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Spring 2015 > Cognitive Assessment: WAIS-IV > Flashcards

Cognitive Assessment: WAIS-IV Flashcards

1
Q

Block Design

A
  • PRI
  • ability to analyze and synthesize abstract visual stimuli
  • non-verbal reasoning
  • percieve accurately, analyze, synthesize, and reproduce
  • visual-motor coordination
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2
Q

Crystallized Ability

A
  • previously learning information
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3
Q

Symbol Search

A
  • PSI
  • processing speed, short term visual memory, visual-motor coordination, visual discrimination
  • attention, concentration
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3
Q

Picture Completion

A
  • PRI
  • supplemental
  • visual perceptual, perceptual organization and attention to spatial detail
  • non-verbal fund of imformation
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3
Q

PSI

A
  • The PSI measures the speed of mental processing of visual stimuli using tasks that require rapid recording of simple responses with a pencil.
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3
Q
  • VCI
  • verbal reasoning and verbal concept formation
  • long-term memory and crystallized intelligence
  • verbal compression and associative thinking
A

Similarities

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3
Q
  • WMI
  • rote learning, memory, attention, auditory processing, mental manipulation, and working memory
A

Digit Span

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3
Q
  • PRI
  • supplemental
  • visual perceptual, perceptual organization and attention to spatial detail
A

Picture Completion

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3
Q
  • We have good reason to believe that the adolescent is functioning in the Low Average Range or below
A

Both the WISC-IV and WAIS-IV have norms for 16-year-olds. In which of the following cases would the WISC-IV be the better choice?

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4
Q

Before beginning to administer the WAIS-IV, you should:

A
  • give a brief but frank account of the purpose of the examination
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4
Q

To determine whether an individual’s performance on a given subtest is a strength or weakness, we should compare the subtest’s scaled score to the mean scaled score of ten subtests unless:

A
  • the difference between VCI and PRI is statistically significant and very rare.
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5
Q
  • we can be highly confident that the best estimate of ___ score falls between LL and UL.
A

Confidence Interval

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6
Q

Figure Weights

A
  • PRI
  • supplemental
  • Fluid reasoning, quanititative and analogical reasoning, visual perceptual
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6
Q
  • Similarities
  • Vocabulary
  • Information
  • (Comprehension)
A

Verbal Comprehension Index Subtests

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8
Q

What are the advantages to tests?

A
  • Standardized
  • Quantitative
  • Economical and efficient
  • Best and sometimes only feasable way of collecting data
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9
Q

The most important reason for probing responses is to query a response when:

A
  • it is incomplete, vague or unclear.
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10
Q

If a client shows a difference between VCI and PRI scores that is statistically significant at the .05 level, we can be confident that the difference:

A
  • is not due to measurement error.
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11
Q
  • PSI
  • processing speed, short-term visual memory, psychomotor speed, visual-motor coordination
  • learning abiliity, cognitive flexibility, attention, concetration, and motivation
A

Coding

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12
Q

Information

A
  • VCI
  • ability to aquire, retain, retrieve general factual knowledge
  • fund of knowledge, long term memory, and retrieval, verbal comprehension and crystalized knowledge
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12
Q
  • Block Design
  • Matrix Reasoning
  • Visual Puzzles
  • (Figure Weights)
  • (Picture Completion)
A

Perceptual Reasoning Index Subtests

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13
Q

Without knowledge of the actual reliability estimates of the following measures, which should you expect to have the higher reliability, the WAIS-IV Verbal Comprehension Index score or the Vocabulary subtest score?

A
  • VCI score, because longer tests are generally more reliable reliability.
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15
Q

The PSI measures the speed of mental processing of visual stimuli using tasks that require rapid recording of simple responses with a pencil.

