WISC-V Test

six broad abilities wisc-5 measures

(i.e., Gc crytalized intelligecne , Gv general and vison, Gf fluid reasoning, Gsm memory span , Gs processing speed, Glr longterm storgage and retrival)

Composite Scores

- including the FISQ and index scores, which can only be derived after administering and scoring a minimum of tow subject

Behaviors to Note on Figure Weights

. Whether the examinee initially approaches items by studying the scales or begins searching the response options and comparing with the final scale. Whether the examinee calculates the correct answer with mathematical calculation. Whether the examinee selects responses impulsively, based on color or shape, but misses other important features that make the response incorrect. Whether the examinee frequently self-corrects on items initially responded to correctly. Whether the examinee finishes items relatively quickly or slowly. Note if the examinee frequently studies the pieces and complete pictures to confirm an answer. Whether the examinee gives up easily on more difficult items or persists in studying them.

6 Secondary Subtests

. Information- Picture Concepts - . Letter- Number Sequencing Cancellation - .Comprehension - Arithmetic - that can be administered in addition to the primary subsets to provide broader sampling of intellectual functioning and to yield more information on clinical decision making can be used a substitute if one of the FISQ (visual puzzles, picture span, and symbol search) subtest is missing or invalids Subsitution is only permitted for FISQ QUESTIONS (visual puzzles, picture span, and symbol search)

Naming Literacy Quantity Timing

. The time limit for each trial is 300 seconds (5 minutes).

Figure Weights reverse/discontiinue

.Reversal and Discontinue If an examinee age 9-16 fails to obtain a perfect score on either of the first two items administered, the preceding items should be administered in reverse order until a perfect score on two consecutive items is obtained. The examiner does not administer Sample Item A in this situation. The Figure Weights subtest is discontinued after three consecutive zero-point responses.

Name all subtest

1. Block Design 2. Similarities Matrix Reaasoning Digit Span Coding Vocabulary Figure Weights Visual Puzzles Picture Span Information Picture Concepts Cancellation Naming Speed Literacy Naming Speed Quantity Immediatr symbol translation Comprehension Arthimethic Delayed Symbol translation Recogniton Symbol Translation

10 Primary subtest recommended for a comprehensive description and evaluation of intellectual ability

1. Block Design, 3.Coding 4.Matrix Reasoning - 5. Digits Span - 6. Vocabulary- 7Figure Weights - 8Visual Puzzles - 9 Picture Span - Symbol Search

Result from the WISC-V are used for

1. Guide for Treatment planning 2.Placement decisions in clinical or educational settings and can provide invaluable clinical information for neuropsychological evaluation and research purposes

Utility of Wisc-v

1.Psychoeducational tool used to asses intellectual functioning 2. Used to idenitify intellectuall giftedness, intellectual disability, and congitive strengthns and weakness 3. The WISC-V is a necessary and sufficient condition for diagnosing an intellectual disability 4.Used to provide differential disorder between nueorlogical and psychricatric disorders

4 levels of interpretation of WISC

4 Levels of Interpretation Full Primary Index Ancillary Index Complementary Index

Types of Errors

Rotation Errors - a rotation of 30 degrees or more in the childs design Examiners should only correct the first error Examiner should say See it goes this way Gaps and Misalignment Error - gaps and/ or misalignment between blocks that are less than or equal to ¼ inch are not penalized Gaps more than 1/4 are corrected. Dimensions error occurs when the maxim dimension for a square or diamond shape is exceeded at anytime during the childs construction A CHOLD ALIGN 3 blocks in a row while construction a 2x2 design When an examinee makes a rotation error, the examiner should pay close attention to determine if the error happened because the examiner did not align the materials properly. All incorrect responses, including rotations, should be recorded on the Record Form by sketching the design constructed by the examinee.

Scaled subtestscores -

Scaled subset scores of means and standards of all the included concepts below Scaled scores are made up of all subset scores except Naming speed subsets and Symbol translation subtest Block Design, - 2. Similarities - 3.Coding - 4.Matrix Reasoning - 5. Digits Span - 6. Vocabulary- 7. Symbol Search - 8. Information- 9. Picture Concepts - 10. Letter- Number Sequencing - t 11. Cancellation - 12. Comprehension 13. Arithmetic Figure Weights Visual Puzzles Picture Span

WISC-V

administers comprehensive instrument for assessing the intelligence of children aged 6 years through 16 years and 11 months

Errors scores

are raw process scores that are based on specific types of errors made by the child Ex: a examiner may not the number of error that child makes when re-calling numerals on a digit span test

Standard scores

are yield by viewing the means and standard deviations scores of all of the subsets specified below. Naming speed literacy Naming speed quantity Immediate Symbol Translation Delayed Symbol Translation recongiton Symbol translation

3 complimentary index score -

provide further information about other cognitive abilities that may be assessed if the clinical need is present. NSI Naming speed STI Symbol Translation SRI Storage and Retrival

Delayed Symbol Translation Time Limit

Delayed Symbol Translation cannot be administered without first administering Immediate Symbol Translation. There should be approximately a 20-30-minute gap between the administrations of these two subtests If the examinee does not translate a symbol after approximately 5 seconds, the examiner should prompt them to go on to the next symbol.

