1. Overview Tammy L. Stephens, Ph. D. Assessment Consultant tammy
Overview Tammy L. Stephens, Ph.D. Assessment Consultant 1

2. Objectives Revision Goals
Discuss the structural changes from the WPPSI-III to the WPPSI-IV
Review New and Revised Subtests
Score Generation & Interpretation

3. WPPSI: A Historical Perspective
WPPSI-R
WPPSI-III
WPPSI-IV
WAIS-1955.
To respond to the increasing need for preschool assessment, the Wechsler Preschool and Primary Scale of Intelligence (WPPSI; Wechsler, 1967) was developed as a measure of intelligence for children aged 4:0–6:6. All original WPPSI subtests (Information, Comprehension, Arithmetic, Vocabulary, Similarities, Sentences, Geometric Design, Block Design, Mazes, Picture Completion, and Animal House) were retained during the revision process for the Wechsler Preschool and Primary Scale of Intelligence–Revised (WPPSI–R; Wechsler, 1989), and Object Assembly was added. The WPPSI–R extended the age range to 3:0–7:3, which required the addition of both easier and more difficult items. All children were administered every subtest in both WPPSI and WPPSI–R. Factor-analytic studies of the scales supported a two-factor model of intelligence, with both Verbal and Performance factors (Carlson & Reynolds, 1981; Gyurke, Stone, & Beyer, 1990; Liu & Lynn, 2011; Schneider & Gervais, 1991; Silverstein, 1969; Stone, Gridley, & Gyurke, 1991).
The Wechsler Preschool and Primary Scale of Intelligence–Third Edition (WPPSI–III; Wechsler, 2003) was a major revision of the scale. The age range was extended downward to 2:6, and the test was divided into two age bands, 2:6–3:11 and 4:0–7:3, with different subtest batteries for each age band. Information, Comprehension, Vocabulary, Similarities, Block Design, Object Assembly, and Picture Completion were retained, and Sentences, Geometric Design, Mazes, Animal House, and Arithmetic were dropped to permit the incorporation of seven new subtests: Receptive Vocabulary, Picture Naming, Word Reasoning, Matrix Reasoning, Picture Concepts, Coding, and Symbol Search. Receptive Vocabulary and Picture Naming provided age-appropriate Verbal subtests for 2:6–3:11, and optional measures of expressive and receptive vocabulary ability for 4:0–7:3. Word Reasoning, Matrix Reasoning, and Picture Concepts were designed to improve the measure of fluid reasoning. Coding and Symbol Search were added to provide measures of processing speed for 4:0–7:3. For ages 2:6–3:11, three Verbal subtests; Information, Receptive Vocabulary, and Picture Naming; two Performance subtests, Block Design and Object Assembly; and four composite scores, VIQ, PIQ, FSIQ, and GLC; were available. For ages 4:0–7:3, five Verbal subtests; Information, Vocabulary, Word Reasoning, Comprehension, and Similarities; five Performance subtests; Block Design, Matrix Reasoning, Picture Concepts, Picture Completion, and Object Assembly; two optional subtests, Receptive Vocabulary and Picture Naming; and five composite scores; VIQ, PIQ, PSQ, FSIQ, and GLC, were available. The optional subtests could be used to provide the General Language Composite (GLC) to screen for receptive and expressive vocabulary issues.
The WPPSI-IV is composed of 15 subtests. Ten subtests were retained from the WPPSI-III:, Comprehension, Information, Similarities, Vocabulary, Picture Naming, Receptive Vocabulary, Block Design. Matrix Reasoning, Object Assembly, Picture Concepts. Five new subtests were developed for the WPPSI-IV: Bug Search, Picture Memory, Animal Coding, Zoo Locations, Cancellation.

4. WPPSI-III to WPPSI-IV Revision Goals
Update theoretical foundations
Increase developmental appropriateness
Increase user friendliness
Improve psychometric properties
Enhance clinical utility
Look at all critical reviews & customer feedback, & conduct initial market research.
Establish initial revision goals & form Advisory Panel: Nelson Cowan, Nora Newcombe, Samuel Meisels, Jan Culbertson,

