Wide Range Assessment of Memory and Learning Second Edition David Sheslow, PhD Wayne Adams, PhD

Wide Range Assessment of Wide Range Assessment of Memory and LearningMemory and Learning

Second EditionSecond Edition

David Sheslow, PhDWayne Adams, PhD

Dr. David Sheslow Dr. David Sheslow o PhD in Clinical Psychology, University of North PhD in Clinical Psychology, University of North

Carolina at GreensboroCarolina at Greensboroo 29 years at the DuPont Hospital for Children as 29 years at the DuPont Hospital for Children as

chief psychologist and co-director of the Division chief psychologist and co-director of the Division of Behavioral Health, Department of Pediatricsof Behavioral Health, Department of Pediatrics

o Teaches at the DuPont Hospital Pediatric and Teaches at the DuPont Hospital Pediatric and Psychology Residency ProgramsPsychology Residency Programs

o Private, Clinical Psychology practicePrivate, Clinical Psychology practiceo Published over 48 professional articlesPublished over 48 professional articles

About the authors:About the authors:


Dr. Wayne AdamsDr. Wayne Adamso PhD in Developmental and Child Clinical Psychology from PhD in Developmental and Child Clinical Psychology from

Syracuse UniversitySyracuse Universityo 23 years at DuPont Hospital for Children, Director of the 23 years at DuPont Hospital for Children, Director of the

Division of Psychology, Chief Psychologist within the Division of Psychology, Chief Psychologist within the Division of Behavioral MedicineDivision of Behavioral Medicine

o Associate Professor at Jefferson Medical CollegeAssociate Professor at Jefferson Medical Collegeo Published >30 articles, >60 presentations at conventions Published >30 articles, >60 presentations at conventions

of professional organizationsof professional organizationso Diplomat status, Clinical Psychology, American Board of Diplomat status, Clinical Psychology, American Board of

Professional PsychologyProfessional Psychologyo Currently a tenured professor and chairperson of the APA Currently a tenured professor and chairperson of the APA

accredited Graduate Department of Clinical Psychology at accredited Graduate Department of Clinical Psychology at George Fox University, Newberg, ORGeorge Fox University, Newberg, OR


Drs. Adams and Sheslow have co-authored Drs. Adams and Sheslow have co-authored 5 instruments. They have extensive 5 instruments. They have extensive experience working with children and experience working with children and teens with mild to severe neurological teens with mild to severe neurological disorders such as Learning Disabilities, disorders such as Learning Disabilities, ADHD, and Traumatic Brain Injury. It is ADHD, and Traumatic Brain Injury. It is this clinical involvement that lead to the this clinical involvement that lead to the development of a memory battery when development of a memory battery when there was none normed on children.there was none normed on children.

Evaluation of Memory:Evaluation of Memory:

Our Clinical and Our Clinical and

Empirical RootsEmpirical Roots

Historical Roots

Hans Ebbinghaus (1850 – 1909)Hans Ebbinghaus (1850 – 1909) Immediate memory (digit span) Chunking Nonsense syllables Meaningfulness Rehearsal Interference Disadvantage of age Memory “illusions”

Historical Roots

Alfred Binet (1857 – 1911)Alfred Binet (1857 – 1911) Qualitative analysisQualitative analysis Serial position effectSerial position effect “ “Importance” effectImportance” effect Acoustic vs. semantic recall effectsAcoustic vs. semantic recall effectsFrederic Barlett (1886-1969)Frederic Barlett (1886-1969) Visual and motor memoryVisual and motor memory

Historical RootsSigmund Freud Sigmund Freud Repressed memory effectsRepressed memory effects

Theodule Ribot (1839-1916)Theodule Ribot (1839-1916) Encoding, storage, retrievalEncoding, storage, retrieval Procedural and volitional memoryProcedural and volitional memory Study of amnesiasStudy of amnesias

Developmental aspects of memoryDevelopmental aspects of memory Immediate memory improves during school yearsImmediate memory improves during school years Declining long-term retention with ageDeclining long-term retention with age

Historical Roots

AssociationismAssociationism Function of habit strengthFunction of habit strength Simple association between external Simple association between external

stimulus and observable responsestimulus and observable response

Introduction of the ComputerIntroduction of the Computer People are active information processorsPeople are active information processors Memory is a “storage system” with stagesMemory is a “storage system” with stages

