Using the WISCSection Title-V Integrated to Guide Intervention - Pearson …downloads.pearsonclinical.com/videos/Using-the-WISC-V... · 2015. 10. 26. · Pearson Inc., and/or its

Using WISC-V Integrated to Guide InterventionGloria Maccow, Ph.D., Assessment Training Consultant

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

Section TitleUsing the WISC-V Integrated

to Guide Intervention

Gloria Maccow, Ph.D.

Assessment Training Consultant



Topics

Describe how performance on WISC-V

Integrated subtests helps us understand

performance on WISC-V subtests.

Describe how data from WISC-V

Integrated facilitate diagnostic and

intervention decisions.

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WISC-V Integrated:

Process-Oriented Assessment

What is WISC-V Integrated?



WISC

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ISC-V

Integrated

Section TitleInterpreting WISC-V Integrated to

Understand Performance on WISC-V



MCVCI

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VCI – MCVCI

The VCI – MCVCI comparison provides information about the influence of retrieval and expressive skills on verbal reasoning abilities.

Verbal Comprehension Subtests

The WISC-V Integrated subtests in the Verbal Comprehension domain measure the same cognitive processes as the corresponding WISC-V subtest, but with reduced demands on retrieval and expressive abilities.

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BD – BDMC

• BDMC evaluates influence of motor planning and execution demands on performance during BD.

• BDMC requires visual-spatial perception and discrimination but reduces the motor demands by having the child select the correct response instead of constructing a pictured design.

Fluid Reasoning

The WISC-V Integrated subtests in the Fluid Reasoning domain measure the same cognitive processes as the corresponding WISC-V subtest, but with reduced demands on processing speed, retrieval of information, working memory, and or mental calculation ability.

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FW – FWP

The FW – FWP comparison provides information on the relative contributions of speed and accuracy to performance on FW.

Arithmetic

• Arithmetic Process Approach subtests evaluate the impact of increasing accommodations to facilitate performance on AR items scored 0 points as well as items beyond the discontinue point.

• Written Arithmetic evaluates the child’s ability to complete the operations needed to solve the problem.



Working Memory

Working Memory Subtests

The subtests in the Working Memory domain measure registration and mental manipulation. Other cognitive abilities, such as sequencing, auditory discrimination, and visual tracking, may also contribute to performance on the working memory measures.



Working Memory

Processing Speed Subtests

Measures of processing speed may require both lower-level cognitive functions (e.g., visual discrimination) and higher-order abilities (e.g., associative learning, object-category decisions, and visual-comparative decision making).



Processing Speed

Section TitleApplication



Background Information

• Student is in the 5th grade at Washington

Elementary.

• He earned extremely low scores in reading and

language arts on a standardized group

achievement test administered in the early spring

of his second grade year.


• Since that time, he has been receiving educational support services through district remediation programs.

• Consistent with the regular classroom whole language instructional program, the remedial program emphasizes improvement of reading comprehension skills rather than a systematic approach to word decoding skill development.

22 | Copyright © 2012. All rights reserved.




• In spite of educational support, Student’s performance is poor in all academic areas.

• His teacher is wondering if Student might have an intellectual disability because of his lack of engagement during class lessons and his consistently low performance on standardized group achievement tests and classroom tests.

• His teacher refers Student for a comprehensive psycho-educational evaluation.

23 | Copyright © 2012. All rights reserved.

WISC-VIndex/Subtest

Composite Score/ Scaled Score

WISC-VIndex/Subtest

Composite Score/ Scaled Score

Verbal Comprehension 76 Working Memory 88

Similarities 6 Digit Span 6

Vocabulary 5 Picture Span 10

(Information) (7) (Letter-Number Sequencing) (5)

(Comprehension) (6) Processing Speed 86

Visual Spatial 86 Coding 5

Block Design 5 Symbol Search 10

Visual Puzzles 10 (Cancellation) (9)

Fluid Reasoning 103

Matrix Reasoning 11

Figure Weights 10

(Picture Concepts) (9)

(Arithmetic) (13)

Full Scale IQ 77

Test Results Ability: WISC-V



Addition of WISC-V Integrated

WISC-V Subtest WISC-V Integrated Subtest Scaled Score

Similarities Similarities Multiple Choice 6 12

Comprehension Comprehension Multiple Choice 6 15

Vocabulary Vocabulary Multiple Choice

5 10

Picture Vocabulary Multiple Choice 10

Information Information Multiple Choice 7 7

Block Design Block Design Multiple Choice 5 10

Digit Span Spatial Span 6 10

Coding Coding Copy

5

5

*Coding Recall

*High base rates (typical performance) on all four Coding Recall tasks.

CompositeStandard

Score95%

Conf. Interval%ile Rank

Total Reading 69 65–73 2

Basic Reading 63 59–67 1

Reading Comprehensionand Fluency

75 68–82 5

Mathematics 104 97–111 61

Math Fluency 116 109–123 86

Test Results Achievement

WIAT-III Composite Score Summary



SubtestStandard

Score95%

Conf. Interval%ile Rank

Listening Comprehension 96 85–107 39

Reading Comprehension 87† 77–97 19

Oral Reading Fluency 70† 62–78 2

Word Reading 60 55–65 0.4

Pseudoword Decoding 67 62–72 1

Spelling 59 52–66 0.3

Math Problem Solving 113 104–122 81

Numerical Operations 95 87–103 37

Math Fluency Addition 116 103–129 86

Math Fluency Subtraction 115 105–125 84

Math Fluency Multiplication 112 103–121 79

† Indicates that a raw score is based on a below grade level item set.Test Results Achievement

WIAT-III Subtest Score Summary

Ability and Achievement

• Student’s achievement in math is consistent with his average FRI score on the WISC-V.

• His low reading scores are consistent with his lower VCI score on the WISC-V.

• He demonstrates difficulties across the spectrum of reading skills. His performance is typical of students with specific reading disorders.

• He is unable to integrate the phonetic and orthographic features of words so that his difficulties with decoding also affect his spelling (encoding).



Additional Evaluations

Speech-Language

Visual-Motor Integration

Severe Expressive Language Disorder

Performance in Low range

Summary of Findings

• Overall, results of the WISC–IV Integrated suggest that the impression that Student has limited verbal intelligence is partly because he has considerable difficulty expressing himself in words at an age-appropriate level, and partly because his reading difficulties may impede the acquisition of new verbal knowledge.

• When verbal material and interactions are more structured, such as with multiple-choice paradigms, Student has a better opportunity to reveal his verbal reasoning abilities and knowledge.



Recommendations

• Speech services to help improve his ability to express his thoughts effectively in class.

• Occupational therapy services to help improve his visual-motor skills.

• Remedial reading instruction specifically designed to address his severe word recognition difficulties.

• Books on tape to help him use his effective listening skills to keep up with content typically addressed through independent reading assignments.

• Test-taking accommodations that would enable Student to have test questions read to him.

Classroom Accommodations

Through the discussion of the assessment results, his teacher arrived at the insight that rather than asking Student specific questions about what he had retained from a lesson, she would ask a question and provide two or more alternative answers from which he could choose.



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Documents

Using the WISCSection Title-V Integrated to Guide Intervention - Pearson …downloads.pearsonclinical.com/videos/Using-the-WISC-V... · 2015. 10. 26. · Pearson Inc., and/or its