard Score Mean of 5-Standard Score Mean of 100 100

6-Grade equivalents, 6-Grade equivalents, percentile ranks are percentile ranks are availableavailable

7-Uses easel format7-Uses easel format

WIAT-IIWIAT-II 8-Test materials consist of two 8-Test materials consist of two

test easels, Comprehensive test easels, Comprehensive Battery Record Form, Battery Record Form, Response Booklet for Response Booklet for Numerical Operations and Numerical Operations and Written Expression subtests. Written Expression subtests. Blank paper must be provided.Blank paper must be provided.

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9-Complete all 9-Complete all information in Record information in Record Booklet before Booklet before beginning testing.beginning testing.

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Starting Points-Starting Points-Based Based on grade level of the on grade level of the student-some flexibility is student-some flexibility is givengiven

WIAT-IIWIAT-II Reverse Rule-Reverse Rule-Designed to assure a Designed to assure a

minimum number of consecutive correct minimum number of consecutive correct responses for all subtests except Oral responses for all subtests except Oral Expression and Written Expression. If the Expression and Written Expression. If the student scores 0 on any one of the first five student scores 0 on any one of the first five items administered, administer the items administered, administer the preceding items in reverse order until the preceding items in reverse order until the student makes five consecutive correct student makes five consecutive correct responses.responses.

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Discontinue RuleDiscontinue Rule-vary -vary by subtest and listed in by subtest and listed in record bookletrecord booklet

WIAT-IIWIAT-II Comprehensive Battery Comprehensive Battery

SubtestsSubtests 1-Word Reading:1-Word Reading: Assesses the Assesses the

student’s ability to read familiar student’s ability to read familiar words aloud from a list. Both words aloud from a list. Both accuracy and automaticity (speed accuracy and automaticity (speed of response) are measured. andof response) are measured. and

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2-Pseudword Decoding-2-Pseudword Decoding-Assesses the student’s Assesses the student’s ability to apply phonetic ability to apply phonetic decoding skills.decoding skills.

WIAT-IIWIAT-II 3-Reading Comprehension3-Reading Comprehension- -

Reflects the type of reading Reflects the type of reading conducted in general education conducted in general education classrooms. Initial items include classrooms. Initial items include matching a written word with its matching a written word with its representative picture. Students representative picture. Students also read different types of passages also read different types of passages and respond to questions involving and respond to questions involving comprehension of the content.comprehension of the content.

WIAT-IIWIAT-II 4-Numerical Operations-4-Numerical Operations-

Evaluates the student’s ability to Evaluates the student’s ability to identify and write dictated identify and write dictated numerals and solve written numerals and solve written calculation problems and calculation problems and equations involving all basic equations involving all basic operations (addition, subtraction, operations (addition, subtraction, multiplication and divisionmultiplication and division

WIAT-IIWIAT-II 5-Math Reasoning-5-Math Reasoning-Presents Presents

a series of problems both a series of problems both verbally and visually to assess verbally and visually to assess the student’s ability to reason the student’s ability to reason mathematically.mathematically.

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6-Spelling-6-Spelling-Evaluates the Evaluates the student’s ability to spell by student’s ability to spell by writing dictated letters, writing dictated letters, letter blends, and words.letter blends, and words.

WIAT-IIWIAT-II 7-Written Expression7-Written Expression-Evaluates the -Evaluates the

student’s writing skills at the letter, student’s writing skills at the letter, word, sentence and text levels by word, sentence and text levels by asking him or her to write the alphabet asking him or her to write the alphabet from memory within a time limit, to from memory within a time limit, to demonstrate written word fluency, to demonstrate written word fluency, to combine sentences, to generate combine sentences, to generate sentences from written cues, and to sentences from written cues, and to produce a well constructed paragraphproduce a well constructed paragraph

WIAT-IIWIAT-II 8-Listening 8-Listening

Comprehension-Comprehension-Measures Measures the student’s ability to listen the student’s ability to listen for details.for details.

