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WECHSLER INTELLIGENCE SCALE FOR CHILDREN (WISC)

Submitted to

Respected Dr. Khalid Mehmood Bhatti

Submitted By

Sehrish Bashir (Roll no. 7431)

&

Rafia Naseem (Roll no. 7406)

Msc. Applied Psychology (Morning)

Session 2017-2019

GOVERNMENT COLLEGE UNIVERSITY, FAISALABAD

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Table of contents

No. Topic Page no.

1 Introduction 1
2 History 1
3 Materials required for Test 2

4 Sub Tests 3
5 Precautions 10
6 References 11
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Introduction

The Wechsler Intelligence Scale for Children (WISC), developed by David Wechsler, is an

individually administered intelligence test for children between the ages of 6 and 16. The Fifth
Edition (WISC-V; Wechsler, 2014) is the most current version.

The WISC-V takes 45–65 minutes to administer. It generates a Full Scale IQ (formerly known as
an intelligence quotient or IQ score) that represents a child's general intellectual ability. It also
provides five primary index scores: Verbal Comprehension Index, Visual Spatial Index, Fluid
Reasoning Index, Working Memory Index, and Processing Speed Index. These indices represent
a child's abilities in discrete cognitive domains. Five ancillary composite scores can be derived
from various combinations of primary or primary and secondary subtests.

Five complementary subtests yield three complementary composite scores to measure related
cognitive abilities relevant to the assessment and identification of specific learning disabilities,
particularly dyslexia and dyscalculia. Variation in testing procedures and goals can reduce time
of assessment to 15–20 minutes for the assessment of a single primary index, or increase testing
time to three or more hours for a complete assessment, including all primary, ancillary, and
complementary indices.

WISC is used for accessing the intellectual ability of Children aged form 6 years through tom16
years, 11 months. Child performance on these measurements is summarized in three composite
scores. He verbal, performance and full scale IQs. Which provide estimate of individual’s
intellectual abilities.

Structure of WISC has two factors, verbal and performance. Later on a smaller third factor
appeared in various analyses. Third factor is composed of arithmetic, coding and digital span
subsets have appeared in the last decade. Some subtests require the child to reason abstractly ,
some focus on child’s memory , some call for certain perceptual skills and so forth.

History

The original WISC (Wechsler, 1949) was an adaption of several of the subtests that made up the
Wechsler–Bellevue Intelligence Scale (Wechsler, 1939) but also featured several subtests
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designed specifically for it. The subtests were organized into Verbal and Performance scales and
provided scores for Verbal IQ (VIQ), Performance IQ (PIQ), and Full Scale IQ (FSIQ).

Each successive edition has re-normed the test to compensate for the Flynn effect, ensuring not
only that the norms do not become outdated which is suggested to result in inflated scores on
intelligence measures, but that they are representative of the current population (Flynn, 1984,
1987, 1999; Matarazzo, 1972). Additional updates and refinements include changes to the
questions to make them less biased against minorities and females and updated materials to make
them more useful in the administration of the test. A revised edition was published in 1974 as the
WISC-R (Wechsler, 1974), featuring the same subtests. However, the age range was changed
from 5-15 to 6-16.

The third edition was published in 1991 (WISC-III; Wechsler, 1991) and brought with it a new
subtest as a measure of processing speed. In addition to the traditional VIQ, PIQ, and FSIQ
scores, four new index scores were introduced to represent more narrow domains of cognitive
function: the Verbal Comprehension Index (VCI), the Perceptual Organization Index (POI), the
Freedom from Distractibility Index (FDI), and the Processing Speed Index (PSI).

The WISC-IV was produced in 2003. The WISC-V was published in 2014. The WISC-V has a

total of 21 subtests. It yields 15 composite scores.

Test Format

The WISC is one test in a suite of Wechsler intelligence scales. Subjects 16 and over are tested
with the Wechsler Adult Intelligence Scale (WAIS), and children ages two years and six months
to seven years and seven months are tested with the Wechsler Preschool and Primary Scale of
Intelligence (WPPSI). There is some overlap between tests: children aged 6 years 0 months
through 7 years 7 months can complete the WPPSI or the WISC; children aged 16 can complete
the WISC-V or the WAIS-IV. Different floor effect and ceiling effectcan be achieved using the
different tests, allowing for a greater understanding of the child's abilities or deficits. This means
that a 16-year-old adolescent who has an intellectual disability may be tested using the WISC-V
so that the clinician may see the floor of their knowledge (the lowest level).

