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Unlocking The Mistery of WISC-IV
Unlocking The Mistery of WISC-IV
Shelley C. Heaton, Ph.D. Dept of Clinical & Health Psychology Case Conference July 24, 2004
1991: WISC-III
12 AW: WISC-IV (2003)
Wechsler (1958)
[The grouping of subtests into Verbal and Performance areas]does not imply that these are the only abilities involved in the testsThe subtests are different measures of intelligence, not measures of different kinds of intelligence, and the dichotomy of Verbal and Performance areas is only one of several ways in which the tests could be grouped.
In: The measurement and appraisal of adult intelligence. (pg 64)
Importance of working memory in learning Importance of processing speed as mediator Process approach to evaluating performance
Ability to perform mental operations, such as the manipulation of abstract symbols (Sternberg, 1995) Gf from the HornCatell model (Catell, 1941; Horn, 1968) Encompasses the abilities of reasoning under novel conditions: general reasoning, figural relations, semantic relations, classifications, concept formation
(Horn & Noll, 1997)
and often even more important, than the score obtained. Understanding performance on individual items, including the kinds of errors a child makes, can provide rich clinical information. Describing the strategies a child employs when performing tasks provides a basis of interpretation that resonates deeply with parents, teachers, and even with the child.
Demographic Shifts
Ethnic growth (Hispanic 11% 15%) Regional growth (more in W & S than NE)
Clinical Utility
Extending floors & ceilings Increase linkage with other tests (WIAT-II, CMS) Improved Reliability/Validity evidence (Clinical Samples)
index scores without having to add subtests (4 Indexes for the price of 10, instead of 12)
VIQ
PIQ
** (Picture Completion)
Letter-Number Sequencing
Cancellation (supplemental)
Processing Speed Index
When I say go, draw a line through each animal. Work as quickly as you can w/out making any mistakes. Tell me when you are finished.
Random vs Structured
Matrix Reasoning
Letter-Number Sequencing
Tell me the numbers first, in order, starting with the lowest number. Then tell me the letters in alphabetical order.
Credit is given if produced in order (i.e., correct sequence), even if letters are listed first.
Administration Guidelines
Familiarize yourself
New subtests New items New scoring (even for old tests BD)
Supplemental Subtests
Extra = dont add into the Index scores Substitute = add it into Index scores
1/Index: Only 1 substitution allowed when deriving any Index Score 2/FSIQ: Only 2 total substitutions allowed when deriving FSIQ
Prorating dont do it
Avoid prorating if at all possible
contributing subtest scaled scores are valid WMI & PSI cannot be prorated unless supplemental subtests were administered (but Full Scale IQ cannot be derived if you do this)
Mean = 10, SD = 3 IQ and Index Scores: Mean = 100, SD = 15 Individuals Rank Compared to Normative Group
1. Score Differences
A statistically significant difference between
scores refers to the likelihood that obtaining such a difference by chance is very low if the true difference between the scores is 0. The level of significance reflects the level of confidence you can have that the difference is a true difference ( 0.15 or 0.05).
The use of the 0.05 level of significance has
been suggested for most testing purposes (Kaufman and Lichtenberger, 1999)
2. Standard Error
The difference between scores required for
significance is computed from the standard error of measurement of the difference. Refer to tables A.2 through A.6 Tables use estimated true score The use of the 95% confidence interval should be considered (Lichtenberger and Kaufman, 2004)
3. Base Rates
Cumulative Frequency tables or base rates
indicate how frequently a discrepancy of a specific size occurred in the standardization sample. Index score base rates are also available by ability level. The B.2 Tables include
FSIQ 79 80 FSIQ 89 90 FSIQ 109 110 FSIQ 119 FSIQ 120
differences that are infrequent than to those that are merely statistically significant
Interpret scatter among subtests carefully
construct?
Examine Index discrepancies using statistical significance and base rate comparisons Examine Subtest scatter (Table B.6)
Variability among subtest scores is common Does not necessarily indicate cognitive problem
unitary construct of cognitive abilities If the Full Scale IQ is not unitary then focus on subtests scores
2.
3. 4.
Enter the various index standard scores on the Analysis page from the Summary page. Calculate the difference between scores. Use Table B.1 to identify Critical Value by age. Use Table B.2 to identify the Base Rate.
interpretable?
Statistical significance Base Rates
Supplemental Information
Remaining slides were taken from other