9-Oral Comprehension-9-Oral Comprehension-Measures receptive and Measures receptive and expressive vocabularyexpressive vocabulary

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Reading Reading

Word ReadingWord Reading Reading ComprehensionReading Comprehension ReasoningReasoning Pseudoword ReadingPseudoword Reading

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MathematicsMathematicsNumerical OperationsNumerical OperationsMath ReasoningMath Reasoning

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Written LanguageWritten Language SpellingSpellingWritten ExpressionWritten Expression

WIAT-IIWIAT-II 1-The WIAT yields two types of 1-The WIAT yields two types of

scores-raw scores and scores-raw scores and standard scoresstandard scores

2-Raw scores reflect the 2-Raw scores reflect the number of points earned by number of points earned by the student on each subtestthe student on each subtest

WIAT-IIWIAT-II 3-Raw scores are converted to 3-Raw scores are converted to

standard scores for purposes standard scores for purposes of comparison with the general of comparison with the general populationpopulation

4-Each item (other than 4-Each item (other than Written Expression) is scored Written Expression) is scored as correct (1) or incorrect (0)as correct (1) or incorrect (0)

WIAT-IIWIAT-II 3 Levels of Comparison3 Levels of Comparison a-Composite Comparisons a-Composite Comparisons b-Achievement level with cognitive level-b-Achievement level with cognitive level-

discrepancydiscrepancy c-Examination of the student’s relative c-Examination of the student’s relative

strengths and weaknesses through subtest strengths and weaknesses through subtest comparisons and skill analysiscomparisons and skill analysis

WIAT-IIWIAT-II Goals of InterpretationGoals of Interpretation a-To provide a comparison with peersa-To provide a comparison with peers b-To provide information on the individual b-To provide information on the individual

student’s academic strengths and student’s academic strengths and weaknesses and derive hypotheses to weaknesses and derive hypotheses to explain the student’s pattern of scores explain the student’s pattern of scores ( explored further through other test data, ( explored further through other test data, classroom products, teacher observation, classroom products, teacher observation, classroom observation etc.)classroom observation etc.)

WIAT-IIWIAT-II 1-The 1-The Total CompositeTotal Composite score score

is the most reliable and valid is the most reliable and valid measure of the student’s measure of the student’s overall achievement in the 9 overall achievement in the 9 areas testedareas tested

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2-It provides information on 2-It provides information on how the student’s how the student’s performance compares to performance compares to that of peers. Is the student that of peers. Is the student functioning on, above or functioning on, above or below levelbelow level

WIAT-IIWIAT-II Next we compare the Next we compare the

individual individual Composite ScoresComposite Scores with each other to determine with each other to determine whether the student’s whether the student’s academic skills are evenly or academic skills are evenly or unevenly developedunevenly developed

WIAT-IIWIAT-II EXAMINEE: Haley Keller REPORT DATE: 12/4/03 AGE: 11 years 9 months GRADE: Not Specified DATE OF BIRTH: 2/18/92 ETHNICITY: <Not Specified> EXAMINEE ID: Not Specified EXAMINER: Emily Martinez GENDER: Female Tests Administered: WISC-IV (6/12/03) WIAT-II (6/12/03) Age at Testing: WISC-IV (11 years 3 months) WIAT-II (11 years 3 months) Is this a retest? No

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Example WIAT-II Example WIAT-II ResultsResults

WIAT-IIWIAT-II Reason for ReferralReferral information for Haley is unknown at this time. HomeThere is no data available regarding Haley’s parent(s),

guardian(s), living arrangements, orfamily stressors. LanguageThere is no data available regarding Haley's

language. DevelopmentThere is no data available regarding Haley's

pregnancy, birth and developmental history.

WIAT-IIWIAT-II HealthThere is no information available

regarding Haley's sensory/motor status. There is no information or behavioral observations available regarding Haley’s medical, psychiatric, and neurological status. There is no data available regarding Haley's use of medication and substances.

WIAT-IIWIAT-II SchoolThere is no information provided

regarding Haley's early educational history. Haley's school performance with regard to her attendance, conduct, and academics are unknown at this time. Haley's past and recent performance on standardized achievement tests is unknown at this time.

WIAT-IIWIAT-II Behavior ObservationThere are no additional behavioral

observations regarding Haley's appearance, affect, test-taking attitude and behavior.