3 Memory span subtest

Digit Span, Picture Span, and Letter-Number Sequencing

Time Limit with Visual Puzzles

Each item on the Visual Puzzles subtest is timed, and has a time limit of 30 seconds. The examiner should begin timing immediately after the saying the last word in the instructions for a given item and stop timing immediately after an examinee responds or 30 seconds have elapsed. If the examinee has not provided a response after 20 seconds have elapsed, the examiner should prompt him or her by asking if he or she has an answer If the examinee does not give a correct response within the time limit and the discontinue criterion has not been met, the examiner alerts the examinee before proceeding to the next appropriate

Cancellation Feedback

Each target picture is an animal. If the examinee fails to mark a target or mistakenly marks a distractor picture during the practice items, the examiner should provide corrective feedback.

arthmetic time limit

he examiner should begin timing immediately after each item presentation and stop timing immediately after an examinee responds or 30 seconds have elapsed. If the examinee has not provided a response after 20 seconds have elapsed, the examiner may prompt for an answer . The examiner may not repeat Items 1-19. If an examinee requests repetition of one of these items, the examiner does not stop the timer, but says "I can't say it again." However, repetition is allowed if requested for Items 20-34.

4. Digit Span (Working Memory Index and FSIQ) 3 task

All three tasks must be administered to the examinee. Digit Span Forward requires the examinee to repeat numbers verbatim as they were stated by the examiner. Digit Span Backward requires the examinee to repeat numbers in the reverse order as they were stated by the examiner. Digit Span Sequencing requires the examinee to put the numbers in sequential order, beginning with the smallest number

Scoring Vocabulary

Award 2 points Shows a good understanding of the word (A pilot is an aviator) A major use of ( Soap is used to clean yourself) A general classification to which the word belongs ( A mouse is an animal One or more defntibve or primary features" ( A kitchen is a room with a stove and sink) For verbs, a definitive example fo a action or casual relations (You can entic eomctice to do something whren you make promise Award 1 point A vague or less pertinent synonym (Brandy is talkative A minor use, not elaborated ( You wear a coat) Two or more attributes that are correct but do not include a general classification, anda re not improved after query ( A mouse has big ears and a tails An example using the world itself, not elaborated ( Bird migrate in the winter) An instance of the word that shows some understanding of the meaning ( "they pilot planes") A correct definition of a related from of the word ( defines transparency instead of transparent) Award 0 points A demonstration that is not elaborated in words ( for soap, the child demonstrates washing his or her body) A single attribute that is correct but does not include a general classification and is not improved after query An ambiguous uise of the word that show no real underdernaing, even after query (home remedy Repsons that are not totally incorrcect but whicheven after qureyuing are vague, trivial, or demonstrate poverty of content ( A coat is soft Regionalism and slang not found in the dictionary Any unclear response

Behaviors to Oberse with cODING

Be aware that the eye movements of examinees can be informative. Whether the examinee quickly, but carelessly fills in symbols across the rows. Watch for shaking hands, a tight grip on the pencil, or pressure on the paper when writing. These behaviors may indicate anxiety. Observe as the subtest progresses. Whether examinees spend a significant amount of time trying to perfect each of the symbols that are drawn.

2 subtest measuring general and visual

Block Design and Visual Puzzles

7 FSIQ subtest

Block Design, Similarities, Vocabulary, Matrix Reasoning, Figure Weights, Digit Span, and Coding

Purpose of Standard Subtest Score and Scale Subtest Scoles

Both of these scores help practitioners identify examinees patterns of weakness and strengthens called (PSW ) as it relates a learning disorder,. are derived from total raw scores, which in most cases are the sum of the item scores

Immediate Symbol Translation (Complementary)

new WISC-V Immediate Symbol Translation subtest requires the examinee to translate symbol strings into phrases or sentences after learning visual-verbal pairs

Scoring Matrix reasonig

Circle the child response for each item, correct response are printed in the color on the Record form Score 1 point if the child gives a correct response Score 0 points if the child gives a incorrect response, says he or she does not know the answe, or does not repsons within 30 seconds

Scoring Visual Puzzles

Circle the childs responses for each item, correct responses are printed in color on the Record form and are listed in the manual Score 1 point if the child selects all three correct response within the time limit Score 0 point if the child does not select all 3 responses, says he or she does not know the answer, or does not response within the time limit

3 processing speed subtest

Coding, Symbol Search, and Cancellation

Testing Children at Exterme Ages

Examiner assessing children at ages 6 or 7 OR 16 may be have the option of choosing age appropriate measures for child. Children are suscepted to have below average cognitive ability should be assed with the WISC-IV Children with a suspected have above average cognitive aboitl should be assessed with WISC-V and WPPSI-IV using judgement of practitioner.

