questions from articles Flashcards
Which subtests are included in the WAIS standard battery?
Verbal Comprehension: similarities, vocabulary, information
Perceptual Reasoning: block design, matrix reasoning, visual puzzles
Working Memory: digit span & arithmetic
Processing Speed: symbol search & coding
what does Verbal Comprehension subtest measure
similarities, vocabulary, information (verbal acquired knowledge and verbal reasoning for the individual)
what does perceptual reasoning measure
block design, matrix reasoning, visual puzzles (ability to identify relationships between non-verbal objects and tests their reasoning skills)
what does Working Memory
digit span & arithmetic (ability to keep their attention, concentrate, and show mental control)
what does Processing Speed measure
symbol search & coding (ability in processing simple or typical visual stimuli without error)
Similarities
is one subtest under the Verbal Comprehension section. This requires the individual to be presented with two words that are common objects/concepts and describe how they are similar.
Vocabulary
is another subtest under the Verbal Comprehension section. This requires the individual at first to be presented with pictures that they must name what the object is. For the verbal portion, the individual must define the words that are presented both visually and orally.
Information
is the final subtest under Verbal Comprehension. This requires the individual to answer questions that address a range of knowledgeable topics.
Block Design
is the first subtest under Perceptual Reasoning Composite. While being timed, the client views a model picture and uses the red and white blocks to recreate the picture.
Matrix Reasoning
is the next subtest under Perceptual Reasoning Composite. This requires the individual to look at an incomplete matrix and pick the option that completes the matrix.
Visual Puzzles
is the last subtest in the Perceptual Reasoning Composite. This subtest requires the individual to look at a completed puzzle and then select three responses that would reconstruct the puzzle when put together.
Digit Span
is the first subtest under the Working Memory Composite. The client is asked to recall the numbers that the examiner reads aloud to them exactly how they say, backward, and in sequential order.
Arithmetic
is the next subtest under the Working Memory Composite. The client is asked to do mathematical problems in their head while being timed on how fast they answer the questions.
Symbol Search
is the first subtest in the Processing Speed Composite. This section requires the client to search for a match in pictures and cross out the picture when they find it mixed into a group of different pictures. the client is to work as fast as they can to do as many in under 2 minutes as possible.
Coding
the next subtest in the Processing Speed Composite. This section requires the client to label each number with the symbol is corresponds with as fast as they can to get as many done in under 2 minutes.
For which age range is the WAIS validated?
16-99
Which subtests are timed?
Block Design, Visual Puzzles, Arithmetic, Symbol Search, and Coding
Which subtests load onto which composite scores?
Verbal Comprehension: similarities, vocabulary, information
Perceptual Reasoning: block design, matrix reasoning, visual puzzles
Working Memory: digit span & arithmetic
Processing Speed: symbol search & coding
What does each composite score measure?
FSIQ: representative of general intellectual functioning (g)/general intelligence
VCI: verbal concept formation, verbal reasoning, & knowledge acquired from one’s environment
PRI: perceptual and fluid reasoning, spatial processing, & visual-motor integration
WMI: working memory which involves attention, concentration, mental control & reasoning; ability to temporarily retain info in memory, perform mental operation/manipulation of it & produce a result
PSI: ability to quickly & correctly scan, sequence, or discriminate simple visual info; short-term visual memory, attention, & visual-motor coordination
What is the appropriate pace for administering digit span items?
Read at one digit per second
What are some strategies for maintaining rapport during a WAIS administration?
Your full attention; A confident, relaxed approach can elicit cooperation and ease his/her uncertainty or anxiety about the test. Begin the session by putting the examinee at ease with informal conversation about their interests/activities. Once you believe an acceptable level of rapport has been established, introduce the test as instructed.
How do raw scores differ from standard scores/ scaled scores?
Raw scores are calculated without any form of adjustment from the testing booklet. The scaled scores are adjusted from the raw scores to a standardized scale. Scaled scores allow for more accurate comparisons across all testing of the given assessment.