5. Update Theoretical Foundations
Increase breadth of construct coverage
Develop new working memory subtests
Develop new inhibitory control subtest
Revise composite terminology
Replace VIQ, PIQ, & PSQ with index scores
Add Working Memory Index (WMI)
Evaluate Fluid Reasoning Index (FRI)
Evaluate General Ability Index (GAI)
Increase breadth of construct coverage:
The WPPSI-III provided verbal and nonverbal/performance subtests, as well as processing speed subtests for children age four and up.
For the WPPSI-IV, we wanted to add working memory measures, and a screening measure of executive function (more to come in subsequent slides).
Working memory measures were the primary revision goal. Previous attempts were made on WPPSI-III during development (Digit Span, Immediate and Delayed Picture Recognition), but they did not meet our standards for inclusion, primarily due to weak subtest floors (inability to measure the ability in the youngest or lowest-functioning children) or difficulty in getting young children to understand the task (kid turned around in chair when asked to repeat numbers backward).
We also wanted to include a screening measure of executive function, as these abilities had been shown to be related to academic achievement in recent research.
Inhibitory control is an aspect of executive function that is especially relevant for preschoolers who are referred for academic readiness.
Secondary goals included updating of the score terminology for consistency with the WISC-IV and WAIS-IV Index-score terminology.
More recent research using the WISC-IV and WAIS-IV suggests that we should evaluate the possibility of adding a fluid reasoning composite score.
The GAI was originally developed for the WAIS-III, and has been increasingly used in the WISC-IV and WAIS-IV.
The GAI provides a measure of overall cognitive ability with reduced emphasis on working memory and processing speed, which are often areas of relative weakness in children with learning disabilities and other cognitive difficulties (TBI and ADHD).
Because the GAI has a reduced emphasis on these abilities, it can be useful to have when clinicians are comparing ability scores to other scores (achievement, memory) to see if the child obtains a specific score difference (Discrepancy analysis). We will evaluate its utility for possible inclusion as an optional composite score for these types of situations. 5
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6. Processing Speed Subtests
Developmentally Appropriate
Considerable focus on Processing Speed subtests and dauber; why these changes were made, what the impact is to the child and examiner
Feedback from WPPSI-III was to also look at the processing speed subtests – because of the difficulty that some children experience in using a pencil.
On WPPSI-III about 10% of children Ages 4-5 could not complete the processing speed subtests. (6 & 7 year olds, typically did not experience difficulty)
Often a fine motor weakness will affect the ability to use a pencil.
In order to reduce those fine motor demands, a bingo dauber is now used instead of a pencil; and as such, symbol search and coding have been changed to accommodate the dauber
Bug Search, Cancellation, and Animal Coding are Processing Speed subtests. Bug Search is a speeded matching task conceptually similar to WPPSI–III Symbol Search. Cancellation is similar to and adapted from the WISC–IV Cancellation subtest. Animal Coding is a speeded paired-associates task that is conceptually similar to WPPSI–III Coding. All of the new processing speed subtests incorporate features to ensure developmental appropriateness (e.g., child-friendly, engaging art; use of ink dauber rather than a pencil to indicate responses).
Subtest Changes from WPPSI-III 6

7. On the new Processing Speed subtest, Bug Search, the child marks the bug in the search group that matches the target bug.
What does the child use to mark the bug?

