WISC-V Webinar: Introduction and Overview

WISC-V
Are you Ready?
Copyright 2015. Pearson Education. All rights reserved. 1
3/17/2016
Welcome to today’s webinar.
We’ll begin promptly at 12.30 pm
TIPs to enhance your listening experience
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interfere with your webinar connection
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5. Enjoy!
Questions

WISC-V
Are you Ready?
3/17/2016
An Introduction to the new
WISC V ANZ
Presented by:
Valorie O’Keefe (MAPS/CEDP)
Consultant Psychologist
www.pearsonclinical.com.au
www.helloq.com.au
You know it’s time to update the test
when….
Children think the typewriter
is a keyboard without a
monitor
and they wonder why
the picture of your
‘whiteboard’ is green?

WISC-V
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3/17/2016
Webinar Agenda
• Revision Goals and ANZ Standardisation
– Technical Properties
• New Test Structure
– What’s been dropped and what’s new
– New Index Scores
• Admin and Scoring options: Digital vs Traditional
• A closer look at the subtest changes
• Analysis and Interpretation Overview
• Pricing and available Resources
• Questions
How far
we’ve
come…..
Wechsler-Bellevue 1939
WISC 1949
WISC-R 1974
WISC III 1991
WISC-IV 2003
WISC IV Australian 2005
WISC-V ANZ 2016
Wechsler-Bellevue 1939
WISC 1949
WISC-R 1974
WISC III 1991
WISC-IV 2003
WISC IV Australian 2005
WISC-V ANZ 2016

WISC-V
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3/17/2016
WISC-V ANZ Kit Options
Traditional paper pencil
OR Q-interactive
What is Intelligence?
• In 1975, Wechsler noted: “What we measure with
tests is not what tests measure – not information,
not spatial perception, not reasoning ability…What
intelligence tests measure is something much more
important: the capacity of an individual to
understand the world about him and his
resourcefulness to cope with its challenges.”
(p. 139)

WISC-V
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3/17/2016
Why do we use the WISC V?
• As part of a comprehensive psycho-
educational evaluation to aide in the
– Identification of intellectual disability
– Identification of specific learning disabilities
– Identification of intellectual giftedness
• Determine placement in specialised
programs/funding
• Neuropsychological evaluation
• Clinical intervention
• Research

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WISC V Standard Revision Goals
• Improve psychometric properties
• Update theoretical foundations
• Increase user friendliness
– provide a digital version
• Increase developmental appropriateness
• Enhance clinical utility
• Develop local norms
TEST STRUCTURE

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3/17/2016
Dropped!
• Word Reasoning
– Redundant measure of verbal comprehension
(high correlation with Information)
• Picture Completion
– Construct not as representative of visual spatial
ability as others (secondary verbal loading)
• And we needed space for new subtests…
Substantially Revised Subtests
• Arithmetic
– Revised to require less numerical skill, more problem
solving. More steps required to solve the problem,
but maths simple.
• Digit Span
– Added a digit sequencing section to increase load on
verbal working memory
• Discontinue rule now 2 or 3 consecutive zero’s for
all subtests.

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3/17/2016
• Visual Puzzles
Visual Spatial
Index
Changes: New Subtests
• Figure Weights • Picture Span
• Digit Span
Sequencing
added to
Digit Span
subtest
Fluid Reasoning
Index
Working
Memory Index
More on these later…
7 subtests
administered
10 subtests
administered
Up to 12
subtests
administered
Test Structure

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Scoring Rules are Simplified
FSIQ
is the only score where
substitution is permitted.
Only one substitution is
permitted when deriving the
FSIQ

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3/17/2016
Testing Times
• Overall
– 7 Primary FSIQ Subtests only: plan on 45 minutes
– 10 Primary Subtests: plan on 1 hour
• I.D.
– 7 Primary FSIQ Subtests only: plan on 30 minutes
– 10 Primary Subtests: plan on 40 minutes
• Gifted
– 7 Primary FSIQ Subtests only: plan on 1 hour
– 10 Primary Subtests: plan on 1 hour, 20 minutes
WISC-V Test Structure –
Full Scale IQ
• Most reliable score; considered the score that is most
representative of global intellectual functioning (g)
• Derived from a sum of 7 subtest scaled scores
• Traditionally, first score to be considered in profile interpretation

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WISC-V Test Structure –
Primary Index Scales
The primary index scores, along with the FSIQ, are recommended for
a comprehensive description and evaluation of intellectual ability
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
New!

