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Copyright 2005 Harcourt Assessment, Inc.All rights reserved.
WISC-IV As a
Process Instrument
Dr. Donna Rury Smith
Harcourt Assessment/PsychCorp
Copyright 2005 Harcourt Assessment, Inc.All rights reserved.
Agenda
Review of WISC IV Structure
Analysis of Performance
Ten Steps of WISC-IV ScoreAnalysis
Meet the Kids
Introduction to the WISC-IVIntegrated
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Similarities
Vocabulary
Comprehension
Information
Word Reasoning
Block Design
Picture Concepts
Matrix Reasoning
Picture Completion
Coding
Symbol Search
Cancellation
Digit Span
Letter-Number
Sequencing
Arithmetic
VCI
WMI
PRI
PSI
FSIQ
Structure of WISC IV
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Supplemental Subtests
VCI: Information and Word Reasoning
PRI: Picture CompletionWMI: Arithmetic
PS I: Cancellation
1. Use as a substitute for a core subtest whenthe core subtest is spoiled.
2. Use as additional sources of information to1. Test your hypothesis
2. Help understand performance on a core subtest
3. Guide intervention planning
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Profile Analysis
Evaluation of performance in terms of patternsof composite and subtest scaled scores
Can be both:
Interindividual Compare childs scorepatterns to appropriate normative referencegroup
Intraindividual Compare childs scorepatterns across subtests, composites
Helps identify potentially meaningful patterns ofstrengths and weaknesses
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Profile Analysis
Hypotheses generated based on referralquestion may be either corroborated orrefuted by:
WISCIV profile analysis
In conjunction with: Background information
Direct behavioral observations
Other evaluation results
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General Guidelines for aProcess-oriented Approach
WISC IV information must be integrated withother information available about the child, hiscultural background, and his home and schoolenvironments.
A process-oriented approach can be visualizedas a process of information aggregation thatcombines details within a conceptual frameworkunit to produce a more easily distinguishablepattern.
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WISC-IV:
A Process Approach
Task
Component
Processes
Items
Subtests
Indexes
Full Scale
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More About theProcess-approach
Belief that how a child performs tasks is asimportant, and often even more important, thanthe score he obtains at the subtest and abovelevels of aggregation.
Understanding performance on individual items,including the kinds of errors a child makes, canprovide rich clinical information when it can beestablished that the observations reflect apattern of behavior observed in multiplecontexts.
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Understanding the multiplecomponent processes involved inperforming individual items of a
subtest can add substantial depth tothe clinical interpretation of testperformance.
Describing the strategies a childemploys when performing tasksprovides a basis of interpretationthat resonates deeply with parentsand teachers and even with thechild.
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Process Approach Requires
1. That the examiner be a keen observer.
2. That the examiner use a problem-solving model that includes theformulation and testing of varioushypotheses.
3. That the examiner know what everysubtest measures (and how it does it)and what subtests have in common aswell as their differences.
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Suggested Proceduresfor Basic Profile Analysis
1. Report and describe FSIQ (and/or GAI)
2. Report and describe VCI
3. Report and describe PRI
4. Report and describe WMI
5. Report and describe PSI6. Evaluate index-level discrepancy comparisons
7. Evaluate strengths and weaknesses
8. Evaluate subtest-level discrepancy comparisons
9. Evaluate patterns of scores within subtests
10. Perform process analysis
(Core and Supplemental subtests)
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Step 1 FSIQ
Most reliable score obtained
Derived from combined sums of scaled scores
for 10 Core subtests Usually considered most representative of
general intellectual functioning (g)
Report with corresponding:
Percentile rank
Confidence interval
Interpretation depends upon:
Collaborative information
Discrepancies among index scores Also evaluate variability in subtest scaled scores
within composites
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Steps 2 5Individual Index Scores
Analysis of four composite scoresrecommended as primary level of clinicalinterpretation
Analysis will aid in determining role of FSIQ
Analysis will help determine when to use GAI
Interpret index scores with greater confidencewhen scores on contributing subtests are similar
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Index Score
Subtest Scores
VCI =94
SI = VC = CO SI > VC > CO
Intersubtest Scatterwithin Index Scores
9 9 9
0
5
10
15
SI VC CO
14
11
2
0
5
10
15
20
SI VC CO
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Verbal Comprehension Index
VCI Measures:
Verbal concept formation; verbal reasoning;knowledge acquired from ones environment
Similar to VCI on WISCIII, WAISIII
Reduced emphasis on acquired knowledge
Purer, more refined measure of verbalreasoning and conceptualization than VIQ
One of best predictors of overall intelligence.
