Pepperdine University Himelstein

710 WISC-IV INTERPRETATION OUTLINE

PROFILE ANALYSIS AND INTERPRETATION FOR THE WISC-IV: Use 95% confidence level. Use .05 critical level for statistical significance; also, the .15 critical level can be used for developing tentative interpretive hypotheses. Useful Tables and Handouts for WISC-IV Interpretation: WAIS-III Handouts will be referenced, as well as pages for WISC-IV Technical and Interpretive Manual (nicknamed TIM). Steps of Interpretation based on TIM, pp.103-094

Steps 1-5:

Report and Describe the FSIQ and the Indexes VCI, PRI, WMI, and PSI. (WISC-IV, Technical and Interpretive Manual, nicknamed TIM) Scores located in WISC-IV Manual, Appendix A, Tables A and recorded on the Analysis Page of the WISC-IV Record Form. 95% Confidence Classification Interval

IQ/Index Score Percentile FSIQ VCI PRI WMI PSI

Description (WISC-IV TIM/Sattler D-4)

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Step 6:

Evaluate Index-Level Discrepancy Comparisons. Determine if differences between Index Scores are significant and if there is significant intersubtest scatter within the Indexes.

A.)Statistical significance: B.) Base Rate (Frequency): C.) Intersubtest Scatter: D.) Analysis: Record significant findings:

WISC-IV Manual, Table B.1 WISC-IV Record Form, Analysis Page Overall Sample or by Ability Level WISC-IV Manual, Table B.2 WISC-IV Record Form, Analysis Page WISC-IV Manual, Table B.6 WISC-IV TIM and Sattler Table D.4 (WAIS-III Handout #2)

Index-Level Discrepancy Comparisons Indexes Base Rate Analysis

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Step 7:Evaluate Subtest Strengths and Weaknesses. Analyze differences between a single subtest score and an average of subtest scores. If VCI-PRI difference is statistically significant, compute separate means and compare the VCI subtests to the VCI mean, and the PRI subtests to the PRI mean. If this method is used, comparison of WMI and PSI subtests to their respective means is not possible. Otherwise, use the mean of the 10 core subtests. A.) Base Rate: WISC-IV Manual, Table B.5 B.) Ability Measured: For descriptions, use TIM or Sattler Table D-3 (WAIS-III Handout #3) Record significant findings here: Overall Mean Subtest Percentile Strengths Rank

Classification

Base Rate

Ability Measured

Subtest Weaknesses

Percentile Rank

Classification

Base Rate

Ability Measured

OR: VCI Mean Subtest Strengths Percentile Rank

Classification

Base Rate

Ability Measured

Subtest Weaknesses

Percentile Rank

Classification

Base Rate

Ability Measured

PRI Mean Subtest Strengths

Percentile Rank

Classification

Base Rate

Ability Measured

Subtest Weaknesses

Percentile Rank

Classification

Base Rate

Ability Measured

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Step 8: Evaluate Intersubtest Score Comparisons . Complete Sattler Subtest Analysis Worksheet to identify significant differences between pairs of subtest scores. Compare pairs of individual subtest scores within the VCI, PRI, WMI, PSI, and across the Indexes. A.) Subtest Analysis: Sattler Subtest Worksheet Step #8 B.) Significant Difference: WISC-IV Manual, Table B.4 C.) Hypotheses: Sattler Supplement (2004) pages 126-130 Record only significant findings from Sattler Subtest Worksheet. Record only in the > greater than direction. Modify language in Sattlers hypotheses so it is reflective of your specific data. Comparison of VCI Subtests 1.Similarities/Comprehension 2.Vocabulary/Similarities 3.Similarities /Word Reasoning 4.Information/Comprehension 5.Information/Similarities 6.Information/Word Reasoning 7.Vocabulary/Word Reasoning Comparison of PRI Subtests 1.Matrix Reasoning/Block Design 2. Matrix Reasoning/Pic. Concepts 3. Pic. Completion/Block Design 4. Matrix Reasoning/Pic.Completion 5. Pic. Completion/Pic. Concepts > > > > > Findings > > > > > > > Hypotheses

Continued: Step 8:Intersubtest Score Comparisons Comparison of WMI Subtests 1.Digit Span/Letter Number Seq. 2. Digit Span/Arithmetic 3. DS Forward/DS Backward Comparison of PSI Subtests 1.Coding/Symbol Search 2. Coding/Cancellation > > Findings Hypotheses > > >

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Comparison of VCI and PRI Subtests 1.Similarities/Block Design 2. Similarities /Pic. Concepts 3. Similarities/Matrix Reas. 4. Comprehension/Matrix Reas. 5. Vocabulary/Matrix Reas. 6. Word Reas./Pic. Concepts > > > > > >

Comparison of VCI and WMI Subtests 1.Comprehension/Arithmetic 2. Similarities /Arithmetic > >

Comparison of PRI and WMI Subtests 1.Pic. Concepts/Arithmetic >

Continued: Step 8:Intersubtest Score Comparisons Comparison of PRI and PSI Subtests Findings Hypotheses 1.Matrix Reas./Coding 2. Matrix Reas./Sym. Search > >

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Comparison of WMI and PSI Subtests 1.DS, LN /CO, SS >

Step 9: Evaluate the Pattern of Responses Within Subtests. Analyze to see if there is a consistent pattern of progress, or if there is variability, i.e., missing easier items while answering harder items correctly (Intrasubtest scatter). The child with an uneven pattern of scores on several subtests may have certain problems related to attention, motivation, or language that need to be evaluated further or may be a very bright child who is bored with the tasks. Based upon background information, behavioral observations of test behavior, and pattern of responses, develop hypotheses for intrasubtest scatter.

Step 10: Process Analysis

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Analyze individual responses qualitatively to see if there are any unusual or bizarre answers. Examine the nature of the errors within each subtest, because any score may occur for various reasons. For example, failure on Block Design may occur because of incorrect assembly or because the child ran out of time. A.) Statistical significance: WISC-IV Manual, Table B.9 B.) Base Rate: WISC-IV Manual, Tables B.7, B.8, B.10 C.) Analysis WISC-IV TIM, pp.107-108 Discrepancy Comparisons Block Design BD vs. BDN Digit Span LDSF vs. LDSB DSF vs. DSB Cancellation CAR vs. CAS Base Rate Analysis