Assessment of Children using the WISC-V

Presented by
Jerome M. Sattler, PhD, ABPP

2017 ABPP Annual Conference & Workshops

San Diego, CA
May 20, 2017
ASSESSMENT WITH THE
WISC V

May 20, 2017

JEROME M. SATTLER
Copyright 2016 Jerome M. Sattler, Publisher, Inc.
 OpeningPoemReflecting
ASSESSMENT WITH THE Childhood
WISC V PutSomethingIn
Drawacrazypicture,
Writeanuttypoem,
May 20, 2017 Singamumblegumble song,
JEROME M. SATTLER Whistlethroughyourcomb.
Copyright 2016 Jerome M. Sattler, Publisher, Inc.
Doaloonygoonydance
'Crossthekitchenfloor,
Putsomethingsillyintheworld
Thatain't beentherebefore.
ShelSilverstein

ThoughtsaboutIntelligence
Intelligenceisimportantinpsychologyfortwo
reasons.First,itisoneofthemostscientifically
developedcornersofthesubject,givingthestudent
ascompleteaviewasispossibleanywhereoftheway
scientificmethodcanbeappliedtopsychological
problems.Secondly,itisofimmensepractical
importance,educationally,socially,andinregardto
physiologyandgenetics.
RaymondCattell
ThoughtsaboutIntelligence
Ourpurposeistobeabletomeasurethe
intellectualcapacityofachildwhoisbroughttous
inordertoknowwhetherheisnormalorretarded.
...Wedonotattempttoestablishorpreparea
prognosisandweleaveunansweredthequestionof
whetherthisretardationiscurable,oreven
improveable.Weshalllimitourselvestoascertaining
thetruthinregardtohispresentmentalstate.
AlfredBinet

1
LifeOutcomesandIntelligence
[1](notintext)
Researchshowsastrongrelationshipbetween
intelligencetestscoresandlifeoutcomessuchas
economicandsocialcompetence(seeSattler,2008
forstudiesandformostcitedresearchinthis
section).
Examples
Annualincomeof32yearoldsin1993inU.S.
dollarswas$5,000forindividualswithIQsbelow
75,$20,000forindividualswithIQsof90to110,
and$36,000forindividualswithIQsabove125125
(Murray,1998).
LifeOutcomesandIntelligence
[3](notintext)
Examples(Cont.)
Generalintelligencepredictsjobperformance
betterinmorecomplexjobs(aboutr =.80)thanin
lesscomplexjobs(aboutr =.20;Gottfredson,
2003).
Intelligenceisrelatedtohealthandlongevity
(Gottfredson &Deary,2004).
IQsinchildhoodpredictsubstantialdifferencesin
adultmorbidityandmortality,includingdeaths
fromcancersandcardiovasculardisease
Gottfredson &Deary,2004).
LifeOutcomesandIntelligence
[2](notintext)
Examples(Cont.)
Measuresofgeneralintelligencepredict
occupationallevelandjobperformancebetter
thananyotherability,trait,ordispositionand
betterthanjobexperience(Schmidt&Hunter,
2004,p.162).
ThereisamoderaterelationshipbetweenIQs
obtainedinchildhood(asearlyas3yearsofage)
andlateroccupationallevelandjobperformance,
withanoverallcorrelationofaboutr =.50
(Schmidt&Hunter,2004).
LifeOutcomesandIntelligence
[4](notintext)
Examples(Cont.)
Childrenobtaininghighscoresonintelligence
testsatages7,9,and11(N =11,103)hadfeweradult
hospitalizationsforunintentionalinjuriesthan
thosewhoobtainedlowerscores(Lawloretal.,
2007).
Thosewithhigherintelligencetestscores
probablyhadmoreeducation,whichinturn
likelyincreasedtheirabilitytoprocess
informationandassessrisks
2
LifeOutcomesandIntelligence
[5](notintext)
Examples(Cont.)
Youthidentifiedbeforeage13(N=320)ashaving
profoundmathematicalorverbalreasoning
abilities(top1in10,000onSAT)weretrackedfor
threedecades(Kell etal.,2013):
Atage38manyhaveleadershippositionsin
business,healthcare,law,highereducation,
science,technology,engineering,and
mathematics.ResultsmirrorthoseofGalton
(1869)
LifeOutcomesandIntelligence
[7](notintext)
Source
Kell,H.J.,Lubinski,D.,&Benbow,C.P.(2013).
Whorisestothetop?Earlyindicators.
PsychologicalScience,24(5),648659.doi:
10.1177/0956797612457784
LifeOutcomesandIntelligence
[6](notintext)
Examples(Cont.)
(Gifted,Kell etal.,2013;Continued):
Toidentifyindividualswithprofoundhuman
potentialrequiresassessingmultiplecognitive
abilitiesandusingatypicalmeasurement
procedures.
Theseindividualsholdextraordinarypotential
forenrichingsocietybycontributingcreative
productsandcompetinginglobaleconomies
USDepartmentofEducation,
OfficeofCivilRights[1](notintext)
DearColleagueletter,July26,2016
Section504oftheRehabilitationActof1973
prohibitsdiscriminationonthebasisofdisability
andrequiresschooldistrictstoprovideanequal
educationalopportunitytostudentswith
disabilities
3
USDepartmentofEducation,
OfficeofCivilRights[2](notintext)
DearColleagueletter,July26,2016
DeficienciesofSchools
Studentsarenotbeingreferredoridentifiedas
needinganevaluationtodeterminewhetherthey
haveadisabilityandneedspecialeducationor
relatedservices
Studentsnotbeingevaluatedinatimelymanner
onceidentifiedasneedinganevaluation
Schooldistrictsareconductinginadequate
evaluationsofstudents
USDepartmentofEducation,
OfficeofCivilRights[4](notintext)
DearColleagueletter,July26,2016
AimofDearColleagueletter
Helpschooldistrictsproperlyevaluateandprovide
timelyandappropriateservicestostudentswith
ADHD
USDepartmentofEducation,
OfficeofCivilRights[3](notintext)
DearColleagueletter,July26,2016
ResponsibilitiesofSchools
Schooldistrictsmustconductindividualized
evaluationsofstudentswho,becauseofdisability,
includingADHD,needorarebelievedtoneed
specialeducationorrelatedservices
Mustensurethatqualifiedstudentswith
disabilitiesreceiveappropriateservicesthatare
basedonspecificneeds,notcost
USDepartmentofEducation,
OfficeofCivilRights[5](notintext)
Dept ofEdResourceGuideADHD&504
EvaluationConsiderations
Aschooldistrictmustevaluatestudentswhoare
suspectedofhavingadisabilityinallrelatedorall
specificareasofeducationalneed
AnevaluationmustconsistofmorethanIQtests
Anevaluationmustmeasurespecificareasof
educationalneed,suchasspeechprocessing,
inabilitytoconcentrate,andbehavioralconcerns
4
USDepartmentofEducation,
OfficeofCivilRights[6](notintext)
Dept ofEdResourceGuideADHD&504
EvaluationConsiderations(Cont.)
Testsmustbeselectedandadministeredsothat
theresultsaccuratelyreflectthestudentsaptitude
orachievementorotherfactorsbeingmeasured
Testresultsshouldnotreflectthestudents
disability,exceptwherethosearethefactorsbeing
measured
USDepartmentofEducation,
OfficeofCivilRights[8](notintext)
Dept ofEdResourceGuideADHD&504
EvaluationsMustbeTimely
Interventionstrategiesmustnotdenyordelay
evaluationofstudentssuspectedofhavinga
disability
SchooldistrictsviolateSection504whenthey
denyordelayconductinganevaluationofa
studentwhenadisability,andtheresultingneed
forspecialeducationorrelatedservices,is
suspected
USDepartmentofEducation,
OfficeofCivilRights[7](notintext)
Dept ofEdResourceGuideADHD&504
EvaluationConsiderations(Cont.)
Testsandotherevaluationmaterialsarevalidated
forthespecificpurposeforwhichtheyareused
Testsareappropriatelyadministeredbytrained
personnel
USDepartmentofEducation,
OfficeofCivilRights[9](notintext)
Dept ofEdResourceGuideADHD&504
EvaluationsMustbeTimely(Cont.)
SchooldistrictsrunafoulofSection504whenthey
Rigidlyinsistonfirstimplementing
interventionsbeforeconductinganevaluation
Insistthateachtierofamultitieredmodelof
interventionmustbeimplementedfirst
Categoricallyrequirethatdatafroman
interventionstrategymustbecollectedand
incorporatedasanecessaryelementofan
evaluation
5
USDepartmentofEducation,
OfficeofCivilRights[10](notintext)
Dept ofEdResourceGuideADHD&504
Summary
Section504requiresaschooldistricttoidentify
andconductanevaluationofanystudentwho
needsorisbelievedtoneedspecialeducationor
relatedservicesbecauseofadisability
USDepartmentofEducation,
OfficeofCivilRights[12](notintext)
Dept ofEdResourceGuideADHD&504
Summary(Cont.)
Studentswhoachievesatisfactory,oreven
demonstrateaboveaverage,academic
performancemaystillhaveadisabilitythat
substantiallylimitsamajorlifeactivityandbe
eligibleforspecialeducationorrelatedaidsand
servicesbecausetheschooldistrictisnotmeeting
theirneedsasadequatelyastheneedsof
nondisabledstudentsaremet
USDepartmentofEducation,
OfficeofCivilRights[11](notintext)
Dept ofEdResourceGuideADHD&504
Summary(Cont.)
Aschooldistrictmustevaluatestudentswhoare
suspectedofhavinganykindofdisabilityinall
specificorallrelatedareasofeducationalneed,
evenifthestudentsdonotfitintoonesuspected
disabilitycategoryorfitintomultipledisability
categories
USDepartmentofEducation,
OfficeofCivilRights[13](notintext)
Dept ofEdResourceGuideADHD&504
Summary(Cont.)
Implementationofinterventionstrategies,suchas
interventionscontainedwithinaschoolsRTI
program,mustnotbeusedtodelayordenythe
Section504evaluationofastudentsuspectedof
havingadisabilityandneedingregularorspecial
educationandrelatedaidsandservicesasaresult
ofthatdisability
6
USDepartmentofEducation,
OfficeofCivilRights[14](notintext)
Source:
U.S.DepartmentofEducation,OfficeforCivil
Rights.(2016).StudentswithADHDand
Section504:AResourceGuide.Retrievedfrom
http://www2.ed.gov/about/offices/list/ocr/letters/
colleague201607504adhd.pdf
CourtCaseShowingNeedofa
ThoroughEvaluation[2](notintext)
"[T]heBoardviolated...IDEAbyfailingtoevaluate
M.W.whenfacedwithevidencethatshesuffered
fromasuspectedhearingimpairment.
Asaresultofitsfailuretoobtainnecessarymedical
informationregardingM.W.'shearing,theBoard
furtherfailedtoprovideherwithaFAPE.
CourtCaseShowingNeedofa
ThoroughEvaluation[1](notintext)
InPhyllene W.v.HuntsvilleCity(AL)Bd.ofEd.
(11thCir.2015) theU.S.CourtofAppealsforthe
EleventhCircuitreversedthedecisionofaHearing
OfficerandofaU.S.DistrictCourtandruledin
favoroftheparentandchild.TheCourtexplained
that:
CourtCaseShowingNeedofa
ThoroughEvaluation[3](notintext)
Thelackofmedicalinformationrenderedthe
accomplishmentoftheIDEA'sgoalsimpossible
becausenomeaningfulIEPwasdeveloped,andthe
IEPsputintoplacelackednecessaryelementswith
respecttotheservicesthatM.W.shouldhavebeen
provided.
Inshort,theBoard'sfailuretoevaluateM.W.with
respecttoherhearinglossdeprivedM.W.ofthe
opportunitytobenefiteducationallyfroman
appropriateIEP."
7
 Overviewof
AssessmentofChildren:
WISCVandWPPSIIV
StudySuggestions[1]
Beforeyoureadachapter
Contents:pp.ivtov Readsummaryattheendofthechapter
ListofTables:pp.vitoix Lookatkeyterms,concepts,andnamesattheend
ListofExhibitsandFigures:p.x ofthechapter(Notethateachoftheseterms,
AppendixesA,B,andC:pp.473to517 concepts,andnameshaveapagenumber)
References,NameIndex,andSubjectIndex:pp. Lookatthestudyquestions
519to529
TablesBC1,BC2,BC3,BC4:Insidebackcover