Scoring Digit span

Correct responses are listede on the record form Record the child response verbatim If the sequencing qualifying tiems is administer circle y or n For each trial score 0 points if the child gives an incorrect repsonse THE item score is the sum of all 3 scores The digit span total raw score is the sum of the item score for all three tasks (ie Foward, Backward, and Sequecning) If the child aged 6-7 gives an incorrect response to the sequencing qualing item, the digit span score is invslide 0

arthmetic feedback

Corrective feedback If an examinee provides an incorrect answer or does not respond within 30 seconds to Items 1-3, the examiner should provide the correct response.

Record Keeping guidlines

Examiners are repsonse for 1, Preserving records 2. electronic records 3. record keeping in organizational setting 4. Mutliple clients records 5. Financial records Dispostion of records

Testing Children with Special Needs

Examinees should not attribute children low score on test to intellectual ability because the low performance could be attributed to physical, language, or sensory limitations Ex: a child with severe motor impairment would most likely obtain low score on subtest that require fine motor skills like block designs under time constraints Children with limited proficient in english or language impairment should be given the WISC-IV to reduce the effects of language on composite score

7. Figure Weights (Fluid Reasoning Index and FSIQ)

Figure Weights subtest requires the examinee to view a scale with a missing weight(s) and select the appropriate option that will keep the scale balanced within a specified time limit Age-Appropriateness An examinee age 6-8 years begins with Sample Item A followed by Item 1, and an examinee age 9-16 years begins with Sample Item B followed by Item 4. If an examinee age 9-16 fails to obtain a perfect score on either of the first two items administered, the preceding items should be administered in reverse order until a perfect score on two consecutive items is obtained

Digit Span age/discontinue

Forward Age 6-16 start with Item 1 Backward Ages 6-16 Sample item then 1 Sequencing Ages 6-7 start with qualifying item, Sample item A and B, then item 1 Ages 8-16 Sample items a nd b then item 1 Discontinue Rules Forward Each item has two trials. If an examinee fails both trials of a Digit Span Forward item, testing for that task is discontinued and the examiner proceeds to the sample item of Digit Span Backward. Backward Examiners should proceed to Item 1 even if the examinee is not able to respond correctly to any trial of the sample items. The Digit Span Backward task should be discontinued after a score of zero is obtained on both trials of an item. For examinees ages 6-7 years, a qualifying item must be administered before proceeding to Digit Span Sequencing Discontinue Ages 6-17, discontinue after an incorrect response to the qualifying item or after scores of 0 on both trials on itm ages 8-16, discontinue after scores of 0 on both trials

Scoring Coding

If the child complete all of the items befor the time limit expires stop timing and record the completion time in seconds if the child does not complete all the rest of the test items within the time limit, record the completion time as 120 seconds Rotated symbols are not scored as correct Score 1 point each for correctly drawn symbol completed within the time limit and not rotated at 90 degrees or more in either direction Score 1 pont fithe child after relazinig a mistake, draws the correct symbol If the child did not understand the task

Block Design Scoring

If the child has finished working before the time limit has expired, these errors also result in a scored in a score of 0 points Items 1 to 3 Score 2- if the child constructs the design correctly within the time on Trial 1 Score 1- if the child constructs design correctly within the time limit on Trail 2 Score 0 - if the child does not construct the design correctly within the time limit on Trial 1 and Trial 2 Items 4-9 Score 4 points if the child constructs the design correctly within the time limt on Trial 1 Score 0 points if the child constcut the desing correctly within the time limit. Items 10-13 Score 4,5,6 or 7- if the child constructs design correctly witin the time limit based on time limit

Scoring Picture Span

Items 1-3 Score 1 point if the child gives a corect response Score 0 points if the child does not select the stimulus picture, selects incorrect pictures, says they dont know the answer, or does not respond in 30 seconds Items 4-26 Score 2 pooiitns if the child selects all of the stimulus pictures, selects an incorrect picture, says he or she does not the answer, or does not respond in 30 seconds

Timing Picture Concepts

Items 1-7 of the WISC-V Picture Concepts subtest are two-row items; Items 8-27 are three-row items. The manual suggests a general 30-second guideline for each item, but emphasizes that this subtest is not timed and that additional time can and should be granted if the examinee has established a pattern of providing delayed, but correct responses as the items become more difficult.

Visual Puzzles reversal/discontinue

Reversal and Discontinue Rules If a child age 9-16 fails to obtain a perfect score on either of the first two items administered, the preceding items should be administered in reverse order until a perfect score on two consecutive items is obtained. Discontinue Rules] Discontinue after 3 consecutive scores of 0

Reversal/Discontinue Naming Literacy Quanity

Reversal/Discontinue If an examinee skips a row or begins to complete a row in reverse order, the examiner points to the first box in the row and instructs him or her to continue from there. If an examinee hesitates to name a single quantity for more than 5 seconds, the examiner should instruct him or her to move to the next box.