Sometimes a low score occurs because thestudent has acquired the information but doesnot have the expressive language todemonstrate it.
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Perceptual Reasoning Index
PRI Measures: Perceptual and fluid reasoning;
spatial processing; visual-motor integration
Compared to PIQ, POI on WISCIII:
Places greater emphasis on fluid reasoning
Greatly reduces importance of speed
Picture Concepts score may differ from otherPRI scores because of the effect of language onPC performance
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Working Memory Index
WMI Measures: Working memory
The ability to temporarily retain information inmemory, perform some operation or
manipulation with it, and produce a result Involves attention, concentration,
mental control, reasoning
Essential component of otherhigher order cognitive processes
Closely related to achievement andlearning and frequently affected in LD
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Processing Speed Index
PSI Measures: Ability to quickly and correctly scan, sequence,
or discriminate simple visual information
Short-term visual memory; attention;visual-motor coordination
Note any influence of visual-motorcoordination on PSI score
May be the highest index score for mild-MRstudent (can be >70 and can raise FSIQ)
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Step 6 Index-LevelDiscrepancy Comparisons
Use Discrepancy Comparisons on p. 27 ofRecord Form to evaluate differences betweenpairs of index scores
For each pairwise difference, must evaluateboth:
Statistical significance (Table B.1)
Cumulative frequency (base rate) (Table B.2)
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Statistical vs. ClinicalSignificance
The statistical significance of a score differenceis much less important than how unusual it is(i.e., its frequency)
Significance (p
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Statistical Significanceof Index Score Differences
Condition 1
Condition 2
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General Ability Index (GAI)
Additional composite score In WISCIV Clinical Use and Interpretation
book Available at PsychCorp.comas Technical
Report #4
Calculated from unweighted sum of 6 VCI andPRI subtestsThese subtests are:
Good measures of crystallized and fluidability
Highly correlated with g (general ability)
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General Ability Index (GAI) May be more appropriate global measure
of ability for some students: Learning-disabled and/or ADHD
Information processing deficits reflected in WMI,PSI
Unduly lowers FSIQ (WMI +PS I =40% of FSIQ) May mask bona fide ability-achievementdiscrepancies
Those near extremes of distribution
Mentally retarded
Intellectually gifted
Those with TBI or other NP conditions
May be more resilient to brain insults
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Using GAI
1. Start by conducting the index and subtest leveldiscrepancy analyses.
2. Do not use GAI if there is a discrepancy between VCIand PRI. Also be cautious if subtests on VCI and PRIscales vary significantly.
3. In addition, look for a discrepancy between either VCIor PRI and either WMI or PSI.
4. Remember GAI is NOT the same as FSIQ. Rather, GAIcontrols for the effects of working memory and/orprocessing speed deficits in the expression of overallintelligence.
5. GAI is useful to a) determine eligibility, b) to evaluatethe effects of WM and PS on learning, and c) to identifyability-achievement gaps.
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Discrepancies Between GAIand FSIQ
See Table 2.2 and Table 2.3 (pp 46-47) inWISCIV Clinical Use and Interpretation
Determine both statistical significance and baserate (10% or less)
Statistical significance is reported for 3 agegroups: 6-11, 12-16, all ages
Base rates are reported in direction of differenceby 3 clinical groups: gifted, MR-mild, and MR-moderate
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GAI with Clinical Populations
Many children with LD or ADHD tend to earnlower scores on both WMI and PSI, which couldlead to slightly higher GAI than FSIQ
Many gifted children tend to score lower on bothWMI and PSI, which could lead to slightly higherGAI and FSIQ.
For some very low functioning children who mayscore higher on PSI, the GAI may be lower thanFSIQ.
For some African American and Hispanicchildren who tend to score higher on WMI andPSI, the GAI could be lower than FSIQ.
