introducing the wisc-v discover all the ways wisc-v delivers increased flexibility and more content

INTRODUCING THE WISC-VDiscover all the ways WISC-V delivers increased flexibility and more content.

AGENDA

• Overview of Changes from WISC-IV to WISC-V- • New Test Structure and Technical Properties- • New subtests and retained content with revisions- • Administering on Q-I, Demonstration of New

Subtests on Q-i and generating reports

Administration and Scoring Options Paper/Pencil Format

Q-global Scoring & Reporting

Digital Format

Automatic Scoring & Reporting via Q-interactive

Hand-score

Why Transition to WISC-V?

Feedback:Briefer instructions, implementing developmentally appropriate language.

Time:Decreased testing time to obtain FSIQ and primary index scores.

Training:Basic training included with the kit. Flexibility to begin testing to fit your schedule.

Structure:Presents a 5-factor structure.

Linked:Statistically linked to the KTEA-3 and the WIAT-III, with combination scoring reports available.

Coverage:Increased coverage of cognitive processes related to SLD Identification. Supports a processing strength and weakness analysis approach.

Choice:Choice of traditional paper and pencil or digital format.

The digital format recognizes the child as a digital native and provides a positive and enjoyable format.

Why Transition to WISC-V? A choice of traditional paper and pencil or digital format. Increased coverage of cognitive processes related to SLD Identification.

Supports a processing strengths and weakness analysis approach. Statistically linked to the KTEA-3 and the WIAT-III, with combination scoring

reports available! Presents a 5-Factor structure. Basic training included with the kit. Decreased testing time to obtain FSIQ and primary index scores. Briefer instructions, using developmentally appropriate language.

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Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved.

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REVISION GOALS – A SUMMARYDEVELOPMENT OF THE WISC-V:


WISC-V Revision Goals

• Update theoretical foundations• Increase user friendliness• Increase developmental appropriateness• Improve psychometric properties • Enhance clinical utility

• What do these revision goals really mean?

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1. Update Theoretical Foundations

• Increase breadth of construct coverage by investigating and developing:

– visual spatial subtest– fluid reasoning subtest– visual working memory subtest– subtests to measure additional processes related to

learning (naming facility, associative memory) • to measure additional cognitive processes relevant to

learning disabilities

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Importance of Clinical Neuropsych Assessment


Importance of Working Memory• Working memory is important to the measure of

cognitive functioning

– related to fluid reasoning (Burgess & Braver, 2010; Hornung, 2011; Martinez et al., 2011)

– implicated in a wide variety of academic problems and clinical conditions affecting children and adolescents (e.g., Archibald & Gathercole, 2006a, 2007; Borella, Caretti, & Pellegrina, 2010; Hutchinson, Bavin, Efron, & Sciberras, 2012; Fitzpatrick & Pagini, 2012)

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The WISC-V and the DSM-5 • Clinical studies adhere to DSM-5 criteria changes

– Intellectual Disability Mild and Moderate– Borderline Intellectual Functioning– Specific Learning Disorder – Reading– Specific Learning Disorder – Reading and Written Expression– Specific Learning Disorder - Mathematics– ADHD– Autism Spectrum Disorder-With Language Impairment– Autism Spectrum Disorder-Without Language Impairment

• Nonverbal Index (NVI)– Some DSM-5 conditions: nonverbal measure of ability necessary to establish criteria– ID established, language disorder under consideration– Language impairment estab., ID being considered, cannot obtain valid VC subtest scores,

need NVI

Theoretical Foundations

• Numerous structural models of intelligence– Wechsler considers various models (one of which is Cattell-

Horn-Carroll [CHC])– Example: An expansion of Vernon’s hierarchical model

produces superior CFA results in some studies (Johnson & Bouchard, 2005a; 2005b; Johnson, te Nijenhuis, & Bouchard, 2007)

• Wechsler model accounts for important aspects of cognitive ability that these models converge upon

• CHC theory is still evolving • CHC theory does not account for important lessons we learn

from working memory models (Multicomponent model, Baddeley, 2000, 2002, 2012; Embedded-processes model, Cowan, 1988; Towse & Cowan, 2005)

• Neurodevelopmental models • Clinical utility (#1)


CHC Taxonomy, Index ScoresIndex Score CHC Broad Ability (Narrow)

VCI Gc

VSI Gv

FRI Gf

WMI Gsm (MW, MS)