8. Enhance Clinical Utility
Extend age range upward to 7:7
Update validity studies
Update clinical validity/special group studies
Add NEPSY-2 validity study
Appropriate concurrent validity measures
Score difference comparisons more specific
Decreased expressive language requirements
WPPSI-III upper age limit was 7:3. Now we have 1.5 year overlap with WISC-IV for age 6-7:7. One month added to align with WISC-IV norming bands. Higher ability 6-7:6 should take WISC-IV due to a higher ceiling. Lower ability 6-7:7 should take WPPSI-IV for better floor.
Update all studies with most current versions of other cognitive measures to provide evidence of WPPSI-IV validity.
New NEPSY-2 study to provide validity evidence regarding how cognitive abilities relate to preliteracy, social perception, and other memory measures.
Home environment information is especially important for PRE-schoolers. Prior to school entry, the waking worlds of individual children can differ dramatically.
Other information on clinical validity and special group studies-
We dropped the motor impairment group because it was the lowest ranked request in our market research. The rationale is that it is obvious which subtests would be inappropriate for use with this population (Block Design, Object Assembly, Processing Speed subtests). Clinicians do not need a clinical study to know what a typical performance of this group would look like. We used that budget to collect additional measures for some of the clinical groups, based on how clinicians told us they were using them.
A group for Emergent Preliteracy Concerns was recommended by the users. Early identification allows for earlier intervention for children at risk of developing reading disabilities.
A group for Emotional Disturbance was also recommended by users. Preferred inclusion criteria required child to be receiving special education services for Emotional Disturbance from the school district. Concurrent diagnoses of Oppositional Defiant Disorder and Conduct Disorder were allowed. What we ended up with was a group identified as Disruptive Behavior due to difficulties in collecting the sample.
Special Group Studies
Mean Performance of Intellectually Gifted and Matched Control Groups
Mean Performance of Intellectual Disability-Mild Severity and Matched Control Groups
Mean Performance of Developmental Delay-Cognitive and Matched Control Groups
Mean Performance of Intellectual Disability-Moderate Severity and Matched Control Groups
Mean Performance of Developmental Risk Factors and Matched Control Groups
Mean Performance of Emergent Preliteracy Concerns and Matched Control Groups
Mean Performance of Attention-Deficit/Hyperactivity Disorder and Matched Control Groups
Mean Performance of Expressive Language Disorder and Matched Control Groups
Mean Performance of Disruptive Behavior and Matched Control Groups
Mean Performance of Mixed Receptive-Expressive Language Disorder and Matched Control Groups
Mean Performance of English Language Learner and Matched Control Groups
Mean Performance of Autistic Disorder and Matched Control Groups
Mean Performance of Asperger’s Disorder and Matched Control Groups
Clinical Validity Studies-
Correlations Between the WPPSI–IV and the NEPSY–II for the Emergent Preliteracy Concerns Group
Correlations Between the WPPSI–IV and the NEPSY–II for the Attention-Deficit/Hyperactivity Disorder Group
Correlations Between the WPPSI–IV and the NEPSY–II for the Asperger’s Disorder Group
Correlations Between the WPPSI–IV and the NEPSY–II for the Autistic Disorder Group
Correlations Between the WPPSI–IV and the Vineland–II for the Intellectual Disability Group
Correlations Between the WPPSI–IV and the Vineland–II for the Autistic Disorder Group
Correlations Between the WPPSI–IV and the Vineland–II for the Asperger’s Disorder Group
Correlations Between the WPPSI–IV and the CELF-Preschool–2 for the Expressive Language Disorder Group
Correlations Between the WPPSI–IV and the Brown ADD for the Attention-Deficit/Hyperactivity Disorder Group
Correlations Between the WPPSI–IV and the CELF-Preschool–2 for the Mixed Receptive/Expressive Language Disorder Group
Correlations Between the WPPSI–IV and the BASC–2 for the Attention-Deficit/Hyperactivity Disorder Group
Correlations Between the WPPSI–IV and the BASC–2 for the Disruptive Behavior Group
Correlations Between the WPPSI–IV and the BASC–2 for the Asperger’s Disorder Group
Correlations Between the WPPSI–IV and the BASC–2 for the Autistic Disorder Group
Score diffs comparisons - The WPPSI–IV approach to score difference comparisons represents a significant change from that of the WPPSI–III. expanded to include strengths and weaknesses analysis at the primary index level, reorganized at both the index and subtest level to move from global to more specific comparisons, and improved to be more psychometrically sound. The approach at both the index and subtest level reflects the expanded construct coverage relative to WPPSI–III and advances in the field of intellectual assessment over the past decade. 8
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9. Special Group Studies
Attention-Deficit/Hyperactivity Disorder Disruptive Behavior Expressive Language Disorder Mixed Receptive-Expressive Language Disorder Emergent Pre-Literacy Concerns
Intellectually Gifted Intellectual Disability-Mild Severity Intellectual Disability-Moderate Severity Developmental Delay-Cognitive Developmental Risk Factors
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10. Improve Psychometric Properties
Update normative information
Extend subtest floors & ceilings
Evaluate item bias
Iterative psychometric analyses
Qualitative reviews by experts
Test structure changes
More options for significance levels
Enhances S/W analysis
I call this the duh-factor slide, because they are such obvious goals. The last thing you would want to do is publish a Wechsler revision with low-quality psychometric properties.
Norms need to be updated periodically to reflect societal changes and mitigate possible Flynn effects (use of outdated norms produces inflated IQ scores).
Research suggests that older norms produce inflated scores on intelligence measures (Flynn, 1999, 2007; Flynn & Weiss, 2007). Test scores should be based on normative information that is both contemporary and representative of the relevant population. The WPPSI–IV normative data was established using a sample collected from December, 2010 to May, The sample was stratified on key demographic variables (i.e., age, sex, race/ethnicity, parent education level, and geographic region) according to the October 2010 U.S. census data.
For each subtest, we try to include items that cover the complete range of ability; all the way from moderate intellectual disability to highly gifted.
Complete elimination of overlap with WISC-IV likely, but may be completed with future publication of WISC-V. Getting rid of content overlap reduces practice effects when both tests are administered to the same child at different times. Note: as of Have not checked to see if eliminated yet, but someone could. It will be eliminated on WISC-V for sure.
Item bias analyses are performed at every research phases, for all demographic variables (Parent education, gender, race/ethnicity, and geographic region). Items are revised or eliminated along the way. In addition, we also send research editions to expert bias reviewers for a qualitative, or subjective review.
Based on modern structural models of intelligence and clinical utility, a number of researchers proposed and examined alternate factor models common to both the WISC–IV and the WAIS–IV that also have merit. This factor-analytic evidence suggests the presence of five factors within the scales (Benson, Hulac, & Kranzler, 2010; Keith, Fine, Taub, Reynolds, & Kranzler, 2006; Weiss, Keith, Zhu, & Chen, 2012a; Weiss, Keith, Zhu, & Chen, 2012b), similar to the WPPSI–IV test structure. To summarize, these studies conclude that two factors, verbal comprehension and processing speed, remain the same as those for the published tests, and subtests from the remaining two published factors (i.e., perceptual reasoning and working memory) are distributed across three factors that represent visual spatial, fluid reasoning, and working memory abilities.
The significance level options for critical values used for conducting score comparisons are expanded relative to the WPPSI–III. The number of options is expanded from two to four: The .01 and .10 levels are available along with the .05 and .15 levels that appeared on the WPPSI–III. A more stringent choice, .01, than the formerly most stringent, .05, has been added. This change allows practitioners more flexibility as they seek to strike a balance between statistical power and potential Type I error when conducting difference comparisons. The significance level may be adjusted based on the number of difference comparisons to be made, and if those comparisons are planned a priori or conducted post hoc.
This may also seem like a simple matter, but all items that originated prior to 2003 were also replaced. This was done because there have been concerns expressed by professionals, particularly in some geographic areas, that the test security may be a concern as a result of “prep programs” for entrance into private preschools, for example. 10
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11. WPPSI-IV Normative Sample
Total n = 1,700
n = 600 for ages 2:6-3:11
n = 1,100 for ages 4:0-7:7
Nationally stratified sample
Age
Sex/Gender
Race/Ethnicity
Parent education level (5 levels)
Geographic Region (NE, S, MW, W)
Research suggests that older norms produce inflated scores on intelligence measures (Flynn, 1999, 2007; Flynn & Weiss, 2007). Test scores should be based on normative information that is both contemporary and representative of the relevant population. The WPPSI–IV normative data were established using a sample collected from December, 2010 to May, The sample was stratified on key demographic variables (i.e., age, sex, race/ethnicity, parent education level, and geographic region) according to the October 2010 U.S. census data. A complete description of the sampling matrix appears in chapter 3.
Nine Age Groups: 200 children in each age band except 7:0-7:6, which has 100.
2:6–2:11, 3:0–3:5, 3:6–3:11, 4:0–4:5, 4:6–4:11, 5:0–5:5, 5:6–5:11, 6:0–6:11, 7:0–7:6 (N=100)
Sex/Gender: Equal number of females and males in each age group.
Race/Ethnicity: White, African American, Hispanic, Asian, Other
Parent Education Level: Five levels representing the average number of years of completed school for custodial parent(s). PED 1 = 0-8 yrs; PED 2 = 9-11 yrs; PED 3 = 12 yrs (H.S. diploma or GED); PED 4 = yrs (some college or associate’s degree); PED 5 = 16 or more years (bachelor’s or graduate degree).
Geographic Region: Northeast (NE), South (S), Midwest (MW), West (W). 11

