1. 1 | Copyright © 2012. All rights reserved. Fluid Reasoning Subtests Subtest Ages 2:6-3:11 Ages 4:0-7:7 Matrix ReasoningNAC Picture ConceptsNAS

2. 2 | Copyright © 2012. All rights reserved. Matrix Reasoning (MR) Fluid Reasoning subtest for ages 4:0–7:7. Matrix Reasoning has a total of 26 test items. – 21 items are retained – 5 are new All 3 sample items are retained.

3. 3 | Copyright © 2012. All rights reserved. MR: Description The Matrix Reasoning subtest involves fluid intelligence, broad visual intelligence, classification and spatial ability, knowledge of part-whole relationships, simultaneous processing, and perceptual organization.

4. 4 | Copyright © 2012. All rights reserved. Picture Concepts (PC) Picture Concepts is a Fluid Reasoning subtest for ages 4:0–7:7. Picture Concepts has 27 items. Of the 22 retained items, 3 were substantively revised. There are 5 new items. Both sample items are retained. To eliminate inadvertent cues to the correct responses, much of the art is redrawn, and no art appears more than once on the subtest.

5. 5 | Copyright © 2012. All rights reserved. Picture Concepts (PC) The child is presented with two or three rows of pictures and selects one picture from each row to form a group with a common characteristic.

6. 6 | Copyright © 2012. All rights reserved. PC: Description The Picture Concepts subtest involves fluid and inductive reasoning visual- perceptual recognition, organization, and processing; and conceptual thinking and crystallized knowledge.

7. 7 | Copyright © 2012. All rights reserved. Working Memory Subtests Subtest Ages 2:6- 3:11 Ages 4:0-7:7 Picture MemoryCC Zoo LocationsSS

8. 8 | Copyright © 2012. All rights reserved. 8 Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. Working Memory: NEW in WPPSI-IV! Why add Working Memory? – Most highly rated customer request – Need for preschool working memory measures with strong floors – Predicts academic achievement (e.g., reading comprehension, math) – Related to other abilities (e.g., language comprehension, attention, fluid reasoning) – Sensitive to clinical conditions (e.g., ADHD, LD, TBI) – Provides information about developmental trajectories of working memory components

9. 9 | Copyright © 2012. All rights reserved. 9 Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. What is Working Memory? Continuing research leads to evolving definition – Addition of central executive and episodic buffer to traditional Baddeley & Hitch (1974) model – Related to:  speed of information processing  storage capacity  competing processing & maintenance demands  attentional control Recent Wechsler revisions increased emphasis on “mental manipulation” or processing demands – Addition of Letter-Number Sequencing – Addition of Sequencing task to Digit Span – Modifications to Arithmetic General definition: Set of mechanisms that allow us to actively maintain and process information for complex cognitive tasks

10. 10 | Copyright © 2012. All rights reserved. 10 Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. Working Memory in WPPSI-IV Research suggests that children rarely engage in rehearsal, & when they do, inefficiently (Cowan & Kail, 1996; Gathercole, Adams, & Hitch, 1994). Correlations between STM tasks & cognitive ability are higher in younger children than older children and are similar to correlations between complex span tasks & cognitive ability in older children (Cowan et al., 2005) Use of complex tasks with preschoolers may be inconsistent with developmental trajectory of working memory abilities

11. 11 | Copyright © 2012. All rights reserved. 11 Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. Working Memory in WPPSI-IV Appear to be like traditional STM or recognition memory measures – Picture Memory is similar to recognition tasks where target picture is identified among others – Zoo Locations is similar to visual-spatial recall tasks But….. – Picture Memory and Zoo Locations incorporate proactive interference through reuse of visual stimuli across trials – Recent research indicates proactive interference increases processing demands of working memory tasks (Blalock & McCabe, 2011; Carroll, et al., 2010)

12. 12 | Copyright © 2012. All rights reserved. Picture Memory (PM) Picture Memory is a Working Memory subtest for ages 2:6–7:7. Picture Memory has 35 items. The child views a stimulus page of pictures for a specified time and then selects these pictures from options on a response page. (familiarize-recognize: Reznick, 2009).

