Contents
  1. Cognitive Profile for Children with ADHD by Using WISC-IV : Subtype Differences ?
  2. Wechsler Intelligence Scale for Children
  3. Essentials of WISC-IV Assessment (Essentials of Psychological Assessment)
  4. cresalslopebslag.ga | Neuropsychological Assessment | Cognitive Neuroscience

Wechsler Intelligence Scale for Children-IV (WISC-IV) is designed for children ages 6 - 16, while the Wechsler. Preschool and Primary Scale of Intelligence-III. WISC – IV. WECHSLER INTELLIGENCE SCALE FOR. CHILDREN. Learning Disabilities – A.A. Page 2. INTRODUCTION. •The test assesses the IQ. PDF | In the late s, David Wechsler's dramatic infl uence on the fi eld of The WISC-IV is the great-great-grandchild of the Wechsler-Bellevue Form II .

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Wisc Iv Pdf

This technical report is the fourth in a series intended to introduce the Wechsler Intelligence Scale for Children–Fourth. Edition (WISC–IV; Wechsler, ). Because K.O. obtained the top scaled score on eleven WISC–IV subtests, his subtest composite scores were derived from special WISC–IV extended norms . WISC–IV SCALE. SCORE. Verbal Comprehension Index (VCI). Perceptual Reasoning Index (PRI). Working Memory Index (WMI).

Anthony K. Accepted: February, Original Article UDK Another revision, the is reported and clinical impression is given. Her Full last two revisions, still cited David Wechsler Scale IQ of is classified in the superior or higher as the author, even after his death in Recommendations about how to The test was revised in order to a improve address problem areas are discussed. The one exception was for the Arithmetic sub- According to Sattler and Dumont the test, which was standardized on children. Each age group was made up boys als and interesting test materials, helpful scor- and girls, except in the Arithmetic stan- ing criteria, usefulness for children with some dardization group, which had 50 boys and 50 disabilities and extensive research and clinical girls in each age group from Euro American, literature with prior versions of the test. Verbal comprehension com- University of Cape Coast, Ghana prises similarities, vocabulary, and compre- E-mail: ankyi ucc.

Cognitive Profile for Children with ADHD by Using WISC-IV : Subtype Differences ?

According to Alcock of the WISC-IV to a year old girl whose and Bundy , several types of infections parents gave the examiner permission to ad- in pregnant woman that can cause severe minister the test to her child for educational mental retardation include rubella, syphilis, purposes.

The case provides a good example www. Her Picture Concept subsets measures Full Scale IQ of is classified in the supe- abstract categorical reasoning ability.

The rior or higher range of intelligence. The names child is presented with rows of pictures and in the study are factitious for confidentiality was to choose one from each row to form a and pedagogical reasons. The interpretive group with a common characteristic.

Wechsler Intelligence Scale for Children

Although report for the WISC-IV is designed for use mainly requiring inductive ability, it also in- in educational evaluation and counseling for volves general information or verbal media- graduate students. Readers should note that no tion Chen, H. Matrix Reasoning. This sub- on the basis of the WISC-IV report without test generally requires manipulating abstrac- confirmation from other sources. The child selects the response option that completes the 2.

For the Picture Completion subtest, the child is The materials used for the assessment asked to name or point to the important part include the 10 core subtests and 5 supple- missing from a picture within a specified mental subsets in the WISC-IV are made up of time limit Chen, H.

This task the: Comprehension Index VCI - measures involved visual processing and general infor- verbal concept formation, verbal reasoning, mation abilities Chen, H. The subtests include: Working Memory Index WMI - similarities subtest measures verbal concept requires working memory processes to formation and reasoning.

The Similarities manipulate orally presented verbal sequences subtest requires the child to describe how two Wechsler, b. Or to simply orally pre- objects or Concepts are similar Chen, H.

The sub tests al. Compared to other verbal com- include: Digit Span subtest measures working prehension subtests such as Vocabulary and memory, requires repeating a series of digits Information, this subtest appears to require Sattelr and Dumont, For Digit Span relatively more inductive reasoning Chen, H.

Forward, the child is asked to repeat the digits et al. For Digit Vocabulary subtest measures word Span Backward, the client was made to read knowledge and verbal concept formation.

For verbal items, the child Letter-Number Sequencing subtest defined words that are presented visually and measures sequential processing and short- orally. Comprehension subtest measures prac- term auditory memory Sattelr and Dumont, tical reasoning and judgment in social situa- The child read a sequence of num- tions.

