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WISC–IV
The KIT
Administration Manual
Technical Manual
Stimulus Book (9" X 6")
Blocks
Symbol Search/Coding
Booklet
Cancellation Booklet
Record Form
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Where Could We Be Going?
1. Elimination of the Ability-Achievement
Discrepancy
2. Emphasizing Cognitive Processing
Information provided by the IQ Test
3. Replacement of the traditional “Wait to
Fail” model
4. Increase in focus on Pre-referral
Assessment and Intervention
5. Changing of the definition of Learning
Disability
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Revision Goals
 Update & Strengthen Theoretical
Foundations
 Enhance Clinical Utility
 Improve Psychometric Properties
 Increase and Enhancing UserFriendliness
 Maintain Continuity and Familiarity
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Update & Strengthen
Theoretical Foundations
 Current Status of Intelligence Theory
• Use of Factor Index Scores
 Emphasizes multiple factors in cognitive abilities
 De-emphasizes reliance on VIQ and PIQ to characterize a
child’s overall cognitive abilities
• Consistent with WPPSI-III and WAIS-III
• Enhanced Measures of Fluid Reasoning
 Tasks that involve “manipulating abstractions, rules,
generalizations, and logical relationships” require fluid
intelligence (Carroll, 1993, p. 583). MR, PCO, and WR
developed to enhance the measures of fluid intelligence
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Update & Strengthen
Theoretical Foundations
• Enhanced Measures of Working Memory
 Emphasizes the importance of working memory
in learning
 Focuses on more “active” types of working
memory
• Enhanced Measures of Processing Speed
 Targets role as “mediator” in cognitive
functioning and learning
 Recognizes impact as predictor of reading
comprehension
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Enhanced Clinical Utility
 Increasing Number of Special
Group Validity Studies
 Updating Statistical Linkage to
Other Cognitive Measures and
Measures of Achievement
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Enhancing Clinical Utility
Increased and Enhanced Clinical Validity Studies
•
•
•
•
•
•
•
•
Mental Retardation – Mild
Mental Retardation – Moderate
Learning Disorder – Reading
Learning Disorder – Reading,
Writing
Learning Disorder – Reading,
Writing, and Math
Learning Disorder – Math
Receptive Language Disorder
Receptive/Expressive Language
Disorder
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•
•
•
•
•
•
•
ADHD
ADHD/LD Combined
Motor Impaired
Autism/Aspergers
TBI – Open
TBI – Closed
Intellectually Gifted
Enhancing Clinical Utility
Increased Linkage and Correlations with Other
Assessments
 Equivalency studies with WISC-III, WAIS-III, WPPSI-III,
WASI, approximately 200 cases each, counterbalanced
 WIAT-II Link, 550 cases
 CMS Link, 110 cases
 Adaptive Behavior Assessment System (ABAS) Link, 200
cases each for Parent/Teacher forms
 Bar-ON EQ, 200 cases
 Gifted Rating Scale, 240 cases
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Improved Psychometric Properties
 Updating Norms
 Improving Evidence of Reliability
and Validity
 Extending Floors and Ceilings
 Re-examining Item Bias
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Increased User-Friendliness
 Decreasing Testing Time
 Simplifying Administration and
Scoring Procedures
 Improving Stimulus Materials
 Eliminating the Object Assembly subtest
 Dividing and Reorganizing the Manual
 Dividing and Reorganizing the
Record Form
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Reasons for Updating Norms




Improvement in Education System
Improved nutrition
Better health conditions
Increased dissemination of information
 Demographic shifts
• Hispanic population growth (11% to 15%)
• Regional growth (Growth in West and South
at the expense of NE)
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®
Basic Description of
the New WISC–IV
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WISC–IV Model
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Basic Description of the WISC–IV
 Individual Administration
 Assessment of Cognitive Functioning in
Children 6–16 Years
• 10 Subtests to obtain FSIQ
• 10 Subtests to obtain Index Scores
• 3 Core Verbal and 3 Core Perceptual Reasoning
Subtests
• 2 Core Working Memory and 2 Core Processing
Speed Subtests
 Administration time: median = 67 minutes
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Verbal Comprehension Index
Core Subtests:
• Similarities
• Vocabulary
• Comprehension
Supplementary Subtests:
• Information
• Word Reasoning
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Perceptual Reasoning Index
Core Subtests:
• Block Design
• Picture Concepts
• Matrix Reasoning
Supplementary Subtest:
• Picture Completion
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Working Memory Index
Core Subtests:
• Digit Span
• Letter-Number Sequencing
Supplementary Subtest:
• Arithmetic
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Processing Speed Index
Core Subtests:
• Coding
• Symbol Search
Supplementary Subtest:
• Cancellation
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Order of WISC-IV Subtests
Core Subtests

