11/17/2014. Agenda. WISC V Revision Goals. Unleash the Power of the WISC V. Copyright Pearson, Inc. All rights reserved.

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1 Unleash the Power of the WISC V Agenda Introduction Review: Scoring Options Revision Goals and Highlights Test Structure Interpretation Basics Technical Information (time permitting) Purchasing Information WISC V Revision Goals Update theoretical foundations Increase user friendliness Increase developmental appropriateness Improve psychometric properties Enhance clinical utility 1

2 Scoring: Paper/Pencil Format Hand score With the traditional paper and pencil format, you will have the option to handscore. Q global Scoring & Reporting Web based Scoring Score Report Combination Reports Narrative Reports New pricing Subscriptions (unlimited access) OR Per usage Scoring: Digital Format Automatic Scoring & Reporting via Q interactive Similar score report output as those available on Q global, plus: Automatic subtest scoring Immediate scaled scores Changes to Retained Processing Speed: Coding Item difficulty consistent across rows Changed symbols for digital Processing Speed: Symbol Search Marks matching symbol instead of YES Error scores Letter Number Sequencing Revised letternumber sequencing (teaching process, non rhyming stimuli) 2

3 Changes: New Subtests Visual Spatial Index Fluid Reasoning Index Working Memory Index Complementary Subtests Visual Puzzles Figure Weights Picture Span Digit Span Sequencing added to Digit Span Subtest Naming Speed Literacy Naming Speed Quantity Immediate Symbol Translation Delayed Symbol Translation Recognition Symbol Translation WISC-V TEST STRUCTURE Test Structure Full Scale IQ 3

4 Test Structure Primary Index Scales Test Structure Ancillary Index Scales New Ancillary Indexes to WISC V Complementary Index Scores Headline placed here Text here NSI STI SRI On Record Form Ancillary and Complementary Analysis Pages and in Administration and Scoring Manual Supplement Note: SRI = NSI + STI... SRI NSL + NSQ + IST + DST + RST Copyright 2014 Pearson Education, Inc. or its affiliates. All rights reserved. 4

5 WISC-V Scoring and Interpretation: An introduction Descriptive Classifications Composite Score Range WISC V Descriptive Classification Traditional Descriptive Classification ( Old ) 130 and above Extremely High Very Superior Very High Superior High Average High Average Average Average Low Average Low Average Very Low Borderline 69 and below Extremely Low Extremely Low Copyright 2014 Pearson Education, Inc. or its affiliates. All rights reserved. FSIQ: Permissible Substitutions IN or CO for SI or VC CO for SI or VC VP for BD PC for MR or FW AR for FW PS or LNS (LN) for DS SS or CA for CD 5

6 How to Report and Describe Performance Primary Index Scores Interpretative Considerations Multiple cognitive processes Number of processes invoked related to task difficulty WISC V primary and complementary measures are specifically designed to measure complex cognitive processes while ancillary measures are designed to measure processes related to learning difficulties. 6

7 What is represented by the VCI? What is represented by the VSI? What is represented by the VSI? Constructional ability Visual spatial reasoning Integration / Synthesis of part to whole relationships Attention to visual details Visual motor integration Speeded performance 7

8 What is represented by the FRI? What is represented by the WMI? What is represented by the WMI? Ability to resist proactive interference Attention Concentration Mental control Register, maintain, manipulate Visual and auditory Speeded Performance 8

9 What is represented by the PSI? What is represented by the PSI? Speed & accuracy of visual identification Decision making & implementation Visual scanning & discrimination Attention & concentration Visual motor coordination WMI and PSI Involves EFFICIENCY Working Memory Identification, registration, and manipulation of information within STM store Processing Speed Facilitates rapid identification and registration of information for decisionmaking WMI < PSI indicates a difficulty with the manipulation of information within STM 9

10 ANCILLARY and COMPLEMENTARY ANALYSIS Nonverbal Index Composed of BD, MR, CD, FW, VP, PS Useful when examinee has clear verbal difficulties ELL RELD, ELD ASD with Language Impairment Does have processing speed component can affect results just like FSIQ More emphasis on reasoning using visual spatial processes than FSIQ Auditory Working Memory Digit Span and Letter Number Sequencing Very similar to WISC IV working memory with greater focus on sequencing than previous edition Contrast scores: DSF VS DSB impact of additional mental manipulation required by DSB DSF VS DSS impact of sequencing and number knowledge required by DSS DSS VS LNS impact of dual tasking and letter knowledge Useful when global difficulties with visual processing affecting test performance 10

