WPPSI-IV Introductory Webinar 2/21/2013 Adam …...Pre-school -Learning the alphabet -Completing a...

WPPSI-IV Introductory Webinar Adam Scheller, Ph.D.

2/21/2013

Copyright © 2013. Pearson, Inc. All rights reserved. 1

“ The WPPSI-IV is no one’s kid brother or sister. This newest version stands tall alongside the WISC-IV and WAIS-IV in every way imaginable – technical excellence, clinical utility, innovativeness, theoretical basis, and societal relevance.”

“Bottom line: The WPPSI-IV is an amazing work of measurement for young children.”

-- Alan S. Kaufman and Nadeen L Kaufman

Yale Child Study, School of Medicine

Introductory Webinar: Understanding Developmental Strengths and Needs

February 2013

Presented by:

Adam Scheller, Ph.D., NCSP

Senior Educational Consultant

Pearson Clinical Assessment

Agenda

• Revision Goals

• Subtest Changes

• Test Structure Information

• Introduction to Interpretation

• Questions

Copyright © 2013 Pearson Education, Inc. or its affiliates. All rights reserved.

Standard Revision Goals

• Update theoretical foundations

• Increase developmental appropriateness

• Enhance clinical utility

• Improve psychometric properties

• Increase user friendliness


Processing Speed Revision


Subtest Changes from WPPSI-III

• Dropped Word Reasoning & Picture Completion

• Revised retained subtests

– New items include picture items on Similarities and Comprehension, and a new puzzle for Object Assembly

• Replaced Processing Speed subtests

– Bug Search & Animal Coding

– Added Cancellation

• New Working Memory subtests

– Picture Memory

– Zoo Locations



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Subtest Modifications

Subtest New Administration Recording & Scoring

New Items

Vocabulary

Information

Similarities

Comprehension

Receptive Vocabulary

Picture Naming

Block Design

Object Assembly


Subtest Modifications (continued)

Subtest New Administration Recording & Scoring

New Items

Matrix Reasoning

Picture Concepts

Bug Search

Animal Coding

Cancellation


Working Memory: NEW in WPPSI-IV!

• Why add Working Memory?

– Most highly rated customer request

– Need for preschool working memory measures with strong floors

– Predicts academic achievement (e.g., reading comprehension, math)

– Related to other abilities (e.g., language comprehension, attention, fluid reasoning)

– Sensitive to clinical conditions (e.g., ADHD, TBI)

– Provides information about developmental trajectories of working memory components


Age WM is crucial for… Indicators that WM needs

improvement

Pre-school -Learning the alphabet -Completing a puzzle independently

-Unwillingness to learn

Elementary School

-Understanding textual content (reading comprehension)

-Mental arithmetic

-Inability to understand what is read

-Problems memorizing the multiplication table

Middle School

-Completing homework independently

-Complex math problems, especially word problems

-Can’t complete homework without parental supervision and direction

-Inability to grasp/break down word problems

High School

-Writing essays -Difficulty writing neat, coherent essays

College

-Studying for an exam -Participation in group projects

-Keeping focus/interest during a lecture

-Constantly procrastinates; panics the night before an exam

-Doesn’t listen or participate during a group project

-Difficulty remaining attentive during lectures

Working Memory: NEW in WPPSI-IV

• New Working Memory subtests

– Picture Memory

– Zoo Locations

• Appear to be more like traditional STM or recognition memory measures

– But look a little more closely…


Younger Battery Test Structure



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Older Battery Test Structure


Subtest Substitution


When should I use substitution?

YES

• Primary Reason = Core subtest invalidated

• Temporary impairment in an area such as broken finger, etc.

NO

• I like this subtest better

• The child got a better score with this subtest


Substitution Guidance







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Summary of Substitution Rules

• No substitution of subtests on 2-subtest composites

• Only substitute permitted subtests when calculating composite scores composed of 4+ subtests

