Assessment with the
WISC- V
Clinical instrument for assessing the intelligence of children aged 6
years – 16 years 11 months.
WISC V based on national sample collected from April 2013 – March
2014 that is representative of the US English speaking population of
children aged 6 years – 16 years 11 months.
The normative sample included 2200 children divided into 11 age
groups (6 – 16). Each age group was composed of 200 participants.
For each age group, the proportions of African Americans, Asians,
Hispanics, Whites and other ethnic groups were based on the English
speaking ethnic proportions of children within the corresponding age
group of the US population.
History of the WISC–V
Revisions of the WISC
*
WISC
1st
published
in 1949
WISC–R
first
revision
published
in 1974
WISC–III
next
revision
published
in 1991
WISC–IV
next
revision
published
in 2003
WISC–V
latest
revision
published
in 2014
*David Wechsler, the original author, died in 1982.
Strengths of WISC–V
1.
2.
3.
4.
5.
6.
7.
Excellent standardization
Good overall psychometric properties
Useful diagnostic information
Good administration procedures
Good manuals and interesting test materials
Helpful scoring criteria
Usefulness for children with some disabilities
Skills a Child Needs to be
Successful on the WISC–V
Retain the directions
while solving
problems
Adequate
fine- and
gross-motor
skills
Adequate
hearing
Ability to pay
attention and
understand
directions
Adequate
vision
Primary  10 subtest  comprehensive description and evaluation of
intellectual ability
Secondary  6 subtest  addition to provide a broader sampling of
intellectual functioning and to yield more information for clinical
decision making
Complementary  5 subtest  provide further information about
other cognitive abilities. If the clinical need is present.
Secondary subtest can be used as subtitute, if one of the FSIQ subtest
is missing / invalid.
One of the Primary subtest not used to derived FSIQ can be used as
substitute. Only 1 subtest substitution is allowed.
Children for reevaluation purposes interval 1 – 2 years.
Subtests in the WISC–V
Subtest
Category
Block Design
Primary (FSIQ)
Similarities
Primary (FSIQ)
Matrix Reasoning
Primary (FSIQ)
Digit Span
Primary (FSIQ)
Coding
Primary (FSIQ)
Vocabulary
Primary (FSIQ)
Figure Weights
Primary (FSIQ)
Visual Puzzles
Primary
Picture Span
Primary
Symbol Search
Primary
Subtest
Category
Information
Secondary
Picture Concepts
Secondary
Letter Number Sequencing
Secondary
Cancellation
Secondary
Naming Speed Literacy
Complementary
Naming Speed Quantity
Complementary
Immediate Symbol Translation
Complementary
Comprehension
Secondary
Arithmetic
Secondary
Delayed Symbol Translation
Complementary
Recognition Symbol
Translation
Complementary
WISC V Framework
WISC V has four levels of interpretation:
◦ Full Scale Level
◦ Primary Index Scale Level
◦ Verbal Comprehension (VCI)
◦ Visual Spatial (VSI)
◦ Fluid Reasoning (FRI)
◦ Working Memory (WMI)
◦ Processing Speed (PSI)
◦ Ancillary Index (subtest substitution is not permitted)
◦ Quantitative Reasoning (QRI)
◦ Auditory Working Memory (AWMI)
◦ Nonverbal (NVI)
◦ General Ability (GAI)
◦ Cognitive Proficiency (CPI)
◦ Complementary Index
◦ Naming Speed (NSI)
◦ Symbol Translation (STI)
◦ Storage and Retrieval (SRI)
Primary Index Scale Level
Includes measures of:
• Verbal Comprehension (VCI)
• Visual Spatial Reasoning (VSI)
• Fluid Reasoning (FRI)
• Working Memory (WMI)
• Processing Speed (PSI)
Full Scale IQ
Similarities
Vocabulary
Block Design
The seven subtests that
comprise the Full Scale
are:
Matrix Reasoning
Figure Weights
Digit Span
Coding
Verbal Comprehension (VCI)
Measures:
• Verbal comprehension
• Application of verbal skills and information to the
solution of new problems
• Ability to process verbal information
• Retrieval of information from long-term memory
• Crystallized knowledge (prior knowledge)
• Conceptual reasoning ability
• Language development
Verbal Comprehension Index
(VCI)
The two subtests that comprise the
Verbal Comprehension Index are:
Similarities
Vocabulary
Verbal Comprehension Index
(VCI)
Similarities
◦ To measure verbal concept formation and abstract reasoning
◦ Involves word knowledge, cognitive flexibility, auditory comprehension, long term memory,
associative and categorical thinking, distinction between essential and nonessential, and
verbal expression
The Assessment Process
◦ Child read two words that represent common objects or concepts and describes how they are
similar.
◦ Sample:
◦ In what way are Three and Four alike? How are they same?
Verbal Comprehension Index
(VCI)
Vocabulary
◦ Measures: Word knowledge and verbal concept formation.
◦ Crystalized intelligence, fund of knowledge, learning ability,
verbal expression, long term memory, and degree of vocabulary
development.
The Assessment Process
◦ For picture items, child names the depicted object
◦ For verbal items, child defines the word that is read aloud.
◦ Sample:
◦ SOAP. (What is soap?)
Verbal Comprehension Index
(VCI)
Information
Measures: Child’s ability to acquire, retain and retrieve general factual
knowledge from environment and or formal instruction.
Involves crystallized intelligence, long term memory.
The Assessment Process
Child answers questions about a broad range of general knowledge
topics.
Sample: What body part do people use to think?
Verbal Comprehension Index
(VCI)
Comprehension
Measures: Verbal reasoning and conceptualization, verbal
comprehension and expression, ability to evaluate and use past
experience, ability to demonstrate practical knowledge and
judgement, social judgement, long term memory.
The Assessment Process
Child answers questions based on his or her understanding of general
principles and social situations.
Example: Why do we turn out lights when we leave a room?
Visual Spatial Index (VSI)
Measures:
• Ability to think in visual images and manipulate
them with fluency and speed
• Ability to interpret or organize visually perceived
material quickly
• Nonverbal reasoning
• Visual-perceptual discrimination
• Visual spatial reasoning ability
Visual Spatial Index (VSI)
The two subtests that comprise the
Visual Spatial Index are:
Block Design
Visual Puzzles
Visual Spatial Index (VSI)
Block Design
◦ To measure the ability to analyze and synthesize abstract visual
stimuli.