A
  • Processing Speed Index
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16
Q

The term most equivalent to “base rate” is

A
  • frequency of occurrence. How rare is it that you will see that difference
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17
Q
  • PSI
  • processing speed, short term visual memory, visual-motor coordination, visual discrimination
  • attention, concentration
A

Symbol Search

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18
Q

Letter- Number Sequencing

A
  • WMI
  • supplemental
  • working memory, mental manipulation, concentration, short-term auditory memory
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20
Q
  • it is incomplete, vague or unclear.
A

The most important reason for probing responses is to query a response when:

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20
Q
  • Must be distinguished from psychological testing
  • General targets of assessment
    • Problem areas: goals of interventions
    • Strengths and potentioals
    • Causal variables: contributing
      • Predisposing: existed prior to the problem and made the person vulnerable
      • Precipitated: identifiable that starts out a process
      • Maintaining: what is maintaining a behavior
      • Mediating:mechanism that underlies the relationship
      • Moderator: changes (increase or decrease) express of concern
  • Multistep process of formulating and testing hypothesis (not very explicit) related to referral questions
    • Problem clarification (what am I trying to do)
      • What is the general reason for seeking the assessment?
      • What answers is the source considering?
      • What are the treatment and referral options?
      • What are the puzzling patterns?
      • Are there any special third party circumstances to accommodate?
      • Are there risk factors to consider?
      • Am I competent?
    • Data collection (collect the data)
    • What kind of data are needed to test the hypotheses
      • Preliminary hypothesis related to school performance
        • Ability level is congruent with performance
      • How is the data collected
        • Records preview
        • Interview (psychosocial history)
          • Client: only seeming them for 1 hour out of a week
          • Collaterals: other people who have contact with a client
      • Mental status exam (broad base assessment)
      • Observation
      • Standardized tests
  • Interpretation (interpret the data)
    • Evaluate data: is it good? Representative of typical functioning?
    • Integrate data from various sources
    • Draw conclusions regarding hypotheses
    • Determine whether additional data is needed (not usually likely)
    • Make recommendationsà come out of formulation
    • Understanding, attention, effort (representativeness)
A

Assessment in Depth

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21
Q
  • . More people obtain a score of 115 than a score of 145.
A

The Wechsler Full Scale IQ and index scores are standard scores with a mean of 100 and a standard deviation of 15. Which of the following is true about the relationship between specific IQ scores and the number of people who obtain those scores, assuming a normal distribution of scores?

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21
Q
  • only when there is a sound clinical reason to exclude WMI and PSI.
A

The text’s authors recommend that clinicians consider the General Ability Index (GAI) as a better summary of overall ability than the FSIQ:

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22
Q

Coding

A
  • PSI
  • processing speed, short-term visual memory, psychomotor speed, visual-motor coordination
  • learning abiliity, cognitive flexibility, attention, concetration, and motivation
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24
Q
A
How well did you know this?
1
Not at all
2
3
4
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25
Q

Assessment in Depth

A
  • Must be distinguished from psychological testing
  • General targets of assessment
    • Problem areas: goals of interventions
    • Strengths and potentioals
    • Causal variables: contributing
      • Predisposing: existed prior to the problem and made the person vulnerable
      • Precipitated: identifiable that starts out a process
      • Maintaining: what is maintaining a behavior
      • Mediating:mechanism that underlies the relationship
      • Moderator: changes (increase or decrease) express of concern
  • Multistep process of formulating and testing hypothesis (not very explicit) related to referral questions
    • Problem clarification (what am I trying to do)
      • What is the general reason for seeking the assessment?
      • What answers is the source considering?
      • What are the treatment and referral options?
      • What are the puzzling patterns?
      • Are there any special third party circumstances to accommodate?
      • Are there risk factors to consider?
      • Am I competent?
    • Data collection (collect the data)
    • What kind of data are needed to test the hypotheses
      • Preliminary hypothesis related to school performance
        • Ability level is congruent with performance
      • How is the data collected
        • Records preview
        • Interview (psychosocial history)
          • Client: only seeming them for 1 hour out of a week
          • Collaterals: other people who have contact with a client
      • Mental status exam (broad base assessment)
      • Observation
      • Standardized tests
  • Interpretation (interpret the data)
    • Evaluate data: is it good? Representative of typical functioning?
    • Integrate data from various sources
    • Draw conclusions regarding hypotheses
    • Determine whether additional data is needed (not usually likely)
    • Make recommendationsà come out of formulation
    • Understanding, attention, effort (representativeness)
How well did you know this?
1
Not at all
2
3
4
5
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26
Q

Perceptual Reasoning Index Subtests

A
  • Block Design
  • Matrix Reasoning
  • Visual Puzzles
  • (Figure Weights)
  • (Picture Completion)
How well did you know this?
1
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27
Q
  • WMI require attention and concentration to information presented orally, in addition to short term, working memory
A