There are five primary index scores, the Verbal Comprehension Index (VCI), Visual Spatial
Index (VSI), Fluid Reasoning Index (FRI), Working Memory Index (WMI), and Processing
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Speed Index (PSI). Two subtests must be administered to obtain each of the primary index
scores; thus, a total of 10 subtests are primary subtests. The Full Scale IQ is derived from 7 of
the 10 primary subtests: Both Verbal Comprehension subtests, one Visual Spatial subtest, two
Fluid Reasoning subtests, one Working Memory subtest, and one Processing Speed subtest.
Verbal Comprehension and Fluid Reasoning are weighted more heavily in the Full Scale IQ to
reflect the importance of crystallized and fluid abilities in modern intelligence models (Wechsler,
2014).

The VCI is derived from the Similarities and Vocabulary subtests. The Verbal Comprehension
scale subtests are described below:

 Similarities – (primary, FSIQ) asking how two words are alike/similar.

 Vocabulary – (primary, FSIQ) examinee is asked to define a provided word
 Information (secondary) – general knowledge questions.
 Comprehension – (secondary) questions about social situations or common concepts.

The VCI is an overall measure of verbal concept formation (the child's ability to verbally reason)
and is influenced by semantic knowledge.

The VSI is derived from the Block Design and Visual Puzzles subtests. These subtests are as
follows:

 Block Design (primary, FSIQ) – children put together red-and-white blocks in a pattern
according to a displayed model. This is timed, and some of the more difficult puzzles award
bonuses for speed.
 Visual Puzzles (primary) – children view a puzzle in a stimulus book and choose from
among pieces of which three could construct the puzzle.

Materials required for test administration:

Following materials are required for test administration:

1-Manual

2-Record form(which includes coding response sheet , part A and B )

3-Mazes response booklet

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4- symbol search response booklet(part A and B)

5- stimulus booklet(containing items for picture Completion, arithmetic and block design)

6- Blank card for arithmetic problems 3 and 4

7- Set of arithmetic cards for arithmetic problems 19-24

8- picture arrangement cards in the picture arrangement box.

9- Block design cubes in the block design box

10- object assembly puzzles, each in a separate box

11- object assembly layout shield (free standing, printed with the presentation arrangements of
each object assembly puzzle)

12- acetate scoring keys for symbol search and coding A and B

13- stop watch

Sub Tests

Picture Completion

A set of colorful pictures of common objects and scenes each of which is missing an important
part which the child identifies.

Starting points:

6-16 sample item

6-7. Item 1-4

8-9 item 5-6

10-13. Item 7-10

14-16. Item 11-30

For age 8 to 16. 20 seconds are given for each item. Correction allowed on item 1 and 2.its
Reliability is .77
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Information:

A series of orally presented questions that tap the child’s knowledge about common events,
objects, places and people. Discontinue after five consecutive failures. For age 8 to 16.
Correction allowed on item 1. Its Reliability is .84

Starting points:

6-7 item 1-4

8-10 item 5 -7

11-13. Item 8-10

14-16. Item 11-30

Coding

A series of simple shapes(coding A) or numbers (coding B) each paired with a simple symbol.
The child draws the symbol in its corresponding shape(coding A) or under its corresponding
number(coding B) , according to a key. Coding A and B are included on a single perforated sheet
in a record form. Discontinue after 120 seconds. Time bonus points in part A only. Its
Reliability is .79

Starting points:

6-7. Part A

8-16 part B

Similarities

A series of orally presented pairs of words for which the child explains the similarity of the
everyday objects or concepts they represent. Discontinue after four consecutive failures.
Correction allowed on item 1 and 2. Training on item 6 and 7 if child gives 1 point responses. Its
Reliability is .81

Starting points:

6-16. Sample item

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Picture arrangement:

A set of colorful pictures , presented in mixed up order , which the child rearranges into a
logical story sequence. Discontinue after three consecutive failures. For ages 9 to 16. Specified
time limit on each item. . Correction on item 1 and 2. Its Reliability is .76

Starting points :

6-8. Item 1-2

9-16. Item 3-14

Arithmetic:

A series of arithmetic problem which the child solves mentally and responds to orally. For age 7
to 16 .Time bonus points: items 19-24.Correction allowed on item 1 and 2 , its Reliability is .78

starting points:

6. Item 1-5

7-8. Item 6-12

9-12. Item 12-13

13-16. Item 14-24

Arithmetic is a supplemental Working Memory subtest.Example: How many carrots are there in
this picture?

