INTRODUCING THE WISC-V Discover all the ways WISC-V delivers increased flexibility and more content.
Dec 29, 2015
INTRODUCING THE WISC-VDiscover all the ways WISC-V delivers increased flexibility and more content.
AGENDA
• Overview of Changes from WISC-IV to WISC-V- • New Test Structure and Technical Properties- • New subtests and retained content with revisions- • Administering on Q-I, Demonstration of New
Subtests on Q-i and generating reports
Administration and Scoring Options Paper/Pencil Format
Q-global Scoring & Reporting
Digital Format
Automatic Scoring & Reporting via Q-interactive
Hand-score
Why Transition to WISC-V?
Feedback:Briefer instructions, implementing developmentally appropriate language.
Time:Decreased testing time to obtain FSIQ and primary index scores.
Training:Basic training included with the kit. Flexibility to begin testing to fit your schedule.
Structure:Presents a 5-factor structure.
Linked:Statistically linked to the KTEA-3 and the WIAT-III, with combination scoring reports available.
Coverage:Increased coverage of cognitive processes related to SLD Identification. Supports a processing strength and weakness analysis approach.
Choice:Choice of traditional paper and pencil or digital format.
The digital format recognizes the child as a digital native and provides a positive and enjoyable format.
Why Transition to WISC-V? A choice of traditional paper and pencil or digital format. Increased coverage of cognitive processes related to SLD Identification.
Supports a processing strengths and weakness analysis approach. Statistically linked to the KTEA-3 and the WIAT-III, with combination scoring
reports available! Presents a 5-Factor structure. Basic training included with the kit. Decreased testing time to obtain FSIQ and primary index scores. Briefer instructions, using developmentally appropriate language.
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REVISION GOALS – A SUMMARYDEVELOPMENT OF THE WISC-V:
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WISC-V Revision Goals
• Update theoretical foundations• Increase user friendliness• Increase developmental appropriateness• Improve psychometric properties • Enhance clinical utility
• What do these revision goals really mean?
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1. Update Theoretical Foundations
• Increase breadth of construct coverage by investigating and developing:
– visual spatial subtest– fluid reasoning subtest– visual working memory subtest– subtests to measure additional processes related to
learning (naming facility, associative memory) • to measure additional cognitive processes relevant to
learning disabilities
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Importance of Clinical Neuropsych Assessment
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Importance of Working Memory• Working memory is important to the measure of
cognitive functioning
– related to fluid reasoning (Burgess & Braver, 2010; Hornung, 2011; Martinez et al., 2011)
– implicated in a wide variety of academic problems and clinical conditions affecting children and adolescents (e.g., Archibald & Gathercole, 2006a, 2007; Borella, Caretti, & Pellegrina, 2010; Hutchinson, Bavin, Efron, & Sciberras, 2012; Fitzpatrick & Pagini, 2012)
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The WISC-V and the DSM-5 • Clinical studies adhere to DSM-5 criteria changes
– Intellectual Disability Mild and Moderate– Borderline Intellectual Functioning– Specific Learning Disorder – Reading– Specific Learning Disorder – Reading and Written Expression– Specific Learning Disorder - Mathematics– ADHD– Autism Spectrum Disorder-With Language Impairment– Autism Spectrum Disorder-Without Language Impairment
• Nonverbal Index (NVI)– Some DSM-5 conditions: nonverbal measure of ability necessary to establish criteria– ID established, language disorder under consideration– Language impairment estab., ID being considered, cannot obtain valid VC subtest scores,
need NVI
Theoretical Foundations
• Numerous structural models of intelligence– Wechsler considers various models (one of which is Cattell-
Horn-Carroll [CHC])– Example: An expansion of Vernon’s hierarchical model
