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Psychological Assessment > Module 6: Tests of intelligence and their applications > Flashcards

Module 6: Tests of intelligence and their applications Flashcards

1
Q

Stanford-Binet Scales

Early historical developments

A
  • 1906: Alfred Binet produces the first formal test of intelligence.
  • Original scale based on the notion of single intelligence (g)
  • 1916 revision introduces the outdated concept of ratio IQ; the ratio of the test takers mental age divided by his or her chronological age and multiplied it by 100.
  • 1960 Revision: replaces mental age norms with point scales.
  • Point scales allow the use of deviation IQ scores: a comparison of an individual’s performance to the age-matched standardisation sample.
  • Point scales are now utilised by all modern intelligence tests.
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2
Q

Psychometric properties of the CHC model

A
  • Norms based on a representative sample
    o 4800 individuals from age 2 to 85 years; stratified by gender, ethnicity, region, and education.
  • Good reliability: coefficients for FSIQ are either .97 or .98 for each of the 23 age ranges
  • Well established validity: FSIQs correlate in the low to mid .8’s with other established measures of intelligence, including Weschler Scales.
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3
Q

Practical and Interpretative Considerations of the CHC model

A
  • Same test used for both children and adults
  • Low-end items for measurement of low functioning.
  • Extensive high-end items for measurement of gifted performance.
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4
Q

Introducing Wechsler Scales

A

Intelligence Scales

  • Weschler Adult Intelligence Scales, 4th Edition (WAIS-IV)
  • Wechsler Intelligence scales for Children, 5th Edition (WISC-V)
  • Wechsler Preschool; and Primary Scales of Intelligence, 4th Edition (WPPSI-IV). Memory Scales
  • Wechsler Memory Scale, 4th Edition (WMS-IV)

Abbreviated Version

  • Wechsler Abbreviated Scale of Intelligence, 2nd Edition (WASI-II) Academic Achievement
  • Wechsler Individual Achievement Test, 3rd Edition (WIAT-III)
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5
Q

Wechsler Scales: Common features

A
  • All scales from the Wechsler family of intelligence tests share common features.
  • Core subtests: a subtest that must be administered to obtain a composite score
  • Optional or supplemental subtests: administered to provide additional clinical information or extent the number of abilities/processes samples.
  • NB: Supplemental subtests can be used as replacements for Core subtests under certain rules).
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6
Q

Weschler Adult Intelligence Scale

A
  • Most widely used for both applied and research purposes.
  • Originally published as the Weschler-Bellevue Intelligence scale in 1939
  • Currently in its Fourth Edition.
  • Used to assess intellectual ability in adults; also for assessing psychoeducational disability and organic dysfunction and giftedness. 10 core subtests, 5 supplementary subtests.
  • Takes about 67mins for the 10 core subtests to be administered.
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7
Q

Scoring on the WAIS-IV

A

Raw scores from the subtests are converted into 3 types of standardised subtests:

  • IQ scores (i.e. Full Scale IQ)
  • Index scores (i.e. 4 primary factor scores)
  • Scaled scored (age adjusted scores for the individual subtests).
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8
Q

Benefits of using standardised scores:

A
  • Controls for age differences in intelligence
  • Allows for differences in intelligence
  • Allows for quick and easy interpretations across different Index Scores of across subtests or other groupings.
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9
Q

WAIS-IV PERFORMANCE DESCRIPTORS: FSIQ AND PRIMARY INDEX SCORES

A

FSIQ Scores range from 40 to 160

Primary Index Scores range from 50 to 150 (use the term well below average for borderline)

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10
Q

WAIS-IV Standardisation

A

2,220 Adults aged from 16 – 90 years and 11 months.

Matched to 2005 US Census data: stratified by age, gender, education, race, and geographic region.

  • Equal number of males and females up to 65.
  • More females than males over 65
  • Five education levels used.
  • Broken into 13 age groups:
    o 16-17, 18-19, 20-24, 25-29, 30-34, 35-44, 45-54, 55-64,
    o 65-69 (all with n = 200)
    o 70-74, 75-79, 80-84, 85-90 (all with n = 100)
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11
Q

Verbal Comprehension Index (VCI)

A
  • Application of verbal skills and information to the solution of new problems
  • Ability to process verbal information.
  • Ability to think with words
  • Crystallized knowledge.
  • Cognitive flexibility (including the ability to shift mental operations).
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12
Q

Perceptual Reasoning Index (PRI)

A
  • Ability to think in terms of visual images and manipulate them with fluency.
  • Cognitive flexibility (including the ability to shift mental operations).
  • Ability to interpret or organise visually perceived material within a time limit.
  • Ability to form abstract concepts and relationships without the use of words.
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13
Q

Working Memory Index (WMI)

A
  • Short-term memory
  • The ability to sustain attention
  • Numerical ability
  • Encoding ability
  • Auditory processing skills
  • Cognitive flexibility (including the ability to shift mental operations)
  • Ability to self-monitor.
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14
Q

Processing Speed Index (PSI)

A
  • Perceptual discrimination
  • Speed of mental operation
  • Psychomotor Speed
  • Concentration
  • Short-term visual memory
  • Visual-motor coordination
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15
Q

WAIS-IV Hierarchy of Interpretation

A

Analysis and interpretation proceed from the most reliable to the least reliable measures on the test.
Begin with FSIQ (Level 1) and proceed down the 5 subsequent levels of analysis.