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Administration and Scoring Options
Paper/Pencil Administration
Option 2:
Q-global Online Scoring & Reporting
Option 1:
Hand-score
• Score Report: $3 each or $45
unlimited annual license
• Interpretive Narrative Report: $5
each or $55 unlimited annual license

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3/17/2016
Option 3: Q-interactive
administration/Scoring on iPad
Automatic Scoring in real
time
Available 25 March!
• Similar score report output as those available
on Q-global
• Coding and SS administered on iPad
• Annual license pricing: www.helloq.com.au

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3/17/2016
New Webinar:
WISC V on the iPAD! Q Interactive
Presented
by: Melissa
Stephens
Suitable
for: Psychologists
and Guidance
Counsellors
Live May 09 2016
Register at
www.pearsonclinic
al.com.au

WISC-V
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3/17/2016
A&NZ Standardisation Process
• Primary objective was to provide Australian and New
Zealand norms based on a census-matched sample
of children aged 6:0-16:11
• Additional aims of the project included:
• Language and cultural changes to items
• Refinement of item order
• Making final item decisions for scales where
additional items had been added
• Providing reliability and validity evidence for the
final scale
A&NZ Normative Sample
• Stratified sample of 528 children based on
Australian 2011 census (Australian Bureau of Statistics)
and NZ 2013 census (Statistics New Zealand) according
to the following variables:
– Age: 11 age groups (6:0–6:11, 7:0–7:11, 8:0–8:11, 9:0–9:11,
10:0–10:11, 11:0–11:11, 12:0–12:11, 13:0–13:11, 14:0–14:11,
15:0–15:11, and 16:0–16:11)
– Gender: 257 males (49%) and 271 females (51%)
– Parental education level: 4 levels based on number of
years of schooling

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A&NZ Normative Sample cont.
– Geographic
location:
matched
distribution of
population
– Urbanicity: urban
and rural, with a
slight under-
representation of
the latter
A&NZ Normative Sample cont.
– Ancestry,
Ethnicity and
Indigenous
status: similar
percentages to
census data
– 5% of the
Australian
sample
identified as
Aboriginal or
TSI.
– 23% of the NZ
sample
identified as
New Zealand
Māori

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A&NZ Item Analysis
• Items found to be inconsistent with the original order of
presentation were identified
• Inspection of the individual item difficulties for each subtests
confirmed a high degree of correspondence with the original
item order
• Several changes were made to the order of items on the Vocabulary
and Information subtests
• Item(s) removed on Similarities, Information, Picture Concepts and
Comprehension
• In addition, some changes were made to item scoring
• Separate item analyses run on IG & ID children to examine the
adequacy of each subtest’s floor and ceiling
TECHNICAL PROPERTIES

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Reliability
• The reliability of a test score refers to its
accuracy, consistency, and stability across
situations
• Reliability should always be considered when
interpreting obtained test scores and differences
between a child’s test scores on multiple
occasions
Evidence of Internal Consistency (A&NZ)
Composite Average Reliability Coefficients
VCI .92
VSI .91
FRI .93
WMI .94
PSI .86
FSIQ .96
QRI .95
AWMI .95
NVI .96
GAI .95
CPI .93

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Standard Errors of Measurement (A&NZ)
Composite Overall Average SEM
VCI 4.19
VSI 4.52
FRI 3.94
WMI 3.83
PSI 5.58
FSIQ 2.93
QRI 3.56
AWMI 3.59
NVI 3.13
GAI 3.29
CPI 4.07
Validity
• Validity is the single most important
aspect of test development and
evaluation (AERA, APA, NCME, 1999;
Sattler, 2008a)
• Traditionally, researchers and test
developers have referred to three major
types of validity: content, criterion-
related, and construct validity

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Evidence of Validity
Confirmatory Factor Analysis
Relations with Other Measures
Ability
– WISC–IV
– WPPSI–IV
– WAIS–IV*
– KABC–II*
Achievement
– KTEA–3*
– WIAT–III**
Adaptive Behavior
– Vineland–II*
Behavior
– BASC–2 Parent
Rating Scales*
* denotes US norms
** WIAT-III A&NZ
norms will be available
2016/2017

