Introduction - outreach.ewu.eduoutreach.ewu.edu/media/courses/flash/password/PSYC/554/Disc1/D… · WISC-IV Comprehensive Powerpoint 4 Copyright © 2004 by Harcourrt Assessment, Inc

WISC-IV Comprehensive Powerpoint

1

®

Copyright © 2002 by The Psychological Corporation. All rights reserved.Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved 1

®


Introduction

Copyright © 2004 by Harcourrt Assessment, Inc. All Rights Reserved 3

Why Continue to Use Ability Tests

Provides useful information about how a child learns.Provides important information about cognitive processing.


2

®


Revision Goals


Update Theoretical Foundations

Mirrors current intelligence theoryIncreased use of Factor Index ScoresDe-emphasized focus on the IQ score. Increased focus on the four Index Scores as having greater interpretive value.Enhanced measures of Fluid Reasoning.


Enhanced Measures of Working Memory and Processing Speed

Working Memory is an important component of how a child learns.Processing Speed as a mediator in cognitive processing and learning.Processing Speed is an important component of reading comprehension abilities.


3


Enhance Clinical Utility

Increased number of Special Populations in the clinical validity studies.


Enhancing Clinical Utility

Mental Retardation – MildMental Retardation – ModerateLearning Disabled – ReadingLearning Disabled – Reading, WritingLearning Disabled – Reading, Writing, and MathLearning Disabled – MathExpressive Language DisorderMixed Receptive/ Expressive Language Disorder

ADHDADHD/LD CombinedMotor ImpairedAutism/Asperger’sTBI – OpenTBI – ClosedIntellectually Gifted

Increased and Enhanced Clinical Validity Studies


Linkage With Other Assessments

“Linking” means connecting a test that currently exists with one that is in development, such as the WISC-IV.


4


Enhancing Clinical Utility

Increased Linkage and Correlations with Other Assessments

Equivalency studies with WISC-III, WAIS-III, WPPSI-III, WASI, approximately 200 cases each, counterbalancedWIAT-II Link, 550 casesCMS Link, 110 cases Adaptive Behavior Assessment System (ABAS-II) Link, 200 cases each for Parent/Teacher formsBar-ON EQ, 200 casesGifted Rating Scale, 240 cases


Improve Psychometric Properties

Updated norms more accurately reflect the children of today.Improved evidence of Reliability and Validity.Extended “floors” and “ceilings” on the subtests.Re-examined of the issue of bias.Decreased administration time to obtain FSIQ & Index ScoresSimplified administration and scoring proceduresImproved stimulus materialsDivided up the manual and record forms for ease of useRemoved Object Assembly, Mazes & Picture Arrangement.


Reasons for Updating Norms

Due to improvement in delivery of education, improved nutrition, better health conditions, and increased dissemination of information.Significant demographic shiftsSignificant regional shifts


5

®


The Indexes


WISC-IV Model


Basic Descriptionof the WISC-IV

No longer has VIQ or PIQFSIQ based on 10 Core Subtests including contribution from Working Memory and Processing SpeedFour Indexes include Verbal Comprehension Index, Perceptual Reasoning Index, Working Memory Index, and Processing Speed Index


6


Verbal Comprehension Index

Core Subtests:SimilaritiesVocabulary Comprehension

Supplemental Subtests:InformationWord Reasoning


Perceptual Reasoning Index

Core Subtests:Block DesignPicture ConceptsMatrix Reasoning

Supplemental Subtest:Picture Completion


Working Memory Index

Core Subtests:Digit SpanLetter-Number Sequencing

Supplemental Subtest:Arithmetic


7


Processing Speed Index

Core Subtests:CodingSymbol Search

Supplemental Subtest:Cancellation

®


The Subtests


Administration Order of Subtests

Core SubtestsBlock DesignSimilaritiesDigit SpanPicture ConceptsCoding VocabularyLetter – Number SequencingMatrix ReasoningComprehension Symbol Search

Supplemental SubtestsPicture CompletionCancellationInformationArithmeticWord Reasoning


8


Block Design

Designed to nonverbal concept formation and measure the ability to analyze and synthesize abstract visual stimuli.Also involves visual perception and organization, visual-motor coordination, spatial visualization, learning, and the ability to separate figure and ground in visual stimuli.


Similarities

Designed to measure verbal reasoning and concept formation.

Also involves auditory comprehension, memory, distinguishing non-essential and essential features, and verbal expression.


