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Unleashing the Power of the WISC‐V 12/2014
Copyright 2014. Pearson Education. All rights reserved. 1
Unleash the Power of the WISC‐V
Agenda
• Introduction
• Review:
– Scoring Options
– Revision Goals and Highlights
• Test Structure
• Interpretation Basics
• Technical Information (time permitting)
• Purchasing Information
WISC‐V Revision Goals
Updatetheoreticalfoundations
Increaseuserfriendliness
Increasedevelopmentalappropriateness
Improvepsychometricproperties
Enhanceclinicalutility
Unleashing the Power of the WISC‐V 12/2014
Copyright 2014. Pearson Education. All rights reserved. 2
Scoring: Paper/Pencil Format
Q‐global Scoring & ReportingHand‐score
With the traditional paper and pencil format, you will have the option to hand‐score.
How to Report and Describe Performance –Primary Index Scores
Unleashing the Power of the WISC‐V 12/2014
Copyright 2014. Pearson Education. All rights reserved. 6
Interpretative Considerations
• Multiple cognitive processes
• Number of processes invoked related to task difficulty
• WISC‐V primary and complementary measures are specifically designed to measure complex cognitive processes while ancillary measures are designed to measure processes related to learning difficulties.
What is represented by the VCI?
What is represented by the VSI?
Unleashing the Power of the WISC‐V 12/2014
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What is represented by the VSI?
Constructionalability
Visual‐spatialreasoning
Integration/Synthesisofpart‐to‐wholerelationships
Attentiontovisualdetails
Visualmotorintegration
Speededperformance
What is represented by the FRI?
What is represented by the WMI?
5‐8‐2‐7
7‐2‐8‐5
Unleashing the Power of the WISC‐V 12/2014
Copyright 2014. Pearson Education. All rights reserved. 8
What is represented by the WMI?
5‐8‐2‐7
7‐2‐8‐5
Abilitytoresistproactiveinterference
Attention
Concentration
Mentalcontrol
Register,maintain,manipulateVisualandauditory
SpeededPerformance
What is represented by the PSI?
What is represented by the PSI?
Speed&accuracyofvisualidentification
Decision‐making&implementation
Visualscanning&discrimination
Attention&concentration
Visualmotorcoordination
Unleashing the Power of the WISC‐V 12/2014
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WMI and PSI
• Involves EFFICIENCY
• Working Memory
– Identification, registration, and manipulation of information within STM store
• Processing Speed
– Facilitates rapid identification and registration of information for decision‐making
WMI < PSI indicates a difficulty with the manipulation of information within STM
ANCILLARY and COMPLEMENTARY ANALYSIS
Nonverbal Index• Composed of BD, MR, CD, FW, VP, PS
• Useful when examinee has clear verbal difficulties
– ELL
– RELD, ELD
– ASD with Language Impairment
• Does have processing speed component
– can affect results just like FSIQ
• More emphasis on reasoning using visual‐spatial processes than FSIQ
Unleashing the Power of the WISC‐V 12/2014
Copyright 2014. Pearson Education. All rights reserved. 10
Auditory Working Memory
• Digit Span and Letter‐Number Sequencing
• Very similar to WISC‐IV working memory with greater focus on sequencing than previous edition
• Contrast scores:– DSF VS DSB impact of additional
mental manipulation required by DSB
– DSF VS DSS impact of sequencing and number knowledge required by DSS
– DSS VS LNS impact of dual‐tasking and letter knowledge
• Useful when global difficulties with visual processing affecting test performance
Quantitative Reasoning
• New complementary index composed of Figure Weights and Arithmetic
• AR requires actual math problem solving; however, AR is very complex having Fluid Reasoning, Verbal, and Working Memory components
• FW requires math skills in a more limited abstract manner. Requires the ability to reason through a problem and to select the best quantitative operation to obtain the correct response.
General Ability Index (GAI)
Unleashing the Power of the WISC‐V 12/2014
Copyright 2014. Pearson Education. All rights reserved. 11
I should consider deriving the GAI when‐
• a significant and unusual discrepancy exists between the WMI and MIS or FSIQ.
• a significant and unusual discrepancy exists between the PSI and MIS or FSIQ.
• a significant and unusual discrepancy exists between the VCI and WMI.
• a significant and unusual discrepancy exists between the VCI and PSI.
I should consider deriving the GAI when‐• a significant and unusual discrepancy exists between the VSI
and WMI.
• a significant and unusual discrepancy exists between the VSI and PSI.
• a significant and unusual discrepancy exists between the FRI and WMI.
• a significant and unusual discrepancy exists between the FRI and PSI.
I should consider deriving the GAI when‐
• a significant and unusual discrepancy exists between the WMI and PSI.
• a significant and unusual discrepancy exists between subtests that contribute to either the WMI or to the PSI.
• a significant and unusual discrepancy exists between a Working Memory or Processing Speed subtest and the MSS‐I or MSS‐F.
Unleashing the Power of the WISC‐V 12/2014
Copyright 2014. Pearson Education. All rights reserved. 12
GAI vs. FSIQ
GAI vs. CPI
Interpretation of ‐
• Naming Speed Index
• Symbol Translation Index
• Storage and Retrieval Index
Unleashing the Power of the WISC‐V 12/2014
Copyright 2014. Pearson Education. All rights reserved. 13
NSI vs. STI
• DSf & LDSf
• DSb & LDSb
• DSs & LDSs
• BDn
• BDp
• LPSs
• LPDr
Digit Span and Longest Span Process Scores
Process‐Oriented Approach
Block Design Process Scores
Picture Span
• CAR vs CAS
• Nsco
• Nssco
• NSln
• NSLe
• NSQe
Cancellation Process Score
Process‐Oriented Approach
Naming Speed Process Scores
Naming Speed Error Scores
Unleashing the Power of the WISC‐V 12/2014
Copyright 2014. Pearson Education. All rights reserved. 14