PSI Gs

QRI Gf (RQ), Gq

AWMI Gsm (MW, MS)

NSI Glr (NA)

STI Glr (MA)

SRI Glr

Primary Index Scores

Headline placed hereText here…

VCI VSI FRI WMI PSI

Perceptual Reasoning Index (PRI) Replaced

2. Increase Developmental Appropriateness• Instructions

– Reduce vocabulary level, verbosity• ceiling items on Similarities• “Advantages” and other high vocabulary level of items

on Comprehension– Demonstrate, practice, and teach the task

• Replace outdated art and items with more current and relevant

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2. Increase Developmental Appropriateness

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3. Increase User Friendliness

Reduce testing time

– 5 primary index scores: 65 minutes mean (10 minutes shorter than WISC-V mean)

– FSIQ: 48 minutes mean (27 minutes shorter than WISC-V mean)

– Shorter discontinue rules, fewer items, selecting subtests with briefer admin time to contribute to these scores

– FSIQ subtests does not include all Primary Index subtests

– Provide testing time for various percentages of normative sample by age and special group samples to complete each subtest

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4. Improve Psychometric Properties

• Items and scoring rules• Norms and norming method• Maintain or improve reliability• Floors and ceilings• Reevaluate item bias

– Iterative psychometric analyses– Qualitative reviews by experts

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New Descriptive Classifications

Composite Score Range WISC–V Descriptive Classification

130 and above Extremely High

120–129 Very High

110–119 High Average

90–109 Average

80–89 Low Average

70–79 Very Low

69 and below Extremely Low

WISC-V TRAINING URLs

• (Password = GoW5)• Module 1: Verbal Comprehension Subtests • https://www.brainshark.com/pearsonassessments/W5VC

• Module 2: Fluid Reasoning Subtests• https://www.brainshark.com/pearsonassessments/W5FR

• Module 3: Visual Spatial Subtests • https://www.brainshark.com/pearsonassessments/W5VS

• Module 4: Working Memory Subtests • https://www.brainshark.com/pearsonassessments/W5WM

https://www.brainshark.com/pearsonassessments/W5VC

https://www.brainshark.com/pearsonassessments/W5FR

https://www.brainshark.com/pearsonassessments/W5VS

https://www.brainshark.com/pearsonassessments/W5WM

WISC-V-TRAINING URLs

• Module 5: Processing Speed Subtests • https://www.brainshark.com/pearsonassessments/W5PS

• Module 6: WISC-V Complementary Subtests • https://www.brainshark.com/pearsonassessments/W5_Complementary

• Module 7: Scoring and Basic Interpretation • https://www.brainshark.com/pearsonassessments/W5_Interp

• Module 8: WISC-V Technical Information• https://www.brainshark.com/pearsonassessments/W5_Tech

• Module 9: A Case Study (later release)• https://www.brainshark.com/pearsonassessments/W5_Case

https://www.brainshark.com/pearsonassessments/W5PS

https://www.brainshark.com/pearsonassessments/W5_Complementary

https://www.brainshark.com/pearsonassessments/W5_Complementary

https://www.brainshark.com/pearsonassessments/W5_Interp

https://www.brainshark.com/pearsonassessments/W5_Tech

https://www.brainshark.com/pearsonassessments/W5_Case

WISC-V- Q-I TRAINING URLs• Module 1: Administration of the WISC-V using Q-interactive – The basics• https://www.brainshark.com/pearsonassessments/W5Qi_Basics

• Module 2: VCI Subtests on Q-i• https://www.brainshark.com/pearsonassessments/W5Qi_VCI • Module 3: FRI Subtests on Q-i• https://www.brainshark.com/pearsonassessments/W5Qi_FRI • Module 4: VSI Subtests on Q-i• https://www.brainshark.com/pearsonassessments/W5Qi_VSI • Module 5: WMI Subtests on Q-i• https://www.brainshark.com/pearsonassessments/W5Qi_WMI• https://www.brainshark.com/pearsonassessments/W5PS