Digit Span

Designed to a measure working memory, including initial encoding and mental manipulation. Also taps auditory short-term memory, sequencing skills, attention, and concentration.The Digit Span Forward task involves initial encoding, rote memory, attention, encoding, and auditory processing.Digit Span Backward involves mental manipulation, transformation of information, and visuospatial imaging.The shift from the Digit Span Forward task to the Digit Span Backward task requires cognitive flexibility and mental alertness.


9


Picture Concepts

Designed to measure abstract fluid and categorical reasoning ability.Solutions to easier items are generally attained by reasoning based on concrete representations, and the solutions to more difficult items are obtained by reasoning based on more abstract representations.


Coding

Assesses processing speed

Also involves short-term memory, learning ability, visual perception, visual-motor coordination, visual scanning ability, cognitive flexibility, attention, motivation, and visual and sequential processing.


Vocabulary

Designed to assess a child’s word knowledge and degree of language development. Also designed to measure a child’s fund of knowledge, learning ability, long-term memory, and verbal concept formation.Other abilities that may be utilized include auditory perception and comprehension, verbal conceptualization, abstract thinking, and verbal expression


10


Letter-Number Sequencing

Measure of Working MemoryAdapted from the WAIS-IIIChild is presented a series of Numbers and Letters. The child repeats numbers then letters in sequential order.Involves sequencing, mental manipulation, attention, short-term auditory memory, visuospatial imaging, and processing speed.


Matrix Reasoning

Designed as a Measure of fluid intelligence and a reliable estimate of general intellectual ability.Four types of matrices including: continuous and discrete pattern completion, classification, analogical reasoning, and serial reasoning.


Comprehension

Designed to assess verbal reasoning and conceptualization, the ability to evaluate and utilize past experiences, verbal comprehension and expression, and the ability to demonstrate practical information.Also involves knowledge of conventional standards of behavior, social judgment and maturity, and common sense.


11


Symbol Search

Designed as a measure of processing speed.The subtest also involves short-term visual memory, visual-motor coordination, cognitive flexibility, visual discrimination, and concentration.It may also tap perceptual organization, planning and learning ability.


Picture Completion

Now a Supplemental Subtest

Designed to measure visual perception and organization, concentration, and visual recognition of essential details of objects.


Cancellation

Supplemental Subtest Designed to measure Processing Speed 2 items (Random & Structured)Items share identical target locationsTargets are animalsFoils are common non-animal objectsDesigned to measure processing speed, visual selective attention, vigilance, and visual neglect


12


Information

Designed to assess a child’s ability to acquire, retain, and retrieve general factual knowledge, commonly referred to as general fund of knowledge.Involves crystallized intelligence, long-term memory, and the ability to retain and retrieve knowledge from school and environment. Also involves auditory perception and comprehension, and verbal expressive ability.


Arithmetic

Designed to assess mental manipulation, concentration, attention, short- and long-term memory, numerical reasoning ability, and mental alertness. It may also involve sequencing, fluid reasoning, and logical reasoning.


Word Reasoning

Designed to measure verbal deductive reasoning.Skills that contribute to success include verbal comprehension, expressive language ability, domain knowledge, analogic and general reasoning ability, the ability to utilize contextual and syntax information, verbal abstraction, the ability to generate alternative concepts, and the ability to integrate and synthesize different types of information.Other skills contributing include long-term memory, cognitive flexibility, and trial and error learning.


13

®


Technical Developmentand Standardization


Demographic Stratification Variables

AgeSexRace/Ethnicity Parent Education LevelGeographic Region


Stratification Variables: Age

6:00 -

6:11

7:00-

7:11

8:00-

8:11

9:00-

9:11

10:00-

10:11

11:00-

11:11

13:00-

13:11

14:00-

14:11

WISC- IV 200 200 200 200 200 200 200 200 200

12:00-

12:11

15:00-

15:11

16:00-

16:11

200 200


14


Stratification Variables: Sex

0

20

40

60

80

100

120

140

6:00 -6:11

7:00 -7:11

8:00 -8:11

9:00 -9:11

10:00-10:11

11:00-11:11

12:00-12:11

13:00-13:11

14:00-14:11

15:00-15:11

16:00-16:11

FemaleMale

Age GroupAge Group

Total:Female = 1100Male = 1100


Stratification Variables: Race/Ethnicity

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

White African/American Hispanic Asian OtherRace/Ethnicity

U.S. PopulationActual Sample


Stratification Variables: ParentEducation Level

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

<8 9-11 12 13-15 =/>16Parent Education Level

U.S. Population

Actual Sample


15


Additional Sampling Issues

Ethnicity/Bias Oversample during Tryout PhaseExtreme Ability Level OversampleValidity Data From Clinical GroupsCorrelational Data From Other TestsTest–Retest Data


Bias

All tests have some bias, but that does not mean they are biased.Bias reflects actual differences between individuals or groups.