◦ It involves concept formation and reasoning (non verbal
reasoning), visual perception and organization, simultaneous
processing, visual motor coordination, learning and ability to
separate figure ground in visual stimuli.
The Assessment Process
◦ Working within specified time limit. Child views a model/picture
and use two color blocks to re-create the design.
◦ Sample:
Visual Puzzles
◦ To measure mental, non motor construction ability, which requires
visual and spatial reasoning, mental rotation, visual working memory,
understanding part whole relationships.
◦ Ability to analyze and synthesize abstract visual stimuli.
The Assessment Process
◦ Work within specified time limit. Child views a completed puzzle and
select three response options that, when combined, reconstruct the
puzzle.
◦ Sample:
Fluid Reasoning Index (FRI)
Measures:
• Fluid reasoning ability
• Visual-perceptual reasoning and organization
• Ability to think in visual images and manipulate
them with fluency and relative speed
• Ability to interpret or organize visually perceived
material quickly
• Nonverbal reasoning
• Visual-perceptual discrimination
Fluid Reasoning Index (FRI)
The two subtests that comprise the
Fluid Reasoning Index are:
Matrix Reasoning
Figure Weights
Matrix Reasoning
◦ To measure fluid intelligence, broad visual intelligence,
classification and spatial ability, knowledge of part-whole
relationships, simultaneous processing.
◦ Requires attention to visual detail and working memory.
The Assessment Process
◦ Child views an incomplete matrix or series and selects the
response option that complete the matrix or series.
◦ Sample:
Figure Weights
◦ To measure quantitative fluid reasoning and induction that involves
reasoning process that can be expressed mathematically, emphasizing
inductive or deductive logic.
◦ Requires child to apply the quantitative concepts of matching, addition,
and multiplication to identify the correct response.
The Assessment Process
◦ Work within specified time limit. Child views a scale with missing weights
and selects the response option that keeps the scale balanced.
◦ Sample:
Picture Concepts
◦ Measures fluid and inductive reasoning, visual perceptual
recognition and processing, and conceptual thinking.
◦ This test requires visual scanning, working memory, and abstract
reasoning.
The Assessment Process
◦ Child views 2 or 3 rows of pictures and selects one picture from
each row to form a group with a common characteristic.
◦ Sample:
Arithmetic
◦ Involves mental manipulation, concentration, brief focused attention, working memory, short
and long term memory, numerical reasoning ability, applied computational ability, mental
alertness, and logical reasoning.
The Assessment Process
◦ Child mentally solves arithmetic problem within a specified time limit.
◦ Sample:
Example: Michelle is 2 years younger than
Peter and 5 years older than Sam. If Sam is
6 how old is Michelle?
Working Memory Index (WMI)
Measures:
•Short-term memory
•Visual processing
•Working memory
•Memory span
•Visual spatial memory
•Rote memory
•Immediate visual memory
•Attention
•Concentration
Working Memory Index (WMI)
The two subtests that comprise the
Working Memory Index are:
Digit Span
Picture Span
Digit Span
◦ To measure auditory rehearsal and temporary storage capacity in
working memory.
◦ Require registration of information, brief focused attention, mental
alertness, auditory discrimination, and auditory rehearsal.
The Assessment Process
◦ Child is read a sequence of numbers and recall the numbers in the
same order (forward), reverse order (backward), and ascending order
(sequencing).
◦ Sample:
◦ Forward 1 – 3  1 – 3
◦ Backward 5 – 8  8 – 5
◦ Sequencing 5 – 2 – 4  2 – 4 – 5
Picture Span
◦ To measures visual working memory and working memory
capacity.
◦ Also involve attention, visual processing, visual immediate
memory, and response inhibition.
The Assessment Process
◦ Child views a stimulus page with one or more pictures for a
specified time and then selects the pictures in sequential order.
◦ Sample:
Letter-Number Sequencing
◦ Requires basic cognitive process such as auditory discrimination, brief
focused attention, concentration, registration, and auditory rehearsal
◦ Involves sequential processing, ability to compare stimuli based on
quantity or alphabetical principles, working memory capacity, mental
manipulation.
The Assessment Process
◦ Child is read a sequence of numbers and letters and recalls the
numbers in ascending order and then the letters in alphabetical order.
◦ Sample:
A-7-X-2-M-4
Response: 2, 4, 7, A, M, X
Processing Speed Index (PSI)
Measures:
• Processing speed
• Perceptual speed
• Visual-motor
coordination and
dexterity
• Speed of mental
operation
• Scanning ability
• Psychomotor speed
• Short-term visual
memory
• Visual-perceptual
discrimination
• Attention
• Concentration
Processing Speed Index (PSI)
The two subtests that comprise the
Processing Speed Index are:
Coding
Symbol Search
Coding
◦ To measures processing speed, short term visual memory,
procedural, and incidental learning ability, psychomotor speed,
visual perception, visual motor coordination, visual scanning
ability, cognitive flexibility, attention, concentration, and
motivation.
The Assessment Process
◦ Child works within a specified time limit and uses a key to copy
symbols that correspond with simple geometric shapes or
numbers.
Symbol Search
◦ To measures visual perceptual (visual identification and
matching), decision making speed, short term visual memory,
visual motor coordination, inhibitory control, visual
discrimination, psychomotor speed, sustained attention,
concentration, planning and learning ability.
The Assessment Process
◦ Child scans search groups and indicates whether target symbols
are present, while working within a specified time limit.
Cancellation
◦ To measures rate of test taking, speed of visual perceptual
processing, and decision making, visual scanning ability, and visual
perceptual recognition and discrimination.
◦ Involve attention, concentration, and visual recall.
The Assessment Process
◦ The child scans two arrangements of objects
(one random, one structured) and marks
target objects while working within
a specified time limit.
