Woodcock Johnson III Tests of Cognitive Abilities & Tests of Achievement Profa. Elizabeth Torres Millayes

Descripción Es una batería de pruebas de capacidades cognitivas de aplicación individual. Para individuos entre 2 y 90 años. No todas las pruebas se aplican en los niveles de edad más jóvenes. Contiene: 10 pruebas en la batería estándar 10 pruebas en la batería suplementaria

Es una batería de pruebas de capacidades cognitivas de aplicación individual.

Para individuos entre 2 y 90 años.

No todas las pruebas se aplican en los niveles de edad más jóvenes.

Contiene:

10 pruebas en la batería estándar

10 pruebas en la batería suplementaria

Descripción Las pruebas están divididas en siete agrupaciones: Comprensión-conocimiento Recuperación a largo plazo Pensamiento visoespacial Procesamiento auditivo Razonamiento fluido Velocidad de procesamiento Memoria a corto plazo

Las pruebas están divididas en siete agrupaciones:

Comprensión-conocimiento

Recuperación a largo plazo

Pensamiento visoespacial

Procesamiento auditivo

Razonamiento fluido

Velocidad de procesamiento

Memoria a corto plazo

8 Pruebas cognitivas nuevas Información general Razonamiento fluido Atención auditiva  Velocidad de procesamientos Planificación Nombramiento rápido de dibujo  Cancelación de pares  Memoria de trabajo auditiva 

Información general

Razonamiento fluido

Atención auditiva 

Velocidad de procesamientos

Planificación

Nombramiento rápido de dibujo 

Cancelación de pares 

Memoria de trabajo auditiva 

9 Areas cognitivos Habilidad intelectual breve 3 ejecuciones cognitivas Habilidad verbal Habilidad de pensamiento Eficacia cognitiva 5 áreas clínicas Procesos ejecutivos Memoria de trabajo Focalización de atención Fluidez cognitiva Pronunciación fonética

Habilidad intelectual breve

3 ejecuciones cognitivas

Habilidad verbal

Habilidad de pensamiento

Eficacia cognitiva

5 áreas clínicas

Procesos ejecutivos

Memoria de trabajo

Focalización de atención

Fluidez cognitiva

Pronunciación fonética

Medida Cognitiva Habilidad general intelectual (Estándar y Extendida)(GIA) Perfil Cognitivo – Lenguaje Académico vs. Destrezas Básicas Interpersonales y de la Comunicación. (CALP)vs(BICS) Habilidades Intelectuales Breves ( BIA) Subtests 1, 5, and 6

Habilidad general intelectual (Estándar y Extendida)(GIA)

Perfil Cognitivo – Lenguaje Académico vs. Destrezas Básicas Interpersonales y de la Comunicación. (CALP)vs(BICS)

Habilidades Intelectuales Breves ( BIA)

Subtests 1, 5, and 6

9 Pruebas de Logro Nuevas Fluidez en lectura  Recuerdo de Historias  Recuerdo de Historias – Delayed  Comprensión de Instrucciones  Fluidez matemática  Ortografía Identificación de sonidos Combinación de sonidos  Editar Ortografía (puntuación y mayúsculas)

Fluidez en lectura 

Recuerdo de Historias 

Recuerdo de Historias – Delayed 

Comprensión de Instrucciones 

Fluidez matemática 

Ortografía

Identificación de sonidos

Combinación de sonidos 

Editar

Ortografía (puntuación y mayúsculas)

8 Áreas de logro Logro Total Fluidez académica Destrezas académicas Aplicaciones Académicas Fonética Lenguaje oral Expresión oral Comprensión atentiva

Logro Total

Fluidez académica

Destrezas académicas

Aplicaciones Académicas

Fonética

Lenguaje oral

Expresión oral

Comprensión atentiva

Test Administration: Tools & Techniques Strive for exact & brisk administration Have necessary materials Test books Test records Subject response booklet Tapes Tape player Headphones, Earpiece Pencils Stopwatch/Timer

Strive for exact & brisk administration

Have necessary materials

Test books

Test records

Subject response booklet

Tapes

Tape player

Headphones, Earpiece

Pencils

Stopwatch/Timer

Administration Time (COG) GIA Standard Tests 1-7 60 minutes GIA Extended Tests 1 – 7 & 11 – 17 120 minutes Supplemental Tests 8 – 10 & 18 - 20 Use as needed – 60 min. BIA Tests 1, 5, & 6 30 minutes

GIA Standard

Tests 1-7

60 minutes

GIA Extended

Tests 1 – 7 & 11 – 17

120 minutes

Supplemental

Tests 8 – 10 & 18 - 20

Use as needed – 60 min.

