WECHSLER'S

INTELLIGEN
CE TEST
Presented By : Nupur, Tithi, Tejal, Harshada, Aditya
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INTRODUCTION
• The original Wechsler's intelligence scale was developed by the Romanian-
American psychologist David Wechsler.
• The Wechsler's intelligence scale for Children (WISC-V 2014) , 5th edition,
is the most recent version. It is based on the Cattell-Horn-Carroll model
(CHC-model) of cognitive abilities.
• It is widely used as a cognitive assessment tool designed to measure a
child's intellectual abilities.
• Wechsler defined intelligence as "The global capacity of a person to act
purposefully, to think rationally, and to deal effectively with his/her
environment."
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• It assesses various cognitive domains including verbal comprehension, visual-
spatial reasoning, working memory, fluid reasoning, and processing speed.
• WISC-V provides valuable insights into a child's cognitive strengths and
weaknesses, aiding in educational and clinical decision-making.
• It is an individually administered intelligence test for children between the ages
of 6 and 16.
• The WISC-V takes 45 to 65 minutes to administer. It generates a Full Scale IQ
(formerly known as an intelligence quotient or IQ score)

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 HISTORY 3
The history of the test dates back to the 1930s when Wechsler introduced the first version,
the Wechsler-Bellevue Intelligence Scale, in 1939.
1. Wechsler-Bellevue Intelligence Scale (WBIS):
• Developed by David Wechsler in 1939.
• Initially designed for adults and consisted of both verbal and performance subtests.
• It was groundbreaking for its time as it moved away from the single-score IQ concept
and introduced separate scores for verbal and performance abilities.
2. Wechsler Intelligence Scale for Children (WISC):
• Introduced in 1949 as a test for children aged 6 to 16.
• Like the WBIS, it comprised verbal and performance subtests but was adapted to suit
the cognitive abilities of children.

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HISTORY
3. Wechsler Adult Intelligence Scale (WAIS):
• Developed in 1955 as an adaptation of the WBIS for adults.
• Revised versions were released over the years, including the WAIS-R
(1981), WAIS-III (1997), and WAIS-IV (2008), each incorporating
improvements in test structure and psychometric properties.
4. Wechsler Preschool and Primary Scale of Intelligence (WPPSI):
• Introduced in 1967 for children aged 4 to 6.
• Revised versions, such as the WPPSI-R (1989), WPPSI-III (2002), and
WPPSI-IV (2012), followed similar patterns of development and revision as
the WISC and WAIS.
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 SUBTESTS 5
The WISC-V is composed of 16 subtests.
Subtests can be grouped into two general categories: primary and secondary.
These subtests are designed to assess various cognitive abilities. Administration
of the 10 primary subtests is recommended for a comprehensive description of
intellectual ability.
• The 6 secondary subtests can be administered in addition to the primary
subtests to provide a broader sampling of intellectual functioning and use for
clinical decision making.

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 SUBTESTS 6

These subtests are designed to assess various cognitive abilities across:

• 5 primary index scores: Verbal Comprehension Index (VCI), Visual
Spatial Index (VSI), Fluid Reasoning Index (FRI), Working Memory
Index (WMI), and Processing Speed Index (PSI).
• 5 Ancillary Index Scores: The Quantitative Reasoning Index (QRI) ,
Auditory Working Memory Index (AWMI), Nonverbal Index (NVI),
General Ability Index (GAI),and the Cognitive Proficiency Index
(CPI).

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Primary Subtests: There are 10 primary subtests in the WISC-V, which contribute
directly to the five primary index scores:
• Similarities (VCI)
• Vocabulary (VCI)
• Block Design (VSI)
• Matrix Reasoning (FRI)
• Figure Weights (FRI)
• Digit Span (WMI)
• Picture Span (WMI)
• Coding (PSI)
• Visual Puzzles (VSI)
• Symbol Search (PSI)
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Secondary Subtests:
There are 6 secondary subtests that provide additional insights and can be used to
further explore specific cognitive abilities or to substitute certain primary subtests
under specific conditions:
• Information (VCI)
• Comprehension (VCI)
• Picture Concepts (FRI)
• Letter-Number Sequencing (WMI)
• Cancellation (PSI)
• Arithmetic (WMI) - This subtest is not directly linked to the primary indices but
provides additional information regarding numerical reasoning and mental
manipulation.
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 RELIABILITY 9
• The WISC-V has demonstrated high levels of internal consistency reliability, with
reported coefficient alphas ranging from 0.84 to 0.99 for various subtests. The internal
consistency reliability study, involving a sample of 2,200 participants aged 6-16, shows
corrected test-retest coefficients for the Full Scale IQ (FSIQ) at 0.92, with primary
index scores ranging from 0.75 to 0.94. Corrected coefficients for the WISC-V subtest
scores ranged from 0.71 to 0.90. These figures indicate moderate to high consistency
over testing occasions.
• For those such subtests (e.g., VCI subtests), inter-rater reliability coefficients
(intraclass correlations) ranged from 0.97 (Similarities, Comprehension) to 0.99
(Information).
• Overall, the WISC-V is considered to have strong psychometric properties, making it a
reliable tool for assessing cognitive abilities in children.
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 VALIDITY 10
• The WISC-V highlights its construct validity through detailed empirical
analysis, emphasizing its alignment with contemporary theories of
intelligence. WISC-V reveals a strong convergent and discriminant validity
across its primary indices and subtests.