◦ Sample:
Ancillary Scale Level
Seven Ancillary Indexes
•Quantitative Reasoning Index (QRI)
•Auditory Working Memory Index (AWMI)
•Nonverbal Index (NVI)
•General Ability Index (GAI)
•Cognitive Proficiency Index (CPI)
•Verbal (Expanded Crystallized) Index
•Expanded Fluid Index
Quantitative Reasoning Index (QRI)
Provides additional information regarding a child’s reasoning skills,
specifically those involving numeric information.
The two subtests that comprise the
Quantitative Reasoning Index are:
Figure Weights
Arithmetic
Auditory Working Memory
Index (AWMI)
Provides additional information regarding a child’s
memory skills.
The two subtests that comprise the
Auditory Working Memory Index are:
Digit Span
Letter-Number
Sequencing
Nonverbal Index (NVI)
•Provides additional information about thinking abilities
that do not require expressive responses and an
estimate of intellectual ability, with reduced demands on
verbal comprehension abilities
The six subtests that comprise the
Nonverbal Index are:
Block
Design
Visual
Puzzles
Matrix
Reasoning
Figure
Weights
Picture
Span
Coding
General Ability Index (GAI)
•May be useful when a means of estimating intellectual
ability is needed that places reduced demands on
working memory and processing speed
The five subtests that comprise the
General Ability Index are:
Similarities
Vocabulary
Block
Design
Matrix
Reasoning
Figure
Weights
Cognitive Proficiency Index (CPI)
•May be useful when a means of estimating intellectual
ability is needed that places reduced demands on verbal
comprehension, visual spatial, or fluid reasoning abilities
The four subtests that comprise the
Cognitive Proficiency Index are:
Digit Span
Picture
Span
Coding
Symbol
Search
Verbal (Expanded Crystallized) Index
Measures:
• Verbal comprehension •
• Receptive and expressive
language
•
• Application of verbal
•
skills and information to
the solution of new
problems
•
• Verbal concept formation
• Fund of information
Range of factual
knowledge
Logical reasoning
Cognitive flexibility
(including the ability to
shift mental operations)
Ability to self-monitor
Verbal (Expanded Crystallized)
Index
• Subtests draw on a child’s accumulated experience
The four subtests that comprise the
Verbal (Expanded Crystallized) Index are:
Similarities
Vocabulary
Information
Comprehension
Expanded Fluid Index
Measures:
• Perceptual reasoning
•
• Ability to think in terms of •
visual images and
manipulate them with
fluency
• Cognitive flexibility
•
(including the ability to •
shift mental operations)
•
• Nonverbal ability
•
• Mental computation
Conceptual thinking
Ability to form abstract
concepts and
relationships without the
use of words
Fluid reasoning
Attention
Concentration
Ability to self-monitor
Complementary Indexes
The three Complementary Indexes are
• Naming Speed Index (NSI)
• Symbol Translation Index (STI)
• Storage and Retrieval Index (SRI)
Naming Speed Index (NSI)
Measures:
• Processing speed
• Long-term storage and
retrieval
• Naming facility
• Perceptual speed
• Rate of test taking
• Visual-perceptual
discrimination
• Scanning ability
• Number sense
• Ability to identify size,
color, letters, and numbers
• Automaticity in visualverbal associations
• Attention
• Concentration
Naming Speed Index (NSI)
The two subtests that comprise the
Naming Speed Index are:
Naming Speed
Literacy
Naming Speed
Quantity
Naming Speed Literacy
◦ Shown sensitivity to reading, spelling and written expression skills
and to specific learning disorders in reading and written
expression.
◦ Subtest not design as a measure of intelligence but enable
clinicians to identify difficulties in cognitive process associated
with academic learning.
◦ This tasks sensitive to a wide variety of other neurodevelopmental
disorder such as ADHD, language disorder in both monolingual
and bilingual children, and ASD.
The Assessment Process
◦ Child names elements (objects of various size and color, letters
and numbers) as quickly as possible.
Naming Speed Quantity
◦ Show sensitivity to mathematics skills and specific learning
disorder-mathematics.
◦ To measure of cognitive process related to learning difficulties not
intelligence.
The Assessment Process
◦ Child names the quantity of squares inside a series of boxes as
quickly as possible.
Symbol Translation Index (STI)
Measures:
• Long-term storage and
retrieval
• Short-term memory
• Visual processing
• Associative memory
• Working memory
• Visualization
• Visual memory
• Visual-perceptual
discrimination
• Learning ability
• Scanning ability
• Recognition memory
• Rote learning
Symbol Translation Index (STI)
•
To measure of cognitive process related to learning difficulties
not to measure intelligence.
The three subtests that comprise the
Symbol Translation Index are:
Immediate
Symbol
Translation
Delayed
Symbol
Translation
Recognition
Symbol
Translation
Immediate Symbol Translation
◦ This subtest is a cued memory paradigm.
◦ Measures verbal-visual associative memory or paired associates
learning, storage and retrieval fluency and accuracy, and
immediate recall.
◦ Associated with reading decoding skills, word reading accuracy
and fluency, text reading and reading comprehension. Also math
calculation skills and math reasoning.
The Assessment Process
◦ Child learns visual-verbal pairs and then translates symbol strings
into phrases or sentences.
Delayed Symbol Translation
◦ This subtest is a cued memory paradigm.
◦ Measures verbal-visual associative memory or paired associates
learning, storage and retrieval fluency and accuracy, and delayed
recall.
The Assessment Process
◦ Child translates symbols into words, phrases, or sentences using
recalled visual-verbal pairs from Immediate Symbol Translation.
Recognition Symbol Translation
◦ Measures verbal-visual associative memory or paired associates
learning, storage and retrieval fluency and accuracy, and delayed
recognition.
◦ Can identify the strength of the associate learning and not the
learning of content (correct words).
◦ Can be compared with Delayed Symbol Translation to determine
the effect of retrieval deficits on memory performance.
The Assessment Process
◦ Child views a symbol and selects the correct translation from
response options the examiner reads aloud, using recalled visualverbal pairs from Immediate Symbol Translation.
Storage and Retrieval Index (SRI)
Measures:
• Naming facility
• Processing speed
• Perceptual speed
• Rate of test taking
• Visual processing
• Visualization
• Associative memory
• Long-term storage and
•
•
•
•
•
retrieval
Short-term memory
Working memory
Visual memory
Visual-perceptual
discrimination
Learning ability
Storage and Retrieval Index (SRI)
Measures: (Cont.)
