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WISC-V

Are you Ready?

Copyright 2015. Pearson Education. All rights reserved. 1

3/17/2016

Welcome to today’s webinar.We’ll begin promptly at 12.30 pm

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Questions

WISC-V

Are you Ready?


3/17/2016

An Introduction to the new WISC V ANZ

Presented by:

Valorie O’Keefe (MAPS/CEDP)Consultant Psychologist

www.pearsonclinical.com.auwww.helloq.com.au

You know it’s time to update the test

when….

Children think the typewriter

is a keyboard without a

monitor

and they wonder why

the picture of your

‘whiteboard’ is green?

WISC-V

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3/17/2016

Webinar Agenda

• Revision Goals and ANZ Standardisation

– Technical Properties

• New Test Structure

– What’s been dropped and what’s new

– New Index Scores

• Admin and Scoring options: Digital vs Traditional

• A closer look at the subtest changes

• Analysis and Interpretation Overview

• Pricing and available Resources

• Questions

How far

we’ve

come…..

Wechsler-Bellevue 1939

WISC 1949

WISC-R 1974

WISC III 1991

WISC-IV 2003

WISC IV Australian 2005

WISC-V ANZ 2016

Wechsler-Bellevue 1939

WISC 1949

WISC-R 1974

WISC III 1991

WISC-IV 2003

WISC IV Australian 2005

WISC-V ANZ 2016

WISC-V

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3/17/2016

WISC-V ANZ Kit Options

Traditional paper pencil

OR Q-interactive

What is Intelligence?

• In 1975, Wechsler noted: “What we measure with

tests is not what tests measure – not information,

not spatial perception, not reasoning ability…What

intelligence tests measure is something much more

important: the capacity of an individual to

understand the world about him and his

resourcefulness to cope with its challenges.”

(p. 139)

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3/17/2016

Why do we use the WISC V?

• As part of a comprehensive psycho-

educational evaluation to aide in the

– Identification of intellectual disability

– Identification of specific learning disabilities

– Identification of intellectual giftedness

• Determine placement in specialised

programs/funding

• Neuropsychological evaluation

• Clinical intervention

• Research

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3/17/2016

WISC V Standard Revision Goals

• Improve psychometric properties

• Update theoretical foundations

• Increase user friendliness

– provide a digital version

• Increase developmental appropriateness

• Enhance clinical utility

• Develop local norms

TEST STRUCTURE

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Dropped!

• 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 space for new subtests…

Substantially Revised Subtests

• Arithmetic

– Revised to require less numerical skill, more problem

solving. More steps required to solve the problem,

but maths simple.

• Digit Span

– Added a digit sequencing section to increase load on

verbal working memory

• Discontinue rule now 2 or 3 consecutive zero’s for

all subtests.

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• Visual Puzzles

Visual Spatial

Index

Changes: New Subtests

• Figure Weights • Picture Span

• Digit Span

Sequencing

added to

Digit Span

subtest

Fluid Reasoning

Index

Working

Memory Index

More on these later…

7 subtests

administered

10 subtests

administered

Up to 12

subtests

administered

Test Structure

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Scoring Rules are Simplified

FSIQ

is the only score where

substitution is permitted.

Only one substitution is

permitted when deriving the

FSIQ

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Testing Times

• Overall

– 7 Primary FSIQ Subtests only: plan on 45 minutes

– 10 Primary Subtests: plan on 1 hour

• I.D.

– 7 Primary FSIQ Subtests only: plan on 30 minutes

– 10 Primary Subtests: plan on 40 minutes

• Gifted

– 7 Primary FSIQ Subtests only: plan on 1 hour

– 10 Primary Subtests: plan on 1 hour, 20 minutes

WISC-V Test Structure –

Full Scale IQ

• Most reliable score; considered the score that is most

representative of global intellectual functioning (g)

• Derived from a sum of 7 subtest scaled scores

• Traditionally, first score to be considered in profile interpretation

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WISC-V Test Structure –

Primary Index Scales

The primary index scores, along with the FSIQ, are recommended for a comprehensive description and evaluation of intellectual ability

Descriptive Classifications

Composite

Score Range

WISC–V Descriptive

Classification

Traditional Descriptive

Classification (“Old”)

130 and above Extremely High Very Superior

120–129 Very High Superior

110–119 High Average High Average

90–109 Average Average

80–89 Low Average Low Average

70–79 Very Low Borderline

69 and below Extremely Low Extremely Low

New!