produces superior CFA results in some studies (Johnson & Bouchard, 2005a; 2005b; Johnson, te Nijenhuis, & Bouchard, 2007)
• Wechsler model accounts for important aspects of cognitive ability that these models converge upon
• CHC theory is still evolving • CHC theory does not account for important lessons we learn
from working memory models (Multicomponent model, Baddeley, 2000, 2002, 2012; Embedded-processes model, Cowan, 1988; Towse & Cowan, 2005)
• Neurodevelopmental models • Clinical utility (#1)
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CHC Taxonomy, Index ScoresIndex Score CHC Broad Ability (Narrow)
VCI Gc
VSI Gv
FRI Gf
WMI Gsm (MW, MS)
PSI Gs
QRI Gf (RQ), Gq
AWMI Gsm (MW, MS)
NSI Glr (NA)
STI Glr (MA)
SRI Glr
Primary Index Scores
Headline placed hereText here…
VCI VSI FRI WMI PSI
Perceptual Reasoning Index (PRI) Replaced
2. Increase Developmental Appropriateness• Instructions
– Reduce vocabulary level, verbosity• ceiling items on Similarities• “Advantages” and other high vocabulary level of items
on Comprehension– Demonstrate, practice, and teach the task
• Replace outdated art and items with more current and relevant
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2. Increase Developmental Appropriateness
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3. Increase User Friendliness
Reduce testing time
– 5 primary index scores: 65 minutes mean (10 minutes shorter than WISC-V mean)
– FSIQ: 48 minutes mean (27 minutes shorter than WISC-V mean)
– Shorter discontinue rules, fewer items, selecting subtests with briefer admin time to contribute to these scores
– FSIQ subtests does not include all Primary Index subtests
– Provide testing time for various percentages of normative sample by age and special group samples to complete each subtest
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4. Improve Psychometric Properties
• Items and scoring rules• Norms and norming method• Maintain or improve reliability• Floors and ceilings• Reevaluate item bias
– Iterative psychometric analyses– Qualitative reviews by experts
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New Descriptive Classifications
Composite Score Range WISC–V Descriptive Classification
130 and above Extremely High
120–129 Very High
110–119 High Average
90–109 Average
80–89 Low Average
70–79 Very Low
69 and below Extremely Low
WISC-V TRAINING URLs
• (Password = GoW5)• Module 1: Verbal Comprehension Subtests • https://www.brainshark.com/pearsonassessments/W5VC
• Module 2: Fluid Reasoning Subtests• https://www.brainshark.com/pearsonassessments/W5FR
• Module 3: Visual Spatial Subtests • https://www.brainshark.com/pearsonassessments/W5VS
• Module 4: Working Memory Subtests • https://www.brainshark.com/pearsonassessments/W5WM
WISC-V-TRAINING URLs
• Module 5: Processing Speed Subtests • https://www.brainshark.com/pearsonassessments/W5PS
• Module 6: WISC-V Complementary Subtests • https://www.brainshark.com/pearsonassessments/W5_Complementary
• Module 7: Scoring and Basic Interpretation • https://www.brainshark.com/pearsonassessments/W5_Interp
• Module 8: WISC-V Technical Information• https://www.brainshark.com/pearsonassessments/W5_Tech
• Module 9: A Case Study (later release)• https://www.brainshark.com/pearsonassessments/W5_Case
WISC-V- Q-I TRAINING URLs• Module 1: Administration of the WISC-V using Q-interactive – The basics• https://www.brainshark.com/pearsonassessments/W5Qi_Basics
• Module 2: VCI Subtests on Q-i• https://www.brainshark.com/pearsonassessments/W5Qi_VCI • Module 3: FRI Subtests on Q-i• https://www.brainshark.com/pearsonassessments/W5Qi_FRI • Module 4: VSI Subtests on Q-i• https://www.brainshark.com/pearsonassessments/W5Qi_VSI • Module 5: WMI Subtests on Q-i• https://www.brainshark.com/pearsonassessments/W5Qi_WMI• https://www.brainshark.com/pearsonassessments/W5PS
WISC-V- Q-I TRAINING URLs• Module 6: PSI Subtests on Q-i• https://www.brainshark.com/pearsonassessments/W5Qi_PSI • Module 7: WISC-V Complementary Subtests on Q-i• https://www.brainshark.com/pearsonassessments/W5Qi_Complementary• • Module 8: Generating Reports and Essential Steps to Interpretation • https://www.brainshark.com/pearsonassessments/W5Qi_Interp• • Module 9: WISC-V on Q-interactive: Technical Information• https://www.brainshark.com/pearsonassessments/W5Qi_Tech• • Module 9: A Case Study (later release)• https://www.brainshark.com/pearsonassessments/W5Qi_Case