• Scanning ability
• Number sense
• Ability to identify size,
color, letters, and
numbers
• Automaticity of visualverbal associations
• Recognition memory
• Retrieval speed
• Immediate and delayed
visual recall skills
• Paired-associates
learning
• Attention and
concentration
Storage and Retrieval Index (SRI)
The two subtests that comprise the
Storage and Retrieval Index are:
Naming Speed Index
Symbol Translation
Index
Measuring aspects of learning and phonological process  areas of
weakness in children with SLD-R.
Phonological processing is associated with impairments in word reading
and spelling.
Thank you!
Test Administration
Guidelines
•Use suitable testing location
•Maintain good rapport
•Be flexible
•Be alert to the child’s mood and needs
•Be professional
•Follow standardization process
•Maintain steady pace
Test Administration Guidelines
•Make smooth transitions
•Be organized
•Shield your writing
•Take breaks, as needed between, not during, subtests
•Praise effort
•Empathize and encourage
•Use the exact wording of the directions, questions, and
items
Test Administration
Guidelines
•Observe the child’s performance carefully
throughout the test
•Record responses correctly using
• (Q) for queries
• (P) for prompts
• (R) for repeated instructions
•Score each item after the child answers so that you
know when to use a reverse procedure and when
to discontinue the subtest
Supplementary Instructions for
Administration
Exhibit 2-2
• Study carefully the supplementary instructions for
administering the WISC–V
• The instructions cover the following areas:
• Preparing to administer the WISC–V
• Administering the WISC–V
• Scoring
• Record Form
• General guidelines for completing the Record Form
• Miscellaneous information and suggestions
Subtest Sequence
The primary subtests that make up the Full Scale are
administered in the following order:
Block Design
Similarities
Matrix Reasoning
Digit Span
Coding
Vocabulary
Figure Weights
Administration Issues [1](pp. 89–94)
Specific guidelines are provided in the WISC–V
Administration and Scoring Manual for:
•Queries
•Prompts
•Instructions
•Repeating items
•Additional help
•Waiting time
•Start point
Administration Issues [2](pp. 89–94)
Specific guidelines are provided in the WISC–V
Administration and Scoring Manual for: (Cont.)
•Reverse Sequence rule
•Start-Point scoring rule
•Discontinue-Point scoring rule
•Discontinue criterion
•Scoring
Administration Issues [3](pp. 89–94)
Specific guidelines are provided in the WISC–V
Administration and Scoring Manual for: (Cont.)
• Perfect scores
• Points for items not administered
• Spoiled responses
• Subtest substitution
• Proration
Block Design
Start
◦ Ages 6 – 7  Item 1
◦ Ages 8 – 16  Item 3
Reverse
◦ Jika anak usia 8-16 tidak mendapat skor pada dua item pertama. Berikan
pertanyaan di atasnya hingga mendapat dua skor.
Stop
◦ Hentikan jika dua kali salah berturut-turut.
Similarities
Start
◦ Ages 6 – 7  Sample, Item 1
◦ Ages 8 – 11  Sample, Item 5
◦ Ages 12 – 16  Sample, Item 8
Reverse
◦ Jika anak usia 8-16 tidak mendapat skor pada dua item pertama. Berikan
pertanyaan di atasnya hingga mendapat dua skor.
Stop
◦ Hentikan jika tiga kali salah berturut-turut.
Matrix Reasoning
Start
◦ Ages 6 – 8  Sample A & B, Item 1
◦ Ages 9 – 11  Sample A & B, Item 5
◦ Ages 12 – 16  Sample A & B, Item 9
Reverse
◦ Jika anak usia 9-16 tidak mendapat skor pada dua item pertama. Berikan
pertanyaan di atasnya hingga mendapat dua skor.
Stop
◦ Hentikan jika tiga kali salah berturut-turut.
Digit Span
Start
◦ Forward, Backward
Ages 6 – 16  Sample, Item 1
◦ Sequencing
Ages 6 – 7  Qualifying Item, Sample A & B, Item 1
Ages 8 – 16  Sample A & B, Item 1
Stop
◦ Hentikan jika skor 0 dalam dua kali trial.
Coding
Start
◦ Ages 6 – 7  Form A, Sample, Item
◦ Ages 8 – 16  Form B, Sample, Item
Stop
◦ Hentikan setelah 2 menit
Vocabulary
Start
◦ Ages 6 – 7  Item 1
◦ Ages 8 – 11  Item 5
◦ Ages 12 – 16  Item 9
Reverse
◦ Jika anak usia 8-16 tidak mendapat skor pada dua item pertama. Berikan
pertanyaan di atasnya hingga mendapat dua skor.
Stop
◦ Hentikan jika tiga kali salah berturut-turut.
Figure Weights
Start
◦ Ages 6 – 8  Sample A, Item 1
◦ Ages 9 – 16  Sample B, Item 4
Reverse
◦ Jika anak usia 9-16 tidak mendapat skor pada dua item pertama. Berikan
pertanyaan di atasnya hingga mendapat dua skor.
Stop
◦ Hentikan jika tiga kali salah berturut-turut.
Visual Puzzles
Start
◦ Ages 6 – 8 (Anak yang diperkirakan mengalami intellectual disability atau
low cognitive ability)  Demonstration, Sample, Item 1
◦ Ages 9 – 11  Demonstration, Sample, Item 5
◦ Ages 12 – 16  Demonstration, Sample, Item 8
Reverse
◦ Jika anak usia 9-16 tidak mendapat skor pada dua item pertama. Berikan
pertanyaan di atasnya hingga mendapat dua skor.
Stop
◦ Hentikan jika tiga kali salah berturut-turut.
Time Limit
◦ Tiap item 30 detik
◦ Stop waktu ketika anak memilih 3 pilihan respon
Picture Span
Start
◦ Ages 6 – 16  Sample B & C, Item 4
◦ Anak yang diperkirakan mengalami intellectual disability atau low cognitive
ability  Sample A, Item 1
Reverse
◦ Jika anak usia 6-16 tidak mendapat skor pada dua item pertama. Berikan
pertanyaan di atasnya hingga mendapat dua skor.
