Important note: Each subscription is per user for the WAIS-IV only and will begin on the date of order processing unless otherwise requested.
This pre-recorded minute session allows you to learn at your leisure. All you need is access to the Internet and the sound enabled on your computer. Please keep in mind that the session may take a few minutes to load. This session is designed for clinicians that have not yet purchased the WAIS-IV, or those who have purchased and want to gain an overview prior to reading the manuals or attending a webinar. Attend a session. The presenter will use data from the assessment instruments to describe strengths and needs in reasoning ability and memory.
The subtests focus on four specific domains of intelligence: verbal comprehension, perceptual reasoning, working memory, and processing speed. During this webinar, the presenter will describe administration and scoring of the subtests and basic interpretation of the results. A case example will be provided. A portion of the time will be spent on guidelines for interpreting differences between Index scores and within them, as well as using the WAIS in comparisons with other types of data.
Can I give all the core and supplemental subtests and choose to use the highest subtest scaled scores when computing composite scores? Which tables are endorsed by Pearson? Why is reliability lower for the intellectually gifted and the intellectually disabled formerly referred to as mental retardation special group samples than for the normative sample?
Why is this? I work in an area where many different languages are spoken. What do I do if an examinee has recently immigrated to the United States and needs to be assessed in a language other than English? If you wanted to reduce the effects of speeded performance, why not eliminate time bonus points from Block Design altogether? Why do Visual Puzzles and Figure Weights have strict time limits, and Matrix Reasoning only has a 30 second guideline? In the Letter—Number Sequencing subtest, the examinee is instructed to repeat the numbers in ascending order first, and then the letters in alphabetical order.
For Items 3—10, why is credit awarded if the examinee repeats the letters first in order and then the numbers in order? What should I do if an examinee writes too faintly to be seen through the Cancellation scoring template? Email: info pearsonclinical. Pearson Clinical. Generic selectors. Exact matches only. Search in title. Search in content. Search in excerpt. Search in posts. Search in pages. Click here for a listing of all special group studies. Figure Weights Contributes to Perceptual Reasoning Composite Measure of quantitative and analogical reasoning Requires no motor skills Which one of these goes here to balance the scale?
Raw to scaled score conversions Strength and weakness discrepancies Uses the PsychCorpCenter Platform as its foundation to integrate with other scoring applications and produce cross battery analysis of scores. Clinical and Background Review Interprets statistically significant discrepancies between scores.
Uses the PsychCorpCenter Platform as its foundation to integrate with other report writer applications and produce cross battery analysis of scores. Standardization projects are underway for English language versions in Australia and England; a French version is also under development for use in French-speaking Canada. These particular subtests were omitted from the test protocol for ages 70—90 for various reasons.
These subtests were not administered to ages 70—90 due to concerns with fatigue in older adults. Standardization editions include more items, involve using longer discontinue rules, and require additional recording procedures relative to final editions of tests. These factors increase testing time. In standardization, examinees typically are administered both the main test being standardized e. The introduction of Digit Span Sequencing decreased the unique information that Letter—Number Sequencing contributes to the battery.
Figure Weights and Cancellation were new subtests, with unproven utility for older adults. All of these subtests were likely to be selected as supplemental subtests.
Ultimately, the decision was made to omit these subtests for these ages. Block Design was chosen as the first subtest because it is an engaging task that gives the examiner more opportunity to establish rapport.
When testing examinees with motor impairment, examiners may decide to begin with a different subtest in the interest of rapport. If you wanted to reduce the effects of speeded performance, why not eliminate time bonus points from Block Design altogether? In general, higher ability examinees tend to perform the task faster. Without time bonus points, Block Design does not provide fine discrimination at higher ability levels. Why do Visual Puzzles and Figure Weights have strict time limits, and Matrix Reasoning only has a 30 second guideline?
Similar to Block Design, higher ability examinees tend to perform Visual Puzzles and Figure Weights items more quickly. Given enough time, low ability examinees can eventually respond to items correctly. This is not the case with Matrix Reasoning. The 30 second guideline was established because completion time data indicated that the vast majority of examinees who will respond correctly do so within 30 seconds, but giving additional time to low ability examinees did not result in correct scores.