Historical RootsHistorical Roots

Broadbent (1958)Broadbent (1958) ““serial processing”serial processing”

Atkinson and Shiffrin (1968)Atkinson and Shiffrin (1968) Sensory register, short-term store, long-Sensory register, short-term store, long-

term storeterm store Control processesControl processes

Craik and Lockhart (1972)Craik and Lockhart (1972) ““levels of processing”levels of processing”

Historical RootsHistorical Roots

Developmental Aspects:Developmental Aspects: Immediate recall improves during school yearsImmediate recall improves during school years Improvement on immediate memory tasks is Improvement on immediate memory tasks is

particularly noticeable until 13 years of ageparticularly noticeable until 13 years of age Children’s performance across ages does differChildren’s performance across ages does differ Long-term retention declines with increasing ageLong-term retention declines with increasing age Gender differences are small or non-existentGender differences are small or non-existent Memory performance is related to IQ but the Memory performance is related to IQ but the

correlation is not very highcorrelation is not very high

Historical Roots

Neuropsychological InfluencesNeuropsychological Influences H.M. (hippocampal lesion)H.M. (hippocampal lesion) Intact short-term, severely impaired long-Intact short-term, severely impaired long-

termterm Support for multi-store model?Support for multi-store model? Non-localized dimension?Non-localized dimension? Executive processesExecutive processes

Contemporary StatusContemporary Status

Neuroimaging studiesNeuroimaging studies Computational/connectionist modelsComputational/connectionist models Multi-system nature, active, dynamicMulti-system nature, active, dynamic Interaction of:Interaction of:

MemoryMemory Executive functions that control and Executive functions that control and

regulateregulate Knowledge and skills of learnerKnowledge and skills of learner

A sampling of historical memory concepts found on WRAML2

Primacy/RecencyPrimacy/Recency List LearningList Learning Learning Trials and Learning Trials and

Learning CurveLearning Curve Recognition MemoryRecognition Memory Immediate vs. Immediate vs.

Delayed RecallDelayed Recall

Sustained Attention

Working Memory Gist vs. Verbatim Verbal vs. Visual Rote vs.

Meaningful

Early Memory MeasuresEarly Memory Measures

Rey (list learning of 15 words) 1958Rey (list learning of 15 words) 1958 Rey-Osterrieth Complex Figure Task Rey-Osterrieth Complex Figure Task

(1944) (1944) Wechsler Memory Scale (1945)Wechsler Memory Scale (1945) Wechsler Memory Scale – Revised (1987)Wechsler Memory Scale – Revised (1987) Wechsler Memory Scale – III (1997)Wechsler Memory Scale – III (1997) Wide Range Assessment of Memory and Wide Range Assessment of Memory and

Learning (1990)Learning (1990)

Test RevisionTest Revision

WRAMLWRAML WRAML2WRAML2 (1990) (2004)(1990) (2004)

Major ModificationsMajor ModificationsWRAML to WRAML to WRAML2

Upper age range extended from 17 to Upper age range extended from 17 to 9090 years

Indexes better reflect factor Indexes better reflect factor structure: structure: Verbal Memory, Visual Memory, Attention/Concentration

Number of Core Subtests (6 vs. 9)Number of Core Subtests (6 vs. 9)

Major ModificationsMajor ModificationsWRAML to WRAML to WRAML2

Delay Memory Tasks Delay Memory Tasks (7 vs. 4) 2 Working Memory2 Working Memory Recognition Memory Recognition Memory (4 vs. 1) Qualitative Analyses Qualitative Analyses (25+ vs. 0) Updated stimulus materials

WRAML2 Structure

Core SubtestsCore Subtests Optional SubtestsOptional Subtests Qualitative AnalysesQualitative Analyses

Core Indexes and SubtestsCore Indexes and Subtests

General Memory Index

Verbal Memory Index

Visual Memory Index

Attn/Concentration Index

Story Memory Verbal Learning Design Memory Picture Memory Finger Windows Number Letter

Psychometric Psychometric Properties Properties

of the WRAML2of the WRAML2

Test DevelopmentTest Development

Focus group meetings, researchFocus group meetings, research Inclusion of working memory and Inclusion of working memory and

recognitionrecognition Item tryout (n = 140)Item tryout (n = 140) Item Response Theory, Rasch analysisItem Response Theory, Rasch analysis Development of Standardization EditionDevelopment of Standardization Edition