Stop
◦ Hentikan jika tiga kali salah berturut-turut.
Symbol Search
Start
◦ Ages 6 – 7  Form A Demonstration, Sample, Item
◦ Ages 8 – 16  Form B Demonstration, Sample, Item
Stop
◦ Hentikan setelah 2 menit
Information
Start
◦ Ages 6 – 8  Item 1
◦ Ages 9 – 16  Item 8
Reverse
◦ Jika anak usia 9-16 tidak mendapat skor pada dua item pertama. Berikan
pertanyaan di atasnya hingga mendapat dua skor.
Stop
◦ Hentikan jika tiga kali salah berturut-turut.
Picture Concepts
Start
◦ Ages 6 – 8  Sample Item A & B, Item 1
◦ Ages 9 – 11  Sample Item A & B, Item 4
◦ Ages 12 – 16  Sample Item A & B, Item 7
Reverse
◦ Jika anak usia 9-16 tidak mendapat skor pada dua item pertama. Berikan
pertanyaan di atasnya hingga mendapat dua skor.
Stop
◦ Hentikan jika tiga kali salah berturut-turut.
Letter-Number Sequencing
Start
◦ Ages 6 – 7  Qualifying Item, Demonstration Item A, Sample Item A, Item
1
◦ Ages 8 – 16  Demonstration Item A, Sample Item A, Item 1
Stop
◦ Ages 6 – 7  Jika tidak dapat menjawab Qualifying Item
atau 3 kali gagal.
◦ Ages 8 – 16  Hentikan jika tiga kali mendapat nilai 0.
Cancellation
Start
◦ Ages 6 – 16  Demonstration, Sample, Item 1
Stop
◦ Hentikan setelah 45 detik
Naming Speed Literacy
Start
◦ Ages 6  Demonstration Item A, Sample Item A, Item 1
◦ Ages 7 – 8  Demonstration Item B, Sample Item B, Item 2
◦ Ages 9 – 16  Sample Item C, Item 3
Stop
◦ Ages 6  After administration of Item 2, Trial 2
◦ Ages 7 – 16  After administration of Item 3, Trial 2
Waktu
◦ Time limit tiap trial 300 detik (5 menit)
Naming Speed Quantity
Start
◦ Ages 6  Sample Item A, Item 1
◦ Ages 7 – 8  Sample Item B, Item 2
Stop
◦ Ages 6  After administration of Item 1, Trial 2
◦ Ages 7 – 16  After administration of Item 2, Trial 2
Waktu
◦ Time limit tiap trial 300 detik (5 menit)
Immediate Symbol Translation
Start
◦ Ages 6 – 16  Item 1
Stop
◦ Hentikan jika kumulative raw score anak kurang dari atau sa,a dengan value
di point A, B, atau C
Comprehension
Start
◦ Ages 6 – 11  Item 1
◦ Ages 12 – 16  Item 3
Reverse
◦ Jika anak usia 12-16 tidak mendapat skor pada dua item pertama. Berikan
pertanyaan di atasnya hingga mendapat dua skor.
Stop
◦ Jika 3 kali gagal berturut-turut
Arithmetic
Start
◦ Ages 6 – 7  Item 3
◦ Ages 8 – 9  Item 8
◦ Ages 10 – 16  Item 11
Reverse
◦ Jika anak usia 6-16 tidak mendapat skor pada dua item pertama. Berikan
pertanyaan di atasnya hingga mendapat dua skor.
Stop
◦ Jika 3 kali gagal berturut-turut
Waktu
◦ Batas waktu tiap item 30 detik.
Delayed Symbol Translation
Start
◦ Ages 6 – 16  Item 1
Stop
◦ Discontinue at the same decision point as Immediate Symbol Translation
(A, B, or C).
◦ If the child didn’t discontinue on Immediate Symbol Translation, do not
discontinue.
Recognition Symbol
Translation
Start
◦ Ages 6 – 16  Item 1
Stop
◦ Discontinue at the same decision point as Immediate Symbol Translation
(A, B, or C).
◦ If the child didn’t discontinue on Immediate Symbol Translation, do not
discontinue.
Child with limited motor skill
◦ Should consider administering only:
◦ Verbal Comprehension (VCI)
◦ Visual Spatial (VSI)
◦ Fluid Reasoning (FRI)
◦ Working Memory (WMI)
◦ Naming speed and symbol translation (NSI)
Child with language difficulties or not fluent in English
◦ May prefer to place greater on nonverbal subtest
◦ NVI test estimates child’s cognitive abilities
◦ Translation / bilingual administration / bilingual collaboration with
interpreter / test non verbally / using child’s native language should be
considered.
Guidelines for Computing Index
Scores and FSIQs
1.
2.
3.
4.
Calculate Child’s test Age
Completing Summary Page
Completing Primary Analysis Page
Completing the Ancillary and Complementary
Analysis Page
Profile Analysis
Aims of Profile Analysis
• To look at a child’s unique ability pattern
(including strengths and weaknesses), going
beyond the information contained in the FSIQ or
the index scores
• To help in formulating teaching strategies,
accommodations,
and
other
types
of
interventions
Profile Analysis
•Cannot reliably be used to arrived at a clinical or
psychoeducational diagnosis
•Results on any one test should never be used as
the sole basis for a clinical or psychoeducational
diagnosis
Profile Analysis
Goal of Profile Analysis
• To generate hypotheses about a child’s abilities,
which then need to be verified using other scores
and information about the child
Profile Analysis
•
•
•
•
•
•
•
Relatively Large Intersubtest Variability
May Indicate
Special aptitudes or weaknesses
Acquired deficits or disease processes
Temporary inefficiencies
Motivational difficulties
Vision or hearing problems
Concentration difficulties
Rebelliousness
Profile Analysis
Relatively Large Intersubtest Variability
May Indicate (Cont.)
• Learning disabilities
• Particular school or home experiences
Profile Analysis
Scaled Scores
• 13 to 19 always indicate a strength (84th to 99th
percentile rank)
• 8 to 12 always indicate average ability (25th to 75th
percentile rank)
• 1 to 7 always indicate a weakness (1st to 16th
percentile rank)
Profile Analysis
Base Rates
Determining the frequency with which the differences
between scores occurred in the normative sample
• Base rate approach
• Probability-of-occurrence approach
Primary Profile Analysis
1.