4. Improve Psychometric Properties
• Significance level options for critical values• Increased statistical evidence of cultural
fairness– Collect home environment questionnaire
and convey results– Increase available information on impact of
SES (e.g., urban vs. rural schools)
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Choosing the Level of Significance
More stringent Less stringent
5. Enhance Clinical Utility• Provide subtests to measure cognitive
processes known to be clinically sensitive to learning disabilities to enhance pattern of strengths and weaknesses (PSW) approach to learning disability evaluation – Rapid Naming– Paired Associates (Verbal-Visual)
• Provide “PSW” link in joint software with WIAT-III and KTEA-3
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Enhance Clinical Utility (cont’d)
• Test structure– Provide factor structure that simplifies
interpretation (PRI→VSI/FRI)
• Score differences comparison methodology– Both index- and subtest-level: Strengths and
weaknesses then pairwise
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WISC-VTest Structure
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New 5 factor model• 5 Factor Model• Arithmetic on
Fluid Reasoning, Crossloading on WM and VC
Full Scale
VerbalComprehension
VisualSpatial
Similarities
Vocabulary
Information
Comprehension
Arithmetic
Digit Span
Picture Span
Block Design
Visual Puzzles
Matrix Reasoning
Figure Weights
Coding
Picture Concepts
Letter-Number Sq
Cancellation
Symbol Search
Processing Speed
Fluid Reasoning
Working Memory
WISC-V Framework
Test Structure – Full Scale IQ (7 subtests)
New Terminologyblue = Primary (Core)italics = Secondary (Supplemental)
Test Structure – Primary Index Scales
Test Structure Ancillary Index Scales (for clinical conditions) Headline placed hereText here…
QRI AWMI NVI GAI CPI
Quantitative Reasoning Index (QRI)
• Measures ability to perform mental math operations and understand quantitative relationships
• may be of special interest if child is suspected of having a specific learning disability in mathematics
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Auditory Working Memory Index (AWMI)• Ability to register, maintain and manipulate information
presented verbally• Purer measure of auditory working memory relative to the
WMI • domain-specific storage components may be related to various
clinical conditions
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Nonverbal Index (NVI)
• Measure of general intellectual ability that minimizes expressive language demands
• Use with ELL, DHH, ASD w/ language impairment• When DSM–5 requires nonverbal measure of ability to meet
diagnostic criteria: -if a diagnosis of ID is established and a comorbid
diagnosis of language disorder is being considered-if child is language impaired AND being considered for
a diagnosis of ID, AND you cannot obtain valid scores on the VCI to get an FSIQ, use Nonverbal Index alternative
(Raiford & Coalson, 2014)
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Not language free
General Ability Index (GAI)
• Estimate of general intellectual ability that excludes working memory and processing speed subtests
• Why GAI? Lower FSIQ score may mask meaningful differences between general cognitive ability (represented by FSIQ) and other cognitive functions (e.g., achievement, memory)
• Evaluate GAI scores vs FSIQ when testing children suspected of neurodevelopmental disorders- ADHD, language disorders, ASD
• NAGC position paper recommends use of the GAI in gifted evaluations
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Cognitive Proficiency Index (CPI)
• Estimate of efficiency with which information is processed in the service of learning and reasoning
• Comprised of WM and PS tasks- Working memory and processing speed are related in that working memory involves identification, registration, and manipulation of information in short-term memory, and processing speed relates to how quickly you can register that information into STM.