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Administration and Scoring Options

Paper/Pencil Administration

Option 2:

Q-global Online Scoring & ReportingOption 1:

Hand-score• Score Report: $3 each or $45

unlimited annual license

• Interpretive Narrative Report: $5

each or $55 unlimited annual license

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Option 3: Q-interactive

administration/Scoring on iPad

Automatic Scoring in real

time

Available 25 March!

• Similar score report output as those available

on Q-global

• Coding and SS administered on iPad

• Annual license pricing: www.helloq.com.au

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New Webinar:

WISC V on the iPAD! Q Interactive

Presented by: Melissa Stephens

Suitable for: Psychologists and Guidance Counsellors

Live May 09 2016Register at

www.pearsonclinical.com.au

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3/17/2016

A&NZ Standardisation Process

• Primary objective was to provide Australian and New

Zealand norms based on a census-matched sample

of children aged 6:0-16:11

• Additional aims of the project included:

• Language and cultural changes to items

• Refinement of item order

• Making final item decisions for scales where

additional items had been added

• Providing reliability and validity evidence for the

final scale

A&NZ Normative Sample

• Stratified sample of 528 children based on

Australian 2011 census (Australian Bureau of Statistics)

and NZ 2013 census (Statistics New Zealand) according

to the following variables:

– Age: 11 age groups (6:0–6:11, 7:0–7:11, 8:0–8:11, 9:0–9:11,

10:0–10:11, 11:0–11:11, 12:0–12:11, 13:0–13:11, 14:0–14:11,

15:0–15:11, and 16:0–16:11)

– Gender: 257 males (49%) and 271 females (51%)

– Parental education level: 4 levels based on number of

years of schooling

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A&NZ Normative Sample cont.

– Geographic

location:

matched

distribution of

population

– Urbanicity: urban

and rural, with a

slight under-

representation of

the latter

A&NZ Normative Sample cont.

– Ancestry, Ethnicity and Indigenous status: similar percentages to census data

– 5% of the Australian sample identified as Aboriginal or TSI.

– 23% of the NZ sample identified as New Zealand Māori

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A&NZ Item Analysis

• Items found to be inconsistent with the original order of

presentation were identified

• Inspection of the individual item difficulties for each subtests

confirmed a high degree of correspondence with the original

item order

• Several changes were made to the order of items on the Vocabulary

and Information subtests

• Item(s) removed on Similarities, Information, Picture Concepts and

Comprehension

• In addition, some changes were made to item scoring

• Separate item analyses run on IG & ID children to examine the

adequacy of each subtest’s floor and ceiling

TECHNICAL PROPERTIES

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Reliability

• The reliability of a test score refers to its

accuracy, consistency, and stability across

situations

• Reliability should always be considered when

interpreting obtained test scores and differences

between a child’s test scores on multiple

occasions

Evidence of Internal Consistency (A&NZ)

Composite Average Reliability Coefficients

VCI .92

VSI .91

FRI .93

WMI .94

PSI .86

FSIQ .96

QRI .95

AWMI .95

NVI .96

GAI .95

CPI .93

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Standard Errors of Measurement (A&NZ)

Composite Overall Average SEM

VCI 4.19

VSI 4.52

FRI 3.94

WMI 3.83

PSI 5.58

FSIQ 2.93

QRI 3.56

AWMI 3.59

NVI 3.13

GAI 3.29

CPI 4.07

Validity

• Validity is the single most important

aspect of test development and

evaluation (AERA, APA, NCME, 1999;

Sattler, 2008a)

• Traditionally, researchers and test

developers have referred to three major

types of validity: content, criterion-

related, and construct validity

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Evidence of Validity Confirmatory Factor Analysis

Relations with Other Measures

Ability

– WISC–IV

– WPPSI–IV

– WAIS–IV*

– KABC–II*

Achievement

– KTEA–3*

– WIAT–III**

Adaptive Behavior

– Vineland–II*

Behavior

– BASC–2 Parent

Rating Scales*

* denotes US norms

** WIAT-III A&NZ

norms will be available

2016/2017

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Correlations With WISC-IV Australian