StudySuggestions[2]
Afteryoureadachapter
Readsummaryattheendofthechapter
Lookatkeyterms,concepts,andnamesattheend
ofthechapteranddefineeachone(Notethat RoleoftheEvaluatorin
eachoftheseterms,concepts,andnameshavea
pagenumber) theAssessmentProcess
Lookatthestudyquestions
Ifyoucantdefineaterm,concept,ornameor
answerthestudyquestions,gobackandreadthe
materialagain

8
Chapter1MajorHeads[1]
EvaluatorCharacteristics
PreparingfortheFirstMeeting
EstablishingRapport
ObservingChildren
GeneralSuggestionsforAdministeringTests
AdministeringTeststoChildrenwithSpecial
Needs
ComputerBasedAdministration,Scoring,and
Interpretation
Chapter1MajorHeads[2]
AccountingforPoorTestPerformance
StrategiesforBecominganEffectiveEvaluator
ConfidentialityofAssessmentFindingsand
Records
ConcludingCommentontheRoleoftheEvaluator
intheAssessmentProcess
ThinkingThroughtheIssues
Summary
KeyTerms,Concepts,andNames
StudyQuestions

Goals&Objectives(p.55)
Chapterdesignedtoenableyouto:
EvaluatepsychometricpropertiesoftheWISCV
AdministertheWISCVcompetentlyand
professionally
WechslerIntelligenceScale EvaluateandselectshortformsoftheWISCV
ChoosebetweentheWISCVandtheWPPSIIVat
forChildrenV(WISCV): theoverlappingages
Description ChoosebetweentheWISCVandtheWAISIVat
theoverlappingages

9
HistoryoftheWISCV(notintext)
RevisionsoftheWISC
WISCVStructure
Forinformationaboutthestructureofthe
WISCV
WISCVreview:
WISCIV latest Table21(p.56)
next revision
WISCIII revision published Figs.21and22(p.59)
* next published in2014
WISCR revision in2003 Fig.23(p.60)
first published
in1991 Fig.24(p.61)
revision
WISC published
1st in1974
published
in1949 *DavidWechsler,theoriginalauthor,
diedin1982.

SubtestsintheWISCV[1](pp.5658) SubtestsintheWISCV[2](pp.5658)
BlockDesign PictureSpan NamingSpeedLiteracy
Similarities SymbolSearch NamingSpeedQuantity
MatrixReasoning Information ImmediateSymbolTranslation
DigitSpan PictureConcepts Comprehension
Coding LetterNumber Arithmetic
Vocabulary Sequencing DelayedSymbolTranslation
FigureWeights Cancellation RecognitionSymbolTranslation
VisualPuzzles Exhibit21(pp.57and58)presentsitemssimilar
tothoseontheWISCVsubtests

10
DefinitionofCognitive
ProficiencyIndex(notintext)
DefinitionofthewordCognitive
of or relating to the mental processes of
perception, memory, judgment, and reasoning, as
contrasted with emotional and volitional
processes.
From:dictionary.com
DefinitionofthewordProficiency
ahighdegreeofcompetenceorskill;expertise
From:google.com
DiagnosticUtilityofGAIandCPI
(WISCIV)[1](notintext)
Devena andWatkins(2012)reportedthefollowing:
Studysample:5groupsofchildren(hospital
samplewithADHD=78,nondiagnosed hospital
sample=66,schoolsamplewithADHD=196,
schoolmatchedcomparisonsample=196,
simulatedstandardizationsample=2,200)
AdiscrepancyanalysisbetweentheGAIandCPI
wasfoundtohavelowaccuracyinidentifying
childrenwithattentiondeficithyperactivity
disorder.(p.133)
DefinitionofGeneralAbility
Index(notintext)
DefinitionofthetermGeneralAbility
atermthatisusedtodescribethemeasurable
ability believedtounderlieskillinhandlingall
typesofintellectualtasks.
Ourgeneralabilityistheskillunderlyingall
tasks.
From:psychologydictionary.org
DiagnosticUtilityofGAIandCPI
(WISCIV)[2](notintext)
Source:
Devena,S.E.,&Watkins,M.W.(2012).Diagnostic
utilityofWISCIVGeneralAbilitiesIndexand
CognitiveProficiencyIndexdifferencescoresamong
childrenwithADHD.JournalofAppliedSchool
Psychology,28(2),133154.doi:
10.1080/15377903.2012.669743
11
PredictiveAbilityofGAIvsFSIQ
(WISCIV)[1](notintext)
Rowe,Kingsley,andThompson(2010)reportedthe
following:
Studysample=88childrentestedforgifted
programming
BoththeFSIQandGAIsignificantlypredicted
readingandmathscores
However,theFSIQexplainedmoreofthevariance
thantheGAI
PredictiveAbilityofGAIvsFSIQ
(WISCIV)[3](notintext)
Source:
Rowe,E.W.,Kingsley,J.M.,&Thompson,D.F.
(2010).PredictiveabilityoftheGeneralAbility
Index(GAI)versustheFullScaleIQamonggifted
referrals.SchoolPsychologyQuarterly,25(2),119
128.doi:10.1037/a0020148
PredictiveAbilityofGAIvsFSIQ
(WISCIV)[2](notintext)
Conclusion
Workingmemoryandverbalcomprehension
explainedsignificant,uniquevariancein
readingandmath
Processingspeedandperceptualreasoningdid
notaccountforsignificantamountsofvariance
overandaboveworkingmemoryandverbal
comprehension
WorkingmemoryintheFSIQwasthemain
differencebetweenFSIQandGAI
FSIQvsGAIinIntellectual
Disability(WISCIV)[1](notintext)
Koriakin etal.(2013)reportedthefollowiing:
Studysample:543malesand290females
Fewerchildrenwereidentifiedashaving
intellectualdisabilityusingtheGAI(n=159)than
whenusingtheFSIQ(n=196)
TheuseofGAIforintellectualdisability
diagnosticdecisionmakingmaybeoflimited
value.(p.840)
12
FSIQvsGAIinIntellectual ItemsSimilartoThoseonthe
Disability(WISCIV)[2](notintext) WISCV(pp.5758)
Source: SeeExhibit21
Koriakin,T.A.,McCurdy,M.D.,Papazoglou,A.,
Pritchard,A.E.,Zabel,T.A.,Mahone,E.M.,&
Jacobson,L.A.(2013).Classificationofintellectual
disabilityusingtheWechslerIntelligenceScalefor
Children:FullScaleIQorGeneralAbilitiesIndex?
DevelopmentalMedicineandChildNeurology,
55(9),840845.doi:10.1111/dmcn.12201

SameSubtestsUsedtoDerived AvailableManualsandTechnical
SeveralIndexScores(p.61) Reports[1](p.61)
Overlapofsubtestsmeansthattheseancillary Atpresent,thereare7publicationsrelatedtothe
indexesarenotindependent. WISCV
4WISCVManuals
4WISCVTechnicalReports
Thewebsiteforobtaining3ofthe4Technical
Reportscanbefoundinthepage61ofthetext.