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Correlations With WISC-IV Australian
Composite
WISC-V A&NZ
Mean
WISC-IV Aus
Mean
Standard
Difference
VCI 102.1 102.4 -.02
VSI-PRI 98.5 106.9 -.56
FRI-PRI 96.9 106.9 -.70
WMI 97.1 100.6 -.24
PSI 99.5 104.1 -.31
FSIQ 99.6 105.3 -.41
AWMI-WMI 98.0 100.6 -.18
n = 46; ages 6-16
Correlations With WPPSI-IV Australian
Composite
WISC-V A&NZ
Mean
WPPSI-IV Aus
Mean
Standard
Difference
VCI 106.6 111.4 -.28
VSI-PRI 106.5 108.9 -.17
FRI-PRI 107.7 108.3 -.05
WMI 103.8 104.8 -.07
PSI 103.0 100.1 .22
FSIQ 107.0 110.3 -.20
AWMI-WMI 107.7 104.8 .18
NVI 107.2 108.7 -.10
GAI 107.7 112.3 -.29
CPI 104.3 101.8 .16
n = 24; ages 6:1-7:5

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Special Group Studies
Intellectually Gifted
Intellectual Disability-
Mild & Moderate
Severity
Borderline Intellectual
Functioning*
Specific Learning
Disorders – Reading
and/or Written
Expression
Attention-Deficit/
Hyperactivity Disorder
Disruptive Behavior*
Traumatic Brain Injury*
English Language Learners*
Autism Spectrum Disorder
– with Accompanying
Language Impairment
* denotes US norms
A CLOSER LOOK AT WHAT’S NEW WITH
THE SUBTESTS

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Visual Spatial Subtests
Primary Index – Block Design, Visual Puzzles
What is represented by the VSI?
Ability to evaluate visual details and understand
visual spatial relationships to construct geometric
designs from a model.
Constructional ability requires:
• visual spatial reasoning
• integration and synthesis of part-whole
relationships
• attentiveness to visual detail
• visual-motor integration

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Block Design (BD)
• Working within a specified time limit, the child views
a model and/or a picture and uses two-color blocks
to re-create the design.
• Materials
– Administration and Scoring Manual
– Record Form
– Stimulus Book 1
– Block Design Blocks
– Stopwatch
Process Analysis with BD
• BDn: BD No Time Bonus (scored as correct or not, without time bonuses)
• BDp: BD Partial Score (total # of correctly placed blocks including reversal items)
• BDde: BD Dimension Error (total # of items with a dimension error made at any time
during construction)
• Bdre: BD Rotation Errors (total # of constructions with 30+ degree rotation at time limit

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BD Dimension Errors
• Max dimension
for a square- or
diamond-shape
is exceeded
• Only penalise
uncorrected
errors
• BDde – process
score
Process Analysis with BD

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BD Gap & Misalignment Errors
• Gaps and/or misalignments ≤ ¼” are not penalised.
• Only gaps and/or misalignments that are > ¼” scored
0.
• A design may have both gaps and misalignments
Visual Puzzles

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Visual Puzzles (VP)
• Within a specified time limit, the child views a
completed puzzle and selects three response options
that, when combined, reconstruct the puzzle.
• Materials
– Administration and Scoring
Manual
– Record Form
– Stimulus Book 1
– Stopwatch
Demo item: “I am going to choose three of these
pieces that go together to make this puzzle. The
three pieces have to go next to each other, not
on top of each other.”

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VP Sample item: “Now you try one. Which three pieces
go together to make this puzzle?”
Feedback: “You have to turn this piece in your mind to
make it fit. Let’s try some more.”
VP Timing
• The time limit for each item is 30 seconds.
• Accurate timing is essential.
– Begin after saying the last word of instruction.
– Stop when:
• the child selects three response options,
• indicates that he or she does not know the answer, or
• the time limit expires

WISC-V
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Visual Puzzles
• Designed to measure mental, non-motor, construction ability
– requires visual and spatial reasoning, mental rotation, visual working memory,
understanding part-whole relationships, and the ability to analyze and
synthesize abstract visual stimuli.
• Compared to Block Design
– Non-motor
– Does not use of same form of visual stimuli across items, so do not get
procedural and active learning (i.e., get familiar using the blocks)
– Does not use physical stimuli so cannot get immediate, concrete, visual
feedback on correctness or solutions or partial solutions – can’t use trial and
error approach
– Requires greater degree of mental rotation
Fluid Reasoning Subtests
Primary Index – Matrix Reasoning, Figure Weights
Secondary – Picture Concepts, Arithmetic