• Only substitute if subtest is spoiled or there is a necessary clinical reason

– Determined a priori

• For composites where substitution permitted only 1 is allowed


Special Group Studies

Intellectually Gifted

Intellectual Disability-Mild Severity

Intellectual Disability-Moderate Severity

Developmental Delay-

Cognitive

Developmental Risk Factors

Emergent Pre-Literacy

Concerns

Attention-Deficit/Hyperactivity

Disorder

Disruptive Behavior

Expressive Language

Disorder

Mixed Receptive-Expressive

Language Disorder

English Language Learners

Autistic Disorder

Asperger’s Disorder


BASIC INTERPRETATION

Introduction to

Steps to interpretation-

• Complete record form

– Calculate Child’s Test Age

– Complete Summary Page

Calculate Raw Scores

Convert Raw to Scaled Scores

Obtain Sum of Scaled Scores

Derive Primary Index Scores and FSIQ

– Complete Primary Analysis page

Analyze Index- and subtest-level strengths and weaknesses

Analyze Index- and Subtest-level pairwise differences

– Complete ancillary analysis page

Obtain sums of scaled scores


Guidelines in Selecting a Significance Level

• Purpose of evaluation

• Number of comparisons being made


Guidelines in Choosing Base Rate Reference Group

• Whole sample

• Ability level

• At extremes, may be more meaningful to use ability reference group



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Demographics


Copyright © 2013 Pearson Education, Inc. or its affiliates. All rights reserved. Copyright © 2013 Pearson Education, Inc. or its affiliates. All rights reserved.



2/21/2013


Using GAI and CPI

Consider deriving and interpreting the GAI

and the CPI in a number of clinical

situations, not limited to, but including the

following:


Compare WMI and PSI to Other Indexes

Significant and Unusual Discrepancy

Between . . .

WMI

PSI

MIS* or FSIQ

VCI

VSI

FRI

*MIS = Mean Index Score


Compare WMI and PSI to Other Indexes

Significant and Unusual Discrepancy

Between . . .

WMI (97)

PSI (91)

MIS or FSIQ (117)

VCI (132)

VSI (112)

FRI (114)


Other Comparisons

Significant and Unusual Discrepancy Between

. . .

WMI PSI

PM and ZL BS and CA

a Working Memory or Processing Speed

subtest and the MSS-I or MSS-F

*MSS = Mean Scaled Score

or



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Case Study Conclusions

1. What is your formulation with regard to WPPSI-IV findings?

2. What additional data would you be looking for as a result of these findings?

1. Additional assessments?

3. What types of interventions and/or instructional strategies would be appropriate for this youngster?


Specific Abilities and Neurodevelopment

• Analyze WPPSI-IV primary index scores as they provide insight into both normal and abnormal brain development associated with various clinical conditions (Hale & Fiorello, 2004). – This insight can assist with diagnosis and

treatment planning.

• Coinciding with development of general intellectual ability is the enormous growth in verbal skills during early childhood. – Implications for reading and writing

development


Best Practices in Assessment of Young Children


To Summarize-

• Primary index scores can be conceptualized as representing various abilities that are clinically useful to assess because of their proven utility in various types of psychological evaluations, and their

relations with clinical conditions and to neurodevelopment.



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To Summarize-

• Performance can be used as a starting point in hypotheses generation about neuropsychological processing deficits, and can also be conceptualized and interpreted using a neuropsychological perspective

(Hale & Fiorello, 2004; Miller & Maricle, 2012).


WPPSI-IV Technical Information

WPPSI-IV Normative Sample

Nationally stratified sample

− Age

− Sex/Gender

− Race/Ethnicity

− Parent education level (5 levels)

− Geographic Region (NE, S, MW, W)

Total n = 1,700

− n = 600 for ages 2:6-3:11

− n = 1,100 for ages 4:0-7:7


Stability Coefficients of Composite Scores for 2:6 – 7:7

Composite

First Testing Mean

Second Testing Mean

Corrected

r

VCI 99.9 103.6 .89

VSI 100.6 106.2 .86

FRI 101.4 104.8 .88

WMI 99.2 101.0 .87

PSI 99.9 106.8 .84

FSIQ 100.4 105.0 .93

VAI 99.8 102.6 .86

NVI 101.2 105.6 .90

GAI 100.4 105.2 .93

CPI 99.1 103.8 .89


Correlations Between WPPSI-IV and WPPSI-III

Composite WPPSI-IV

Mean WPPSI-III

Mean

Corrected

r12

VCI-VIQ 100.9 103.4 .84

VSI-PIQ 102.6 104.9 .71

FRI-PIQ 102.1 105.4 .76

WMI 100.4 -- --

PSI-PSQ 101.1 107.0 .65

FSIQ 101.7 105.0 .86

VAI-GLC 101.7 104.6 .85

NVI 102.1 -- --

GAI 101.9 -- --

CPI 100.4 -- --

n = 248; ages 2:6-7:3


Emergent Pre-Literacy Concerns

Composite Clinical Mean

Control Mean

Mean

Diff. p value Std. Diff.

