WISC-V Unleash The Power Webinar 12.16.2014
Unleashing the Power of the WISC‐V 12/2014 Unleash the Power of the WISC‐V Agenda Introduction Review: – Scoring Options – Revision Goals and Highlights Test Structure Interpretation Basics Technical Information (time permitting) Purchasing Information WISC‐V Revision Goals Update theoretical foundations Increase user friendliness Increase developmental appropriateness Improve psychometric properties Enhance clinical utility Copyright 2014. Pearson Education. All rights reserved. 1
Unleashing the Power of the WISC‐V 12/2014 Scoring: Paper/Pencil Format Q‐global Scoring & Reporting Hand‐score With the traditional paper and pencil format, you will have the option to hand‐ score. Web‐based Scoring ‐ Score Report ‐ Combination Reports ‐ Narrative Reports New pricing Subscriptions (unlimited access) OR Per usage Scoring: Digital Format Automatic Scoring & Reporting via Q‐interactive Similar score report output as those available on Q‐global, plus: Automatic subtest scoring Immediate scaled scores Changes: New Subtests Visual Spatial Index Visual Puzzles Fluid Reasoning Index Figure Weights Working Memory Index Complementary Subtests Picture Span Digit Span Sequencing added to Digit Span Subtest Copyright 2014. Pearson Education. All rights reserved. Naming Speed Literacy Naming Speed Quantity Immediate Symbol Translation Delayed Symbol Translation Recognition Symbol Translation 2
Unleashing the Power of the WISC‐V 12/2014 WISC-V TEST STRUCTURE Test Structure – Full Scale IQ Test Structure – Primary Index Scales Copyright 2014. Pearson Education. All rights reserved. 3
Unleashing the Power of the WISC‐V 12/2014 Test Structure – Ancillary Index Scales New Ancillary Indexes to WISC‐V Complementary Index Scores Headline placed here Text here NSI STI SRI On Record Form Ancillary and Complementary Analysis Pages and in Administration and Scoring Manual Supplement Note: SRI NSI STI. SRI NSL NSQ IST DST RST Copyright 2014 Pearson Education, Inc. or its affiliates. All rights reserved. WISC-V Scoring and Interpretation: An introduction Copyright 2014. Pearson Education. All rights reserved. 4
Unleashing the Power of the WISC‐V 12/2014 Descriptive Classifications Composite Score Range WISC–V Descriptive Classification Traditional Descriptive Classification (“Old”) 130 and above Extremely High Very Superior 120–129 Very High Superior 110–119 High Average High Average 90–109 Average Average 80–89 Low Average Low Average 70–79 Very Low Borderline 69 and below Extremely Low Extremely Low Copyright 2014 Pearson Education, Inc. or its affiliates. All rights reserved. FSIQ: Permissible Substitutions IN or CO for SI or VC CO for SI or VC VP for BD PC for MR or FW AR for FW PS or LNS (LN) for DS SS or CA for CD How to Report and Describe Performance – Primary Index Scores Copyright 2014. Pearson Education. All rights reserved. 5
Unleashing the Power of the WISC‐V 12/2014 Interpretative Considerations Multiple cognitive processes Number of processes invoked related to task difficulty WISC‐V primary and complementary measures are specifically designed to measure complex cognitive processes while ancillary measures are designed to measure processes related to learning difficulties. What is represented by the VCI? What is represented by the VSI? Copyright 2014. Pearson Education. All rights reserved. 6
Unleashing the Power of the WISC‐V 12/2014 What is represented by the VSI? Constructional ability Visual‐spatial reasoning Integration / Synthesis of part‐to‐whole relationships Attention to visual details Visual motor integration Speeded performance What is represented by the FRI? What is represented by the WMI? 5‐8‐2‐7 7‐2‐8‐5 Copyright 2014. Pearson Education. All rights reserved. 7