https://www.brainshark.com/pearsonassessments/W5Qi_Basics

https://www.brainshark.com/pearsonassessments/W5Qi_VCI

https://www.brainshark.com/pearsonassessments/W5Qi_FRI

https://www.brainshark.com/pearsonassessments/W5Qi_VSI

https://www.brainshark.com/pearsonassessments/W5Qi_WMI



WISC-V- Q-I TRAINING URLs• Module 6: PSI Subtests on Q-i• https://www.brainshark.com/pearsonassessments/W5Qi_PSI • Module 7: WISC-V Complementary Subtests on Q-i• https://www.brainshark.com/pearsonassessments/W5Qi_Complementary• • Module 8: Generating Reports and Essential Steps to Interpretation • https://www.brainshark.com/pearsonassessments/W5Qi_Interp• • Module 9: WISC-V on Q-interactive: Technical Information• https://www.brainshark.com/pearsonassessments/W5Qi_Tech• • Module 9: A Case Study (later release)• https://www.brainshark.com/pearsonassessments/W5Qi_Case

https://www.brainshark.com/pearsonassessments/W5Qi_PSI

https://www.brainshark.com/pearsonassessments/W5Qi_Complementary

https://www.brainshark.com/pearsonassessments/W5Qi_Interp

https://www.brainshark.com/pearsonassessments/W5Qi_Tech

https://www.brainshark.com/pearsonassessments/W5Qi_Case

https://www.brainshark.com/pearsonassessments/W5Qi_Case

4. Improve Psychometric Properties

• Significance level options for critical values• Increased statistical evidence of cultural

fairness– Collect home environment questionnaire

and convey results– Increase available information on impact of

SES (e.g., urban vs. rural schools)

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Choosing the Level of Significance

More stringent Less stringent

5. Enhance Clinical Utility• Provide subtests to measure cognitive

processes known to be clinically sensitive to learning disabilities to enhance pattern of strengths and weaknesses (PSW) approach to learning disability evaluation – Rapid Naming– Paired Associates (Verbal-Visual)

• Provide “PSW” link in joint software with WIAT-III and KTEA-3

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Enhance Clinical Utility (cont’d)

• Test structure– Provide factor structure that simplifies

interpretation (PRI→VSI/FRI)

• Score differences comparison methodology– Both index- and subtest-level: Strengths and

weaknesses then pairwise


WISC-VTest Structure

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New 5 factor model• 5 Factor Model• Arithmetic on

Fluid Reasoning, Crossloading on WM and VC

Full Scale

VerbalComprehension

VisualSpatial

Similarities

Vocabulary

Information

Comprehension

Arithmetic

Digit Span

Picture Span

Block Design

Visual Puzzles

Matrix Reasoning

Figure Weights

Coding

Picture Concepts

Letter-Number Sq

Cancellation

Symbol Search

Processing Speed

Fluid Reasoning

Working Memory

WISC-V Framework

Test Structure – Full Scale IQ (7 subtests)

New Terminologyblue = Primary (Core)italics = Secondary (Supplemental)

Test Structure – Primary Index Scales

Test Structure Ancillary Index Scales (for clinical conditions) Headline placed hereText here…

QRI AWMI NVI GAI CPI

Quantitative Reasoning Index (QRI)

• 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

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Auditory Working Memory Index (AWMI)• 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)

• Measure of general intellectual ability that minimizes expressive language demands

• Use with ELL, DHH, ASD w/ language impairment• When DSM–5 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)

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Not language free

General Ability Index (GAI)

• 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)

• Evaluate GAI scores vs FSIQ when testing children suspected of neurodevelopmental disorders- ADHD, language disorders, ASD

• NAGC position paper recommends use of the GAI in gifted evaluations

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Cognitive Proficiency Index (CPI)

• Estimate of efficiency with which information is processed in the service of learning and 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.

• Low CPI seen w/LD

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Test Structure- Complementary Index Scales (RAN and associative learning with a delayed memory component)Headline placed hereText here…

NSI STI SRI

M=100; SD=15

Naming Speed Index (NSI) Literacy & Quantity

• 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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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

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Storage and Retrieval Index (SRI)(based on the sum of standard scores for the NSI and the STI)

• 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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Complementary Scales NSI & STI


WISC-V Framework 7

3

2

5

Technical Properties

WISC-V Normative Sample

11 age groups

n = 200 per group

Nationally Stratified Sample

Age; SexRace/Ethnicity; PELGeographic Region

Total n = 2,200

WISC-V Normative Sample and US Population

WISC-V Normative Sample and Special Education Population

Percentages of Normative Sample and U.S. Population by Special Education Classification

