IQ ASSESSMENT QUIZ TWO

WAIS-5 Overview WAIS-5 Subtests WAIS-5 Administration & Scoring WAIS-5 WAIS-5 Interpretation

what does the WAIS-5 include

•subtests and composite scores that represent a person’s intellectual functioning in specific cognitive domains

Call these composite scores Index Scores; WAIS-5 has five of these and a full scale IQ

How do you know if you should use a test on a 16yr old?

Go to the WAIS-5 manual and read the first part where it tells you the basic info of the exam

Each subtest in the WAIS-5 has what? What do they get converted to?

•Each subtest has a raw score that gets converted to a scaled score that has a mean of 10 and a standard deviation of 3

•Our raw score is what one quickly reports when scoring a test

the subtests should all be in what when opening the booklet?

they should all be in order

what would we do if a score is not accurate

•then you would give a score of 0; if it’s accurate then the score would be 4,5,6 or 7->depends on how long it took the person to complete the subtest

•Always make sure to double check your summation of scores because it can really mess up the test as a whole

raw scores get converted to

scaled scores

what do we use the 10 primary subtests for

•comprehensive description & evaluation of intellectual ability.

•The ten subtests are listed in order

•Unless you have a clinical reason, you don’t do all of them

when to use the secondary subtests in administering

•use the 10 secondary subtests to have a broader sampling of intellectual functioning and to have more information for clinical decision making

•Sometimes we will have a subtest that is invalid for some reason: you’d administer a substitute subtest to get a full scale IQ

•Manual tells us exactly what subtests we can use in place of the primary test that was discovered invalid

time required when administering the tests

typically takes about 60 minutes to administer the required subtext and about an hour and a half to administer the required and optional tests

digits forward subtest

secondary subtest

not required but should still be administered for every evaluation along with the ten main ones because of the order that it is in

based on normative sample

what are the primary tests given in the WAIS-5 administration

•Similarities (SI)

•Block Design (BD)

•Matrix Reasoning (MR)

•Digit Sequencing (DQ)

•Coding (CD)

•Vocabulary (VC)

•Figure Weights (FW)

Full scale IQ will come from these seven subtests

what are the secondary ancillary index scores that can be administered if needed

•Information (IN)

•Arithmetic (AR)

•Digits Background (DB)

•Symbol Search (SSP)

•Naming Speed Quantity (NSQ)

•Comprehension (CO)

•Set Relations (SR)

•Spatial Addition (SA)

•Letter-Number Sequencing (LN)

what subtests are primary, not for FSIQ, but still included in the WAIS-5 administration

•Visual Puzzles (VP)

•Running Digits (RD)

•Symbol Search (SS)

why should the test administration be given in order

it is what it was done in the standardization administration

Verbal Comprehension Index (VCI)

similarities(SI) and Vocabulary(VC)

Visual Spatial Index (VSI)

block design (BD) and visual puzzles (VP)

Fluid Reasoning Index (FRI)

matrix reasoning (MR) and figure weights (FW)

Working Memory Index (WMI)

digit sequencing (DQ) and running digits (RD)

new subtest in the WAIS-5 that was not in the WAIS-4

Processing Speed Index (PSI)

coding (CD) and symbol search (SS)

Why do we use the WAIS-5

•can be used to evaluate specific cognitive deficits that contribute to low academic achievement and predict future academic achievement: EX. testing someone to see if someone qualifies for being in a gifted program; you’re using it to predict academic achievement

•WAIS-5 is often used in conjunction with an achievement test to help with decision making, ex the Wyatt or the Rat

• Use of WAIS and achievement testing together assists with educational placement, identification of learning disabilities or giftedness.

•For learning disabilities, one would use a test of adaptive functioning such as the Winem

WAIS-5 and neuropsychological evaluation test

•The neuropsychological evaluation that includes the WAIS-5 helps identify neuropsychological functioning due to those additional ancillary index scores

Gives one a broader perspective of their cognitive functioning that a neuropsychologist would need to know

user responsibilities of administration

•Users need to have training and experience in administration & interpretation of standardized clinical instruments: We have to be proficient enough to administer it to a client and have practiced it multiple times until it becomes automatic

•Users of the WAIS-5 need to have completed graduate-or-professional-level training in psychological assessment.