Block design:

A set of modeled or printed two dimensional geometric patterns which the child replicates using
two color cubes. For ages 8 to 16. Specified time limit on each design. Time bonus points:
designs 4-12. Its Reliability is .87

Starting points:

6-7. Design 1-2

8-16. Design 3-12

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Vocabulary:

A series of words presented orally which the child defines. Discontinue after four consecutive
failures. For ages 9 to 16. Correction allowed on item 1.Its Reliability is .87

Starting points:

6-8. Item 1-2

9-10. Item 3-4

11-13. Item 5-6

14-16. Item 7-30

Object assembly

A set of jig-saw puzzles of common objects, each presented in a standardized configuration,

which the child assembles to form a meaningful whole. Administered all items . Specified time
limit on each item. Time bonus points: items 1 to 5. Correction allowed on item 1. Its Reliability
is .69

Starting points:

6-16. Sample item

Comprehension:

A series of orally presented questions that require the child to solve everyday problems or to
solve everyday problems or to show understanding of social rules and concepts.

Discontinue after three consecutive failures. Correction allowed item 1. Its Reliability Ks .77

Starting points:

6-16. Item 1-18

Symbol search

A series of paired groups of symbols, each pair consisting of a target group and a search group.
The child scans the two groups and indicates whether or not a target symbol appears in the
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search group. Both levels of subsets are included in a single response booklet. Discontinue after
120 seconds. Correction allowed on practice items. Its Reliability is .76

Starting points

6-7 part A

8-16 part B

Digital span:

A series of orally presented number sequences which the child repeats verbatim for digits
forward and in reverse order for digits backwards. Discontinue after failure of both trials of any
item. Administer digit backward even if digit forward score is 0. Correction allowed on digits
backward sample.its Reliability is .85

Starting points:

6-16 item 1-8 Digits forward

6-16 item1-7 Digits backward

Mazes:

A set of increasingly difficult mazes, printed in a response booklet , which the child solves with a
pencil. Discontinue after two consecutive failures. For age 8-16. Correction allowed on mazes 1
and 2. Its Reliability is .70

Starting points:

6-7 maze1-3

8-16 maze 4-10

Sequence of sub tests is very important Information, similarities, arithmetic, vocabulary,

comprehension, digital span are verbal tests , while picture Completion, coding, picture
arrangement, block design, object assembly, symbol search mazes are performance tests.
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Precautions

The Wechsler intelligence scales are not considered adequate measures of extreme intelligence
(IQ scores below 40 and above 160). The scoring process does not allow for scores outside this
range for test takers at particular ages. Wechsler himself was even more conservative, stressing
that his scales were not appropriate for people with IQs below 70 or above 130. Despite this
restriction, many people use the WISC as a measure of the intelligence of gifted children, who
typically score above 130. The age range for the WISC overlaps with that of the Wechsler Adult
Intelligence Scale (WAIS) for people between 16 and 17 years of age, but experts suggest that
the WISC provides a better measure for people in this age range.Administration and scoring of
the WISC require a competent administrator who must be able to interact and communicate with
children of different ages and must know test protocol and specifications. WISC administrators
must receive training in the proper use of the instrument and demonstrate awareness of all test
guidelines
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References

http://archive.org/steam/psychologicaltes00jand#page/22/mode/

Ackerman, Pu.T.,Dykman, R.A. & Peters, J.E. (1976) Hierarchical factor patterns on the WISC
as related to areas of learning deficit. Perceptual and Motor Skills 42, 583-615.

CTB / McGraw-Hill (1987) comprehensive tests of basic skills, Form U. Monterey, CA: Author.

Boll, T.J. (1981) The Halstead-Reitan Neuropsychology battery. In S.B Filskov& T.J. Boll (Eds),
Handbook of clinical Neuropsychology (pp. 577-607). New York: Wiley.

Boodoo, Go.M., Barons, A. & Ochoa, H. (1988, April) Factor structure of the WISC-R with an

Hispanic learning disabled population. Paper presented at the 1988 Meetings of the National
Council on Measurements in Education, New Orleans.