Special Education Classification Normative Sample U.S. Population

Developmental Delay 0.6 0.7

Intellectual Disability 1.6 0.9

Specific Learning Disability 1.7 4.9

Speech/Language Impairment 1.5 2.9

Attention-Deficit/Hyperactivity Disorder 1.1 5.0

Gifted and Talented 1.7 6.7

Internal Consistency- Ch 4Average Reliability Coefficient

Composite Overall Average (rxxa)

VCI .92

VSI .92

FRI .93

WMI .92

PSI .88

FSIQ .96

QRI .95

AWMI .93

NVI .95

GAI .96

CPI .93

Internal Consistency

Average Reliability Coefficient

Composite Overall Average (rxxa)

NSI .90

STI .94

SRI .94

Evidence of Test-Retest Stability – Composite Scores

CompositeFirst

TestingSecond Testing

Standard Difference

VCI 98.5 101.6 .24

VSI 98.6 105.3 .45

FRI 98.7 103.6 .37

WMI 98.5 100.9 .17

PSI 100.3 108.2 .52

FSIQ 98.3 104.3 .44

QRI 99.2 102.4 .24

AWMI 98.7 100.9 .16

NVI 98.5 105.5 .50

GAI 98.0 103.6 .41

CPI 99.3 105.5 .43

9-82 days; mean interval 26 days

Evidence of Test-Retest Stability – Composite Scores (Complementary)

CompositeFirst

TestingSecond Testing

Standard Difference

NSL 98.3 101.5 .20

NSco 93.9 91.1 -.19

NSsco 96.2 100.8 .28

NSln 98.7 102.7 .27

NSQ 99.7 100.5 .05

IST 97.6 106.3 .58

DST 98.0 106.9 .62

RST 98.9 104.4 .39

NSI 98.7 101.0 .14

STI 97.7 106.5 .58

SRI 98.1 104.9 .43

Evidence of Validity: Criterion

Ability

– WISC–IV

– WPPSI–IV

– WAIS–IV

– KABC–II

Achievement

– KTEA–3

– WIAT–III

Adaptive Behavior

– Vineland–II

Behavior

– BASC–2 Parent Rating Scales

SIQ

Correlations With WISC-IV

CompositeWISC-V

MeanWISC-IV

Mean Correlation

VCI 102.7 104.3 .85

VSI-PRI 102.8 107.3 .66

FRI-PRI 104.3 107.3 .63

WMI 101.7 103.0 .65

PSI 103.7 102.3 .71

FSIQ 104.4 106.0 .86

AWMI-WMI 102.5 103.1 .76

GAI 104.0 106.9 .85

CPI 103.2 103.3 .73

FSIQ= 1.6; FRI= 3

n=242; ages 6-16

Correlations With WPPSI-IV (2012)

CompositeWISC-V

MeanWPPSI-IV

Mean

VCI 102.7 104.7

VSI-PRI 103.2 104.5

FRI-PRI 104.2 106.6

WMI 102.9 103.9

PSI 102.5 103.6

FSIQ 103.8 104.9

AWMI-WMI 102.0 103.9

NVI 103.7 104.9

GAI 104.1 105.9

CPI 103.1 104.3

n = 105; ages 6:0-7:7

.83 FSIQ

Correlations With WAIS-IV

CompositeWISC-V

MeanWAIS-IV

Mean

VCI 102.2 103.2

VSI-PRI 102.7 101.6

FRI-PRI 101.6 101.6

WMI 102.7 100.4

PSI 104.6 102.0

FSIQ 103.2 102.3

AWMI-WMI 102.9 100.4

GAI 102.4 102.7

CPI 104.5 101.5

n = 112; age 16

.89 FSIQ

16 year old….WISC or WAIS?

• Below average or clinical dx = WISC• Above average = WAIS• Average- clinical judgment


Correlations With WIAT-III

66% shared variance

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

KTEA-3NSI .51 w/Academic FluencySTI .54 w/Sound-SymbolFSIQ .82 w/overall ASB score