Unleashing the Power of the WISC‐V 12/2014 What is represented by the WMI? Ability to resist proactive interference Attention Concentration Mental control 5‐8‐2‐7 Register, maintain, manipulate Visual and auditory 7‐2‐8‐5 Speeded Performance What is represented by the PSI? What is represented by the PSI? Speed & accuracy of visual identification Decision‐making & implementation Visual scanning & discrimination Attention & concentration Visual motor coordination Copyright 2014. Pearson Education. All rights reserved. 8
Unleashing the Power of the WISC‐V 12/2014 WMI and PSI Involves EFFICIENCY Working Memory – Identification, registration, and manipulation of information within STM store Processing Speed – Facilitates rapid identification and registration of information for decision‐ making WMI PSI indicates a difficulty with the manipulation of information within STM ANCILLARY and COMPLEMENTARY ANALYSIS Nonverbal Index Composed of BD, MR, CD, FW, VP, PS Useful when examinee has clear verbal difficulties – ELL – RELD, ELD – ASD with Language Impairment Does have processing speed component – can affect results just like FSIQ More emphasis on reasoning using visual‐spatial processes than FSIQ Copyright 2014. Pearson Education. All rights reserved. 9
Unleashing the Power of the WISC‐V 12/2014 Auditory Working Memory Digit Span and Letter‐Number Sequencing Very similar to WISC‐IV working memory with greater focus on sequencing than previous edition Contrast scores: – DSF VS DSB impact of additional mental manipulation required by DSB – DSF VS DSS impact of sequencing and number knowledge required by DSS – DSS VS LNS impact of dual‐tasking and letter knowledge Useful when global difficulties with visual processing affecting test performance Quantitative Reasoning New complementary index composed of Figure Weights and Arithmetic AR requires actual math problem solving; however, AR is very complex having Fluid Reasoning, Verbal, and Working Memory components FW requires math skills in a more limited abstract manner. Requires the ability to reason through a problem and to select the best quantitative operation to obtain the correct response. General Ability Index (GAI) Copyright 2014. Pearson Education. All rights reserved. 10
Unleashing the Power of the WISC‐V 12/2014 I should consider deriving the GAI when‐ a significant and unusual discrepancy exists between the WMI and MIS or FSIQ. a significant and unusual discrepancy exists between the PSI and MIS or FSIQ. a significant and unusual discrepancy exists between the VCI and WMI. a significant and unusual discrepancy exists between the VCI and PSI. I should consider deriving the GAI when‐ a significant and unusual discrepancy exists between the VSI and WMI. a significant and unusual discrepancy exists between the VSI and PSI. a significant and unusual discrepancy exists between the FRI and WMI. a significant and unusual discrepancy exists between the FRI and PSI. I should consider deriving the GAI when‐ a significant and unusual discrepancy exists between the WMI and PSI. a significant and unusual discrepancy exists between subtests that contribute to either the WMI or to the PSI. a significant and unusual discrepancy exists between a Working Memory or Processing Speed subtest and the MSS‐I or MSS‐F. Copyright 2014. Pearson Education. All rights reserved. 11
