Advanced Interpretation of the WISC-V
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1 Advanced Interpretation of the WISC-V Gloria Maccow, Ph.D. Assessment Training Consultant Learning Outcomes Describe the cognitive abilities measured by the WISC-V index scores. Describe the theoretical link between cognitive processes and specific academic skills. Describe how to use performance on the WISC-V to generate hypotheses about processing deficits. 2 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 1
2 Conceptual Structure 4 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 2
3 WISC-V Index Scores and Contributing Cognitive Processes Full Scale IQ Most reliable score good predictor of important life outcomes. Derived from a sum of 7 subtest scaled scores. Considered the score that is most representative of global intellectual functioning (g). 6 Copyright All rights reserved. Traditionally, FSIQ has been the first score to be considered in profile interpretation. 6 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 3
4 Primary Index Scales The primary index scores, along with the FSIQ, are recommended for a comprehensive description and evaluation of intellectual ability. 7 Copyright All rights reserved. Abilities Measured by Primary Index Scales Index Verbal Comprehension Visual Spatial Fluid Reasoning Abilities Measured Word Knowledge Acquisition Information Retrieval Ability to reason and solve verbal problems Communication of knowledge Visual spatial reasoning Synthesis of part-whole relationships Attentiveness to visual detail Visual-motor integration Inductive and Quantitative Reasoning Broad Visual Intelligence Simultaneous Processing Abstract Thinking 8 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 4
5 Abilities Measured by Primary Index Scales Index Working Memory Processing Speed Abilities Measured Ability to register, maintain, and manipulate visual and auditory information in conscious awareness. Attention Concentration Mental Control Short-term visual memory Visual-Motor Coordination Visual Discrimination Visual Scanning Concentration Cognitive Flexibility Rate of Test-Taking 9 Copyright All rights reserved. Ancillary Index Scales Derived from combinations of primary subtests or primary and secondary subtests. 10 Copyright All rights reserved. Provide additional information regarding a child s cognitive abilities and WISC V performance. 10 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 5
6 Complementary Index Scales Complementary scales were designed to enhance the assessment of children 11 Copyright with learning All rights reserved. difficulties. 11 Copyright All rights reserved. Generate Hypotheses Twelve Male Grade 6 (See WISC-V Score Report) Copyright Pearson, Inc., or its affiliates. All rights reserved. 6
7 Reasons for Referral His teachers report that Twelve has difficulty listening and following directions, reading grade-level text with comprehension, meeting expectations in the preparation of compositions or written responses to demonstrate what he has learned, and completing long-term assignments (i.e., book reports). Often, he is talking when he should be working. 13 Copyright All rights reserved. Reasons for Referral His parents report similar concerns at home. Twelve often does not remember his chores, or he starts his chores and does not complete them. He complains about assigned reading and refuses at times to complete written assignments. 14 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 7
8 Demographic Information 15 Copyright All rights reserved. Full Scale IQ and Primary Index Scores 16 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 8
9 Subtest Scores 17 Copyright All rights reserved. Primary Analysis Working Memory is a weakness relative to the MIS. 18 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 9
10 Primary Analysis 19 Copyright All rights reserved. Primary Analysis Significant and unusual discrepancy between VCI-WMI VSI-WMI FRI-WMI WMI-PSI 20 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 10
11 Primary Analysis 21 Copyright All rights reserved. Ancillary Indexes 22 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 11
12 Quantitative Reasoning Index (88) AR Requires computational ability and quantitative knowledge. Loads on FRI, WMI, and VCI FW Requires math in a more limited, abstract manner. Examinee uses quantitative concept of equality to understand relationship among objects. Then, examinee applies concepts of matching, addition, and/or multiplication to identify correct response. 23 Copyright All rights reserved. Auditory Working Memory Index (81) WMI is based on the multi-component model. Two domain-specific storage systems: phonological loop, and visual-spatial sketchpad. The AWMI is a purer measure of auditory working memory. 24 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 12
13 Nonverbal Index (106) Copyright All rights reserved. Useful when examinee has obvious verbal difficulties ELL RELD, ELD ASD with Language Impairment The processing speed component can affect results just like FSIQ. More emphasis on reasoning using visual-spatial processes than FSIQ. 25 Copyright All rights reserved. General Ability Index (109) The GAI provides an estimate of general intellectual ability that is less reliant on working memory and processing speed than the FSIQ Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 13
14 Cognitive Proficiency Index (98) The CPI provides an estimate of the efficiency with which information is processed in the service of learning, problem solving, and higherorder reasoning. 27 Copyright All rights reserved. Ancillary Analysis 28 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 14
15 Complementary Indexes 29 Copyright All rights reserved. Naming Speed Index The NSI provides a broad estimate of automaticity of basic naming ability drawn from a variety of tasks. These tasks were developed to enhance the assessment of children with suspected learning disabilities and are not designed as measures of intellectual ability. 30 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 15