Clinical validity 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 -1.74

VSI 121.2 105.2 -15.98 <.01 -1.35

FRI 120.3 105.1 -15.26 <.01 -1.26

WMI 117.9 104.0 -13.86 <.01 -1.16

PSI 112.9 100.4 -12.44 <.01 -.92

FSIQ 127.5 105.7 -21.85 <.01 -2.05

QRI 122.1 104.1 -18.04 <.01 -1.55

AWMI 123.0 105.9 -17.13 <.01 -1.32

NVI 122.9 104.6 -18.28 <.01 -1.64

GAI 127.1 106.3 -20.83 <.01 -1.88

CPI 118.8 102.1 -16.73 <.01 -1.43

Intellectual Disability – Mild

n = 74; ages 6-16


Control Mean


VCI 66.0 96.1 30.14 <.01 2.16

VSI 66.0 101.1 35.14 <.01 2.82

FRI 67.0 99.3 32.34 <.01 2.35

WMI 65.1 98.7 33.60 <.01 2.64

PSI 71.6 97.3 25.78 <.01 1.87

FSIQ 60.9 98.0 37.07 <.01 2.92

QRI 64.2 98.1 33.86 <.01 2.67

AWMI 62.2 99.2 36.96 <.01 2.91

NVI 62.1 99.5 37.40 <.01 3.02

GAI 63.5 97.9 34.46 <.01 2.71

CPI 63.4 97.6 34.19 <.01 2.66

Attention-Deficit Hyperactivity Disorder

n = 48; ages 6-16


Control Mean

MeanDiff. p value

Std. Diff.

VCI 97.8 102.7 -21.97 .05 .40

VSI 97.3 101.5 -15.98 .14 .28

FRI 97.6 102.6 -15.26 .06 .38

WMI 94.8 101.7 -13.86 <.01 .54

PSI 94.2 99.9 -12.44 .03 .43

FSIQ 95.6 102.2 -21.85 <.01 .61

QRI 94.8 103.1 -18.04 <.01 .62

AWMI 95.2 101.4 -17.13 <.01 .50

NVI 94.4 101.7 -18.28 <.01 .57

GAI 97.1 102.3 -20.83 .03 .43

CPI 92.8 100.8 -16.73 <.01 .65

All subtypes (inattentive, hyperactive, combined) included; minimum 24-hours without psychostimulant meds

Autism Spectrum Disorder w/language impairment

n = 30


Control Mean


VCI 80.4 104.1 23.68 <.01 1.47

VSI 82.8 104.4 21.62 <.01 1.18

FRI 84.3 101.6 17.30 <.01 .98

WMI 77.6 104.1 26.47 <.01 1.57

PSI 75.8 96.9 21.12 <.01 1.24

FSIQ 76.3 102.1 25.82 <.01 1.52

QRI 78.9 102.5 23.67 <.01 1.35

AWMI 72.3 102.4 30.14 <.01 1.70

NVI 79.9 102.8 22.86 <.01 1.33

GAI 81.8 102.9 21.18 <.01 1.28

CPI 74.4 100.0 25.62 <.01 1.59

Learning Disabled- Reading

Math- LD

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WISC-V and SLD IdentificationSubtest and Index Relationship with Academic Achievement

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Word Reading and Non-Word Reading

• Word Reading – Indexes: VCI and AWMI– Subtest DS VC (IN, CO)– Complementary Measures

• Delayed Symbol Translation• Naming Speed Literacy

• Pseudoword Decoding– Indexes: VCI, WMI, NSI– Subtest DS VC (IN, CO)– Complementary Measures

• Delayed Symbol Translation• Naming Speed Literacy

Reading Comprehension and Fluency

• Reading Comprehension– Indexes: VCI, FRI and AWMI– Subtest SI, VC (CO), MR (AR)– Complementary Measures

• Delayed Symbol Translation• Oral Reading Fluency

– Indexes: VCI, NSI, AWMI – Subtest VC, CD, DS (LNS), SI – Complementary Measures

• Naming Speed Literacy• Delayed Symbol Translation

Reading Indexes

• Basic Reading– Indexes: VCI, AWMI, WMI, NSI – Subtest VC (IN), DS, AR– Complementary Measures

• Naming Speed Literacy• Total Reading

– Indexes: VCI, AWMI, SRI– Subtest DS, SI, VC (CO, IN), AR– Complementary Measures

• Naming Speed Literacy• Delayed Symbol Translation

Math Calculation and Problem Solving

• Numerical Operations– Indexes: QRI,PSI, AWMI, VCI– Subtest SI, CD, DS (AR), FW (AR)– Complementary Measures

• Naming Speed Quantity (CD)• Math Problem Solving

– Indexes: QRI, AWMI, VSI – Subtest DS, FW, CD (AR),BD, VC (AR)– Complementary Measures