Describe FSIQ
2.
Describe VCI  Child’s ability to access and apply acquired word
knowledge.
• High VCI  Well developed verbal reasoning system with strong word
knowledge acquisition, effective information retrieval, good ability to reason
and solve verbal problems, and effective communication of knowledge.
• Low VCI  Poorly developed word knowledge, difficulty retrieving acquired
information, problems with verbal expression, general difficulties with
reasoning and problem solving.
3. Describe VSI  Child’s ability to evaluate details
and to understand visual spatial relationships to
construct geometric designs from a model.
• High VSI  Well developed capacity to apply spatial
reasoning and analyze visual details.
• Low VSI  May occur due to deficits in spatial
processing, difficulty with visual discrimination,
poor visual attention, visual motor integration
deficits, general low reasoning ability.
4.
Describe FRI  Child’s ability to detect the underlying conceptual
relationship among visual objects and to use reasoning to identify
and apply rules.
• High FRI  Well developed ability to abstract conceptual information from
visual details and to effectively apply that knowledge.
• Low FRI  May occur due to difficulties identifying important visual
information, difficulties linking visual information to abstract concepts,
difficulties understanding and applying conceptual or quantitative concepts
or general low reasoning ability.
5.
Describe WMI  Child’s ability to register (need attention,
auditory, visual discrimination and concentration), maintain, and
manipulate visual and auditory information in conscious
awareness.
• High WMI  Well developed ability to identify visual and auditory
information, maintain it in temporary storage, and resequence it for use in
problem solving.
• Low WMI  visual or auditory discrimination problems, distractibility,
difficulty maintaining information in conscious awareness, low storage
capacity, difficulty manipulating information in working memory, or general
low cognitive functioning.
6.
Describe PSI  Child’s speed and accuracy of visual identification,
decision making, and decision implementation. Related to visual
scanning, visual discrimination, short term visual memory,
visuomotor coordination, and concentration.
• High PSI  well developed ability to rapidly identify visual information, to
make quick and accurate decisions, and rapidly implement decisions.
• Low PSI  visual discrimination problem, distractibility, slowed decision
making, motor difficulties, slow cognitive speed.
7.
Evaluate Index Level Strengths and Weaknesses
8.
Evaluate Index Level Pairwise Comparisons
• VCI versus VSI (provide information about visual perceptual/visual spatial
versus verbal reasoning abilities)
• VCI > VSI  strength in using verbal stimuli in problem solving compared to visual spatial
problem solving
• VCI < VSI  ability to understand and apply visual perceptual/ visual spatial information in
comparison to verbal reasoning skills
• VCI versus FRI (provide information about reasoning skills using verbal and
visual stimuli)
• VCI > FRI  a strength in crystallized abilities relative to fluid reasoning abilities
• VCI < FRI  a strength in fluid abilities relative to crystallized abilities
• VSI versus FRI (provide information about visual perceptual and visual spatial
reasoning relative to abstract conceptual reasoning assessed using visual
stimuli)
• VSI > FRI  has stronger concrete visual perceptual processing skills relative to fluid reasoning
• FRI > VSI  has better ability to understand the relationship of visual information to abstract
concepts relative to child ability to use visual and spatial information for design construction.
• VCI, VSI, and FRI
• Used in combination to improve understanding of a child’s profile of reasoning strength and
weaknesses.
• Associated with reasoning and problem solving
• VCI > VSI & FRI (similar score)  consistent weakness in the ability to use visual information
for problem solving or strength in verbal reasoning.
• VCI < VSI & FRI (similar score)  general weakness in child’s language functioning and verbal
problem solving and reasoning).
• VSI > VCI & FRI (similar score)  strength in visual perceptual / visual spatial processing
relative to conceptual and abstract thinking
• VSI > VCI & FRI (similar score)  weakness in child’s visual perceptual and spatial reasoning
skills compared to abstract conceptual reasoning abilities.
• WMI versus PSI
• Facilitate problem solving ability
• Working memory and processing speed involves identification, registration, and manipulation
of information in STM storage and processing speed facilitates rapid identification and
registration of information in short term memory for decision making.
• If not significant different  working memory and processing speed abilities commensurate.
• WMI > PSI  ability to identify and register information in STM is a strength relative to speed
of decision making using this information.
• PSI > WMI  child more proficent at rapid decision making with information registered in STM
than in manipulating that information.
• WMI versus VCI, VSI, FRI (measures capacity to manipulate information in
conscious awareness to facilitate complex problem solving)
• WMI > VCI, VSI, FRI  ability to mentally manipulate information is superior to the ability to
solve complex problem.
• WMI < VCI, VSI, FRI  child’s relatively lower working memory ability may not be interfering
with complex problem solving.
• PSI versus VCI, VSI, FRI
• PSI  child’s ability to rapidly identify, register, and make and implement decisions about
visual stimuli.
• VCI, VSI, FRI  complex cognitive abilities that facilitated the ability to think quickly and make
accurate decisions.
• PSI > VCI, VSI, FRI  ability to quickly evaluate visual information and make decisions is
superior to complex problem solving ability
• PSI < VCI, VSI, FRI  child can solve complex problem despite having lower processing speed
ability
7.
Evaluate Subtest Level Strength and Weaknesses
8.
Evaluate Subtest Level Pairwise Comparisons
• Similarities vs Vocabulary
• SI > VC  relative strength in abstract reasoning and cognitive flexibility compared with lexical
knowledge (knowledge association with language)
• VC > SI  suggest more developed lexical knowledge relative to abstract reasoning and
cognitive flexibility
• Block Design vs Visual Puzzles
• BD > VP  indicate procedural learning, trial and error problem solving, concrete visual
feedback, and visual motor integration facilitate performance on tasks involving visual
perceptual and spatial reasoning skill.
• VP > BD  visuomotor skills may be a weakness relative to visual perceptual and spatial
reasoning skill
• Matrix Reasoning vs Figure Weights
• MR > FW  Strength in inductive reasoning relative to quantitative reasoning
• FW > MR  Quantitative reasoning is a strength relative to inductive reasoning
• Digit Span vs Picture Span
• DS > PS  Child can best employ working memory when information is presented in an
auditory versus visual format or a free recall rather than recognition paradigm is employed.