12. Internal Consistency Reliability
Average Reliability Coefficient
Composite
2:6-3:11
4:0-7:7
VCI
.94
VSI
.89
FRI --
.93
WMI
.91
PSI
.86
FSIQ
.96
VAI
NVI
.95
GAI
CPI
.92
The overall average reliability coefficients for WPPSI–IV primary index scores range from .86 to .94 and are generally higher than those of the individual subtests that contribute to them. This difference was expected. It occurs because each subtest represents only a narrow portion of a child’s entire intellectual functioning, whereas composite scores (e.g., the primary index scores) summarize the child’s performance on a broader sample of abilities. The high overall average reliability coefficients for the WPPSI–IV composite scores are as expected. Notably, the reliability coefficient of the new WMI is excellent. The average reliability coefficient for the PSI, although still in the good range, is slightly lower than the other composite scores: It is based on test-retest reliabilities, which tend to be lower than split-half reliabilities. Reliabilities of the VCI and VSI are slightly lower than those of the corresponding composites on the WPPSI–III (the VIQ and PIQ, respectively). This occurs because only two subtests contribute to each primary index score for the older battery, whereas three subtests contributed to the corresponding composite scores in the WPPSI–III. Despite being derived from only two subtests, the FRI maintains the same level of reliability as that of the WPPSI–III PIQ, due to the higher reliability estimates for Matrix Reasoning and Picture Concepts relative to Block Design and Object Assembly. A similar pattern of lower reliability estimates for subtests with motor demands has been noted in previous revisions (Wechsler, 2002, 2003, 2008). The overall average reliability coefficients for the WPPSI–IV primary index scores are comparable (i.e., VCI, VSI, and PSI) or equal (i.e., FRI) to the corresponding composites of the WPPSI–III.
The reliability coefficient of the FSIQ is excellent and maintains the same value as that of the WPPSI–III. The reliability coefficients of the ancillary index scores are also excellent. The reliability coefficient of the VAI maintains the same value as the corresponding composite of the WPPSI–III (i.e., the GLC). The NVI and GAI demonstrate reliability comparable to that of the FSIQ.

13. Average Administration Times by Age – Primary Index Scores and FSIQ
2:6 to 2:11
3:0 to 3:11
4:0 to 4:11
5:0 to 5:11
6:0 to 6:11
7:0 to 7:7
PIndex 29 35 60 62 58
FSIQ 24 31 32 13
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14. Increase User Friendliness
Simplify instructions to child
Reduce verbosity & vocabulary level
Demonstrate, practice, and teach the task
Replace plastic puzzle box
Similar to block box
Separate box holds animal cards and dauber
Provide post publication training
We try to simplify instructions on all Wechsler intelligence scales, but especially with the WPPSI – due to the child’s language development. Simplified directions also help to minimize the testing time.
Children really need to understand a task before you try to measure their optimal performance. Make sure to demonstrate, practice, and teach the task as instructed. All subtests include some type of teaching or corrective feedback.
Some users reported that the plastic puzzle box in WPPSI-III was cracking or breaking. A new, slightly smaller box was designed for the WPPSI-IV (we actually recut the teddy bear to allow for this size reduction). It is more similar to the block box.
In addition, we created a new box to hold the animal cards for Zoo Locations and the dauber for the processing speed subtests.
Ongoing collaboration with Amy’s team to provide on-line trainings post-publication. Note that some training material will be released as information becomes available during the final stages of development so our customers know the latest news.
(See information in Admin manual on Stim books 1,2,3 – decided to minimize what examiner would need to carry if testing older or younger children. Will only need 1 and 2 if work w youngers) 14
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15. Structure    15

16. WPPSI-III (2003) Two batteries: Composite scores: Ages 2:6−3:11
Full Scale IQ (FSIQ)
Verbal IQ (VIQ)
Performance IQ (PIQ)
Processing Speed Quotient (PSQ)
General Language Composite (GLC)
Subtests are grouped into three general categories: core, supplemental, and optional. Core subtests should be used in most situations where the VIQ, PIQ, and FSIQ are desired. Although the administration of core subtests produces scores that are clinically meaningful and valid, the administration of selected supplemental subtests is highly recommended. Supplemental subtests provide a broader sampling of cognitive and intellectual functioning and enable the practitioner to derive the Processing Speed Quotient for the older age band and General Language Composite for the younger age band. Supplemental subtests can also be used as substitutes for core subtests.
Four subtests from the WPPSI–III were dropped from WPPSI-IV: Word Reasoning, Picture Completion, Coding, and Symbol Search. Word Reasoning was removed due to its strong correlation with the Information subtest that rendered it somewhat redundant psychometrically, its construct overlap with Vocabulary, and its lack of validity evidence as a fluid reasoning measure. Because the subtest floors for Similarities and Comprehension are substantially improved on WPPSI–IV, the unique utility of Word Reasoning on the Verbal Comprehension scale due to its strong floor was no longer unique. Picture Completion was removed to reduce the emphasis on speed in the battery and allow inclusion of other measures of interest (e.g., working memory subtests). Coding and Symbol Search are replaced with new processing speed measures that are more developmentally appropriate and have fewer fine motor skill demands.