Unleashing the Power of the WISC‐V 12/2014 GAI vs. FSIQ GAI vs. CPI Interpretation of ‐ Naming Speed Index Symbol Translation Index Storage and Retrieval Index Copyright 2014. Pearson Education. All rights reserved. 12
Unleashing the Power of the WISC‐V 12/2014 NSI vs. STI Process‐Oriented Approach Digit Span and Longest Span Process Scores Block Design Process Scores Picture Span DSf & DSb & DSs & LDSf LDSb LDSs BDn BDp LPSs LPDr Process‐Oriented Approach CAR vs CAS Cancellation Process Score Naming Speed Process Scores Naming Speed Error Scores Nsco Nssco NSln NSLe NSQe Copyright 2014. Pearson Education. All rights reserved. 13
Unleashing the Power of the WISC‐V 12/2014 Process‐Oriented Approach Rotations on BD, SS, CD Set errors on SS Rotation & Set Error Scores Don’t know (DK) No Response (NR) Item Repetition / Requested Repetition IR/RR Process Observations Process Observations Subvocalization (SV) Self‐corrections (SC) Also review contrast scores, as appropriate Need a Focused Client Based Approach Signal to noise ratio – Adding additional tests can increase signal or can increase noise. – Adding targeted tests increase signal to noise. Consistency of deficit – Need more than 1 score to identify true weakness in a domain. Move away from “shot‐gun” approaches to testing specific hypotheses. – Select tests related to problem. Analysis of Results Copyright 2014. Pearson Education. All rights reserved. 14
Unleashing the Power of the WISC‐V 12/2014 Case Example Case Example: Child A 8 year old Caucasian male, 2nd grade – has difficulty sounding out unfamiliar words. – confuses words that appear similar. – recognizes few words ‐ word recognition slow. – dislikes reading circle. – has difficulties with spelling. 44 Copyright 2014. All rights reserved. WISC–V Score Summary Subtest Scaled Score Score Standard Score Similarities 7 Naming Speed Literacy 85 Vocabulary 10 Naming Speed Quantity 105 Information 10 Immediate Symbol Translation 87 Comprehension 9 Delayed Symbol Translation 88 Block Design 9 Recognition Symbol Translation 89 Visual Puzzles 11 Matrix Reasoning 10 Figure Weights Picture Concepts 7 10 COMPOSITE SCORES Verbal Comprehension Index Visual Spatial Index Fluid Reasoning Index 92 100 91 Arithmetic 8 Working Memory Index 82 Digit Span 7 Processing Speed Index 103 Picture Span 7 Full Scale IQ 88 Letter‐Number Sequencing Coding 10 9 Symbol Search 12 Cancellation 15 Quantitative Reasoning Index 85 Auditory Working Memory Index 91 Nonverbal Index 91 General Ability Index 94 Cognitive Proficiency Index 91 Copyright 2014. Pearson Education. All rights reserved. 15
Unleashing the Power of the WISC‐V 12/2014 Primary Analysis Index‐Level Strengths and Weaknesses Comparison Score Sum of 5 Index Scores MIS MIS 5 468 93.6 FSIQ FSIQ Critical Value Significance Level .05 .01 .10 .15 Base Rate Reference Group Index Level Overall Sample Ability Level Score Comparison Score Difference Critical Value Strength or Weakness Base Rate VCI 92 93.6 -1.6 8.95 S or W ns VSI 100 93.6 6.4 10.97 S or W FRI ns 91 93.6 -2.6 9.76 S or W ns WMI 82 93.6 -11.6 10.55 S or W 5-10% PSI 103 93.6 9.4 12.55 S or W ns Choosing the Level of Significance More stringent Less stringent Primary Analysis Index‐Level Pairwise Comparisons Critical Value Significance Level .01 .05 .10 .15 Base Rate Reference Group Overall Sample Index Level Comparison Score 1 Score 2 Ability Level Difference Critical Value Significant Difference VCI–VSI Y or N VCI–FRI Y or N VCI–WMI Y or N VCI–PSI Y or N VSI–FRI VSI–WMI Y or N 100 82 18 17.15 VSI–PSI Y or N 11.3% Y or N FRI–WMI Y or N FRI–PSI WMI–PSI Base Rate Y or N 82 103 -21 18.89 Copyright 2014. Pearson Education. All rights reserved. Y or N 9.7% 16