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What is represented by the FRI?
Ability to detect important elements among visual
Ability to detect important elements among visual
objects, understand their underlying conceptual
relationship and apply that knowledge to another
object that best represents that concept.
Involves:
• Inductive and Quantitative Reasoning
• Broad Visual Intelligence
• Simultaneous Processing
• Abstract Thinking
Iqscorner.com (CHC Theory: Fluid reasoning or intelligence (Gf) definition 21/1/13)

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Matrix Reasoning
Matrix Reasoning (MR)
• The child views an incomplete matrix or series and
selects the response option that completes the
matrix or series.
• Materials
Manual
– Record Form
– Stimulus Book 1

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Picture Concepts
Picture Concepts (PC)
• The child views two or three rows of pictures and
selects one picture from each row to form a group
with a common characteristic.
• Materials
– Administration
and Scoring Manual
– Record Form
– Stimulus Book 2

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PC ANZ Changes
PC Example Item

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Figure Weights
Figure Weights (FW)
• Within a specified time limit, the child views a scale
with missing weight(s) and selects the response
option that keeps the scale balanced.
– Measures quantitative fluid reasoning
• Materials
Manual
– Record Form
– Stimulus Book 1
– Stopwatch

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Sample A: “This scale has one red circle on this side,
but the other side is empty. Which one of these weighs
the same as the red circle….
FW Timing
• The time limit for Items 1–18: 20 seconds
• The time limit for Items 19–34: 30 seconds
• Stop timing when:
– the child responds,
– the child indicates that he or she does not know the
answer, or
– the time limit expires.

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Arithmetic
Arithmetic (AR)
• For both the picture and verbal items, the child
mentally solves arithmetic problems within a
specified time limit.
• Materials
– Record Form
– Stimulus Book 2
– Stopwatch

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AR Timing
– For Items 20–34, pause timing to repeat an item if the child
requests a repetition.
– Stop timing when the child responds or indicates that he or she
does not know the answer, or the time limit expires.
No repetition allowed for items 1-19.
One repetition allowed on items 20-34, with a pause in timing
during repeat.
• Focus on constructional abilities.
– use of visual information to build a
geometric design
• Reasoning task
– require more than simply matching a
part to a part in the design
– type of reasoning different from FRI
• Involves ability to identify spatial
relationships and visual details of objects to
build a new design
– Parts must be seen as elements of the
whole
Mental rotation and visualization of the solution
required; therefore architect, and not
construction site manager.
VSI = architect
Interpreting FRI and VSI
• Use visual information to identify a
common theme or concept.
– visual information does not
directly provide solution to the
problem rather the relationship
among visual-spatial elements
provides clues as to the single
underlying concept that binds
them all together.
– Once the underlying conceptual
link figured out, must be able to
apply that knowledge to identify
the correct solution
FRI = detective

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Verbal Comprehension Subtests
Primary Index – Similarities, Vocabulary
Secondary – Information, Comprehension
What is represented by the VCI?
Ability to access and apply acquired word
knowledge
The application of knowledge involves:
• verbal concept formation
• reason and solve verbal problems
• information retrieval
• expression/communication of knowledge

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Similarities
Similarities (SI)
• Primary Verbal Comprehension subtest
• Consists of 23 test items: 7 retained, 8 modified, 16
new.
• New sample item.
• Scoring criteria for all retained and modified items
are revised.

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ANZ
Changes
Vocabulary

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Vocabulary (VC)
• Primary Verbal Comprehension subtest.
• Consists of 29 items: 4 picture items and 25 verbal
items.
• The 14 new items include 2 picture items and 12
verbal items. There are a total of 15 retained items: 2
picture items and 13 verbal items.
• Scoring criteria for all retained verbal items were
revised.
A&NZ Item change examples
• Example Vocabulary changes:

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Information
Information (IN)
• Verbal Comprehension subtest.
• Consists of 31 items:
– 19 new, 9 retained, 4 modified.
• Scoring criteria for all retained and modified items
are revised.
• The child answers questions about a broad range of
general-knowledge topics.