GenderBirth OrderRace

®


Evidence of Reliability


16


Concept of Reliability

Refers to the consistency and stability of test scores across situations.The difference between the hypothetical true score and the individual’s obtained test score is measurement error.A reliable test will have relatively small measurement error and consistent measurement results within one administration and on different occasions.

®


Evidence of Validity


Exploratory Factor Pattern Loadings for Core Subtests


17

®


Clinical Validity Studies


Clinical Linking Studies

Mental Retardation – Mild WISC-IV WISC-IV IntegratedMental Retardation – Moderate

Learning Disabled – ReadingLearning Disabled – Reading, WritingLearning Disabled – Reading, Writing, MathLearning Disabled – Math

WISC-IV WISC-IV Integrated WIAT-II PAL

Receptive Language DisorderReceptive/Expressive Language Disorder

WISC-IV WISC-IV Integrated CELF-4


Clinical Linking Studies

ADHDADHD/LD Combined

WISC-IV WISC-IV Integrated BROWN ADHD

Motor Impaired WISC-IVAutism/Aspergers WISC-IV WISC-IV Integrated

TBI – Open WISC-IV WISC-IV Integrated NEPSY D-KEFSTBI – Closed WISC-IV WISC-IV Integrated NEPSY D-KEFS

Gifted WISC-IV D-KEFS EQ GRS


18

®


The Record Form


Sample Completed Summary Page


Completing the Summary Page

1. Calculate Subtest Total Raw Scores2. Convert Total Raw Scores to Scaled

Scores3. Obtain Sums of Scaled Scores4. Determine the Composite Scores5. Plot the Score Profiles


19


Sample Conversion of Raw Scores to Scaled Scores


Completed Analysis Page


Completed Analysis Page(Continued)


20

®


Interpretation


Interpretation of WISC-IV Scores

Subtest Scaled Scores:Mean = 10, SD = 3IQ and Index Scores:Mean = 100, SD = 15Individual’s Rank Compared to Normative GroupFSIQ Score: Overall AbilityIndex Scores: Breakdown of AbilitiesSubtest Scores: Strengths and Weaknesses


Enhancement of Clinical Interpretation

Qualitative Descriptions of FSIQ Score and Index ScoresConfidence Intervals & Percentile RanksAdditional Tables for Determining Statistical Significance of Discrepancy Comparisons.Base Rates for Discrepancy Comparisons (Overall Sample and by Ability Level)Age-Corrected Subtest Scaled ScoresDiscrepancies Between Process Scores.


21


Conceptualization Structure

Core Input Requirementse.g., Hearing, Vision, Motor, etc…

Core Processing and Output RequirementsMinimal verbal expression to maximal verbal expression required.Minimal motor output required to maximal motor output required.Maximal structure and organization provided to minimal amount of structure and organization required.Maximal amount of contextual information provided to minimal amount of contextual information provided.


Conceptualization Structure

Characteristics of ResponseCorrect, Efficient and AutomaticIncorrect, Efficient and AutomaticCorrect, Inefficient and EffortfulIncorrect, Inefficient and Effortful

®


Related Assessmentsin Development


22


WISC-IV Spanish

To be normed entirely in the U.S. & Puerto RicoItems adapted from WISC-IV not a translation.Where adaptation is impossible, parallel items have been created.Norms equated to full US population.Available Winter 2004 / 2005


WISC-IV Integrated

“Quantifying the qualitative”Data-based testing-the-limits Multiple-choice versions of WISC-IV verbal subtests and Block DesignSpatial Span – Spatial Working MemoryElithorn Mazes – executive functionsFrequencies of error types


For more information:

If you need product information or have questions, concerns, or suggestions for Harcourt Assessment please call us at 1-800-872-1726, fax us at 1-800-232-1223, or e-mail us at [email protected] . We welcome any comments or questions you may have.

Documents

Introduction - outreach.ewu.eduoutreach.ewu.edu/media/courses/flash/password/PSYC/554/Disc1/D… · WISC-IV Comprehensive Powerpoint 4 Copyright © 2004 by Harcourrt Assessment, Inc