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The WISC-V gives school psychologists, clinical psychologists and neuropsychologists flexibility and interpretive power to get a broader view of a child's cognitive abilities. Select a question below to see the response.Test Framework, Revision Goals, and General Practice IssuesHow has the test structure changed?Changes in the test structure include new and separate Visual Spatial and Fluid Reasoning index scores and new measures of visual spatial ability, quantitative fluid reasoning, visual working memory, rapid automatized naming/naming facility, and visual-verbal associative memory.
To augment the primary index scores and the FSIQ, a number of new ancillary and complementary index scores are also available, such as quantitative reasoning, auditory working memory, naming speed, symbol translation (i.e., visual-verbal associative memory), and storage and retrieval index scores. The changes were influenced by contemporary structural models of intelligence, neurodevelopmental theory and neurocognitive research, clinical utility and factor-analytic studies.The separation of Visual Spatial and Fluid Reasoning index scores results in greater interpretive clarity. The addition of visual working memory enhances the scale's clinical utility due to domain-specific differentiation of working memory abilities. The new naming facility and visual-verbal associative memory measures are related to achievement and sensitive to specific learning disabilities and a wide variety of other clinical conditions.
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These measures are useful in a pattern of strengths and weaknesses approach to specific learning disability identification.Was the WISC–V designed to line up with Cattell-Horn-Carroll (CHC) theory?Theory was not the only consideration that influenced the development of the WISC–V, and no single theory determined its structure. Neurodevelopmental research and clinical utility were also important considerations when determining the WISC–V test structure. However, the WISC–V model reflects contemporary structural intelligence theories, such as CHC, and defensible theoretical perspectives and frameworks, including CHC theory, can be utilized in its interpretation.Widely accepted structural intelligence models based on factor analytic results, such as CHC theory, provide overwhelming evidence for general intelligence at the top of a hierarchical model and for various related and distinguishable broad abilities at the level beneath.
In some models, the specific abilities are each composed of various narrow abilities at the lowest level. Although evidence from structural models does not identically converge, most indicate that verbal comprehension, visual spatial, fluid reasoning, working memory, and processing speed abilities are among the important components, and these are the five primary index scores available for the WISC–V. The names of these factors vary, based on the taxonomy system used by a team of investigators; the CHC taxonomy provides names for these constructs (i.e., Gc, Gv, Gf, Gsm, and Gs, respectively). The Wechsler intelligence scales have evolved in response to these consistently observed factors, and the WISC–V continues this work by providing new measures of working memory and a new working memory composite, offering separate visual spatial and fluid reasoning composites, and improving upon the measure of verbal comprehension and processing speed while continuing to offer composite scores for each. The WISC–V also includes a storage and retrieval index (SRI) that is analogous to Glr in the CHC taxonomy. When used together with an achievement measure, such as the WIAT–III or the KTEA–3, a number of other constructs are also measured, including aspects of auditory processing (i.e., Ga) within CHC theory.Is the WISC–V quicker to administer than the WISC–IV?Yes. Substantial efforts were made during development to achieve the shortest testing time possible and still offer greater construct coverage and flexibility.
As a result, administration time is shorter than that of the WISC–IV. For the heart of the test, the primary index scores, the subtests take less time (about 10 minutes) to administer than the WISC–IV. The FSIQ can be obtained about 25–30 minutes faster than the WISC–IV.
Because administration time is determined by the composite scores desired, it varies based on the practitioner's choices. The WISC–V measures a number of other related constructs (e.g., rapid automatized naming, visual-verbal associative memory). If you opt to administer the measures related to these constructs, the testing time will somewhat longer.Is there information in the WISC–V Technical and Interpretive Manual about the proportions of children with various clinical conditions that were included in the normative sample?