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ANZ Changes
Comprehension

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Comprehension (CO)
• Verbal Comprehension subtest.
• Consists of 19 items:
– 13 new, 2 modified, 4 retained.
• Scoring criteria for all retained and modified items are
revised.
• The child answers questions based on his or her
understanding of general principles and social
situations.
ANZ Changes

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Working Memory Subtests
Primary Index – Digit Span, Picture Span
Secondary – Letter-Number Sequencing
What is represented by the WMI?
Measure of verbal and visual working memory and
the ability to resist proactive interference
Working memory involves attention, concentration,
mental control, and reasoning
Ability to:
• register
• maintain (e.g., temporary storage capacity),
• manipulate visual and auditory information in
conscious awareness

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Digit Span (DS)
• Primary Working Memory subtest
• Consists of 3 tasks:
– Digit Span Forward
– Digit Span Backward
– Digit Span Sequencing
• 9 items for each task.
DS Start Rules
Start
Forward
Ages 6-16: Item 1
Backward
Ages 6–16: Sample Item, then Item 1
Sequencing
Ages 6-7: Qualifying Item,
Sample Items A & B, then Item 1
Ages 8-16: Sample Items A & B, then Item 1

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– Require intact auditory
processes: focused attention,
registration, and
discrimination.
– Phonological loop:
maintenance of information in
conscious awareness.
– Executive functioning:
strategic approach to recall.
– Procedural learning: occur
after forward so they learn
basic aspects of the process.
Similar cognitive
processes.
Digit Span Backward and Digit Span Sequencing
– Requires knowledge of the
value of numbers and location
on number line (sequencing).
– Verbal response sequence is
no fixed (sequencing).
– Repeated numbers in the
string must be tracked
(sequencing).
– Verbal response can start
being formulated as soon as
first digit presented
(backward)
Different cognitive
processes.
.
DS Process Analysis

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Picture Span
Picture Span (PS)
• New Working Memory subtest
• Consists of 26 test items

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Picture Span (PS)
• The child views a stimulus page with one or more
pictures for a specified time and then selects the
pictures (in sequential order, if possible) from options
on a response page.
• Materials
– Record Form
– Stimulus Book 2
– Stopwatch Response
Page
Stimulus
Page
PS Scoring
• Record the letters that correspond to the child’s choices
in the same order the child indicates.
• Correct responses are listed on the RF and in the
Administration and Scoring manual.
– Score 2: identifies all object in order
– Score 1: identified all object but not in order
– Score 0: cannot identify all objects or identifies wrong objects

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PS Timing
• Accurate timing is essential
– Begin timing for each item after saying the last
word of instruction.
• Sample Item A: Expose the stimulus page for 3
seconds.
• Sample Item B: Expose the stimulus page for 5
seconds.
Picture Span (PS)
• Proactive Interference - refers to the same items
presented earlier in the test recurring throughout later
parts of the test which might interfere will recall
– Sometimes will be a target and sometimes a distractor
– Something learned earlier interferes with learning similar content later
• So, it’s a failure to clear out working memory stores
across items
• Eliminating irrelevant information form active storage is
an important function of the WM construct

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PC Analysis
Base Rate
Digit Span to Picture Span comparison
LPSs: number of pictures on the stim page for the last
item assigned a perfect score
LPSr: number of pictures on the response page for the
last item assigned a perfect score.
Letter-Number Sequencing

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Letter-Number Sequencing (LN)
• Working Memory subtest
• Consists of 10 test items of 3 trials each: 26 trials are
new; 4 retained.
• Two new sample trials; 1 retained
• Both demonstration trials are new; both qualifying
items retained.
Processing Speed Subtests
Primary Index – Coding, Symbol Search
Secondary – Cancellation

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What is represented by the PSI?
Measure of speed and accuracy of visual
identification, decision-making and implementation
Performance on PSI is related to:
• visual scanning
• visual discrimination
• short-term visual memory
• visuo-motor coordination
• concentration
• cognitive flexibility
• rate of test-taking
Coding

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Coding (CD)
• Processing Speed subtest
• Form A has 75 test items, utilising 5 shapes and
symbols:
– 3 retained
– 2 modified
• Form B has 117 items, utilising 9 symbols:
– 6 new
– 3 modified
CD Start Points
Start
– Ages 6–7: Form A Demonstration Items,
Sample Items, then Test Items
– Ages 8–16: Form B Demonstration Items,
Sample Items, then Test Items
– Children suspected of having an intellectual
disability or low cognitive ability should be
given the Form corresponding to their
chronological age.