Block Design

Similarities

Digit Span

Picture Concepts

Coding

Vocabulary

Letter – Number
Sequencing

Matrix Reasoning

Comprehension

Symbol Search
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Supplemental Subtests
11. Picture Completion
12. Cancellation
13. Information
14. Arithmetic
15. Word Reasoning
Block Design
 14 items—two parts
• 3 new items designed to
improve ceiling and item
difficulty gradient
• No time-bonus administration
option
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Block Design
Any pronounced rotation of 30o or more is
considered an error.
Correct only the first rotation that occurs by
rotating the blocks to the correct position and
saying, “See, it goes this way.” Continue
subtest administration accordingly.
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Block Design
 Designed to measure the ability to
analyze and synthesize abstract visual
stimuli and nonverbal concept formation.
 Involves nonverbal fluid reasoning,
visual perception and organization,
visual-motor coordination, spatial
visualization, and the ability to separate
figure and ground in visual stimuli.
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Similarities
 Core Subtest
 23 items
• 11 new items–Scoring criteria modified
• Practice items reduced from 5 to 2
“In what way are RED and BLUE alike?”
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Similarities
 Designed to measure fluid verbal reasoning
and concept formation.
 Also involves auditory comprehension,
memory, distinguishing non-essential and
essential features, and verbal expression.
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Digit Span
 Digit Span Forward requires the child to
repeat numbers in the same order the
examiner reads aloud.
Digit Span Backward requires the child to
repeat the numbers in the reverse order
presented by the examiner.
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Digit Span
 Designed as a measure of working memory (initial
encoding & mental manipulation), auditory shortterm memory, sequencing skills, attention, and
concentration.
 Digit Span Forward involves initial encoding,
attention,and auditory processing.
 Digit Span Backward involves mental
manipulation, transformation of information, and
visuospatial imaging.
 Shift from the Forward to the Backward task
requires cognitive flexibility and mental alertness.
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Picture Concepts
 28 items–The child is presented with two or
three rows of pictures and chooses one picture
from each row to form a group with a common
characteristic.
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Picture Concepts
 Designed to measure abstract, fluid, and
categorical reasoning ability.
 Solutions to easier items are generally
attained by reasoning based on concrete
representations, and the solutions to
more difficult items are obtained by
reasoning based on more abstract
representations.
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Coding
 Measures processing speed
 Involves short-term memory, learning
ability, visual perception, visual-motor
coordination, visual scanning ability,
cognitive flexibility, attention, motivation
and visual and sequential processing.
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Vocabulary
 36 items
• 4 picture items designed to extend the floor of
the subtest.
• 32 verbal items—5 new items to improve item
difficulty gradient. Scoring modifications on
all items.
“What is a car?”
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Vocabulary
 Designed to assess a child’s word knowledge
and degree of language development. Also
designed to measure a child’s fund of
knowledge, learning ability, long-term memory,
and verbal concept formation.
 Other abilities that may be utilized include
auditory perception and comprehension,
verbal conceptualization, abstract thinking, and
verbal expression.
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Letter-Number Sequencing
 Measures Working Memory
 Adapted from the WAIS–III
 Child is presented a series of numbers
and letters. The child repeats numbers
then letters in order.
 Involves sequencing, mental manipulation,
attention, short-term auditory memory,
visuospatial imaging, and processing speed.
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Letter-Number Sequencing
Example:
Examiner says, “7 K 3 D 9”
Child responds, “3 7 9 D K”
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Definitions of Fluid Reasoning
 It is the “ability to perform mental operations, such
as the manipulation of abstract symbols”
Sternberg, 1995
 It is Gf from the Horn–Catell model
Catell, 1941; Horn, 1968
 It encompasses the abilities of reasoning under
novel conditions: general reasoning, figural
relations, semantic relations, classifications,
concept formation.
Horn & Noll, 1997
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Matrix Reasoning
 35 items—child completes matrices from
five response options.
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Matrix Reasoning
 Measure of fluid intelligence and a
reliable estimate of general intellectual
ability.
 Four types of matrices including:
continuous and discrete pattern
completion, classification, analogical
reasoning, and serial reasoning.
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Comprehension
 21 items—all items require the child to
answer questions.
 11 new items and 10 items retained.
“Why do people brush their teeth?”
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Comprehension
 Measures verbal reasoning and
conceptualization, the ability to evaluate
and utilize past experiences, verbal
comprehension and expression, and
the ability to demonstrate practical
information.
 Involves knowledge of conventional
standards of behavior, social judgment,
maturity, and common sense.
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Symbol Search
 Nonverbal Measure of Processing Speed
 Uses abstract symbols
 2 target symbols per item
 5 search symbols per item
 Equal difficulty across all items
 Difficulty range from .85 to 1.0
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Symbol Search
 Involves processing speed, short-term
visual memory, visual-motor coordination,
cognitive flexibility, visual discrimination,
and concentration.
 May also tap auditory comprehension,
perceptual organization, and planning
and learning ability.
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Picture Completion
 38 items—all artwork
