wisc-v unleash the power webinar 12.16.2014 - pearson ......title microsoft powerpoint - wisc-v...

Unleashing the Power of the WISC‐V 12/2014

Copyright 2014. Pearson Education. All rights reserved. 1

Unleash the Power of the WISC‐V

Agenda

• Introduction• Review:

– Scoring Options– Revision Goals and Highlights

• Test Structure• Interpretation Basics• Technical Information (time permitting)• Purchasing Information

WISC‐V Revision GoalsUpdatetheoreticalfoundations

Increaseuserfriendliness

Increasedevelopmentalappropriateness

Improvepsychometricproperties

Enhanceclinicalutility



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

• 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



WISC-V TEST STRUCTURE

Test Structure – Full Scale IQ

Test Structure – Primary Index Scales



Test Structure – Ancillary Index Scales

NewAncillaryIndexestoWISC‐V

Headline placed hereText here…

NSI STI SRI

OnRecordFormAncillaryandComplementaryAnalysisPagesandinAdministrationandScoringManualSupplementNote:SRI=NSI+STI...SRI ≠NSL+NSQ+IST+DST+RST

Complementary Index Scores

Copyright©2014PearsonEducation,Inc.oritsaffiliates.Allrightsreserved.

WISC-V Scoring and Interpretation: An introduction



Descriptive Classifications

CompositeScoreRange

WISC–V DescriptiveClassification

Traditional DescriptiveClassification(“Old”)

130andabove ExtremelyHigh VerySuperior120–129 VeryHigh Superior110–119 HighAverage HighAverage90–109 Average Average80–89 LowAverage LowAverage70–79 VeryLow Borderline69andbelow ExtremelyLow ExtremelyLow

Copyright©2014PearsonEducation,Inc.oritsaffiliates.Allrightsreserved.

FSIQ: Permissible SubstitutionsIN 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

How to Report and Describe Performance –Primary Index Scores



Interpretative Considerations• Multiple cognitive processes• Number of processes invoked related

to task difficulty• WISC‐V primary and complementary

measures are specifically designed to measure complex cognitive processes while ancillary measures are designed to measure processes related to learning difficulties.

What is represented by the VCI?

What is represented by the VSI?



What is represented by the VSI? ConstructionalabilityVisual‐spatialreasoningIntegration/Synthesisofpart‐to‐wholerelationshipsAttentiontovisualdetailsVisualmotorintegrationSpeededperformance

What is represented by the FRI?

What is represented by the WMI?

5‐8‐2‐77‐2‐8‐5



What is represented by the WMI?

5‐8‐2‐77‐2‐8‐5

AbilitytoresistproactiveinterferenceAttentionConcentrationMentalcontrolRegister,maintain,manipulate

VisualandauditorySpeededPerformance

What is represented by the PSI?

What is represented by the PSI?

Speed&accuracyofvisualidentificationDecision‐making&implementationVisualscanning&discriminationAttention&concentrationVisualmotorcoordination



WMI and PSI

• Involves EFFICIENCY

• Working Memory– Identification, registration, and manipulation of information within STM store

• Processing Speed– Facilitates rapid identification and registration of information for decision‐

making

WMI



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.

General Ability Index (GAI)



I should consider deriving the GAI when‐• a significant and unusual discrepancy exists between the WMI

and MIS or FSIQ.• a significant and unusual discrepancy exists between the PSI

and MIS or FSIQ.• a significant and unusual discrepancy exists between the VCI

and WMI.• a significant and unusual discrepancy exists between the VCI

and PSI.

I should consider deriving the GAI when‐• a significant and unusual discrepancy exists between the VSI

and WMI.• a significant and unusual discrepancy exists between the VSI

and PSI.• a significant and unusual discrepancy exists between the FRI

and WMI.• a significant and unusual discrepancy exists between the FRI

and PSI.

I should consider deriving the GAI when‐• a significant and unusual discrepancy exists between the WMI

and PSI.• a significant and unusual discrepancy exists between subtests

that contribute to either the WMI or to the PSI.• a significant and unusual discrepancy exists between a

Working Memory or Processing Speed subtest and the MSS‐I or MSS‐F.