11 Quantitative Reasoning New complementary index composed of Figure Weights and Arithmetic AR requires actual math problem solving; however, AR is very complex having Fluid Reasoning, Verbal, and Working Memory components FW requires math skills in a more limited abstract manner. Requires the ability to reason through a problem and to select the best quantitative operation to obtain the correct response. General Ability Index (GAI) I should consider deriving the GAI when 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. a significant and unusual discrepancy exists between the VCI and WMI. a significant and unusual discrepancy exists between the VCI and PSI. 11

12 I should consider deriving the GAI when 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. I should consider deriving the GAI when 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. a significant and unusual discrepancy exists between a Working Memory or Processing Speed subtest and the MSS I or MSS F. GAI vs. FSIQ 12

13 GAI vs. CPI Interpretation of Naming Speed Index Symbol Translation Index Storage and Retrieval Index NSI vs. STI 13

14 Process Oriented Approach Digit Span and Longest Span Process Scores Block Design Process Scores DSf & LDSf DSb & LDSb DSs & LDSs BDn BDp Picture Span LPSs LPDr Process Oriented Approach Cancellation Process Score CAR vs CAS Naming Speed Process Scores Naming Speed Error Scores Nsco Nssco NSln NSLe NSQe Process Oriented Approach Rotation & Set Error Scores Rotations on BD, SS, CD Set errors on SS Process Observations Process Observations Don t know (DK) No Response (NR) Item Repetition / Requested Repetition IR/RR Subvocalization (SV) Self corrections (SC) Also review contrast scores, as appropriate 14

15 Need a Focused Client Based Approach Signal to noise ratio Adding additional tests can increase signal or can increase noise. Adding targeted tests increase signal to noise. Consistency of deficit Need more than 1 score to identify true weakness in a domain. Move away from shot gun approaches to testing specific hypotheses. Select tests related to problem. Analysis of Results Case Example 15

16 Case Example: Child A 8 year old Caucasian male, 2 nd grade has difficulty sounding out unfamiliar words. confuses words that appear similar. recognizes few words word recognition slow. dislikes reading circle. has difficulties with spelling. 46 Copyright All rights reserved. WISC V Score Summary Subtest Scaled Score Score Standard Score 7 Naming 85 Similarities Speed Literacy Vocabulary 10 Naming Speed Quantity 105 Information 10 Immediate Symbol Translation 87 Comprehension 9 Delayed Symbol Translation 88 Block Design 9 Recognition Symbol Translation 89 Visual Puzzles 11 COMPOSITE SCORES Matrix Reasoning 10 Verbal Comprehension Index 92 Figure Weights 7 Visual Spatial Index 100 Picture Concepts 10 Fluid Reasoning Index 91 Arithmetic 8 Working Memory Index 82 Digit Span 7 Processing Speed Index 103 Picture Span 7 Full Scale IQ 88 Letter Number Sequencing 10 Quantitative Reasoning Index 85 Coding 9 Auditory Working Memory Index 91 Symbol Search 12 Nonverbal Index 91 Cancellation 15 General Ability Index 94 Cognitive Proficiency Index 91 Primary Analysis Index Level Strengths and Weaknesses Comparison Score MIS FSIQ Sum of MIS 5 Index Scores 5 = FSIQ Critical Value Significance Level Base Rate Reference Group Overall Sample Ability Level Score Comparison Score Difference Critical Value Strength or Weakness Base Rate VCI S or W ns Index Level VSI S or W ns FRI S or W ns WMI S or W 5-10% PSI S or W ns 16

17 Choosing the Level of Significance More stringent Less stringent Primary Analysis Index Level Pairwise Comparisons Critical Value Significance Level Base Rate Reference Group Overall Sample Ability Level Comparison Score 1 Score 2 Difference Critical Value Significant Difference Base Rate VCI VSI Y or N VCI FRI Y or N VCI WMI Y or N Index Level VCI PSI Y or N VSI FRI Y or N VSI WMI Y or N 11.3% VSI PSI Y or N FRI WMI FRI PSI Y or N Y or N WMI PSI Y or N 9.7% Primary Analysis Subtest Level Strengths and Weaknesses Comparison Score MSS I MSS F Sum of Scaled Scores for 10 Index Subtests 89 Sum of Scaled Scores for FSIQ Subtests 10 = # of FSIQ subtests = MSS I 8.9 MSS F Critical Value Significance Level Base Rate Reference Group Overall Sample Ability Level Subtest Level Strength Comparison Critical or Base Score Score Difference Value Weakness Rate Similarities S or W ns Vocabulary S or W ns Block Design S or W ns Visual Puzzles S or W ns Matrix Reasoning S or W ns Figure Weights S or W ns Digit Span S or W ns Picture Span S or W ns Coding S or W ns Symbol Search S or W 5-10% 17

