Wide Range
Assessment of
Memory and
Learning, Third
Edition (WRAML3)
Pearson Clinical Assessment
Ellen Murphy MA
Ellen.Murphy@Pearson.com
2
Learner Outcomes
1.
4.
Describe the new WRAML3 subtests..
2.
Summarize general testing guidelines
for WRAML3.
3.
Describe general administration and scoring of
the WRAML3.
List basic principles for interpretating performance..
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Materials
WRAML3 Administration Manual
WRAML3 Record Forms
WRAML3 Response Booklets
WRAML3 Stimulus Cards
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Agenda
• Overview of WRAML3
• Structure of WRAML3
• General Testing & Administration Guidelines
• Subtest Administration and Scoring
• Scores and Interpretation
• Reports
• Technical Properties
• Pricing
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5
WRAML3 Overview
6
A Brief History
2021
2003
1990
WRAML
Memory Assessment Using the WRAML3
• Assesses multiple facets of memory, including immediate recall,
delayed recall, and recognition.
• Differentiates between visual, verbal, or more global memory deficits.
• Useful in a variety of clinical settings, including schools, rehabilitation
programs, vocational counseling departments, hospital clinics, and
outpatient and private clinics, as well as for research purposes.
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8
Introduction
• Individually administered
• Performance-based measure
• Assesses cognitive functions across visual
and verbal sensory modalities
• Memory/Learning
• Attention/Concentration
• Working Memory
• Assesses memory and learning as a process
• Short-term memory
• Long-term memory
• Recognition memory
• Lifespan assessment for ages 5-90:11 years
old.
• Manual or digital scoring
9
Revision goals
• Update norms
• WRAML2 published in 2004
• Demographic shifts in attention
• Update test content for lifespan use
• Improve coverage
• Visual delayed recall
• Parallel visual learning and working
memory tasks
• Statistical coverage of norms
• Improve administration procedures
• Finger Windows
• Flexible administration
• Standard Format (17 subtests)
• Brief Format (6 subtests)
• Screener Format (4 subtests)
• Develop Q-global scoring assistant
Abbreviated formats
Common problems for psychologists:
• Reduced time and reimbursements for psychological
assessments from insurance companies
• Increasing number of children who require school
assessments for behavioral issues
• Unsure if full memory assessment is needed
Consider these WRAML3 solutions:
• Brief Format samples visual and verbal immediate and
delayed recall and recognition in 1/3 of the time
Stand-alone memory assessment
• Screener format samples visual and verbal immediate
recall
Can administer full WRAML3
From WRAML2 to 3
• Retained Core and Supplementary subtests
Immediate Recall and Attention/Concentration
Delayed Recall, Recognition, and Working Memory
• Dropped subtests
Sound Symbol
Symbolic Working Memory
• All new subtests
Visual Working Memory
Picture Memory Delayed
Design Learning Delayed
• Subtest Content
Picture Memory – All new art work
Story Memory – All new stories
Design Learning – New design and Admin
Finger Windows – New Admin
• Subtest Format
Multiple-choice response for Recognition
From WRAML2 to 3
• Expanded age range for Working Memory
• Changed age break for start and stop points
and item sets from 8 to 9-years-old.
• Changed oldest age band from 85+ to 85-90:11.
• New index scores
Visual Delayed Index
General Delayed Index
• New process scores
Verbal Learning – Repetitions, Primacy, Recency
Design Learning – Learning Grid, Learning Slope
Analysis, Quadrant Analysis
• Age range 5-90:11
• Norms collected through 2020
• Clinical experience driven
measures
• Multi-trial subtest focus on
learning
• Co-collected with Everyday
Memory Survey (EMS)
• Abbreviated formats
• Brief Format
• Screener Format
• Age range 16-90:11
• Norms collected through 2008
• Lab based measures for clinical
use
• Co-normed with WAIS-IV and
used with Advanced Clinical
Solutions (ACS)
• CVLT-II can be used to calculate
WMS-IV scores
• Abbreviated batteries
• Older adult: Ages 70-90
• WMS-IV Flex
Materials Provided in Kit
Administration Manual
Technical Manual
Record Form (Standard, Brief)
Recall Response Booklet
Recognition Response Booklet
Picture Memory Stimulus Cards
Design Memory Stimulus Card
Finder Windows Stimulus Cards
Visual Working Memory Stimulus Cards in box
Primary Pencil
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Insert Kit pic
Structure of
WRAML3
16
Subtest and Index Structure of
WRAML3
Additional subtest:
Sentence Memory
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Subtest and Index Structure of
WRAML3
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Subtest and Index Structure of
WRAML3
Additional subtest:
Sentence Memory
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Structure of the Brief Form
20
Picture Memory
The examinee is shown a picture for 10 seconds and then given a response
booklet with a similar picture and asked to mark which elements of the
picture were changed, added, or moved. Once the examinee has finished
Picture Memory responding, they are shown the original picture again for 20 seconds and
asked to look for anything they may have missed the first time. One teaching
card and three stimulus cards are shown to the examinee for a total of four
pictures.
