me- chc y wisc-iv

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The information contained in this packet was provided by Dawn P. Flanagan ©2005. All Rights Reserved. Do not copy or disseminate this information without permission.

Use of the WISC-IV in the Identification of Intellectual

GiftednessPresented byPresented by

Dawn P. Flanagan, Ph.D.Dawn P. Flanagan, Ph.D.

St. John’s UniversitySt. John’s University

andand

Child Study CenterChild Study Center

Yale University, School of MedicineYale University, School of Medicine

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TheoryTheory--Practice GapPractice GapProgress in Psychometric Theories of Intelligence

Multiple Intelligences(Incomplete)

MultipleIntelligences(“Complete”)

Spearman Original Gf-Gc

Simultaneous-Successive

Thurstone PMAs

PASS

Cattell-Horn Gf-Gc

Carroll Three Stratum

CHC Theory

Exam

ples

Wechsler (Rs)K-ABCKAIT

CASDASSB:IV

WAIS-IIIWISC-III

WJ

CHCCross-Battery

Approach

Most intellectual assessment practice was here

Theory-Practice Gap

WJ-RKABC-II

SB:5

IV

WJ-III

Interacting Cognitive andNon-cognitive

Factors

GeneralAbility

DichotomousAbilities

WoodcockGf-Gc Cognitive

Performance and Information

Processing Models

Snow’s Theory ofAptitudes and

Aptitude ComplexesProgress in Applied Measurement of Intelligence

WoodcockGf-Gc

InformationProcessing Diagnostic Worksheet

Stanford-Binet LM

1970s to Late 1990s1970s to Late 1990s 2000 to Present2000 to Present

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Cattell-Horn-Carroll (CHC) Theory

GeneralSequentialReasoning

Induction

QuantitativeReasoning

PiagetianReasoning

Speed ofReasoning

FluidIntelligence

(Gf)

Math.Know.

Math.Ach.

QuantitativeKnowledge

(Gq)

LanguageDevelop.

LexicalKnowl.

ListeningAbility

GeneralInfo.

Info.aboutCulture

GeneralScienceInfo.

GeographyAch.

Comm.Ability

OralProduction& Fluency

Gram.Sensitivity

ForeignLanguageProficiency

ForeignLanguageAptitude

CrystallizedIntelligence

(Gc)

ReadingDecoding

ReadingComp.

VerbalLanguageComp.

ClozeAbility

SpellingAbility

WritingAbility

EnglishUsageKnowledge

ReadingSpeed

Reading andWriting(Grw)

MemorySpan

LearningAbilities

Short-TermMemory

(Gsm)

Visualization

SpatialRelations

VisualMemory

ClosureSpeed

Flexibilityof Closure

SpatialScanning

SerialPerceptualIntegration

LengthEstimation

PerceptualIllusions

PerceptualAlternations

Imagery

VisualProcessing

(Gv)

Phon. Cdg.:Analysis

Phon. Cdg.:Synthesis

Speech Snd.Discrim.

Res. toAud. Stim.Distortion

Memoryfor SoundPatterns

GeneralSnd. Discrim.

TemporalTracking

MusicalDiscrim. &Judgement

Maintaining& JudgingRhythm

Snd-IntensityDurationDiscrim.

Snd-Freq.Discrim.

Hearing &SpeechThreshold

AbsolutePitch

SoundLocalization

AuditoryProcessing

(Ga)

Assoc.Memory

Mngful.Memory

FreeRecallMemory

IdeationalFluency

Assoc.Fluency

ExpressionalFluency

NamingFacility

WordFluency

FiguralFluency

FiguralFlexibility

Sensitivity toProblems

Originality/Creativity

LearningAbilities

Long-TermStorage &Retrieval

(Glr)

PerceptualSpeed

Rate-of-Test Taking

NumberFacility

ProcessingSpeed(Gs)

SimpleReactionTime

ChoiceReactionTime

SemanticProcessingSpeed

MentalComparisonSpeed

Decision/Reaction

Time/Speed(Gt)

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CHC Theory and its Impact on a New Generation of Tests

WJ III (2001) – Based on CHC theory

SB5 (2003) – Based on CHC theory

WISC-IV (2003) – CHC terminology (e.g., Fluid Reasoning, Working Memory)

KABC-II (2004) – Based on CHC theory

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What’s New on the WISC-IV?