• Delayed Symbol Translation

Math Fluency and Total

• Math Fluency– Indexes: QRI, PSI, AWMI, NSI – Subtests: CD, DS (AR), FW (AR)– Complimentary

• Naming Speed Literacy• Naming Speed Quantity

• Total Math– Indexes: VCI, FRI, and AWMI – Subtests: DS, CD, FW, SI, AR– Complimentary


General Administration and Scoring Rules

Standard Subtest Administration Order• Alternating indices• Maintain interest • FSIQ 1st

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SUBSTITUTION AND PRORATION


Substitution

FSIQ

Is the only score where substitution is

permitted

FSIQ – allowable substitutions

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Proration • May prorate to 6 subtests (from 7)

• NO Proration for anything but FSIQ

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Warning - reminder


Can EITHER prorate FSIQ with 6 subtests OR can Substitute 1 subtest.

CANNOT DO BOTH!

Maximum Number of Subtests with Raw Scores of 0

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FSIQ = FOUR out of SEVEN (if prorated to 6, then only 3)

Ancillary Index Scales (QRI, AWMI) = 1 out of 2

NVI = 3 out of 6

GAI = 3 out of 5

CPI = 2 out of 4

STI = 2 out of 3

If NSI or STI is missing do not compute SRI

Primary Index Scales = 1 out of 2

Permitted:

WISC-V Retained Subtests with Revisions

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Changes from WISC-IV2003

Dropped WISC–IV Subtests

• Word Reasoning– Redundant measure of verbal comprehension (high

correlation with Information)

• Picture Completion– Construct not as representative of visual spatial ability as

others (secondary verbal loading)

• And we needed the space for new subtests…

SimilaritiesVocabularyInformationComprehension

• Revised scoring rules with data-based queries• Reviewed vocabulary level (no more “advantages”)• New, contemporary item content • Updated art with increased international portability

*“Why do people use passwords?”

Changes to Retained Verbal Comprehension Subtests


*all items and item images are fake to protect the innocent

WISC-V NEW SUBTESTS

New Subtests to Extend Content Coverage and Clinical Utility

• Visual Puzzles: Visual Spatial ability; Allows separation of WISC–IV Perceptual Reasoning Index into Visual Spatial Index and Fluid Reasoning Index

• Figure Weights: Quantitative fluid reasoning • Picture Span: Visual working memory• Naming Speed Literacy

Naming Speed QuantityExpands Patterns of Strengths and Weaknesses (PSW) analysis for specific learning disability (SLD) identification or to provide further information about rapid automatized naming if the need is present

• Immediate Symbol TranslationDelayed Symbol Translation Recognition Symbol TranslationExpands PSW analysis for SLD identification or to provide further information about paired associate learning (visual-verbal associative memory) if the need is present


• Visual Puzzles

Visual Spatial Index

New Subtests

• Figure Weights • Picture Span• Digit Span

Sequencing added to Digit Span

• Naming Speed Literacy

• Naming Speed Quantity

• Immediate Symbol Translation


• Recognition Symbol Translation

Fluid Reasoning Index

Working Memory Index

Complementary Subtests

Visual Puzzles Scoring


Common error alert!circle responses for later analysis

Matrix Reasoning Administration and Scoring• Shortened and simplified discontinue• Instructions slightly briefer• Most frequent admin error?: ______________• Most frequent scoring error?: _______________


Figure Weights Scoring


← changing time limit reminder after item 18

Common error alert!circle response

Picture Concepts Administration and Scoring


Common error alert!circle responses for later analysis

Picture Concepts lore: “Alternate responses penalize GT and creative children”Most frequent admin errors?: _________________

Arithmetic Administration and Scoring

• Cannot repeat: 1-20 (child is told explicitly)• Can repeat: 21-34 (child is told explicitly)

– Questions longer, second half– Pause timing if repeating

• Process observation ideas...


Digit Span Administration

• Most frequent admin error: reading wrong speed or different tone/inflection across digits– 1 digit per second– Don’t chunk– Consistent tone, drop tone last digit read

• Second most frequent admin error?– Why can’t I do that?

• Third most frequent admin error?– Why can’t I do that?

• What if child interrupts me while I’m reading numbers?• Digits may occur more than once per trial: one item on

Forward, multiple trials on Sequencing• What if child fails the Sequencing qualifying item?