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CD Record Form
Rotation errors can be
recorded for analysis
Symbol Search

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Symbol Search (SS)
• Form A has 40 items, all new.
• Form B has 60 items, all new.
SS Example Items (6-7 years)

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SS Example Items (8-16 years)
SS Scoring – Set and Rotation Errors
• If desired, record the number of set and rotation errors in the
spaces labeled S (Set) and R (Rotation) at the bottom left corner
of each page of the Response Booklet.
• On the Symbol Search Scoring Key, set and rotation error
symbols are indicated with an S or an R
• SSse: Set errors (total number of set error symbols the child
marked)
• Ssre: Rotation errors (total number of rotation error symbols the
child marked)

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SS Record Form
Recording set
and rotation
errors
Cancellation

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Cancellation (CA)
• Consists of 2 items: Random arrangement and
Structured arrangement, both revised.
CA Timing
• Accurate timing is essential
– Begin timing for each item after saying the last
word of instruction.
– Be sure to allow the full 45 seconds if the child has not yet
completed the item.
• Stop timing when the child completes the item, the
time limit expires, or it is clear from the child’s words
or gestures that he or she has finished.

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CA Example Items
CA Record Form

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Test Structure:
Ancillary Index Scales Indexes
Retained!
New!
• Derived from combinations of primary and/or secondary subtests
• Provide additional information regarding a child’s cognitive abilities and
WISC–V performance
Quantitative Reasoning Subtests
Figure Weights, Arithmetic

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What is represented by the QRI?
Is an indicator of the child’s quantitative reasoning
skills, which is closely related to general intelligence
Assists in more accurately predicting:
• both reading and maths achievement scores
• creativity
• future academic success
• success in gifted programs
• future educational attainment
Quantitative Reasoning Index (QRI)
• AR requires actual maths problem solving;
however, AR is very complex having Fluid
Reasoning, Verbal, and Working Memory
components
• FW requires maths 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.

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Auditory Working Memory Subtests
Digit Span, Letter-Number Sequencing
What is represented by the AWMI?
Is an indicator of the child’s auditory working
memory skills
Provides a purer measure of auditory working
memory
Domain-specific storage system that temporarily
stores and rehearses or manipulates domain-
specific information (i.e. phonological loop)

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Nonverbal Subtests
Block Design, Visual Puzzles,
Matrix Reasoning, Figure Weights,
Picture Span, Coding
Nonverbal Index (NVI)
• Useful when examinee has clear verbal difficulties
– ELL: English Language Learner/CALD
– Expressive or Receptive Language Disorder
– ASD with Language Impairment
• More emphasis on reasoning using visual-spatial
processes than FSIQ
• Language reduced; tasks do not require verbal
responses but do require comprehension of
instructions

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General Ability Subtests
Similarities, Vocabulary,
Block Design, Matrix Reasoning,
Figure Weights
General Ability Index (GAI)
• GAI does not replace the FSIQ, but can aide in the
interpretation of the FSIQ
• Provides an estimate of general intellectual ability
that is:
– less reliant on working memory and processing
speed than the FSIQ
– based on performance on subtests that measure
higher-order conceptualisation and reasoning

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Cognitive Proficiency Subtests
Digit Span, Picture Span,
Coding, Symbol Search
Cognitive Proficiency Index (CPI)
• CPI based on the subtests that make up the WMI and
PSI
• Provides an estimate of the efficiency with which
information is processed in the service of learning,
problem solving, and higher-order reasoning
• Most informative when used together with its
counterpart, the GAI

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REPORTING & DESCRIBING
PERFORMANCE
INTERPRETIVE CONSIDERATIONS

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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
New!
Substitution and Proration
• You cannot combine subtest substitution AND proration
when deriving the FSIQ
• ZERO Raw Score rules:
• For index scores derived from two subtests, only one
subtest with a total raw score of 0 is allowed
• CPI – no more than two raw scores of 0
• GAI/NVI – no more than three raw scores of 0
• FSIQ – no more than four raw scores of 0

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Attention
• Some examples of completed
record form analysis use US
normative data.

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Ancillary Analysis
Ancillary Analysis

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Non-Verbal Index
• The NVI can be interpreted as a measure of general
intellectual ability that minimises expressive
demands for children with special circumstances or
clinical needs (ex: ASD with language impairment)
• The NVI offers a potentially more appropriate
estimate of overall ability for children with
substantial expressive language delays or other
clinical conditions associated with expressive verbal
difficulties.
• The NVI provides a useful estimate of overall ability
for children who are deaf or hard of hearing, or
children who are English language learners.
English Language Learners (ELL)
Clinical Study
• WISC-V Nonverbal Index (NVI)
NVI = 93.0 for ELL sample
NVI = 94.8 for matched controls.
Effect size small (.14)
• Other options:
– Wechsler Nonverbal (WNV)