13. 13 | Copyright © 2012. All rights reserved. PM: Description The child views a stimulus page of pictures for a specified time and then selects these pictures from options on a response page. The Picture Memory subtest measures visual working memory using the familiarize– recognize paradigm, for which a set of stimuli is viewed and then recognized from among a set of responses.

14. 14 | Copyright © 2012. All rights reserved. ZL: Description The child views animal cards on a zoo layout for a specified time, and then places each card in the previously viewed location. (Observe-Perform: Reznick, 2009). The Zoo Locations subtest measures visual-spatial working memory using the observe–perform paradigm, wherein some action or actions are observed and then repeated or reproduced.

15. 15 | Copyright © 2012. All rights reserved. ZL: Materials Administration and Scoring Manual Record Form Zoo Locations Layouts Zoo Locations Animal Card Stopwatch

16. 16 | Copyright © 2012. All rights reserved. Processing Speed Subtests Subtest Ages 2:6- 3:11 Ages 4:0- 7:7 Bug SearchNAC CancellationNAS Animal CodingNAS Ink Dauber

17. 17 | Copyright © 2012. All rights reserved. Bug Search (BS) Bug Search is a Processing Speed subtest for ages 4:0–7:7. Bug Search has 66 items. Working within a specified time limit, the child marks the bug in the search group that matches the target bug.

18. 18 | Copyright © 2012. All rights reserved. BS: Description Working within a specified time limit, the child marks the bug in the search group that matches the target bug. Bug Search is conceptually similar to Symbol Search, which involves short-term visual memory, visual-motor coordination, cognitive flexibility, visual discrimination, and concentration.

19. 19 | Copyright © 2012. All rights reserved. BS: Materials Administration and Scoring Manual Record Form Response Booklet 1 Ink dauber Stopwatch Bug Search Scoring Key Moistened disposable towelettes (recommended) Paper Towel (or something similar)

20. 20 | Copyright © 2012. All rights reserved. BS: General Directions All children complete Dauber Practice on back cover of Response Booklet before proceeding to the demonstration, sample, and test items.

21. 21 | Copyright © 2012. All rights reserved. Cancellation (CA) Cancellation is a Processing Speed subtest for ages 4:0–7:7. Working within a specified time limit, the child scans two arrangements of objects (one random, one structured) and marks target objects. CA has two items – random (CAR) and structured (CAS).

22. 22 | Copyright © 2012. All rights reserved. CA: Description Working within a specified time limit, the child scans two arrangements of objects (one random, one structured) and marks target objects. The Cancellation subtest involves perceptual speed, rate of test taking, speed of visual processing and mental operation, scanning ability, and visual-perceptual recognition and discrimination. It may also involve attention, concentration, and visual recall.

23. 23 | Copyright © 2012. All rights reserved. CA: General Directions The Item 1 and Item 2 targets are articles of clothing. The objects for Item 1 are in a random arrangement. The objects for Item 2 are in a structured arrangement (i.e., rows).

24. 24 | Copyright © 2012. All rights reserved. Animal Coding (AC) Animal Coding is a Processing Speed subtest for ages 4:0–7:7. Animal Coding has 72 items.

25. 25 | Copyright © 2012. All rights reserved. AC: Description Working within a specified time limit and using a key, the child marks shapes that correspond to pictured animals. The Coding subtest on WPPSI-III assessed short- term memory, learning and visual scanning ability, cognitive flexibility, attention, and motivation.