VCI 89.9 101.5 11.51 <.01 .90

VSI 92.8 102.4 9.56 <.01 .97

FRI 91.8 101.6 9.86 <.01 .81

WMI 93.0 99.8 6.84 <.01 .59

PSI 94.5 98.5 4.00 .09 .33

FSIQ 89.0 101.1 12.14 <.01 1.15

VAI 93.7 101.8 8.08 <.01 .70

NVI 89.9 101.1 11.19 <.01 1.09

GAI 89.4 101.3 11.92 <.01 1.13

CPI 92.3 98.8 6.54 <.01 .60

n = 37; ages 4:9-7:6



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English Language Learners


Control Mean

Mean


VCI 87.6 94.8 7.18 <0.01 .62

VSI 102.8 97.8 -5.00 .10 -.35

FRI 98.6 97.6 -1.00 .73 -.08

WMI 98.7 99.5 .85 .74 .07

PSI 104.0 100.6 -3.44 .23 -.27

FSIQ 95.2 96.8 1.64 .42 .14

VAI 88.5 93.4 4.97 .05 .36

NVI 100.6 98.2 -2.36 .35 -.20

GAI 92.5 95.2 2.61 .18 .24

CPI 102.4 100.9 -1.48 .55 -.12

n = 33; ages 2:7-7:6


Intellectual Disability-Moderate Severity


Control Mean

Mean


VCI 53.8 100.0 46.27 <.01 4.14

VSI 54.9 100.2 45.27 <.01 3.76

FRI 56.9 97.4 40.44 <.01 3.09

WMI 54.8 98.9 44.15 <.01 3.67

PSI 53.3 96.7 43.48 <.01 3.43

FSIQ 50.0 99.6 49.53 <.01 4.00

VAI 55.0 10.7 45.70 <.01 3.96

NVI 51.8 98.6 46.79 <.01 3.65

GAI 49.8 100.3 50.56 <.01 4.32

CPI 47.6 96.9 49.3 <.01 4.32

n = 34; ages 2:6-7:6


Autistic Disorder


Control Mean

Mean


VCI 75.2 102.7 27.45 <.01 2.47

VSI 87.6 101.7 14.11 <.01 .93

FRI 83.9 100.6 16.71 <.01 1.09

WMI 84.1 99.6 15.57 <.01 1.02

PSI 73.7 99.6 25.91 <.01 1.90

FSIQ 77.6 100.4 22.83 <.01 1.91

VAI 78.9 101.6 22.63 <.01 1.66

NVI 80.9 99.0 18.08 <.01 1.30

GAI 78.5 101.5 22.97 <.01 183

CPI 75.9 99.2 23.30 <.01 1.81

n = 38; ages 2:10-7:6


FAQs


Basic Training Included with Kit!

• 24/7 online training

• Welcome email with access information


Post-Publication Activities

• Out of level testing for older children taking the younger battery

• Out of level testing for younger children taking the older battery

• Extended norms for intellectually gifted children taking age-appropriate battery

• Using the WPPSI-IV with children who are deaf or hard of hearing

• WPPSI-IV Essentials book



2/21/2013


WPPSI-IV Informational Series

Other sessions available to view now!

1) Overview of the WPPSI-IV Revision Goals

2) Developmentally Appropriate Features of the WPPSI-IV

3) Working Memory

4) WPPSI-IV Factor Structure

www.PsychCorp.com/WPPSI-IV


For Customers in the USA

For more information regarding WPPSI-IV availability and

pricing please call…

1-800-627-7271 (USA)

Or visit…

psychcorp.pearsonassessments.com

For Customers in Canada

For more information regarding

WPPSI-IV availability and

pricing please call…

1-866-335-8418 (Canada)

or email… Customer Care Canada: [email protected]

Thank you for attending!

Specific Webinar-Related Comments or Questions

Adam Scheller, PhD, NCSP

Pearson Clinical Assessment [email protected]

http://www.psychcorp.com/WPPSI-IV



mailto:[email protected]

WPPSI-IV Introductory Webinar 2/21/2013 Adam …...Pre-school -Learning the alphabet -Completing a...

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