BIA

Tests 1, 5, & 6

30 minutes

Administration Time (ACH) Preliminary Testing at BC Intake Booklet & Ach Tests 2, 5, 6, 7, 8, 11 Approx. 120 minutes Standard Achievement Tests 1, 3, 4, 9, 10 60 minutes Extended Achievement Tests 13 - 18 60 minutes

Preliminary Testing at BC

Intake Booklet &

Ach Tests 2, 5, 6, 7, 8, 11

Approx. 120 minutes

Standard Achievement

Tests 1, 3, 4, 9, 10

60 minutes

Extended Achievement

Tests 13 - 18

60 minutes

Administration Techniques Know your tools Follow standardized procedures Use suggested starting points Know basal and ceiling rules Know pronunciations Don’t penalize mispronunciations due to speech deficits or regional differences

Know your tools

Follow standardized procedures

Use suggested starting points

Know basal and ceiling rules

Know pronunciations

Don’t penalize mispronunciations due to speech deficits or regional differences

Administration Techniques Test by complete pages when subject sees items Score LAST response given Give benefit of doubt every other time Don’t repeat items unless directed Use pause button if needed If interrupted by a sound, repeat item later

Test by complete pages when subject sees items

Score LAST response given

Give benefit of doubt every other time

Don’t repeat items unless directed

Use pause button if needed

If interrupted by a sound, repeat item later

Administration Techniques Adhere to time limits Record exact finishing times On timed written tests, direct student to cross out errors Check questionable responses later; proceed as if correct

Adhere to time limits

Record exact finishing times

On timed written tests, direct student to cross out errors

Check questionable responses later; proceed as if correct

20 Cognitive Tests 20. Pair Cancellation 10. Visual-Auditory Learning Delayed 19. Planning 9. Auditory Working Memory 18. Rapid Picture Naming 8. Incomplete Words 17. Memory for Words 7. Numbers Reversed 16. Decision Speed 6. Visual Matching 15. Analysis-Synthesis 5. Concept Formation 14. Auditory Attention 4. Sound Blending 13. Picture Recognition 3. Spatial Relations 12, Retrieval Fluency 2. Visual-Auditory Learning 11. General Information 1. Verbal Comprehension Extended Battery Standard Battery

Habilidades Cognitivas Bateria Estandar

1. Verbal Comprehension 4 Subtests Picture Vocabulary Synonyms Antonyms Verbal Analogies Basal/Ceiling = 3 lowest correct/ 3 highest incorrect Used in GIA (Std & Ext), BIA, CALP, Verbal Ability, Comprehension-Knowledge, Predicted Achievement New

4 Subtests

Picture Vocabulary

Synonyms

Antonyms

Verbal Analogies

Basal/Ceiling = 3 lowest correct/ 3 highest incorrect

Used in GIA (Std & Ext), BIA, CALP, Verbal Ability, Comprehension-Knowledge, Predicted Achievement

2. Visual-Auditory Learning Controlled learning task with feedback Not “long-term memory”, but retrieval of items learned through associative storage and retrieval Begin with Introduction 1 for all students Discontinue when cutoff is met Score based on number of errors Used in GIA, Thinking Ability, Long-Term Retrieval, Predicted Achievement

Controlled learning task with feedback

Not “long-term memory”, but retrieval of items learned through associative storage and retrieval

Begin with Introduction 1 for all students

Discontinue when cutoff is met

Score based on number of errors

Used in GIA, Thinking Ability, Long-Term Retrieval, Predicted Achievement

3. Spatial Relations Select component shapes to make whole Multiple points possible per item Begin with Introduction for all students Discontinue when cutoff is met Used in GIA, Thinking Ability, Visual-Spatial Thinking, Predicted Achievement Revised

