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1 The WPPSI-IV is no one s kid brother or sister. This newest version stands tall alongside the WISC-IV and WAIS-IV in every way imaginable technical excellence, clinical utility, innovativeness, theoretical basis, and societal relevance. Bottom line: The WPPSI-IV is an amazing work of measurement for young children. -- Alan S. Kaufman and Nadeen L Kaufman Yale Child Study, School of Medicine Introductory Webinar: Understanding Developmental Strengths and Needs February 2013 Presented by:, NCSP Senior Educational Consultant Pearson Clinical Assessment Agenda Standard Revision Goals Revision Goals Subtest Changes Test Structure Information Introduction to Interpretation Questions Update theoretical foundations Increase developmental appropriateness Enhance clinical utility Improve psychometric properties Increase user friendliness Processing Speed Revision 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 Bug Search & Animal Coding Added Cancellation New Working Memory subtests Picture Memory Zoo Locations Copyright Pearson, Inc. All rights reserved. 1

2 Subtest Modifications Subtest Modifications (continued) Vocabulary Subtest New Administration Recording & Scoring New Items Information Similarities Comprehension Receptive Vocabulary Picture Naming Block Design Subtest Matrix Reasoning Picture Concepts Bug Search Animal Coding Cancellation New Administration Recording & Scoring New Items Object Assembly Working Memory: NEW in WPPSI-IV! Age WM is crucial for Indicators that WM needs improvement 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, TBI) Provides information about developmental trajectories of working memory components Pre-school Elementary School Middle School High School College -Learning the alphabet -Completing a puzzle independently -Understanding textual content (reading comprehension) -Mental arithmetic -Completing homework independently -Complex math problems, especially word problems -Writing essays -Studying for an exam -Participation in group projects -Keeping focus/interest during a lecture -Unwillingness to learn -Inability to understand what is read -Problems memorizing the multiplication table -Can t complete homework without parental supervision and direction -Inability to grasp/break down word problems -Difficulty writing neat, coherent essays -Constantly procrastinates; panics the night before an exam -Doesn t listen or participate during a group project -Difficulty remaining attentive during lectures Working Memory: NEW in WPPSI-IV Younger Battery Test Structure New Working Memory subtests Picture Memory Zoo Locations Appear to be more like traditional STM or recognition memory measures But look a little more closely Copyright Pearson, Inc. All rights reserved. 2

3 Older Battery Test Structure Subtest Substitution When should I use substitution? Substitution Guidance YES Primary Reason = Core subtest invalidated Temporary impairment in an area such as broken finger, etc. NO I like this subtest better The child got a better score with this subtest Substitution Guidance Substitution Guidance Copyright Pearson, Inc. All rights reserved. 3

4 Summary of Substitution Rules Special Group Studies No substitution of subtests on 2-subtest composites Only substitute permitted subtests when calculating composite scores composed of 4+ subtests Only substitute if subtest is spoiled or there is a necessary clinical reason Determined a priori For composites where substitution permitted only 1 is allowed Intellectually Gifted Intellectual Disability-Mild Severity Intellectual Disability- Moderate Severity Developmental Delay- Cognitive Developmental Risk Factors Emergent Pre-Literacy Concerns Attention- Deficit/Hyperactivity Disorder Disruptive Behavior Expressive Language Disorder Mixed Receptive-Expressive Language Disorder English Language Learners Autistic Disorder Asperger s Disorder Steps to interpretation- Introduction to BASIC INTERPRETATION Complete record form Calculate Child s Test Age Complete Summary Page Calculate Raw Scores Convert Raw to Scaled Scores Obtain Sum of Scaled Scores Derive Primary Index Scores and FSIQ Complete Primary Analysis page Analyze Index- and subtest-level strengths and weaknesses Analyze Index- and Subtest-level pairwise differences Complete ancillary analysis page Obtain sums of scaled scores Guidelines in Selecting a Significance Level Guidelines in Choosing Base Rate Reference Group Purpose of evaluation Number of comparisons being made Whole sample Ability level At extremes, may be more meaningful to use ability reference group Copyright Pearson, Inc. All rights reserved. 4