Unleashing the Power of the WISC‐V 12/2014 Primary Analysis Subtest‐Level Strengths and Weaknesses Comparison Score Sum of Scaled Scores for 10 Index Subtests MSS‐I 10 MSS‐I Subtest Level MSS‐F Sum of Scaled Scores for FSIQ Subtests Critical Value Significance Level 8.9 89 .05 .01 # of FSIQ subtests .10 .15 Base Rate Reference Group MSS‐F Overall Sample Ability Level Score Comparison Score Difference Critical Value Strength or Weakness Base Rate Similarities 7 8.9 -1.9 2.81 S or W ns Vocabulary 10 8.9 1.1 2.23 S or W ns Block Design 9 8.9 0.1 3.09 S or W ns Visual Puzzles 11 8.9 2.1 3.07 S or W ns Matrix Reasoning 10 8.9 1.1 2.62 S or W ns Figure Weights 7 8.9 -1.9 2.69 S or W ns Digit Span 7 8.9 -1.9 2.55 S or W ns Picture Span 7 8.9 -1.9 2.79 S or W Coding 9 8.9 0.1 2.95 S or W ns Symbol Search 12 8.9 3.1 3.05 S or W 5-10% ns Primary Analysis Subtest‐Level Pairwise Comparisons .01 .05 .10 .15 Score 1 Score 2 Difference Critical Value Significant Difference Base Rate Similarities– Vocabulary 7 10 -3 3.32 Y or N ns Block Design– Visual Puzzles 9 11 -2 4.29 Y or N ns Matrix Reasoning– Figure Weights 10 7 3 3.59 Y or N ns Digit Span– Picture Span 7 7 0 3.78 Y or N ns Coding– Symbol Search 9 12 -3 5.00 Y or N ns Comparison Subtest Level Critical Value Significance Level Ancillary Analysis Pairwise Comparisons Critical Value Significance Level .05 .01 .10 .15 Base Rate Reference Group Overall Sample Index Subtest Ability Level Score 1 Score 2 Difference Critical Value Significant Difference GAI–CPI 94 91 3 10.06 Y or N ns Comparison GAI–FSIQ 94 88 6 4.01 Y or N 5-10% Figure Weights–Arithmetic 7 8 -1 2.78 Y or N ns Digit Span– Letter‐Number Sequencing 7 10 -3 3.05 Y or N ns STI–STD Y or N STD–STDR Process Base Rate Y or N DSF–DSB 7 8 -1 2.21 Y or N ns DSF–DSS 7 9 -2 2.23 Y or N ns DSB–DSS 8 9 -1 2.42 Y or N ns DSS–LN 8 10 -2 2.40 Y or N ns CAR–CAS 16 14 2 3.84 Y or N ns Copyright 2014. Pearson Education. All rights reserved. 17
Unleashing the Power of the WISC‐V 12/2014 Achievement Scores (KTEA‐3) Subtest Scaled Score Composite Score Standard Score Listening Comprehension 105 Oral Language 88 Reading Comprehension 91 Total Reading 71 Sentence Composition 73 Basic Reading 60 Word Reading 66 Reading Comprehension and Fluency 81 Pseudoword Decoding 56 Written Expression 71 Spelling 67 Mathematics 99 110 Oral Expression 75 Math Fluency Oral Reading Fluency 80 Total Achievement Oral Reading Accuracy 65 Oral Reading Rate 89 Math Problem Solving 90 Math Fluency‐Addition 105 Math Fluency‐Subtraction 106 Math Fluency‐Multiplication 117 Numerical Operations 77 99 Hypotheses Cognitive Strengths Cognitive Weaknesses 53 Copyright 2014. All rights reserved. Hypotheses Academic Strengths Academic Weaknesses 54 Copyright 2014. All rights reserved. Copyright 2014. Pearson Education. All rights reserved. 18
Unleashing the Power of the WISC‐V 12/2014 Technical Properties Standard Errors of Measurement Composite Overall Average SEM VCI 4.22 VSI 4.36 FRI 3.89 WMI 4.26 PSI 5.24 FSIQ 2.90 QRI 3.47 AWMI 3.92 NVI 3.23 GAI 3.07 CPI 4.12 Correlations With WIAT‐III WIAT-III WISC-V Composite Oral Lang. Basic Read. Read. Comp. & Fluency Written Exp. Math Math Fluency Total Achievement .74 VCI .78 .53 .65 .60 .53 .36 VSI .44 .24 .30 .39 .44 .28 .46 FRI .33 .30 .25 .33 .45 .31 .40 WMI .56 .54 .40 .47 .46 .39 .63 PSI .22 .19 .36 .33 .41 .51 .34 FSIQ .74 .61 .65 .68 .71 .58 .81 n 211; age 6-16 Copyright 2014. Pearson Education. All rights reserved. 19
