Test Presentation- WISC

Test Presentation: Wechsler Intelligence Scale for Children--Revised (WISC) : 

Educational measurement and assessment Professor Block, Edco 534 By: Brittany Lindsey Test Presentation: Wechsler Intelligence Scale for Children--Revised (WISC)

Brief Description : 

Brief Description A general test of intelligence, which Wechsler defined as, "... the global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment." In keeping with this definition of intelligence as an aggregate of mental aptitudes or abilities, the WISC consists of 13 subtests divided into two parts, verbal and performance. In keeping with this definition of intelligence as an aggregate of mental aptitudes or abilities, the WISC-R has traditionally consisted of 13 subtests divided into two parts, verbal and performance. For PHDCN, the WISC-R included definitions of words only. http://www.icpsr.umich.edu/icpsrweb/PHDCN/descriptions/wisc-w1-w2-w3.jsp

Test Details : 

Test Details Purpose: Designed as a comprehensive measure of cognitive ability for children. Population: Ages 6-16. Score: Verbal, Performance, and Full Scale Scores. Time: (50-75) minutes. Author: David Wechsler. Publisher: The Psychological Corporation http://www.cps.nova.edu/~cpphelp/WISC-R.html

Slide 4: 

Test Review Form Name of Reviewer: Brittany Lindsey Title of Test: Wechsler Intelligence Scale for Children—Revised (WISC) Author: David Wechsler Publisher: The Psychological Corporation  Date: October 14, 2010 Purpose of Test: The Wechsler Intelligence Scale for Children-Revised (WISC-R) is a general test of intelligence, which Wechsler defined as, "... the global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment." In keeping with this definition of intelligence as an aggregate of mental aptitudes or abilities, the WISC consists of 13 subtests divided into two parts, verbal and performance. Development: Standardization: Can be administered amongst multiple people groups, but these factors should be taken into consideration. Reliability: Each of the three IQ scales has an internal consistency reliability coefficient of .89 or above in the standardization group over the entire age range covered by the scale. Average internal consistency reliability coefficients, based on the 11 age groups, are .96 for the Full Scale IQ, .94 for the Verbal Scale IQ, and .90 for the Performance Scale IQ. The average subtest reliability coefficients range from a low of .70 for Object Assembly to a high of .86 for Vocabulary. The average reliability coefficients range from .77 to .86 (Mdn = .80) for the Verbal Scale subtests and from .70 to .85 (Mdn = .72) for the Performance Scale subtests. Test-retest stability coefficients were .95 for the Full Scale IQ, .93 for the Verbal Scale IQ, and .90 for the Performance Scale IQ. Validity: Because the WISC-R overlaps with the WPPSI in the age range of 6-0-0 to 6-7-15, either of the two tests can be used to evaluate children in this age range. The correlations were .80 for the Verbal Scales, .80 for the Performance Scales, and .82 for the Full Scales. In a study in which 5 to 6-year-old middle-class children were administered both tests, with a one-year test-retest interval, the WISC-R yielded IQS that were 5 points lower on the average than those of the WPPSI. Correlations between the two tests were .81 for the Verbal Scales, .80 for the Performance Scales, and .94 for the Full Scales. Four studies comparing the WISC-R and the Stanford-Binet: Fourth Edition are reported in the Technical Manual of the Fourth Edition. Correlations ranged from .66 to .83 between the WISC-R Full Scale IQ and the Fourth Edition composite. Administration: The test comprises ten core subtests and five supplemental ones. The supplemental subtests are used to accommodate children in certain rare cases, or to make up for spoiled results which may occur from interruptions or other circumstances. Testers are allowed no more than two substitutions in any FSIQ test, or no more than one per index. These subtests then generate a Full Scale score (FSIQ), as well as four composite scores known as indices: Verbal Comprehension (VCI), Perceptual Reasoning (PRI), Processing Speed (PSI) and Working Memory (WMI)  Limitations: While it has been translated into many different languages, cultural boundaries may cause those individuals to not fully benefit from the test. This would not be an assessment for those with extremely high or extremely low cognitive ability.   Age: 6-16 years old   Grade: 1st- 12th   Other: The WISC-R was standardized on a sample of 2,200 American children selected as representative of the population on the basis of the 1970 U.S. Census. It is suggested that the WISC-R is an appropriate instrument for practitioners and clinical researchers in assessing children’s intelligence.   Strengths: The test is a good indicator of a student’s strengths and weaknesses. The test allows for distinct patterns of a child’s thought process to be assessed. It can be a strong tool for students with ADD and ADHD.

