Introduction to Testing Introduction to Testing Children and Children and

Administration of the Administration of the WISC-IVWISC-IV

November 3, 2004November 3, 2004

Tips for Interacting with Tips for Interacting with ChildrenChildren

1.1. Before meeting the child, take a Before meeting the child, take a minute to think about the child’s age minute to think about the child’s age (or developmental level) and the (or developmental level) and the interests that children have at that interests that children have at that age.age.

2.2. Allay the child’s concerns before Allay the child’s concerns before separating him/her from the parent.separating him/her from the parent.

• Who are you and why are they here?Who are you and why are they here?• Where will parent wait?Where will parent wait?

3.3. Spend a few minutes building rapport Spend a few minutes building rapport before you start testing.before you start testing.

Tips for Interacting with Tips for Interacting with Children: Encourage/MotivateChildren: Encourage/Motivate

• Adjust your style to fit the child’s Adjust your style to fit the child’s developmental level.developmental level.

• Adjust your style to fit the child’s Adjust your style to fit the child’s temperament.temperament.

• Praise effort, not answers.Praise effort, not answers.• Don’t forget to smile!Don’t forget to smile!• Encourage children to “guess” when Encourage children to “guess” when

they say they don’t know.they say they don’t know.• Tell the child it is o.k. if they don’t Tell the child it is o.k. if they don’t

know an answer.know an answer.

Pay Attention to the Child’s Pay Attention to the Child’s Behavior (i.e., Stay in Behavior (i.e., Stay in

Control!)Control!)• Give clear simple directions (don’t Give clear simple directions (don’t

ask, tell)ask, tell)• Set limits when necessarySet limits when necessary

• When can the child talk?When can the child talk?• When can the child take a break?When can the child take a break?• When can the child leave his/her seat.When can the child leave his/her seat.

• If necessary, use a behavioral If necessary, use a behavioral chart. chart.

Verbal Comprehension Verbal Comprehension IndexIndex

Measures verbal knowledge and Measures verbal knowledge and understanding acquired through both understanding acquired through both informal and formal education and reflects informal and formal education and reflects application of verbal skills to new situations.application of verbal skills to new situations.

• SimilaritiesSimilarities• VocabularyVocabulary• ComprehensionComprehension• (Information)(Information)• (Word Reasoning)*(Word Reasoning)*

– Supplemental subtest that measures verbal Supplemental subtest that measures verbal comprehension, reasoning, and abstraction. comprehension, reasoning, and abstraction.

– Ex: This is an animal that goes with “woof.”Ex: This is an animal that goes with “woof.”

Perceptual Reasoning Perceptual Reasoning IndexIndex

Measures the ability to interpret and Measures the ability to interpret and organize visually perceived material and to organize visually perceived material and to generate and test hypotheses.generate and test hypotheses.

• Block DesignBlock Design• Picture Concepts*Picture Concepts*

– Core perceptual reasoning subtest that measures Core perceptual reasoning subtest that measures fluid reasoning and abstract category knowledge. fluid reasoning and abstract category knowledge.

– Ex: chooses picture of an animal from each row.Ex: chooses picture of an animal from each row.

• Matrix ReasoningMatrix Reasoning• (Picture Completion)(Picture Completion)

Working Memory IndexWorking Memory Index

Measures immediate memory Measures immediate memory and the ability to sustain and the ability to sustain attention, concentrate, and exert attention, concentrate, and exert mental control.mental control.

• Digit SpanDigit Span• Letter-Number SequencingLetter-Number Sequencing• (Arithmetic)(Arithmetic)

Processing Speed IndexProcessing Speed Index

Measures the ability to process visually Measures the ability to process visually perceived nonverbal information quickly, perceived nonverbal information quickly, with concentration and rapid eye-hand with concentration and rapid eye-hand coordination.coordination.

• CodingCoding• Symbol SearchSymbol Search• Cancellation*Cancellation*

– Supplemental processing speed subtest Supplemental processing speed subtest that measures visual selective attention.that measures visual selective attention.