What is percentile rank?
Percentile Rank is the percentage of the population within your age range that you performed as well as or better than on the given assessment.
Ex. If you scored in the 98th percentile, you scored as well as or better than 98% of people who are in your age group on the assessment.
What is a confidence interval?
A confidence interval is a range of values where you can assume that an individual will likely score within the range each time they take the test.
Ex. If someone’s FSIQ composite score was an 89 on the WAIS, the 95% confidence interval is a 85-93. This means that if the examinee takes the same test again, they will likely score within the range of 85-93.
How does a 90% confidence interval differ from a 95% confidence interval conceptually?
A 95% confidence interval has a wider range of values compared to a 90% confidence interval.
What is the mean and SD of the WAIS?
Mean 100, SD 15
How do you respond to clients who give multiple responses?
You said “x” and “y”, which one did you mean?
How do you score queried responses?
First, Record exactly what they said, what point value that reponse gets, and indicate the you queried them (q).
IF you query someone after a one point response and their next response indicates that they have no idea wtf is going on the answer is considered “spoiled” and they get bumped down to a zero.
If you query someone and their second answer is valued at a higher score, they earn the higher score.
How do you score items that precede the basal item?
As long as the individual gets full points past where you would have to use the reverse
rule, you would assume they would have gotten full points and score it as such
What is a reversal rule?
Subtests with Reversal Rules in the WAIS: Block Design, Similarities, Matrix Reasoning, Vocabulary, Arithmetic, Visual Puzzles, Information
A reversal rule comes into play on certain subtests if you do not start from the beginning (some subtests have you starting at number five, for example). If the individual does not score full points on the first two questions, you have to go back in REVERSE ORDER until they get two perfect scores.
What are some general principles that will enhance the organization of a report?
Provide a comprehensive picture of the individual, not test scores. Decide on a basic format, use subheadings, move from global to specific (Grassetti calls this the funnel approach), move from standardized to informal results, use global themes to organize, use contrast to organize.
What is the funnel approach?
Generally, the funnel approach refers to the way reports should be written, start with the most global information first, followed by specific details. This may refer to the tests you administer, meaning you would first report on the most comprehensive assessment you administered (like the WAIS-IV) then report results on assessments that only measure one or two constructs. The funnel approach (I think the way Grassetti means) also refers to how you report specific results to assessments. In our case, we applied the funnel approach when reporting the results of the WAIS-IV, first report general intelligence, then move to the composite scores, then report specific subtests.
What is the purpose of identifying patterns and consistency?
The purpose of identifying themes and consistency is to support interpretive hypotheses. You will generally do this by identifying themes and patterns from test scores, behavioral observations, background information, and previous assessment data. Viewed together, these data pieces might be strong evidence to support a hypothesis. Do not use one piece of data to support a hypothesis. For example, you would not suggest poor visual motor integration from a teacher’s report about difficulty with handwriting. If there is no other evidence, then you would report that there is not enough data to support poor visual-motor integration. See figure 5.1 and table 5.1 in this reading for a nice visual example of this point.
How should you explain contradictions?
Contradictions may exist among data, between data and teacher or parent reports, between data and behavioral observations. Where to look for divergent information: behavioral observations (before, during, and after the assessment and subtests); consider the type of stimuli (verbal vs. non-verbal; complex vs. simple; timed vs. not timed…); consider the environment (school vs. testing; home vs. school); determine situational factors (anxious, tired, lack of interest…). Integrate your findings into your Test Results and Interpretation section by addressing four questions: 1. How are the findings consistent? 2. What patterns of data support common themes? 3. Which data are contradictory? 4. How can you explain the contradictions? To transition between comparable and cohesive ties, use similarly, furthermore, in addition. To transition between data that differ from main findings use phrases such as on the other hand, in comparison, in contrast, or however.