• Low CPI seen w/LD
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Test Structure- Complementary Index Scales (RAN and associative learning with a delayed memory component)Headline placed hereText here…
NSI STI SRI
M=100; SD=15
Naming Speed Index (NSI) Literacy & Quantity
• estimate of automaticity of basic naming ability • developed to enhance the assessment of children with
suspected learning disabilities • closely associated with reading and spelling skill development,
and has shown sensitivity to reading disabilities • Closely associated with math skill development, and has show
sensitivity to math disabilities • Also sensitive to other neurodevelopmental conditions - ADHD,
language disorders, ASD• not developed as a measure of intellectual ability
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Symbol Translation Index (STI)Immediate, Delayed, Recognition• broad estimate of visual-verbal associative memory • Skill is related to reading decoding, word reading accuracy and
fluency, text reading, and reading comprehension • related to math calculation and math reasoning • developed to enhance the assessment of individuals suspected
of having learning problems or declarative memory impairment.
• sensitive to dyslexia • not developed as a measure of intellectual ability
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Storage and Retrieval Index (SRI)(based on the sum of standard scores for the NSI and the STI)
• broad estimate of long-term storage and retrieval accuracy and fluency derived from a variety of tasks that assess cognitive processes associated with reading, mathematics, and writing
• Long-term storage and retrieval is related to reading, math and writing disabilities
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Complementary Scales NSI & STI
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WISC-V Framework 7
3
2
5
Technical Properties
WISC-V Normative Sample
11 age groups
n = 200 per group
Nationally Stratified Sample
Age; SexRace/Ethnicity; PELGeographic Region
Total n = 2,200
WISC-V Normative Sample and US Population
WISC-V Normative Sample and Special Education Population
Percentages of Normative Sample and U.S. Population by Special Education Classification
Special Education Classification Normative Sample U.S. Population
Developmental Delay 0.6 0.7
Intellectual Disability 1.6 0.9
Specific Learning Disability 1.7 4.9
Speech/Language Impairment 1.5 2.9
Attention-Deficit/Hyperactivity Disorder 1.1 5.0
Gifted and Talented 1.7 6.7
Internal Consistency- Ch 4Average Reliability Coefficient
Composite Overall Average (rxxa)
VCI .92
VSI .92
FRI .93
WMI .92
PSI .88
FSIQ .96
QRI .95
AWMI .93
NVI .95
GAI .96
CPI .93
Internal Consistency
Average Reliability Coefficient
Composite Overall Average (rxxa)
NSI .90
STI .94
SRI .94
Evidence of Test-Retest Stability – Composite Scores
CompositeFirst
TestingSecond Testing
Standard Difference
VCI 98.5 101.6 .24
VSI 98.6 105.3 .45
FRI 98.7 103.6 .37
WMI 98.5 100.9 .17
PSI 100.3 108.2 .52
FSIQ 98.3 104.3 .44
QRI 99.2 102.4 .24
AWMI 98.7 100.9 .16
NVI 98.5 105.5 .50
GAI 98.0 103.6 .41
CPI 99.3 105.5 .43
9-82 days; mean interval 26 days
Evidence of Test-Retest Stability – Composite Scores (Complementary)
CompositeFirst
TestingSecond Testing
Standard Difference
NSL 98.3 101.5 .20
NSco 93.9 91.1 -.19
NSsco 96.2 100.8 .28
NSln 98.7 102.7 .27
NSQ 99.7 100.5 .05
IST 97.6 106.3 .58
DST 98.0 106.9 .62
RST 98.9 104.4 .39
NSI 98.7 101.0 .14
STI 97.7 106.5 .58
SRI 98.1 104.9 .43
Evidence of Validity: Criterion
Ability
– WISC–IV
– WPPSI–IV
– WAIS–IV
– KABC–II
Achievement
– KTEA–3
– WIAT–III
Adaptive Behavior
– Vineland–II
Behavior
– BASC–2 Parent Rating Scales
SIQ
Correlations With WISC-IV
CompositeWISC-V
MeanWISC-IV
Mean Correlation
VCI 102.7 104.3 .85
VSI-PRI 102.8 107.3 .66
FRI-PRI 104.3 107.3 .63
WMI 101.7 103.0 .65
PSI 103.7 102.3 .71
FSIQ 104.4 106.0 .86
AWMI-WMI 102.5 103.1 .76
GAI 104.0 106.9 .85
CPI 103.2 103.3 .73
FSIQ= 1.6; FRI= 3
n=242; ages 6-16
Correlations With WPPSI-IV (2012)
CompositeWISC-V
MeanWPPSI-IV
Mean
VCI 102.7 104.7
VSI-PRI 103.2 104.5
FRI-PRI 104.2 106.6
WMI 102.9 103.9
PSI 102.5 103.6
FSIQ 103.8 104.9
AWMI-WMI 102.0 103.9
NVI 103.7 104.9
GAI 104.1 105.9
CPI 103.1 104.3
n = 105; ages 6:0-7:7
.83 FSIQ
Correlations With WAIS-IV
CompositeWISC-V
MeanWAIS-IV
Mean
VCI 102.2 103.2
VSI-PRI 102.7 101.6
FRI-PRI 101.6 101.6
WMI 102.7 100.4
PSI 104.6 102.0
FSIQ 103.2 102.3
AWMI-WMI 102.9 100.4
GAI 102.4 102.7
CPI 104.5 101.5
n = 112; age 16
.89 FSIQ
16 year old….WISC or WAIS?