5 Demographics Copyright Pearson, Inc. All rights reserved. 5

6 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: Compare WMI and PSI to Other Indexes Significant and Unusual Discrepancy Between... WMI PSI MIS* or FSIQ VCI VSI FRI *MIS = Index Score Compare WMI and PSI to Other Indexes Other Comparisons Significant and Unusual Discrepancy Between... WMI (97) PSI (91) MIS or FSIQ (117) VCI (132) VSI (112) FRI (114) Significant and Unusual Discrepancy... WMI PM and ZL or PSI BS and CA a Working Memory or Processing Speed subtest and the MSS-I or MSS-F *MSS = Scaled Score Between Copyright Pearson, Inc. All rights reserved. 6

7 Case Study Conclusions 1. What is your formulation with regard to WPPSI-IV findings? 2. What additional data would you be looking for as a result of these findings? 1. Additional assessments? 3. What types of interventions and/or instructional strategies would be appropriate for this youngster? Specific Abilities and Neurodevelopment Analyze WPPSI-IV primary index scores as they provide insight into both normal and abnormal brain development associated with various clinical conditions (Hale & Fiorello, 2004). This insight can assist with diagnosis and treatment planning. Coinciding with development of general intellectual ability is the enormous growth in verbal skills during early childhood. Implications for reading and writing development Best Practices in Assessment of Young Children To Summarize- Primary index scores can be conceptualized as representing various abilities that are clinically useful to assess because of their proven utility in various types of psychological evaluations, and their relations with clinical conditions and to neurodevelopment. Copyright Pearson, Inc. All rights reserved. 7

8 To Summarize- Performance can be used as a starting point in hypotheses generation about neuropsychological processing deficits, and can also be conceptualized and interpreted using a neuropsychological perspective (Hale & Fiorello, 2004; Miller & Maricle, 2012). WPPSI-IV Technical Information 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) Stability Coefficients of Scores for 2:6 7:7 First Testing Second Testing Corrected r VCI VSI FRI WMI PSI FSIQ VAI NVI GAI CPI Correlations Between WPPSI-IV and WPPSI-III WPPSI-IV WPPSI-III Corrected r 12 VCI-VIQ VSI-PIQ FRI-PIQ WMI PSI-PSQ FSIQ VAI-GLC NVI GAI CPI n = 248; ages 2:6-7:3 Emergent Pre-Literacy Concerns Clinical Control Diff. p value Std. Diff. VCI < VSI < FRI < WMI < PSI FSIQ < VAI < NVI < GAI < CPI < n = 37; ages 4:9-7:6 Copyright Pearson, Inc. All rights reserved. 8

9 English Language Learners Intellectual Disability-Moderate Severity Clinical Control Diff. p value Std. Diff. VCI < VSI FRI WMI PSI FSIQ VAI NVI GAI CPI n = 33; ages 2:7-7:6 Clinical Control Diff. p value Std. Diff. VCI < VSI < FRI < WMI < PSI < FSIQ < VAI < NVI < GAI < CPI < n = 34; ages 2:6-7:6 Autistic Disorder FAQs Clinical Control Diff. p value Std. Diff. VCI < VSI < FRI < WMI < PSI < FSIQ < VAI < NVI < GAI < CPI < n = 38; ages 2:10-7:6 Basic Training Included with Kit! 24/7 online training Welcome with access information Post-Publication Activities Out of level testing for older children taking the younger battery Out of level testing for younger children taking the older battery Extended norms for intellectually gifted children taking age-appropriate battery Using the WPPSI-IV with children who are deaf or hard of hearing WPPSI-IV Essentials book Copyright Pearson, Inc. All rights reserved. 9

10 WPPSI-IV Informational Series Other sessions available to view now! 1) Overview of the WPPSI-IV Revision Goals 2) Developmentally Appropriate Features of the WPPSI-IV 3) Working Memory 4) WPPSI-IV Factor Structure For Customers in the USA For more information regarding WPPSI-IV availability and pricing please call (USA) Or visit psychcorp.pearsonassessments.com For Customers in Canada For more information regarding WPPSI-IV availability and pricing please call (Canada) Thank you for attending! Specific Webinar-Related Comments or Questions Adam Scheller, PhD, NCSP Pearson Clinical Assessment or Customer Care Canada: Copyright Pearson, Inc. All rights reserved. 10

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