Complementary Index Scale has 3 scales

Naming Speed Symbol Translation Storage and Retrieval

Naming Speed Literacy (Complementary)

Naming Speed Literacy subtest requires the examinee to name elements, such as objects of various size and color, letters, and numbers as quickly as possible within a given time limit. Age-appropriateness An examinee age 6 years begins with Demonstration Item A and Sample Item A, followed by Item 1; an examinee age 7-8 years begins with Demonstration Item B and Sample Item B, followed by Item 2; an examinee age 9-16 years begins with Sample Item C, followed by Item 3.

5 long term storage and retrival test

Naming Speed Literacy, Naming Speed Quantity, Immediate Symbol Translation, Delayed Symbol Translation, and Recognition Symbol Translation

. Naming Speed Quantity (Complementerm-52tary)

Naming Speed Quantity subtest requires the examinee to name the quantity of squares inside a series of boxes as quickly as possible. Age-appropriateness An examinee age 6 years begins with Sample Item A followed by Item 1, and an examinee age 7-16 years begins with Sample Item B followed by Item 2

5 ancillary index score

PROVIDE ADDITONAL INFORMATION REGARDING A child cognitive abilities and WISC-V performance QRI Quantative Reasoning AWMI Auditory Working Memory NVI Non-verbal GAI General Ability CPI Cogntiive proficency

3 Categories of Subtest

Primary Subtest Secondary Subtest Complentary Subtest

Behaviors to Oberseve with Block desing

Problem-solving styles The level of planning involved. does he or she approach the task impulsively? How the examinee arranges the blocks to form a correct response. Be aware that motor coordination and hand preference may be apparent during this task. Whether the examinee refers back to the model while working. Whether the examinee tends to be obsessively concerned with details (e.g., lining up the blocks perfectly). S How well the examinee persists, especially when the task becomes more difficult. Whether the examinee commits a break-in-configuration error at any time, or seems to understand that items are constrained within a predictable structural matrix. Performs better on items with model and pictorial stimuli as compared to items with pictorial stimuli only. Whether the examinees loses the square shape of some designs (violation of the matrix), Whether the examinee is noticeably twisting his or her body to obtain a different perspective on the model or is rotating his or her own designs. Whether the examinee fails to recognize that his or her designs look different from the model, as this may indicate visual-perceptual difficulties.

Ancillary Scale has 5 scales

Quantitative Reasoning Auditory Working Memory Non-veberal General Ability Cognitive Proficiency

Raw process scores

Raw process scores are the maximum performance on a span task Ex: A tally of the number of times a certain type of error is committed during a subtest or an item (the number of items with rotation errors on Block design)

Scoring Simialiriteis

Score 2 points - any major classification that is pertinent for both members of the item pair, such as horses and cows are both animals Score 1 points- any specific property common to both members fo the item pair, such as horses and cows both eat grass" Score 0 points - any major classification that is not pertinent to both members, is to general in nature or describes difference between members of the item pair , such as You ride horses and you milk cows - this would be 0 points because it does indicate similarilty Any unclear responses

Scoring Symbol search

Scoring If the child completes all of the test items before the time limit expires stop timing and record the completion time in seconds If the child does not complete all of the test items within the same time limit, record the completion time in seconds If the child does not complete all the test items within the time limit, record the completion time as 120 seconds Examiners have the option of scoring set and rotation errors in a similar manner. On the symbol search scoring key, set and rotation errors symbols are indicated with S *(set) or R(rotation) A response option is judged as marked only if it is clear that the child intended to mark it Sum the number of correct and incorrect response across all pages

Scoring Figure Weigths

Scoring Record the completio time in seconds for each item. Responses completed after the time limit should be score 0 Circle the childs response for each item. Correct responses are printed in color on the record form Score 1 point if the child gives a correct response within the time limit Score 0 points if the child gives an incorrect response, says he or she does not know the answer, or does not respond within the time limt

10. Symbol Search (Processing Speed Index)

Symbol Search subtest requires the examinee to scan a search group and indicate the presence or absence of a target symbol or symbols within a specified time limit Age-appropriateness Symbol Search A for examinees ages 6-7 years and Symbol Search B for examinees ages 8-16 years. Reversal and Discontinue Rules There are no reverse rules for the Symbol Search subtest. The subtest is discontinued after 120 seconds.

Simailaties discontinue/reversal

The Similarities subtest is discontinued after three consecutive zero-point responses. Reverse If a child 8-16 years does not obtains a perfect score on either the first 2 items given administer the preceding items in reverse order until the child gets a perfect score on two consecutive items.