GAI vs. FSIQ

GAI vs. CPI

Interpretation of ‐

• Naming Speed Index

• Symbol Translation Index

• Storage and Retrieval Index



NSI vs. STI

• DSf & LDSf• DSb & LDSb• DSs & LDSs

• BDn• BDp

• LPSs• LPDr

Digit Span and Longest Span Process Scores

Process‐Oriented Approach

Block Design Process Scores

Picture Span

• CAR vs CAS

• Nsco• Nssco• NSln

• NSLe• NSQe

Cancellation Process Score


Naming Speed Process Scores

Naming Speed Error Scores



• Rotations on BD, SS, CD• Set errors on SS

• Don’t know (DK) • No Response (NR)• Item Repetition / Requested

Repetition IR/RR

• Subvocalization (SV)• Self‐corrections (SC)

Rotation & Set Error Scores


Process Observations

Process Observations

Alsoreviewcontrastscores,asappropriate

Need a Focused ClientBased Approach• Signal to noise ratio

– Adding additional tests can increase signal or can increase noise.

– Adding targeted tests increase signal to noise.

• Consistency of deficit– Need more than 1 score to

identify true weakness in a domain.

• Move away from “shot‐gun” approaches to testing specific hypotheses.– Select tests related to problem.

Analysis of Results



Case Example

Case Example: Child A

8 year old Caucasian male, 2nd grade– has difficulty sounding out unfamiliar words.– confuses words that appear similar.– recognizes few words ‐ word recognition slow.– dislikes reading circle.– has difficulties with spelling.

44 | Copyright © 2014. All rights reserved.

Subtest ScaledScore Score StandardScore

Similarities 7 Naming SpeedLiteracy 85

Vocabulary 10 NamingSpeedQuantity 105

Information 10 ImmediateSymbolTranslation 87

Comprehension 9 DelayedSymbolTranslation 88

BlockDesign 9 RecognitionSymbolTranslation 89

VisualPuzzles 11 COMPOSITESCORESMatrixReasoning 10 Verbal ComprehensionIndex 92

FigureWeights 7 VisualSpatialIndex 100

PictureConcepts 10 Fluid ReasoningIndex 91

Arithmetic 8 Working MemoryIndex 82

DigitSpan 7 ProcessingSpeedIndex 103

PictureSpan 7 FullScaleIQ 88

Letter‐NumberSequencing 10 QuantitativeReasoningIndex 85

Coding 9 AuditoryWorking MemoryIndex 91

SymbolSearch 12 NonverbalIndex 91

Cancellation 15 GeneralAbilityIndex 94

CognitiveProficiencyIndex 91

WISC–V Score Summary



ScoreComparison

Score DifferenceCriticalValue

Strengthor

WeaknessBaseRate

IndexLevel

VCI 92 93.6 -1.6 8.95 SorW ns

VSI 100 93.6 6.4 10.97 SorW ns

FRI 91 93.6 -2.6 9.76 SorW ns

WMI 82 93.6 -11.6 10.55 SorW 5-10%

PSI 103 93.6 9.4 12.55 SorW ns

Primary AnalysisIndex‐Level Strengths and Weaknesses

ComparisonScore

MISSumof

5IndexScores ÷ 5=MIS

FSIQFSIQ

CriticalValueSignificance Level

.01.05.10.15

BaseRateReference Group

OverallSample AbilityLevel

468 93.6✓

✓

✓

Choosing the Level of Significance

Morestringent Lessstringent

Comparison Score1 Score2 DifferenceCriticalValue

SignificantDifference

BaseRate

IndexLevel

VCI–VSI Yor NVCI–FRI Yor NVCI–WMI Yor NVCI–PSI Yor NVSI–FRI Yor NVSI–WMI 100 82 18 17.15 YorN 11.3%

