WECHSLER INTELLIGENCE

SCALE
Presented By: Waqar Ahmad
WISC Introduction
 The Wechsler Intelligence Scale for Children (WISC)
was first developed in 1949 and revised in
1974(WISC-R) The latest version, the Wechsler
Intelligence Scale for Children-
 Third Edition WISC-III),was published in 1991.It is
an individually administered measure of intelligence
intended for children aged six years to 16years
and 11 months.
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 The WISC is designed to measure human
intelligence as reflected in both verbal and
nonverbal(performance) abilities.
 The WISC is used in schools as part of placement
evaluations for programs for gifted children and for
children who are developmentally disabled.
 WISC is used in neuropsychological evaluation,
specifically with regard to brain dysfunction.
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 The test mayalso serve to better evaluate children
with attention-deficit/hyperactivity disorder (ADHD)
and otherbehaviour disorders.
WISC- R
 The first form of the WISC-R (Wechsler Intelligence
Scale for Children-Revised) was revised in 1974 as
a result of an approximately 25 year-old
evaluation.
 The age range was expanded to 6-16 as opposed
to the previously used5-15.
WISC- III
 WISC III scores yield an overall intelligence
quotient, called the full scale IQ, as well as a verbal
IQ and a performance IQ.
 The three IQ scores are standardized in such a way
that a score of 100 is considered average and
serves as a benchmark for higher and lower scores.
Verbal IQ
 The child's verbal IQ score is derived from scores on
six of the subtests:
 Information
 Digit span
 Vocabulary
 Arithmetic
 Comprehension,
 Similarities.
 information subtest is a test of general knowledge,
including questions about geography and literature.
 The digit span subtest requires the child to repeat
strings of digits recited by the examiner.
 The vocabulary and arithmetic subtests are
general measures of the child's vocabulary and
arithmeticskills.
 The comprehension subtest asks the child to solve
practical problems and explain the meaning of
simple proverbs.
 The similarities subtest asks the child to describe
the similarities between pairs ofitems, for example
that apples and oranges are both fruits.
Performance IQ
 The child's performance IQ is derived from scores
on the remaining seven subtests:
 Picture Completion
 Picture Arrangement
 Block Design
 Object Assembly
 Coding
 Mazes
 Symbol Search
 picture completion subtest, the child is asked to
complete pictures with missing elements
 picture arrangement subtest entails arranging
pictures in order to tell a story.
 The block design subtest requires the child to use
blocks to make specific designs.
 object assembly subtest asks the child toput
together pieces in such a way as to construct an
entire object.
 In the coding subtest, the child makes pair from a
series of shapes or numbers.
 The mazes subtest asks the child to solve maze
puzzles of increasing difficulty.
 The symbo lsearch subtest requires the child to
match symbols that appear indifferent groups.