13
AvailableManualsandTechnical
Reports[2](notintext) UsefulPsychometricTables
Thereferenceforthe4thTechnicalReportisas Demographiccharacteristics(Table22;p.62)
follows: Varioustypesofreliability(Table23;pp.6371)
Raiford,S.E.,Zhang,O.,Drozdick,L.W.,Getz,K., Criterionvaliditystudies(Table27;pp.7273)
Wahlstrom,D.,Gabel,A.,Holdnack,J.A.,&
Daniel,M.(2016).WISCVCodingandSymbol
Searchindigitalformat:Reliability,validity,special
groupstudies,andinterpretation.TechnicalReport
#12. Retrievedfrom
http://images.pearsonclinical.com/images/Assets/
WISCV/QiProcessingSpeedTechReport.pdf

ConcurrentValidityofWISCV ConcurrentValidityofWISCV
SubtestsandKTEA3Composite[1] SubtestsandKTEA3Composite[2]
Subtest AcademicSkillsBattery Subtest AcademicSkillsBattery
Similarities .66 PictureConcepts .44
Vocabulary .70 Arithmetic .68
Information .66 DigitSpan .59
Comprehension .58 PictureSpan .42
BlockDesign .52 LetterNumberSeq. .55
VisualPuzzles .41 Coding .23
MatrixReasoning .51 SymbolSearch .34
FigureWeights .54 Cancellation .11

14
ConcurrentValidityofWISCV ConcurrentValidityofWISCV
SubtestsandWIAT3Composite[1] SubtestsandWIAT3Composite[2]
Subtest TotalAchievement Subtest TotalAchievement
Similarities .65 PictureConcepts .34
Vocabulary .63 Arithmetic .64
Information .57 DigitSpan .65
Comprehension .52 PictureSpan .45
BlockDesign .43 LetterNumberSeq. .62
VisualPuzzles .37 Coding .34
MatrixReasoning .35 SymbolSearch .28
FigureWeights .33 Cancellation .05

ConcurrentValidityofWISCV
VCI,VECI,FRI,andEFI[1](notintext)
CriterionWIATIII VCI VECI FRI EFI
Source:
OralLanguage .78 .80 .33 .55
Slide:ConcurrentValidityofWISCVSubtestsand
TotalReading .65 .70 .32 .50
KTEA3Composite(Wechsler,2014c)
BasicReading .53 .60 .30 .45
Slide:ConcurrentValidityofWISCVSubtestsand
WIAT3Composite(Wechsler,2014c) ReadingComprehension .65 .65 .25 .45
andFluency
WrittenExpression .60 .60 .33 .55
Mathematics .53 .55 .45 .65
MathFluency .36 .31 .55
TotalAchievement .74 .80 .40 .65

15
 RelationshipofComplementary
ConcurrentValidityofWISCV
IndexesandFSIQtoWIATIII
VCI,VECI,FRI,andEFI[2]
Abbreviations:
TotalAchievement(notintext)
VCI=VerbalComprehensionIndex WIATIIITotal
WISCVIndex Achievement
VECI=VerbalExpandedCrystallizedIndex
NamingSpeedIndex(NSI) .29
FRI=FluidReasoningIndex
SymbolTranslationIndex(STI) .39
EFI=ExpandedFluidIndex
StorageandRetrievalIndex(SRI) .45
Sources:
FSIQ .81
Raiford,Drozdick,Zhang,&Zhou(2015)
Wechsler(2014c) SeeTable5.14onp.104oftheTechnical
andInterpretiveManual

SpecialGroupStudieswith
AgeEquivalents (p.63) WISC V (pp.7576)
TableA.9intheAdministrationandScoring 13specialgroupscomparedacrosstheprimary
Manual(pp.337340)providesageequivalentsfor indexscales(Table28;p.75)
allthesubtestsandsomeprocessscores(seeleft VCI
columnp.63intextfordiscussion) VSI
NovaliditydataareprovidedinanyoftheWISCV
FRI
manualsforageequivalents
WMI
Recommendthattheyonlybeusedinaninformal
PSI
manner

16
 WISCVFSIQsfor
StandardizationoftheWISCV
(pp.6162) 5EthnicGroups(1)[notintext]
Standardizedon2,200childrenwhowereselected
torepresenttheschoolagepopulationinthe EthnicGroup FSIQ
UnitedStatesin2012 EuropeanAmerican 103.5
Usedastratifiedsamplebasedondemographic African American 91.9
characteristicsofage,sex,ethnicity,geographic HispanicAmerican 94.4
region,andparentaleducation(asameasureof
AsianAmerican 108.6
socioeconomicstatus)
Other 100.4

WISCVFSIQsfor
5EthnicGroups(2)[notintext]
Note:AdaptedfromTable5.3(p.157)inWeissetal
(2016)
Source:
Weiss,L.G.,Locke,V.,Pan,T.,Harris,J.G.,
Saklofske,D.H.,&Prifitera,A.(2016).WISCVuse
insocietalcontext.InL.G.Weiss,D.H.Saklofske,
J.A.,Holdnack,&A.Prifitera (Eds.),WISCV
assessmentandinterpretation:Scientist
practitionerperspectives(pp.123185).SanDiego,
CA:AcademicPress.
DescriptiveStatisticsfor
theWISCV(pp.6276)
TheWISCVuses:
Standardscores(M=100,SD=15)foreachofthe
primary,ancillary,andcomplementaryindex
scoresandfortheFSIQ
Scaledscores(M=10,SD=3)forthe16primary
andsecondarysubtests
Standardscores(M=100,SD=15)forthefive
complementarysubtests(Notethatthe
complementarysubtestshavestandardscores,
notscaledscores)

17
ConfidenceIntervals [1](p.71)
TableA1(pp.372373)showsconfidenceintervals
basedontheobtainedscoreandtheSEMfor
68%
85%
90%
95%
99%
ConfidenceintervalsareshownfortheVCI,VSI,
FRI,WMI,PSI,andtheFSIQ
DescriptionoftheFiveFactors
[1](pp.7681;basedonSattleretal.,2016)
VerbalComprehension
Measuresverbalknowledgeandunderstanding
obtainedprimarilythroughbothformaland
informaleducationandreflectstheapplicationof
verbalskillstonewsituations
ConfidenceIntervals [2](p.71)
TableA2(pp.374375)showsconfidenceintervals
forthe7ancillaryindexesand3complementary
indexes
Theseconfidenceintervalsarebasedonthechilds
obtainedscore,whereasthoseinthe
AdministrationandScoringManualareobtained
onthechildsestimatedtruescore
DescriptionoftheFiveFactors
[2](pp.7681;basedonSattleretal.,2016)
VisualSpatial/FluidReasoning
Measurestheabilitytointerpretandorganize
visuallyperceivematerial,theabilitytoperform
nonverbalinductivereasoning,andtheabilityto
analyzeandsolvenovelproblemsinvolving
conceptualthinking
18
DescriptionoftheFiveFactors
[3](pp.7681;basedonSattleretal.,2016)
WorkingMemory
Measurestheabilitytoholdandmanipulate
informationaswellastheabilitytopayattention
andconcentrateontasksathand
DescriptionoftheFiveFactors
[4](pp.7681;basedonSattleretal.,2016)
ProcessingSpeed
Measurestheabilitytoprocessvisuallyperceived
nonverbalinformationquickly,withconcentration
andrapideyehandcoordinationbeingimportant
components

DescriptionoftheFiveFactors Measurementofg(p.81)
[5](pp.7681;basedonSattleretal.,2016)
Good FairMeasures Poor
UnknownFactor Measuresofg of g Measuresofg
Hasonlyonesubtestinthetotalgroupwithahigh
loading:Cancellation Vocabulary Visual Puzzles
SymbolSearch
Weadvisethatthisfactornotbeusedin Information BlockDesign
interpretingtheWISCV Similarities Comprehension

Arithmetic MatrixReasoning Coding

DigitSpan FigureWeights

PictureSpan
LetterNumber Cancellation
Sequencing PictureConcepts

19
WISCVSubtestsasMeasures AmountofSpecificityin
ofg (p.82) WISCVSubtests(p.83)
Table212 Table213
VerbalComprehensionandWorkingMemory Mostsubtestshaveampleoradequatespecificityat
subtests(theexceptionisPictureSpan)aregood allages
measuresofg Thethreeexceptionswherespecificityis
VisualSpatialandFluidReasoningsubtestsare inadequateare
fairmeasuresofg Vocabularyatages8and10
ProcessingSpeedsubtestsarepoormeasuresofg Informationatage11
(Note:AverageloadingofgforCancellationis SymbolSearchatages12and13
.24thepoorestmeasureofgintheWISCV)

WISCVFactorStructure [1] WISCVFactorStructure [2]

ResearchStudies ResearchStudies(Cont.)
TheTechnicalandInterpretiveManual(Wechsler, Sattleretal.(2016;p.76intext)performedan
2014c)performedaconfirmatoryfactoranalysison exploratoryfactoranalysisoftheWISCV
theWISCVonthestandardizationsamplefor16 standardizationsampleforthe16subtestsand
subtestsandreported5factors: foundasetof5factorsthatdifferedfromthose
VerbalComprehension Wechsler(2014c)
VisualSpatial
Fluidreasoning
WorkingMemory
ProcessingSpeed