Working Memory Index

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28
Q
  • Test
    • Measurement
    • Client compared to group
    • Technical skills
    • Compared to a norm
    • Advantages
      • Standardized
      • Variance in the test scores reflects individual differences
      • Quantitative
      • Precision
      • Objectivity
      • Economical and efficient (time)
      • Best and sometimes only way to collect some times of data
      • Estimate construct like intelligence
        • Construct: not directly observable
      • Explanatory causal role
      • No way to directly measure
      • Tool for our thinking
  • Assessment
    • Problem-solving
    • Client in problem situation
    • Greater knowledge base and integrative skill
    • Broader umbrella than testing
A

Test vs. Assessment

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30
Q
  • WMI
  • mental manipulation, concentration, attention, short and long term memory, and numerical reasoning
  • sequential processing
A

Arithmetic

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31
Q
  • PRI
  • supplemental
  • Fluid reasonng, quanititative and analogical reasoning, visual perceptual
A

Figure Weights

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32
Q

Working Memory Index

A
  • WMI require attention and concentration to information presented orally, in addition to short term, working memory
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q
  • frequency of occurrence. How rare is it that you will see that difference
A

The term most equivalent to “base rate” is

34
Q
  • is not due to measurement error.
A

If a client shows a difference between VCI and PRI scores that is statistically significant at the .05 level, we can be confident that the difference:

35
Q

Arithmetic

A
  • WMI
  • mental manipulation, concentration, attention, short and long term memory, and numerical reasoning
  • sequential processing
36
Q
  • does not require the use of language
  • use of individuals ability to reason about paterns and relationships involving novel, abstract stimuli
A

Perceptual Reasoning Index

37
Q

In Table B. 2 of the Administration and Scoring Manual, the base rate for VCI greater than PRI by 20 is 3.2% (FSIQ 79), 8.2% (90 FSIQ 109), and 9.5 (FSIQ >/ 120). From this we might conclude that large differences between these scores:

A
  • occur more frequently at increasing FSIQ levels.
38
Q

Full Scale IQ (FSIQ)

A
  • summary of performance across a a range of administered tasks
  • estimate of overal leve of cognitive ability
  • estimates of the characteristics they are given to measures and canot be known with certainty
40
Q

Test vs. Assessment

A
  • Test
    • Measurement
    • Client compared to group
    • Technical skills
    • Compared to a norm
    • Advantages
      • Standardized
      • Variance in the test scores reflects individual differences
      • Quantitative
      • Precision
      • Objectivity
      • Economical and efficient (time)
      • Best and sometimes only way to collect some times of data
      • Estimate construct like intelligence
        • Construct: not directly observable
      • Explanatory causal role
      • No way to directly measure
      • Tool for our thinking
  • Assessment
    • Problem-solving
    • Client in problem situation
    • Greater knowledge base and integrative skill
    • Broader umbrella than testing
41
Q
  • VCI
  • supplemental
  • verbal conceptualization, verbal expression, practical knowledge, social judgement, crystalized knowledge, and common sense
A

Comprehension

42
Q
  • award no point for those items beyond the correct discontinuation point.
A

If on the Vocabulary subtest you discover that the examinee was given items beyond the point at which testing should have been discontinued, you should.

43
Q
  • Symbol Search
  • Coding
  • (Cancellation)
A

Processing Speed Index Subtests

45
Q

Comprehension

A
  • VCI
  • supplemental
  • verbal conceptualization, verbal expression, practical knowledge, social judgement, crystalized knowledge, and common sense
45
Q
  • It has a smaller standard error of measurement than the other scores.
A

In general, we can be more confident that the Full Scale IQ score obtained by an individual more accurately reflects what it is supposed to measure, compared to other WAIS-IV scores, because:

46
Q

Compared to scores obtained by the older test norms, the typical effect of updating the norms of an intelligence test is:

A
  • lower scores for a similar level of test performance.
47
Q
  • This index requires ability to comprehend, reason with, and communicate ideas in laguage
  • requires crystallized knowledge
A

Verbal Comprension Index

48
Q

Similarities

A
  • VCI
  • verbal reasoning and verbal concept formation
  • long-term memory and crystallized intelligence
  • verbal compression and associative thinking
49
Q

