Overview of WASI-II - Pearson Clinical NAimages.pearsonclinical.com/images/PDF/Webinar/WASI-IIHandoutOct... · Overview of WASI-II (published 2011 ... verbal concept formation and

Overview of WASI-II(published 2011)

Gloria Maccow, Ph.D.Assessment Training Consultant

2 | Copyright © 2011. All rights reserved.

ObjectivesObjectives

• Describe components of WASI-II.

• Describe WASI-II subtests.

• Describe utility of data from WASI-

II.


WASIWASI--II KitII Kit


What is WASIWhat is WASI--II?II?

• Individually administered assessment of intelligence of examinees aged 6 through 90 years.

• Revision of Wechsler Abbreviated Scale of Intelligence (WASI; Wechsler, 1999).

• Provides composite scores that estimate Verbal Comprehension and Perceptual Reasoning abilities.


What is WASIWhat is WASI--II?II?

• WASI-II is linked to WISC-IV (2003) and WAIS-IV (2008).

• WASI-II provides tables for estimating IQ score range on the WISC-IV and WAIS-IV.

• There are 4 subtests on the WASI-II: Block Design, Vocabulary, Matrix Reasoning, Similarities.


Full ScaleFull Scale--4 and Full Scale4 and Full Scale--22



Revision GoalsRevision Goals

• Enhance the link to the WISC–IV and the WAIS–IV.

• Increase user-friendliness.

• Improve psychometric properties.

Copyright © 1998 by The Psychological Corporation. All rights reserved.



When to Use WASIWhen to Use WASI--IIII

• Obtain estimates of IQ scores rapidly and efficiently when administration of a full battery is neither feasible nor necessary.

• Screen to determine if an in-depth evaluation is necessary.

• Reevaluate individuals who previously received a comprehensive evaluation when time available for retesting is limited.


When to Use WASIWhen to Use WASI--IIII

• Obtain estimates of current cognitive functioning for individuals referred for psychiatric, psychological, or psycho- educational evaluations

• Obtain estimates of IQ scores for vocational and rehabilitation purposes

• Obtain estimates of IQ scores for research purposes, such as pre-experimental matching of cognitive ability.

NOTE: In general, the WASI–II FSIQ should not be used for legal, judicial, or quasi-legal purposes (e.g., a statutorily mandated diagnosis or determination of a disability).


Getting StartedGetting Started

• We’ll be doing a lot of things today, like looking at pictures, answering questions, and working with blocks. . . . . . .

• Do you have any questions?


Chronological AgeChronological Age


Seating ArrangementSeating Arrangement


General Administration DirectionsGeneral Administration Directions

Start Point

Reverse Rule

Discontinue Rule

Stop Point



Block Design (13 items)Block Design (13 items)

• The Block Design subtest is designed to measure the ability to analyze and synthesize abstract visual stimuli.

• A total of 9 items from the WASI were retained and 4 new items were added to improve the floor and ceiling of the subtest.

• While viewing a constructed model or a picture in the Stimulus Book, the examinee uses red- and-white blocks to re-create the design within a specified time limit.


Vocabulary (31 items)Vocabulary (31 items)

• The Vocabulary subtest includes 3 picture items and 28 verbal items.

– For picture items, the examinee names the object presented visually.

– For verbal items, the examinee defines words that are presented visually and orally.

• Vocabulary is designed to measure an examinee’s word knowledge and verbal concept formation.


VocabularyVocabulary--ChangesChanges

• A total of 20 items were retained from the WASI, and 8 new verbal items were added.

• Art for the retained picture items was updated.

• The scoring criteria for the retained items were also revised. In addition, the starting items are now scored 2 or 0; rather than 2, 1, or 0; to reduce the chance of reversal and to shorten testing time.


Matrix Reasoning (30 items)Matrix Reasoning (30 items)

• The examinee views an incomplete matrix or series and selects the response option that completes the matrix or series.

• The subtest taps fluid intelligence, broad visual intelligence, classification and spatial ability, knowledge of part–whole relationships, simultaneous processing, and perceptual organization.