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 NORMS 11

• The Wechsler Intelligence Scale for Children (WISC-V) uses age norms and
standard scores.
• The WISC-V was normed on 2,200 children ages 6 to 16 years, stratified by
age, race/ethnicity, parent education, and geographic region, according to
2012 US census data. A total of 100 boys and 100 girls were included in
each of 11 age levels of the standardization sample.

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 SCORING 12
Involves the following steps:
• Raw Score Calculation: Each subtest has specific scoring criteria where
correct responses are awarded points. The sum of these points for a
subtest constitutes the raw score.
• Conversion to Scaled Scores: Raw scores for each subtest are then
converted into scaled scores using age-specific norms. Scaled scores
have a mean of 10 and a standard deviation (SD) of 3. This
standardization allows for comparison across different subtests and age
groups.

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 SCORING 13
• Index Scores: Then the scaled scores from subtests are combined to
calculate index scores for the five main cognitive domains using a
normative table. Index scores have a mean of 100 and a standard
deviation of 15.
• Deriving the Full Scale IQ: Finally, the FSIQ is derived from the sum of
the scaled scores of specific subtests. The FSIQ also has a mean of 100
and a standard deviation of 15. It provides a general measure of a child's
overall intellectual ability. 7 out of 10 primary subtests are used in
certain combinations to derive the FSIQ.

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 SCORING 14
• Borderline: 70-79 = Students who test in this range may struggle to keep up in school and are
usually eligible for assistance.
• Low Average: 80-89 = Students who test in this range may struggle to keep up in school, but are
not generally eligible for special education or assistance.
• Average: 90-109 = Students who test in this range are average and may or may not struggle to
keep up in school.
• High Average: 110-119 = Students who test in this range are high average and do not generally
struggle in school.
• Above Average: 120-129 = Students who test in this range are above average and do not
generally struggle in school.
• Moderately Gifted: 130-145 = Students who test in this range are moderately gifted and do not
generally struggle in school.
• Highly Gifted: 146-159 = Students who test in this range are highly/exceptionally gifted and do
not generally struggle in school.
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 INDIAN ADAPTATION 15

The Malin's Intelligence Scale for Indian Children (MISIC) is the Indian adaptation
of the Wechsler Intelligence Scale for Children (WISC). This test can be
administered to children from 6 years to 16 years. It was developed by Arthur J.
Malin in 1969 to provide a culturally relevant tool for assessing the intellectual
abilities of Indian children. The process of collecting normative data involved
administering the adapted test to a large sample of Indian children.

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 INDIAN ADAPTATION 16
• WAPIS-Wechsler's Adult Performance Intelligence Scale (15-44 years) is the
Indian adaptation of WAIS scale standardised by Prabha Ramalingaswamy
in 1974.
Performance scale consists of:
• Picture completion(26 cards)
• Picture arrangement(9 items)
• Block design (10 items)
• Digit symbol(90 items)
• Object assembly(4 items)

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STRENGTHS
The WISC-V includes updated norms that account for changes in population
1 characteristics and educational practices since the release of the previous edition.
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The WISC-V assesses a wide range of cognitive domains, including verbal

2 comprehension, visual spatial abilities, fluid reasoning, working memory, and
processing speed.

The WISC-V includes new subtests and index scores that enhance its utility in
3 identifying learning disabilities, intellectual disabilities, and other cognitive
disorders.
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WEAKNESS
As it has cultural bias that disadvantage children from minority or non-Western
1 backgrounds, alternative assessment methods may be needed for accurate
evaluation.
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The use of IQ scores for diagnosing learning disabilities or intellectual disabilities carries
2 the risk of stigmatizing or labeling children, which may impact their self-esteem and
educational opportunities.

The WISC-V is a static assessment tool that measures intelligence at a specific point
3 in time. Critics argue that it may not adequately capture the dynamic and
developmental nature of intelligence.
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APPLICATION
It can provide early insights into cognitive strengths that may inform career and
1 vocational guidance

It assists in diagnosing learning disabilities by identifying specific areas of cognitive

2 weakness relative to strengths. It guides educational placements, tailors instructional
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strategies, and supports cognitive rehabilitation efforts

The WISC-V contributes to the collection of normative data on child cognitive

3 abilities, helping to understand population trends and differences.

It is used in the assessment of neurodevelopmental disorders such as Autism

4 Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD),
providing insights into the cognitive profiles associated with these conditions.
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LIMITATIONS
Cultural bias- since some taste components may only favor certain cultural groups,
1 the non Western group maybe biased.

Verbal task maybe challenging for individuals with language or communication

2 difficulties
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The normative sample may not represent full diversity of population.

3
As taste significantly emphasizes on verbal abilities, it may not fully capture one’s
4 cognitive strengths with nonverbal abilities. Factors like creativity and emotional
intelligence may also not be completely captured.
THANK YOU