• PS > DS  Child can best utilize working memory in problem solving when a visual, rather than
verbal, stimulus is used or a recognition rather tha a free recall paradigm is used.
• Coding vs Symbol Search
• Information about perfomance across a pair of simple processing speed tasks that differ
according to the abilities involved.
• SS >CD  accurate visual scanning is a strength relative to associative memory and or
graphomotor speed.
• CD > SS  relative strength in paired associate learning and or fine motor speed relative to
visual scanning and discrimination.
Ancillary and Complementary
Profile Analysis
1.
Describe QRI
◦
◦
◦
◦
◦
Indicator of quantitative reasoning skills.
Accurately predicting both reading and mathematics achievement scores
Creativity
Can help tailor instruction and intervention to a student’s strength.
Special interest if it is suspected that a child has a specific learning disorder
in mathematics.
• High QRI  well developed capacity to perform mental math operations
and to understand quantitative relationships.
• Low QRI  difficulties with mental math operations or understanding and
applying quantitative relationships, low working memory ability, or general
difficulties with abstract conceptual reasoning.
2.
Describe AWMI
◦ Indicator of child’s auditory working memory skills.
• High  well developed ability to register, maintain, and manipulate
information presented verbally.
• Low  auditory processing difficulties, inattention, distractibility, low
auditory working memory storage or manipulation, or general low eorking
memory ability.
3.
Describe NVI
◦ As a measure of general intellectual ability that minimize expressive
demand for children with special circumstances (English language learners),
clinical needs (ASD with language impairment), deaf / hard of hearing.
• High  well developed general intellectual functioning for visually
presented stimuli.
• Low  slow processing speed, low working memory, low abstract and
conceptual reasoning abilities, low spatial reasoning, or general low
intellectual ability.
4.
◦
◦
•
•
5.
Describe GAI
Help identification of relative strengths and weaknesses.
Estimate of general intellectual ability that is less reliant on working memory and
processing speed relative to the FSIQ.
High  well developed abstract, conceptual reasoning; visual-perceptual and spatial
reasoning, verbal problem solving.
Low  Poor reasoning skills, visual-spatial processing difficulties, language deficits,
general low intellectual ability.
Describe CPI
– Estimate of the efficiency with which information is processed in the service of
learning, problem solving, and higher order reasoning.
• High high degree of cognitive efficiency for manipulating and rapidly processing
information.
• Low  visual or auditory processing deficits, inattention, distractibility, visuomotor
difficulties, limited working memory storage, or mental manipulation capacity, or
general low cognitive ability.
4.
Describe NSI
– Enhance the assessment of children with suspected learning disabilities. Not
designed as measures of intellectual ability.
• High  High degree of naming automaticity and rapid, efficient verbal retrieval
abilities.
• Low  visual processing deficits, information retrieval difficulties, weak
language skills, low naming skills, or generally slow cognitive functioning.
5.
Describe STI
– Estimate of visual verbal associative memory drawn from a variety of
conditions.
• High  well developed encoding and retrieval of newly learned visual verbal
associations after short and long delays.
• Low  visual or verbal processing deficits, inattention, distractibility, poor
information encoding, difficulties assessing information from memory, rapid
forgetting or general memory impairment.
4.
Describe SRI
– Estimate of long term storage and retrieval accuracy and fluency from tasks
designed to assess cognitive process that are associated with reading,
mathematics and writing skills. Also shown sensitivity to specific learning
disorders.
• High  well developed capacity for new learning and rapid access to existing
verbal knowledge stores.
• Low  difficulty encoding and/ retrieving information from long term
memory, difficulty acquiring new information, slow processing speed, visual
and/ language processing deficits, and / inattentiveness.
9.
Evaluate Ancillary and Complementary Composite-Level Pairwise
Comparisons
• GAI versus FSIQ
• GAI > FSIQ  estimate of overall intellectual ability is loweres by the
inclusion of working memory and processing speed and may represent
asreas of specific weakness.
• FSIQ < GAI  working memory and processing speed are strengths that
bolster the child’s overall intellectual ability.
• GAI versus CPI
• Significant predictor of specific learning disorder -reading, intellectual
disability - mild severity traumatic brain injury, and motor impairment.
Should not be considered to be diagnostic markers of ADHD.
• GAI > CPI  Higher order cognitive abilities (verbal comprehension,
visual spatial processing, and fluid reasoning) may be relative strengths
compared to those that support cognitive processing efficiency (working
memory and processing speed). Other words, cognitive efficiency
limitations may not have reduced the child’s general reasoning ability.
• CPI > GAI  Abilities that facilitate cognitive processing efficiency may be
a strengh in comparison to higher order cognitive abilities. Lowered
reasoning skills are not due to limitations in cognitive efficiency.
• WMI versus AWMI
◦ Provide information about the impact of domain specificity (auditory versus
visual) on working memory functioning.
• WMI > AWMI : presenting information visually may improve working
memory functioning compared to verbal presentation of information.
• AWMI > WMI : verbal presentation of information may improve working
memory functioning relative to visual presentation.
◦ NSI versus STI
Provide hypothesis about relative strengths and weaknesses within the
storage and retrieval domain.
•NSI > STI : rapid access to previously acquired information is a strength
relative to capacity for new associative learning and memory.
•STI > NSI : learning and memory for recently acquired visual verbal
association is a strength relative to rapid access of previously acquired
visual-verbal association.
9.
Evaluate Ancillary and Complementary Subtest Level Pairwise
Comparisons
• Figure Weights versus Arithmetic
◦ FW > AR : child can best express quantitative reasoning ability when a visual
rather than a verbal stimulus and response format is used. (Child may
benefit from reduced working memory demands on quantitative reasoning
tasks).
◦ AR > FW : child can best express quantitative reasoning ability when a verbal
rather than a visual stimulus and response format is used. (Child find tasks
with increased working memory demands more engaging).
• Digit Span versus Letter-Number Sequencing
◦ Provides information about performance across a pair of working memory tasks with
single stimulus and dual stimulus demands, respectively.