Picture Memory Delayed is administered 20-30 minutes after Picture
Picture Memory
Memory. For this subtest, the examinee is asked to identify elements
Delayed
that were changed, added, or moved.
For Picture Memory Recognition, the examinee is shown multiple-choice
Picture Memory items. The correct responses to the items contain previously seen images
from both the Picture Memory Stimulus Cards and the Recall Response
Recognition
Booklet as well as a none of these option.
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NEW
Picture Memory
NEW
SUBTEST!
Delayed
Condition
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Story Memory
Story
Memory
The examinee is read two short stories and asked to retell as
much of each story as they can remember.
Story
Memory
Delayed
The Story Memory Delayed subtest is administered after a 20–
30 minute delay. The examinee is asked to repeat as much of
each story as they can remember.
Story
Memory
Recognition
For Story Memory Recognition, the examinee is asked multiplechoice questions about the stories with four options, including a
none of these response.
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Story Memory
All NEW
Stories!
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Design Learning
Design
Learning
The examinee is shown a single Design Learning Stimulus Card across
four trials to parallel the administration procedures of the Verbal
Learning subtest. The card has 18 different geometric shapes
distributed across four quadrants. It is exposed for 10 seconds and then
removed; after a 10-second delay the examinee is asked to recall and
draw the shapes in the correct locations. This procedure is repeated
three times for a total of four learning trials.
Design
Learning
Delayed
The Design Learning Delayed subtest is administered 20-30 minutes
after Design Learning. The examinee is asked to recall (i.e., draw)
the design details in the correct locations.
Design
Learning
Recognition
Design Learning Recognition requires the examinee to identify
previously-seen card content using a multiple-choice format, including a
none of these response.
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NEW
Verbal Learning
Verbal
Learning
The examinee is read a list of words for each of four learning
trials and asked to retell as many words as they can remember
after each presentation of the list.
Verbal
Learning
Delayed
The Verbal Learning Delayed subtest is administered 20-30
minutes following administration of Verbal Learning. The
examinee is asked to repeat as many words from the list as they
can remember.
Verbal
Learning
Recognition
For Verbal Learning Recognition, the examinee is asked
multiple-choice questions about the word list with four options,
including a none of these response.
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Finger Windows
Finger
Windows
The examinee is shown a card with nine holes in it, referred to as
windows. The examiner places a pencil through the windows in a
specific order and the examinee is asked to recall the order by
pointing with their finger.
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Number Letter
Number
Letter
The examinee is read a sequence of numbers and letters,
with 1-second separating the completion of one
number/letter and the beginning of the next number/letter
and asked to repeat the sequence verbatim.
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Visual Working Memory
NEW
Visual
Working
Memory
For children ages 5 – 9, the examiner points to some of the
pictures in a mixed-up order and then the examinee must point
to the same pictures by group (e.g., Dogs first, then Doghouses).
For a second task, the examiner again points to the pictures in a
mixed-up order; the examinee must point to the pictures of one
grouping in a specific order by group (e.g., Dogs first from
smallest to biggest) and then the other pictures (e.g.,
Doghouses) in any order.
For children and adults, ages 10–90, the examiner points to the
pictures in a mixed-up order and the examinee must point to the
pictures of each grouping in size order (e.g., Dogs first, then
Doghouses, both from smallest to biggest.
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Verbal Working Memory
Verbal
Working
Memory
The examiner reads a list of words consisting of animals and
nonanimals in a mixed-up order.
Children, ages 5–9, are first administered Set A and are asked to
repeat all the words, retelling the animal words first followed by
the nonanimal words in any order.
All examinees are administered Set B in which they are asked to
first retell the animals in order of their typical size, from smallest
to biggest, then they are asked for all the nonanimal words in
any order.
Older examinees, ages 10–90, are administered Set C in which
they must retell the animals in size order, from smallest to
biggest, and then they are asked for the nonanimal words also in
size order from smallest to biggest.
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Sentence Memory
Sentence
Memory
The Sentence Memory subtest requires the examinee to repeat
a series of sentences dictated by the examiner. As the subtest
progresses, sentence length becomes longer and semantically
and syntactically more complex.
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Performance Validity Indicator
• Provides examiner with quantitative
information regarding the likelihood that
an examinee is putting forth sufficient
effort during testing for interpreting
results.
• Performance validity has long been a
concern for adult providers and is
increasingly incorporated into pediatric
assessments.