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Sample Case #1 J ohnny
SS =83 (13th %-ile)
CD =5
SS =9
SS =77 (6th %-ile)
DS =7
LN =5
PRI
SS =92 (30th %-ile)
BD = 6
PCn =13
MR = 7
VCI
SS =91 (27th %-ile)
SI = 9
VC =7
CO =9
VCI PRI
WMI PSI
FSIQ =83 (13th %-ile)
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Sample Case #1 J ohnny
SS =83 (13th %-ile)
CD =5
SS =9
SS =77 (6th %-ile)
DS =7
LN =5
PRI
SS =92 (30th %-ile)
BD = 6
PCn =13
MR = 7
VCI
SS =91 (27th %-ile)
SI = 9
VC =7
CO =9
VCI PRI
WMI PSI
GAI =91 (27th%-ile)
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Discrepancies Between GAIand WIAT II
See Table 2.4 and Table 2.5 (pp 50-51) in WISCIV Clinical Use and Interpretation
Chose Simple-Difference or Predicted-Difference method
Statistical significance is reported by WIAT IIsubtests and composites by 2 age groups: 6-11and 12-16
Base rates are reported using both simple andpredicted difference methods
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GAI Case Example Adele
PSI
SS =88 (21st %-ile)
CD =7
SS =9
WMI
SS =91 (27th%-ile)
DS =9
LN =8
PRISS =112 (79th%-ile)
BD =12
PCn =13
MR =11
VCISS =108 (70th%-ile)
SI =13
VC =11
CO =11
WIAT-II
Reading = 92Math =101Writ. Lang = 90
FSIQ =103
FSIQ RDG =11
FSIQ MTH = 2
FSIQ WRL =13
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GAI Case Example Adele
PSI
SS =88 (21st %-ile)
CD =7
SS =9
WMI
SS =91 (27th%-ile)
DS =9
LN =8
PRI
SS =112 (79th%-ile)
BD =12
PCn =13
MR =11
VCI
SS =108 (70th%-ile)
SI =13
VC =11
CO =11
WIAT-II
Reading = 92Math =101Writ. Lang = 90
GAI =112
GAI RDG =20
GAI MTH = 11
GAI WRL =22
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7. Strengths andWeaknesses
Best practice:
Begin with hypothesis based onreferral question
Test hypothesis by evaluating scorediscrepancies and other relatedclinical information (Kamphaus, 1993)
Childs history, referral question,behavioral observations, other testresults
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Statistical SignificanceBetween Subtest and Mean
Compare difference between single subtest and averageof several subtest scaled scores
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Step 8 Subtest-LevelDiscrepancy Comparisons
Typically, profile analysis ends with Step 7 butmay want to compare two subtest scores toconfirm or refute hypothesis
e.g.,Picture Concepts vs. Similarities
To evaluate effect of verbal expression demandson categorical reasoning ability
Again, must evaluate both:
Statistical significance (Table B.3)
Cumulative frequency (Table B.4)
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Statistical SignificanceBetween Subtests
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What does it mean when youfind a discrepancy?
You have identified a relative strength or
weakness. It could be evidence of an underlying processing
deficit.
Something other than intellectual ability could beaffecting a score.
It could indicate specific educational needs ofthe student.