•Everyone is responsible for following the Standards for Educational and Psychological Testing

•One of the standards includes: Keep test materials secure and release only to those who will safeguard their proper use

•If we share the test material it reduces its validity, and the public domain now has access to it

•Another standard includes: one shouldn’t copyright material

WISC-V relating to the WAIS-5

•You can use the WISC-V for 16-year-old individuals with suspected below average cognitive ability or with clinical diagnoses because it has a lower floor than the WAIS-5 for 16-year-old individuals.

•Need to research to determine what you think the 16yr old’s intellectual functioning is; if they’re suspected to have below average IQ then you should administer the WISC-5

•Use the WISC-V Spanish for 16-year-old individuals who are primarily Spanish speaking with limited English proficiency.

practice effects when administering the WAIS-5

•You can administer the same test again, but you should wait a couple of years before giving it again

•If not, the practice effects may increase the person’s score: score may increase

also need to be mindful of the time period between the two test administrations of that same intelligence test

modifications and accommodations during the WAIS-5

•When examining individuals with accommodations regarding physical, language, and sensory limitations, this is the only time you can veer from administrative procedures

•It’s important to document what accommodations where made; the one’s that you do make shouldn’t be assisting them to get the correct answer→ EX. if you cannot sit directly across from your client when administering the test, you have to state why in your report

•Document all modifications from standard administration and scoring instructions and consider the modifications in the interpretation of results→ don’t attribute low performance if it may be due to the limitations.

the crack on the back of the WAIS-5 book

the book is meant to stand up; you fold it upwards when assessing a client

materials needed when assessing a client

stopwatch, copies of exam, your personal copy of the book, pencils, record form

administration time

•The booklet tells you the average time for each age group rounded to the nearest minute; broken down by age group( Table 2.2 on pg 22)

•It also gives average time for people of special groups such as those who have ADHD

physical environment while conducting assessment

table should be a wider

want to have your booklet to the side in order for them not to see the correct answers

table should be clear do not leave extra stuff on the table

importance of establishing rapport with client

•don’t just go into administering without maybe explaining how the assessment will be conducted; this is why it’s a good idea to do the clinical interview first; small talk conversation is also a good way to build rapport

•Provide transitions such as ‘now we’re going to do something different’ or ‘keep going, let’s try another’-> do NOT say ‘great job’ after they did something correct; it could influence their answers

first thing you do before conducting assessment

provide the informed consent for to your client

reverse rule

•if the person gets the Third Item wrong you would go backwards until the person answered two consecutive answers correct

•If they get three items right but Item Four wrong you’d still go backwards; you don’t do Items One and Two unless they get Items Three or Four wrong

The cross in front of Item Three and Four

•: these are teaching items; if the person got the question wrong this is where you’d correct them

•Your manual will instruct you what to say

discontinued rule

•you don’t have to administer every single item; once your client gets three consecutive items incorrect you can stop the subtest→ EX. if they 3,6,9 wrong you keep going but if they get 5,6, and 7 wrong then you’d discontinue

•Some subtests are after three wrong answers but there are others that are after two wrong answers

•This rule does NOT apply to partial credit; a score of 1 does not mean that the person is incorrect→It only applies to a score of 0

What Q means

•Q stands for Queries

Allow evaluation of an individual’s knowledge more thoroughly

when a client states something and you ask them ‘what do you mean/tell me more about it’

•We have to write down Q on the record form to indicate that we asked the client to query

timing when administering the WAIS-5

•some but not all require timing; we don’t start the timer until you finish the last instructor

•EX.For arithmetic, if the client asks you to repeat the instructions you can but do not stop the timer

•Item 1 might be 30 sec. while Item 5 might be 45 sec.-> it tell you in your response booklet how much time limit you will provide for each task

repetitions

•not allowed for certain subtest, including digits forward, digits sequencing, running digits, digits backwards, and letter numbers