5. Coding (Processing Speed Index and FSIQ age/discontinue )

The WISC-V Coding subtest requires the examinee to copy symbols that are paired with either geometric shapes or numbers using a key within a specified time limit Age appropriateness Form A for children ages 6-7 years and Form B for children ages 8-16 years. The different Coding forms have their own separate pages in the Response Booklet. If the examinee is left-handed, an extra Coding response key should be placed to the right of his or her Response Booklet so that he or she may have an unobstructed view of the Coding key (some left-handers' hand positions obstruct the key on the Record Form). Discontinue and Reversal Rules Discontinue after 2 minutes

Letter-Number Sequencing (Working Memory Subtest, Secondary)

The WISC-V Letter-Number Sequencing subtest administration is based on age-appropriate start points. examinee is read a number and letter sequence and is required to recall numbers in ascending order and letters in alphabetical order. An examinee age 6-7 years is presented with the qualifying items (counting numbers and reciting the alphabet at least to C), Demonstration Item A, Sample Item A, and then Item 1. An examinee age 8-16 years is presented with Demonstration Item A, Sample Item A, and then Item 1. If the examinee provides an incorrect response on Sample Item A, the examiner should provide the correct response before moving on to Item 1. Items 1-2 are teaching items and corrective feedback should be provided if the examinee responds incorrectly or does not respond in an appropriate timeframe. Discontinue The Letter-Number Sequencing subtest is discontinued if an examinee age 6-7 years does not respond correctly to either qualifying item, or if he or she obtains zero-point responses on all three trials of an item. The number zero (0) and the letter O are not included in any trials as they are frequently confused. The letters I and L are not included in any trial as they are often misread as the number 1.

Matrix Reasoning (Fluid Reasoning Index and FSIQ)

The WISC-V Matrix Reasoning subtest requires the examinee to complete the missing portion of a picture matrix or series by selecting one of five response options. Age- Appropriate Start Point . A child age 6-8 years is administered Sample Item A and B, followed by Item 1; a child age 9-11 years is administered Sample Item A and B, followed by Item 5; and a child age 12-16 years is administered Sample Item A and B, followed by Item 9. Reversal and Discontinue Rules If the examinee does not obtain a perfect score on either of the first two items administered, the preceding items should be administered in reverse order until a perfect score on two consecutive items is obtained. The Matrix Reasoning subtest is discontinued after three consecutive zero-point responses.

Behaviors to Obersve with digit span

The examinee attempts to use a problem-solving strategy such as "chunking." Be aware that inattention, a hearing impairment, or anxiety can influence performance on this subtest; Watch for rapid repetition of digits or beginning to repeat the digits before the examiner has completed the series. Such behavior may indicate impulsivity. Whether there is a pattern of failing the first trial and then correctly responding to the second trial.

Block Design corrective feedback

The examiner is allowed to correct only the first rotation ("See, it goes this way") and no credit is to be awarded for that item. When the correction is made, the examiner moves the blocks slowly so the examinee sees the subtle change being made.

Behaviors to Note on Symbol Search

Watch for shaking hands, a tight pencil grip, or pressure on the paper when writing. These behaviors may indicate anxiety. Observe attention and concentration. I Whether the examinee checks each row of symbols only once, or whether he or she rechecks the row of symbols in an item more than once. Whether the examinee quickly, but carelessly identifies a symbol or its absence in a row. Be aware that eye movements of examinees taking the subtest can be informative. Watch for signs of fatigue, boredom, or inattention as the subtest progresses. Whether an examinee is identifying rotations of the target symbol or symbols

Behaviors to Oberseve

The level of planning involved. . The examinee completes items relatively quickly or slowly Shows different performance and response times on the matrix items than on the series items Be aware that the eye movements of the examinee may be informative, providing information about a systematic versus random approach to problem solving. The examinee appears to give up easily on more difficult items by stating "I don't know" before examining the item. This type of behavior may indicate that the examinee has become frustrated with the task. Spontaneous corrections during the administration of this subtest and remember to give credit for them.

Longest Span and Sequences Scores

The longest span and sequence scores are raw process scores that represent aspects of the child performance on Digit Span, Picture Span, and Letter Numbers The longest span and sequence scores may better represent the childs maximum performance than the scaled score when performance varies across items ex: when the child obtains scores of 1 and 0 points on tails within and across several items

Timing Figure Weights

The time limit for Items 1-18 is 20 seconds per item. -The time limit for Items 19-34 is 30 seconds per item.

Timing Naming Literacy Speed

The time limit for each trial is 300 seconds (5 minutes).

Timing Symbol search

The timing of 120 seconds must be exact. - Please note that 120 seconds is 2 minutes, not 1 minute and 20 seconds. If the examinee indicates his or her response with something other than one slash mark or marks the target symbol, prompt him or her to draw only one line to make each mark. If the examinee completes the task in less than 120 seconds

5 Complimentary subtest to provide further information about other cognitive abilitieis if the clinical need is present

They are only used to derive complementary index score, they are not used in any other composite score and cannot be used as subsutiisf or missing Naming speed literacy Naming speed quantity Immediate Symbol Translation Delayed Symbol Translation Recognition Symbol translation -

Timing Picture Span

Timing Sample Item A and Items 1-3 have an exposure time of 3 seconds. Sample Items B-C and Items 4-26 have an exposure time of 5 seconds.