20

WISCVFactorStructure [3]
ResearchStudies(Cont.)
Canivez etal.(2016a)performedanexploratory
factoranalysisoftheWISCVstandardization
sampleforthe16subtestsandfoundthatg
accountsformostofthevariance
WISCVFactorStructure [5]
ResearchStudies(Cont.)
Canivez etal.(2016b)alsoperformeda
confirmatoryfactoranalysisoftheWISC
standardizationsamplefor16subtestsand
reportedthattheg factorwasmoredominantthan
anyotherfactors
Dombrowski etal.(2105)performedanexploratory
bifactor analysisoftheWISCVstandardization
sampleforthe16subtestsandreportedthattheg
factoraccountedforthelargestportionsofthe
totalandcommonsubtestvariance
WISCVFactorStructure [4]
ResearchStudies(Cont.)
However,someminimalsupportwasfoundfora4
factormodel:
VerbalComprehension:Similarities,Vocabulary,
Information,andComprehension
WorkingMemory:Arithmetic,DigitSpan,
PictureSpan,andLetterNumberSequencing
PerceptualReasoning:BlockDesign,Visual
Puzzles,MatrixReasoning,andFigureWeights
ProcessingSpeed:Coding,SymbolSearch,and
Cancellation
PictureConceptsdidnotloadonanyfactor
WISCVFactorStructure [6]
Sources:
Canivez,G.L.,Watkins,M.W.,&Dombrowski,S.
C.(2016a).FactorstructureoftheWechsler
IntelligenceScaleforChildrenFifthEdition:
Exploratoryfactoranalyseswiththe16primary
andsecondarysubtests.PsychologicalAssessment.
PsychologicalAssessment,28(8), 975986.
doi:10.1037/pas0000238
21
WISCVFactorStructure [7]
Sources:(Cont.)
Canivez,G.L., Watkins,M.W.,&Dombrowski,S.
C.(2016b,July21). Structuralvalidityofthe
WechslerIntelligenceScaleforChildrenFifth
Edition:Confirmatoryfactoranalyseswiththe16
primaryandsecondarysubtests. Psychological
Assessment.Advanceonlinepublication.doi:
10.1037/pas0000358
ScaledScoreRangesfor
WISCVSubtests[1](p.84)
Table214
14ofthe16subtestshaveascaledscorerangeof1
to19
PictureConceptshasarangeof
1to19atages60to1611
2to19atages60to63
WISCVFactorStructure [8]
Sources:(Cont.)
Dombrowski,S.C., Canivez,G.L., Watkins,M.W.,
&Beaujean,A.(2015). Exploratorybifactor
analysisoftheWechslerIntelligenceScalefor
ChildrenFifthEditionwiththe16primaryand
secondarysubtests. Intelligence,53, 194201.
doi:10.1016/j.intell.2015.10.009
ScaledScoreRangesfor
WISCVSubtests[2](p.84)
Table214(Cont.)
LetterNumberSequencinghasarangeof
1to19atages74to1611
2to19atages70to73
3to19atages64to611
4to19atages60to63
Thismeansthatyoucantautomatically
compareLetterNumberSequencingscoresat
ages60to73withthoseofolderages
22
 GuidelinesforComputing
RangeofIndexScores (p.84) IndexScoresandFSIQs (pp.8485)
Table215 Studytheguidelinesforcomputingthefollowing
Allprimaryindexscaleshavearangeof45to155 indexscoresonp.85
TheFSIQhasarangeof40to160 Primaryindexscores
Ancillaryindexscoreshaverangesof40to160and FSIQ
45to155 Ancillaryindexscores
Complementaryindexscoreshavearangeof45to Complementaryindexscores
155

TestAdministrationGuidelines TestAdministrationGuidelines
[2](pp.8588)
[1](pp.8588)
Makesmoothtransitions
Usesuitabletestinglocation
Beorganized
Maintaingoodrapport
Shieldyourwriting
Beflexible
Takebreaks,asneededbetween,notduring,
Bealerttothechildsmoodandneeds subtests
Beprofessional Praiseeffort
Followstandardizationprocess Empathizeandencourage
Maintainsteadypace Usetheexactwordingofthedirections,questions,
anditems

23

TestAdministrationGuidelines
[3](pp.8588)
Observethechildsperformancecarefully
throughoutthetest
Recordresponsescorrectlyusing
(Q)forqueries
(P)forprompts
(R)forrepeatedinstructions
Scoreeachitemafterthechildanswerssothatyou
knowwhentouseareverseprocedureandwhento
discontinuethesubtest
SupplementaryInstructions
forAdministration (pp.8687)
Exhibit22
Studycarefullythesupplementaryinstructionsfor
administeringtheWISCV
Theinstructionscoverthefollowingareas:
PreparingtoadministertheWISCV
AdministeringtheWISCV
Scoring
RecordForm
GeneralguidelinesforcompletingtheRecordForm
Miscellaneousinformationandsuggestions

SubtestSequence(p.89)
TheprimarysubteststhatmakeuptheFullScaleare AdministrationIssues[1](pp.8994)
administeredinthefollowingorder:
SpecificguidelinesareprovidedintheWISCV
BlockDesign
AdministrationandScoringManualfor:
Similarities Queries
MatrixReasoning Prompts
Instructions
DigitSpan
Repeatingitems
Coding Additionalhelp
Vocabulary Waitingtime
Startpoint
FigureWeights

24
AdministrationIssues[2](pp.8994)
SpecificguidelinesareprovidedintheWISCV
AdministrationandScoringManualfor:
(Cont.)
ReverseSequencerule
StartPointscoringrule
DiscontinuePointscoringrule
Discontinuecriterion
Scoring
SubtestSubstitutioninthe
WISCV(p.93)
Onlysubstituteasubtestifabsolutelynecessary
Whenyousubstitute,
PsychometricpropertiesoftheFSIQmay
change
ReliabilitiesandvaliditiesoftheFSIQmay
change
ConfidenceintervalsoftheFSIQmaychange
Noempiricaldataforsubstitutions
Noempiricaldatafornumberofsubstitutions
Followthesubtestsubstitutionguidelinesonp.93
AdministrationIssues[3](pp.8994)
SpecificguidelinesareprovidedintheWISCV
AdministrationandScoringManualfor:
(Cont.)
Perfectscores
Pointsforitemsnotadministered
Spoiledresponses
Subtestsubstitution
Proration
Substitution,Proration,andRetest
ontheWPPSIIV[1](notintext)
Zhuetal.(2016)usingthestandardizationdata
reportedthatsubstituting,prorating,andretesting
resultedin
AnincreaseoftheFSIQSEMby.61to1.92
points,a20%to64%increase
Widerconfidenceintervalsby1.2to3.8IQ
points
Misclassificationsashighas22%
Conclusion:Substitution,proration,orretesting
introducesadditionalmeasurementerror
25
 PotentialProblemsin
Substitution,Proration,andRetest
AdministeringtheWISCV
ontheWPPSIIV[1](notintext) (pp.9497)[1]

Source: Potentialproblems(seeTable217,pp.9596)
Zhu,J.,Cayton,T.G.,&Chen,H.(2016). includedifficultiesin:
Substitution,proration,oraretest?Theoptimal Establishingrapport
strategywhenstandardadministrationofthe Administeringtestitems
WPPSIIVisinfeasible.PsychologicalAssessment.
Scoringtestitems
Advanceonlinepublication.
doi:10.1037/pas0000272 CompletingtheRecordForm
OriginalpaperwasgivenattheAmerican
PsychologicalAssociation,July2013inHonolulu,
HI(ZhuandCayton,2013;referenceintext)

PotentialProblemsin
AdministeringtheWISCV
(pp.9497)[2]
McDermottetal.(2014)pointedoutthat:
Compromisedadministrationandscoringisnot
uniquetocognitivetests
Itisendemictopsychologicalassessmentingeneral
andaffectsabroadcollectionofmeasuringdevices
Characteristicsoftheexaminer,examinee,or
examinerexamineerelationshipalsoaffectthetest
results
TheyciteTerman (1918)whosaidthatthereare
innumerablesourcesoferroringivingandscoring
mentaltestsofwhateverkind(p.33)
PotentialProblemsin
AdministeringtheWISCV
(pp.9497)[3]
Sources:
McDermott,P.A.,Watkins,M.W.,&Rhoad,A.M.
(2014).WhoseIQisit?Assessorbiasvariancein
highstakespsychologicalassessment.
PsychologicalAssessment,26(1),207214.
doi:10.1037/a0034832
Terman,L.M.(1918).ErrorsinscoringBinet tests.
PsychologicalClinic,12,3339.

26
UsingPortfoliostoTeachTest
ScoringSkills [1](notintext)
Eganetal.(2003)reportedthatstudents
Whomaintainedaportfoliowithcompleted
protocols
Andreviewedthempriortoeachpractice
administration
Madefewererrorsthanthecontrolgroup
ShortFormsofWISCV(pp.9798)
SeeTableA5inAppendixA(pp.387388)for
shortformreliabilityandvaliditycoefficients
SeeTablesA7,A8,A9,A10andA11in
AppendixA(pp.391401)for2,3,4,5,and6
subtestshortforms
UsingPortfoliostoTeachTest
ScoringSkills [2](notintext)
Source:
Egan,P.,McCabe,P.,Semenchuk,D.,&Butler,J.
(2003).Usingportfoliostoteachtestscoringskills:
Apreliminaryinvestigation.Teachingof
Psychology,30(3),233235.
doi:10.1207/S15328023TOP3003_08
ReliableandUnusualScaled
ScoreRanges(pp.389390)
SeeTableA6forreliableandunusualscaledscore
rangesfor2,3,4,5,6,7,10,and16subtest
combinations
FortheFSIQ,areliablerangeis5points
(statisticallysignificantat.05level)
FortheFSIQ,anunusualrangeis9points(occurs
inlessthan10%ofthepopulation)
27
ChoosingBetweentheWISCV
AdministeringtheWISCVto
andtheWPPSIIVorthe
ChildrenwithDisabilities(pp.98100)
WAISIV(p.98) Chapter1(pp.3639)providesgeneralsuggestions
WISCVorWPPSIIV WISCVorWAISIV foradministeringteststochildrenwithspecial
TheWISCVandthe TheWISCValso needs,whileChapter2(pp.98100)focusesonthe
WPPSIIVoverlapat overlapswiththe WISCV
theages60to77 WAISIVatages160 Priortomakinganymodificationsin
Specific to1611 administrationprocedures
recommendations Specific
areprovidedfor recommendationsare Evaluatethesensorymotorabilitiesofchildren
choosingwhichtest providedforchoosing withdisabilities
touse(seepage98 whichtesttouse(see Closelyexaminehowsuitablethesubtestsare
forrecommended page98for forachildwithspecialneeds
tests) recommendedtests)

StrengthsofWISCV(p.100)
1. Excellentstandardization
2. Goodoverallpsychometricproperties
3. Usefuldiagnosticinformation
4. Goodadministrationprocedures
5. Goodmanualsandinterestingtestmaterials
6. Helpfulscoringcriteria
7. Usefulnessforchildrenwithsomedisabilities
LimitationsofWISCV [1]
(pp.100101)
1. LimitedbreadthofcoverageoftheFSIQ
2. Failuretoprovideconversiontableswhen
substitutionsaremade
3. Failuretoprovideapsychometricbasisfor
requiringrawscoresof1inordertocompute
FSIQ
4. Limitedrangeofscoresforextremelylowor
highfunctioningchildren
5. Limitedcriterionvaliditystudies
6. Possibledifficultiesinscoringresponses

28
LimitationsofWISCV [2] HowAmIGoingtoScore
(pp.100101)
7. Somewhatlargepracticeeffects These?
8. Occasionalconfusingguidelines Question:Whatare12,14,and16?
9. Poorqualityofsometestmaterials Answer:Thatseasy;MTV,Fox,andCartoon
network.
Question:WhatiscelebratedonThanksgivingDay?
Answer:Mycousinsbirthday.
Question:WhatisthecapitalofGreece?
Answer:G.