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Step 9 Pattern of Scoreswithin Subtests
Intrasubtest scatter
Uneven performance within a subtestmay indicate:
Rapport problems
Attentional problems
Language problems
Boredom (gifted)
Difficulty initiating tasks
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Step 10 Process Analysis(Core & Supplemental subtests)
WISCIV process scores provide more detailedinformation on cognitive abilitiesthat contribute to childs performance
Interindividual Compare childs processscores to those of normative group
Intraindividual Evaluate process scores inrelation to childs other subtest or processscores
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Process AnalysisofCore & Supplemental Subtests
Interindividual process informationcomes from evaluation of:
Scaled scores: BDN (Table C.2)
DSF, DSB (Table C.3)
CAR, CAS (Table C.4)
Base rates: LDSF, LDSB (Table D.16)
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Process AnalysisofCore & Supplemental Subtests
Condition 1: Statistical Significance
Condition 2: Base rate 10%
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Process AnalysisofBlock Design
BDN based on childs performance on BlockDesign without additional time bonus points forrapid completion
Reduced emphasis on speed may be usefulwhen performance on timed taskshypothesized to be affected by:
Physical limitations
Problem-solving strategies
Personality characteristics
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Process AnalysisofBlock Design
BD
BDN provides information onrelative contributions to performanceof speed and accuracy
Evaluate discrepancy in terms of both:
Statistical significance (Table D.3)
Base rates (Table D.4)
Very little difference for most children
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Process AnalysisofDigit Span
DSF and DSB provide information specific tochilds performance on each task (Table C.3)
DSF Primarily registration (encoding)
DSB Primarily mental manipulation(working memory)
DSF DSB reflects effect of additionalattention and working memory demandson childs performance abilities
Use Tables D.14 and D.15
LDSF LDSB similar
Use Table D.21
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Process AnalysisofCancellation
CAR and CAS provide measures of childsvisual selective attention and processing speed
With random (CAR) and structured (CAS)modes of visual presentation (Table C.4)
CAR CAS provides more direct informationabout effect of visual structure on performance
Use Tables D.25 and D.26
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Sample Case #3 Carly
PSI
SS =121 (92nd %-ile)
CD = 13
SS = 14
(CA) =11
WMI
SS =94 (34th %-ile)
DS =10
LN =8
PRI
SS =102 (55th %-ile)
BD = 14
PCn =9
MR =8
VCI
SS =121 (92nd %-ile)
SI = 15
VC =14
CO =12
FSIQ =113 (81st %-ile)
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Y
Y
N
N
Y
Y
Significant?Y/N
4.5%-27WMI PSI
7.3%-19PRI PSI
37.3%8PRI WMI
--0VCI PSI
3.4%27VCI WMI
7%19VCI PRI
Base RateDifferenceDiscrepancyComparisons
Sample Case #2 CarlyComposite Score Differences
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13Cancellation Structured (CAS)
9Cancellation Random (CAR)
11
10
14
ScaledScore
Digit Span Backward (DSB)
Digit Span Forward (DSF)
Block Design No Time Bonus
(BDN)
Process Score
Sample Case #3 Carly
Process Score Summary
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Y
N
N
Sign.?Y/N
-4.00
-1.00
-0.00
Difference
----Block Design BDN
5.6%
45.4%
BaseRate
CAR CAS
DSF DSB
Process Scores
Sample Case #2 Carly
Process Discrepancy Analysis
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Do you know this child?
VCI 75
PRI 90
WMI 74
PSI 85
FSIQ 76
What are possible hypothesesregarding his performance?
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A Closer Look at Aaron
Similarities 6
Vocabulary 5
Comprehension 6Information 7
Word Reasoning 10
VCI 75
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A Closer Look
Block Design 5
Picture Concepts 9
Matrix Reasoning 11
Picture Completion 10
PRI 90
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A Closer Look
Digit Span 6
L-N Sequencing 5
Arithmetic 13
WMI 74
Coding 5
Symbol Search 10
Cancellation 9
PSI 85
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Discrepancy Analysis
Has condition 1 been met?
Has condition 2 been met?
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Subtest Level Analysis
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Comparison with Mean
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What if . . .
We were able to remove theexpressive language requirement ofthe verbal subtests to determine if
he knows the answer (perhaps hecan recognize it) rather than if hecan recall it?
We can.
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More information
WISC IV Integrated Subtest
Similarities Multiple Choice
Comprehension Multiple Choice
Vocabulary Multiple Choice
Picture Vocabulary Multiple Choice
Information Multiple Choice
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Compare
77Information
105Vocabulary
156Comprehension
126Similarities
WISC IVIntegrated
WISC IVSubtest
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WISC IV IntegratedSubtests
1. Similarities Multiple Choice
2. Vocabulary Multiple Choice
3. Picture Vocabulary Multiple Choice
4. Comprehension Multiple Choice
5. Information Multiple Choice
6. Block Design Multiple Choice
7. Block Design Process Approach
8. Visual Digit Span
9. Spatial Span
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10. Letter Span
11. Letter-Number Sequencing Process Approach12. Arithmetic Process Approach
13. Written Arithmetic
14. Coding Recall
15. Coding Copy
16. ElithornMazes
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Verbal ComprehensionSubtests
multiple choice adaptations of correspondingsubtests
may administer when child obtains a low scoreon the corresponding subtest or if the childdisplays inconsistent or atypical performance
designed to reduce the impact of retrieval and/orexpressive language on a subtest score
can potentially obtain 5 scaled process scores:SIMC, VCMC, PVMC, COMC, and INMC
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Looking at results
Recognition verses recall
Distractor response options
Process-level discrepancy analysis SI vs. SIMC, VC vs. VCMC, VC vs. PVMC, CO vs.
