Wechsler Scale for Intelligence

8/2/2019 Wechsler Scale for Intelligence

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Wechsler intelligence scale

Comprehension Subset



Comprehension

Practical

knowledge

Realityawareness

Abstract

thinking

Social

judgment

Evaluation

Past

experiences

generalization

Social

maturit

y



introduction

• Comprehension means practical reasoningand judgment in social situations. It requiresthe ability to understand the situation and

provide answer to the specific problem.• Success depends on the individual’s practical

knowledge of societal customs and behaviors.

•

Success on this subtest suggested that anindividual has common sense, social judgmentand a grasp of social conventionality.



introduction

• It requires social problem solving includingexplaining situations, actions or activities thatmost individuals are familiar with.

•Not only the examinee have the necessaryinformation, but he/she also must apply in acoherent or problem oriented manner.

• The questions cover several content areas,

including understanding proverbs, social moresand societal responsibilities, civic andgovernment regulations and health standards



• It has 18 items.

• It is not Time Test.

•

Somewhat difficult to administer and scorebecause of the open-ended nature of the

verbal responses.



Types of items

• It has three types of questions. – The first ask the subject what should be done in

a given situation.

– The second type of question ask the subject forsome logical explanation for some rules orphenomenon.

– The third type ask the subject to defineproverbs.



Factors

• Emotional difficulties frequently

reveal themselves on this subset andlower the person’s score.

• Personality variables especially those

related to judgment also lowers thescores.



What to do if you find an injured person?

A psychopathic

individual

might respond

“Tell them Ididn’t do it”

A

schizophrenic

might say,“Run”.

A phobic

neurotic might

response

“make sure I

don’t get anyblood on

myself.



In each case, the person’s emotional disturbance

interferes with his/her judgment and results in aninappropriate response.

(Goldstein, Minshew, Allen & Seaton, 2002).



changings

• Comprehension administration remainslargely unchanged. But items content andscoring is noticeably different.

• All retained items were revised.• A few new items involving proverb

interpretation were added.

•The discontinue criteria has been reducesfrom four to three consecutive 0 on the firstitem and each of the two reversal items.



Administration

•Oral administration.

• Considerations.

• Read the verbatim clearly.

Repeat each item as often as possible but do notalter the wording in anyway.

• Record ® on the record form when you repeat the item.

• If the examinee is hesitant say, “Yes” or “Go Ahead”. Butdo not define words or give any other help.

• Record (Q) on the record form each query.

• If the individual gives one of the specific 0-pointresponses that require a query, as noted by the asterisk(*) query the individual and record (Q) on the recordform.



administration

• If the individual gives a response such as “Leave italone” give the appropriate prompt.

• Give the prompting for the second general concept onitems 5, 8, 9 and 10. if the first response is incorrect donot ask for the second response.

• Record (P) on the record form if you give any prompt.

• If the individual gives only one general concept, say,“Tell me some more reasons why (rephrase the itemappropriately).

• If the second response refers to the same generalcategory, do not ask for another response.



Starting consideration.

• All individuals ages 16-90 years not suspected

of having intellectual disability or general

intellectual deficiency start with item 3.

• All individuals ages 16-90 years suspected of

having intellectual disability or general

intellectual deficiency start with item 1.



Reverse sequence

The directions of “Reverse sequence” pertain toindividuals who begin the subset with item 3.

• If the individual does not obtain full credit on the start-point item.

or• Obtained a full credit on the start-point item but not on

the next item, administer the preceding items inreverse sequence.

•

Continue the reverse sequence until the individual hasperfect scores on two consecutive items or until item 1has been administered, even if the discontinue criteriais met.



Reverse sequencing

• When using the reverse sequence, if the

discontinue criterion is not met and the

individual either has two consecutive items

with the perfect scores or has reached item 1,continue administration with the next

appropriate item after the start-point item (3).



Discontinue consideration

• Count items administered in reverse sequence

towards the discontinue criterion.

• Discontinue the subset when the individual

obtains three consecutive scores of zero.



Scoring guidelines

• The comprehension subset is difficult to score becauseindividuals may give responses that differ from thoseprovided in the Manual.

• Score all the items as 0, 1, or 2. an incorrect responsereceives a score of 0, a less adequate but correct generalresponse receives a score of 1 and a fully adequate generalconcept response receives a score of 2.

• Score the response given to your query rather than theinitial response.

•

When part of a response vary in quality but none spoil theentire response, score the best part of the response.

• Give 0 point for the multiple responses.



Scoring guidelines

• For items 5, 8, 9 and 10 (items that require two general concepts)give 2 points only to responses that clearly refers to two differentgeneral concepts. Give 1 point to responses that refers to samegeneral concept.

• Added or personalized remarks that do not spoil the response do

not affect the score.• When the individual earns perfect scores on the first two items at

the start point or in a reversal award full credit to all the proceedingitems, regardless of the individual’s performance on these items if they have been administered.

• Do not award points for any items administered beyond the last

score of 0 required for the discontinue criterion to be met.



Record form

• Record the individual’s responses verbatim in arecord form column for each item administered.

• Circle 0, 1 or 2 in the score column for each itemadministered.

• To note the points awarded for items notadministered below the first two items withperfect scores, put a slash mark in the Scorecolumn beside the score for the item just

preceding the first two items with perfect scoresand write the total number of these points to theright of the slash mark.



Record form

• To obtain the total raw score, add the points,

including the points for the correct answers and

the point for items not administered before the

first two perfect scores, but not for the itemsadministered after the last discontinue item.

• Enter the total raw score in the comprehension

total Raw Score.• The maximum total raw score for comprehension

is 36.



What is the thing to do when you cutyour finger?



High scores

• High scores on Comprehension may indicate

good verbal comprehension, good social

judgment, good common sense., poor

knowledge of rules of conventional behavior,good ability to organize knowledge, good

ability to verbalize, social maturity and a wide

range of experiences.



Low scores

• Low scores on Comprehension, especially if

they have 4 or more subscale points below

vocabulary may indicate poor verbal

comprehension, poor social judgment, poorcommon sense. Poor knowledge of rules of

conventional behavior, poor ability to organize

knowledge, poor ability to verbalize, socialimmaturity and a limited range of

experiences.



Validity of profile

• The consistent full range of scaled scores from

1 to 19 at all ages aids in profile analysis.



Comprehension subset

• WISC- IV

• Core Subset

• WAIS IV

•

SupplementalSubset



CORE SUBSETThe core subset are usedto develop the index

scores if it is spoiled or

unable to administered by

the practitioners, they can

use one of the

supplementary subtests

instead.SUPPLEMENTARY

SUBSET

They can be used to

obtained some additional

information regarding a

client’s level of functioning.



Comprehension subscale

• WAIS-IV

• It consisted of 18 items.

• WISC-IV

• It consisted of 16 items.



Example items

• Why do we wear shoes?• What is the thing to do if you see someone

drooping a package?

• What is the thing to do when you cut your finger.

• What should you do if you see thick smoke coming

from the window of your neighbor’s house. • A journey of 100 miles begin with the first step



references

• Sattler, J. M., & Ryan J. j (2009). Assessment

with the WAIS-IV . United States Of America,

USA: Jerome M. Sattler Publishers, Inc.

• Kaplan M. R., & Sacuuzo P. D. (2009).

Psychological testing: principles, applications

and issues. United States Of America, USA:

WadsWorth Cengage Learning.

Wechsler Scale for Intelligence

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