HowAmIGoingtoScore HowAmIGoingtoScore
These? These?
Biologyquestion:Listthreeexamplesofmarinelife Question:Whatdoesimitatemean?
Answer:Marching,Barracksinspection,runningthe Answer:Whatdoesimitatemean?
obstaclecourse. Question:Whatwouldyoudoifyouwerelostinthe
Astronomyquestion:Whereisthemilkyway woods?
located? Answer:Idusemycellphone,pager,ormyglobal
Answer:Inthecheckoutaislenexttotherestofthe positioningsatellitedevice.
candybars.

29
HowAmIGoingtoScore HowAmIGoingtoScore
These? These?
Question:Whatendedin1945? Question:Explainthephrasefreepress.
Answer:1944 Answer:Whenyourmomironstrousersforyou
Question:WherewastheAmericanDeclarationof Question:Whatisafibula?
Independencesigned? Answer:Alittlelie
Answer:Atthebottom
Question:Whatisastandalonecomputersystem?
Question:Howdoyouchangecentimetersto Answer:Itdoesnotcomewithachair
meters?
Answer:Takeoutcenti

ReflectionsonIntelligenceand
Childhood
Toooftenwegivechildrenanswerstoremember
ratherthanproblems tosolve.
RogerLewin

WISCVSubtests

30
 SkillsaChildNeedstobe
Goals&Objectives(p.107) SuccessfulontheWISCV(p.108)
Chapterdesignedtoenableyouto: Retainthe
Criticallyevaluatethe21WISCVprimary, directionswhile
solvingproblems
secondary,andcomplementarysubtests Abilitytopay
Adequate
Understandtherationales,factoranalyticfindings, fine and attentionand
reliabilityandcorrelationalhighlights, grossmotor understand
administrationguidelines,andinterpretive skills directions
suggestionsforthe21WISCVsubtests
Adequate Adequate
hearing vision

ScoringWISCVItems(p.108)
Importantconsiderationsinscoring:
Scoreeachitemasitisadministered
Donottodiscontinueadministeringasubtest
prematurely
Thisisparticularlyimportantwhenyouareunsure
howtoscorearesponseimmediately
Bettertoadministermoreitemsinasubtest,even
thoughsomemaynotbecountedinthefinalscore
Youdonotwanttoshortchangethechildby
discontinuingthesubtesttoosoon
EvaluatingandInterpretinga
ChildsPerformance[1](p.108)
Consider:
Childsscoresandresponses
Qualityofchildsresponses
Childsresponsestyle,motivation,andeffort
Howchildhandlesfrustration
Childsproblemsolvingapproach
Childsfinemotorskills
Childspatternofsuccessesandfailures

31
EvaluatingandInterpretinga
ChildsPerformance[2](p.108) BlockDesign[1](pp.109113)
Consider:(Cont.) PrimaryVisualSpatialsubtest
Howchildhandlestestmaterials Keyareasofmeasurement:
Nonverbalreasoning
Howchildhandlestasksofeachsubtest
Visualspatialorganization
Respondingtodifficultitems
Otherareasofmeasurement:Seepage109
Respondingtotimelimits

BlockDesign[2](pp.109113) Similarities [1](pp.113116)

OtherConsiderations PrimaryVerbalComprehensionsubtest
Fairmeasureofg Keyareaofmeasurement:
Contributesmoderatelytothevisualspatial/fluid Verbalconceptformation
reasoningfactor Otherareasofmeasurement:Seepage113
Areliablesubtest
Somewhatdifficulttoadministerandscore

32
Similarities [2](pp.113116) MatrixReasoning[1](pp.116118)
OtherConsiderations PrimaryFluidReasoningsubtest
Goodmeasureofg Keyareaofmeasurement:
Contributessubstantiallytotheverbal Visualperceptualanalogicreasoningability
comprehensionfactor withoutaspeedcomponent
Areliablesubtest Otherareasofmeasurement:Seepage116
Relativelyeasytoadminister,butsomeresponses
maybedifficulttoscore

MatrixReasoning [2](pp.116118) DigitSpan[1](pp.118122)

OtherConsiderations PrimaryWorkingMemorysubtest
Fairmeasureofg Keyareasofmeasurement:
Contributessubstantiallytothevisualspatial/fluid Auditoryshorttermmemory
reasoningfactor Auditorysequentialprocessing
Areliablesubtest Otherareasofmeasurement:Seepage118
Relativelyeasytoadministerandscore

33
DigitSpan[2](pp.118122) Coding [1](pp.122125)
OtherConsiderations PrimaryProcessingSpeedsubtest
Goodmeasureofg Keyareaofmeasurement:
Contributessubstantiallytotheworkingmemory Abilitytolearnanunfamiliartaskinvolving
factor speedofmentaloperationandgraphomotor
Ahighlyreliablesubtest speed
Relativelyeasytoadministerandscore Otherareasofmeasurement:Seepage122

Coding [2](pp.122125) Vocabulary [1](pp.125129)

OtherConsiderations PrimaryVerbalComprehensionsubtest
Poormeasureofg Keyareaofmeasurement:
Contributessubstantiallytotheprocessingspeed Knowledgeofwords
factor Otherareasofmeasurement:Seepage125
Areliablesubtest
Relativelyeasytoadministerandscore

34
Vocabulary [2](pp.125129) FigureWeights[1](pp.129131)
OtherConsiderations PrimaryFluidReasoningsubtest
BestmeasureofgintheWISCV Keyareaofmeasurement:
Contributessubstantiallytotheverbal Visualperceptualquantitativereasoning
comprehensionfactor Otherareasofmeasurement:Seepage129
Areliablesubtest
Relativelyeasytoadministerbutsomeresponses
maybedifficulttoscore

FigureWeights[2](pp.129131) VisualPuzzles[1](pp.131134)
OtherConsiderations PrimaryVisualSpatialsubtest
Fairmeasureofg Keyareaofmeasurement:
Contributessubstantiallytothevisualspatial/fluid Visualperceptualreasoning
reasoningfactor Otherareasofmeasurement:Seepage131
Ahighlyreliablesubtest
Relativelyeasytoadministerandscore

35
VisualPuzzles[2](pp.131134) PictureSpan[1](pp.134136)
OtherConsiderations PrimaryWorkingMemorysubtest
Fairmeasureofg Keyareaofmeasurement:
Contributessubstantiallytothevisualspatial/fluid Shorttermmemory
reasoningfactor Otherareasofmeasurement:Seepage134
Areliablesubtest
Relativelyeasytoadministerandscore

SymbolSearch[1](pp.136140)
PictureSpan [2](pp.134136) PrimaryProcessingSpeedsubtest
OtherConsiderations Keyareaofmeasurement:
Fairmeasureofg Processingspeed
Contributessubstantiallytotheworkingmemory Otherareasofmeasurement:Seepage136
factor
Areliablesubtest
Relativelyeasytoadministerandscore

36
SymbolSearch[2](pp.136140) Information[1](pp.140142)
OtherConsiderations SecondaryVerbalComprehensionsubtest
Poormeasureofg Keyareaofmeasurement:
Contributessubstantiallytotheprocessingspeed Longtermmemoryforfactualinformation
factor Otherareasofmeasurement:Seepage140
Areliablesubtest
Relativelyeasytoadministerandscore

Information[2](pp.140142) PictureConcepts[1](pp.142145)
OtherConsiderations SecondaryFluidReasoningsubtest
Goodmeasureofg Keyareaofmeasurement:
Contributessubstantiallytotheverbal Abstract,categoricalreasoningbasedonvisual
comprehensionfactor perceptualrecognitionprocess
Areliablesubtest Otherareasofmeasurement:Seepage142
Easytoadministerandscore

37
 LetterNumberSequencing
PictureConcepts[2](pp.142145) [1](pp.145147)
OtherConsiderations SecondaryWorkingMemorysubtest
Fairmeasureofg Keyareasofmeasurement:
Contributesmoderatelytothevisualspatial/fluid Shorttermworkingmemory
reasoningfactor Auditorysequentialprocessing
Areliablesubtest Otherareasofmeasurement:Seepage145
Relativelyeasytoadministerandscore

LetterNumberSequencing
[2](pp.145147) Cancellation[1](pp.147150)
OtherConsiderations SecondaryWorkingMemorysubtest
Goodmeasureofg Keyareasofmeasurement:
Contributessubstantiallytotheworkingmemory Visualperceptualrecognition
factor Speedofvisualprocessing
Areliablesubtest Otherareasofmeasurement:Seepage147
Relativelyeasytoadministerandscore

38
 NamingSpeedLiteracy
Cancellation[2](pp.147150) [1](pp.150153)
OtherConsiderations Complementarysubtest
Poorestmeasureofg Keyareasofmeasurement:
Contributesminimallytotheprocessingspeed Processingspeed
factor Namingfluency
Areliablesubtest Otherareasofmeasurement:Seepage150
Relativelyeasytoadministerandscore