Standardization

Stratified Sampling Using Age Gender Geographic Region Education Level Ethnicity

N=1,200, 80 for each of 15 age groups

Reliability: Reliability: Core Subtests

Person SeparationPerson Separation .85 - .94.85 - .94Item SeparationItem Separation .99 – 1.0.99 – 1.0Internal Internal ConsistencyConsistency

.81 – 92.81 – 92

GMI = .93GMI = .93Test-Retest Test-Retest (median interval = 49 days)(median interval = 49 days)

.59 - .77.59 - .77

GMI = .82 GMI = .82 ((=6.7 =6.7 pts)pts)

r values

Subtest Interscorer Reliability = .98Subtest Interscorer Reliability = .98

Internal ValidityInternal Validity

Item separation = .98 to 1.00Item separation = .98 to 1.00 Factor AnalysisFactor Analysis Three-factor Core Model: Verbal Memory, Visual Three-factor Core Model: Verbal Memory, Visual

Memory, Attention/ConcentrationMemory, Attention/Concentration Applies to all demographic groupsApplies to all demographic groups Working Memory – Attention/Concentration r = .99Working Memory – Attention/Concentration r = .99 Three-factor Optional Model: Working Memory, Three-factor Optional Model: Working Memory,

Verbal Recognition, Visual RecognitionVerbal Recognition, Visual Recognition Differential Item Functioning: most in high .90s, .88 Differential Item Functioning: most in high .90s, .88

on Story Memory between Hispanic and Whiteon Story Memory between Hispanic and White

External ValidityExternal Validity

Wechsler Memory Scale-IIIWechsler Memory Scale-III

Children’s Memory ScaleChildren’s Memory Scale

Test of Memory and LearningTest of Memory and Learning

California Verbal Learning California Verbal Learning Test-IITest-II

.60 (GMI w/ GMI).60 (GMI w/ GMI)

.49 (GMI w/ GMI).49 (GMI w/ GMI)

.69 (CMI w/GMI).69 (CMI w/GMI)

.68 (Trial 1-5 Index.68 (Trial 1-5 Index

w/ Verbal w/ Verbal Learning)Learning)

WAIS-IIWAIS-II

WISC-IIIWISC-III.67 (FSIQ w/ GMI).67 (FSIQ w/ GMI)

.44 (FSIQ w/ GMI).44 (FSIQ w/ GMI)

WRAT3WRAT3

WJ-IIIWJ-III.11 to .60 (w/ GMI).11 to .60 (w/ GMI)

Pediatric Clinical Groups Pediatric Clinical Groups

Clinical Group WRAML2 Verbal MI Visual MI GMI

Reading Disordered(n=24)

91.2 91.3 89.2

ADHD(n=23)

102.5 97.8 97.4

LD/ADHD(n=23)

89.2 91.0 84.3

0

2

4

6

8

10

12

Story Mem

DesgnMem

VerbLrn

PicMem

FingWin

Num/Ltr

ADHD

RD

RD/ADHD

Controls

Adult Clinical Groups in ManualAdult Clinical Groups in Manual

Clinical Group WRAML2 GMI

Alcohol Abuse 91.4

Parkinson Disease 98.6

Traumatic Brain Injury 82.0

Alzheimer’s Disease 79.1

AdministrationAdministration

General Points:General Points: Clipboard Clipboard PronunciationPronunciation PracticePractice Organize FormsOrganize Forms

Administration Time: Core Subtests: 30 - 40 minutes

Age-Based Normative ScoresAge-Based Normative Scores

Scaled Scores - SubtestsScaled Scores - Subtests

Mean = 10, SD =3 Mean = 10, SD =3 Standard Scores - IndexesStandard Scores - Indexes

Mean=100, SD =15Mean=100, SD =15 Percentiles - IndexesPercentiles - Indexes Age EquivalentsAge Equivalents

5 – 16 years5 – 16 years

Other Data AvailableOther Data Available Confidence IntervalsConfidence Intervals Index Discrepancy Data Index Discrepancy Data

Statistical significanceStatistical significance

Prevalence dataPrevalence data Scaled and/or Cut Scores for qualitative Scaled and/or Cut Scores for qualitative

analysesanalyses Qualitative Analyses (with quantitative Qualitative Analyses (with quantitative

support)support)

Age-based descriptive statistics and clinical Age-based descriptive statistics and clinical base rates (prevalence) are providedbase rates (prevalence) are provided