Essentials of WISC-IV AssessmentFlanagan and Kaufman (2004)

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A New Look at Intelligence as Operationalized by the WISC-IV

Most salient changes

VIQ and PIQ were dropped

FFD was dropped; Letter-Number Sequencing was added and combined with Digit Span -- FFD factor was re-named WMI

Measures of Fluid Reasoning were added

De-emphasis on time

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Figure 2.1 WISC-IV Test Framework (p. 6)

SimilaritiesVocabulary

ComprehensionInformation

Word Reasoning

Digit SpanLetter-Number

SequencingArithmetic

Block DesignPicture ConceptsMatrix ReasoningPicture Completion

CodingSymbol Search

Cancellation

PRI (Gf/Gv)

FSIQ

Note: Supplemental subtests in italics and do not contribute to FSIQ unless substituted for a core subtest

VCI/Gc

PSI/GsWMI/Gsm

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Picture Completion

Similarities

Vocabulary

Comprehension

Information

Block Design

Picture Concepts

Matrix Reasoning

Digit Span

Letter-Number

Arithmetic

Coding

Symbol Search

Gc

Gv

Gsm

Gs

.83

.89

.75.84

.42

.74

.51

.84

.81

u1

u2

u3

u4

u6

u7

u8

u9

u10

u11

u12

u13

u14

Chi-Square = 186.185df = 83

TLI = .982CFI = .986

RMSEA = .035SRMR = .026AIC = 260.185

Hierarchicalcomplex 3b total

Standardized estimates

g

.85

.79

.85

.55

fu2

fu1

fu3

fu4

Word Reasoningu5

Cancellationu15

.74

.65

.48

Gf

fu5

1.00.45

.59

.79

.31

.30

Figure 6

.31

Keith et al., 2004

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WISC-III VCI (Gc) WISC-IV VCI (Gc)

Gc Gc GfVo

cabu

lary

Com

preh

en

Sim

ilarit

ies

Info

rmat

ion

Voca

bula

ry

Com

preh

en

Sim

ilarit

ies

Interpretation of the IndexesStrong Measure of Gc Also appears to be a strong measure of Gc

Substitution of Word Reasoning for Vocabulary would yield a Gf/Gc blend

Substitution of Information for Similarities may produce the purest Gc measure

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WISC-III POI (Gv) WISC-IV PRI (Gf/Gv)

Gv Gc Gf GvB

lock

Des

ign

Obj

ect A

ssem

Pict

ure

Com

p

Pict

ure

Arr

ang

Pic

Con

cept

s

Mat

rix R

easo

n

Blo

ck D

esig

n

Interpretation of the IndexesMostly Gv with high or low Gcconfounding interpretation of Gv

Gf/Gv Blend

Substitution of PCm may reduce Gf’scontribution to the Index and increase Gc’s contribution

Through CB Method, BD and OA formed strong Gv cluster

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WISC-III FFD WISC-IV WMI

Digit Span (Gsm-MS, WM)

Arithmetic (Gq; Gsm-WM)

Digit Span (Gsm-MS, WM)

Letter-Numb Seq (Gsm-WM)

Arithmetic (Gq; Gsm-WM; Gf-RQ)Conclusions:

1. FFD and WMI are most similar if Arithmetic is substituted for Letter-Number Sequencing (at the younger ages); Substituting AR for DS may provide a Gsm/Gf blend at the older ages and may tap Executive functioning to a greater extent than the other Indexes

2. WMI is a purer measure of Working Memory than FFD

3. When Arithmetic is used, Gq or Math Achievement confounds interpretation

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WISC-III PSI WISC-IV PSI

Symbol Search (Gs-P,R9)

Coding (Gs-P,R9)

Symbol Search (Gs-P,R9)

Coding (Gs-P,R9)

Cancellation (Gs-P,R9)

Conclusions:

1. PSI is equivalent across batteries

2. A third Gs measure was added (may be useful to follow up on inconsistencies in performance)

3. Cancellation allows for Random v. Structured analysis –research is needed before definitive conclusions can be drawn from this type of analysis. CAS may assist in this effort.

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Construct Representation

WISC-IIIGa,Glr,Gf

Not represented

Gsm,GqUnderrepresented

Gc,Gv,GsAdequate Representation

WISC-IVGa,Glr

Not represented

GqUnderrepresented

Gc,Gv,Gs,Gsm,GfAdequate Representation

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Key Issues to Consider in the Evaluation of WISC-IV for Use in Intellectually Gifted Identification

Testing Time

Speed of Performance

Ceilings

See Martin Volker and LeAdelle Phelps (2004) in Essentials of WISC-IV Assessment

Gifted Validation Study reported in the WISC-IV Manual

Influence of Language and Culture on Test Performance

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WISC-IV Testing TimeAll 10 subtests needed to calculate the FSIQ and the four Index scores are included in the standard battery

WISC-III required the administration of two additional tests to derive the two smaller factors

Conclusion: WISC-IV is more efficient, allowing for the derivation of FSIQ, VCI, PRI, WMI, and PSI in less time

