getting ready for wisc-v! -...

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Getting Ready for WISC-V!Discover all the ways WISC-V delivers increased flexibility and more content.

Agenda

• Introduction

• Review:

– Scoring Options

– Revision Goals and Highlights

– Changes to Retained Subtests

– New Subtests

– WISC‐V on Q‐Interactive

• Test Structure

• Interpretation Basics

• Technical Information

• Purchasing Information

Copyright © 2014. Pearson, Inc. All rights reserved.

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WISC‐V Revision Goals

Updatetheoreticalfoundations

Increaseuserfriendliness

Increasedevelopmentalappropriateness

Improvepsychometricproperties

Enhanceclinicalutility

Scoring Options Paper/Pencil Format

Q‐global Scoring & Reporting

Digital Format

Automatic Scoring & Reporting via Q‐interactive

Hand‐score


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Scoring: Paper/Pencil Format

Q‐global Scoring & ReportingHand‐score

With the traditional paper and pencil format, you will have the option to hand‐score.

• Web‐based Scoring ‐ Score Report‐ Combination Reports‐ Narrative Reports

• New pricing • Subscriptions (unlimited access) OR • Per usage

Scoring: Digital Format

Automatic Scoring & Reporting via Q‐interactive

Similar score report output as those available on Q‐global, plus:• Automatic subtest scoring• Immediate scaled scores


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DEVELOPMENT OF THE WISC-VNew Subtests and Retained Content with Revisions

WISC‐V Subtest Modifications


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• Item difficulty consistent across rows

• Changed symbols for digital

Processing Speed: Coding

Changes to Retained

• Marks matching symbol instead of YES

• Error scores

Processing Speed: Symbol Search

• Revised letter‐number sequencing (teaching process, non‐rhyming stimuli)

Letter‐Number Sequencing

• Visual Puzzles

Visual Spatial Index

Changes: New Subtests

• Figure Weights • Picture Span

• Digit Span Sequencing added to Digit Span Subtest

• Naming Speed Literacy

• Naming Speed Quantity

• Immediate Symbol Translation

• Delayed Symbol Translation

• Recognition Symbol Translation

Fluid Reasoning Index

Working Memory Index

Complementary Subtests


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Changes: New Subtests

• Child views a completed puzzle and selects three response options that would combine to reconstruct the puzzle.

• Item time limit of 30 seconds.

• Assesses ability to analyze and synthesize abstract information.

• Factor Loading ‐ Visual‐Spatial Index.

Naming SpeedLiteracy

Color‐Object Naming (age 6)

Letter‐Number Naming (ages 7‐16)

Size‐Color‐Object Naming (age 6‐8)


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Naming SpeedQuantity

1‐4 (age 6) 1‐5 (ages 7‐16)

Research suggests a relationship between Naming Speed Quantity and difficulties in math.

Symbol Translation

“Tell me what each one means.”

• Immediate• Delayed• Recognition


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WISC-V TEST STRUCTURE

Test Structure – Full Scale IQ


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Test Structure – Primary Index Scales

Test Structure – Ancillary Index Scales

NewAncillaryIndexestoWISC‐V


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Complementary Index Scores

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NSI STI SRIOnRecordFormAncillaryandComplementaryAnalysisPagesandinAdministrationandScoringManualSupplement:Optionalcarry‐alongNote:SRI=NSI+STI...SRI≠NSL+NSQ+IST+DST+RST

Copyright©2014PearsonEducation,Inc.oritsaffiliates.Allrightsreserved.

WISC-V Scoring and Interpretation: An introduction

Discover the ways the WISC-V delivers enhanced insights with new and different scores.


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FSIQ: Permissible Substitutions

IN or CO for SI or VC

CO for SI or VC

VP for BD

PC for MR or FW

AR for FW

PS or LNS (LN) for DS

SS or CA for CD

Reminder


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Descriptive Classifications

CompositeScoreRange

WISC–V DescriptiveClassification

Traditional DescriptiveClassification(“Old”)

130andabove ExtremelyHigh VerySuperior

120–129 VeryHigh Superior

110–119 HighAverage HighAverage

90–109 Average Average

80–89 LowAverage LowAverage

70–79 VeryLow Borderline

69andbelow ExtremelyLow ExtremelyLow


How to Report and Describe Performance


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What is represented by the VCI?

What is represented by the VSI?


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What is represented by the FRI?

What is represented by the WMI?

5‐8‐2‐7

7‐2‐8‐5


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What is represented by the PSI?