Are norms available that do not include children from these special groups?As shown in Table 3.6 of the WISC–V Technical and Interpretive Manual, representative proportions of children from the special group studies were included in the normative sample. In addition to children with various clinical conditions, children with intellectual giftedness also were included to appropriately represent children with extremely high scores. The proportions of children from special group studies are low, and accurately reflect their presence in the U.S. It is unlikely the inclusion of very small proportions of children with disabilities in the normative sample will result in more children scoring within the normal range.What are the recommendations for using the WISC–V over the WAIS–IV when evaluating examinees aged 16?Because the age ranges of the WISC–V and the WAIS–IV overlap for examinees aged 16, practitioners have the option of choosing the appropriate measure for an examinee this age. For examinees suspected of below average cognitive ability, the WISC–V should be administered because of its lower floor at this age range. For examinees of high ability, however, the WAIS–IV should be considered because of its higher ceiling.
For the examinee of average ability, the choice between the WISC–V and the WAIS–IV requires clinical judgment from the educational and/or psychological professional. Both tests require the administration of 10 subtests to calculate the FSIQ and primary index scores, but examinees who have difficulty completing a lengthier assessment may benefit if the WISC–V is used because it is somewhat faster to obtain the primary index scores and the FSIQ. The WISC–V provides a Nonverbal Index that requires no expressive responses, which may be useful for examinees who are English language learners or who have expressive difficulties.
The WISC–V provides some additional composite scores and more links to achievement tests that may be informative for certain referral questions (e.g., specific learning disability). The reasons for referral, familiarity with the tests, and knowledge of the examinee's characteristics (e.g., attention span) should be taken into consideration.How long do professionals have to transition from using the WISC–IV to using the WISC–V?Publications such as the current American Psychological Association (APA) Ethical Principles of Psychologists and Code of Conduct, the Standards for Educational and Psychological Testing, and Assessment of Children: Cognitive Foundations provide guidance about the use of obsolete tests. Most practitioners make the move to the new edition within 8–12 months of the release. Consider your own practice situation and how critical the evaluations you conduct are when making the decision. For example, in cases where the older edition is used, and an independent educational evaluation is requested, a school system may be at a greater risk of having results called into question.What is the appropriate composite score to use when evaluating for a specific learning disability using ability-achievement discrepancy analyses?The FSIQ is generally the first choice for an ability-achievement discrepancy analysis, because it provides the broadest sample of behavior.
However, there may be other circumstances that influence your choice (e.g., significant discrepancies between index scores when a language disorder is suspected). In these situations, other scores might be appropriate (i.e., VCI, VSI, FRI, GAI, NVI).Does the WISC–V support use of a pattern of strengths and weaknesses approach to learning disability evaluation?Yes, the WIAT–III and the KTEA–3 scoring reports on the Q-global TM platform can be used to evaluate a specific learning disability, using a pattern of strengths and weaknesses discrepancy analysis approach. The data are too complex to provide in a paper format; the scoring software must be used for this purpose.Should I provide teaching on any teaching item to which the child responds incorrectly, or only for the first two items administered?When the child responds incorrectly to a teaching item, teaching is provided regardless of the start point used or the child's age.I have noticed children getting correct answers but just after the time limit has expired. These children had the correct answers but were just somewhat slower in responding. Are these children penalized due to their slow processing speed rather than their cognitive abilities on these higher-level cognitive reasoning tasks?
For any of the subtests, did the WISC–V standardization research compare the accuracy of answers versus just their time-based raw scores?In early research phases of the project, data were collected with extended time limits. Analyses indicated the children who answered correctly after the time limit were of lower ability than children who answered before the time limit. There was often little benefit to extending the time, as few children could answer correctly after the time limit expired. Data were not collected with extended time limits at standardization because that would've given children more exposure to the items which could result in some additional procedural learning or practice that is not standard. Process observations to test the limits can be done at the end of all testing and described qualitatively in the report.Figure Weights Process Approach and Arithmetic Process Approach will be offered with the WISC–V Integrated, which is due out in late 2015.
Those are standardized subtests that offer additional time for items that were missed.I found a discrepancy between two scores that is rare and unusual, but I am unsure how to interpret it. Is there somewhere I can see specifics?Every discrepancy that appears on the Record Form is described in chapter 6 of the WISC–V Technical and Interpretive Manual.Is color-blindness a factor on the WISC–V?Color-blindness occurs in approximately 10% of the general population, and more commonly in males.