•These are tests of attention of memory, so we’d simply say ‘just try your best’

recording responses

you need to record verbatim what the client exactly says

shorthand comes handy here

•Scoring: 2 is looking for abstract, 1 is concrete, 0 is incorrect; for some subtests the prefect score will be 2 while in others it will be 4; depends on the subtest

block design administration

•when you show your client how the blocks go it is incorrect-> you only do this one time

•You do need to time this; if they go over time and if the design is wrong then you would color the blank pic with what the client made

•Remember to mix up the blocks for each trial, eventually clients will catch on and mix the blocks for you

•Shorthand: if they got the entire design right simply put a check mark in the white box

matrix reasoning administration

•discontinuing rule of 3 incorrect answers and a reverse rule of 2 items; start with Sample A and B; start at Item 4

•Have to run your finger across the pictures and point to the empty box; this way your client knows they can pick from multiple answers and aren’t limited to any

coding administration

about how fast client goes regarding timing

total of 120 seconds is given; rung finger across top row, numbers, and symbols

you demonstrate how to do the coding for three items(instructions tell you which) and then let the client do a sample until instructed

visual puzzles administration

•time limit for each item is 30sec., even if they get it correct after time limit it’s now wrong

•Discontinue rule: there consecutive items

•For instructions, the manual will tell you what to say

WAIS-5 Description Overview

Publication date: September 2024

Age range Individuals ages 16:0 – 90:11 months

Scores/interpretation: FSIQ, index scores, subtest level scaled scores→ Full Scale IQ includes seven subtests

Completion time: 60 – 90 minutes for core subtests

Administration(two ways): paper and pencil or digital by trained administrator either a licensed psychologist or under the supervision of one→ Either by paper or pencil or by Q-Global

What are the five index scores corresponding to each scale in the WAIS-5

Verbal Comprehension Index (VCI)

Visual Spatial Index (VSI)

Fluid Reasoning Index (FRI)

Working Memory Index (WMI)

Processing Speed Index (PSI)

Changes in the FSIQ and Index Scores

-Be aware of practice effects if wanting to retest a person using the same WAIS-5: likely to have higher scores

-If one does plan to re-administer a test, wait at least a year

-If you can’t wait this timeframe, there are other intellectual assessments one can use

-This is also a good idea to ask client when they took the assessment; if they took it recently you might want to consider another test

-Another thing to be aware of: child may be older, thus you have to use their current age range on the day they take the test

confidence intervals regarding the WAIS-5

At the bottom of our record form, it asks which confidence interval we need to choose(either 90% or 95%)→ Use 95% for the course, it’s the better one to use

At the 95% confidence level: Confidence intervals for the FSIQ range from (plus or minus) 5 or 6 points

An FSIQ score of 90 is an estimate of a true score, which at a 95% confidence level falls between 85 and 95: What this is saying is that a person’s IQ score is 90 and we are 95% confident that their true score falls between 85 and 95

the range of index and full scale IQ scores

The five index scores range from 55 to 155

The FSIQ and GAI range from 40 to 160

The FSIQ range is insufficient for individuals at the extremes of functioning

The WAIS−5 FSIQ is composed of  7 core subtests, what are they

Verbal Comprehension: Vocabulary, Similarities

Visual Spatial: Block Design

Fluid Reasoning: Matrix Reasoning, Figure Weights

Working Memory: Digit Sequencing

Processing Speed: Coding

Using the record from while administering the WAIS-5

Record individual’s responses verbatim→Use shorthand

Note pertinent observations→There’s a page in the record form where you can put this info.(it has the bell-shaped curve on it)

Write legibly and accurately and make an entry for every item administered

Review scoring: double check to make sure all the scores are correct; check at least 3xs

why should we check at least three times that the scores we’ve produced on our WAIS-5 index scores are correct

in case the scores wind up in court or if you have to share the evaluation of your client with other professionals

protocols to follow when administering the WAIS-5

Use exact wording: If client’s start asking us questions, simply say ‘Just try your best’

Do not add explanations or use synonyms: do not ad lib

Shorten instructions when noted in the Administration and Scoring Manual: You should not shorten instructions unless the manual tells you to do so

Observe the individual’s performance: Both clinical judgement and to see when they need a break

the primary subtests end with

symbol search

when should you conduct the supplemental tests

when you mess up on a primary test, NOT because you like it better than the primary tests

protocol for using Queries (Q)