• A total of 23 items from the WASI were retained (some had minor art modifications), and 7 new items were added.


Similarities (24 items)Similarities (24 items)• The Similarities subtest is similar to the Similarities

subtests in the WISC–IV and the WAIS–IV, except that the WASI–II subtest includes low-end picture items to extend the floor of the scale.

• For the picture items (Items 1–3), the examinee selects the option that shares a common characteristic with the target objects.

• For the verbal items (Items 4–24), the examinee is presented two words that represent common objects or concepts and describes how they are similar.

• The Similarities subtest is designed to measure verbal concept formation and reasoning.


SimilaritiesSimilarities––ChangesChanges• A total of 13 items from the WASI were retained

(some had minor modifications), and 11 are new.

• The scoring criteria for the retained items were revised. An instructional prompt has been added to the first two verbal items (Items 4 and 5) to ensure the examinee understands the task of the subtest (i.e., identifying similarities as opposed to defining each word).



T Score to Scaled ScoreT Score to Scaled Score


Descriptive ClassificationsDescriptive Classifications




AbilityAbility--AchievementAchievement


Statistical SignificanceStatistical Significance


Base RatesBase Rates


Normative SampleNormative Sample

The normative sample included 2,300 examinees divided into 23 age groups, ages 6 through 90 years. Each group had 100 participants.


ReliabilityReliabilitySubtest/

CompositeAverage ra

Child SampleAverage ra

Adult Sample

BD .89 .91

VC .91 .92

MR .87 .90

SI .89 .91

VCI .94 .95

PRI .92 .94

FSIQ–4 .96 .97

FSIQ–2 .93 .94

aAverage reliability coefficients were calculated with Fisher’s z transformation.


Concurrent ValidityConcurrent Validity

Concurrent validity was established with – measures of intelligence:

• WASI• WISC–IV• WAIS–IV• KBIT–2

– measures of achievement• Wechsler Fundamentals: Academic Skills


Confirmatory Factor AnalysisConfirmatory Factor Analysis

ModelModel AGFIAGFI RMSEARMSEA CFICFI TLITLI

Total Sample (N=2,300)Total Sample (N=2,300)

One-Factor .711 .245 .926

Two-Factor .994 .029 .999 .986

Child Sample (N = 1,100)Child Sample (N = 1,100)

One-Factor .738 .231 .930

Two-Factor .999 .000 1.000 1.011

Adult Sample (N = 1,200)Adult Sample (N = 1,200)

One-Factor .684 .258 .923

Two-Factor .985 .046 .999 .969


Special Group StudiesSpecial Group Studies

• ADHD

• Gifted and Talented

• Intellectual Disability – Mild and Moderate

• Specific Learning Disability – Reading, Math

• Traumatic Brain Injury


Special Group StudiesSpecial Group Studies

Subtest/ Composite

Intellectual Disability-

Mild

Matched Control Group

Diff. p value Std. Diff.

BD 29.9 50.1 20.22 <.01 2.39

VC 28.3 49.1 20.78 <.01 3.00

MR 30.0 48.4 18.36 <.01 2.28

SI 30.6 49.5 18.89 <.01 2.44

VCI 66.7 98.8 32.19 <.01 3.00

PRI 65.9 98.6 32.72 <.01 2.61

FSIQ–4 63.9 98.5 34.56 <.01 3.31

FSIQ–2 65.1 97.7 32.58 <.01 3.28

aThe Standard Difference is the difference of the two test means divided by the square root of the pooled variance, computed using Cohen’s (1996) Formula 10.4.

N = 36

Customer Service1-800-211-8378 (USA)

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Webinar-Specific QuestionsGloria Maccow, Ph.D.

[email protected] 724Ph 724--766766--76927692

www.psychcorp.com

Documents

Overview of WASI-II - Pearson Clinical NAimages.pearsonclinical.com/images/PDF/Webinar/WASI-IIHandoutOct... · Overview of WASI-II (published 2011 ... verbal concept formation and