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Influence of Speed of PerformanceWISC-III was criticized for an overemphasis on speed, particularly for the assessment of gifted (Kaufman, 1992; Sparrow & Gurland, 1998)

WISC-III FSIQ included, CD, BD, PA, OA, AR (bonus pts. Awarded for quick performance)

The characteristics of many gifted students led to spurious low scores on these tests

MethodicalReflectiveSlower response stylesEmphasis on optimal performance and accuracy over speed

May have led to PIQ < VIQ profiles in many gifted students

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Influence of Speed of Performance

WISC-IV has less emphasis on speedPA, OA were eliminatedAR was moved to supplemental statusReduced time bonus scoring of BD

SS is the only subtest in the WISC-IV’s core battery that has a significant time component

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Influence of Speed of Performance

Examiner’s should attend to the potential involvement of slower response speed on CD, SS, and BD

PSI was lowest score on gifted samples tested with both the WISC-III and WISC-IV (110.2 and 110.6, respectively)

Important to note that two Gs tests contribute to the WISC-IV FSIQ v. one on the WISC-III

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Influence of Speed on Performance

BD has a no-time condition

Not useful in identification of intellectually gifted above the age of 8

Time bonuses are essentials for Above Average performance on BD

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Ceilings of the WISC-IVAll core battery (and supplemental) subtests yield scaled scores up to 3 SDs above the mean across the age range of the test

One exception – Matrix ReasoningShows a lower ceiling beginning at age 14

Conclusion: As compared to the WISC-III, the WISC-IV has excellent ceilings that allow for more accurate discrimination at the higher end of the intellectual ability continuum

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Validity Study Using Gifted Sample Reported in WISC-IV Manual

VCI = 124.7; PRI = 120.4

WMI = 112.5; PSI = 110.6

FSIQ = 128.7

It may not be unusual to find VCI and PRI higher than WMI and PSI in children who are intellectually gifted

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--Arithmetic (A3)Gq

Visual Matching (P & R9)

Decision Speed (R4)

--Coding (R9)Symbol Search (P & R9)

Cancellation (P & R9)

Gs

Visual Aud. Learning(MA & MM)

Vis.-Aud. Delayed(MA)

Retrieval Fluency(FI & FA)

Rapid Pic. Nam. (NA)

Atlantis (MA & L1)Rebus (MA)

Atlantis Delayed (MA, L1)Rebus Delayed (MA, L1)

--Glr

Memory for Words (MS)Numbers Rev. (MW)

Auditory Work. Mem.(MW)

Word Order (MS, WM)Number Recall (MS)

Hand Mvmts. (MS, Gv-MV)

Digit Span (MS & MW)Letter-# Sequencing (MW)

Gsm

Spatial Relations (Vz & SR)

Picture Recognition (MV)

Conceptual Thinking (Vz, Gf-I)Block Counting (Vz, Gq-A3)

Face Recog. (MV)Triangles (SR, Vz)

Rover (SS, Gf-RG, Gq-A3)Gestalt Closure (CS)

Block Design(SR)

Picture Completion (CF)

Gv

Incomplete Words (PC:A)Sound Blend. (PC:S)

Auditory Att. (US/U3, UR)

----Ga

Verbal Comp.(VL & LD)

General Info. (K0)

Riddles (VL, LD, Gf-RG)Expressive Vocab. (VL)Verbal Know. (VL, K0)

Similarities (LD & VL)

Picture Concepts (K0)Vocabulary (VL)

Comprehension (K0)Picture Completion (K0)

Information (K0)Word Reasoning (VL)

Gc

Concept Formation (I)Analysis Synthesis (RG)

Pattern Reasoning (I, Gv-Vz)Story Completion (I, RG, Gc-K0, Gv-Vz)

Picture Concepts (I)Matrix Reasoning (I, RG)

Word Reasoning (I)Arithmetic (RG)

Gf

WJ III COGKABC-IIWISC-IVBroad

Evaluation of Cognitive Abilities Mascolo (2004). Published in Flanagan & Kaufman (2004) Essentials of WISC-IV Assessment. Wiley

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Key Features of New Interpretive System for the WISC-IV

▪ Use of a General Ability Index (VCI + PRI) in place of the FSIQ

▪ Clinical Clusters

Interpretive System includes 7 Steps. Only two steps will be highlighted

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Step 2: Determine the Best Way to Summarize Overall Intellectual Ability

Step 2a. Consider the four WISC-IV Indexes. Subtract the lowest Index from the highest Index. Answer the following question: Is the size of the standard score difference less than 1.5 standard deviations (< 23 points)?

If YES, then the FSIQ may be interpreted as a reliable and valid estimate of a child’s overall intellectual ability. Proceed directly to Step 3. If NO, then the variation in the Indexes that compose the

FSIQ is considered too great (i.e., > 23 points) for the purpose of summarizing overall intellectual ability in a single score (i.e., the FSIQ). Proceed to Step 2b.