has been redrawn,
enlarged and
colorized.
 25 items retained,
13 new items to
improve difficulty
gradient.
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Picture Completion
 Now a Supplemental Subtest.
 Measures visual perception and
organization, concentration, and visual
recognition of essential details of objects.
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Cancellation
 Supplemental Subtest
 Measure of Processing Speed
 2 forms (Random, Structured)
 Forms share identical target locations.
 Targets are animals.
 Foils are common, non-animal objects.
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Random vs. Structured
(Targets in same location)
 Measures processing speed, visual selective
attention, vigilance, and visual neglect.
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Information
 33 items
• 11 new verbal items—22 retained
from WISC–III. Some scoring
modifications.
“Show me your foot.”
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Information
 Designed to assess a child’s ability to
acquire, retain, and retrieve general factual
knowledge, commonly referred to as general
fund of knowledge.
 Involves crystallized intelligence, long-term
memory, and the ability to retain and retrieve
knowledge from school and environment.
Also involves auditory perception and
comprehension and verbal expressive ability.
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Arithmetic
 Supplemental Working Memory Subtest
 The child mentally solves a series of orally
presented arithmetic problems within a
specified time limit.
“Count these birds with your finger.
Count them out loud so I can hear you.”
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Arithmetic
 Involves mental manipulation,
concentration, attention, short- and
long-term memory, numerical reasoning
ability, and mental alertness.
 May also involve sequencing, fluid
reasoning, and logical reasoning.
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Word Reasoning
 24 items—Examiner reads increasingly specific
series of one to three clues and the child is
asked to identify the common object or concept.
“Tell me what I’m thinking of. This is an animal
that goes ‘woof.’ What is it?”
“Tell me what I’m thinking of.
1. This has a long handle…
2. and is used with water to clean the floor.
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Word Reasoning
 Measures verbal deductive reasoning.
 Skills that contribute to success include verbal
comprehension, expressive language ability,
verbal abstraction, domain knowledge,
analogic and general reasoning, ability to
utilize contextual and syntax information,
generate alternative concepts, and integrate
and synthesize different types of information.
 Other contributing skills include long-term
memory, cognitive flexibility, and trial-and-error
learning.
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
®
Technical Development
and Standardization
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Demographic Stratification
Variables
 Age
 Sex
 Race/Ethnicity
 Parent Education Level
 Geographic Region
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Stratification Variables: Age
6:00 7:00 8:00 9:00 10:00 11:00 12:00 13:00 14:00 15:00 16:00
6:11 7:11 8:11 9:11 10:11 11:11 12:11 13:11 14:11 15:11 16:11
WISC
200 200 200 200 200 200
- IV
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200 200 200 200 200
Stratification Variables: Sex
Female n = 1100; Male n = 1100
Age Group
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Stratification Variables: Race/Ethnicity
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Stratification Variables: Parent
Education Level
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Stratification Variables: Geographic
Region
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Exclusionary Criteria for
Standardization Sample
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Additional Sampling Issues
 Ethnicity/Bias Oversample during Tryout Phase
 Education Level Oversample
 Validity Data From Clinical Groups
 Correlational Data From Other Tests
 Test–Retest Data
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Evidence of Reliability
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Concept of Reliability
 Refers to the accuracy, consistency, and
stability of test scores across situations
 The difference between the hypothetical
true score and the individual’s obtained
test score is measurement error.
 A reliable test will have relatively small
measurement error and consistent
measurement results within one
administration and on different occasions.
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Evidence of Internal Consistency
 The reliability coefficients for WISC–IV
composite scales range from .88
(Processing Speed) to .97 (Full Scale).
 The average reliability coefficients of the
WISC–IV subtests range from .79 (Symbol
Search and Cancellation) to .90 (Letter–
Number Sequencing). All remaining
reliability coefficients range from .80 (Word
Reasoning) to .89 (Vocabulary and Matrix
Reasoning).
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Reliability Coefficients of the Subtests,
Process Scores, and Composite Scales, by
Age Group
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Reliability Coefficients of the Subtests and
Process Scores for Special Groups
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Evidence of Test–Retest
Reliability
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Evidence of Interscorer
Reliability
 All WISC–IV protocols were double-scored by two
independent scorers, and evidence of interscorer
agreement was obtained using the normative sample.
 Because the scoring criteria for most of the subtests
are simple and objective, interscorer agreement is
very high, ranging from .98 to .99.
 Total subtest scores were used in the analysis,
interscorer reliabilities were .98 for Similarities, .98 for
Vocabulary, .95 for Comprehension, .96 for
Information, and .97 for Word Reasoning.
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®
Evidence of Validity
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Exploratory Factor Pattern Loadings
for Core Subtests
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Exploratory Factor Pattern Loadings for
Core and Supplemental Subtests
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®
Clinical Validity Studies
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Clinical Linking Studies