• Below average or clinical dx = WISC• Above average = WAIS• Average- clinical judgment
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Correlations With WIAT-III
66% shared variance
n = 211; age 6-16
WIAT-III
WISC-V Composite
Oral Lang.
Basic Read.
Read. Comp. & Fluency
Written Exp. Math
Math Fluency
Total Achieve-
ment
VCI .78 .53 .65 .60 .53 .36 .74
VSI .44 .24 .30 .39 .44 .28 .46
FRI .33 .30 .25 .33 .45 .31 .40
WMI .56 .54 .40 .47 .46 .39 .63
PSI .22 .19 .36 .33 .41 .51 .34
FSIQ .74 .61 .65 .68 .71 .58 .81
KTEA-3NSI .51 w/Academic FluencySTI .54 w/Sound-SymbolFSIQ .82 w/overall ASB score
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Clinical validity studies
Intellectually Gifted
Intellectual Disability-Mild Severity
Intellectual Disability-Moderate Severity
Borderline Intellectual Functioning
Specific Learning Disorders
Attention-Deficit/ Hyperactivity Disorder
Disruptive Behavior
Traumatic Brain Injury
English Language Learners
Autism Spectrum Disorder
Intellectually Gifted
n = 95; ages 6-16
CompositeClinical Mean
Control Mean
MeanDiff. p value Std. Diff.
VCI 127.7 105.8 -21.97 <.01 -1.74
VSI 121.2 105.2 -15.98 <.01 -1.35
FRI 120.3 105.1 -15.26 <.01 -1.26
WMI 117.9 104.0 -13.86 <.01 -1.16
PSI 112.9 100.4 -12.44 <.01 -.92
FSIQ 127.5 105.7 -21.85 <.01 -2.05
QRI 122.1 104.1 -18.04 <.01 -1.55
AWMI 123.0 105.9 -17.13 <.01 -1.32
NVI 122.9 104.6 -18.28 <.01 -1.64
GAI 127.1 106.3 -20.83 <.01 -1.88
CPI 118.8 102.1 -16.73 <.01 -1.43
Intellectual Disability – Mild
n = 74; ages 6-16
CompositeClinical Mean
Control Mean
MeanDiff. p value Std. Diff.
VCI 66.0 96.1 30.14 <.01 2.16
VSI 66.0 101.1 35.14 <.01 2.82
FRI 67.0 99.3 32.34 <.01 2.35
WMI 65.1 98.7 33.60 <.01 2.64
PSI 71.6 97.3 25.78 <.01 1.87
FSIQ 60.9 98.0 37.07 <.01 2.92
QRI 64.2 98.1 33.86 <.01 2.67
AWMI 62.2 99.2 36.96 <.01 2.91
NVI 62.1 99.5 37.40 <.01 3.02
GAI 63.5 97.9 34.46 <.01 2.71
CPI 63.4 97.6 34.19 <.01 2.66
Attention-Deficit Hyperactivity Disorder
n = 48; ages 6-16
CompositeClinical Mean
Control Mean
MeanDiff. p value
Std. Diff.