17. WPPSI-IV (2012) Core Subtests Supplemental Subtests Optional Subtests
Used to create composite scores and normative tables
Supplemental Subtests
Can be administered in addition to core subtests
To provide a broader sampling of intellectual functioning
To yield additional information for clinical decision making
In some situations, can be substituted for missing or invalid core subtests when deriving composite scores.
Optional subtests
Broaden sampling of intellectual functioning beyond core subtests
Cannot be used as substitute for missing or invalid core subtests when deriving composite scores.
The categorization of a subtest as core, supplemental, or optional sometimes varies by age and by composite score (e.g., Receptive Vocabulary is a core subtest used to derive the Verbal Comprehension Index for children ages 2:6-3:11, but it is an optional subtest that cannot be used to derive the Verbal Comprehension Index for children ages 4:0-77:7). Because the use of supplemental subtest substitution for core subtests may introduce measurement error into derive composite scores, there are limitations to their use that are detailed in the Chapter 2 section on Supplemental Subtest Substitution. 17

18. There are six core subtests at the primary index scale level
There are six core subtests at the primary index scale level. Each primary index scale is made up of two core subtests (i.e., VCI is derived from Receptive Vocabulary and Information, VSI is derived from Block Design and Object Assembly, and WMI is derived from Picture Memory and Zoo Locations). No supplemental subtests are available to derive the primary index scores.
At the full scale level there are five core subtests (i.e., Receptive Vocabulary, Information, Block Design, Object Assembly, and Picture Memory) and two supplemental subtests (i.e., Zoo Locations and Picture Naming). Picture Naming can be substituted for Receptive Vocabulary but not for Information, and Zoo Locations can be substituted for Picture Memory. It is important to note that only one supplemental subtest substitution is allowed when deriving the FSIQ. See the Chapter 2 section on Supplemental Subtest Substitution for detailed information about the limitations on supplemental subtest substitution when deriving composite scores.
For ages 2:6–3:11, there are three ancillary index scales: Vocabulary Acquisition, Nonverbal, and General Ability. Like the primary index scales, the subtests within an ancillary scale are used to derive the corresponding ancillary index score (i.e., the Vocabulary Acquisition Index, Nonverbal Index, and General Ability Index).
At the ancillary index scale level, the number of core and supplemental subtests varies for each index scale. There are two core subtests for deriving the VAI (i.e., Receptive Vocabulary and Picture Naming) and four core subtests for deriving the NVI (i.e., Block Design, Object Assembly, Picture Memory, and Zoo Locations). No supplemental subtests are available to derive the VAI or NVI for this age band. There are four core subtests (i.e., Receptive Vocabulary, Information, Block Design, and Object Assembly) and one supplemental subtest (i.e., Picture Naming can be substituted for Receptive Vocabulary but not for Information) for deriving the GAI.

19. For ages 4:0–7:7, the test framework of the WPPSI–IV is organized into five primary index scales: Verbal Comprehension, Visual Spatial, Fluid Reasoning, Working Memory, and Processing Speed. The subtests within a primary index scale are used to derive the corresponding primary index score (i.e., Verbal
Comprehension Index, Visual Spatial Index, Fluid Reasoning Index, Working Memory Index, and Processing Speed Index). The Full scale includes all of the subtests in each scale at the primary index level, as well as any additional supplemental subtests that may be used to derive the FSIQ. There are 10 core subtests at the primary index scale level. Each primary index scale is made up of two core subtests (i.e., VCI is derived from Information and Similarities, VSI is derived from Block Design and Object Assembly, FRI is derived from Matrix Reasoning and Picture Concepts, WMI is derived from Picture Memory and Zoo Locations, and PSI is derived from Bug Search and Cancellation). Like ages 2:6–3:11, no supplemental subtests are available to derive the primary index scores.
At the full scale level there are six core subtests (i.e., Information, Similarities, Block Design, Matrix Reasoning, Picture Memory, and Bug Search) and seven supplemental subtests (i.e., Vocabulary, Comprehension, Object Assembly, Picture Concepts, Zoo Locations, Cancellation, and Animal Coding). Vocabulary and Comprehension can be substituted for either Information or Similarities, but not both. Object Assembly can be substituted for Block Design, and Picture Concepts can be substituted for Matrix Reasoning. Zoo Locations can be substituted for Picture Memory, and Cancellation or Animal Coding can be substituted for Bug Search.
Ages 4:0–7:7 have four ancillary index scales: Vocabulary Acquisition, Nonverbal, General Ability, and Cognitive Proficiency. Like the primary index scales, the subtests within an ancillary index scale are used to derive the corresponding ancillary index score (i.e., Vocabulary Acquisition Index, Nonverbal Index, General Ability Index, and Cognitive Proficiency Index). At the ancillary index scale level, the number of core subtests varies for each index scale. There are two core subtests for deriving the VAI (i.e., Receptive Vocabulary and Picture Naming). As with ages 2:6–3:11, the VAI must be derived from the Receptive Vocabulary and Picture Naming subtests (i.e., no supplemental subtests are available for the VAI). Five core subtests are typically used to derive the NVI (i.e., Block Design, Matrix Reasoning, Picture Concepts, Picture Memory, and Bug Search), but there are four supplemental subtests (i.e., Object Assembly, Zoo Locations, Cancellation, and Animal Coding) that are acceptable substitutes if one of the core subtest scores is missing or invalid. The GAI has four core subtests (i.e., Information, Similarities, Block Design, and Matrix Reasoning) and four supplemental subtests (i.e., Vocabulary, Comprehension, Object Assembly, and Picture Concepts). The CPI is typically derived from four core subtests (i.e., Picture Memory, Zoo Locations, Bug Search, and Cancellation), but the Animal Coding subtest may serve as an acceptable substitute for Bug Search or Cancellation when necessary.