Select component shapes to make whole

Multiple points possible per item

Begin with Introduction for all students

Discontinue when cutoff is met

Used in GIA, Thinking Ability, Visual-Spatial Thinking, Predicted Achievement

4. Sound Blending  Use Tape Begin with samples, then Item 1 Ceiling = 6 consecutive highest items incorrect Words must be pronounced smoothly Do not repeat any items during test Used in GIA, Thinking Ability, Auditory Processing, Phonemic Awareness, Predicted Achievement

Use Tape

Begin with samples, then Item 1

Ceiling = 6 consecutive highest items incorrect

Words must be pronounced smoothly

Do not repeat any items during test

Used in GIA, Thinking Ability, Auditory Processing, Phonemic Awareness, Predicted Achievement

5. Concept Formation Controlled learning task with feedback Begin with Introduction 2 (grades 2 and up) Discontinue when cutoff is met Used in GIA, BIA, Thinking Ability, Fluid Reasoning, Executive Processes, Predicted Achievement

Controlled learning task with feedback

Begin with Introduction 2 (grades 2 and up)

Discontinue when cutoff is met

Used in GIA, BIA, Thinking Ability, Fluid Reasoning, Executive Processes, Predicted Achievement

6. Visual Matching  Use Version 2 (in Test Record) for Ages 5 and up 3 minute limit Record exact time if student finishes early Don’t let them cover items with paper or hand Used in GIA, BIA, Cognitive Efficiency, Processing Speed, Predicted Achievement

Use Version 2 (in Test Record) for Ages 5 and up

3 minute limit

Record exact time if student finishes early

Don’t let them cover items with paper or hand

Used in GIA, BIA, Cognitive Efficiency, Processing Speed, Predicted Achievement

7. Numbers Reversed  Use Tape after items 1 – 10 Basal/Ceiling rules apply to groups of items: 3 lowest in group correct / 3 highest in group incorrect Can be useful for CLD’s End of Standard Subtests Used in GIA, Cognitive Efficiency, Short-Term Memory, Working Memory, Broad Attention, Predicted Achievement

Use Tape after items 1 – 10

Basal/Ceiling rules apply to groups of items: 3 lowest in group correct / 3 highest in group incorrect

Can be useful for CLD’s

End of Standard Subtests

Used in GIA, Cognitive Efficiency, Short-Term Memory, Working Memory, Broad Attention, Predicted Achievement

8. Incomplete Words  Supplemental subtest Use tape Begin with Sample B (K and up) Word must be smoothly pronounced as complete word Used in Auditory Processing, Phonemic Awareness

Supplemental subtest

Use tape

Begin with Sample B (K and up)

Word must be smoothly pronounced as complete word

Used in Auditory Processing, Phonemic Awareness

9. Auditory Working Memory  Use Tape Student hears words and digits, then repeats words in sequence, followed by digits in order Score 1 point for words in order, 1 point for numbers in order Similar sounding or rhyming responses are correct Basal/Ceiling rules apply to groups of items: all 3 in lowest group scored 2 / all 3 in highest group scored 0 Used in Working Memory, Broad Attention New

Use Tape

Student hears words and digits, then repeats words in sequence, followed by digits in order

Score 1 point for words in order, 1 point for numbers in order

Similar sounding or rhyming responses are correct

Basal/Ceiling rules apply to groups of items: all 3 in lowest group scored 2 / all 3 in highest group scored 0

Used in Working Memory, Broad Attention

10. Visual Auditory Learning – Delayed Relearning task with feedback Administer 30 minutes to 8 days after #2 Score based on number of errors Begin with line 1 with all students Administer all lines to all students Synonyms are counted as errors Used in Delayed Recall

Relearning task with feedback

Administer 30 minutes to 8 days after #2

Score based on number of errors

Begin with line 1 with all students

Administer all lines to all students

Synonyms are counted as errors

Used in Delayed Recall

Cognitive Abilities Extended Battery

11. General Information Requires answering oral questions 2 subtests Where What Basal/Ceiling rules apply to each subtest: 4 lowest correct/ 4 highest incorrect Know correct pronunciations for all items Used in GIA-Ext, Verbal Ability, Comprehension-Knowledge, Knowledge Aptitude New