18 Primary Analysis Subtest Level Pairwise Comparisons Critical Value Significance Level Comparison Score 1 Score 2 Difference Critical Value Significant Difference Base Rate Similarities Vocabulary Y or N ns Subtest Level Block Design Visual Puzzles Matrix Reasoning Figure Weights Digit Span Picture Span Y or N ns Y or N ns Y or N ns Coding Symbol Search Y or N ns Ancillary Analysis Pairwise Comparisons Index Critical Value Significance Level Base Rate Reference Group Overall Sample Ability Level Critical Significant Base Rate Comparison Score 1 Score 2 Difference Value Difference GAI CPI Y or N ns GAI FSIQ Y or N 5-10% Figure Weights Arithmetic Y or N ns Subtest Digit Span Letter Number Sequencing STI STD Y or N ns Y or N STD STDR Y or N DSF DSB Y or N ns Process DSF DSS Y or N ns DSB DSS Y or N ns DSS LN Y or N ns CAR CAS Y or N ns Achievement Scores (KTEA 3) Subtest Scaled Score Composite Score Standard Score Listening Comprehension Oral Language Reading Comprehension 91 Total Reading 71 Sentence Composition 73 Basic Reading 60 Word Reading 66 Reading Comprehension and Fluency 81 Pseudoword Decoding 56 Written Expression 71 Spelling 67 Mathematics 99 Oral Expression 75 Math Fluency 110 Oral Reading Fluency 80 Total Achievement 77 Oral Reading Accuracy 65 Oral Reading Rate 89 Math Problem Solving 90 Math Fluency Addition 105 Math Fluency Subtraction 106 Math Fluency Multiplication 117 Numerical Operations 99 18

19 Hypotheses Cognitive Strengths Cognitive Weaknesses 55 Copyright All rights reserved. Hypotheses Academic Strengths Academic Weaknesses 56 Copyright All rights reserved. Technical Properties 19

20 Standard Errors of Measurement Composite Overall Average SEM VCI 4.22 VSI 4.36 FRI 3.89 WMI 4.26 PSI 5.24 FSIQ 2.90 QRI 3.47 AWMI 3.92 NVI 3.23 GAI 3.07 CPI 4.12 Correlations With WIAT III WISC-V Composite Oral Lang. Basic Read. Read. Comp. & Fluency WIAT-III Written Exp. Math Math Fluency Total Achievement VCI VSI FRI WMI PSI FSIQ n = 211; age 6-16 Special Group Studies Intellectually Gifted Intellectual Disability-Mild Severity Intellectual Disability- Moderate Severity Borderline Intellectual Functioning Specific Learning Disorders Attention-Deficit/ Hyperactivity Disorder Disruptive Behavior Traumatic Brain Injury English Language Learners Autism Spectrum Disorder 20

21 Intellectually Gifted Composite Clinical Control n = 95; ages 6-16 Diff. p value Std. Diff. VCI < VSI < FRI < WMI < PSI < FSIQ < QRI < AWMI < NVI < GAI < CPI < Intellectual Disability Mild Composite Clinical Control Diff. p value Std. Diff. VCI < VSI < FRI < WMI < PSI < FSIQ < QRI < AWMI < NVI < GAI < CPI < n = 74; ages 6-16 Attention Deficit Hyperactivity Disorder Composite Clinical Control Diff. p value Std. Diff. VCI VSI FRI WMI < PSI FSIQ < QRI < AWMI < NVI < GAI CPI < n = 48; ages

22 Autism Spectrum Disorder Composite Clinical Control n = 30; ages 6-16 Diff. p value Std. Diff. VCI < VSI < FRI < WMI < PSI < FSIQ < QRI < AWMI < NVI < GAI < CPI < And, this is just the beginning of your score options.. WISC V Pricing and Digital Trials Access pricing, and other information at WISCV.com sign up for trials using Q interactive at helloq.com or WISCV.com 22

23 Additional Questions? Talk to a Consultant: ClinicalCustomerSupport@Pearson.com See WISCV.com and HelloQ.com for more information! Amy.Gabel@Pearson.com 23