Do not query clearly correct or 1-point responses to elicit a better one: A person’s score is the highest score that they obtained

Different subtests have different rules for queries: See p. 46 of manual for a general discussion

Query any responses followed by a “(Q)” in the Administration and Scoring Manual

what are prompts

They help an individual follow the directions

Only use prompts when the manual tells you to do so

Record a “P” on the Record Form for each prompt that you give

additional help for examinees

Do not give additional help beyond what is specified in the directions in the Administration and Scoring Manual→ don’t spell, define, or explain any words in the directions, questions, or items

Do not use a word in a sentence or tell the meaning of a word if asked

Say “Do the best you can” in response to requests for help that is beyond what is specified

reverse sequence rule

Use a reverse sequence when an individual: Does not obtain a perfect score (i.e., the highest possible) on the first start-point item or Obtains a perfect score on the first start-point item but not on the subsequent item

In a reverse sequence, if you do not have two consecutive perfect items, or meet the discontinue criteria continue in the forward sequence until the discontinue criteria is met

in general, when administering an item wait at least

5-10 seconds IF

person hasn’t responded, if rules allow, you can clearly see person is thinking about response

what is a spoiled response

a response that was initially on the path to obtain credit but becomes spoiled when elaboration reveals a fundamental misconception

-Response not considered spoiled when elaboration is irrelevant to correct answer and/or doesn’t reveal a fundamental misconception

-may be difficult to distinguish from a poor response

what are some potential problems in administering the WAIS-5

Establishing rapport, Administering test items, Scoring test items, and Completing the Record Form

Other problems include: Halo Effect, examiner not being well rested( tend to make more errors when fatigued)

what is the halo effect

unconscious error one makes when administering; might believe people are performing better that what they actually are

   -be aware of personal biases when administering

making comparison between subtests and index scores

-Compare obtained score differences to critical values and base rates in order to determine any potential strengths or weaknesses that one examines

-Base rates are also going to help one determine if two score differences are rare or common in the population

-Critical Values: help determine if the difference between 2 scores is statistically significant when comparing an individual score to a normative sample→Look these up in the tables in the WAIS-5 manual

-Base Rate: helps determine if the difference between 2 scores is relatively rare or common in a population→The tables help us determine this number

-Determine Critical Value Significance Level: for this class we will use the .05 level

-Determine Base Rate Reference Group: Overall Sample or Ability Level: we are choosing the ability level

Things to remember when adding the primary index composite scores

•goes in the ‘sum of five index scores’

•Use MIS: better to use because we’re comparing more subtests in an index score

•If any of the primary index scores are missing them you’d use the full scale IQ

•Critical value sig level is .05 and base rate is Ability box

•Our composite score minus our comparison score( Pg 65 table 2.14; shows you what to do)

•When adding the five primary index scores make sure to NOT include the full scale IQ

When scoring your primary index scores and after finding the critical value for them, how do we determine if the scores are significant or not

•If the absolute value of the obtained difference is greater than or equal to the critical value the difference is statistically significant

•You’re only comparing the ones that follow this rule because once you determine which scores are statistically significant you’re going t look at the composite scores, and if they’re statistically significant(greater than MIS) then it is considered a strength

•If it’s lower than the MIS score then it’s considered a weakness

•The difference has to be larger than the critical value in order to look at it

scaled scores have a mean and standard deviation of what

mean: 10. SD: 3

can compare scaled scores to a normative sample

what are composite scores

•standard scores that have a mean of 100 and a standard deviation of 15

•Because of this knowledge one can compare the individual score on paper to a normative sample

what do percentile ranks reflect

•reflect the percentage of examinees in the normative sample scoring below the composite score.

•Not the same thing as percentages

•The percentage rate is how many people scores below that number in a normative sample

•EX. Composite score of 100 and the percentile rank is 50, meaning 50% of examinees in the normative sample scored below 100

what are confidence intervals

•a range of scores the true score likely falls.