Computer scoring program availableComputer scoring program available

Core Indexes and SubtestsCore Indexes and Subtests

General Memory Index

Verbal Memory Index

Visual Memory Index

Attn/Concentration Index

Story Memory Verbal Learning Design Memory Picture Memory Finger Windows Number Letter

Story Memory SubtestStory Memory SubtestCore Subtest (1), Verbal Memory IndexCore Subtest (1), Verbal Memory Index

Two Stories read to Participant A & B = 5-8 yearsB & C = 9 years and older

Immediate Recall Trial Upper case scoring criteria = requires an

exact response Lower case scoring criteria = acceptable

gist responses listed in manual

Story Memory SubtestStory Memory SubtestCore Subtest (1), Verbal Memory IndexCore Subtest (1), Verbal Memory Index

Tips:Tips: Practice reading stories out loudPractice reading stories out loud Use a pencil to point to each word as it is Use a pencil to point to each word as it is

readread Note unusual gist responses so can score Note unusual gist responses so can score

laterlater Transfer to Verbatim and Gist columns laterTransfer to Verbatim and Gist columns later

Story Memory SubtestStory Memory SubtestAssociated Optional Subtests and Associated Optional Subtests and

Qualitative MeasuresQualitative Measures

Story Memory Delay Recall Story Memory Retention Individual Story Comparison Verbatim and Gist Measures Story Memory Delay Recognition

Verbal Learning SubtestVerbal Learning SubtestCore Subtest (3), Verbal Memory IndexCore Subtest (3), Verbal Memory Index

List-learning taskList-learning task

13 words, 8 years and younger13 words, 8 years and younger

16 words, > 9 years16 words, > 9 years Common wordsCommon words Four learning trialsFour learning trials

Verbal Learning SubtestVerbal Learning SubtestCore Subtest (3), Verbal Memory IndexCore Subtest (3), Verbal Memory Index

Tips:Tips: One second pause between wordsOne second pause between words Number repetition order IF have timeNumber repetition order IF have time Write first letter of word in free spaceWrite first letter of word in free space

Verbal Learning SubtestVerbal Learning SubtestAssociated Optional Subtests and Associated Optional Subtests and


Verbal Learning Delay Recall Trials 1 – 4 Verbal Learning Slope Verbal Learning Retention Verbal Learning Intrusion Errors Verbal Learning Recognition Semantic vs. Phonological Error analysis

for Recognition

Design Memory Subtest Design Memory Subtest Core Subtest (2), Visual Memory IndexCore Subtest (2), Visual Memory Index

5 Design Memory Cards5 Design Memory Cards Design Memory Response FormDesign Memory Response Form Copying – aid for judging accuracyCopying – aid for judging accuracy

Young examineesYoung examineesAny age with poor visual-motor skillsAny age with poor visual-motor skills

Drawing taskDrawing task5 second exposure5 second exposure10 second pause before drawing10 second pause before drawing

Design Memory Subtest Design Memory Subtest Core Subtest (2), Visual Memory IndexCore Subtest (2), Visual Memory Index

Tips:Tips: Take back the pencil each time after Take back the pencil each time after

drawing is completedrawing is complete Hold the pencil to deter grabbingHold the pencil to deter grabbing Let clock run and note time vs. resettingLet clock run and note time vs. resetting Scoring guidelines in manualScoring guidelines in manual

Associated Optional Subtest:Associated Optional Subtest: Design Memory RecognitionDesign Memory Recognition

Picture Memory SubtestPicture Memory SubtestCore Subtest (4), Visual Memory IndexCore Subtest (4), Visual Memory Index

4 Memory Stimulus Cards4 Memory Stimulus Cards Picture Memory Response FormPicture Memory Response Form Red China MarkerRed China Marker 10 second exposure10 second exposure ““Put an X on each part of the picture that Put an X on each part of the picture that

has been has been changed, moved or addedchanged, moved or added.”.” Correct Zoo card onlyCorrect Zoo card only

Picture Memory SubtestPicture Memory SubtestCore Subtest (4), Visual Memory IndexCore Subtest (4), Visual Memory Index

Tips:Tips: Put Memory Stimulus Cards in orderPut Memory Stimulus Cards in order Can use a crayon – liquid markers typically Can use a crayon – liquid markers typically

bleedbleed Familiarize yourself with the Zoo responses, in Familiarize yourself with the Zoo responses, in

particular, so can quickly correct if neededparticular, so can quickly correct if needed