Mental Retardation – Mild

Mental Retardation – Moderate

Learning Disorder – Reading

Learning Disorder – Reading, Writing

Learning Disorder – Reading, Writing, Math

Learning Disorder – Math
WISC-IV
WISC-IV
WISC-IV Integrated

Receptive Language Disorder

Receptive/Expressive Language Disorder
WISC-IV
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
WISC-IV Integrated
WIAT-II
WISC-IV Integrated
PAL
CELF-4
Clinical Linking Studies

ADHD

ADHD/LD Combined
WISC-IV
WISC-IV Integrated
BROWN ADHD

Motor Impaired
WISC-IV

Autism/Aspergers
WISC-IV
WISC-IV Integrated

TBI – Open
WISC-IV
WISC-IV Integrated
NEPSY
D-KEFS

TBI – Closed
WISC-IV
WISC-IV Integrated
NEPSY
D-KEFS

Gifted
WISC-IV
D-KEFS
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
EQ
GRS
®
The Record Form
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Calculating Examinee’s Age
1. Enter Date of Testing in format Year/Month/Day
2. Enter Date of Birth in format Year/Month/Day
3. Subtract Day, then Month, then Year.
(All months are assumed to have 30 days.)
4. DO NOT round up.
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Completing the Summary Page
1. Calculate Subtest Total Raw
Scores
2. Convert Total Raw Scores to
Scaled Scores
3. Obtain Sums of Scaled Scores
4. Determine the Composite Scores
5. Plot the Score Profiles
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Sample Completed Summary Page
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Sample Conversion of Raw
Scores to Scaled Scores
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Completed Analysis Page
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Completed Analysis Page
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®
Scoring the WISC–IV
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WISC–IV Software Related
Information
1. When a WISC–III Scoring Assistant user installs
WISC–IV, the WISC–III raw scores window and
WISC–III reports will still be available. In other
words, WISC–IV is not an upgrade of WISC–III. It
is added to the platform as a new and separate
product.
2. The WIAT–II Scoring Assistant is automatically
updated to perform discrepancy analysis reporting
with WISC–IV when WISC–IV is installed. A
separate WIAT–II update CD is
not necessary.
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Wechsler Software Purchase Plan
New Customers
I HAVE
No Platform Product
I WANT THIS REPORT CAPABILITY
I NEED TO BUY
- WISC-IV Scoring Assistant Reports
WISC-IV Scoring Assistant
- WISC-IV & WIAT-II Scoring Assistant Reports
WISC-IV Scoring Assistant
and the WIAT-II Scoring
Assistant
- WISC-IV Scoring Assistant & Writer Reports
WISC-IV Writer
- WISC-IV & WIAT-II Scoring Assistant & Writer
Reports
WISC-IV Writer and the
WIAT-II Scoring Assistant
- WPPSI-III Scoring Assistant
WPPSI-III Scoring Assistant
- WPPSI-III & WIAT-II Scoring Assistant Reports
WPPSI-III Scoring
Assistant and the WIAT-II
Scoring Assistant
- WPPSI-III & WIAT-II Scoring Assistant & Writer
Reports
WPPSI-III Writer and the
WIAT-II Scoring Assistant
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Wechsler Software Purchase Plan
Existing Customers
I HAVE
WIAT-II Scoring Assisant
I WANT THIS REPORT CAPABILITY
WISC-IV Scoring Assistant
UPGRADE PRICE?
- WISC-IV & WIAT-II Scoring Assistant Reports
WISC-IV Scoring Assistant
No
- WISC-IV & WIAT-II Scoring Assistant Reports
- WISC-IV & WIAT-II Writer Reports
WISC-IV Writer
No
- WISC-III & WIAT-II Writer Reports
WISC-III-WIAT-II Upgrade
to Writer
Yes
WISC-IV Scoring Assistant
No
- WISC-IV & WIAT-II Writer Reports
WISC-IV Writer
No
- WISC-IV & WIAT-II Scoring Assistant Reports
WISC-IV Scoring Assistant
No
- WISC-IV & WIAT-II Writer Reports
WISC-IV Writer
No
- WISC-IV & WIAT-II Scoring Assistant Reports
WIAT-II Scoring Assistant
No
- WISC-IV Writer Reports
WISC-IV Upgrade to Writer
Yes
WISC-III-WIAT-II Scoring
Assistant
- WISC-IV & WIAT-II Scoring Assisant Reports
WISC-III-WIAT-II Writer
I NEED TO BUY
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Software Packaging:
A Modular Approach
Future of software on the
PsychCorpCenter (PCC) is taking
modular approach (one
instrument per application)
e.g.,
Discrepan
y Analysis
Reporting
Allows for ease in maintenance
and serviceability
Still allows for report integration
across instruments (WISC–IV—
WIAT–II, WISC-III—WIAT–II,
WPPSI–III—WIAT–II discrepancy
analysis)
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®
Interpretation
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Interpretation of WISC–IV
Scores
 Subtest Scaled Scores:
Mean = 10, SD = 3
 IQ and Index Scores:
Mean = 100, SD = 15
 Individual’s Rank Compared to
Normative Group
 FSIQ Score: Overall Ability
Index Scores: Breakdown of Abilities
Subtest Scores: Strengths and Weaknesses
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Enhancement of Clinical
Interpretation
 Qualitative Descriptions of FSIQ Score and
Index Scores
 Confidence Intervals
 Additional Tables for Determining
Statistical Significance
 Base Rates for Discrepancy Scores
(Overall and by Ability Level)
 Age-Corrected Subtest Scaled Scores
 Discrepancies Between Digit Span Forward
and Backward
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Conceptualization Structure
 Core Input Requirements
• e.g., Hearing, Vision, Motor
 Core Processing and Output Requirements
• Minimum verbal expression to maximum verbal
expression required.
• Minimum motor output required to maximum motor
output required.
• Maximum structure and organization provided to
minimum amount of structure and organization required.
• Maximum amount of contextual information provided to
minimum amount of contextual information provided.
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Conceptualization Structure
 Characteristics of Response
• Correct, Efficient, and Automatic
• Incorrect, Efficient, and Automatic
• Correct, Inefficient, and Effortful
• Incorrect, Inefficient, and Effortful
Copyright © 2004 by Harcourt Assessment, Inc. All Rights Reserved
Qualitative Descriptions of IQ Scores
Score
Classification
130 and above
120–129
110–119
90–109
80–89
70–79
69 and below
Very Superior
Superior
High Average
Average
Low Average
Borderline
Extremely Low
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% Included in Theoretical
Normal Curve
2.2
6.7
16.1
50.0
16.1
6.7
2.2
Using the Qualitative Descriptions
Relative to individuals of comparable age,
this individual is currently functioning in
the [descriptive classification] range on a
standardized measure of intelligence.
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Example of Subtest Profiles
LNS = DS = A
Subtests
Index
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LNS > DS > A
Subtests
Index
Patterns and Profiles of
Performance
Profile analyses can be used to evaluate
scatter within or among FSIQ, Index Scores
and Subtests.
Profile analyses can be used to generate
hypotheses that are either corroborated or
refuted by other evaluation results, such as
 background information,
 direct behavioral observation,
 additional evaluation,
 consistency with injury or disorder.
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WISC-IV Levels of Performance
FSIQ
VCI
Similarities
Vocabulary
Comprehension
Information
Word Reasoning
PRI
Block Design
Matrix Reasoning
Picture Concepts
Picture Completion
WMI
PSI
Digit Span
Letter-Number
Sequencing
Arithmetic
Coding
Symbol Search
Cancellation
Subtests in Italics are Supplemental
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Statistical Versus Clinical
Significance
“Although statistically significant differences
between scores can occur in many clinical groups, the
same differences may also occur frequently in the
normally functioning population.”
Matarazzo, 1990
Base rate information provides a basis for
estimating the rarity or commonness of the
examinee’s obtained difference within the normal
adult population.
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Statistical Significance of
Index Score Differences
 A statistically significant difference between
scores, e.g., between the VCI and the PRI, refers
to the likelihood that obtaining such a difference by
chance is very low (e.g., p < .05) if the true
difference between the scores is 0 (Matarazzo &
Herman, 1985).
 The level of significance reflects the level of
confidence the examiner can have that the
difference between the scores, called the
difference score, is a true difference.
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Frequency of Index Score
Differences
 The prevalence or frequency of an observed score
difference in the general population is also referred to
as the base rate. Often the difference between an
individual’s composite scores (e.g., VCI and PRI) is
significant in the statistical sense, but is not infrequent.
 The statistical significance of differences between
scores and the rarity of the difference are two different
issues and consequently have different implications for
test interpretation. (Matarazzo & Herman, 1985; Payne
& Jones, 1957; Sattler, 2001; and Silverstein, 1981.)
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Frequency of Index Score
Differences