VCI 97.8 102.7 -21.97 .05 .40
VSI 97.3 101.5 -15.98 .14 .28
FRI 97.6 102.6 -15.26 .06 .38
WMI 94.8 101.7 -13.86 <.01 .54
PSI 94.2 99.9 -12.44 .03 .43
FSIQ 95.6 102.2 -21.85 <.01 .61
QRI 94.8 103.1 -18.04 <.01 .62
AWMI 95.2 101.4 -17.13 <.01 .50
NVI 94.4 101.7 -18.28 <.01 .57
GAI 97.1 102.3 -20.83 .03 .43
CPI 92.8 100.8 -16.73 <.01 .65
All subtypes (inattentive, hyperactive, combined) included; minimum 24-hours without psychostimulant meds
Autism Spectrum Disorder w/language impairment
n = 30
CompositeClinical Mean
Control Mean
MeanDiff. p value Std. Diff.
VCI 80.4 104.1 23.68 <.01 1.47
VSI 82.8 104.4 21.62 <.01 1.18
FRI 84.3 101.6 17.30 <.01 .98
WMI 77.6 104.1 26.47 <.01 1.57
PSI 75.8 96.9 21.12 <.01 1.24
FSIQ 76.3 102.1 25.82 <.01 1.52
QRI 78.9 102.5 23.67 <.01 1.35
AWMI 72.3 102.4 30.14 <.01 1.70
NVI 79.9 102.8 22.86 <.01 1.33
GAI 81.8 102.9 21.18 <.01 1.28
CPI 74.4 100.0 25.62 <.01 1.59
Learning Disabled- Reading
Math- LD
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WISC-V and SLD IdentificationSubtest and Index Relationship with Academic Achievement
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Word Reading and Non-Word Reading
• Word Reading – Indexes: VCI and AWMI– Subtest DS VC (IN, CO)– Complementary Measures
• Delayed Symbol Translation• Naming Speed Literacy
• Pseudoword Decoding– Indexes: VCI, WMI, NSI– Subtest DS VC (IN, CO)– Complementary Measures
• Delayed Symbol Translation• Naming Speed Literacy
Reading Comprehension and Fluency
• Reading Comprehension– Indexes: VCI, FRI and AWMI– Subtest SI, VC (CO), MR (AR)– Complementary Measures
• Delayed Symbol Translation• Oral Reading Fluency
– Indexes: VCI, NSI, AWMI – Subtest VC, CD, DS (LNS), SI – Complementary Measures
• Naming Speed Literacy• Delayed Symbol Translation
Reading Indexes
• Basic Reading– Indexes: VCI, AWMI, WMI, NSI – Subtest VC (IN), DS, AR– Complementary Measures
• Naming Speed Literacy• Total Reading
– Indexes: VCI, AWMI, SRI– Subtest DS, SI, VC (CO, IN), AR– Complementary Measures
• Naming Speed Literacy• Delayed Symbol Translation
Math Calculation and Problem Solving
• Numerical Operations– Indexes: QRI,PSI, AWMI, VCI– Subtest SI, CD, DS (AR), FW (AR)– Complementary Measures
• Naming Speed Quantity (CD)• Math Problem Solving
– Indexes: QRI, AWMI, VSI – Subtest DS, FW, CD (AR),BD, VC (AR)– Complementary Measures
• Delayed Symbol Translation
Math Fluency and Total
• Math Fluency– Indexes: QRI, PSI, AWMI, NSI – Subtests: CD, DS (AR), FW (AR)– Complimentary
• Naming Speed Literacy• Naming Speed Quantity
• Total Math– Indexes: VCI, FRI, and AWMI – Subtests: DS, CD, FW, SI, AR– Complimentary
• Delayed Symbol Translation
General Administration and Scoring Rules
Standard Subtest Administration Order• Alternating indices• Maintain interest • FSIQ 1st
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SUBSTITUTION AND PRORATION
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Substitution
FSIQ
Is the only score where substitution is
permitted
FSIQ – allowable substitutions
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Proration • May prorate to 6 subtests (from 7)
• NO Proration for anything but FSIQ
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Warning - reminder
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Can EITHER prorate FSIQ with 6 subtests OR can Substitute 1 subtest.