• Derived from the
Attention/Concentration Index and the
sum of the first five items across all four
Recognition subtests.
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General Testing &
Administration
Guidelines
37
Format Selection
Standard Format: All 17 subtests in the WRAML3 battery.
Full: 75-90 minutes
Core:30-35 minutes
Abbreviated Formats:
Screener Format: Four subtests (25-30 minutes)
Brief Format : Two core subtests (10-15 minutes);
four optional delayed and recognition conditions
(additional 15-20 minutes)
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38
Screener Format
Picture Memory
Visual Immediate
Memory Index
Design Learning
Screener
Memory Index
Story Memory
Verbal
Immediate
Memory Index
Verbal Learning
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39
Brief Format
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40
Standardized Administration
• Maintain subtest order
• If clinically necessary to alter • Elapsed times between immediate and delayed recall conditions must be
20-30 minutes in duration.
• Delayed Recall conditions of subtests must be administered before
delayed recognition conditions of subtests.
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Standard Procedures
Start points, reverse rules, discontinue rules, stop points
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Subtest
Administration and
Scoring
45
Directions for Subtest Administration
Chapter 3. Subtest Administration, Recording, and Scoring Directions
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46
Changes to Retained Subtests
. . . . . . continued . . . . . .
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Standard Administration
To ensure WRAML3 results are
reliable and valid . . .
Present stimuli in a
Follow
standardized way,
administration
and provide the
procedures used instructions as
during
printed in the
standardization. Administration
Manual.
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7. Picture Memory Delayed
Note. Picture Memory Stimulus Cards are not
displayed during Picture Memory Delayed.
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Design Learning
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50
3. Design Learning
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11. Design Learning Delayed
Note. The Design Learning Stimulus Card is not
displayed during Design Learning Delayed.
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15. Visual Working Memory
Insert picture of VWM
Stim Cards/box here
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Scores and
Interpretation
54
Scores
Subtest Scaled Scores: Mean = 10; SD = 3
Index Scores: Mean = 100; SD = 15
Process Scores
Performance Validity Indicator Scores
Discrepancy Analysis
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55
Standard
Score
Scaled Score
Number of
SDs from the
mean
130-145
16-19
+2 to +3
98-99.9
Extremely high
120-125
14-15
+11/3 to +12/3
91-95
Very high
110-115
12-13
+2/3 to +1
75-84
High average
90-105
8-11
-2/3 to +1/3
25-63
Average
80-85
6-7
-11/3 to -1
9-16
Low average
70-75
4-5
-2 to -12/3
2-5
Very low
55-65
1-3
-3 to -22/3
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Percentile
Rank
Qualitative
Descriptor
≤1
Extremely low
56
Interpretation
• Reporting and Describing Scores
• Interpreting Index Scores
• Index Discrepancy Analysis
• Interpreting Subtest Scores
• Interpreting Process Scores
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57
General Memory Indexes
General Immediate Memory Index
General Delayed Index
General Recognition Index
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58
Screener Memory Index
Visual Immediate
Memory Index
Screener
Memory Index
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Verbal
Immediate
Memory Index
59
Visual Memory Indexes
Visual Immediate Memory index
Visual Delayed Index
Visual Recognition Index
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60
Verbal Memory Indexes
Verbal Immediate Memory Index
Verbal Delayed Index
Verbal Recognition Index
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61
Attention/Concentration Index
Finger Windows
Number Letter
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62
Working Memory Index
Visual Working Memory
Verbal Working Memory
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63
Index Discrepancy Analyses
Visual vs. Verbal Index Discrepancies
Attention/Concentration vs. Working Memory Index Discrepancy
General Memory and Screener Memory Index Analyses
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64
Reports
65
Score Report
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66
Technical
Information
Normative Sample
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Reliability of Indexes
Index
Overall Average rxx
General Immediate Memory Index (GIMI)
.93
General Delayed Index (GDI)
.91
General Recognition Index (GRI)
.88
Screener Memory Index (SMI)
.93
Verbal Immediate Memory Index (VBIMI)
.93
Verbal Delayed Index (VBDI)
.89
Verbal Recognition Index (VBRI)
.81
(Table 3.2 WRAML3 Technical Manual)
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Reliability of Indexes
Composite
Overall Average rxx
Visual Immediate Memory Index (VSIMI)
.87
Visual Delayed Index (VSDI)
.84
Visual Recognition Index (VSRI)
.85
Attention/Concentration Index (ACI)
.84
Working Memory Index (WMI)
.88
Brief Immediate Memory Index (BIMI)
.93
Brief Delayed Memory Index (BDI)
.90
Brief Recognition Index (BRI)
.82
(Table 3.2 WRAML3 Technical Manual)
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Confirmatory Factor Analysis
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WRAML-3