NamingSpeedLiteracy NamingSpeedQuantity
[2](pp.150153) [1](pp.153156)
OtherConsiderations Complementarysubtest
Consideredtobeameasureof Keyareasofmeasurement:
ProcessingSpeed Processingspeed
LongTermStorageandRetrieval Namingfluencyinvolvingquantities
CombineswithNamingSpeedQuantitytoform Otherareasofmeasurement:Seepage153
theNamingSpeedIndex
Areliablesubtest
Easytoadministerandscore

39
NamingSpeedQuantity ImmediateSymbolTranslation
[2](pp.153156) [1](pp.156158)
OtherConsiderations Complementarysubtest
Consideredtobeameasureof Keyareaofmeasurement:
ProcessingSpeed Shorttermmemory
LongTermStorageandRetrieval Otherareasofmeasurement:Seepage156
CombineswithNamingSpeedLiteracytoformthe
NamingSpeedIndex
Areliablesubtest
Relativelyeasytoadministerandeasytoscore

ImmediateSymbolTranslation
[2](pp.156158) Comprehension[1](pp.158160)
OtherConsiderations SecondaryVerbalComprehensionsubtest
Consideredtobeameasureof Keyareasofmeasurement:
LongTermStorageandRetrieval Practicalreasoning
ShortTermMemory Judgmentinsocialsituations
VisualProcessing Otherareasofmeasurement:Seepage158
Areliablesubtest
Relativelyeasytoscore,butsomewhatdifficultto
administer

40
Comprehension[2](pp.158160) Arithmetic[1](pp.160163)
OtherConsiderations SecondaryFluidReasoningsubtest
Fairmeasureofg Keyareaofmeasurement:
Contributessubstantiallytotheverbal Numericalreasoning
comprehensionfactor Otherareasofmeasurement:Seepage160
Areliablesubtest
Relativelyeasytoadminister,butsomewhat
difficulttoscore

DelayedSymbolTranslation
Arithmetic[2](pp.160163) [1](pp.163165)
OtherConsiderations Complementarysubtest
Goodmeasureofg Keyareaofmeasurement:
Contributesmoderatelytotheworkingmemory Delayedvisualrecall
factor Otherareasofmeasurement:Seepages163164
Ahighlyreliablesubtest
Relativelyeasytoadministerandscore

41
 RecognitionSymbol
DelayedSymbolTranslation
[2](pp.163165) Translation[1](pp.165167)
OtherConsiderations Complementarysubtest
ConsideredtobeameasureofLongTermStorage Keyareaofmeasurement:
andRetrieval Delayedvisualrecall
Areliablesubtest Otherareasofmeasurement:Seepage165
Relativelyeasytoadministerandscore

RecognitionSymbol ReflectionsonIntelligenceand
Translation[2](pp.165167) Childhood
OtherConsiderations Integritywithoutknowledgeisweakanduseless,
ConsideredtobeameasureofLongTermStorage andknowledgewithoutintegrityisdangerousand
andRetrieval dreadful.
Areliablesubtest SamuelJohnson
Relativelyeasytoadministerandscore Intelligencewithoutambitionisabirdwithout
wings.
SalvadorDali
Youmightbepoor,yourshoesmightbebroken,but
yourmindisapalace.
FrankMcCourt

42
 Goals&Objectives(p.171)
Chapterdesignedtoenableyouto:
DescribeprofileanalysisfortheWISCV
AnalyzeandevaluateWISCVscoresfrom
multipleperspectives
InterpretingtheWISCV DevelophypothesesaboutWISCVscoresand
responses
ReportWISCVfindingstoparentsandothers

WhatdoestheWISCIVIQ
Represent?[1](notinthetext)
McDermot etal.(2014)reportedthatWISCIV
FSIQs:
Areassociatedwiththeassessorsbias(multilevel
linearmodeling)
Samplesize:N=2,783childrenevaluatedby448
regionalschoolpsychologistsforpossiblespecial
educationplacements
WhatdoestheWISCIVIQ
Represent?[2](notinthetext)
Chenetal.(2016),incontrast,reportedthatWISC
IVFSIQs:
Arevalidmeasuresofchildrensintellectual
abilitiesandarenotrelatedtotheassessorsbias
(hierarchicallinearmodeling)
Samplesize:N=2,200inthestandardization
sample
Theonlysubtestthatshowedsomeassessorbias
wasComprehension

43
WhatdoestheWISCIVIQ
Represent?[3](notinthetext)
Source:
McDermott,P.A.,Watkins,M.W.,&Rhoad,A.M.
(2014).WhoseIQisit?Assessorbiasvariancein
highstakespsychologicalassessment.
PsychologicalAssessment,26(1),207214.
doi:10.1037/a0034832
Chen,H.,Pan,T.,&Zhu,J.(2016).Itisthe
examineesIQ.PsychologicalAssessment.Advance
onlinepublication.doi:10.1037/pas0000298
FactorstoConsiderin
InterpretingtheWISCV[2](p.172)
7. Determinebaseratesforintersubtestscatter
8. Develophypothesesandinterpretations
FactorstoConsiderin
InterpretingtheWISCV[1](p.172)
1. Performaprofileanalysis
2. Determinewhetherthefiveprimaryindexscores
differsignificantlyfromeachother
3. Determinewhetherthesubtestscaledscores
differsignificantlyfromeachother
4. Obtainbaseratesfordifferencesbetweenthe
indexscores
5. Obtainbaseratesfordifferencesbetweensome
ofthesubtestscaledscores
FullScaleIQ[1](p.172)
Includesmeasuresof:
Verbalcomprehension
Visualspatialreasoning
Fluidreasoning
Workingmemory
Processingspeed
44
FullScaleIQ[2](p.172) VerbalComprehensionIndex
Similarities [1](p.172)
Measures:
Vocabulary
Verbalcomprehension
BlockDesign Applicationofverbalskillsandinformationtothe
Thesevensubteststhat solutionofnewproblems
comprisetheFullScale MatrixReasoning
Abilitytoprocessverbalinformation
are:
FigureWeights Retrievalofinformationfromlongtermmemory
DigitSpan Crystallizedknowledge
Conceptualreasoningability
Coding
Languagedevelopment

VerbalComprehensionIndex
[2](p.172)
VisualSpatialIndex[1](pp.172173)
Measures:
Abilitytothinkinvisualimagesandmanipulate
themwithfluencyandspeed
Thetwosubteststhatcomprisethe
Abilitytointerpretororganizevisuallyperceived
VerbalComprehensionIndexare:
materialquickly
Nonverbalreasoning
Visualperceptualdiscrimination
Similarities Vocabulary
Visualspatialreasoningability

45
VisualSpatialIndex[2](pp.172173)
Thetwosubteststhatcomprisethe
VisualSpatialIndexare:
BlockDesign VisualPuzzles
FluidReasoningIndex[1](p.173)
Measures:
Fluidreasoningability
Visualperceptualreasoningandorganization
Abilitytothinkinvisualimagesandmanipulate
themwithfluencyandrelativespeed
Abilitytointerpretororganizevisuallyperceived
materialquickly
Nonverbalreasoning
Visualperceptualdiscrimination

FluidReasoningIndex[2](p.173)
WorkingMemoryIndex [1](p.173)
Measures:
Shorttermmemory Rotememory
Thetwosubteststhatcomprisethe Visualprocessing Immediatevisual
FluidReasoningIndexare: Workingmemory memory
Memoryspan Attention
Visualspatialmemory Concentration
MatrixReasoning FigureWeights

46
WorkingMemoryIndex [2](p.173)
ProcessingSpeedIndex[1](p.173)
Measures:
Processingspeed Psychomotorspeed
Thetwosubteststhatcomprisethe Perceptualspeed Shorttermvisual
Visualmotor memory
WorkingMemoryIndexare:
coordinationand Visualperceptual
dexterity discrimination
Speedofmental Attention
DigitSpan PictureSpan
operation Concentration
Scanningability

ProcessingSpeedIndex[2](p.173)
Thetwosubteststhatcomprisethe
ProcessingSpeedIndexare:
Coding SymbolSearch
AncillaryIndexes(pp.173175)
SevenAncillaryIndexes
QuantitativeReasoningIndex
AuditoryWorkingMemoryIndex
NonverbalIndex
GeneralAbilityIndex
CognitiveProficiencyIndex
Verbal(ExpandedCrystallized)Index
ExpandedFluidIndex

47
QuantitativeReasoningIndex AuditoryWorkingMemory
(p.173)
Providesadditionalinformationregardinga Index(p.173)
childsreasoningskills,specificallythose Providesadditionalinformationregardingachilds
involvingnumericinformation memoryskills.