• DS > LN : child has difficulty with immediate registration of letters or has not yet
learned alphabet skills. Or child may have difficulty dual tasking information in
working memory.
• LN > DS : Child learned to employ successful strategies while progressing across
tasks or readily improves with experience and practice.
• Naming Speed Literacy versus Naming Speed Quantity
◦ NSL > NSQ : child’s naming facility abilities are stronger in tasks that utilize stimuli
associated with literacy skills than those associated in the experimental literature
with mathematics skills.
◦ NSQ > NSL : child’s naming facility abilities are stronger in tasks that are associated in
the experimental literature with mathematics skills than tasks that utilize stimuli
associated with literacy skills.
Symbol Translation Subtests
Comparison of immediate and delayed recall within visual verbal
associative memory.
•IST > DST : immediate recall is superior to delayed recall. Child is
forgetting more information than expected, based on initial learning.
•DST > IST : delayed recall is superior than immediate recall. Child recalls
more information than is expected given his or her immediate
encoding, suggesting that information access improves over time.
9.
Perform Process Analysis
•
•
•
•
•
•
•
Block Design
Digit Span
Digit Span longest span process scores
Picture Span
Letter Number Sequencing
Cancellation
Naming Speed process scores
10. Evaluate Process and Complementary Contrast Scores
Special Studies (P.112)
Children identified as Intellectually Gifted
Demonstrate high performance on measures of intellectual functioning,
cognitive flexibility, creativity, and / other specific ability.
Some gifted show unusually large discrepancies between verbal and
nonverbal scores.
Typically show strength in the areas of verbal comprehension, visual
spatial ability, and fluid reasoning. Although working memory and
processing speed performance is generally higher than in general
population. It typically lower than the first three areas.
High working memory appears to facilitate creativity (important aspect of
giftedness)
FSIQ and GAI are useful for gifted admissions evaluation
FSIQ a better predictor of academic achievement including reading
comprehension and math.
VCI and WMI are strong predictors of achievement in children identified as
intellectually gifted.
Children with Mild or Moderate Intellectual
Disability
Score significantly lower on all subtest
For Mild, larges effect are on
◦
◦
◦
◦
◦
◦
◦
◦
Digit Span
Visual Puzzles
Letter Number Sequencing
Arithmetic
Block Design
Information
Similarities
Picture Span
For Moderate, larges effect are on
◦
◦
◦
◦
◦
◦
◦
Arithmetic
Digit Span
Information
Block Design
Letter Number Sequencing
Vocabulary
Similarities
Children with Borderline Intellectual
Functioning
Complementary score significantly lower with moderate to large
effects
Largest effect are observed on
◦ Letter Number Sequencing
◦ Digit Span
◦ Arithmetic
Children with Specific Learning Disorder
Reading
•Additional are provided to identify the type of learning problem
(Reading, Mathematics, Written Expression)
•Specific Learning Disorder – Reading
• Lower performance on expressive but not receptive
• Children with reading comprehension deficits show impairments in
language functioning
• Verbal comprehension and working memory the best predictor of
reading ability
• WMI and PSI were the best predictors of a learning disorder
• Show Verbal working memory and processing speed deficits.
• Naming Speed Literacy predict reading ability in younger and older
with reading disorder
• Weakness in verbal comprehension, working memory, and
processing speed associated with both reading and math disorder.
• WMI and VCI indicates a relationship between reading achievement
and difficulties with multiple components of working memory. FSIQ,
NVI, GAI, CPI have large effects.
• SRI measuring aspect of learning and phonological processes which
areas of weakness in children with SLD-R.
Specific Learning Disorder
Reading and Written Expression
◦ Deficits in expressive and receptive orthographic coding are related to
handwriting, spelling, and composition.
◦ Significant differences are observed on VCI, FRI, and WMI scores
◦ Significant effect on Ancillary and Complementary scores. AWMI, NSI, SRI
have the largest effects.
◦ Significantly lower for
◦ Similarities
◦ Information
◦ Figure Weight
◦ Arithmetic
◦ Digit Span
◦ Picture Span
◦ Letter Number Sequencing
◦ Of all subtest, Digit Span, Letter Number Sequencing, Naming Speed
Literacy have the largest effect.
Specific Learning Disorder
Mathematics
Early number skill, conceptual reasoning skill, language, nonverbal
reasoning, attention related to performance on math word problem.
Difficulties with working memory, attention, semantic retrieval, and
visuo-spatial skill related to mathematical difficulties.
WISC V useful in identifying cognitive difficulties associated with math
achievement and math disorder.
QRI, NVI, VSI indicating difficulties with quantitative, conceptual, and
spatial reasoning abilities. Significant differences also observed on STI
and SRI.
All Primary and Secondary subtest significantly lower except Picture
Span, Symbol Search, and Cancellation. Largest effect on Arithmetic
and Visual Puzzles.
On the Complementary subtest, significant lower on Immediate
Symbol Translation and Delayed Symbol Translation
Overall, the most significant difficulties are with quantitative,
conceptual, and spatial reasoning, verbal working memory, and paired
associate learning and recall.
Children with ADHD
Required to undergo min 24 hour period without psychostimulant
medication prior to testing
Primary score average. Significant differences on VCI< WMI, PSI (the
lowest). Ancillary score lower. Complementary (NSI) lower.
Children with ASD-L
Performance on verbal tasks is typically lower
Highest score obtained on Similarities (involves fluid reasoning)
Lowest score on Comprehension (involve knowledge of social
judgement)
Some relative strength on visual spatial tasks.
FSIQ < 60
Largest effect observed on Comprehension, Letter Number Sequencing,
Arithmetic, Information and Digit Span. Smallest effect on Figure
Weight, Matrix Reasoning and Block Design.
Ancillary and Complementary significantly lower esp AWMI and CPI.
Children with ASD-NL
GAI commonly higher than FSIQ
Vocabulary, Block Design, Picture Span, Letter Number Sequencing, and
Coding significantly lower. Comprehension the lowest and Similarities
the highest.
Complementary test, lowest score on Naming Speed Literacy and
Naming Speed Quantity
Learn more about Cognitive Learning Theory about Memory