Digit Span

A
  • WMI
  • rote learning, memory, attention, auditory processing, mental manipulation, and working memory
50
Q
  • an item higher than item 1.
A

The reverse rule on the WAIS–IV applies only when a subtest is started with:

51
Q
  • Validity of results considering: behavior, referral, testing environ, norms
  • Index of overall ability:
    • Are they similar or different?
      • FSIQ is used UNLESS
        • the VCI and PRI (base rate has to be greater than 9 )are significantly different from each AND the WMI and PSI (base rate below 9)
          • if this is the case then use the GAI
        • VCI and PRI (BR than 9) and WMI and PSI (BR less than 9) use independently
A

How to characterize an individuals functioning

52
Q

On average, the performance of individuals age 65 and older show the greatest decline compared with those under age 65 on which of the WAIS-IV composite indices?

A
  • PSI
52
Q
  • PSI
  • supplemental
  • visuo-motor processing speed, visual selective attenction, visual neglect
  • fine motor
  • non-verbal
A

Cancellation

53
Q

The reverse rule on the WAIS–IV applies only when a subtest is started with:

A
  • an item higher than item 1.
55
Q
  • PRI
  • nonverbal reasoning
  • abilitiy to analyze and synthesize abstract stimluli
  • spatial, visual-perceptual reasoning
  • mental rotation
A

Visual Puzzles

56
Q
  • working memory and processing speed.
A

The WAIS-IV is more consistent than its predecessors with the emerging dynamic model of intelligence because of its enhanced assessment of:

57
Q

How to characterize an individuals functioning

A
  • Validity of results considering: behavior, referral, testing environ, norms
  • Index of overall ability:
    • Are they similar or different?
      • FSIQ is used UNLESS
        • the VCI and PRI (base rate has to be greater than 9 )are significantly different from each AND the WMI and PSI (base rate below 9)
          • if this is the case then use the GAI
        • VCI and PRI (BR than 9) and WMI and PSI (BR less than 9) use independently
59
Q

The Wechsler Full Scale IQ and index scores are standard scores with a mean of 100 and a standard deviation of 15. Which of the following is true about the relationship between specific IQ scores and the number of people who obtain those scores, assuming a normal distribution of scores?

A
  • . More people obtain a score of 115 than a score of 145.
60
Q

The text’s authors recommend that clinicians consider the General Ability Index (GAI) as a better summary of overall ability than the FSIQ:

A
  • only when there is a sound clinical reason to exclude WMI and PSI.
62
Q

Verbal Comprension Index

A
  • ability to comprehend, reason with, and communicate ideas in laguage
  • requires crystallized knowledge
63
Q

Verbal Comprehension Index Subtests

A
  • Similarities
  • Vocabulary
  • Information
  • (Comprehension)
64
Q
  • Digit Span
  • Arithmatic
  • (Letter-Number Sequencing)
A

Working Memory Index Subtests

66
Q
  • PRI
  • ability to analyze and synthesize abstract visual stimuli
  • non-verbal reasoning
  • percieve accurately, analyze, synthesize, and reproduce
  • visual-motor coordination
A

Block Design

67
Q
  • PRI
  • fluid intelligence, spatial ability, perceptual organization, and simultaneous processing
  • visuo-spatial ability, and perceptual organization
  • greatest flynn effect
A

Matrix Reasoning

68
Q
  • VCI score, because longer tests are generally more reliable reliability.
A

Without knowledge of the actual reliability estimates of the following measures, which should you expect to have the higher reliability, the WAIS-IV Verbal Comprehension Index score or the Vocabulary subtest score?

70
Q

Cancellation

A
  • PSI
  • supplemental
  • visuo-motor processing speed, visual selective attenction, visual neglect
  • fine motor
  • non-verbal
71
Q

Working Memory Index Subtests

A
  • Digit Span
  • Arithmatic
  • (Letter-Number Sequencing)
72
Q
  • WMI
  • supplemental
  • working memory, mental manipulation, concentration, short-term auditory memory
A

Letter- Number Sequencing

73
Q

Confidence Interval

A
  • we can be highly confident that the best estimate of ___ score falls between LL and UL.
74
Q
  • VCI
  • ability to aquire, retain, retrieve general factual knowledge
  • fund of knowledge, long term memory, and retrieval, verbal comprehension and crystalized knowledge
A

Information

75
Q
  • PSI
A

On average, the performance of individuals age 65 and older show the greatest decline compared with those under age 65 on which of the WAIS-IV composite indices?