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SUBTESTS* RAW STD 95% PR NCE S9 AGE/EQU GRADE/EQU

Word Reading 79 72 67- 77 3 11 1 7:8 2:6 Reading Com 108** 83 76- 90 13 26 3 8:8 3:2 Pseudoword 12 75 70- 80 5 15 2 6:4 1:7 Numerical Op 28 103 94- 112 58 54 5 11:4 5:8 Math Reason 40 91 83- 99 27 37 4 10:0 4:8 Spelling 27 88 82- 94 21 33 3 9:4 3:8 Written Expres 12 78 65- 91 7 19 2 8:0 3:0 Listening Comp 22 84 70- 98 14 28 3 8:4 3:2 Oral Expression 20 83 71- 95 13 26 3 7:8 3:0

WIAT-IIWIAT-II COMPOSITES* RAW STD INTERVAL PR NCE S9 Reading 230 75 71- 79 5 15 2 Mathematics 194 96 89- 103 39 44 4 Written Language 166 82 74- 90 12 25 3 Oral Language 167 81 70- 92 10 23 2 Total 757 80 76- 84 9 22 2

Interpretation of WIAT-II ResultsReadingHaley presents a diverse set of skills on different

aspects of reading. She performed much better on tasks that assessed her capability to read sentences and paragraphs and answer questions about what was read (Reading Comprehension standard score = 83) than on tasks that required her to correctly read a series of printed words (Word Reading standard score = 72). A relative strength in comprehension skills as compared to reading words in isolation may indicate that

WIAT-IIWIAT-IIHaley is able to derive meaning from text using

context clues but may not have learned vocabulary words to automaticity. For this reason, the Reading Composite score may not be the most accurate manner in which to summarize her reading skills. Her Reading Comprehension subtest score is higher than only approximately 13% of her peers, placing these skills in the Low Average range. Haley’s performance on Word Reading is within the Borderline range and exceeds that of approximately 3% of students her age.

WIAT-IIWIAT-II MathematicsIn overall mathematics skills Haley performed

in the Average range, as indicated by her Mathematics Composite standard score (96). However, her skills in this area exceed that of only approximately 39% of students her age. Haley's performance on tasks that required her to add, subtract, multiple, and divide one- to three-digit numbers (Numerical Operations standard score = 103) is comparable to her performance on tasks that requires her to understand number, consumer math concepts, geometric measurement, basic graphs, and solve one-step word problems (Math Reasoning standard score = 91).

WIAT-IIWIAT-II Haley performed in the Low Average range

in overall language skills, as indicated by her

standard score on the Oral Language Composite (81). Her skills in this area exceed those of

only approximately 10% of students her age. Haley performed comparably on tasks that

required her to identify the picture that best represents an orally presented descriptor or generate

WIAT-IIWIAT-IIa word that matches the picture

(Listening Comprehension standard score = 84) and generate words within a category, describe scenes, and give directions (Oral Expression standard score =83).

WIAT-IIWIAT-II Written LanguageIn overall written language skills, Haley performed in

the Low Average range, as indicated by her Written Language Composite standard score (82). Her achievement in this area is better than of only approximately 12% of students her age. Haley's performance on tasks that required her to generate words within a category, generate sentences to describe visual cues, combine sentences, and compose an organized paragraph (Written Expression standard score = 78) is comparable to her performance on tasks that required her to correctly spell verbally presented words (Spelling standard score = 88).

WIAT-IIWIAT-II Strengths And WeaknessesCompared to Haley's mean score for all

WIAT-II subtests, her performance is significantly better in Numerical Operations, indicating that this is an area of relative strength for her. Compared to those of other children her age, however, her skills in this area are in the Average range.

WIAT-IIWIAT-IIWord Reading and Pseudoword Decoding are

notable weaknesses for Haley. Her scores on these subtests are significantly less than her mean score for all WIAT-II subtests, indicating that these are areas of lower performance relative to her other skills. She performed better than only approximately 3% and 5% of her peers on Word Reading and Pseudoword Decoding, respectively. Thus, Haley may experience great difficulty keeping up with other students when these skills are needed.