Composite

WISC-V A&NZ

Mean

WISC-IV Aus

Mean

Standard

Difference

VCI 102.1 102.4 -.02

VSI-PRI 98.5 106.9 -.56

FRI-PRI 96.9 106.9 -.70

WMI 97.1 100.6 -.24

PSI 99.5 104.1 -.31

FSIQ 99.6 105.3 -.41

AWMI-WMI 98.0 100.6 -.18

n = 46; ages 6-16

Correlations With WPPSI-IV Australian

Composite

WISC-V A&NZ

Mean

WPPSI-IV Aus

Mean

Standard

Difference

VCI 106.6 111.4 -.28

VSI-PRI 106.5 108.9 -.17

FRI-PRI 107.7 108.3 -.05

WMI 103.8 104.8 -.07

PSI 103.0 100.1 .22

FSIQ 107.0 110.3 -.20

AWMI-WMI 107.7 104.8 .18

NVI 107.2 108.7 -.10

GAI 107.7 112.3 -.29

CPI 104.3 101.8 .16

n = 24; ages 6:1-7:5

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Special Group Studies

Intellectually Gifted

Intellectual Disability-

Mild & Moderate

Severity

Borderline Intellectual

Functioning*

Specific Learning

Disorders – Reading

and/or Written

Expression

Attention-Deficit/

Hyperactivity Disorder

Disruptive Behavior*

Traumatic Brain Injury*

English Language Learners*

Autism Spectrum Disorder

– with Accompanying

Language Impairment

* denotes US norms

A CLOSER LOOK AT WHAT’S NEW WITH THE SUBTESTS

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Visual Spatial SubtestsPrimary Index – Block Design, Visual Puzzles

What is represented by the VSI?

Ability to evaluate visual details and understand

visual spatial relationships to construct geometric

designs from a model.

Constructional ability requires:

• visual spatial reasoning

• integration and synthesis of part-whole

relationships

• attentiveness to visual detail

• visual-motor integration

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Block Design (BD)

• Working within a specified time limit, the child views

a model and/or a picture and uses two-color blocks

to re-create the design.

• Materials

– Administration and Scoring Manual

– Record Form

– Stimulus Book 1

– Block Design Blocks

– Stopwatch

Process Analysis with BD

• BDn: BD No Time Bonus (scored as correct or not, without time bonuses)

• BDp: BD Partial Score (total # of correctly placed blocks including reversal items)

• BDde: BD Dimension Error (total # of items with a dimension error made at any time

during construction)

• Bdre: BD Rotation Errors (total # of constructions with 30+ degree rotation at time limit

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BD Dimension Errors

• Max dimension

for a square- or

diamond-shape

is exceeded

• Only penalise

uncorrected

errors

• BDde – process

score

Process Analysis with BD

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BD Gap & Misalignment Errors

• Gaps and/or misalignments ≤ ¼” are not penalised.

• Only gaps and/or misalignments that are > ¼” scored

0.

• A design may have both gaps and misalignments

Visual Puzzles

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Visual Puzzles (VP)

• Within a specified time limit, the child views a

completed puzzle and selects three response options

that, when combined, reconstruct the puzzle.

• Materials

– Administration and Scoring

Manual

– Record Form

– Stimulus Book 1

– Stopwatch

Demo item: “I am going to choose three of these

pieces that go together to make this puzzle. The

three pieces have to go next to each other, not

on top of each other.”

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VP Sample item: “Now you try one. Which three pieces

go together to make this puzzle?”

Feedback: “You have to turn this piece in your mind to

make it fit. Let’s try some more.”

VP Timing

• The time limit for each item is 30 seconds.

• Accurate timing is essential.

– Begin after saying the last word of instruction.

– Stop when: • the child selects three response options,

• indicates that he or she does not know the answer, or

• the time limit expires

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Visual Puzzles

• Designed to measure mental, non-motor, construction ability

– requires visual and spatial reasoning, mental rotation, visual working memory,

understanding part-whole relationships, and the ability to analyze and

synthesize abstract visual stimuli.

• Compared to Block Design

– Non-motor

– Does not use of same form of visual stimuli across items, so do not get

procedural and active learning (i.e., get familiar using the blocks)

– Does not use physical stimuli so cannot get immediate, concrete, visual

feedback on correctness or solutions or partial solutions – can’t use trial and

error approach

– Requires greater degree of mental rotation

Fluid Reasoning SubtestsPrimary Index – Matrix Reasoning, Figure Weights

Secondary – Picture Concepts, Arithmetic

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What is represented by the FRI?

Ability to detect important elements among visual Ability to detect important elements among visual

objects, understand their underlying conceptual

relationship and apply that knowledge to another

object that best represents that concept.