Associated Optional Subtest/Qualitative Measure:Associated Optional Subtest/Qualitative Measure: Commission Errors Picture Memory Recognition

Finger Windows SubtestCore Subtest (7), , Attention/Concentration

Index Finger Windows Card Start places determined by age

5-8 years = A9 years & older = 4

1 second in window, 1 second between windows

Correct A, B, and C only If 4 is incorrect, go to A

Finger Windows SubtestCore Subtest (7), , Attention/Concentration

Index

Tips:Tips: May be easier to write numbers in May be easier to write numbers in

order while looking at cardorder while looking at card Can place pencil on table between Can place pencil on table between

windows to aid timingwindows to aid timing

Number Letter SubtestCore Subtest (9), Attention/Concentration

Index

1 per second1 per second Examinee repeats the Examinee repeats the

sequence in the same order sequence in the same order

Optional Subtests

Working Memory

Index

Additional Subtests

Qualitative Analyses

Verbal Working Memory

Symbolic Working Memory

Sentence Memory Subtest

Sound Symbol Subtest

Verbal Working MemoryOptional Subtest (14), Working Memory Optional Subtest (14), Working Memory

SubtestsSubtests Only administer to 9 and olderOnly administer to 9 and older 9 to 13 years = Level A and B9 to 13 years = Level A and B

14 to adult = Level B and C14 to adult = Level B and C A: Repeat animals first, then non-animalsA: Repeat animals first, then non-animals B: Repeat animals small to large first, then B: Repeat animals small to large first, then

non-animalsnon-animals C: Repeat animals small to large first, then C: Repeat animals small to large first, then

non-animals small to largenon-animals small to large


SubtestsSubtests Example: Level B, Item B-6

Examiner: nail, elephant, lake, crab, kangarooParticipant: crab, kangaroo, elephant, nail, lakeScoring: 1 for animal grouping, 1 for non-animal grouping, bonus of 1 if both groupings are correct – intrusions are not accepted

Can teach on items A-1, A-2, A-3, B-1 but score first response


SubtestsSubtests

Tips:Tips: Directions are lengthy and wordy so must Directions are lengthy and wordy so must

practice frequently before administering practice frequently before administering to ensure correct pronunciation. Use to ensure correct pronunciation. Use inflection to aid understanding.inflection to aid understanding.

If size dimensions are questioned (i.e. If size dimensions are questioned (i.e. nose to scissors) say, “Think of the most nose to scissors) say, “Think of the most usual size.”usual size.”

Symbolic Working MemoryOptional Subtest (16), Working Memory Optional Subtest (16), Working Memory

SubtestsSubtests Administered to 9 years and older onlyAdministered to 9 years and older only Auditory input, non-verbal responseAuditory input, non-verbal response 2 Levels 2 Levels

A:A: Numbers in orderNumbers in order

Number Stimulus CardNumber Stimulus Card

B:B: Numbers order, then letters in orderNumbers order, then letters in order

Number-Alphabet Stimulus CardNumber-Alphabet Stimulus Card Training items for each levelTraining items for each level

Symbolic Working MemoryOptional Subtest (16), Working Memory Optional Subtest (16), Working Memory

SubtestsSubtests

Tips:Tips: Stress “numerical” and “alphabetical” Stress “numerical” and “alphabetical”

order when reading directionsorder when reading directions Remove or flip card after every item Remove or flip card after every item

responseresponse Subjects often point very quickly so may Subjects often point very quickly so may

want to remember visually or write series want to remember visually or write series on paper while watchingon paper while watching

5 – 8 years only5 – 8 years only Phonemes paired with visual symbolsPhonemes paired with visual symbols Sound Symbol BookletSound Symbol Booklet Learning TrialLearning Trial 4 Test Trials (I to IV)4 Test Trials (I to IV) Provide positive feedback or correct Provide positive feedback or correct

responses on the first 3 Test Trialsresponses on the first 3 Test Trials If no response in 5 seconds, provide If no response in 5 seconds, provide

response and flip or just flip if Trial IVresponse and flip or just flip if Trial IV

Sound SymbolSound SymbolOptional Subtest (13), Additional SubtestsOptional Subtest (13), Additional Subtests

Sound SymbolSound SymbolAssociated Optional Subtest and Associated Optional Subtest and


