2. Wechsler Scales and Revisions
W-B 1939
WAIS 1955
WAIS–R 1981
WAIS–III 1997
W-B II 1946
WISC 1949
WISC–R 1974
WISC–III 1991
WPPSI 1967
WPPSI–R 1989
WPPSI–III 2002
WISC-IV
2003

3. WISC–IV The KIT Administration Manual Technical Manual
Stimulus Book (9" X 6")
Blocks
Symbol Search/Coding Booklet
Cancellation Booklet
Record Form

4. Where Could We Be Going?
Elimination of the Ability-Achievement Discrepancy
Emphasizing Cognitive Processing Information provided by the IQ Test
Replacement of the traditional “Wait to Fail” model
Increase in focus on Pre-referral Assessment and Intervention
Changing of the definition of Learning Disability

5. Revision Goals Update & Strengthen Theoretical Foundations
Enhance Clinical Utility
Improve Psychometric Properties
Increase and Enhancing User-Friendliness
Maintain Continuity and Familiarity

6. 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

7. 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

8. Enhanced Clinical Utility
Increasing Number of Special Group Validity Studies
Updating Statistical Linkage to Other Cognitive Measures and Measures of Achievement

9. 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
ADHD
ADHD/LD Combined
Motor Impaired
Autism/Aspergers
TBI – Open
TBI – Closed
Intellectually Gifted
Enhancing Clinical Utility
Extending the Age Range. The age-range of the WPPSI–III has been extended downward to age 2 years 6 months. This downward extension was designed to bridge the 6-month gap in age ranges between the WPPSI–R and the BSID–II. (should I say this – since other measures already bridged the gap? add references about increasing assessment of very young children, importance of early diagnosis.identification of cognitive problems)
Clinical Studies. A number of clinical groups were included in both the tryout and standardization phases of test development. The WPPSI–III was administered to children with mental retardation, cognitive giftedness, developmental delay, risk factors for developmental delay, language disorder, attention-deficit/hyperactivity disorder (ADHD), reading delay, and motor impairment. A comparison of clinical and non-clinical performance should allow the practitioner to describe a child’s performance relative to his or her appropriate reference group.
Validity Studies. The Wechsler Intelligence Scale for Children-Third Edition (WISC–III; Wechsler, 1991) was co-normed with the Wechsler Individual Achievement Test–Second Edition (WIAT–II; The Psychological Corporation, 2001). This linkage provides examiners more information about the interrelationship of a broader spectrum of cognitive abilities. This co-norming has also enabled examiners to “predict” an examinee’s achievement scores on the basis of his or her intellectual ability score. To allow for such predictions with the WPPSI–III, the WPPSI–III and the WIAT were linked for 4- to 7-year-olds.

10. 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

11. Improved Psychometric Properties
Updating Norms
Improving Evidence of Reliability and Validity
Extending Floors and Ceilings
Re-examining Item Bias

12. 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

13. 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)

14. Basic Description of the New WISC–IV

15. WISC–IV Model

16. 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

17. Verbal Comprehension Index
Core Subtests:
Similarities
Vocabulary
Comprehension
Supplementary Subtests:
Information
Word Reasoning

18. Perceptual Reasoning Index
Core Subtests:
Block Design
Picture Concepts
Matrix Reasoning
Supplementary Subtest:
Picture Completion

19. Working Memory Index Core Subtests: Supplementary Subtest: Digit Span
Letter-Number Sequencing
Supplementary Subtest:
Arithmetic

20. Processing Speed Index
Core Subtests:
Coding
Symbol Search
Supplementary Subtest:
Cancellation

21. Order of WISC-IV Subtests
Core Subtests
Block Design
Similarities
Digit Span
Picture Concepts
Coding
Vocabulary
Letter – Number Sequencing
Matrix Reasoning
Comprehension
Symbol Search
Supplemental Subtests
Picture Completion
Cancellation
Information
Arithmetic
Word Reasoning

22. Block Design 14 items—two parts
3 new items designed to improve ceiling and item difficulty gradient
No time-bonus administration option

23. 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.

24. 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.

25. Similarities “In what way are RED and BLUE alike?” 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?”

26. Similarities
Designed to measure fluid verbal reasoning and concept formation.
Also involves auditory comprehension, memory, distinguishing non-essential and essential features, and verbal expression.

27. 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.

28. Digit Span
Designed as a measure of working memory (initial encoding & mental manipulation), auditory short-term 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.

29. 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.

30. 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.

31. 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.

32. Vocabulary “What is a car?” 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?”

33. 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.

34. 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.

35. Letter-Number Sequencing
Example:
Examiner says, “7 K 3 D 9”
Child responds, “ D K”

36. 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

37. Matrix Reasoning
35 items—child completes matrices from five response options.

38. 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.

39. “Why do people brush their teeth?”
Comprehension
21 items—all items require the child to answer questions.
11 new items and 10 items retained.
“Why do people brush their teeth?”