Requires answering oral questions

2 subtests

Where

What

Basal/Ceiling rules apply to each subtest: 4 lowest correct/ 4 highest incorrect

Know correct pronunciations for all items

Used in GIA-Ext, Verbal Ability, Comprehension-Knowledge, Knowledge Aptitude

12. Retrieval Fluency  Name as many items in a given category as possible in 1 minute (make slash marks) Administer all items to all students 1 minute time limit for each category Do not count exact duplicate items, but variations are acceptable Do not ask student to repeat Used in GIA, Thinking Ability, Long-Term Retrieval, Cognitive Fluency New

Name as many items in a given category as possible in 1 minute (make slash marks)

Administer all items to all students

1 minute time limit for each category

Do not count exact duplicate items, but variations are acceptable

Do not ask student to repeat

Used in GIA, Thinking Ability, Long-Term Retrieval, Cognitive Fluency

13. Picture Recognition  Partial credit available Begin with samples then item 1 for all Discontinue when cutoff is met Show stimulus for exactly 5 seconds Score 1 point for each picture identified in any order Used in GIA, Thinking Ability, Visual-Spatial Thinking Revised

Partial credit available

Begin with samples then item 1 for all

Discontinue when cutoff is met

Show stimulus for exactly 5 seconds

Score 1 point for each picture identified in any order

Used in GIA, Thinking Ability, Visual-Spatial Thinking

14. Auditory Attention  Use Tape Requires student to detect words with increasing background noise Begin with Training Items (1 – 57) orally Administer Samples, then Item 1 for all Ceiling = 6 highest items incorrect Used in GIA, Thinking Ability, Auditory Processing, Broad Attention New

Use Tape

Requires student to detect words with increasing background noise

Begin with Training Items (1 – 57) orally

Administer Samples, then Item 1 for all

Ceiling = 6 highest items incorrect

Used in GIA, Thinking Ability, Auditory Processing, Broad Attention

15. Analysis – Synthesis  Controlled Learning Task with feedback Begin with Color pretest, then Introduction Discontinue when cutoff is met Items 26 – 35: 1 minute time limit for each Used in GIA, Thinking Ability, Fluid Reasoning

Controlled Learning Task with feedback

Begin with Color pretest, then Introduction

Discontinue when cutoff is met

Items 26 – 35: 1 minute time limit for each

Used in GIA, Thinking Ability, Fluid Reasoning

16. Decision Speed  Requires marking the 2 of 7 objects in a row that go together or are most alike Begin with Samples, then Item 1 3 minute time limit Both pictures must be identified for credit Scoring template available Used in GIA, Cognitive Efficiency, Processing Speed, Cognitive Fluency New

Requires marking the 2 of 7 objects in a row that go together or are most alike

Begin with Samples, then Item 1

3 minute time limit

Both pictures must be identified for credit

Scoring template available

Used in GIA, Cognitive Efficiency, Processing Speed, Cognitive Fluency

17. Memory for Words  Use tape Basal/Ceiling: lowest 3 in group correct/ highest 3 in group incorrect Must be repeated in exact order Accept similar sounding or rhyming words Used in GIA, Cognitive Efficiency, Short-Term Memory

Use tape

Basal/Ceiling: lowest 3 in group correct/ highest 3 in group incorrect

Must be repeated in exact order

Accept similar sounding or rhyming words

Used in GIA, Cognitive Efficiency, Short-Term Memory

18. Rapid Picture Naming  Requires quickly naming pictures in row Begin with Samples, then Item 1 2 minute time limit Accept synonyms (pup for puppy) Do not accept responses that are similar but not synonyms (glass for cup) Removes motor component from Processing Speed Used in Cognitive Fluency New

Requires quickly naming pictures in row

Begin with Samples, then Item 1

2 minute time limit

Accept synonyms (pup for puppy)

Do not accept responses that are similar but not synonyms (glass for cup)

Removes motor component from Processing Speed

Used in Cognitive Fluency

19. Planning Trace pattern without lifting pencil or retracing a line Begin with Sample Items for all students Follow continuation rules Score is based on number of errors Retraced or untraced segments are errors Stop student if pencil is lifted or line retraced Used in Executive Processing New

Trace pattern without lifting pencil or retracing a line

Begin with Sample Items for all students

Follow continuation rules

Score is based on number of errors

Retraced or untraced segments are errors

Stop student if pencil is lifted or line retraced

Used in Executive Processing

20. Pair Cancellation  Circle 2 target shapes when they appear in sequence (ball then dog) Begin with Sample Item and Practice 3 minute time limit Scoring template provided Used in Broad Attention, Executive Processing New