Unleashing the Power of the WISC‐V 12/2014 Special Group Studies Intellectually Gifted Intellectual Disability-Mild Severity Attention-Deficit/ Hyperactivity Disorder Disruptive Behavior Intellectual DisabilityModerate Severity Traumatic Brain Injury Borderline Intellectual Functioning English Language Learners Specific Learning Disorders Autism Spectrum Disorder Intellectually Gifted Clinical Mean Control Mean Mean Diff. p value Std. Diff. VCI 127.7 105.8 -21.97 .01 -1.74 VSI 121.2 105.2 -15.98 .01 -1.35 FRI 120.3 105.1 -15.26 .01 -1.26 WMI 117.9 104.0 -13.86 .01 -1.16 PSI 112.9 100.4 -12.44 .01 -.92 FSIQ 127.5 105.7 -21.85 .01 -2.05 -1.55 Composite QRI 122.1 104.1 -18.04 .01 AWMI 123.0 105.9 -17.13 .01 -1.32 NVI 122.9 104.6 -18.28 .01 -1.64 GAI 127.1 106.3 -20.83 .01 -1.88 CPI 118.8 102.1 -16.73 .01 -1.43 n 95; ages 6-16 Intellectual Disability – Mild Clinical Mean Control Mean Mean Diff. p value Std. Diff. VCI 66.0 96.1 30.14 .01 2.16 VSI 66.0 101.1 35.14 .01 2.82 FRI 67.0 99.3 32.34 .01 2.35 Composite WMI 65.1 98.7 33.60 .01 2.64 PSI 71.6 97.3 25.78 .01 1.87 FSIQ 60.9 98.0 37.07 .01 2.92 QRI 64.2 98.1 33.86 .01 2.67 AWMI 62.2 99.2 36.96 .01 2.91 NVI 62.1 99.5 37.40 .01 3.02 GAI 63.5 97.9 34.46 .01 2.71 CPI 63.4 97.6 34.19 .01 2.66 n 74; ages 6-16 Copyright 2014. Pearson Education. All rights reserved. 20
Unleashing the Power of the WISC‐V 12/2014 Attention‐Deficit Hyperactivity Disorder Clinical Mean Control Mean Mean Diff. p value Std. Diff. VCI 97.8 102.7 -21.97 .05 .40 VSI 97.3 101.5 -15.98 .14 .28 FRI 97.6 102.6 -15.26 .06 .38 WMI 94.8 101.7 -13.86 .01 .54 PSI 94.2 99.9 -12.44 .03 .43 FSIQ 95.6 102.2 -21.85 .01 .61 .62 Composite QRI 94.8 103.1 -18.04 .01 AWMI 95.2 101.4 -17.13 .01 .50 NVI 94.4 101.7 -18.28 .01 .57 GAI 97.1 102.3 -20.83 .03 .43 CPI 92.8 100.8 -16.73 .01 .65 n 48; ages 6-16 Autism Spectrum Disorder Clinical Mean Control Mean Mean Diff. p value Std. Diff. VCI 80.4 104.1 23.68 .01 1.47 VSI 82.8 104.4 21.62 .01 1.18 FRI 84.3 101.6 17.30 .01 .98 WMI 77.6 104.1 26.47 .01 1.57 1.24 Composite PSI 75.8 96.9 21.12 .01 FSIQ 76.3 102.1 25.82 .01 1.52 QRI 78.9 102.5 23.67 .01 1.35 AWMI 72.3 102.4 30.14 .01 1.70 NVI 79.9 102.8 22.86 .01 1.33 GAI 81.8 102.9 21.18 .01 1.28 CPI 74.4 100.0 25.62 .01 1.59 n 30; ages 6-16 Time‐limited Offer! Copyright 2014. Pearson Education. All rights reserved. 21
Unleashing the Power of the WISC‐V 12/2014 Additional Questions? Talk to a Consultant: 800‐627‐7271 Email: ClinicalCustomerSupport@Pearson.com See WISCV.com and HelloQ.com for more information! Amy.Gabel@Pearson.com Copyright 2014. Pearson Education. All rights reserved. 22
WISC-V Descriptive Classification Traditional Descriptive Classification ("Old") . Very similar to WISC‐IV working . Microsoft PowerPoint - WISC-V Unleash the Power Webinar 12.16.2014.pptx Author: lokksa Created Date: 12/15/2014 7:38:02 AM .
SPURGEON,JOLENE M JSPURGEON@WISC.EDU STRELCHENKO,HANNAH B hstrelchenko@wisc.edu TERRIEN,CHRISTINE LAMP cterrien@wisc.edu THOMPSON,PAMELA M pamela.thompson@wisc.edu TOMAN,LORRAINE L lorraine.toman@wisc.edu TOMKO,KELLY ktomko@wisc.edu VANDER WAAL,MARY mary.vanderwaal@wisc.edu WHITE,JOANNE jo.white@wisc.edu WILSON,NINA MCCOY nina.wilson@wisc.edu .
BAHAVEOLOS, CRISTINA J cbahaveolos@wisc.edu 877837 BALLENTINE,LAURIE S LSBALLEN@WISC.EDU 44498 BANASZAK,MEGAN A MBANASZAK@WISC.EDU 508092 BREUNIG,MINDY S mindy.breunig@wisc.edu 64025 BUDTKE,JODIE A BUDTKE@WISC.EDU 278830 CAHOON,JANE M jane.cahoon@wisc.edu 600123 CAO,LEONARD W lwcao@wisc.edu 264268
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
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