GAI vs. FSIQ


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GAI vs. CPI

Nonverbal Index

• Composed of BD, MR, CD, FW, VP, PS

• Useful when examinee has clear verbal difficulties

– ELL

– RELD, ELD

– ASD with Language Impairment

• Does have processing speed which can affect results just like FSIQ

• More emphasis on reasoning using visual‐spatial processes than FSIQ


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Auditory Working Memory

• Digit Span and Letter‐Number Sequencing

• Very similar to WISC‐IV working memory with greater focus on sequencing than previous edition

• Contrast scores:– DSF VS DSB impact of additional

mental manipulation required by DSB

– DSF VS DSS impact of sequencing and number knowledge required by DSS

– DSS VS LNS impact of dual‐tasking and letter knowledge

• Useful when global difficulties with visual processing affecting test performance

Quantitative Reasoning

• New complementary index composed of Figure Weights and Arithmetic

• AR requires actual math problem solving; however, AR is very complex having Fluid Reasoning, Verbal, and Working Memory components

• FW requires math skills in a more limited abstract manner. Requires the ability to reason through a problem and to select the best quantitative operation to obtain the correct response.


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Interpretation of ‐

• Naming Speed Index

• Symbol Translation Index

• Storage and Retrieval Index

NSI vs. STI


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Technical Properties

Average Testing Time by Age



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Average Testing Times by Special Group


Standard Errors of Measurement

Composite Overall Average SEM

VCI 4.22

VSI 4.36

FRI 3.89

WMI 4.26

PSI 5.24

FSIQ 2.90

QRI 3.47

AWMI 3.92

NVI 3.23

GAI 3.07

CPI 4.12


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Standard Errors of Measurement

Composite Overall Average SEM

VCI 4.22

VSI 4.36

FRI 3.89

WMI 4.26

PSI 5.24

FSIQ 2.90

QRI 3.47

AWMI 3.92

NVI 3.23

GAI 3.07

CPI 4.12

Correlations With WIAT‐III

n = 211; age 6-16

WIAT-III

WISC-V Composite

Oral Lang.

Basic Read.

Read. Comp. & Fluency

Written Exp. Math

Math Fluency

Total Achieve-

ment

VCI .78 .53 .65 .60 .53 .36 .74

VSI .44 .24 .30 .39 .44 .28 .46

FRI .33 .30 .25 .33 .45 .31 .40

WMI .56 .54 .40 .47 .46 .39 .63

PSI .22 .19 .36 .33 .41 .51 .34

FSIQ .74 .61 .65 .68 .71 .58 .81


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Special Group Studies

Intellectually Gifted

Intellectual Disability-Mild Severity

Intellectual Disability-Moderate Severity

Borderline Intellectual Functioning

Specific Learning Disorders

Attention-Deficit/ Hyperactivity Disorder

Disruptive Behavior

Traumatic Brain Injury

English Language Learners

Autism Spectrum Disorder

Intellectually Gifted

n = 95; ages 6-16

CompositeClinical Mean

Control Mean

MeanDiff. p value Std. Diff.

VCI 127.7 105.8 -21.97 <.01 -1.74VSI 121.2 105.2 -15.98 <.01 -1.35FRI 120.3 105.1 -15.26 <.01 -1.26WMI 117.9 104.0 -13.86 <.01 -1.16PSI 112.9 100.4 -12.44 <.01 -.92

FSIQ 127.5 105.7 -21.85 <.01 -2.05QRI 122.1 104.1 -18.04 <.01 -1.55

AWMI 123.0 105.9 -17.13 <.01 -1.32NVI 122.9 104.6 -18.28 <.01 -1.64GAI 127.1 106.3 -20.83 <.01 -1.88CPI 118.8 102.1 -16.73 <.01 -1.43


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Intellectual Disability – Mild

n = 74; ages 6-16


Control Mean


VCI 66.0 96.1 30.14 <.01 2.16VSI 66.0 101.1 35.14 <.01 2.82FRI 67.0 99.3 32.34 <.01 2.35WMI 65.1 98.7 33.60 <.01 2.64PSI 71.6 97.3 25.78 <.01 1.87

FSIQ 60.9 98.0 37.07 <.01 2.92QRI 64.2 98.1 33.86 <.01 2.67

AWMI 62.2 99.2 36.96 <.01 2.91NVI 62.1 99.5 37.40 <.01 3.02GAI 63.5 97.9 34.46 <.01 2.71CPI 63.4 97.6 34.19 <.01 2.66

Attention‐Deficit Hyperactivity Disorder

n = 48; ages 6-16


Control Mean


VCI 97.8 102.7 -21.97 .05 .40VSI 97.3 101.5 -15.98 .14 .28FRI 97.6 102.6 -15.26 .06 .38WMI 94.8 101.7 -13.86 <.01 .54PSI 94.2 99.9 -12.44 .03 .43