Involves:

• Inductive and Quantitative Reasoning

• Broad Visual Intelligence

• Simultaneous Processing

• Abstract Thinking

Iqscorner.com (CHC Theory: Fluid reasoning or intelligence (Gf) definition 21/1/13)

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Matrix Reasoning

Matrix Reasoning (MR)

• The child views an incomplete matrix or series and

selects the response option that completes the

matrix or series.

• Materials


Manual

– Record Form

– Stimulus Book 1

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Picture Concepts

Picture Concepts (PC)

• The child views two or three rows of pictures and

selects one picture from each row to form a group

with a common characteristic.

• Materials

– Administration

and Scoring Manual

– Record Form

– Stimulus Book 2

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PC ANZ Changes

PC Example Item

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Figure Weights

Figure Weights (FW)

• Within a specified time limit, the child views a scale

with missing weight(s) and selects the response

option that keeps the scale balanced.

– Measures quantitative fluid reasoning

• Materials


Manual

– Record Form

– Stimulus Book 1

– Stopwatch

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Sample A: “This scale has one red circle on this side,

but the other side is empty. Which one of these weighs

the same as the red circle….

FW Timing

• The time limit for Items 1–18: 20 seconds

• The time limit for Items 19–34: 30 seconds

• Accurate timing is essential.

• Stop timing when:

– the child responds,

– the child indicates that he or she does not know the

answer, or

– the time limit expires.

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Arithmetic

Arithmetic (AR)

• For both the picture and verbal items, the child

mentally solves arithmetic problems within a

specified time limit.

• Materials


– Record Form

– Stimulus Book 2

– Stopwatch

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AR Timing


• Accurate timing is essential. – For Items 20–34, pause timing to repeat an item if the child

requests a repetition.

– Stop timing when the child responds or indicates that he or she does not know the answer, or the time limit expires.

No repetition allowed for items 1-19.

One repetition allowed on items 20-34, with a pause in timing during repeat.

• Focus on constructional abilities.

– use of visual information to build a geometric design

• Reasoning task

– require more than simply matching a part to a part in the design

– type of reasoning different from FRI

• Involves ability to identify spatial relationships and visual details of objects to build a new design

– Parts must be seen as elements of the whole

Mental rotation and visualization of the solution required; therefore architect, and not construction site manager.

VSI = architect

Interpreting FRI and VSI

• Use visual information to identify a common theme or concept.

– visual information does not directly provide solution to the problem rather the relationship among visual-spatial elements provides clues as to the single underlying concept that binds them all together.

– Once the underlying conceptual link figured out, must be able to apply that knowledge to identify the correct solution

FRI = detective

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Verbal Comprehension SubtestsPrimary Index – Similarities, Vocabulary

Secondary – Information, Comprehension

What is represented by the VCI?

Ability to access and apply acquired word

knowledge

The application of knowledge involves:

• verbal concept formation

• reason and solve verbal problems

• information retrieval

• expression/communication of knowledge

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Similarities

Similarities (SI)

• Primary Verbal Comprehension subtest

• Consists of 23 test items: 7 retained, 8 modified, 16

new.

• New sample item.

• Scoring criteria for all retained and modified items

are revised.

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ANZ

Changes

Vocabulary

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Vocabulary (VC)

• Primary Verbal Comprehension subtest.

• Consists of 29 items: 4 picture items and 25 verbal

items.

• The 14 new items include 2 picture items and 12

verbal items. There are a total of 15 retained items: 2

picture items and 13 verbal items.

• Scoring criteria for all retained verbal items were

revised.

A&NZ Item change examples

• Example Vocabulary changes:

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Information

Information (IN)

• Verbal Comprehension subtest.

• Consists of 31 items:

– 19 new, 9 retained, 4 modified.

• Scoring criteria for all retained and modified items

are revised.

• The child answers questions about a broad range of

general-knowledge topics.

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ANZ Changes

Comprehension

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Comprehension (CO)

• Verbal Comprehension subtest.

• Consists of 19 items:

– 13 new, 2 modified, 4 retained.

• Scoring criteria for all retained and modified items are

revised.

• The child answers questions based on his or her

understanding of general principles and social

situations.

ANZ Changes

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Working Memory SubtestsPrimary Index – Digit Span, Picture Span

Secondary – Letter-Number Sequencing

What is represented by the WMI?