Thetwosubteststhatcomprisethe Thetwosubteststhatcomprisethe
QuantitativeReasoningIndexare: AuditoryWorkingMemoryIndexare:

LetterNumber
FigureWeights Arithmetic DigitSpan
Sequencing

NonverbalIndex(p.174)
Providesadditionalinformationaboutthinking
abilitiesthatdonotrequireexpressiveresponses
andanestimateofintellectualability,with
reduceddemandsonverbalcomprehension
abilities
Thesixsubteststhatcomprisethe
NonverbalIndexare:
GeneralAbilityIndex(p.174)
Maybeusefulwhenameansofestimating
intellectualabilityisneededthatplaces
reduceddemandsonworkingmemoryand
processingspeed
Thefivesubteststhatcomprisethe
GeneralAbilityIndexare:

Block Visual Matrix Figure Picture Block Matrix Figure

Coding Similarities Vocabulary
Design Puzzles Reasoning Weights Span Design Reasoning Weights

48
 Verbal(ExpandedCrystallized)
CognitiveProficiencyIndex(p.174)
Maybeusefulwhenameansofestimating
Index[1](p.174)
intellectualabilityisneededthatplacesreduced Measures:
demandsonverbalcomprehension,visualspatial, Verbalcomprehension Fundofinformation
orfluidreasoningabilities Receptiveand Rangeoffactual
expressivelanguage knowledge
Thefoursubteststhatcomprisethe
Applicationofverbal Logicalreasoning
CognitiveProficiencyIndexare:
skillsandinformation Cognitiveflexibility
tothesolutionofnew (includingtheabilityto
Digit Picture Symbol problems shiftmental
Coding
Span Span Search Verbalconcept operations)
formation Abilitytoselfmonitor

Verbal(ExpandedCrystallized) ExpandedFluidIndex[1](pp.174175)
Index[2](p.174) Measures:
Perceptualreasoning Conceptualthinking
Subtestsdrawonachildsaccumulated
experience Abilitytothinkinterms Abilitytoformabstract
ofvisualimagesand conceptsand
Thefoursubteststhatcomprisethe manipulatethemwith relationshipswithout
Verbal(ExpandedCrystallized)Indexare: fluency theuseofwords
Cognitiveflexibility Fluidreasoning
(includingtheabilityto Attention
shiftmentaloperations)
Similarities Vocabulary Information Comprehension Concentration
Nonverbalability
Abilitytoselfmonitor
Mentalcomputation

49
ExpandedFluidIndex[2](pp.174175) ComplementaryIndexes(p.175)
Indexrequiresnonverbalproblemsolvingability ThethreeComplementaryIndexesare
withuseofpreviouslyacquiredskillstosolvea NamingSpeedIndex
novelsetofproblems
SymbolTranslationIndex
Thefoursubteststhatcomprisethe StorageandRetrievalIndex
ExpandedFluidIndexare:

Matrix Figure Picture

Arithmetic
Reasoning Weights Concepts

NamingSpeedIndex[1](p.175)
Measures:
NamingSpeedIndex [2](p.175)
Processingspeed Numbersense
Thetwosubteststhatcomprisethe
Longtermstorageand Abilitytoidentifysize,
NamingSpeedIndexare:
retrieval color,letters,and
Namingfacility numbers
Perceptualspeed Automaticityinvisual NamingSpeed NamingSpeed
verbalassociations Literacy Quantity
Rateoftesttaking
Attention
Visualperceptual
discrimination Concentration
Scanningability

50
SymbolTranslationIndex[1]
(p.175) SymbolTranslationIndex[2]
(p.175)
Measures:
Longtermstorage Visualmemory
andretrieval Thethreesubteststhatcomprisethe
Visualperceptual
Shorttermmemory discrimination SymbolTranslationIndexare:
Visualprocessing Learningability
Associativememory Scanningability Immediate Delayed Recognition
Symbol Symbol Symbol
Workingmemory Recognitionmemory Translation Translation Translation
Visualization Rotelearning

StorageandRetrievalIndex[1] StorageandRetrievalIndex[2]
(p.175) (p.175)

Measures: Measures:(Cont.)
Namingfacility Longtermstorageand Scanningability Retrievalspeed
Processingspeed retrieval Numbersense Immediateanddelayed
Perceptualspeed Shorttermmemory visualrecallskills
Abilitytoidentifysize,
Rateoftesttaking Workingmemory color,letters,and Pairedassociates
Visualprocessing Visualmemory numbers learning
Visualization Visualperceptual Automaticityofvisual Attentionand
discrimination verbalassociations concentration
Associativememory
Learningability Recognitionmemory

51

StorageandRetrievalIndex[3]
(p.175)
Thetwosubteststhatcomprisethe
StorageandRetrievalIndexare:
NamingSpeed SymbolTranslation
Index Index
RapidAutomatizedNaming
(RAN)[2](notintext)
Fluentreadingcanbeconceptualizedasacomplex
abilitythatdependsonautomaticityacrossall
levelsofcognitiveandlinguisticprocessing
involvedinreading,allowingtheindividualtime
andthoughttobedevotedtocomprehension
RapidAutomatizedNaming
(RAN)[1](notintext)
ReviewofLiterature
NortonandWolf(2012)reviewedtheliteratureon
RapidAutomatizedNaming(RAN)andreading
fluency.Theyconcludedthefollowing:
RANprovidesanindexofonesabilitiesto
integratemultipleneuralprocesses
RANandphonologicalawarenessarebothrobust
earlypredictorsofreadingability,andoneorboth
areoftenimpairedinpeoplewithdyslexia
RapidAutomatizedNaming
(RAN)[3](notintext)
Successfulinterventiondependsonaccurate
assessmentofbothaccuracy andspeed acrossall
levelsofreading
Bestinterventionsinvolvemulticomponential
interventionprogramsthattargetphonology
andmultiplelevelsoflanguage,including:
52
RapidAutomatizedNaming
(RAN)[4](notintext)
Bestinterventions:(Cont.)
Orthographystudyoflettersandspellingof
words
Morphologystudyofhowwordsareformed
Syntaxstudyhowwordsareorderedtoform
logical,meaningfulsentences
Semanticsstudyofthemeaningand
interpretationofwords
RapidAutomatizedNaming
(RAN)[6](notintext)
Sources:
Norton,E.S.,&Wolf,M.(2012).Rapid
AutomatizedNaming(RAN)andReading
Fluency:Implicationsforunderstandingand
treatmentofreadingdisabilities.AnnualReview
Psychology,63,427452.doi:10.1146/annurev
psych120710100431
RapidAutomatizedNaming
(RAN)[5](notintext)
ExampleofResearch
Willburger etal.(2008)reportedthefollowing:
Samplesize: N=267children
Childrenwithdyslexiahadadeficitinrapid
namingofitems
Childrenwithdyscalculiahadadeficitinrapid
namingofquantities
Childrenwithbothdyslexiaanddyscalculiahad
deficitsinbothrapidnamingofitemsandrapid
namingofquantities
RapidAutomatizedNaming
(RAN)[7](notintext)
Willburger,E.,Fussenegger,B.,Moll,K.,Wood,G.,
&Landerl,K.(2008).Namingspeedindyslexia
anddyscalculia.LearningandIndividual
Differences,18(2),224236.
doi:10.1016/j.lindif.2008.01.003
53
ProfileAnalysis[1](p.175)
AimsofProfileAnalysis
Tolookatachildsuniqueabilitypattern
(includingstrengthsandweaknesses),going
beyondtheinformationcontainedintheFSIQor
theindexscores
Tohelpinformulatingteachingstrategies,
accommodations,andothertypesofinterventions
ProfileAnalysis[3](p.176)
GoalofProfileAnalysis
Togeneratehypothesesaboutachildsabilities,
whichthenneedtobeverifiedusingotherscores
andinformationaboutthechild
ProfileAnalysis[2](p.175)
Cannotreliablybeusedtoarrivedataclinicalor
psychoeducationaldiagnosis
Resultsonanyonetestshouldneverbeusedasthe
solebasisforaclinicalorpsychoeducational
diagnosis
ProfileAnalysis[4](p.176)
RelativelyLargeIntersubtest Variability
MayIndicate
Specialaptitudesorweaknesses
Acquireddeficitsordiseaseprocesses
Temporaryinefficiencies
Motivationaldifficulties
Visionorhearingproblems
Concentrationdifficulties
Rebelliousness
54
ProfileAnalysis[5](pp.176)
RelativelyLargeIntersubtest Variability
MayIndicate(Cont.)
Learningdisabilities
Particularschoolorhomeexperiences
ProfileAnalysis[7](p.178)
BaseRates
Determiningthefrequencywithwhichthe
differencesbetweenscoresoccurredinthe
normativesample
Baserateapproach
Probabilityofoccurrenceapproach
ProfileAnalysis[6](p.176)
ScaledScores
13to19alwaysindicateastrength(84th to99th
percentilerank)
8to12alwaysindicateaverageability(25th to75th
percentilerank)
1to7alwaysindicateaweakness(1st to16th
percentilerank)
ProfileAnalysis[8](pp.179198)
MethodsofProfileAnalysis
1. ComparetheprimaryindexscoresVCI,VSI,
FRI,WMI,andPSIwitheachother
2. Compareeachprimaryindexscorewiththe
meanofthechildsprimaryindexscoresand/or
theFSIQ,usingcriticalvaluesandbaserates
3. Compareeachprimaryindexsubtestscaledscore
withthechildsmeanscaledscoreontheprimary
indexsubtests(MSSP)and/ortheFSIQsubtests
(MSSF),usingcriticalvaluesandbaserates
55
ProfileAnalysis[9](pp.179198) ProfileAnalysis[10](pp.179198)
MethodsofProfileAnalysis(Cont.) MethodsofProfileAnalysis(Cont.)
4. Comparesetsofindividualprimaryand 7. ComparetheGAIandtheCPI
secondarysubtestscaledscores 8. ComparetheVECIandtheEFI
5. Comparetherangeofsubtestscaledscoreswith 9. ComparetheNSIandtheSTI
thebaseratefoundinthenormativesample 10. Comparesetsofindividualcomplementary
6. ComparetheCancellationRandomand subteststandardscores
CancellationStructuredprocessscoresandother
processscores

ASuccessiveLevelofApproach
StepsinAnalyzingaProtocol
toTestInterpretation (pp.198200) (pp.199200)
Theuseofasuccessivelevelapproachtotest Seepages199200
interpretationcanhelpyoubetterunderstanda
childsperformanceontheWISCV(seeFigure41,
p.199)byproviding
Quantitativeandqualitativedata
Ananalysisofbothgeneralandspecificareasof
intellectualfunctioning