Test Format : 

Test Format Ten core subtests and five supplemental ones Supplemental subtests are used to accommodate children in certain rare cases, or to make up for spoiled results which may occur from interruptions or other circumstances. Testers are allowed no more than two substitutions in any FSIQ test, or no more than one per index. These subtests then generate a Full Scale score (FSIQ), as well as four composite scores known as indices: Verbal Comprehension (VCI), Perceptual Reasoning (PRI), Processing Speed (PSI) and Working Memory (WMI). http://en.wikipedia.org/wiki/Wechsler_Intelligence_Scale_for_Children

VCI Subset : 

VCI Subset Vocabulary- examinee is asked to define a provided word Similarities - asking how two words are alike/similar Comprehension - questions about social situations or common concepts Information (supplemental) - general knowledge questions Word reasoning (supplemental)- a task involving clues that lead to a specific word, each clue adds more information about the object/word/concept. The Verbal Comprehension Index is an overall measure of verbal concept formation, the child's ability to verbally reason and is also influenced by knowledge learned from their environment.

PRI Subset : 

PRI Subset Block Design - children put together red-and-white blocks in a pattern according to a displayed model. This is timed, and some of the more difficult puzzles award bonuses for speed. Picture Concepts - Children are provided with a series of pictures presented in rows (either two or three rows) and asked to determine which pictures go together, one from each row. Matrix Reasoning - children are shown an array of pictures with one missing square, and select the picture that fits the array from five options. Picture Completion (supplemental) - children are shown artwork of common objects with a missing part, and asked to identify the missing part by pointing and/or naming.

WMI Subset : 

WMI Subset Digit Span - children are orally given sequences of numbers and asked to repeat them, either as heard or in reverse order. Letter-Number Sequencing - Children are provided a series of numbers and letters and asked to provide them back to the examiner in a predetermined order. Arithmetic (supplemental) - orally administered arithmetic questions. Timed.

PSI Subset : 

PSI Subset Coding - children under 8 mark rows of shapes with different lines according to a code, children over 8 transcribe a digit-symbol code. Time-limited with bonuses for speed. Symbol Search - children are given rows of symbols and target symbols, and asked to mark whether or not the target symbols appear in each row. Cancellation (supplemental)

Scoring : 

Scoring The WISC-R is a collection of 13 distinct subtest divided into two scales - a Verbal Scale and a Performance Scale. The six Verbal Scale tests use language-based items, whereas the seven Performance Scales use visual-motor items that are less dependent on language. Five of the subtest in each scale produce scale-specific IQS, and the 10 subtest scores produce a Full Scale IQ.

Reliability : 

Reliability Each of the three IQ scales has an internal consistency reliability coefficient of .89 or above in the standardization group over the entire age range covered by the scale. Average internal consistency reliability coefficients, based on the 11 age groups, are .96 for the Full Scale IQ, .94 for the Verbal Scale IQ, and .90 for the Performance Scale IQ. The average subtest reliability coefficients range from a low of .70 for Object Assembly to a high of .86 for Vocabulary. The average reliability coefficients range from .77 to .86 (Mdn = .80) for the Verbal Scale subtests and from .70 to .85 (Mdn = .72) for the Performance Scale subtests. Test-retest stability coefficients were .95 for the Full Scale IQ, .93 for the Verbal Scale IQ, and .90 for the Performance Scale IQ.

Validity : 

Validity Because the WISC-R overlaps with the WPPSI in the age range of 6-0-0 to 6-7-15, either of the two tests can be used to evaluate children in this age range. The correlations were .80 for the Verbal Scales, .80 for the Performance Scales, and .82 for the Full Scales. In a study in which 5 to 6-year-old middle-class children were administered both tests, with a one-year test-retest interval, the WISC-R yielded IQS that were 5 points lower on the average than those of the WPPSI. Correlations between the two tests were .81 for the Verbal Scales, .80 for the Performance Scales, and .94 for the Full Scales. Four studies comparing the WISC-R and the Stanford-Binet: Fourth Edition are reported in the Technical Manual of the Fourth Edition. Correlations ranged from .66 to .83 between the WISC-R Full Scale IQ and the Fourth Edition composite.

Strengths & Weaknesses : 

Strengths & Weaknesses Strengths The test is a good indicator of a student’s strengths and weaknesses The test allows for distinct patterns of a child’s thought process to be assessed. It can be a strong tool for students with ADD and ADHD There are distinctive patterns that can be shown and assessed in regards to a child’s cognitive ability It deals with both verbal and non-verbal aspect of development It can be used as a neuropsychological evaluation, specifically with regard to brain dysfunction Weaknesses While it has been translated into many different languages, cultural boundaries may cause those individuals to not fully benefit from the test This would not be an assessment for those with extremely high or extremely low cognitive ability http://www.highbeam.com/doc/1G2-3405700408.html

Norms and Miscellaneous Facts : 

Norms and Miscellaneous Facts The WISC-R was standardized on a sample of 2,200 American children selected as representative of the population on the basis of the 1970 U.S. Census. WISC has been translated or adapted to many languages, and norms have been established for a number of countries, including Spanish, Portuguese (Brazil), Norwegian, Swedish, Finnish, Croatian, French (France and Canada), German (Germany, Austria and Switzerland), English (United States, Canada, United Kingdom), Japanese, Chinese (Hong Kong), Korean (South Korea), Greek, Slovenian and Italian. http://en.wikipedia.org/wiki/Wechsler_Intelligence_Scale_for_Children

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