Measure of verbal and visual working memory and

the ability to resist proactive interference

Working memory involves attention, concentration,

mental control, and reasoning

Ability to:

• register

• maintain (e.g., temporary storage capacity),

• manipulate visual and auditory information in

conscious awareness

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Digit Span (DS)

• Primary Working Memory subtest

• Consists of 3 tasks:

– Digit Span Forward

– Digit Span Backward

– Digit Span Sequencing

• 9 items for each task.

DS Start Rules

Start

Forward

Ages 6-16: Item 1

Backward

Ages 6–16: Sample Item, then Item 1

Sequencing

Ages 6-7: Qualifying Item,

Sample Items A & B, then Item 1

Ages 8-16: Sample Items A & B, then Item 1

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– Require intact auditory processes: focused attention, registration, and discrimination.

– Phonological loop: maintenance of information in conscious awareness.

– Executive functioning: strategic approach to recall.

– Procedural learning: occur after forward so they learn basic aspects of the process.

Similar cognitive

processes.

Digit Span Backward and Digit Span Sequencing

– Requires knowledge of the value of numbers and location on number line (sequencing).

– Verbal response sequence is no fixed (sequencing).

– Repeated numbers in the string must be tracked (sequencing).

– Verbal response can start being formulated as soon as first digit presented (backward)

Different cognitive

processes.

.

DS Process Analysis

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Picture Span

Picture Span (PS)

• New Working Memory subtest

• Consists of 26 test items

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Picture Span (PS)

• The child views a stimulus page with one or more

pictures for a specified time and then selects the

pictures (in sequential order, if possible) from options

on a response page.

• Materials


– Record Form

– Stimulus Book 2

– Stopwatch Response

Page

Stimulus

Page

PS Scoring

• Record the letters that correspond to the child’s choices

in the same order the child indicates.

• Correct responses are listed on the RF and in the

Administration and Scoring manual.

– Score 2: identifies all object in order

– Score 1: identified all object but not in order

– Score 0: cannot identify all objects or identifies wrong objects

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PS Timing

• Accurate timing is essential

– Begin timing for each item after saying the last

word of instruction.

• Sample Item A: Expose the stimulus page for 3

seconds.

• Sample Item B: Expose the stimulus page for 5

seconds.

Picture Span (PS)

• Proactive Interference - refers to the same items

presented earlier in the test recurring throughout later

parts of the test which might interfere will recall– Sometimes will be a target and sometimes a distractor

– Something learned earlier interferes with learning similar content later

• So, it’s a failure to clear out working memory stores

across items

• Eliminating irrelevant information form active storage is

an important function of the WM construct

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PC Analysis

Base Rate

Digit Span to Picture Span comparison

LPSs: number of pictures on the stim page for the last

item assigned a perfect score

LPSr: number of pictures on the response page for the

last item assigned a perfect score.

Letter-Number Sequencing

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Letter-Number Sequencing (LN)

• Working Memory subtest

• Consists of 10 test items of 3 trials each: 26 trials are

new; 4 retained.

• Two new sample trials; 1 retained

• Both demonstration trials are new; both qualifying

items retained.

Processing Speed SubtestsPrimary Index – Coding, Symbol Search

Secondary – Cancellation

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What is represented by the PSI?

Measure of speed and accuracy of visual

identification, decision-making and implementation

Performance on PSI is related to:

• visual scanning

• visual discrimination

• short-term visual memory

• visuo-motor coordination

• concentration

• cognitive flexibility

• rate of test-taking

Coding

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Coding (CD)

• Processing Speed subtest

• Form A has 75 test items, utilising 5 shapes and

symbols:

– 3 retained

– 2 modified

• Form B has 117 items, utilising 9 symbols:

– 6 new

– 3 modified

CD Start Points

Start

– Ages 6–7: Form A Demonstration Items,

Sample Items, then Test Items

– Ages 8–16: Form B Demonstration Items,

Sample Items, then Test Items

– Children suspected of having an intellectual

disability or low cognitive ability should be

given the Form corresponding to their

chronological age.

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CD Record Form

Rotation errors can be

recorded for analysis

Symbol Search

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Symbol Search (SS)


• Form A has 40 items, all new.

• Form B has 60 items, all new.

SS Example Items (6-7 years)

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SS Example Items (8-16 years)

SS Scoring – Set and Rotation Errors

• If desired, record the number of set and rotation errors in the

spaces labeled S (Set) and R (Rotation) at the bottom left corner

of each page of the Response Booklet.