COMC, and IN vs. INMC.
facilitative effect of the multiple-choice format onverbal performance appears to be stronger in childrenwith acquired cognitive disorders such as traumaticbrain injury than in children with developmentaldisorders (e.g., Language Disorders).
multiple-choice measures may facilitate performancein children with memory retrieval difficulties to agreater degree than those with deficits in oralexpression
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Basic Principleof Process Approach
Careful, systematic observations ofproblem-solving strategies (process)en route to a solution whethercorrect or incorrect can yield moreuseful information about cognitivefunctioning than simple right-wrongscoring of final solution (product)
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Basic Principleof Process Approach
Product
What?
Level ofperformance
Quantitative
Scores
Norm-referenced
Process
Why?
Nature ofbehaviors
Qualitative/quantitative
Strategies
Correlates withbrain function
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Components of ProcessApproach
Evaluate strategies
At least as important as responses
Indicate how child compensates forweaknesses
Test the limits Go beyond standardized administration
See what child can do with modifications
Tease out factors affecting performance
Must know why score was low to knowhow best to intervene
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Components of ProcessApproach
Integrates:
Psychometric reliability and validity
Descriptive richness
Relevance to real-life concerns
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Objectives of ProcessApproach
Identify pattern of cognitive strengthsand weaknesses responsible for childsobserved academic difficulties
Look for match with common patternswith known etiology, validated treatments
Generate individualized recommendationsfor intervention and accommodation
Whether or not child qualifies for SP ED
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Process Approach toAssessment
Each subtest requires use ofmultiple cognitive processes
Breakdown in any one can causefailure
Nature of errors helps determinewhich process is faulty
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Process Approach toAssessment
Understand task requirements
Input format Internal processing demands
Especially, differences in demand for:
Receptive and/or expressive languageskills
Retrieval from long-term storage
Executive control of multipleprocesses/steps
Speeded performance
Output format
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Process Approach toAssessment
How did child approach the task?
Real-time observations
Review of examiner notes for patterns
If the child performed well:
What strengths or strategies contributed to this?
If he did poorly:
What cognitive weaknesses appear to be responsible?
Where did performance breakdown occur?
What, if any, modifications brought aboutimprovement?
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Process Approach toAssessment
How is this sample of observed behavior likelyto relate to the childs academic problems?
What do our observations and inferencessuggest regarding potentially effective:
Teaching strategies? Remedial interventions?
Modifications and/or accommodations?
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Why Use a Process Approachto Assessment?
Facilitate reliable and valid interpretation
of observations Rule in/rule out hypotheses
Provide baseline information
Determine reasons for low scores onWISCIV subtests
Plan interventions
Where in information processing circuitdo problems occur?
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Administration Tips
(Almost) always give Supplementarysubtests Information Word Reasoning Picture Completion
Arithmetic
Cancellation
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Administration Tips
Record all responses and steps towardresponses verbatim
Highlights childs strategies(processing)
Clarifies language impairments
Allows for more accurate scoring
Facilitates examiner recall whenwriting reports
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As Wechsler (1975) noted:
What we measure with tests is not what tests
measurenot information, not spatial
perception, not reasoning ability. These are
only a means to an end. 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.
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Resources
*Prifitera,et al. (2005). WISC-IV clinical use andinterpretation. New York: Elsevier Academic.
Sattler, J . & Dumont, R. (2004).Assessment ofchildren: WISC-IV and WPPSI-III supplement.
San Diego: Sattler Publisher, Inc.
Flanagan, D. & Kaufman, A. (2004). Essentials ofWISC-IV assessment. New York: Wiley.
wisc-iv.comwebsite (especially the FAQs and theTechnical Reports)
Copyright 2005 Harcourt Assessment, Inc.All rights reserved.
Dr. Donna Rury Smith
Clinical Measurement Consultant
Harcourt Assessment, Inc./PsychCorp
Based in Fort Worth
817-236-6499