FSIQ 95.6 102.2 -21.85 <.01 .61QRI 94.8 103.1 -18.04 <.01 .62

AWMI 95.2 101.4 -17.13 <.01 .50NVI 94.4 101.7 -18.28 <.01 .57GAI 97.1 102.3 -20.83 .03 .43CPI 92.8 100.8 -16.73 <.01 .65


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Autism Spectrum Disorder

n = 30; ages 6-16


Control Mean


VCI 80.4 104.1 23.68 <.01 1.47VSI 82.8 104.4 21.62 <.01 1.18FRI 84.3 101.6 17.30 <.01 .98WMI 77.6 104.1 26.47 <.01 1.57PSI 75.8 96.9 21.12 <.01 1.24

FSIQ 76.3 102.1 25.82 <.01 1.52QRI 78.9 102.5 23.67 <.01 1.35

AWMI 72.3 102.4 30.14 <.01 1.70NVI 79.9 102.8 22.86 <.01 1.33GAI 81.8 102.9 21.18 <.01 1.28CPI 74.4 100.0 25.62 <.01 1.59

VIEWING RESULTSWISC-V on Q-Interactive


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Click to Edit

Analysis of Results

ScoreComparison

Score DifferenceCriticalValue

Strengthor

WeaknessBaseRate

IndexLevel

VCI 133 126 7 8.95 SorW ns

VSI 131 126 5 10.97 SorW ns

FRI 129 126 3 9.76 SorW ns

WMI 129 126 3 10.55 SorW ns

PSI 108 126 -18 12.55 SorW 5–10%

Primary Analysis Index‐Level Strengths and Weaknesses

ComparisonScore

MISSumof

5IndexScores÷ 5=

MIS

FSIQFSIQ

CriticalValueSignificance Level

.01.05.10.15

BaseRateReference Group

OverallSample AbilityLevel

630 126✓

✓

✓


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Choosing the Level of Significance

Morestringent Lessstringent

Evaluate Index‐Level PairwiseComparisons


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CriticalValueSignificance Level

.01.05.10.15

BaseRateReference Group

OverallSample AbilityLevel

ScoreComparison

Score DifferenceCriticalValue

Strengthor

WeaknessBaseRate

SubtestLevel

Similarities 15 14.6 0.4 2.81 SorW ns

Vocabulary 17 14.6 2.4 2.23 SorW ns

BlockDesign 16 14.6 1.4 3.09 SorW ns

VisualPuzzles 15 14.6 0.4 3.07 SorW ns

MatrixReasoning 15 14.6 0.4 2.62 SorW ns

FigureWeights 15 14.6 0.4 2.69 SorW ns

Digit Span 15 14.6 0.4 2.55 SorW ns

PictureSpan 15 14.6 0.4 2.79 SorW ns

Coding 13 14.6 -1.6 2.95 SorW ns

SymbolSearch 10 14.6 -4.6 3.05 SorW 5-10%

Primary Analysis: Subtest‐Level Strengths and Weaknesses

✓

✓

146 14.6x

Conduct Ancillary Index Analysis


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Complementary Analysis Example ‐Symbol Translation Subtests

PROCESS ANALYSISPerform (Optional)


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Block Design Scoring



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Longest Span Process ScoresLongest Span and Sequence Score

Abbreviation

Longest Digit Span Forward LDSfLongest Digit Span Backward LDSbLongest Digit Span Sequence LDSsLongest Picture Span Stimulus

LPSs

Longest Picture Span Response

LPSr

Longest Letter–Number Sequence

LLNs

Error Process ScoresError Score Abbreviation

Block Design Dimension Errors BDde

Block Design Rotation Errors BDre

Coding Rotation Errors CDre

Symbol Search Set Errors SSse

Symbol Search Rotation Errors SSre

Naming Speed Literacy Errors NSLe

Naming Speed Color–Object Errors NScoe

Naming Speed Size–Color–Object Errors

NSscoe

Naming Speed Letter–Number Errors NSlne

Naming Speed Quantity Errors NSQe


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Process Observations ‐ Examples

• Don’t Know Responses

• No Response

• Item Repetition & Requests for Repetition

• Subvocalization

• Self‐correction

WISC‐V Website

• Sign up at WISCV.com or helloQ.com for trial on Q‐interactive

• Access additional training and pricing information


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Additional Questions?

Talk to a Consultant: 800‐627‐7271Email: [email protected]

See WISCV.com and HelloQ.com for more information!

[email protected]


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