Arithmetic is a supplementary Working answers to specific problems Sattelr and memory subtest that requires solving simple Dumont, The child answered questions to complex arithmetical concepts and numeri- based on her understanding of the questions.

Information subtest measures how one is able Working within a specified time limit, the to acquire, retain, and retrieve general factual child mentally solved a series of arithmetic information. The child answered questions problems. Processing Speed Index PSI - that address a broad range of general knowl- requires visual perception and organization, edge topics.

Perceptual Reasoning Index PRI visual scanning, and the ability to use hands - measures perceptual and fluid reasoning, and eyes efficiently Wechsler, b.

The spatial processing, and visual motor integra- attention factor is two minutes. The sub tests include: The sub tests include: coding. This sub- In the Block Design subtest, child is asked to test requires children to copy symbols paired www. This section of the report within a specified time limit Chen, H.

Essentials of WISC-IV Assessment (Essentials of Psychological Assessment)

Besides measuring the process- opmental, educational, and family history as ing speed, successful performance on this could be done in actual practice Dumont and task may also indicate recall ability Chen, Rapport, The child completed this sub- Behavioral observations: This section test using a response booklet.

This task involve both port, Normative data pleted this subtest using a response booklet. The paper subtest requires scanning both a random and also gives the differences between the indexes a structured arrangement of pictures, and and individual subtest scores needed to reach marked target pictures within a specified time the 0.

This limit. The device. Working memory report, and grade. Her sequential report Dumont and Rapport, visual processing abilities are described, as Test s administered: This section cites noted by her scores on the Coding and Symbol the name s of the test s administered and the Search subtests.

Recommendation: This section is op- Reasons for referral: This section begins tional. The author included this portion for the narrative portion of the report and explains educational purposes although it does not need the reason for the evaluation. This section also the body of the report. In this 3. Sex: Female sons. Rapport, These are summed to four Indexes the student who lives with her parent in the state Verbal Comprehension Index, the Perceptual of Nebraska.

The parents of LAS gave lings in Although she was born in the consent to participate in the evaluation pro- state of Nebraska, her parents had already had cess. The father signed a consent form and the originally moved from one of the West Afri- child assented to indicate in what manner the can French countries to the United States of information would be used. The parents report that LAS grew Reason for Referral: Client is a volun- up healthy and had no problems during her teer for the purpose of assisting the exam- developmental growth.

Nick a sev- enth grade, Joe a second grade and Joe in a Verbal comprehension composite Kindergarten, all attend a Mission School. She started talking at an early age and Vocabulary 13 started kindergarten a few weeks before she Comprehension 19 turned five years. LASattended kindergarten through her eight grades at elementary school Perceptual reasoning composite in the state of Nebraska. The client excelled Scaled Score in all her classes throughout her elementary Block Design 7 education.

She is on several com- mittees at school. She is an active Catholic Church member and plays leadership roles in Processing speed her church youth group. She was selected to Scaled Score be part of Youth Leadership program at the Coding 14 Creighton University and had the opportunity www. The client expressed an reasoning-Block Design. In spite of the dif- interest in hobbies that include reading and ferences, the present measure of her overall socializes with friends.

The Verbal she seemed comfortable with the examiner Comprehension Index is designed to measure but showed some signs of anxiety as some of verbal reasoning and verbal acquired knowl- the questions appeared harder and difficult. She of new problems, process verbal informa- worked calmly and quietly and answered most tion and ability to think with words are better of the questions with much interest.

There developed. The scores may also suggest that were two brief interruptions in the administra- her Verbal Comprehension skills are better de- tion of the test. One was a visit to the rest room veloped than her perceptual reasoning skills and the other was to the kitchen to drink some and that retrieval of verbal information from wa-ter. She pre- reasoning skills indicate that she is in the aver- sented no unusual behaviors during the ses- age range and above those of approximately sions.

The perceptual reason- lished and maintained. Her mood was within ing composite measures nonverbal reasoning normal limits. She was dressed appropriately skills.

Her low score on Block Design may in a short pant and T-shirt.

Client appeared suggest she has poor visual-perceptual reason- well groomed and exhibited no problems with ing and non-verbal reasoning ability. Such high score may suggest that priate with no evidence of any speech or hear- she has the ability to sustain attention and ing diffi-culties. Her attention to the task at has a high long term and short term auditory hand and her concentration were appropriate memory and attention.