A strict time limit is therefore unnecessary: Grant additional time if the examinee has established a pattern of providing delayed but correct responses as the item difficulty increases. To avoid interference effects between Digit Span and Letter—Number Sequencing, these subtests were widely separated in the order of administration. In the Letter—Number Sequencing subtest, the examinee is instructed to repeat the numbers in ascending order first, and then the letters in alphabetical order.
For Items 3—10, why is credit awarded if the examinee repeats the letters first in order and then the numbers in order? There is a distinction between reordering and sequencing: Reordering involves placing the numbers as a group prior to the letters as a group, and sequencing involves placing the numbers in numerical order and the letters in alphabetical order—regardless of which grouping comes first.
The reason for instructing examinees to reorder the numbers before the letters is to provide a structured way of approaching the task, which is especially helpful for examinees that are anxious or have difficulty structuring their own work. Using Sample Item A, the examinee is taught to reorder the number before the letter for the two-character trials. If the examinee does not reorder correctly as instructed, no credit is awarded for a given trial on Items 1—2.
Sample Item B is used to teach the examinee to sequence the numbers and letters, while maintaining the previous reordering instruction. For Items 3—10, credit is awarded for sequencing alone: Regardless of how the examinee reorders the numbers and letters, he or she is using working memory to sequence the numbers and sequence the letters. Although the incorrect reordering approach has always been infrequently observed, the graduated teaching strategy introduced for WAIS—IV has reduced the frequency of incorrect reordering even further.
In addition, prior data analysis results have indicated that these items are equally difficult when either numbers or letters are given first. What should I do if an examinee writes too faintly to be seen through the Cancellation scoring template? You don't need the scoring template to score the subtest. If necessary, remove the template and simply count each correct shape with a mark through it and each incorrect shape with a mark through it.
You should make sure to double-check your work. These issues are much more common in males. Items are reviewed by color-perception differences experts, as well as individuals with color-perception differences, during the early stages of the test-development process.
In addition, acetate overlays have been utilized so that the test developers can understand the appearance of the stimuli to individuals with various color-perception differences. Items are also copied in black and white to check appearance to those with monochromatic color perception.
All items are also subjected to an electronic "color-blindness" simulator, to check item appearance with every type of color-perception difference and ensure that the intensity and saturation of colors are not confused or resulting in different responses. The linkage provides a more complete picture of cognitive functioning in the areas of intellectual ability and memory, and enables a direct comparison of intelligence and memory through normative information.
The linkage additionally enables prediction of memory scores on the basis of intellectual ability scores and interpretation of memory scores in the context of intellectual ability scores. Information regarding the co-normative sample, correlations between measures, and analyses relevant to concurrent use of the two scales e.
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Benefits Reflects changing demographics, emerging clinical needs, new research, and increased caseloads. Expanded clinical utility. Increased developmental appropriateness. Enhanced user-friendliness. Improved psychometric properties.
Updated structural foundations. Features A core battery of 10 unique subtests focuses on four specific domains of intelligence: verbal comprehension, perceptual reasoning, working memory, and processing speed. Additional tasks for improved clinical utility, new clinical and validity studies. Transitioned from dual IQ to Index Score structure.
Updated normative data for ages years and enhanced utility for older adults. New Subtests Telepractice Find out how to use this test in your telepractice. Which 3 of these pieces go together to make this puzzle? Figure Weights Contributes to Perceptual Reasoning Composite, measure of quantitative and analogical reasoning, requires no motor skills. Which one of these goes here to balance the scale? Standardize administration and simplify the management of WAIS-IV materials so you can focus on what is important — the examinee.
Obtain scaled scores immediately after finishing a subtest, to increase speed and accuracy. New customers: Annual Q-interactive licenses can be purchased using our online order form or by calling Customer Support at Select a question below to see the response. Can I substitute the supplemental subtests for a core subtest? Why was Picture Arrangement dropped?
Why was Object Assembly dropped? Why was Information chosen as a core subtest over Comprehension? Why was Arithmetic chosen as a core subtest over Letter—Number Sequencing? Why are some 0-point or 1-point responses on the verbal subtests not queried? What is the rule of thumb for clinical significance in base rates? What scores do I use if I want to do a discrepancy analysis? Are there profiles typical of clinical disorders?
Why is Digit Span placed so early in the subtest order? January Select Options.
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