Testing Children for Re-Evaluation purposes

Using the same instruments for re-test results in practice effects in which the child remembers the test Research has shown that several subsets such as math, digit span, and letter numbering sequencing of the WISC-V is minimized by practice effects after 1 year Transaltion substest designed to measure memory, may produce longer lasting practice effects.

5 primary index scores

VCI- verbal comprehension VSI visual spatial FRI Fluid reasoning WMI working memory PSI processing speed

Full Interpretation

Verbal Comprehension Visual Spatial Fluid Reasoning Working Memory Processing Speed Also includes the 7 FSIQ subtest including Block Design, Similarities, Vocabulary, Matrix Reasoning, Figure Weights, Digit Span, and Coding

4 Subtest with Crystallized intelligence or acquired knowledge

Vocabulary Information Similarities Comprehension

Similarities ( age start

WISC-V Similarities subtest requires the examinee to describe how two words that represent common objects or concepts are similar Age-Appropriate Start An examinee age 6-7 years begins with the sample item, then Item 1; an examinee age 8-11 years begins with the sample item, then Item 5; and an examinee age 12-16 years begins with the sample item, then Item 8. If an examinee age 8-16 does not obtain a perfect score on either of the first two administered items, the preceding items should be administered in reverse order until a perfect score on two consecutive items is obtained.

Behavior notes for Information

Whether the examinee appears to benefit from the feedback provided on teaching items, giving correct responses after learning the task. Whether the examinee provides complete responses or must be repeatedly queried as a cue to give all pertinent information about the response. Whether the examinee provides additional information about responses upon query or tends to say he or she does not know any more. Whether the examinee continues to provide complete answers throughout the subtest, or if responses become briefer or vaguer as the subtest progresses. Whether the examinee provides multiple correct answers for items where this is appropriate (e.g., Items 3, 6, 8, 10, 11, 12, 15, 16, 19, 24, 25, 26, 28) versus only the single requisite answer. Any observable patterns in an examinee's responses. Patterns of responding such as missing early, easy items and having success on difficult items may suggest anxiety, poor motivation, or retrieval difficulties. Consider whether incorrect responses are related to the examinee's cultural background (e.g., on questions about a character in U.S. history at a certain time or about the geography of a specific location). Such observations should be incorporated into interpretation. Whether the examinee provides unnecessarily long responses. Long responses filled with excessive detail may be indicative of obsessiveness, a desire to impress the examiner, or an attempt to cover up for not knowing the correct response. Whether the content of failed items consistently owes to lack of knowledge in a specific area (e.g., numerical information, history, or geography); an error analysis may be useful in this regard. Spontaneous corrections during the administration of this subtest and remember to give credit for them.

Behaviors to Note on Picture Concepts

Whether the examinee frequently requests the names of objects. Whether the examinee selects responses impulsively, but misses other important features that make the responses incorrect. Whether the examinee finishes items relatively quickly or slowly, frequentlyand repeatedly studies all options to confirm an answer, or glances at therows initially then rechecks them after selecting a response toconfirm.

Behaviors to Note

Whether the examinee is attending during the exposure time. Length of exposure affects the ease or difficulty with which stimuli can be remembered. The order in which the examinee is attempting to remember items. Examinees are instructed to memorize stimulus images from left to right, but some may reverse this. Though the stimulus page can only be shown once, requests for repetition are noteworthy and should be recorded. Strategies used to facilitate memorization (e.g., verbally coding items versus visually tracking items). Whether the examinee gives up easily or responds impulsively on more difficult items, or appears determined to respond correctly. Whether the examinee hesitates to respond resulting in decay of the encoded memory and increased errors. These are qualitatively different errors from those due to inattention during stimulus exposure. Whether the examinee scores 1 point on items scored 2, 1, or 0 points because he or she swaps the order of only two pictures or chooses the correct responses in the incorrect order more haphazardly. Whether the examinee has incorrect responses that correctly include some of the first or last pictures in the array but omit those in the middle of the array; or if the incorrect responses include mostly incorrect objects. Whether the examinee tends to respond incorrectly to the first item of a new span length or new number of response options, then experiences later success on similar items. This is in contrast to a child who responds correctly to

Behaviors to obesere in similairities test

Whether the examinee responded more readily to Block Design, Whether the examinee provides complete responses or must be repeatedly queried as a cue to give all pertinent information. Whether the examinee benefits from feedback (if it is given) on items that allow Be aware that quick responses or abstract responses to easy items may indicate overlearned associations rather than higher-level abstract reasoning. How the examinee manages frustration on this subtest. Spontaneous corrections during the administration of this subtest and remember to give credit for them. Whether the examinee seems to not know answers to items that might be more closely related to cultural opportunities and educational background (e.g., Items 12, 14, 15, 18, and 23).