Digit Span Scoring


• Child views one or more pictures, then selects them in sequential order from a larger picture array

• Two points for correct pictures in the correct order and one point for correct pictures in the incorrect order

• Simple visual span task with proactive interference• Research indicates proactive interference increases

processing demands of working memory tasks (Blalock & McCabe, 2011; Carroll, et al., 2010)

“Point to the pictures in the order I showed you.”

Picture Span Administration

Stimulus Page

Response Page


Admin TipsRemember to:

Picture Span Scoring


changing exposure time reminder

B

DC

Teaching Items

Distinguishing between 1 and 2 points

change inmaxpoint value

Record Verbatim Responses

Most common scoring error?

Longest Span Scores

Letter-Number Sequencing Administration

• Teaching change: – teach to order numbers before letters first– then when multiple letters/numbers introduced, teach to sequence

• Most frequent admin error?– 1 number or letter per second– Don’t chunk– Consistent tone, drop tone last character read

• Second most frequent admin error?– Why can’t I do that?

• What if child interrupts me while I’m reading numbers?• No rhyming characters on a single trial for improved error

interpretation• Pop Quiz: Which letters and numbers do not appear on WISC-V

Letter-Number Sequencing?• What if child fails either qualifying item?


Letter-Number Sequencing Scoring


For first two items, incorrect to say letters before numbers now

1 B2 CF 3A 5E 2

DON’T dc yet!

Coding Administration and Scoring• No major changes to administration (instructions a little briefer)• Two most frequent administration errors on Coding?

________________________• Most frequent scoring error on Coding?

_______________________________• What is a rotation error?• Brain teaser: Why is the Coding rotation error max raw score lower

than the Coding max total raw score?• Why isn’t the rotation error score a scaled score?• Most frequent question about Coding norms


Symbol Search Administration and Scoring• Child now marks the matching symbol in search group instead of

YES (YES removed) for improved process/error observation• #1#2 and #3 administration errors on Symbol Search? • What is a set error and a rotation error? How do I find them easily?

• Why aren’t the set error score and the rotation error scores scaled scores?• #1 scoring error?• Most frequent question about Symbol Search norms?


rotation error

set error

NOT REAL ITEMS

Symbol Search Scoring


Cancellation Administration and Scoring• No major changes to administration (instructions a little briefer)• Most frequent administration error on Cancellation?

________________________• Most frequent scoring error on Cancellation?

________________________• Remember to score: correct minus incorrect• Process scores: CAr (random) and CAs (structured)


• Child names elements as quickly as possible• Child takes two or three tasks, depending on age• Each task has a sample item and a 2-page test item• Current rapid naming tasks are relatively less

sensitive to math disability if comorbid reading disability excluded(Korkman, Kirk, & Kemp, 2007; Pauly, Linkersdörfer, Lindberg, Woerner, Hasselhorn, Lonnemann, 2011; Willburger, Fussenegger, Moll, Wood, & Landerl, 2008)

• Quantity naming added to improve sensitivity to math disability (Pauly et al., 2011; Willburger et al., 2008)

Naming Speed Subtests


5

2

2 5 7

From NSL Record Form Page


• Child learns symbol-word pairs and translates symbols into learned meanings

• Measure visual-verbal associative memory, which is related to reading, written expression, and math skills

• Immediate, Delayed, and Recognition Symbol Translation subtests• Immediate ST teaches visual-verbal pairs in a stepwise manner, with

repetition of associations introduced in the previous step, then recalls the learned associations by translating symbol strings

• Delayed ST administered 20 to 30 minutes after completion of Immediate subtest, recalls the learned associations from Immediate

• Immediate ST: learning and recall task• Delayed ST: recall • AND and THE (no credit after Item 6)• Recognition ST: recognize meaning from four read aloud while viewing

the symbol

Symbol Translation Subtests


Child views a symbol and selects the associated meaning from the response options, using the learned pairs from Immediate Symbol Translation

“What does this one mean?”A. MomB. UsC. PeopleD. Man

Recognition Symbol Translation

• These choices are read aloud only, not viewed by the child.• Don’t read the letters, just the choices


108

DEMO NEW SUBTESTS ON QI – NAVIGATION TIPS AND ADDRESS PROCESS SPEED SUBTESTS


SUSAN BROWN WALLACE, [email protected], CELL

Questions?Thank you !

mailto:[email protected]

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