WISC-IV StandardizationWISC-IV Standardization• N = 2,200 childrenN = 2,200 children• 11 age groups from 6 years 0 mos. to 16 11 age groups from 6 years 0 mos. to 16

years 11 mos.years 11 mos.• 200 children in each age group (100 boys, 200 children in each age group (100 boys,

100 girls)100 girls)• Matched to 2000 US Census Data on Matched to 2000 US Census Data on

race, geographic region, and parent race, geographic region, and parent education.education.

• Four geographic regions: Four geographic regions: – NortheastNortheast– SouthSouth– MidwestMidwest– WestWest

Relationship of WISC-IV IQ Relationship of WISC-IV IQ to Sex and Race/Ethnicityto Sex and Race/Ethnicity

BoysBoys GirlsGirls EAEA AAAA HAHA AsiaAsiann

NN 11001100 11001100 14021402 343343 335335 9292

FSIQFSIQ 100.100.2424

99.799.788

103.103.2424

91.791.722

93.093.099

106.106.5353

Reliability: Test-Retest Reliability: Test-Retest StabilityStability

First First TestingTesting

Second Second TestingTesting

CorrelatCorrelationion

VCIVCI 100.0100.0 102.1102.1 .89.89

PRIPRI 100.7100.7 105.9105.9 .85.85

WMIWMI 99.899.8 102.4102.4 .85.85

PSIPSI 102.4102.4 109.5109.5 .79.79

FSIQFSIQ 101.0101.0 106.6106.6 .89.89

Administration HintsAdministration Hints

• Administration time for core battery: 1 – 1 ½ Administration time for core battery: 1 – 1 ½ hours (90%) with more time needed for hours (90%) with more time needed for individuals with higher IQ. individuals with higher IQ.

• If you suspect that the child has an intellectual If you suspect that the child has an intellectual deficiency, begin at the 6 year old level except deficiency, begin at the 6 year old level except for Coding and Symbol Search (use for Coding and Symbol Search (use appropriate age form for these two subtests).appropriate age form for these two subtests).

• Reverse sequence of administration (when Reverse sequence of administration (when child does not get two in a row correct) is child does not get two in a row correct) is allowed for all VCI, PRI, and Arithmetic allowed for all VCI, PRI, and Arithmetic subtests. Other WMI and PSI tests do not use subtests. Other WMI and PSI tests do not use reverse sequence administration. reverse sequence administration.

Administration Hints Administration Hints (cont.)(cont.)

• Start-Point Scoring RuleStart-Point Scoring Rule• Discontinue-Point Scoring RuleDiscontinue-Point Scoring Rule

Administration Hints Administration Hints (cont.)(cont.)

• Examinee familiarity with examinerExaminee familiarity with examiner– 11 point difference for ethnic 11 point difference for ethnic

minority childrenminority children• Be careful to avoid creating Be careful to avoid creating

expectation about a child!expectation about a child!

Parent Reactions to the Parent Reactions to the DiagnosisDiagnosis

• Some view the diagnosis as similar Some view the diagnosis as similar to that of a “fatal” disease.to that of a “fatal” disease.

• Stages of Reaction to Diagnosis:Stages of Reaction to Diagnosis:– DenialDenial– Anger – aimed at professional or selfAnger – aimed at professional or self– MourningMourning– AcceptanceAcceptance

Providing Feedback to Providing Feedback to ParentsParents

• Frame your feedback to answer the referral Frame your feedback to answer the referral questions.questions.

• Explain IQ in terms that the parent can Explain IQ in terms that the parent can understand. Can draw a normal curve.understand. Can draw a normal curve.

• Don’t estimate what the child will be like as an Don’t estimate what the child will be like as an adult!adult!

• It is o.k. to tell parents when you don’t know an It is o.k. to tell parents when you don’t know an answer.answer.

• Use people-first language – the child is not Use people-first language – the child is not defined by his/her diagnosis.defined by his/her diagnosis.