Behaviors to Note on Vocabulary

Whether the examinee responds more readily to the picture items, Whether the examinee appears to benefit from the feedback provided on teaching items, Whether the examinee provides complete definitions or must be repeatedly queried as a cue to give all pertinent information. Whether the examinee provides additional information about responses upon query or tends to say he or she does not know any more. Whether the examinee continues to provide complete answers throughout the subtest, or if responses become briefer or vaguer as the subtest progresses. Whether the examinee seems to not know answers to items that might be more closely related to cultural opportunities and educational background (e.g., Items 10, 14, 17, and 25). "I don't know" responses or the "tip of the tongue" phenomenon, as these responses and behaviors may indicate word retrieval problems. Hearing difficulties may be apparent on this subtest. Verbosity in the examinee's responses. He or she may be attempting to compensate for insecurity about his or her ability or may be obsessive or inefficient in verbal expression. Spontaneous corrections during the administration

Behaviors to Note on Visual Puzzles

Whether the examinee verbalizes during problem solving. Whether the examinee initially approaches items by studying the pieces or begins impulsively. Whether the examinee asks if a piece can be flipped. Whether the examinee turns his or her head or twists his or her body to rotate the pieces rather than mentally rotating the pieces. Whether the examinee selects responses impulsively, based on color or shape, but misses other important features that make the response incorrect. Any patterns in the errors. Whether the examinee frequently self-corrects on items initially responded to correctly. Whether the examinee finishes items relatively quickly or slowly. Note if the examinee frequently studies the pieces and complete pictures to confirm an

Immediate Symbol Translation (Complementary) discontinue rule

for this subtest are based on an examinee's cumulative performance at specific decision points. discontinue testing if the examinee's raw score is less than or equal to 9 at Decision Point A, if the examinee's raw score is less than or equal to 20 at Decision Point B, or if the examinee's raw score is less than or equal to 30 at Decision Point C. If the examinee's raw score is high enough to continue past all three decision points, the examiner continues through the end of the subtest.

Subtest that have error scores

e WISC-V provides a total of 10 error scores on 5 substest Block Design Coding Symbol Search Naming Speed Literacy Naming Speed Frequency

Cancellation (Processing Speed Subtest, Secondary

examinee is required to scan both a random and a nonrandom arrangement of pictures and mark target pictures within a specified time limit. There are no age-appropriate start points for the WISC-V Cancellation subtest;

Arithmetic (Fluid Reasoning Subtest, Secondary) Age, discontinue, reversal

requires the examinee to mentally solve a variety of visually (and orally) or orally presented arithmetic problems within a specified time limit he WISC-V Arithmetic subtest administration is based on age-appropriate start points. An examinee age 6-7 years begins with Item 3, an examinee age 8-9 years begins with Item 8, and an examinee age 10-16 years begins with Item 11. If the examinee does not obtain a perfect score on either of the first two items administered, the preceding items should be administered in reverse order until a perfect score on two consecutive items is obtained. If an examinee provides an incorrect answer or does not respond within 30 seconds to Items 1-3, the examiner should provide the correct response Discontinue The Arithmetic subtest is discontinued after three consecutive zero-point response

Vocabulary (Verbal Comprehension Index and FSIQ) age. discontinue/reversal

requires the examinee to name pictures or provide definitions for words WISC-V Vocabulary subtest administration is based on age-appropiate start points. An examinee age 6-7 years begins with Item 1, an examinee age 8-11 years begins with Item 5, and an examinee age 12-16 years begins with Item 9 Discontinue and Reversal Rule If an examinee age 8-16 fails to obtain a perfect score on either of the first two items administered, the preceding items should be administered in reverse order until a perfect score on two consecutive items is obtained. The Vocabulary subtest is discontinued after three consecutive zero-point responses.

Delayed Symbol Translation (Complementary)

requires the examinee to recall the visual-verbal pairs taught in the Immediate Symbol Translation subtest in order to translate symbols into words, phrases, and sentences. There are no age-appropriate start points for the WISC-V Delayed Symbol Translation subtest; all examinees begin with Item 1. Discontinue rules for this subtest are based on the examinee's performance on the Immediate Symbol Translation Subtest, so the examiner should stop testing at the same decision point as Immediate Symbol Translation. If the examinee did not discontinue on the Immediate Symbol Translation subtest, do not discontinue.

Picture Span (Working Memory Index)

requires the examinee to select one or more target pictures in order from options on Age Appropriateness There are no age-appropriate start points for the WISC-V Picture Span subtest; all examinees begin with Sample Items B & C followed by Item 4. Reversal If an examinee fails to obtain a perfect score on either of the first two items administered, the preceding items should be administered in reverse order until a perfect score on two consecutive items is obtaine or Discontinue Rules discontinued after three consecutive zero-point responses.