Sound Symbol Delay RecallTrial 1 – 4Sound Symbol RetentionSound Symbol Slope

Sentence MemorySentence MemoryOptional Subtest (15), Additional SubtestsOptional Subtest (15), Additional Subtests

8 and younger = Begin with Item 18 and younger = Begin with Item 1 9 to adult = Begin with Item 8 (go back if 9 to adult = Begin with Item 8 (go back if

necessary)necessary) Say each sentence once onlySay each sentence once only 2 points = 0 error2 points = 0 error 1 point = 1 error1 point = 1 error 0 point = 2 errors or more0 point = 2 errors or more Can teach #1 until they understand but score Can teach #1 until they understand but score

first attemptfirst attempt

Sentence MemorySentence MemoryOptional Subtest (15), Additional SubtestsOptional Subtest (15), Additional Subtests

Scoring:Scoring: Response must be verbatimResponse must be verbatim Additions, omissions, changing word form, and Additions, omissions, changing word form, and

contracting are one errorcontracting are one error

Tips:Tips: Place pencil on each word to decrease errorPlace pencil on each word to decrease error Record incorrect response for scoring and Record incorrect response for scoring and

analysisanalysis

Optional Subtests

Delay Recall Subtests Recognition Subtests

Story Memory Recall

Verbal Learning Recall

Sound Symbol Recall

Story Memory Recognition

Design Recognition

Picture Memory Recog.

Verbal Learning Recog.

Story Memory Delay RecallOptional Subtest (5), Optional Subtest (5), Delay Recall Subtests

Return to Story Memory (1) scoring pages Administer same story set as Story Memory Do not read story to examinee Indicate performance in the Delay Recall

column No Verbatim or Gist columns for delay but

must comply with same scoring guidelines

Verbal Learning Delay RecallOptional Subtest (8), Optional Subtest (8), Delay Recall Subtests

Return to Verbal Learning (3) scoring pages

Do not read the list to the examinee

Sound Symbol Delay RecallOptional Subtest (17), Optional Subtest (17), Delay Recall Subtests

Return to Sound Symbol (13) scoring pages

Sound Symbol Booklet Do not name any symbols Delay Recall Trial is the same set as the

Learning Trial

Story Memory RecognitionStory Memory RecognitionOptional Subtest (6), Recognition SubtestsOptional Subtest (6), Recognition Subtests

Administer same story set as Story Memory

Give automatic credit for any correct detail given during Story Memory Recall

Design Memory RecognitionDesign Memory RecognitionOptional Subtest (10), Recognition SubtestsOptional Subtest (10), Recognition Subtests

Design Memory Recognition BookletDesign Memory Recognition Booklet Pencil or MarkerPencil or Marker Review directions until examinee Review directions until examinee

independently understandsindependently understands Make sure page is correctly orientedMake sure page is correctly oriented Do not let examinee go back once a page Do not let examinee go back once a page

is finishedis finished

Picture Memory RecognitionPicture Memory RecognitionOptional Subtest (11), Recognition SubtestsOptional Subtest (11), Recognition Subtests

Picture Memory Recognition BookletPicture Memory Recognition Booklet Pencil or MarkerPencil or Marker Review directions until examinee Review directions until examinee

independently understandsindependently understands Do not let examinee go back once a page is Do not let examinee go back once a page is

finishedfinished Can clarify that picture can appear on Can clarify that picture can appear on eithereither

the Picture Stimulus Card (cards with scenes) the Picture Stimulus Card (cards with scenes) or Picture Memory Response Form (marked or Picture Memory Response Form (marked changes)changes)

Verbal Learning RecognitionVerbal Learning RecognitionOptional Subtest (12), Recognition SubtestsOptional Subtest (12), Recognition Subtests

Administer if Verbal Learning and Verbal Administer if Verbal Learning and Verbal Learning Delay Recall have been Learning Delay Recall have been administeredadministered

Ask for recognition of each word on listAsk for recognition of each word on list

Optional Qualitative AnalysisOptional Qualitative Analysis Semantic Error TotalSemantic Error Total Phonological Error TotalPhonological Error Total

