A REASEARCH ON WAIS/WISC MMPI-III

The Wechsler Adult Intelligence Scale (WAIS) is an intelligence test first published in 1955 and designed
to measure intelligence in adults and older adolescents. The test was designed by psychologist David
Wechsler, who believed that intelligence was made up of a number of different mental abilities rather
than a than a single general intelligence factor.

History of the Wechsler Adult Intelligence Scale

Wechsler was dissatisfied with what he believed were the limitations of the Stanford-Binet intelligence
test. Among his chief complaints about that test was the single score that emerged, its emphasis on
timed tasks, and the fact that the test had been designed specifically for children and was therefore
invalid for adults.

As a result, Wechsler devised a new test during the 1930s, known as the Wechsler-Bellevue Intelligence
Scales. The test was later revised and became known as the Wechsler Adult Intelligence Scale, or WAIS.

Benefits of the Wechsler Adult Intelligence Scale

The Wechsler Adult Intelligence Scale is widely used for a number of reasons. Some benefits include the
following:

The test is well-established and has good test-retest reliability. It accurately measures a person's current
intellectual status and functioning.Research suggests that the WAIS-IV can be a useful clinical tool for
assessing mild, moderate, and severe traumatic brain injury (TBI).
 Wechsler Intelligence Scale for Children

The Wechsler Intelligence Scale for Children (WISC) 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 recent
version.

The WISC-V takes 45 to 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, namely 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.

The WISC can be used to show discrepancies between a child's intelligence and his/her performance at
school (and it is this discrepancy that school psychologists look for when using this test).[citation
needed] In a clinical setting, learning disabilities can be diagnosed through a comparison of intelligence
scores and scores on an achievement test, such as the Woodcock Johnson III or Wechsler Individual
Achievement Test II. If a child's achievement is below what would be expected given their level of
intellectual functioning (as derived from an IQ test such as the WISC-IV), then a learning disability may
be present[citation needed]. Other psychologists and researchers[who?] believe that the WISC can be
used to understand the complexities of the human mind by examining each subtest and can, indeed,
help in diagnosing learning disabilities.

Subsequently, the WISC can be used as part of an assessment battery to identify intellectual giftedness,
learning difficulties, and cognitive strengths and weaknesses. When combined with other measures such
as the Adaptive Behavior Assessment System–II (ABAS–II; Harrison & Oakland, 2003) and the Children's
Memory Scale (CMS; Cohen, 1997) its clinical utility can be enhanced. Combinations such as these
provide information on cognitive and adaptive functioning, both of which are required for the proper
diagnosis of learning difficulties and learning and memory functioning resulting in a richer picture of a
child's cognitive functioning.

MMPI-III
MMPI-3 builds on the history and strengths of the MMPI instruments to provide an empirically-
validated, psychometrically up-to-date standard for psychological assessment. The MMPI-3 provides a
contemporary assessment for mental health, medical, forensic, and public safety settings.

REFERENCE

Kaplan, Robert M.; Saccuzzo, Dennis P. (2009). Psychological Testing: Principles, Applications, and Issues
(Seventh ed.). Belmont, CA: Wadsworth. p. 262. ISBN 978-0-495-09555-2. (citing Wechsler (1958) The
Measurement and Appraisal of Adult Intelligence)

Ward, S.B., Ward, T. J., Hatt, C.V., Young, D.L, & Mollner, N.R. (1995). The incidence and utility of the
ACID, ACIDS, and SCAD profiles in a referred population. Psychology in the Schools, 32(4), 267–276