Advanced Interpretation of the WISC- Title: Microsoft PowerPoint - WISC_V_AdvInt_Jul2015 Author: UGABEAM

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  • Advanced Interpretation of the WISC-V Amy Dilworth Gabel, Ph.D., NCSP

    Copyright © 2015. Pearson, Inc., or its affiliates. All rights reserved. 1

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    Advanced Interpretation of the WISC-V

    A Dil th G b l Ph D NCSPAmy Dilworth Gabel, Ph.D., NCSP Director, Consultation and Training

    Pearson Clinical

  • Advanced Interpretation of the WISC-V Amy Dilworth Gabel, Ph.D., NCSP

    Copyright © 2015. Pearson, Inc., or its affiliates. All rights reserved. 2

    Learning Outcomes

    Describe the cognitive abilities measured by the WISC V i dWISC-V index scores.

    Describe the theoretical link between cognitive processes and specific academic skills.

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    Describe how to use performance on the WISC-V to generate hypotheses about processing deficits.

    Conceptual Structure

  • Advanced Interpretation of the WISC-V Amy Dilworth Gabel, Ph.D., NCSP

    Copyright © 2015. Pearson, Inc., or its affiliates. All rights reserved. 3

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    WISC-V Index Scores and Contributing Cognitive Processes

  • Advanced Interpretation of the WISC-V Amy Dilworth Gabel, Ph.D., NCSP

    Copyright © 2015. Pearson, Inc., or its affiliates. All rights reserved. 4

    Full Scale IQ

    • Most reliable score – good predictor of important life outcomes. • Derived from a sum of 7 subtest scaled scores

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    Derived from a sum of 7 subtest scaled scores. • Considered the score that is most representative of global intellectual

    functioning (g). • Traditionally, FSIQ has been the first score to be considered in profile

    interpretation.

    Primary Index Scales

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

  • Advanced Interpretation of the WISC-V Amy Dilworth Gabel, Ph.D., NCSP

    Copyright © 2015. Pearson, Inc., or its affiliates. All rights reserved. 5

    Abilities Measured by Primary Index Scales

    Index Abilities Measured

    Verbal Comprehension

    • Word Knowledge Acquisition • Information Retrieval

    Verbal Comprehension • Ability to reason and solve verbal problems • Communication of knowledge

    Visual Spatial

    • Visual spatial reasoning • Synthesis of part-whole relationships • Attentiveness to visual detail • Visual-motor integration

    I d ti d Q tit ti R i

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    Fluid Reasoning

    • Inductive and Quantitative Reasoning • Broad Visual Intelligence • Simultaneous Processing • Abstract Thinking

    Abilities Measured by Primary Index Scales

    Index Abilities Measured Ability to register, maintain, and manipulate visual and auditory information in conscious awareness.

    Working Memory • Attention • Concentration • Mental Control

    Processing Speed

    • Short-term visual memory • Visual-Motor Coordination • Visual Discrimination • Visual Scanning

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    Processing Speed Visual Scanning • Concentration • Cognitive Flexibility • Rate of Test-Taking

  • Advanced Interpretation of the WISC-V Amy Dilworth Gabel, Ph.D., NCSP

    Copyright © 2015. Pearson, Inc., or its affiliates. All rights reserved. 6

    Ancillary Index Scales

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    • Derived from combinations of primary subtests or primary and secondary subtests.

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

    Complementary Index Scales

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    Complementary scales were designed to enhance the assessment of children with learning difficulties.

  • Advanced Interpretation of the WISC-V Amy Dilworth Gabel, Ph.D., NCSP

    Copyright © 2015. Pearson, Inc., or its affiliates. All rights reserved. 7

    Case Example: Twelve Male – Grade 6

    (See WISC-V Score Report)

    Reasons for Referral His teachers report that Twelve has difficulty

    – listening to and following directions, – reading grade-level text with comprehension, – meeting expectations in the preparation of

    compositions or written responses to demonstrate what he has learned, and

    – completing long-term assignments (i.e., book

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    reports).

    Often, he is talking when he should be working.

  • Advanced Interpretation of the WISC-V Amy Dilworth Gabel, Ph.D., NCSP

    Copyright © 2015. Pearson, Inc., or its affiliates. All rights reserved. 8

    Reasons for Referral His parents report similar concerns at home.

    – Twelve often does not remember his chores, or he starts his chores and does not complete them.

    – He complains about assigned reading and refuses at times to complete written assignments.

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    Demographic Information

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  • Advanced Interpretation of the WISC-V Amy Dilworth Gabel, Ph.D., NCSP

    Copyright © 2015. Pearson, Inc., or its affiliates. All rights reserved. 9

    Full Scale IQ and Primary Index Scores

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    Subtest Scores

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  • Advanced Interpretation of the WISC-V Amy Dilworth Gabel, Ph.D., NCSP

    Copyright © 2015. Pearson, Inc., or its affiliates. All rights reserved. 10

    Primary Analysis

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    Working Memory is a weakness relative to the MIS.

    Primary Analysis

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  • Advanced Interpretation of the WISC-V Amy Dilworth Gabel, Ph.D., NCSP

    Copyright © 2015. Pearson, Inc., or its affiliates. All rights reserved. 11

    Primary Analysis

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    Significant and unusual discrepancy between VCI-WMI VSI-WMI FRI-WMI WMI-PSI

    Primary Analysis

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  • Advanced Interpretation of the WISC-V Amy Dilworth Gabel, Ph.D., NCSP

    Copyright © 2015. Pearson, Inc., or its affiliates. All rights reserved. 12

    Ancillary Indexes

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    Quantitative Reasoning Index (88) AR

    • Requires computational ability and quantitative knowledge.q g

    • Loads on FRI, WMI, and VCI.

    FW • Requires math in a more limited, abstract

    manner. • Examinee uses quantitative concept of equality

    t d t d l ti hi bj t

    10

    6 16

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    to understand relationship among objects. • Then, examinee applies concepts of matching,

    addition, and/or multiplication to identify correct response.

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  • Advanced Interpretation of the WISC-V Amy Dilworth Gabel, Ph.D., NCSP

    Copyright © 2015. Pearson, Inc., or its affiliates. All rights reserved. 13

    Auditory Working Memory Index (81)

    • WMI is based on the multi-component 6

    The AWMI is a purer measure of auditory

    p model.

    • Two domain-specific storage systems: – phonological loop, and – visual-spatial sketchpad.

    6

    7

    13

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    measure of auditory working memory.

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    Nonverbal Index (106) • Useful when examinee has

    obvious verbal difficulties – ELL13

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    – RELD, ELD – ASD with Language

    Impairment • The processing speed

    component can affect results just like FSIQ. M h i i

    13

    10

    10 11 10

    65

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    • More emphasis on reasoning using visual-spatial processes than FSIQ.

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  • Advanced Interpretation of the WISC-V Amy Dilworth Gabel, Ph.D., NCSP

    Copyright © 2015. Pearson, Inc., or its affiliates. All rights reserved. 14

    General Ability Index (109)

    The GAI provides an 11 12 13

    estimate of general intellectual ability that is less reliant on working memory and processing speed than the FSIQ.

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    57

    Cognitive Proficiency Index (98)

    The CPI provides an estimate of the efficiency with which information is processed in the service of learning, problem solving, and higher-

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    10

    10

    13

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    solving, and highe