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Step 2: Determine the Best Way to Summarize Overall Intellectual Ability

Step 2b. When the FSIQ is not interpretable, determine whether an abbreviated General Ability Index (GAI) may be used to describe overall intellectual ability. Answer the following question: Is the size of the standard score difference between the VCI and PRI less than 1.5 standard deviations (< 23 points)?

If YES, then the GAI may be calculated and interpreted as a reliable and valid estimate of a child’s overall intellectual ability. If NO, then the variation in the Indexes that compose the GAI is too great (> 23 points) for the purpose of summarizing overall ability in a single score (i.e., GAI). Proceed to Step 3.

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Worksheet Step 2

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Step 7. WISC-IV Clinical Clusters

Subtests can be combined in various ways to derive up to 8 Clinical Clusters, including:1. Fluid Reasoning (Gf)

Matrix Reasoning + Picture Concepts + Arithmetic

2. Visual Processing (Gv)Block Design + Picture Completion

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WISC-IV Clinical Clusters

3. Nonverbal Fluid Reasoning (Gf-nonverbal)Matrix Reasoning + Picture Concepts

4. Verbal Fluid Reasoning (Gf-verbal)Similarities + Word Reasoning

5. Lexical Knowledge (Gc-VL)Word Reasoning + Vocabulary

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WISC-IV Clinical Clusters

6. General Information (Gc-K0)Comprehension + Information

7. Long-Term Memory (Gc-LTM)Vocabulary + Information

8. Short-Term Memory (Gsm-WM)Letter-Number Sequencing + Digit Span

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Planned Clinical ComparisonsBased on the Clinical Clusters, there are six possible comparisons that can be made

Gf versus Gv

Gf-nonverbal versus Gv

Gf-nonverbal versus Gf-verbal

Gc-VL versus Gc-K0

Gc-LTM versus Gsm-WM

Gc-LTM versus Gf-verbal

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Worksheet Step 7

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Worksheet Step 7 (cont’d)

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Cultural and Linguistic Classification of Tests Addressing Bias in Test Validity and Interpretation (Flanagan & Ortiz, 2001)

Pattern of Expected Performance of Culturally and Linguistically Diverse Children

LOW MODERATE

LOW PERFORMANCE

LEAST AFFECTED

MO

DER

ATE

DEGREE OF LINGUISTIC DEMAND

DEG

REE

OF

CU

LTU

RA

L LO

AD

ING

HIGH

INCREASING EFFECT OF LANGUAGE DIFFERENCE

HIG

H INCREASING EFFECT OF CULTURAL DIFFERENCE

PERFORMANCE MOST AFFECTED

(COMBINED EFFECT OF CULTURAL & LANGUAGE

DIFFERENCES)

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InformationSimilaritiesVocabularyComprehensionWord Reasoning

Picture CompletionHIGH

ArithmeticPicture Concepts

MODERATE

Letter-Number SequencingBlock DesignSymbol Search Digit SpanCoding

Matrix ReasoningCancellation

LOW

HIGHMODERATELOW

Culture and Language Matrix developed by Flanagan and Ortiz (2001) and found in Essentials of Cross-Battery Assessment. Wiley

DEGREE

OF

CULTURAL

LOADING

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CHC Culture-Language Matrix Worksheet (Flanagan & Ortiz, 2001)Name of Examinee: _________________________ Age: _______ Grade: _______ Date: _____________

DEG

REE

OF

CU

LTU

RA

L LO

AD

ING


Test Name: Score:__________________________(______) __________________________(______) __________________________(______) __________________________(______)__________________________(______)

Cell Average = ______

Test Name: Score:___________________________(______) ___________________________(______) ___________________________(______) ___________________________(______)___________________________(______)


Test Name: Score:___________________________(______) ___________________________(______) ___________________________(______) ___________________________(______)___________________________(______)


HIGH

Test Name: Score:__________________________(______) __________________________(______) __________________________(______) __________________________(______)__________________________(______)


Test Name: Score:___________________________(______) ___________________________(______) ___________________________(______) ___________________________(______)___________________________(______)


Test Name: Score:___________________________(______) ___________________________(______) ___________________________(______) ___________________________(______)___________________________(______)


MODERATE

Test Name: Score:__________________________(______) __________________________(______) __________________________(______) __________________________(______)__________________________(______)


Test Name: Score:___________________________(______) ___________________________(______) ___________________________(______) ___________________________(______)___________________________(______)


Test Name: Score:___________________________(______) ___________________________(______) ___________________________(______) ___________________________(______)___________________________(______)


LOW

HIGHMODERATELOW

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Conclusions

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