Circle 2 target shapes when they appear in sequence (ball then dog)

Begin with Sample Item and Practice

3 minute time limit

Scoring template provided

Used in Broad Attention, Executive Processing

Tests of Achievement Standard Battery & Extended Battery

Tests of Achievement Standard Battery Letter-Word Identification Reading Fluency Story Recall Understanding Directions Calculation Math Fluency Spelling Writing Fluency Passage Comprehension Applied Problems Writing Samples Story Recall – Delayed Extended Battery Word Attack Picture Vocabulary Oral Comprehension Editing Reading Vocabulary Quantitative Concepts Academic Knowledge Spelling of Sounds Sound Awareness Punctuation & Capitalization

Standard Battery

Letter-Word Identification

Reading Fluency

Story Recall

Understanding Directions

Calculation

Math Fluency

Spelling

Writing Fluency

Passage Comprehension

Applied Problems

Writing Samples

Story Recall – Delayed

Extended Battery

Word Attack

Picture Vocabulary

Oral Comprehension

Editing

Reading Vocabulary

Quantitative Concepts

Academic Knowledge

Spelling of Sounds

Sound Awareness

Punctuation & Capitalization

No Substantial Changes 1 Letter-Word Identification (fluidly pronounced) 5 Calculation 9 Passage Comprehension 10 Applied Problems 11 Writing Samples (double score if possible) 13 Word Attack (fluidly pronounced) 16 Editing (formerly Proofreading) 18 Quantitative Concepts 19 Academic Knowledge

1 Letter-Word Identification (fluidly pronounced)

5 Calculation

9 Passage Comprehension

10 Applied Problems

11 Writing Samples (double score if possible)

13 Word Attack (fluidly pronounced)

16 Editing (formerly Proofreading)

18 Quantitative Concepts

19 Academic Knowledge

1. Letter-Word Identification Must be fluidly pronounced Basal/Ceiling = 6 lowest correct / 6 highest correct Know exact pronunciation of words Used in Broad Reading, Basic Reading Skills, Academic Skills, Total Achievement

Must be fluidly pronounced

Basal/Ceiling = 6 lowest correct / 6 highest correct

Know exact pronunciation of words

Used in Broad Reading, Basic Reading Skills, Academic Skills, Total Achievement

2. Reading Fluency  Rapidly read simple sentences and mark whether it is true or false Start with Item 1 3 minute time limit Skipped items are scored “0” If fewer than 3 correct on Practice Exercises C-F, discontinue and score “0” Enter Number Correct and Number Incorrect Used in Broad Reading, Academic Fluency, Total Achievement New

Rapidly read simple sentences and mark whether it is true or false

Start with Item 1

3 minute time limit

Skipped items are scored “0”

If fewer than 3 correct on Practice Exercises C-F, discontinue and score “0”

Enter Number Correct and Number Incorrect

Used in Broad Reading, Academic Fluency, Total Achievement

3. Story Recall  Use tape Student listens to story on tape, then retells it Must repeat Bold elements exactly; other parts may be paraphrased (in any order) Use suggested starting points Follow continuation rules Pause tape player after each story Do not repeat or replay any stories Used in Oral Language (Std & Ext), Oral Expression New

Use tape

Student listens to story on tape, then retells it

Must repeat Bold elements exactly; other parts may be paraphrased (in any order)

Use suggested starting points

Follow continuation rules

Pause tape player after each story

Do not repeat or replay any stories

Used in Oral Language (Std & Ext), Oral Expression

4. Understanding Directions  Use Tape; pause tape if needed Student points to items on picture according to taped instructions Allow student 10 seconds to view each picture before starting tape Use suggested starting points; follow discontinuation instructions Tip: Only watch for correct answers – don’t try to figure it out Used in Oral Language (Std & Ext), Listening Comprehension New

Use Tape; pause tape if needed

Student points to items on picture according to taped instructions

Allow student 10 seconds to view each picture before starting tape

Use suggested starting points; follow discontinuation instructions

Tip: Only watch for correct answers – don’t try to figure it out

Used in Oral Language (Std & Ext), Listening Comprehension

5. Calculation Untimed Don’t point out signs Basal/Ceiling = 6 lowest correct/6 highest incorrect Accept reversals but not transpositions Used in Broad Math, Math Calculation Skills, Academic Skills, Total Achievement