•EX. We are 95% confident that Jane’s true score falls between 91 and 105

when writing reports, why is it good for us to use qualitative descriptors in our findings

Using the following descriptors is helpful to use in psychological reports because not everyone understand the terminology in our field

  -EX. Composite score of 98 is average

There are 2 aspects of score differences to consider during interpretation, what are they

•1. Statistical Significance of the difference based on critical values : Is the difference real and not due to measurement error?

•2. Base Rate of the differences: Is the difference clinically meaningful?

what is the difference between base rate and statistical significant differences

For statistical difference: If the diff is real and not due to measurement error

For base rate: Is the diff really clinically meaningful

what are the steps for performing the primary profile analysis

•Step 1: Report & Describe the FSIQ

•Step 2: Report & Describe the Primary Index Scores

•Step 3: Evaluate Index-Level Strengths & Weaknesses

•Step 4: Evaluate Index-Level Pairwise Comparisons

•Step 5: Evaluate Subtest-Level Strengths & Weaknesses

•Step 6: Evaluate Subtest-Level Pairwise Comparisons

the FSIQ is best understood by what

comparing it or MIS to each primary index score

Verbal Comprehension Index(VCI)

-Provides an estimate of crystallized intelligence & measures the ability to access and apply acquired word knowledge

-EX. John had a Verbal Comp. score of 71, meaning he may have difficulty acquiring word knowledge, reasoning, etc.

-High VCI Scores: indicate a well-developed verbal reasoning system, strong word knowledge acquisition, effective information retrieval, good ability to reason and solve verbal problems, & effective communication of knowledge

-Low VCI Scores: poorly developed word knowledge, difficulty retrieving acquired information, problems with verbal expression, or reasoning and problem-solving.

Visual Spatial Index(VSI)

-Measures the ability to evaluate visual details & to understand visual-spatial relations to construct geometric designs for a model→ Looks at visual information and details

-High VSI Scores: well-developed capacity to apply spatial reasoning & analyze visual details.

-Low VSI Scores: deficits in spatial processing, visual discrimination, poor visual attention, visual-motor integration deficits, or low general reasoning ability

Fluid Reasoning Index (FRI)

an estimate of fluid intelligence & measures the ability to detect the underlying conceptual relations among visual objects & use reasoning to identify & apply rules

High Scores: well-developed ability to abstract conceptual information for visual details & effectively apply that knowledge

Low Scores: difficulties identifying important visual information, linking visual information to abstract concepts, understanding & applying conceptual or quantitative concept, or low general reasoning ability

Working Memory Index(WMI)

measures the ability to register, maintain, & manipulate auditory information in conscious awareness

 -Auditory discrimination: have to be able to hear a 3 vs a 2; therefore we have to make sure the volume of our voice is loud enough for our client to hear

-Attention: being able to concentrate and sustain that attention

-Maintenance: keeping information active in your conscious awareness; having to manipulate and take out what’s not needed; have to mentally manipulate the sequence of the numbers in the correct order

Processing Speed Index (PSI)

-Coding: record form; client has to withhold information long enough to write it down; primarily looks at speed of decision making and person’s ability to accurately identify information

-Symbol search: speed of decision making more heavily focused

-For both tests clients are moving their arm-> therefore have to ask yourself ”Could there be some difficulty with their motor functioning?”

Things to remember when reporting our strengths and weaknesses

We are going to report this but we shouldn’t base this final interpretation on this single subtest

Look for supporting or refuting  evidence in the clinical interview when reporting person’s strengths and weaknesses

  -EX. repeating questions for them, slow when signing their name, what grade lvl did they finish in school, did they need tutoring

Things to remember when reporting our pairwise comparisons

-we should gather evidence that either supports/refutes what we find in our strengths and weaknesses in our pairwise comparisons

    -additionally, if we see weaknesses we should administer the additional subtests that make up the expanded index( especially for visual spatial index)

•Important to note that there might be other things going on that might cause the person to do poorly→ EX. In. our peer assessment, for example, the reason for many strengths and weakness was due to our peer malingering on purpose( they got the wrong answers on purpose to speed up the process)

Why is the MSS-P preferred over the MSS-F?

MSS-P is based on more subtests and a broader sample of performance→ Used the mean sum of the scaled scores for the subtest for each of the primary subtests