20. Subtest Changes from WPPSI-III
Dropped Word Reasoning & Picture Completion
Revised retained subtests
New items include picture items on Similarities and Comprehension, and a new puzzle for Object Assembly
Replaced Processing Speed subtests Processing Speed Subtests
Bug Search & Animal Coding
Added Cancellation
New Working Memory subtests
Picture Memory
Zoo Locations
Why did we drop Word Reasoning and Picture Completion?
Picture Completion was removed to reduce the emphasis on speed in the battery. On the Practical side: We also needed to make room for working memory subtests.
Why was Word Reasoning dropped? WR and Information are redundant in factor analyses, and Word Reasoning was ranked lower in market research. In addition to Word Reasoning’s strong correlation with the Information subtest that rendered it somewhat redundant psychometrically, its construct overlap with Vocabulary, and its lack of validity evidence as a fluid reasoning measure were also factors considered. Because the subtest floors for Similarities and Comprehension are substantially improved on WPPSI–IV, the unique utility of Word Reasoning on the Verbal Comprehension scale due to its strong floor was also no longer unique.
Block Design and Object Assembly are preferred over Picture Completion as measures of visual spatial ability and general intelligence.
To ensure item content is secure from public domain release, all items that were published on the WPPSI (1967) or WPPSI–R (1989) were dropped and replaced.
The next two slides will summarize subtest changes from WPPSI-III to WPPSI-IV. Subsequent slides will cover the new subtests in more detail. 20

21. Subtest Modifications
New
Administration
Recording & Scoring
New Items
Vocabulary 
Information
Similarities
Comprehension
Receptive Vocabulary
Picture Naming
Block Design
Object Assembly
All retained subtests have new or revised items. Rule of thumb is 20% new content on a retained subtest. We need to stay current and protect the security of test content. (SEEMS A LITTLE OUT OF PLACE)
REINTERATE THE PERCENTAGE OF NEW CONTENT EXPECTED OVERALL (40%?)
For retained subtests, administration and scoring is very similar to the WPPSI-III.
However, picture items have been added to Similarities and Comprehension to extend the subtest floors.
items dropped By Subtest
 BD 3
IN 5
MR 3
VC 4
PC 1
CO: we have two more items on CO, but four of the items are picture items. -2
SI 1
RV 7
OA 1
PN 6
Av = 2.9 21
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22. Subtest Modifications (continued)
New
Administration
Recording & Scoring
New Items
Matrix Reasoning 
Picture Concepts
Bug Search
Animal Coding
Cancellation
All working memory and
items dropped By Subtest
 BD 3
IN 5
MR 3
VC 4
PC 1
CO: we have two more items on CO, but four of the items are picture items. -2
SI 1
RV 7
OA 1
PN 6
Av = 2.9
processing speed subtests are new to the WPPSI-IV. From the earliest phases of development, the processing speed subtests were targeted for improved developmental appropriateness. The response processes of the WPPSI–III measures were examined with attention to developmental level. This analysis, along with a review of child development literature, indicated several changes were necessary. For example, play-like tasks set the stage for more valid assessment of young children because play is developmentally appropriate (Brassard & Boehm, 2007; Kaufman & Kaufman, 1977). All WPPSI–IV processing speed subtests therefore feature stimuli familiar and engaging to young children and task demands that are reminiscent of popular children’s games. Furthermore, realistic stimuli are favored over abstract stimuli, because young children are only beginning to gain understanding of symbolic functions (Piaget, 1954). Developmental literature also indicated pencil use can be challenging for young children due to developing fine motor skills (Brassard & Boehm). 22
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 22

23. WPPSI-IV Kit

24. Subtests    24

25. Subtest Substitution*
Age Band
Composite Score
Core Subtest
Allowable Substitution
2:6-3:11
FSIQ
Receptive Vocabulary
Information
Block Design
Object Assembly
Picture Memory
Picture Naming —
Zoo Locations
NVI
GAI
Ages 2:6–3:11
There are two supplemental subtests available for substitution when deriving the FSIQ. Picture Naming can substitute for Receptive Vocabulary (but not for Information) or Zoo Locations can substitute for Picture Memory. There are no available supplemental subtests for derivation of the NVI: It must be derived from its corresponding core subtests. Like the FSIQ, Picture Naming can substitute for Receptive Vocabulary (but not for Information) when deriving the GAI.
*Only one substitution is allowed for each listed composite score. 25