56
EstimatedPercentileRanksand
AgeEquivalents(p.200)
Estimatedpercentilerankscanbeobtainedforthe
FSIQ,indexscores,andsubtestscaledscores
Ageequivalentscambeobtainedforthetotalraw
scores
Qualitativedescriptionsoftheindexscoresand
FSIQcanbefoundonp.200
ProfileVariability[2](p.201)
ResearchStudies(Cont.)
Watkins,Glutting,andLei(2007)showedthat
WISCIIIandWISCIVFSIQshaverobust
correlationswithmeasuresofreadingandmath,
evenwhentestprofileshaveatleastone
statisticallysignificantdifferenceinfactororindex
scores:
82%to85%ofthe4,044childreninstudyhadat
leastonestatisticallysignificantdifferencein
factororindexscores
ProfileVariability[1](p.201)
ResearchStudies
IstheFSIQvalidwhentheindexscoresshow
extremevariability?Tworesearchreportsshed
lightonthisquestion
Daniel(2007)usedstimulationmethodologyto
investigatetheeffectofindexscorescatteronthe
constructvalidityontheWISCIVFSIQ
HefoundthattheFSIQwasequallyvalidatall
levelsofscatter,supportingtheinterpretabilityof
theFSIQinpopulationscharacterizedbyvariable
indexscoreprofiles(p.291)
ProfileVariability[3](p.201)
Comment
Theabovestudiesargueagainstthepositionof
Fiorello etal.(2007)andHaleetal.(2007)who
contendedthattheWISCIVFSIQshouldnotbe
interpretedforchildrenwithdisabilitieswhen
indexscoresarediverse
57
ProfileVariability[4](p.201)
Sources:
Daniel,M.H.(2007).Scatterandtheconstruct
validityofFSIQ:CommentonFiorello etal.
(2007).AppliedNeuropsychology,14(4),291295.
Fiorello,C.A.,Hale,J.B.,Holdnack,J.A.,
Kavanagh,J.A.,Terrell,J.,&Long,L.(2007).
Interpretingintelligencetestresultsforchildren
withdisabilities:Isglobalintelligencerelevant?
AppliedNeuropsychology,14(1),212.
ReflectiononIntelligenceand
Childhood
Ittakesalongtime togrowyoung.
PabloPicasso
InotonlyuseallthebrainsthatIhave,butallIcan
borrow.
WoodrowWilson
ProfileVariability[5](p.201)
Sources:(Cont.)
Hale,J.B.,Fiorello,C.A.,Kavanagh,J.A.,
Holdnack,J.A.,&Aloe,A.M.(2007).Isthedemise
ofIQinterpretationjustified?Aresponseto
specialissueauthors.AppliedNeuropsychology,
14(1), 3751.
Watkins,M.W.,Glutting,J.J.,&Lei,P.W.(2007).
ValidityoftheFullScaleIQwhenthereisa
significantvariabilityamongWISCIIIandWISC
IVfactorscores.AppliedNeuropsychology, 14(1),
1320.
ReportWriting
58

Goals&Objectives(p.325)
Chapterdesignedtoenableyouto:
Understandthepurposesofapsychologicalreport
Understandthesectionsofapsychologicalreport
Developappropriateskillsforcommunicating
findingsandmakingrecommendationsinareport
Writeapsychologicalreport
PotentialSourcesofReport
Information[1](p.326)
Psychologicaltests
Interviewswiththechild,hisorherparents,
teachers,andothers
Questionnairesandratingformscompletedbya
parent,teacher,and/orevaluator
Selfmonitoringformscompletedbythechild
Systematicbehavioralobservations
Schoolrecords
Priorpsychologicalorpsychiatricreports

PotentialSourcesofReport
Information[2](p.326) QualitiesofaGoodReport(p.326)
Medicalreports Areportshouldbe:
Otherrelevantsources Wellorganized
Objective
Unbiased
Baseduponalloftheassessmentdatayou
gathered

59
PurposesofaReport[1](pp.326331)
Toprovideaccurateandunderstandable
assessmentrelatedinformationtothereferral
sourceandothers
Toserveasabasisforclinicalhypotheses,
appropriateinterventions,andinformationfor
programevaluationandresearch
FormulatingtheReport[1](p.331)
Fourconsiderations:
1. Whowillbetheprimaryaudiencesforthe
report?
Afterreadingthereport,whatnew
understandingwillthereadershave?
Whatnewactionwillthereaderstake?
2. Considerthecircumstancesunderwhichthe
assessmenttookplace
PurposesofaReport[2](pp.326331)
Tofurnishmeaningfulbaselineinformation
Forevaluatingthechildsprogressafter
interventionshavebeenimplemented
Forchangesinthechildthathaveoccurredover
time
Toserveasalegaldocument
FormulatingtheReport[2](p.331)
Fourconsiderations:(Cont.)
3. Includeexamplestoillustrateordocument
selectedstatementsyoumakeinthereport
4. Makeyourrecommendationswithan
appreciationoftheneedsandvaluesofthechild,
thefamily,andtheextendedfamily;thefamilys
resources;thechildsethnicandculturalgroup;
theschool;andthecommunity
60
OtherConsiderations(p.331) SectionsofaReport(pp.332339)
ReportTitle
SubjectiveElementsintheReport
IdentifyingInformation
Althoughyoushouldstriveforobjectivityand
AssessmentInstruments
accuracyinwritingareport,rememberthatno
ReasonforReferral
reportcanbecompletelyobjective
BackgroundInformation
Everyreporthaselementsofsubjectivity
ObservationsDuringAssessment
PromptnessinWritingtheReport
AssessmentResults
Writethereportassoonaspossibleafteryou
ClinicalImpressions
completetheassessmenttoensurethatyou
recordallimportantdetailsanddonotforget Recommendations
any Summary
Signature

22PrinciplesofReportWriting
22PrinciplesofReportWriting [2](pp.339364)
[1](pp.339364)
The22principlescover: Principle1(pp.339340)
Howtoorganize,interpret,andpresentthe Organizetheassessmentfindingsbylookingfor
assessmentfindings commonthemesthatrunthroughthem,
Exercisesareincludedtohelpyouapplysomeof integratingthemainfindings,andadoptingan
eclecticperspective
theprinciples
Principle2(pp.340341)
Includeonlyrelevantmaterialinthereport;omit
potentiallydamagingmaterialnotgermanetothe
evaluation

61
22PrinciplesofReportWriting 22PrinciplesofReportWriting
[3](pp.339364) [4](pp.339364)

Principle3(pp.341342)
Beextremelycautiousinmakinginterpretations
basedonalimitedsampleofbehavior
Principle4(pp.342343)
Considerallrelevantsourcesofinformation
aboutthechildasyougeneratehypothesesand
formulateinterpretations
Principle5(pp.343344)
Bedefinitiveinyourwritingwhenthefindingsare
clear;becautiousinyourwritingwhenthe
findingsarenotclear
Principle6(p.344)
Citespecificbehaviorsandsourcesandquotethe
childdirectlytoenhancethereportsreadability

22PrinciplesofReportWriting 22PrinciplesofReportWriting
[5](pp.339364) [6](pp.339364)

Principle7(p.344) Principle9(p.345)
ConsidertheFSIQ,inmostcases,tobethebest ObtaintheclassificationofFSIQsandothertest
estimateofthechildspresentlevelofintellectual scoresfromthenumericalrangesgiveninthetest
functioning manuals
Principle8(pp.344345) Principle10(p.345346)
Interpretthemeaningandimplicationsofa Usepercentilerankswheneverpossibleto
childsscores,ratherthansimplycitingtest describeachildsscores
namesandscores

62
22PrinciplesofReportWriting 22PrinciplesofReportWriting
[7](pp.339364) [8](pp.339364)

Principle11(p.346)
Providecleardescriptionsandinterpretationsof
abilitiesmeasuredbythesubtestswhen
appropriate
Principle12(p.347348)
Relateinferencesbasedonsubtestorindexscores
tothecognitiveprocessesmeasuredbythem;use
cautioninmakinggeneralizations
Principle13(p.348349)
Describetheprofileofscoresclearlyand
unambiguously
Principle14(p.349350)
Makerecommendationscarefully,usingall
availablesourcesofinformation

22PrinciplesofReportWriting 22PrinciplesofReportWriting
[9](pp.339364) [10](pp.339364)

Principle17(p.353354)
Principle15(p.350)
Describeandusestatisticalconcepts
Providejustificationforeachclassificationor
appropriately;makesuretocheckallcalculations
diagnosisandaddressallrelevantdiagnostic
carefullyandtoreportthereliabilityandvalidity
criteriaexplicitly
ofthetestresultsaccurately
Principle16(pp.350353)
Principle18(p.354)
Communicateclearly,anddonotinclude
Avoidbiasedlanguage
unnecessarytechnicalmaterialinthereport

63
22PrinciplesofReportWriting 22PrinciplesofReportWriting
[11](pp.339364) [12](pp.339364)

Principle21(pp.357364)
Principle19(p.354356)
Developstrategiestoimproveyourwriting,such
Writeareportthatisconcisebutadequate asusinganoutline,revisingyourfirstdraft,using
wordprocessoreditingtools,andproofreading
yourfinalreport
Principle20(pp.356357) Principle22(p.364)
Attendcarefullytogrammarandwritingstyle Maintainsecurityofconfidentialinformation
Treatconfidentialelectronicfilesascarefully
asyouwouldtreatconfidentialpaperfiles

Checklist(p.363)
SeeTable83(p.363)forachecklistforevaluating
accuracy,quality,andcompletenessofthefirstdraftof
yourassessmentreport
AGoodReport(p.364)
Isunderstandableandinterestingtoread
Presentsinformationinalogicalmanner
Interpretstestresultsaccuratelyandexplainsthem
clearly
Answersspecificreferralquestions
Providesrecommendationsthatarerealisticand
feasible
Providesausefulsummary
Isconciseyetthorough

64
ReflectionsonIntelligenceand
Childhood ReflectionsonDevelopment
Youmightbepoor,yourshoesmightbebroken,but TheLittleBoyandtheOldMan
yourmindisapalace. Saidthelittleboy,"SometimesIdropmyspoon."
Saidtheoldman,"Idothattoo."
FrankMcCourt
Thelittleboywhispered,"Iwetmypants."
Idothattoo,"laughedthelittleoldman.
Saidthelittleboy,"Ioftencry."
Theoldmannodded,"SodoI."
Butworstofall,"saidtheboy,"itseems
Grownupsdon'tpayattentiontome."
Andhefeltthewarmthofawrinkledoldhand.
Iknowwhatyoumean,"saidthelittleoldman.
ShelSilverstein

65