26. Generating Scores & Interpretation

27. 27 | Copyright © 2012. All rights reserved. Generating Standardized Scores 27 Use Norms and Conversion Tables Administration Manual Use Scoring Software Q-Global

28. 28 | Copyright © 2012. All rights reserved. Copyri ght © 2011 Pearso n Educat ion, Inc. or its affiliat es. All rights reserv ed. 28 Q-Global Web-based and 24/7 access Anytime, anywhere Convenience (portability/mobility, remote access) Streamlined workflow Breadth of assessments (over time)

29. 29 | Copyright © 2012. All rights reserved. Copyri ght © 2011 Pearso n Educat ion, Inc. or its affiliat es. All rights reserv ed. 29 WPPSI-IV & Q-Global Reports – Profile Report – WPPSI-IV / WIAT-III Profile Report – Interpretive Report Timing – October 2012  Profile Report  WPPSI-IV / WIAT-III Profile Report – Spring 2013  Interpretive Report

30. 30 | Copyright © 2012. All rights reserved. “Types of” Scores Available Scaled Scores Composite Standard Scores – Many terminology changes Process Scores – Cancellation – RV/PN Percentile Ranks Confidence Intervals Comparisons at multiple levels to understand strengths and weaknesses 30 Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved.

31. 31 | Copyright © 2012. All rights reserved. Age 4:7 Composite & Index/SubtestScaled Score Verbal Comprehension132Working Memory97 Information15 Picture Memory10 Similarities16 (Zoo Locations)9 Visual Spatial112Processing Speed91 Block Design12 Bug Search9 Object Assembly12 (Cancellation)8 Fluid Reasoning114 Full Scale IQ = 117 Matrix Reasoning12 (Picture Concepts)13

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36. 36 | Copyright © 2012. All rights reserved. Ancillary Indexes

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39. 39 | Copyright © 2012. All rights reserved. Using GAI and CPI Consider deriving and interpreting the GAI and the CPI in a number of clinical situations, not limited to, but including the following:

40. 40 | Copyright © 2012. All rights reserved. Compare WMI and PSI to Other Indexes a significant and unusual discrepancy exists between the WMI and MIS or FSIQ, a significant and unusual discrepancy exists between the PSI and MIS or FSIQ, VCI a significant and unusual discrepancy exists between the VCI and WMI, VCI a significant and unusual discrepancy exists between the VCI and PSI,

41. 41 | Copyright © 2012. All rights reserved. GAI and CPI a significant and unusual discrepancy exists between the VSI and WMI, a significant and unusual discrepancy exists between the VSI and PSI, a significant and unusual discrepancy exists between the FRI and WMI, a significant and unusual discrepancy exists between the FRI and PSI,

42. 42 | Copyright © 2012. All rights reserved. GAI and CPI a significant and unusual discrepancy exists between the WMI and PSI, a significant and unusual discrepancy exists between subtests that contribute to either the WMI or to the PSI, or a significant and unusual discrepancy exists between a Working Memory or Processing Speed subtest and the MSS-I or MSS-F.

43. 43 | Copyright © 2012. All rights reserved. Factors Contributing to Poor Subtest Performance Within-child and examiner-related factors Environmental Deprivation Developmental Delays or maturational lags Developmental Strengths/Weaknesses Neurological Indicators Deficient cognitive processes related to language-based, EF difficulties etc. which may later be expressed as SLD, ADHD etc.

44. 44 | Copyright © 2012. All rights reserved. Task Specific Cognitive Capacities Level Item Level Subtest Level Specific Composite Indexes Level Clinical Clusters Level Global Composite Level Full Scale IQ/GAI General Ability Model Cognitive Neuropsychological Model Interpretive Levels Framework

45. 45 | Copyright © 2012. All rights reserved. Primary vs Secondary Cognitive Processes Primary cognitive processes are those constructs that the subtest is designed to measure Secondary processes are the cognitive constructs which may not be the focus of the assessment task, but that may support successful task execution Poor subtest performance can result from lack of effective use of primary or secondary capacities or from a combination of both

46. 46 | Copyright © 2012. All rights reserved. What Does Vocabulary Measure? Barbara Vocabulary = 5 Lacks semantic knowledge –Doesn’t know what words mean Joseph Vocabulary = 5 Expressive language problem –Knows word meanings, but can’t express his knowledge

47. 47 | Copyright © 2012. All rights reserved. WISC-IV Primary & Secondary Cognitive Processes

48. Questions/More Information… Tammy L. Stephens, Ph.D. Assessment Consultant tammy.stephens@pearson.com