WISC-IV Integrated
General Subtest
Block Design: measures ability to
analyze and synthesize abstract
visual stimuli, nonverbal concept
formation, visual perception and
organization, simultaneous
processing, learning, and the ability
to separate figure and ground
Processing Version- Measures
Multiple Choice- Content similar to main subtest, but
“how” student solves task
 Part B: Child is
readministered items that
were scored 9 points with a
grid overlay
 Part B: provides clinical
information regarding spatial
reasoning and ability to
analyze & synthesize abstract
visual stimuli
includes 4-5 response choices for each item
 Decreases response demands of conveying
information to motor channels and reproducing a
design utilizing motor skills
 3D items also evaluate mental imaging
Vocabulary: measures word
knowledge & concept formation
N/A

Decreases demands for verbal expression and
memory retrieval
Similarities: measures concept
formation & verbal reasoning
N/A

Decreases demands of verbal expression &
memory retrieval
Picture Vocabulary: measures
word knowledge & concept
formation
N/A

A group of four pictures in which the child points
to the picture that depicts the definition of the
word
Decreases demands for verbal expression &
memory retrieval
Also measures visual comprehension & formation
of visual-verbal associations


Comprehension
N/A


Measures verbal reasoning and conceptualization,
verbal comprehension, and ability to evaluate and
use past experiences to demonstrate practical
knowledge
Decreases demands for verbal expression &
memory retrieval
Based on Wechsler Intelligence Scale for Children, forth edition- Integrated 2004 by E. Kaplan, D. Fein, J. Kramer, D. Delis, R. Morris (Pearson Publishing)
Compiled by Allison Hawkins, October 2011
WISC-IV Integrated

Information: measures the ability to
acquire, retain, and recognize
general factual knowledge
N/A
Coding: measures visual-motor
integration, perceptual speed, and
graphomotor speed
1. Coding Recall
N/A
 Without giving the student the
key this time, measures
incidental learning that
occurred during Coding B
using cued-recall and freerecall formats
 Measures learning ability
 Cued recall tasks- deeper
processing
 Free-recall tasks- procedural
learning
2. Coding Copy
 140 items
 Copies paired associations
from Coding B
 Measures mental flexibility
1. Process Approach
N/A
 Part A: mentally solved that
are read and presented in
stimulus book
 Part B: A paper and pencil is
provided and items are
readministered
 Decreases demands on
attention & auditory working
memory
2. Written Process Approach
 Limits demands on attention
Arithmetic: measures mental
manipulation skills, concentration,
numerical reasoning ability, and
mental alertness
Decreases demands for word retrieval and
memory retrieval
Based on Wechsler Intelligence Scale for Children, forth edition- Integrated 2004 by E. Kaplan, D. Fein, J. Kramer, D. Delis, R. Morris (Pearson Publishing)
Compiled by Allison Hawkins, October 2011
WISC-IV Integrated
Letter Number Sequencing:
measures sequencing ability, mental
manipulation, attention, short-term
auditory memory, visuospatial
imaging, and processing speed
Digit Span: measures working
memory, registration & sequencing,
attention/concentration, and rote
learning
and mental efficiency and less
emphasis on verbal aspects of
word problems
Embedded word in some trials
N/A
provides a memory cue, reducing
demand on auditory working memory
1. Visual Digit Span- 8 items, 2 trials
 Does not have backward
repetition
 Also measures visual shortterm memory and visual
processing
2. Letter Span- 8 items, 4 trials
 Non-rhyming vs rhyming
items
 Different cognitive load
 Children with reading
problems may have
difficulties discriminating
between letters that have
common phonetic features
 Use with Digit span to assess
difference between auditory
encoding and auditory-verbal
processing of letters vs.
numbers
3. Spatial Span- 2 tasks, 7 items each
 Forward & Backward
 Child repeats a sequence of
tapped blocks in same/reverse
order
N/A
Based on Wechsler Intelligence Scale for Children, forth edition- Integrated 2004 by E. Kaplan, D. Fein, J. Kramer, D. Delis, R. Morris (Pearson Publishing)
Compiled by Allison Hawkins, October 2011
WISC-IV Integrated

Also measures
 Spatial processing
(forward)
 Transformation of
information, mental
manipulation, motor
integration &
programming (backward)
 Motor- and selfregulation
Additional: Elithorn Maze
(Perceptual Domain)
 Seven items
 Child views a maze and
draws a path that passes
through a specified number
of dots en route to the exit
(timed).
 Measures scanning ability,
visual and motor sequential
processing, planning,
organization, motor
execution, and ability to
inhibit impulsive responses
Based on Wechsler Intelligence Scale for Children, forth edition- Integrated 2004 by E. Kaplan, D. Fein, J. Kramer, D. Delis, R. Morris (Pearson Publishing)
Compiled by Allison Hawkins, October 2011
WISC-IV Integrated
Areas of Difference in Performance between General Population & Disability Category Students
Learning Disorders in General


Difficulty with acquired knowledge
Short-term/working memory
Reading Disorder


Primary differences on: Written Arithmetic, Arithmetic Process Approach-Part B, Arithmetic Process Approach- Part A,
Coding Copy
Secondary differences on: Information Multiple Choice, Digit Span Forward, Letter Span Non-rhyming & rhyming
Reading & Written Expression Disorder


Differences in: Verbal & Working Memory Domains
Specifically: Written Arithmetic, Vocabulary Multiple Choice, Arithmetic Process Approach- Part B, Comprehension Multiple
Choice, Visual Digit Span
Mathematics Disorder


Primary differences on: arithmetic subtests (ART, ARPA-A, ARPA-AT, ARPA-B, WA), Information Multiple Choice
Lessening working memory demands does not make arithmetic subtests significantly easier for these students
Reading, Written Expression, & Mathematics Disorder

Primary differences on: Digit Span Backward, Visual Digit Span, all arithmetic subtests
Learning Disorder & ADHD

Primary differences on: Arithmetic subtests, Coding Copy
Based on Wechsler Intelligence Scale for Children, forth edition- Integrated 2004 by E. Kaplan, D. Fein, J. Kramer, D. Delis, R. Morris (Pearson Publishing)
Compiled by Allison Hawkins, October 2011
WISC-IV Integrated
ADHD


Primary differences on: Information multiple choice, arithmetic w/ time bonus, arithmetic process approach- part A, written
arithmetic, and coding copy
Theoretical: Difficulties in areas of: Verbal memory, auditory working memory, and graphomotor speed
Expressive Language Disorder



Difficulties with verbal tasks & working memory
Primary differences on- Similarities multiple choice, Vocabulary multiple choice, picture vocabulary multiple choice, visual
digit span, letter span non rhyming, letter-number sequencing process approach, arithmetic with time bonus, arithmetic process
approach-part B, and coding copy
Theoretical: verbal reasoning, drawing conclusions, and sequential reasoning difficulties
Receptive-Expressive Language Disorder


Verbal & working memory domains, and coding copy
Did comparable only in the areas of block design multiple choice no time bonus and cancellation
Traumatic Brain Injury
Open head injury

Primary differences on: block design no time bonus, cancellation structured, and coding copy
Closed head injury

Large effect sizes for all process scores in perceptual and processing speed domains (except block design multiple choice),
and similarities multiple choice
Based on Wechsler Intelligence Scale for Children, forth edition- Integrated 2004 by E. Kaplan, D. Fein, J. Kramer, D. Delis, R. Morris (Pearson Publishing)
Compiled by Allison Hawkins, October 2011