Untimed

Don’t point out signs

Basal/Ceiling = 6 lowest correct/6 highest incorrect

Accept reversals but not transpositions

Used in Broad Math, Math Calculation Skills, Academic Skills, Total Achievement

6. Math Fluency  Timed Math facts Begin with Item 1 3 minutes timed Do not point out signs Lay booklet open Discontinue if 3 or fewer correct in 1 minute Used in Broad Math, Math Calculation Skills, Academic Fluency, Total Achievement New

Timed Math facts

Begin with Item 1

3 minutes timed

Do not point out signs

Lay booklet open

Discontinue if 3 or fewer correct in 1 minute

Used in Broad Math, Math Calculation Skills, Academic Fluency, Total Achievement

7. Spelling (  ) Spelling (not usage & punctuation) Basal/Ceiling = 6/6 Used in Broad Written Language, Basic Writing Skills, Academic Skills, Total Achievement Revised

Spelling (not usage & punctuation)

Basal/Ceiling = 6/6

Used in Broad Written Language, Basic Writing Skills, Academic Skills, Total Achievement

8. Writing Fluency  Student quickly writes simple sentences using prompt words Begin with Item 1 7 Minutes timed Discontinue if “0” correct on Samples or fewer than 3 correct in first 2 minutes Read stimulus words as needed Stimulus words cannot be altered Used in Broad Written Language, Written Expression, Academic Fluency, Total Achievement Moved

Student quickly writes simple sentences using prompt words

Begin with Item 1

7 Minutes timed

Discontinue if “0” correct on Samples or fewer than 3 correct in first 2 minutes

Read stimulus words as needed

Stimulus words cannot be altered

Used in Broad Written Language, Written Expression, Academic Fluency, Total Achievement

9. Passage Comprehension No changes from WJ-R Basal/Ceiling = 6/6 Accept responses that differ in number or tense, but not from different parts of speech Used in Broad Reading, Reading Comprehension, Academic Applications, Total Achievement

No changes from WJ-R

Basal/Ceiling = 6/6

Accept responses that differ in number or tense, but not from different parts of speech

Used in Broad Reading, Reading Comprehension, Academic Applications, Total Achievement

10. Applied Problems Read all blue prompts to student Basal/Ceiling = 6/6 Used in Broad Math, Math Reasoning, Academic Applications, Total Achievement

Read all blue prompts to student

Basal/Ceiling = 6/6

Used in Broad Math, Math Reasoning, Academic Applications, Total Achievement

11. Writing Samples (  ) Student writes complete sentences to prompts which increase in difficulty Administer entire block of items Administer additional blocks of items if score falls in shaded area of scoring table Examiner may use 2, 1.5, 1, .5 or 0 for each item Used in Broad Written Language, Written Expression, Academic Applications, Total Achievement

Student writes complete sentences to prompts which increase in difficulty

Administer entire block of items

Administer additional blocks of items if score falls in shaded area of scoring table

Examiner may use 2, 1.5, 1, .5 or 0 for each item

Used in Broad Written Language, Written Expression, Academic Applications, Total Achievement

Tests of Achievement: Extended Battery Punctuation/Capitalization Sound Awareness Spelling of Sounds Academic Knowledge Quantitative Concepts Reading Vocabulary Editing Oral Comprehension Picture Vocabulary Word Attack

Importancia de la WJ III Fortalezas Es útil para evaluar la capacidad cognitiva de niños y adultos. Abarca un amplio rango de edades Apropiada para el lenguaje tanto ingles como español. Debilidades Emplea procedimientos de calificación computarizados complejos para calcular puntuaciones y discrepancias. Solo puede calificarse por medio de computadora. Consume mucho tiempo

Fortalezas

Es útil para evaluar la capacidad cognitiva de niños y adultos.

Abarca un amplio rango de edades

Apropiada para el lenguaje tanto ingles como español.

Debilidades

Emplea procedimientos de calificación computarizados complejos para calcular puntuaciones y discrepancias.

Solo puede calificarse por medio de computadora.

Consume mucho tiempo