• On the Symbol Search Scoring Key, set and rotation error

symbols are indicated with an S or an R

• SSse: Set errors (total number of set error symbols the child

marked)

• Ssre: Rotation errors (total number of rotation error symbols the

child marked)

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SS Record Form

Recording set

and rotation

errors

Cancellation

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Cancellation (CA)


• Consists of 2 items: Random arrangement and

Structured arrangement, both revised.

CA Timing

• Accurate timing is essential

– Begin timing for each item after saying the last

word of instruction.


– Be sure to allow the full 45 seconds if the child has not yet

completed the item.

• Stop timing when the child completes the item, the

time limit expires, or it is clear from the child’s words

or gestures that he or she has finished.

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CA Example Items

CA Record Form

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Test Structure:Ancillary Index Scales Indexes

Retained!

New!

• Derived from combinations of primary and/or secondary subtests

• Provide additional information regarding a child’s cognitive abilities and WISC–V performance

Quantitative Reasoning SubtestsFigure Weights, Arithmetic

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What is represented by the QRI?

Is an indicator of the child’s quantitative reasoning

skills, which is closely related to general intelligence

Assists in more accurately predicting:

• both reading and maths achievement scores

• creativity

• future academic success

• success in gifted programs

• future educational attainment

Quantitative Reasoning Index (QRI)

• AR requires actual maths problem solving;

however, AR is very complex having Fluid

Reasoning, Verbal, and Working Memory

components

• FW requires maths 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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Auditory Working Memory SubtestsDigit Span, Letter-Number Sequencing

What is represented by the AWMI?

Is an indicator of the child’s auditory working

memory skills

Provides a purer measure of auditory working

memory

Domain-specific storage system that temporarily

stores and rehearses or manipulates domain-

specific information (i.e. phonological loop)

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Nonverbal SubtestsBlock Design, Visual Puzzles,

Matrix Reasoning, Figure Weights,

Picture Span, Coding

Nonverbal Index (NVI)

• Useful when examinee has clear verbal difficulties

– ELL: English Language Learner/CALD

– Expressive or Receptive Language Disorder

– ASD with Language Impairment

• More emphasis on reasoning using visual-spatial

processes than FSIQ

• Language reduced; tasks do not require verbal

responses but do require comprehension of

instructions

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General Ability SubtestsSimilarities, Vocabulary,

Block Design, Matrix Reasoning,

Figure Weights

General Ability Index (GAI)

• GAI does not replace the FSIQ, but can aide in the

interpretation of the FSIQ

• Provides an estimate of general intellectual ability

that is:

– less reliant on working memory and processing

speed than the FSIQ

– based on performance on subtests that measure

higher-order conceptualisation and reasoning

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Cognitive Proficiency SubtestsDigit Span, Picture Span,

Coding, Symbol Search

Cognitive Proficiency Index (CPI)

• CPI based on the subtests that make up the WMI and

PSI

• Provides an estimate of the efficiency with which

information is processed in the service of learning,

problem solving, and higher-order reasoning

• Most informative when used together with its

counterpart, the GAI

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REPORTING & DESCRIBING PERFORMANCE

INTERPRETIVE CONSIDERATIONS

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Descriptive Classifications

Composite

Score Range

WISC–V Descriptive

Classification

Traditional Descriptive

Classification (“Old”)

130 and above Extremely High Very Superior

120–129 Very High Superior

110–119 High Average High Average

90–109 Average Average

80–89 Low Average Low Average

70–79 Very Low Borderline

69 and below Extremely Low Extremely Low

New!

Substitution and Proration

• You cannot combine subtest substitution AND proration when deriving the FSIQ

• ZERO Raw Score rules:

• For index scores derived from two subtests, only one subtest with a total raw score of 0 is allowed

• CPI – no more than two raw scores of 0

• GAI/NVI – no more than three raw scores of 0

• FSIQ – no more than four raw scores of 0

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Attention

• Some examples of completed

record form analysis use US

normative data.

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Ancillary Analysis

Ancillary Analysis

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Non-Verbal Index• The NVI can be interpreted as a measure of general

intellectual ability that minimises expressive

demands for children with special circumstances or

clinical needs (ex: ASD with language impairment)

• The NVI offers a potentially more appropriate

estimate of overall ability for children with

substantial expressive language delays or other

clinical conditions associated with expressive verbal

difficulties.