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GAI and CPI
• The percentage of school-age children with specific
learning disorders who exhibit CPI and achievement scores
lower than their GAI score is substantially higher than
matched controls (Weiss & Gabel, 2008)
• Children with specific learning disabilities, ADHD, and TBI
have demonstrated larger GAI>CPI discrepancies than those
with other conditions (Jarrison, DeLisle, & Parker, 2008).
• If using ability-achievement discrepancy to identify specific
learning disabilities the FSIQ is recommended, however, for
many children the GAI, VCI, VSI, FRI, or NVI is a better
option for conducting the analysis (WISC V Technical and
Interpretative Manual)
• If using PSW (Pattern of S & W discrepancy analysis) to
identify specific learning disability the FSIQ is considered
irrelevant (see WISC V Technical and Interpretive Manual
and other resources for more information)
Qualitative Observations: A Process
Approach
• How a child performs tasks is as important, and often
even more important, than the score obtained
• Understanding performance on individual items,
including the kinds of errors a child makes, can
provide additional clinical information
• Describing the strategies a child employs when
performing tasks can provide a basis of interpretation
that resonates deeply with parents, teachers, and
even with the child

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• Forward: DSf & LDSf
• Backward: DSb & LDSb
• Sequencing: DSs & LDSs
• BDn (No Time)
• BDp (Partial)
• Stimuli: LPSs
• Response: LPSr
Digit Span and Longest
Span Process Scores
Process-Oriented Approach
Block Design Process
Scores
Picture Span
Process Analysis Example

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WISC V AND CHC TAXONOMY
Mark H. Daniel, PhD
Dustin Wahlstrom, PhD
Ou Zhang, PhD
September 2014
CHC Taxonomy, Index Scores
Index Score CHC Broad Ability (Narrow)
VCI Gc
VSI Gv
FRI Gf
WMI Gsm (MW, MS)
PSI Gs
QRI Gf (RQ), Gq
AWMI Gsm (MW, MS)
NSI Glr (NA)
STI Glr (MA)
SRI Glr

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CHC Taxonomy, Subtests
Subtest CHC Broad Ability (Narrow)
Similarities Gc (VL, LD)
Vocabulary Gc (VL)
Information Gc (K0)
Comprehension Gc (K0, LD)
Block Design Gv (Vz)
Visual Puzzles Gv (SR)
Matrix Reasoning Gf (I, RG)
Figure Weights Gf (RQ)
Picture Concepts Gf (I)
Arithmetic Gf (RQ, Gq)
CHC Taxonomy, Subtests
Subtest CHC Broad/Narrow Ability
Digit Span Gsm (MW, MS)
Picture Span Gsm (MW, MS)
Letter-Number Seq Gsm (MW, MS)
Coding Gs (R9, MA)
Symbol Search Gs/ (P, R9)
Cancellation Gs/ (P, R9)
Naming Speed Literacy Glr (F1, NA)
Naming Speed Quantity Glr (F1, NA)
Immediate Symbol Translation Glr (MA, L1)
Delayed Symbol Translation Glr (MA, L1)
Recognition Symbol Translation Glr (MA, L1)

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WISC V SPECIAL GROUP STUDIES
Profile analyses can be used to generate hypotheses that
are either corroborated or refuted by other evaluation
results, such as:
• background information
• direct behavioral observation
• additional evaluation
• consistency with any known injury or
diagnosed disorder
Patterns & Profiles of Performance

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Special Group Studies
Intellectual Disability-
Mild & Moderate
Severity
Borderline Intellectual
Functioning*
Specific Learning
Disorders – Reading
and/or Written
Expression
Attention-Deficit/
Hyperactivity Disorder
Disruptive Behavior*
Traumatic Brain Injury*
English Language Learners*
Autism Spectrum Disorder
– with Accompanying
Language Impairment
* denotes US norms
n = 19; ages 6-16
Composite
Clinical
Mean
Control
Mean
Mean
Diff. p value Std. Diff.
VCI 125.6 112.9 -12.74 <.01 -1.07
VSI 121.6 111.9 -9.63 .06 -.65
FRI 118.3 110.4 -7.98 .15 -.52
WMI 117.9 111.3 -6.63 .09 -.54
PSI 112.9 108.4 -4.26 .48 -.25
FSIQ 125.3 115.6 -9.68 .03 -.79
QRI 119.7 110.6 -9.05 .04 -.70
AWMI 115.9 109.5 -6.47 .18 -.44
NVI 122.9 114.6 -7.63 .13 -.53
GAI 124.7 114.7 -10.00 .02 -.78
CPI 118.8 111.8 -6.63 .16 -.49