40. 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.

41. 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

42. 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.

43. Picture Completion
38 items—all artwork has been redrawn, enlarged and colorized.
25 items retained, 13 new items to improve difficulty gradient.

44. Picture Completion Now a Supplemental Subtest.
Measures visual perception and organization, concentration, and visual recognition of essential details of objects.

45. 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.

46. Random vs. Structured (Targets in same location)
Measures processing speed, visual selective attention, vigilance, and visual neglect.

47. Information “Show me your foot.” 33 items
11 new verbal items—22 retained from WISC–III. Some scoring modifications.
“Show me your foot.”

48. 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.

49. 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.”

50. 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.

51. 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.
This has a long handle…
and is used with water to clean the floor.

52. 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.

53. Technical Development and Standardization

54. Phases of Conceptual Development
Review of WISC–III Item Development
Advisory Panel and Clinical Consultants
Focus Groups and Telephone Surveys
Surveys of Experts and Examiners
Pilot Stage
Tryout Stage
Standardization Stage
Final Assembly and Evaluation

55. Demographic Stratification Variables
Age
Sex
Race/Ethnicity
Parent Education Level
Geographic Region

56. Stratification Variables: Age
6:00 -
6:11
7:00
7:11
8:00
8:11
9:00
9:11
10:00
-10:11
11:00
-11:11
13:00
-13:11
14:00
-14:11
WISC- IV
200
12:00
-12:11
15:00
- 15:11
16:00
16:11

57. Stratification Variables: Sex
Female n = 1100; Male n = 1100
Age Group

58. Stratification Variables: Race/Ethnicity

59. Stratification Variables: Parent Education Level

60. Stratification Variables: Geographic Region

61. Exclusionary Criteria for Standardization Sample

62. 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

63. Evidence of Reliability

64. 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.

65. 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).

66. Reliability Coefficients of the Subtests, Process Scores, and Composite Scales, by Age Group

67. Reliability Coefficients of the Subtests and Process Scores for Special Groups

68. Evidence of Test–Retest Reliability

69. 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.

70. Evidence of Validity

71. Exploratory Factor Pattern Loadings for Core Subtests

72. Exploratory Factor Pattern Loadings for Core and Supplemental Subtests

73. Clinical Validity Studies

74. Clinical Linking Studies
Mental Retardation – Mild WISC-IV WISC-IV Integrated
Mental Retardation – Moderate
Learning Disorder – Reading
Learning Disorder – Reading, Writing
Learning Disorder – Reading, Writing, Math
Learning Disorder – Math
WISC-IV WISC-IV Integrated WIAT-II PAL
Receptive Language Disorder
Receptive/Expressive Language Disorder
WISC-IV WISC-IV Integrated CELF-4

75. 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 EQ GRS

76. The Record Form

77. Calculating Examinee’s Age
Enter Date of Testing in format Year/Month/Day
Enter Date of Birth in format Year/Month/Day
Subtract Day, then Month, then Year. (All months are assumed to have 30 days.)
DO NOT round up.

78. Completing the Summary Page
Calculate Subtest Total Raw Scores
Convert Total Raw Scores to Scaled Scores
Obtain Sums of Scaled Scores
Determine the Composite Scores
Plot the Score Profiles

79. Sample Completed Summary Page

80. Sample Conversion of Raw Scores to Scaled Scores

81. Completed Analysis Page

82. Completed Analysis Page

83. Scoring the WISC–IV

84. WISC–IV Software Related Information
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.
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.

85. Wechsler Software Purchase Plan New Customers

86. Wechsler Software Purchase Plan Existing Customers

87. Software Packaging: A Modular Approach
Future of software on the PsychCorpCenter (PCC) is taking modular approach (one instrument per application)
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)
e.g., Discrepany Analysis Reporting

88. Interpretation

89. 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

90. 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

91. 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.

92. Conceptualization Structure
Characteristics of Response
Correct, Efficient, and Automatic
Incorrect, Efficient, and Automatic
Correct, Inefficient, and Effortful
Incorrect, Inefficient, and Effortful

93. Qualitative Descriptions of IQ Scores
Classification
% Included in Theoretical Normal Curve
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
2.2
6.7
16.1
50.0

94. 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.

95. Example of Subtest Profiles
LNS = DS = A
LNS > DS > A
Subtests
Index
Subtests
Index

96. 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.

97. WISC-IV Levels of Performance
FSIQ
VCI
PRI
WMI
PSI
Block Design
Matrix Reasoning
Picture Concepts
Picture Completion
Similarities
Vocabulary
Comprehension
Information
Word Reasoning
Coding
Symbol Search
Cancellation
Digit Span
Letter-Number Sequencing
Arithmetic
Subtests in Italics are Supplemental

98. 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.

99. 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.

100. 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.)

101. 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.

102. 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.

103. Related Assessments in Development

104. WISC–IV Spanish Available Winter 2004 / 2005
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

105. 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

106. For More Information:
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