We have made every effort to ensure our items, including those on the WISC–V, WPPSI–IV, WASI–II, WAIS–IV, WISC–IV, WPPSI–III, and WASI, are free of bias against these individuals. Items are reviewed by color-blindness experts as well as individuals with color-blindness during early stages of test development. In addition, acetate overlays have been utilized to give the test developers a visual representation of the stimuli as it appears to individuals with the various types of color-blindness. Items are also copied in greyscale to check appearance to those with monochromatic color-blindness. All items are also subjected to a color-blindness simulation to check item appearance with every type of color-blindness and to ensure that the intensity and saturation of colors are not overly similar and do not suggest different responses.When will extended norms be available for the WISC–V?Extended norms are used by practitioners who are evaluating intellectually gifted children, to inform interpretation.
Extended norms must be validated with a sample of children who are highly intellectually gifted, and that case collection takes some time because these children are rare. The validation sample is currently being collected. The WISC–V was released at the end of September, 2014, and the extended norms are planned for release approximately a year and a half after the initial release of the WISC–V.I read an article in which the authors suggest that interpretation should rely primarily on the FSIQ and that I should only cautiously interpret at the index level, if at all.
In another article, the authors assert that index scores should be the primary level of interpretation and the FSIQ shouldn't be interpreted. Which view should I use for interpretation?Assumptions make a difference in an investigator's approach to data. This debate in intelligence testing on profile analysis dates back to the 1990s.
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Some authors criticize methods of interpretation that focused on identifying the examinee's relative strengths and weaknesses (relative to the examinee's own ability, whether high or low). Others claim that only the index scores should be interpreted and that FSIQ is just a summary of different abilities that should not be interpreted if there are discrepancies among the index scores.The first group assumes that only g is important, and not broad cognitive abilities like crystallized intelligence, fluid reasoning, and working memory. Accordingly, they statistically remove g from the index scores and examine only the index scores' residual validity. They then conclude that the modest portions of variance attributed to the first order factors (the index scores) is too small to be of importance, and that the FSIQ is the only score worth interpreting.This approach is problematic because an individual's investment of g resources in particular directions results in greater development of those abilities over time.
Thus, removing the influence of g from the index scores effectively cripples their power, and creates a rather artificial situation. As Schneider (2013) observed,“the independent portion is not the ‘real Gc'. We care about a sprinter's ability to run quickly, not residual sprinting speed after accounting for general athleticism. So it is with Gc: g is a part of the mix” (p. 188).The second group argues that the FSIQ is meaningless because it is merely a grouping of various abilities and should not be interpreted. Their work similarly disregards or dismisses g in analyses.This topic is characterized by considerable variability of opinion: The first group argues that interpretation of index scores is invalid and recommends interpreting only FSIQ, while the second group argues that interpretation of FSIQ is invalid and recommends interpreting only the index scores. Either view excludes important information and is too one-sided.
Both g and the broad abilities are important, and each construct has a place in the practice of assessment.Schneider, W. What if we took our models seriously? Estimating latent scores in individuals. Journal of Psychoeducational Assessment, 31, 186–201.SubtestsIs teaching allowed on the sample items to ensure that children understand the expectations of the subtests?Yes, many of the subtests have demonstration, sample, and teaching items built in to ensure the child understands the task.
These items were added in response to the needs of thousands of children who participated in the development of the scale. Children with special needs were included among these participants.Why was Comprehension not chosen as a primary subtest? From a language perspective, it provides a richer sense of the child's ability to answer open-ended questions, a more authentic skill for real-life.In the online basic training that is included with each kit, we describe in more detail the types of analyses that were conducted to make the decisions regarding which subtests would be primary and which would be secondary. To summarize, the team looked at psychometric properties such as floors, ceilings, reliability, validity, and construct coverage; clinical utility; demographic differences; user-friendliness; and feedback from practitioners and customers.
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