21. Recognition Symbol Translation (Complementary) age and timing

requires the examinee to view a symbol and select the correct translation from a series of orally presented response options using recalled visual-verbal pairs from the Immediate Symbol Translation subtest There are no age-appropriate start points for the WISC-V Recognition Symbol Translation subtest; all examinees begin with Item 1. Discontinue rules for this subtest are based on the examinee's performance on the Immediate Symbol Translation Subtest, so the examiner should stop testing at the same decision point as Immediate Symbol Translation.

Cognitive Domains of wisc

verbal comprehension, working memory And a composite score that represents general intellectual ability

Primary Scale Level -

scores are derived from each domain Verbal Comprehension Visual Spatial Fluid Reasoning Working Memory Processing Speed

2 types of age corrected scores WISC provides

standard substest scores and scaled subtest scores

Comprehension (Verbal Comprehension Subtest, Secondary)

subtest requires the examinee to answer a series of questions based on his or her understanding of general principles and social situations Age-appropriate The WISC-V Comprehension subtest administration is based on age-appropriate start points. An examinee age 6-11 years begins with Item 1, and an examinee age 12-16 years begins with Item 3. If a child age 12-16 does not obtain a perfect score on either of the first two items, the preceding items should be administered in reverse order until a perfect score on two consecutive items is obtained. Discontinue The Comprehension subtest is discontinued after three consecutive zero-point responses.

11. Information (Verbal Comprehension Subtest, Secondary)

subtest requires the examinee to answer questions that address a wide range of general-knowledge topics Age-Appropriateness An examinee age 6-8 years begins with Item 1, and an examinee age 9-16 years begins with Item 8. If an examinee age 9-16 does not obtain a perfect score on either of the first two items administered, the preceding items should be administered in reverse order until a perfect score on two consecutive items is obtained. Reversal and Discontinue rules Information subtest is discontinued after three consecutive zero-point responses. If the examiner is unsure about an examinee's score on one of the items that count towards the discontinue rule, he or she should administer more items until a proper discontinue point has been reached. The prior discussion concerning "Querying," "I don't know," and "Repeating Items" applies to administering the Information subtest. In terms of item repetition, each item may be repeated as often as necessary, as long as the examiner does not reword the original item in any manner.

12. Picture Concepts (Fluid Reasoning Subtest, Secondary)

subtest requires the examinee to choose one picture from each of the two or three rows of pictures to form a group with a common characteristic. Age Appropriateness An examinee age 6-8 years begins with Sample Items A and B and then Item 1; an examinee age 9-11 years begins with Sample Items A and B and then Item 4; and an examinee age 12-16 years begins with Sample Items A and B and then Item 7. If an examinee age 9-16 fails to obtain a perfect score on either of the first two items administered, the preceding items should be administered in reverse order until a perfect score on two consecutive items is obtained Discontinue Rule The Picture Concepts subtest is discontinued after three consecutive zero-point responses. The examinee must show his or her response by pointing to or saying the number of the selections, rather than responding by naming a pictured option or with any other verbal response. Timing tems 1-7 of the WISC-V Picture Concepts subtest are two-row items; Items 8-27 are three-row items. The manual suggests a general 30-second guideline for each item, but emphasizes that this subtest is not timed and that additional time can and should be granted if the examinee has established a pattern of providing delayed, but correct responses as the items become more difficult.

. Visual Puzzles (Visual Spatial Index)

subtest requires the examinee to view a completed puzzle and select three options within a specified time limit that would reconstruct the puzzle when combined. Age-Appropriateness After the Demonstration Item and Sample Item are completed, an examinee age 6-8 years proceeds to Item 1, an examinee age 9-11 years proceeds to Item 5, and an examinee age 12-16 years proceeds to Item 8.

Structure of WISC-V

the WISC-V offers two to four subtests with distinct formats for each of the six broad abilities (i.e., Gc crytalized intelligecne , Gv, Gf fluid resaoning, Gsm memory span, Gs, Glr long term retrival and storgage )

Block Desgin (Visual Spatial Index and FSIQ) Time Limit, Start Point, Reverse/Discontinue Rule

to replicate a set of modeled and/or printed two-dimensional geometric patterns using red-and-white blocks within a specified time limit.Start Point- Based on Age The WISC-V Block Design subtest administration is based on age-appropriate start points. An examinee age 6-7 years begins with Item 1; an examinee age 8-16 years begins with Item 3. If an examinee age 8-16 does not receive credit on either trial of Item 3 as well as Item 4, the examiner should administer Items 1 and 2 in reverse sequence until the examinee obtains a perfect score on two consecutive items. The Block Design subtest is discontinued after two consecutive zero-point responses Time limit of Each task Item 1 has a 30-second time limit, Items 2-5 have a 45-second time limit, Items 6-9 have a 75-second time limit, and Items 10-13 have a 120-second time limit. Item 1 utilizes two blocks, Items 2-9 utilize four blocks, and the remaining items include all nine blocks. Reversal Rules If a child age 8-16 does not obtain a perfect score on either of the first two items, administer the reverse order until the child obrains perfect scores on the first two items Discontinue - After 2 consecutive scores of 0