CANNOT DO BOTH!
Maximum Number of Subtests with Raw Scores of 0
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FSIQ = FOUR out of SEVEN (if prorated to 6, then only 3)
Ancillary Index Scales (QRI, AWMI) = 1 out of 2
NVI = 3 out of 6
GAI = 3 out of 5
CPI = 2 out of 4
STI = 2 out of 3
If NSI or STI is missing do not compute SRI
Primary Index Scales = 1 out of 2
Permitted:
WISC-V Retained Subtests with Revisions
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Changes from WISC-IV2003
Dropped WISC–IV Subtests
• Word Reasoning– Redundant measure of verbal comprehension (high
correlation with Information)
• Picture Completion– Construct not as representative of visual spatial ability as
others (secondary verbal loading)
• And we needed the space for new subtests…
SimilaritiesVocabularyInformationComprehension
• Revised scoring rules with data-based queries• Reviewed vocabulary level (no more “advantages”)• New, contemporary item content • Updated art with increased international portability
*“Why do people use passwords?”
Changes to Retained Verbal Comprehension Subtests
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*all items and item images are fake to protect the innocent
WISC-V NEW SUBTESTS
New Subtests to Extend Content Coverage and Clinical Utility
• Visual Puzzles: Visual Spatial ability; Allows separation of WISC–IV Perceptual Reasoning Index into Visual Spatial Index and Fluid Reasoning Index
• Figure Weights: Quantitative fluid reasoning • Picture Span: Visual working memory• Naming Speed Literacy
Naming Speed QuantityExpands Patterns of Strengths and Weaknesses (PSW) analysis for specific learning disability (SLD) identification or to provide further information about rapid automatized naming if the need is present
• Immediate Symbol TranslationDelayed Symbol Translation Recognition Symbol TranslationExpands PSW analysis for SLD identification or to provide further information about paired associate learning (visual-verbal associative memory) if the need is present
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• Visual Puzzles
Visual Spatial Index
New Subtests
• Figure Weights • Picture Span• Digit Span
Sequencing added to Digit Span
• Naming Speed Literacy
• Naming Speed Quantity
• Immediate Symbol Translation
• Delayed Symbol Translation
• Recognition Symbol Translation
Fluid Reasoning Index
Working Memory Index
Complementary Subtests
Visual Puzzles Scoring
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Common error alert!circle responses for later analysis
Matrix Reasoning Administration and Scoring• Shortened and simplified discontinue• Instructions slightly briefer• Most frequent admin error?: ______________• Most frequent scoring error?: _______________
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Figure Weights Scoring
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← changing time limit reminder after item 18
Common error alert!circle response
Picture Concepts Administration and Scoring
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Common error alert!circle responses for later analysis
Picture Concepts lore: “Alternate responses penalize GT and creative children”Most frequent admin errors?: _________________
Arithmetic Administration and Scoring
• Cannot repeat: 1-20 (child is told explicitly)• Can repeat: 21-34 (child is told explicitly)
– Questions longer, second half– Pause timing if repeating
• Process observation ideas...
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Digit Span Administration
• Most frequent admin error: reading wrong speed or different tone/inflection across digits– 1 digit per second– Don’t chunk– Consistent tone, drop tone last digit read
• Second most frequent admin error?– Why can’t I do that?
• Third most frequent admin error?– Why can’t I do that?
• What if child interrupts me while I’m reading numbers?• Digits may occur more than once per trial: one item on
Forward, multiple trials on Sequencing• What if child fails the Sequencing qualifying item?
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Digit Span Scoring
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• Child views one or more pictures, then selects them in sequential order from a larger picture array
• Two points for correct pictures in the correct order and one point for correct pictures in the incorrect order
• Simple visual span task with proactive interference• Research indicates proactive interference increases
processing demands of working memory tasks (Blalock & McCabe, 2011; Carroll, et al., 2010)
“Point to the pictures in the order I showed you.”