WRAML2 Screening FormWRAML2 Screening Form

1st Four Core Subtests Story Memory Design Memory Verbal Learning Picture Memory

Administration Time: 20 - 30 minutes

Memory Screening Index and General Memory Index correlation = .91

ScoresScores

Raw – Scaled – Sum of Scaled – IndexRaw – Scaled – Sum of Scaled – Index Graphic RepresentationGraphic Representation Index Score Discrepancy AnalysesIndex Score Discrepancy Analyses Core Subtest vs. Recognition DiscrepancyCore Subtest vs. Recognition Discrepancy Retention: Subtest minus Recall Retention: Subtest minus Recall raw scoreraw score

Qualitative Analyses - ScoresQualitative Analyses - Scores

Story MemoryStory MemoryIndividual Story/Verbatim and Gist Scale ScoreIndividual Story/Verbatim and Gist Scale Score

Picture MemoryPicture MemoryCommission Errors - DescriptiveCommission Errors - Descriptive

Verbal LearningVerbal LearningTrials/Slope/Intrusion Errors – Graph and Trials/Slope/Intrusion Errors – Graph and DescriptiveDescriptive

Verbal Learning RecognitionVerbal Learning RecognitionSemantic and Phonological Errors - DescriptiveSemantic and Phonological Errors - Descriptive

Sound SymbolSound SymbolTrials/Slope/Retention – Graph and DescriptiveTrials/Slope/Retention – Graph and Descriptive

Qualitative Analyses - Possible Qualitative Analyses - Possible ImplicationsImplications

Story MemoryStory Memory Forgetting “chunks” - Limited sustained attentionForgetting “chunks” - Limited sustained attention Delay better than recall - Need for memory Delay better than recall - Need for memory

consolidationconsolidation Reliance on Gist related to Reading DisabilityReliance on Gist related to Reading Disability Poor Delay Recall common in dementia or left Poor Delay Recall common in dementia or left

temporal lobe head injury or stroketemporal lobe head injury or stroke Retention is particularly poor with moderate to Retention is particularly poor with moderate to

severe brain injury, although immediate recall severe brain injury, although immediate recall can be intactcan be intact


Verbal LearningVerbal Learning Flat curve could suggest adequate auditory Flat curve could suggest adequate auditory

memory but difficulty recalling rote informationmemory but difficulty recalling rote information Slight curve suggests subject may benefit from Slight curve suggests subject may benefit from

repetitive reviewrepetitive review Variable curve could suggest Variable curve could suggest

attention/organization issuesattention/organization issues Poor slope suggests limited or decreased Poor slope suggests limited or decreased

learning; adequate slope suggests learning learning; adequate slope suggests learning efficiencyefficiency


Verbal Learning, continuedVerbal Learning, continued Retention score Retention score << the 5 the 5thth percentile could suggest percentile could suggest

recent brain injury or progressive dementiarecent brain injury or progressive dementia Frequent intrusion errors may suggest limited self-Frequent intrusion errors may suggest limited self-

monitoring, difficulty using feedback to change monitoring, difficulty using feedback to change performance, disorganized processing, or confusionperformance, disorganized processing, or confusion

Poor recognition may be associated with congenital Poor recognition may be associated with congenital developmental delay or neurologically based illness developmental delay or neurologically based illness or injury or injury


Picture MemoryPicture Memory Low Recognition and adequate Memory (rare) Low Recognition and adequate Memory (rare)

could suggest developmental delay, could suggest developmental delay, neurologically-based illness or injury, fatigue, neurologically-based illness or injury, fatigue, poor motivation/attention, or malingeringpoor motivation/attention, or malingering

Poor Memory and adequate Recognition may Poor Memory and adequate Recognition may suggest early-to-mid-stage Alzheimer’ssuggest early-to-mid-stage Alzheimer’s

High Commission Errors may be associated with High Commission Errors may be associated with poorly modulated work style, disinhibition, and poorly modulated work style, disinhibition, and poor impulse control as often seen in AD/HD, poor impulse control as often seen in AD/HD, TBI, and maniaTBI, and mania


Sound SymbolSound Symbol Retention score Retention score << the 5 the 5thth percentile may percentile may

suggest memory loss typical of suggest memory loss typical of phonologically-based reading disability, phonologically-based reading disability, recent brain injury, or recent seizure disorderrecent brain injury, or recent seizure disorder

Phonological/visual associates (tabe, wah, Phonological/visual associates (tabe, wah, haa) are similar to the decoding aspects of haa) are similar to the decoding aspects of readingreading

Documents

Wide Range Assessment of Memory and Learning Second Edition David Sheslow, PhD Wayne Adams, PhD