76
Q
  • Less influence by working memory than with the former measure PIQ
A

PRI is thought to reflect all of the following except:

77
Q
  • Omit the subtest from IQ score calculations, prorating or substituting appropriately, but consider the person’s performance in your report.
A

What should you do if, in error, you fail to reverse appropriately on a Wechsler subtest that requires reversal and do not note your mistake until after the administration is completed?

78
Q

Vocabulary

A
  • VCI
  • word knowledge and verbal concept formulation
  • language development
  • long-term memory
  • crystallized knowledge/ fund of general information
79
Q

What should you do if, in error, you fail to reverse appropriately on a Wechsler subtest that requires reversal and do not note your mistake until after the administration is completed?

A
  • Omit the subtest from IQ score calculations, prorating or substituting appropriately, but consider the person’s performance in your report.
80
Q

Matrix Reasoning

A
  • PRI
  • fluid intelligence, spatial ability, perceptual organization, and simultaneous processing
  • visuo-spatial ability, and perceptual organization
  • greatest flynn effect
81
Q
  • summary of performance across a a range of administered tasks
  • estimate of overal leve of cognitive ability
  • estimates of the characteristics they are given to measures and canot be known with certainty
A

Full Scale IQ (FSIQ)

82
Q

Processing Speed Index Subtests

A
  • Symbol Search
  • Coding
  • (Cancellation)
83
Q

PRI is thought to reflect all of the following except:

A
  • Less influence by working memory than with the former measure PIQ
84
Q
  • give a brief but frank account of the purpose of the examination
A

Before beginning to administer the WAIS-IV, you should:

85
Q

Visual Puzzles

A
  • PRI
  • nonverbal reasoning
  • abilitiy to analyze and synthesize abstract stimluli
  • spatial, visual-perceptual reasoning
  • mental rotation
86
Q
  • the difference between VCI and PRI is statistically significant and very rare.
A

To determine whether an individual’s performance on a given subtest is a strength or weakness, we should compare the subtest’s scaled score to the mean scaled score of ten subtests unless:

87
Q
  • occur more frequently at increasing FSIQ levels.
A

In Table B. 2 of the Administration and Scoring Manual, the base rate for VCI greater than PRI by 20 is 3.2% (FSIQ 79), 8.2% (90 FSIQ 109), and 9.5 (FSIQ >/ 120). From this we might conclude that large differences between these scores:

88
Q

If on the Vocabulary subtest you discover that the examinee was given items beyond the point at which testing should have been discontinued, you should.

A
  • award no point for those items beyond the correct discontinuation point.
88
Q
  • VCI
  • word knowledge and verbal concept formulation
  • language development
  • long-term memory
A

Vocabulary

90
Q

Both the WISC-IV and WAIS-IV have norms for 16-year-olds. In which of the following cases would the WISC-IV be the better choice?

A
  • We have good reason to believe that the adolescent is functioning in the Low Average Range or below
91
Q

Perceptual Reasoning Index

A
  • does not require the use of language
  • use of individuals ability to reason about paterns and relationships involving novel, abstract stimuli
92
Q
  • lower scores for a similar level of test performance.
A

Compared to scores obtained by the older test norms, the typical effect of updating the norms of an intelligence test is:

93
Q
  • previously learning information
A

Crystallized Ability

95
Q

The WAIS-IV is more consistent than its predecessors with the emerging dynamic model of intelligence because of its enhanced assessment of:

A
  • working memory and processing speed.
96
Q

In general, we can be more confident that the Full Scale IQ score obtained by an individual more accurately reflects what it is supposed to measure, compared to other WAIS-IV scores, because:

A
  • It has a smaller standard error of measurement than the other scores.
97
Q

What subtests need a stopwatch?

A

A stop watch is needed for:

Block Design (time limit per item, bonus)
Arithmetic (time limit per item)
Symbol Search (time limit for subtest)
Visual Puzzles (time limit per item)
Coding (time limit for subtest)
Figure Weights (time limit per item)
Cancellation (time limit for subtest)
Picture Completion (time limit per item)

Spring 2015 (5 decks)

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