Index score discrepancies of the WISC–IV standardization
sample vary as a function of ability level, not age. Table
B.2 provides the base rate data by overall standardization
sample and by ability level.

Table B.2 also provides the base rate data by the direction
of the difference and is based on findings that show the
percentages of the score differences are not identical in
both directions (Sattler, 2001). For example, for children
whose FSIQ is 79 points or less, 16.7% obtained PRI
scores 15 or more points higher than their VCI scores,
whereas only 10.2% obtained VCI scores 15 or more
points higher than their PRI scores.
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Differences Between Subtest
Scaled Scores
 An evaluation of the variability helps the
practitioner identify the strengths and
weaknesses of the child’s cognitive functioning.
 As with differences between the index scores,
the interpretation of a particular subtest score
as especially high or low should take into
account the statistical significance of the
observed difference and estimates of
population base rates.
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®
Related Assessments
in Development
Copyright
© 2002
The Psychological
Corporation.
AllRights
rights reserved.
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© 2004
byby
Harcourt
Assessment
Inc. All
Reserved
WISC–IV Spanish
 To be normed entirely in the U.S.
 Items adapted from WISC–IV
 Where adaptation is impossible,
parallel items have been created.
 Norms equated to full US population.
 Available Winter 2004 / 2005
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WISC–IV Integrated
WISC–IV as a Process Instrument
 Data-based testing-the-limits
 Multiple-choice versions of WISC–IV
verbal subtests and Block Design
 Spatial Span – Spatial Working
Memory
 Elithorn Mazes – executive functions
 Frequencies of error types
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