The purpose of the administration of Processing Speed Index measures process- the Wechsler Intelligence Scale for children- ing speed skills. Such superior score suggests fourth Edition WISC-IV to the volunteered that LAS has good processing speed and good client was to assess her overall level of cog- attention and concentration.

Her strength in nitive functioning and to assist the examiner processing speed indicates that she has the obtain practice administering the WISC-IV ability to work under time pressure. The signif- LAS overall intellectual ability is in the icant difference between the Verbal Compre- superior range. Her Verbal Comprehension hension and Perceptual reasoning skills may ability is in the very superior range; her Work- indicate that her Verbal comprehension skills ing Memory and Processing Speed abilities are better developed than perceptual reason- are in the superior range while Perceptual rea- ing skills.

The results of the score also suggest soning is in the average range The Full Scale that the Verbal comprehension and verbal pro- IQ FSIQ is derived from the combination of cessing are better developed than her working the ten subtest scores and is considered the memory and short term auditory memory.

The most representative estimate of global intel- difference between the verbal comprehension lectual functioning Ref. Table A LAS is encouraged to focus on activi- strengths. For example, one area of strength ties that involve recognition of visual details. LAS will benefit from relaxation tech- egorize the meaning of individual words.

Her niques to enable her reduce anxiety that can high score on Picture comple-tion compared contribute to the ability to work under time to Block design may suggest that nonspatial pressure and the willingness to guess when perceptual ability is better developed than spa- uncertain.

Additional updates and refinements include changes to the questions to make them less biased against minorities and females and updated materials to make them more useful in the administration of the test. However, the age range was changed from 5—15 to 6— It yields 15 composite scores. Different floor effect and ceiling effect can be achieved using the different tests, allowing for a greater understanding of the child's abilities or deficits. This means that a year-old adolescent who has an intellectual disability may be tested using the WISC-V so that the clinician may see the floor of their knowledge the lowest level.

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Two subtests must be administered to obtain each of the primary index scores; thus, a total of 10 subtests are primary subtests. Verbal Comprehension and Fluid Reasoning are weighted more heavily in the Full Scale IQ to reflect the importance of crystallized and fluid abilities in modern intelligence models Wechsler, Vocabulary — primary, FSIQ examinee is asked to define a provided word Information secondary — general knowledge questions.

Comprehension — secondary questions about social situations or common concepts. The VCI is an overall measure of verbal concept formation the child's ability to verbally reason and is influenced by semantic knowledge.

cresalslopebslag.ga | Neuropsychological Assessment | Cognitive Neuroscience

These subtests are as follows: Block Design primary, FSIQ — children put together red-and-white blocks in a pattern according to a displayed model. This is timed, and some of the more difficult puzzles award bonuses for speed. Visual Puzzles primary — children view a puzzle in a stimulus book and choose from among pieces of which three could construct the puzzle. The VSI is a measure of visual spatial processing. The Fluid Reasoning scale subtests are described below: Matrix Reasoning primary, FSIQ — children are shown an array of pictures with one missing square, and select the picture that fits the array from five options.

Figure Weights primary, FSIQ — children view a stimulus book that pictures shapes on a scale or scales with one empty side and select the choice that keeps the scale balanced.

Picture Concepts secondary — children are provided with a series of pictures presented in rows either two or three rows and asked to determine which pictures go together, one from each row. Arithmetic secondary — orally administered arithmetic word problems.

The FRI is a measure of inductive and quantitative reasoning. The Working Memory scale's subtests are as follows: Digit Span primary, FSIQ — children listen to sequences of numbers orally and to repeat them as heard, in reverse order, and in ascending order.

Picture Span primary — children view pictures in a stimulus book and select from options to indicate the pictures they saw, in order if possible. Letter-Number Sequencing secondary — children are provided a series of numbers and letters and asked to provide them to the examiner in a predetermined order. The WMI is a measure of working memory ability.

The Processing Speed subtests are as follows: Coding primary, FSIQ — children under 8 mark rows of shapes with different lines according to a code, children over 8 transcribe a digit-symbol code using a key.

The task is time-limited. Symbol Search primary — children are given rows of symbols and target symbols, and asked to mark whether or not the target symbols appear in each row. Cancellation secondary — children scan random and structured arrangements of pictures and marks specific target pictures within a limited amount of time. The PSI is a measure of processing speed. The set of these subtests is termed secondary subtests Wechsler, Two ancillary index scores termed the expanded index scores were released the year after the publication, so are not included in the published manuals.

Three complementary index scores are available to measure cognitive processes that are important to achievement and are sensitive to specific learning disabilities.

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