  • Full Scale IQ (FSIQ)
  • Factor Indexes (VCI, PRI, WMI, PSI)
  • Subtest deviations within the Composite Scores
  • Inter-subtest Score comparisons
  • Intra-subtest Score Comparisons
  • Qualitative Analysis
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16
Q

General Principles of Interpretation (WAIS-IV)

A

Consider the accuracy and reliability of a given Composite score. Does the score reflect the global ability it is designed to measure?

Interpret and comment on scores in two ways:
1. Normative comparison- how has the person performed compared to others of a similar age?
2. Personal comparison (strengths and weaknesses)- how does the client
‘s score in one cognitive domain compare to their performance in other domains?

17
Q

Principle 1: Are composite scores unitary?

A

Composite scores are designed to globally represent performance across a range of subtests that all measure similar abilities.

However, the subtests are not identical so they also have unique abilities that they measure.

A composite score is only useful if it describes a unitary ability (i.e., all the subtest scores that make up that composite are relatively consistent).

18
Q

Principle 2

A

Describing client performance

19
Q

Principle 3: An integrative approach

A

Test interpretation requires and integrative approach that draws upon multiple sources of information. This includes:

  • Integration of information from several different subtests and/or
  • Combining test score information with other information such as observation of behaviour or clinical history information.
20
Q

Applying the integrative approach

A

Are the scores unitary or not? Are the scores the same? If not is it a true performance score or were there other factors? Scores may not relate to abilities that we are trying to measure.

21
Q

Hierarchical Interpretation and its relevance to Psychological Report Writing

A
  1. Full Scale IQ (FSIQ)
  2. Factor Indexes (VCI, PRI, WMI, PSI)
  3. Subtest deviations within the Composite Scores
  4. Inter-subtest Score Comparisons
  5. Intra-subtest Score Comparisons
  6. Qualitive Analysis

You do not need to include everything, however, always include interpretation from level one and two. Levels 3-6 are less reliable and only report if they report additional valuable information. You’re more likely to include information from levels 3-6, if scores from 1-3 are not unitary.

22
Q

Level 1 Interpretation

A

Full Scale Intelligence Quotient (FSIQ)

  • Commence by interpreting the FSIQ and make way down the hierarchy.
  • FSIQ is the most reliable estimate of intelligence (.98 split half), and will give an estimate of a person’s overall level of intellectual functioning.
  • In a psychological report, describe the client’s FSIQ performance in terms of descriptive categories associated with the full range of confidence interval.
23
Q

Level 2 Interpretation

A
  • We must always go beyond interpretation of the FSIQ to consider Primary Index Scores.
  • At level 2, the first step is to use Primary Index Scores to determine if the FSIQ is unitary i.e. is the FSIQ a good representation of the client’s overall functioning?
  • Rule of thumb: classify the FSIQ as non-unitary if the different between the highest and lowest Primary Index Scores is greater than 22 points.
24
Q

Primary Index Scores (VCI, PRO, WMI, PSI) Interpretation

A
  • Useful to characterise your client’s strengths and weaknesses.
  • More reliable than subtests.

In analysing Primary Index scores, you need to consider:

  • Normative comparison of performance
  • Personal strengths and weaknesses (i.e. comparison between indexes); a discrepancy between index scores of more than 9 points is likely to indicate a significant difference.
25
Q

Level 3 and 4 interpretations

A
  1. Subtest deviations within the composite scores.
    Rule of thumb: if the difference between the highest and lowest subtest within a given index is greater than 5 points, the index is considered non-unitary, and you would not interpret or report this index score.
    Even if the index is unitary, you may still want to focus on differences (e.g., block design lower than other PRI subtests because block design is a timed task).
  2. Inter-subtest Score Comparisons
    Involves comparing and grouping subtests to arrive at meaningful conclusions.
    Consider which subtests have aspects in common, even if they are from different indices (e.g., both similarities and matrix reasoning measure abstract reasoning).
26
Q

Level 5 and 6 interpretations

A
  1. Intra-subtest score comparisons
    Involves within subtest comparisons e.g., comparison of digit span forwards (short-term memory) with digit span backward (working memory).
    Use with caution.
  2. Qualitative Analysis
    Consider the way a client approached specific subtests or tasks (e.g., were they impulsive, logical or methodical in their approach?)

Psychological Assessment (9 decks)

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