• The NVI provides a useful estimate of overall ability

for children who are deaf or hard of hearing, or

children who are English language learners.

English Language Learners (ELL)

Clinical Study

• WISC-V Nonverbal Index (NVI)

NVI = 93.0 for ELL sample

NVI = 94.8 for matched controls.

Effect size small (.14)

• Other options:

– Wechsler Nonverbal (WNV)

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GAI and CPI• The percentage of school-age children with specific

learning disorders who exhibit CPI and achievement scores lower than their GAI score is substantially higher than matched controls (Weiss & Gabel, 2008)

• Children with specific learning disabilities, ADHD, and TBI have demonstrated larger GAI>CPI discrepancies than those with other conditions (Jarrison, DeLisle, & Parker, 2008).

• If using ability-achievement discrepancy to identify specific learning disabilities the FSIQ is recommended, however, for many children the GAI, VCI, VSI, FRI, or NVI is a better option for conducting the analysis (WISC V Technical and Interpretative Manual)

• If using PSW (Pattern of S & W discrepancy analysis) to identify specific learning disability the FSIQ is considered irrelevant (see WISC V Technical and Interpretive Manual and other resources for more information)

Qualitative Observations: A Process

Approach

• How a child performs tasks is as important, and often

even more important, than the score obtained

• Understanding performance on individual items,

including the kinds of errors a child makes, can

provide additional clinical information

• Describing the strategies a child employs when

performing tasks can provide a basis of interpretation

that resonates deeply with parents, teachers, and

even with the child

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• Forward: DSf & LDSf

• Backward: DSb & LDSb

• Sequencing: DSs & LDSs

• BDn (No Time)

• BDp (Partial)

• Stimuli: LPSs

• Response: LPSr

Digit Span and Longest

Span Process Scores

Process-Oriented Approach

Block Design Process

Scores

Picture Span

Process Analysis Example

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WISC V AND CHC TAXONOMY

Mark H. Daniel, PhD

Dustin Wahlstrom, PhD

Ou Zhang, PhD

September 2014

CHC Taxonomy, Index Scores

Index 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

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CHC Taxonomy, Subtests

Subtest CHC Broad Ability (Narrow)

Similarities Gc (VL, LD)

Vocabulary Gc (VL)

Information Gc (K0)

Comprehension Gc (K0, LD)

Block Design Gv (Vz)

Visual Puzzles Gv (SR)

Matrix Reasoning Gf (I, RG)

Figure Weights Gf (RQ)

Picture Concepts Gf (I)

Arithmetic Gf (RQ, Gq)

CHC Taxonomy, SubtestsSubtest CHC Broad/Narrow Ability

Digit Span Gsm (MW, MS)

Picture Span Gsm (MW, MS)

Letter-Number Seq Gsm (MW, MS)

Coding Gs (R9, MA)

Symbol Search Gs/ (P, R9)

Cancellation Gs/ (P, R9)

Naming Speed Literacy Glr (F1, NA)

Naming Speed Quantity Glr (F1, NA)

Immediate Symbol Translation Glr (MA, L1)

Delayed Symbol Translation Glr (MA, L1)

Recognition Symbol Translation Glr (MA, L1)

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WISC V SPECIAL GROUP STUDIES

Profile analyses can be used to generate hypotheses that

are either corroborated or refuted by other evaluation

results, such as:

• background information

• direct behavioral observation

• additional evaluation

• consistency with any known injury or

diagnosed disorder

Patterns & Profiles of Performance

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Special Group Studies


Intellectual Disability-

Mild & Moderate

Severity

Borderline Intellectual

Functioning*

Specific Learning

Disorders – Reading

and/or Written

Expression

Attention-Deficit/

Hyperactivity Disorder

Disruptive Behavior*

Traumatic Brain Injury*

English Language Learners*

Autism Spectrum Disorder

– with Accompanying

Language Impairment

* denotes US norms


n = 19; ages 6-16

CompositeClinical Mean

Control Mean

Mean

Diff. p value Std. Diff.