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Intellectual Disability – Mild or Moderate
n = 21; ages 6-16
Composite
Clinical
Mean
Control
Mean
Mean
VCI 63.1 93.8 30.67 <.01 2.41
VSI 66.3 97.5 31.14 <.01 2.84
FRI 69.1 96.7 27.62 <.01 2.40
WMI 66.4 92.3 25.95 <.01 2.19
PSI 66.1 95.6 29.43 <.01 2.04
FSIQ 59.1 94.7 35.60 <.01 3.22
QRI 66.1 96.7 30.57 <.01 2.56
AWMI 60.7 95.2 34.55 <.01 3.24
NVI 61.9 94.3 32.37 <.01 2.78
GAI 63.6 95.0 31.38 <.01 3.18
CPI 61.1 92.4 31.33 <.01 2.26
Specific Learning Disorder – Reading &/or Written Exp.
n = 16; ages 6-16
Composite
Clinical
Mean
Control
Mean
Mean
VCI 100.4 104.5 4.13 .34 .41
VSI 100.3 101.2 0.94 .84 .07
FRI 96.4 105.0 8.56 .13 .63
WMI 91.1 106.3 15.19 <.01 1.28
PSI 92.5 104.6 12.13 .02 .90
FSIQ 97.2 106.2 9.00 .11 .80
QRI 94.3 104.0 9.75 .05 .91
AWMI 93.1 102.7 9.63 .06 .81
NVI 95.7 106.0 10.31 .07 .85
GAI 99.8 105.0 5.20 .31 .47
CPI 90.3 106.5 16.19 <.01 1.34

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Attention-Deficit Hyperactivity Disorder
n = 25; ages 6-16
Composite
Clinical
Mean
Control
Mean
Mean
VCI 95.1 103.0 7.87 .03 .58
VSI 98.9 102.0 3.04 .48 .23
FRI 97.6 104.7 7.16 .02 .51
WMI 95.7 107.1 11.36 <.01 .87
PSI 99.0 102.4 3.44 .47 .24
FSIQ 95.8 106.1 10.26 <.01 .82
QRI 94.1 104.2 10.08 <.01 .69
AWMI 96.8 105.3 8.56 .03 .63
NVI 96.4 104.8 8.40 .01 .67
GAI 95.6 104.8 9.22 <.01 .74
CPI 96.8 105.8 8.92 .03 .71
Autism Spectrum Disorder – with language imp.
n = 22; ages 6-16
Composite
Clinical
Mean
Control
Mean
Mean
VCI 79.7 100.4 20.74 <.01 1.43
VSI 86.8 102.6 15.86 <.01 1.01
FRI 86.0 104.0 18.05 <.01 1.71
WMI 79.5 100.5 20.95 <.01 1.63
PSI 78.2 101.5 23.27 <.01 1.87
FSIQ 77.9 102.8 24.83 <.01 1.95
QRI 79.4 108.1 28.67 <.01 2.46
AWMI 72.7 102.5 29.87 <.01 2.06
NVI 82.2 102.5 20.35 <.01 1.64
GAI 82.3 101.8 19.44 <.01 1.58
CPI 75.8 101.5 25.71 <.01 2.12

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RESOURCES & PRICING
Resources
Flanagan &
Alfonso
COMING SOON!
Weiss, Saklofsky,
Holdnack &
Prifitera
Kaufman,
Engi Raiford
& Coalson

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Pricing ($AUD)
• Complete Kit $2565
• Record Forms (pack of 25) $230
• Response Booklet #1 (Cd/SS) $198
• Response Booklet #2 (Canc) $125
• Response Booklet Combo $697
– 50 Record Forms
– 50 Response Booklet #1
• Q-global Reporting $3/$5 per report or
$45/$55 unlimited license
• Q-interactive www.helloq.com.au
WISC V Workshop Opportunities

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WISC V Workshop Opportunities
Any questions?

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Thank You!
We’re here to help
Pearson Clinical Assessment
Valorie O’Keefe (MAPS/CEDP)
Consultant Psychologist
valorie.okeefe@pearson.com
M: 0409 039 144
(02) 9454 2288
1800 882 385
Client Services:
1800 882 385
www.pearsonclinical.com.au
www.helloq.com.au

WISC-V Webinar: Introduction and Overview

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