VSI–PSI YorN

FRI–WMI YorN

FRI–PSI YorN

WMI–PSI 82 103 -21 18.89 YorN 9.7%

Primary AnalysisIndex‐Level Pairwise Comparisons


.01.05.10.15



✓

✓




.01.05.10.15



ScoreComparison

Score DifferenceCriticalValue

Strengthor

WeaknessBaseRate

SubtestLevel

Similarities 7 8.9 -1.9 2.81 SorW ns

Vocabulary 10 8.9 1.1 2.23 SorW ns

BlockDesign 9 8.9 0.1 3.09 SorW ns

VisualPuzzles 11 8.9 2.1 3.07 SorW ns

MatrixReasoning 10 8.9 1.1 2.62 SorW ns

FigureWeights 7 8.9 -1.9 2.69 SorW ns

Digit Span 7 8.9 -1.9 2.55 SorW ns

PictureSpan 7 8.9 -1.9 2.79 SorW ns

Coding 9 8.9 0.1 2.95 SorW ns

SymbolSearch 12 8.9 3.1 3.05 SorW 5-10%

Primary AnalysisSubtest‐Level Strengths and Weaknesses

ComparisonScore

MSS‐I

SumofScaledScoresfor10IndexSubtests

÷ 10=MSS‐I

MSS‐F

SumofScaledScoresforFSIQ Subtests ÷ #of FSIQ

subtests =MSS‐F

898.9

✓✓

✓



BaseRate

SubtestLevel

Similarities–Vocabulary 7 10 -3 3.32 YorN nsBlockDesign–VisualPuzzles 9 11 -2 4.29 YorN ns

MatrixReasoning–FigureWeights 10 7 3 3.59 YorN nsDigit Span–PictureSpan 7 7 0 3.78 YorN ns

Coding–SymbolSearch 9 12 -3 5.00 YorN ns

Primary AnalysisSubtest‐Level Pairwise Comparisons


.01.05.10.15✓

Ancillary AnalysisPairwise Comparisons


.01.05.10.15



✓

✓



BaseRate

Index GAI–CPI 94 91 3 10.06 Yor N ns

GAI–FSIQ 94 88 6 4.01 Yor N 5-10%

Subtest

FigureWeights–Arithmetic 7 8 -1 2.78 Yor N nsDigitSpan–

Letter‐NumberSequencing 7 10 -3 3.05 Yor N ns

STI–STD Yor NSTD–STDR Yor N

Process

DSF–DSB 7 8 -1 2.21 Yor N nsDSF–DSS 7 9 -2 2.23 Yor N nsDSB–DSS 8 9 -1 2.42 Yor N nsDSS–LN 8 10 -2 2.40 Yor N nsCAR–CAS 16 14 2 3.84 Yor N ns



Subtest ScaledScore CompositeScore StandardScore

ListeningComprehension 105 OralLanguage 88

ReadingComprehension 91 TotalReading 71

Sentence Composition 73 BasicReading 60

WordReading 66 Reading ComprehensionandFluency 81

PseudowordDecoding 56 WrittenExpression 71

Spelling 67 Mathematics 99

OralExpression 75 MathFluency 110

OralReadingFluency 80 Total Achievement 77

OralReadingAccuracy 65

OralReadingRate 89

MathProblemSolving 90

MathFluency‐Addition 105

MathFluency‐Subtraction 106

MathFluency‐Multiplication 117

NumericalOperations 99

Achievement Scores (KTEA‐3)

Hypotheses

Cognitive Strengths

Cognitive Weaknesses


Hypotheses

Academic Strengths

Academic Weaknesses




Technical Properties

Standard Errors of MeasurementComposite Overall Average SEM

VCI 4.22VSI 4.36FRI 3.89WMI 4.26PSI 5.24FSIQ 2.90QRI 3.47

AWMI 3.92NVI 3.23GAI 3.07CPI 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



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



Attention‐Deficit Hyperactivity Disorder

n = 48; ages 6-16

CompositeClinical Mean

Control Mean

MeanDiff. p value Std. Diff.

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



Additional Questions?

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

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

[email protected]

wisc-v unleash the power webinar 12.16.2014 - pearson ......title microsoft powerpoint - wisc-v...

Documents