Picture Span Administration
Stimulus Page
Response Page
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Admin TipsRemember to:
Picture Span Scoring
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changing exposure time reminder
B
DC
Teaching Items
Distinguishing between 1 and 2 points
change inmaxpoint value
Record Verbatim Responses
Most common scoring error?
Longest Span Scores
Letter-Number Sequencing Administration
• Teaching change: – teach to order numbers before letters first– then when multiple letters/numbers introduced, teach to sequence
• Most frequent admin error?– 1 number or letter per second– Don’t chunk– Consistent tone, drop tone last character read
• Second most frequent admin error?– Why can’t I do that?
• What if child interrupts me while I’m reading numbers?• No rhyming characters on a single trial for improved error
interpretation• Pop Quiz: Which letters and numbers do not appear on WISC-V
Letter-Number Sequencing?• What if child fails either qualifying item?
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Letter-Number Sequencing Scoring
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For first two items, incorrect to say letters before numbers now
1 B2 CF 3A 5E 2
DON’T dc yet!
Coding Administration and Scoring• No major changes to administration (instructions a little briefer)• Two most frequent administration errors on Coding?
________________________• Most frequent scoring error on Coding?
_______________________________• What is a rotation error?• Brain teaser: Why is the Coding rotation error max raw score lower
than the Coding max total raw score?• Why isn’t the rotation error score a scaled score?• Most frequent question about Coding norms
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Symbol Search Administration and Scoring• Child now marks the matching symbol in search group instead of
YES (YES removed) for improved process/error observation• #1#2 and #3 administration errors on Symbol Search? • What is a set error and a rotation error? How do I find them easily?
• Why aren’t the set error score and the rotation error scores scaled scores?• #1 scoring error?• Most frequent question about Symbol Search norms?
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rotation error
set error
NOT REAL ITEMS
Symbol Search Scoring
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Cancellation Administration and Scoring• No major changes to administration (instructions a little briefer)• Most frequent administration error on Cancellation?
________________________• Most frequent scoring error on Cancellation?
________________________• Remember to score: correct minus incorrect• Process scores: CAr (random) and CAs (structured)
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• Child names elements as quickly as possible• Child takes two or three tasks, depending on age• Each task has a sample item and a 2-page test item• Current rapid naming tasks are relatively less
sensitive to math disability if comorbid reading disability excluded(Korkman, Kirk, & Kemp, 2007; Pauly, Linkersdörfer, Lindberg, Woerner, Hasselhorn, Lonnemann, 2011; Willburger, Fussenegger, Moll, Wood, & Landerl, 2008)
• Quantity naming added to improve sensitivity to math disability (Pauly et al., 2011; Willburger et al., 2008)
Naming Speed Subtests
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5
2
2 5 7
From NSL Record Form Page
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• Child learns symbol-word pairs and translates symbols into learned meanings
• Measure visual-verbal associative memory, which is related to reading, written expression, and math skills
• Immediate, Delayed, and Recognition Symbol Translation subtests• Immediate ST teaches visual-verbal pairs in a stepwise manner, with
repetition of associations introduced in the previous step, then recalls the learned associations by translating symbol strings
• Delayed ST administered 20 to 30 minutes after completion of Immediate subtest, recalls the learned associations from Immediate
• Immediate ST: learning and recall task• Delayed ST: recall • AND and THE (no credit after Item 6)• Recognition ST: recognize meaning from four read aloud while viewing
the symbol
Symbol Translation Subtests
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Child views a symbol and selects the associated meaning from the response options, using the learned pairs from Immediate Symbol Translation
“What does this one mean?”A. MomB. UsC. PeopleD. Man
Recognition Symbol Translation
• These choices are read aloud only, not viewed by the child.• Don’t read the letters, just the choices
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108
DEMO NEW SUBTESTS ON QI – NAVIGATION TIPS AND ADDRESS PROCESS SPEED SUBTESTS
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