16 Symbol Translation Index The STI provides a broad estimate of visualverbal associative memory drawn from a variety of conditions. These measures were developed to enhance the assessment of children suspected of having learning problems or declarative memory impairment. These subtests were not developed as measures of intellectual ability. 31 Copyright All rights reserved. Storage and Retrieval Index The SRI provides a broad estimate of long-term storage and retrieval accuracy and fluency. It is derived from a variety of tasks designed to assess cognitive processes that are associated with reading, mathematics, and writing skills, and that have shown sensitivity to specific learning disorders and other clinical conditions. 32 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 16
17 Complementary Analysis 33 Copyright All rights reserved. Process Analysis 34 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 17
18 Deriving Contrast Scores 35 Copyright All rights reserved. Interpreting Contrast Scores See Appendix C in the WISC-V Technical and Interpretive Manual. 36 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 18
19 Process Analysis 37 Copyright All rights reserved. Academic Achievement Based on his WISC-V profile, what are your hypotheses about Twelve s academic achievement? 38 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 19
20 Cognitive Processes Contributing to Academic Skills Reading-Related Processes Contributing Processes Phonological Processing Rapid Naming Auditory Working Memory Language Comprehension Executive Functions Visuospatial Abilities 40 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 20
21 Cognitive Processes and Reading Verbal comprehension and working memory were the best WISC III/WISC IV predictors of reading ability. Children diagnosed with SLD-R show reduced verbal working memory (Kibby & Cohen, 2008) and processing speed deficits (Shanahan et al., 2006). 41 Copyright All rights reserved. Cognitive Processes and Reading Rapid automatic naming measures, similar to Naming Speed Literacy, significantly predict reading ability in both younger and older children with reading disorder (Park & Lombardino, 2013). Children with reading disorders perform poorly on verbal learning measures (Kibby & Cohen, 2008) and on paired associate learning tasks that involve pairing a visual input (i.e., a symbol) with a verbal response, that is, a word or nonword (Litt & Nation, 2014; Messbauer & de Jong, 2003). 42 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 21
22 Special Group Study Results: Specific Learning Disorder-Reading N=30 Score Clinical Mean Control Mean Mean Diff P value Std. Diff VCI < VSI < FRI < WMI < PSI FSIQ < QRI < AWMI < NVI < GAI < CPI < NSI < STI < SRI < Copyright All rights reserved. Math-Related Processes Contributing Processes Attention Visual-Spatial Processing Working Memory Language Comprehension Executive Functions 44 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 22
23 Cognitive Processes and Math Difficulties in verbal comprehension, working memory, and processing speed (Willicutt et al., 2013). General cognitive functioning, processing speed, and components of working memory are longitudinal predictors of math achievement (Geary, 2011). Difficulties with working memory (Geary, 2010), attention (Raghubar et al., 2009), and semanticretrieval and visuospatial skills (Cirino, Morris, & Morris, 2007) are related to mathematics difficulties. 45 Copyright All rights reserved. Cognitive Processes and Math Early number skills and conceptual reasoning skills predict math achievement (Fuchs, Geary, Compton, Fuchs, Hamlett, & Bryant, 2010). Language, nonverbal reasoning, and attention are significantly related to performance on math word problems (Fuchs, Geary, Compton, Fuchs, Hamlett, Seethaler, et al., 2010; Tolar et al., 2012). 46 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 23
24 Score Special Group Study Results: Specific Learning Disorder-Math N=28 Clinical Mean Control Mean Mean Diff P value Std. Diff VCI < VSI < FRI < WMI PSI FSIQ < QRI < AWMI NVI < GAI < CPI NSI STI SRI Copyright All rights reserved. Composite/Subtest Basic Reading Word Reading Pseudoword Decoding Reading Comprehension and Fluency Reading Comprehension Oral Reading Fluency Mathematics Math Problem Solving Numerical Operations Written Expression Spelling Sentence Composition Essay Composition WIAT-III Scores Standard Score Percentile Rank Copyright All rights reserved Copyright Pearson, Inc., or its affiliates. All rights reserved. 24
25 Integration of Data Relative Strengths Verbal Reasoning Visual-Spatial Reasoning Abstract Thinking Speed of Processing Relative Weaknesses Auditory Working Memory Phonological Processing Reading Decoding Spelling Math 49 Copyright All rights reserved. Eligibility Is Twelve eligible for direct specialized instruction? 50 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 25
26 Ability Achievement 51 Copyright All rights reserved. Cognitive Hypothesis Testing 52 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 26
27 Cognitive Hypothesis Testing Processing Strength WISC-V Visual-Spatial Index SS = 105 A. Discrepant? Yes/No B. Discrepant? Yes/No Achievement Weakness WIAT-III Spelling SS = 78 Processing Weakness WISC-V Naming Speed Index SS = Copyright All rights reserved. Summary Generate hypotheses based on referral concern. Identify patterns in the WISC-V data. Confirm or refute hypotheses. Generate follow-up questions. Determine what needs to be done to answer questions. 54 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 27
28 Customer Service (USA) (Canada) Webinar-Specific Questions Gloria Maccow, Ph.D. Copyright Pearson, Inc., or its affiliates. All rights reserved. 28
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