Unleashing the Power of WISC Section Title -V and WISC-V ...downloads.pearsonclinical.com/videos/Unleashing... · behaviors during subtest administration. See Chapter 2 of the Administration

Unleashing the Power of WISC-V and WISC-V IntegratedGloria Maccow, Ph.D., Assessment Training Consultant

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

Section TitleUnleashing the Power of WISC-V

and WISC-V Integrated

Gloria Maccow, Ph.D.

Assessment Training Consultant

Topics

Describe process scores from WISC-V and

WISC-V Integrated.

Illustrate how clinicians use data from WISC-V in

combination with data from WISC-V Integrated to

identify and respond to children’s needs.

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2.



Utility of Process Scores

Provide additional information about subtest

performance.

Enhance depth of interpretation and

understanding of performance.

Facilitate understanding of scores from a

process approach perspective.

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2.

3.

WISC-V Subtests



WISC-V Subtest Scores

WISC-V Subtest Scores



WISC-V Process Scores

Scaled Process Scores

Standard Process Scores

Raw Process Scores

Contrast Scores

Note that scaled and standard process scores may not be substituted for any scaled or standard subtest score and do not contribute to the FSIQ.



Deriving Scaled Process Scores and Standard Process Scores

Analyzing Process-Level Pairwise Differences

Use WISC–V Administration and Scoring Manual Supplement, Tables C.10, C.13, C.15 and C.16.



Raw Process Scores

Longest Span

and SequenceError Scores

Process

Observations

Maximum

performance

on a span task

Tally of the

number of times a

certain type of

error is committed

during a subtest

or an item

Tally of the

number of times

a certain

behavior is

observed during

a subtest



Raw Score to Base Rate

• Base rates indicate if a score is common or rare.

• For example, for LDSf, 38% of the children in the same age group obtained the same score or a lower score indicating the raw score of 6 is relatively common.

Error Scores



Rotation Errors

• Mental rotation is an area of considerable interest because

of its association with intelligence and working memory

(Ling, Burton, Salt, & Muncer, 2009).

• Mental rotation is a major component of some structural

models of intelligence with substantial empirical support

(Johnson & Bouchard, 2005a, 2005b; Johnson et al., 2007).

• A number of WISC–V subtests involve mental rotation

ability. Rotation error scores for Block Design, Coding, and

Symbol Search can provide more information about a child’s

mental rotation processes.

Interpretation of Rotation Errors

Rotation errors on BD, CD, and SS subtests

are unusual.

A consistent pattern of rotation errors

(base rate ≤ 10%) across all three subtests

may indicate a broader issue with mental

rotation.

Performance on Visual Puzzles may help

clarify the presence of a broader problem

if the child has more difficulty with items

involving rotated response options.



Block Design Dimension Error (BDde)

• A dimension error occurs when the maximum dimension for a square- or diamond-shaped design is exceeded at any time during the child’s construction.

• For example, the child aligns 3 blocks in a row while constructing a 2x2 design, or aligns 4 blocks in a column while constructing a 3x3 design.



Symbol Search Set Errors

Some items contain a symbol in the search group that shares similar characteristics with the target symbol (i.e., a set error symbol).

Naming Speed Errors

• On the items for Naming Speed Literacy and Naming Speed Quantity, each misnamed attribute is considered an error.

• On the Record Form, the examiner uses a slash mark to represent one error.



Error Score: Raw Score to Base Rate

Contrast Scores

The contrast score is an alternative statistical

model for anchoring or indexing performance

of one score relative to a second score.

A contrast score answers a specific question

between related measures. It indicates whether

the score of interest is high or low considering

(i.e., controlling for) performance on the control

variable, the baseline score.



Deriving Contrast Scores

Interpreting Contrast Scores

See Appendix C in the WISC-V Technical and Interpretive Manual.



Process Observations

Process observations are raw process scores that are

based on an examiner’s observations of testing

behaviors during subtest administration.

See Chapter 2 of the Administration and Scoring manual for instructions on recording and calculating each process observation raw score.

The Record Form does not provide specific space for this within each subtest.

See Appendix D of the WISC–V Technical and

Interpretive Manual for tables to convert the process

observation raw scores to base rates.



Using WISC-V Process Scores



WISC-V: Process Analysis

Pairwise Difference Comparisons



Section TitleInterpreting WISC-V Integrated to

Understand Performance on WISC-V

WISC-V Integrated:

Process-Oriented Assessment

What is WISC-V Integrated?



WISC

-V an

d W

ISC-V

Integrated



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.

Su

bte

st L

eve

l

Visual Spatial: 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 (point to, say number of selected response) 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.

Su

bte

st L

eve

l

FW – FWP

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

FW: Time limit 20” or 30”FWP: Time limit 30” or 45”



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 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

• Aaron 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.

46 | Copyright © 2012. All rights reserved.




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

• His teacher is wondering if Aaron 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 Aaron for a comprehensive psycho-educational evaluation.

47 | 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

• Aaron’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 (Refer for OT evaluation)

Summary of Findings

• Overall, results of the WISC–IV Integrated suggest that the

impression that Aaron 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, Aaron 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 Aaron 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 Aaron 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.



Summary

Administer WISC-V subtests.

Calculate WISC-V process scores to understand

and interpret performance on WISC-V subtests.

Select and administer WISC-V Integrated subtests to

further clarify performance on WISC-V subtests.

1.

2.

3.

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Unleashing the Power of WISC Section Title -V and WISC-V ...downloads.pearsonclinical.com/videos/Unleashing... · behaviors during subtest administration. See Chapter 2 of the Administration

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