26. Subtest Substitution*
Age Band
Composite Score
Core Subtest
Allowable Substitution
4:0-7:7
FSIQ
Information
Similarities
Block Design
Matrix Reasoning
Picture Memory
Bug Search
Vocabulary or Comprehension
Object Assembly
Picture Concepts
Zoo Locations
Cancellation or Animal Coding
NVI —
Ages 4:0–7:7
There are seven supplemental subtests available for substitution when deriving the FSIQ: Vocabulary, Comprehension, Object Assembly, Picture Concepts, Zoo Locations, Cancellation, and Animal Coding. Vocabulary or Comprehension can substitute for either Information or for Similarities (but not for both); or Object Assembly can substitute for Block Design; or Picture Concepts can substitute for Matrix Reasoning; or Zoo Locations can substitute for Picture Memory; or Cancellation or Animal Coding can substitute for Bug Search.
There are four supplemental subtests available for deriving the NVI (i.e., Object Assembly, Zoo Locations, Cancellation, and Animal Coding). Object Assembly can substitute for Block Design; or Zoo Locations can substitute for Picture Memory; or Cancellation or Animal Coding can substitute for Bug Search.
*Only one substitution is allowed for each listed composite score. 26

27. Subtest Substitution*
Age Band
Composite Score
Core Subtest
Allowable Substitution
4:0-7:7
GAI
Information
Similarities
Block Design
Matrix Reasoning
Vocabulary or Comprehension
Object Assembly
Picture Concepts
CPI
Picture Memory
Zoo Locations
Bug Search
Cancellation —
Animal Coding
Ages 4:0–7:7
There are four supplemental subtests available for deriving the GAI (i.e., Vocabulary, Comprehension, Object Assembly, and Picture Concepts). Vocabulary or Comprehension can substitute for either Information or Similarities (but not for both); or Object Assembly can substitute for Block Design; or Picture Concepts can substitute for Matrix Reasoning. There is only one supplemental subtest available for the CPI: Animal Coding can substitute for either Bug Search or Cancellation (but not for both).
*Therefore, only one substitution is allowed for each listed composite score. 27

28. General Testing Guidance
Teaching items
Demonstration items
Sample Items
Due to the developmentally appropriate nature of the WPPSI, many subtests have sample, demo, or teaching items to familiarize the child with the task demands (i.e., insure that directions are understood). Use the SPECIFIC subtest guidelines for the provision of Corrective feedback following a child’s response. 28 28

29. Verbal Subtests Subtest Ages 2:6-3:11 Ages 4:0-7:7 Information C
Receptive Vocabulary O
Picture Naming S
Similarities
Vocabulary
Comprehension
Scale includes core & supplemental subtests.

30. Information (IN) Core Verbal Comprehension subtest for ages 2:6–7:7.
Consists of 29 items: 4 picture items and 25 verbal items.
All 4 picture items are retained, and 12 verbal items are retained with little or no change in wording. There are 13 new verbal items.
Scoring criteria for all retained verbal items were revised.

31. IN: Description Picture Items Verbal Items
The child selects the pictures that best answer questions about general-knowledge topics.
The child verbally answers questions about a broad range of general-knowledge topics.
The Information subtest measures ability to acquire, retain, and retrieve general factual knowledge.
Involves crystallized intelligence and long-term memory, and the ability to retain and retrieve knowledge from the environment and/or school.
Includes other skills such as verbal perception, comprehension, and expression.

32. Receptive Vocabulary (RV)
Receptive Vocabulary is a Verbal Comprehension subtest for ages 2:6–7:7.
Receptive Vocabulary has 31 items.
A total of 23 items are retained from WPPSI-III, and 8 are new.

33. RV: Description
The child selects the picture that best represents the word the examiner reads aloud.
RV measures receptive language ability and language development.
receptive language ability and language development.
Also involves lexical knowledge, fund of information, long-term memory, and perception of meaningful stimuli.

34. Picture Naming (PN) Verbal Comprehension subtest for ages 2:6–7:7.
Picture Naming has 24 items.
A total of 20 items are retained from WPPSI-III, and 4 are new.

35. PN: Description The child names depicted objects.
The Picture Naming subtest measures expressive language ability and language development.
expressive language ability and language development.
. . . also involves acquired knowledge, fund of information, long-term memory, and perception of meaningful stimuli.

36. Similarities (SI) Core Verbal Comprehension subtest for ages 4:0–7:7.
Consists of 23 items: 4 picture items and 19 verbal items.
All 19 verbal items are retained. All 4 picture items and the sample picture item are new.
Scoring criteria for all retained items were revised.

37. SI: Description Picture Items Verbal Items
The child selects the response option that is from the same category as two other depicted objects.
The child is read two words that represent common objects or concepts and describes how they are similar.
The Similarities subtest measures verbal concept formation and reasoning.
. . . verbal concept formation and reasoning.
Also involves crystallized intelligence, abstract reasoning, auditory comprehension, memory, associative and categorical thinking, distinction between nonessential and essential features, and verbal expression.

38. Vocabulary (VC) Verbal Comprehension subtest for ages 4:0–7:7.
Consists of 23 items: 3 picture items and 20 verbal items.
Ten items were retained (1 picture item and 9 verbal items) and 13 items are new (2 picture items and 11 verbal items).
Scoring criteria for all retained items were revised.

39. VC: Description Picture Items Verbal Items
The child names depicted objects.
The child defines words that are read aloud.
The Vocabulary subtest measures word knowledge and verbal concept formation.
. . . word knowledge and verbal concept formation.
Also measures crystallized intelligence, fund of knowledge, learning ability, long-term memory, and degree of language development.
Other abilities that may be used by the child during this task include auditory perception and comprehension, verbal conceptualization, abstract thinking, and verbal expression.