VCI 125.6 112.9 -12.74 <.01 -1.07

VSI 121.6 111.9 -9.63 .06 -.65

FRI 118.3 110.4 -7.98 .15 -.52

WMI 117.9 111.3 -6.63 .09 -.54

PSI 112.9 108.4 -4.26 .48 -.25

FSIQ 125.3 115.6 -9.68 .03 -.79

QRI 119.7 110.6 -9.05 .04 -.70

AWMI 115.9 109.5 -6.47 .18 -.44

NVI 122.9 114.6 -7.63 .13 -.53

GAI 124.7 114.7 -10.00 .02 -.78

CPI 118.8 111.8 -6.63 .16 -.49

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Intellectual Disability – Mild or Moderate

n = 21; ages 6-16


Control Mean

Mean


VCI 63.1 93.8 30.67 <.01 2.41

VSI 66.3 97.5 31.14 <.01 2.84

FRI 69.1 96.7 27.62 <.01 2.40

WMI 66.4 92.3 25.95 <.01 2.19

PSI 66.1 95.6 29.43 <.01 2.04

FSIQ 59.1 94.7 35.60 <.01 3.22

QRI 66.1 96.7 30.57 <.01 2.56

AWMI 60.7 95.2 34.55 <.01 3.24

NVI 61.9 94.3 32.37 <.01 2.78

GAI 63.6 95.0 31.38 <.01 3.18

CPI 61.1 92.4 31.33 <.01 2.26

Specific Learning Disorder – Reading &/or Written Exp.

n = 16; ages 6-16


Control Mean

Mean


VCI 100.4 104.5 4.13 .34 .41

VSI 100.3 101.2 0.94 .84 .07

FRI 96.4 105.0 8.56 .13 .63

WMI 91.1 106.3 15.19 <.01 1.28

PSI 92.5 104.6 12.13 .02 .90

FSIQ 97.2 106.2 9.00 .11 .80

QRI 94.3 104.0 9.75 .05 .91

AWMI 93.1 102.7 9.63 .06 .81

NVI 95.7 106.0 10.31 .07 .85

GAI 99.8 105.0 5.20 .31 .47

CPI 90.3 106.5 16.19 <.01 1.34

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Attention-Deficit Hyperactivity Disorder

n = 25; ages 6-16


Control Mean

Mean


VCI 95.1 103.0 7.87 .03 .58

VSI 98.9 102.0 3.04 .48 .23

FRI 97.6 104.7 7.16 .02 .51

WMI 95.7 107.1 11.36 <.01 .87

PSI 99.0 102.4 3.44 .47 .24

FSIQ 95.8 106.1 10.26 <.01 .82

QRI 94.1 104.2 10.08 <.01 .69

AWMI 96.8 105.3 8.56 .03 .63

NVI 96.4 104.8 8.40 .01 .67

GAI 95.6 104.8 9.22 <.01 .74

CPI 96.8 105.8 8.92 .03 .71

Autism Spectrum Disorder – with language imp.

n = 22; ages 6-16


Control Mean

Mean


VCI 79.7 100.4 20.74 <.01 1.43

VSI 86.8 102.6 15.86 <.01 1.01

FRI 86.0 104.0 18.05 <.01 1.71

WMI 79.5 100.5 20.95 <.01 1.63

PSI 78.2 101.5 23.27 <.01 1.87

FSIQ 77.9 102.8 24.83 <.01 1.95

QRI 79.4 108.1 28.67 <.01 2.46

AWMI 72.7 102.5 29.87 <.01 2.06

NVI 82.2 102.5 20.35 <.01 1.64

GAI 82.3 101.8 19.44 <.01 1.58

CPI 75.8 101.5 25.71 <.01 2.12

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RESOURCES & PRICING

Resources

Flanagan &

Alfonso

COMING SOON!

Weiss, Saklofsky,

Holdnack &

Prifitera

Kaufman,

Engi Raiford

& Coalson

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Pricing ($AUD)

• Complete Kit $2565

• Record Forms (pack of 25) $230

• Response Booklet #1 (Cd/SS) $198

• Response Booklet #2 (Canc) $125

• Response Booklet Combo $697

– 50 Record Forms

– 50 Response Booklet #1

• Q-global Reporting $3/$5 per report or

$45/$55 unlimited license

• Q-interactive www.helloq.com.au

WISC V Workshop Opportunities

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WISC V Workshop Opportunities

Any questions?

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Thank You!

We’re here to help

Pearson Clinical AssessmentValorie O’Keefe (MAPS/CEDP)

Consultant Psychologist

[email protected]

M: 0409 039 144

(02) 9454 2288

1800 882 385

Client Services:

1800 882 385www.pearsonclinical.com.au

www.helloq.com.au

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