40. Comprehension (CO) Verbal Comprehension subtest for ages 4:0–7:7.
Comprehension has 22 items: 4 picture items and 18 verbal items.
All 4 picture items are new.
Of the verbal items, 17 are retained and 1 is new.
Scoring criteria for all retained items were revised.

41. CO: Description Picture Items Verbal Items
The child selects the picture that represents the best response to a general principle or social situation.
The child answers questions based on his or her understanding of general principles and social situations.
The Comprehension subtest measures verbal reasoning and conceptualization, verbal comprehension and expression, the ability to evaluate and use past experience, and the ability to demonstrate practical knowledge and judgment.
. . . verbal reasoning and conceptualization, verbal comprehension and expression, the ability to evaluate and use past experience, and the ability to demonstrate practical knowledge and judgment.
Also involves crystallized intelligence, knowledge of conventional standards of behavior, social judgment, long-term memory, and common sense

42. Visual-Spatial Subtests
Ages 2:6-3:11
Ages 4:0-7:7
Block Design C
Object Assembly S
Scale includes core & supplemental subtests.

43. Block Design (BD) Visual Spatial subtest for ages 2:6–7:7.
BD has 17 items: 13 retained; 4 new.
One of the new items is a diamond-shaped item with four blocks to extend the ceiling of the subtest.
A new sample item was added to Part B to familiarize the child with the solid color sides of two-color blocks, and the other sample item is retained.

44. BD: Description
Working within a specified time limit, the child views a model and/or a picture in a Stimulus Book and uses one- or two-color blocks to re-create the design.
The Block Design subtest measures ability to analyze and synthesize abstract visual stimuli.
Block Design is a core subtest for both the younger (2:6 – 3:11) and older (4:0 – 7:7) batteries.
BD is required to compute the VSI for both batteries
Designed to measure the ability to analyze and synthesize abstract visual stimuli and nonverbal concept formation.
Also involves visual perception and organization, visual-motor coordination, spatial visualization, learning, motor dexterity, executive coordination of multiple skills, and the ability to separate figure and ground in visual stimuli.
Block Design is a Visual Spatial subtest for ages 2:6–7:7. Working within a specified time limit, the child views a model and/or a picture and uses one- or two-color blocks to re-create the design. It is designed to measure the ability to analyze and synthesize abstract visual stimuli. It also involves nonverbal concept formation and reasoning, broad visual intelligence, visual perception and organization, simultaneous processing, visual-motor coordination, learning, and the ability to separate figure-ground in visual stimuli (Carroll, 1993; Groth-Marnat, 2003; Lichtenberger & Kaufman, 2003; Sattler, 2008b).
Block Design is divided into two parts, A and B. Part A (Items 1–8) is primarily designed for ages 2:6–3:11 and utilizes one-color blocks. No degree of rotation, even complete 180° reversals, is penalized in Part A. Two-color blocks are used on Part B (Items 9–17), and only pronounced rotations of 30° or more are penalized. Modifications to administration procedures were made for some items to smooth the transition from model to stimulus book presentation. As on the WPPSI–III, no time bonuses are utilized due to the relative unfamiliarity of preschoolers with performance under time constraints.
Block Design has a total of 17 test items. Of these, 13 test items are retained and 4 test items are new, including a diamond-shaped item with four blocks to extend the ceiling of the subtest. A new sample item was added to Part B to familiarize the child with the solid color sides of two-color blocks, and the other sample item is retained.

45. BD: Description of Task
Block Design is divided into two parts − A and B.
Part A (Items 1–8) is primarily designed for ages 2:6–3:11 and utilizes one-color blocks.
No degree of rotation, even complete 180°reversals, is penalized in Part A.

46. BD: Description of Task
Two-color blocks are used on Part B (Items 9–17), and only pronounced rotations of 30° or more are penalized.
Modifications to administration procedures were made for some items to smooth the transition from model to stimulus book presentation.

47. BD: Description of Task
As on the WPPSI–III, no time bonuses are utilized due to the relative unfamiliarity of preschoolers with performance under time constraints.

48. Object Assembly (OA)
Object Assembly is a Visual Spatial subtest for ages 2:6–7:7.
Object Assembly has a total of 13 items.
Eleven items are retained from WPPSI-III.
Two new items were added to improve the floor and ceiling of the subtest.

49. OA: Description
Working within a specified time limit, the child assembles the pieces of a puzzle to create a representation of an identified object.
The OA subtest measures visual-perceptual organization, integration and synthesis of part-whole relationships, nonverbal reasoning, and trial-and-error learning.
Object Assembly is a Visual Spatial subtest for ages 2:6–7:7. Working within a specified time limit, the child assembles the pieces of a puzzle to create a representation of an identified object. Object Assembly is designed to assess visual-perceptual organization, integration and synthesis of part-whole relationships, nonverbal reasoning, and trial-and-error learning. It also involves spatial ability, visual-motor coordination, cognitive flexibility, and persistence (Groth-Marnat, 2003; Lichtenberger & Kaufman, 2003; Sattler, 2008b).
Object Assembly has a total of 13 items. Eleven items are retained. Two new items were added to improve the floor and ceiling of the subtest.
OA measures visual-perceptual organization, integration and synthesis of part-whole relationships, nonverbal reasoning, and trial-and-error learning. It also involves spatial ability, visual-motor coordination, cognitive flexibility, and persistence (Groth-Marnat, 2003; Lichtenberger & Kaufman, 2003; Sattler, 2008b).