Week 11 - Cognitive Assessment 1 Flashcards

Question

WISC-V | Subtests

Answer 1

16 subtests 13 are the same as the WISC-IV Can be grouped into primary and secondary subtests 10 primary subtests – recommended you give ------7 of these are used to derive the FSIQ 6 secondary subtests – can be given to provide a broader sampling and give more information ----Can be used as substitutes for primary subtests

Answer 2

Primary (FSIQ): BD, SI, MR, DS, CD, VC, FW, Primary: VP, PS, SS Secondary: IN, PC, LN-S, CA, CO, AR

Answer 3

There are 10 index scores + the FSIQ 5 Primary Index Scores - --Derived from the primary subtests - --Recommended 5 Ancillary Index Scores - --Derived from combinations of primary subtests OR primary and secondary subtests - --Give additional information - --Can’t substitute for these

Answer 4

Verbal Comprehension Index (VCI) - Primary Index Score Visual Spatial Index (VSI) - Primary index score Fluid Reasoning Index (FRI) - Primary Index Score Working Memory Index (WMI) - Primary index score Processing Speed Index (PSI) - Primary index score Full Scale IQ (FSIQ) Quantitative Reasoning Index (QRI) - Ancillary Index Score Auditory Working Memory Index (AWMI) - Ancillary Index Score Nonverbal Index (NVI) - Ancillarty Index Score General Ability Index (GAI) - Ancillary Index Score Cognitive Proficiency Index (CPI) - Ancillary Index Score

Answer 5

Primary: VCI (Si, Vc), VSI (BD), FRI (MR, FW), WMI (DS), PSI (CD) Secondary: VCI (IN, Co), VSI (VP), FRI (Pc, Ar), WMI (PS, LNS), PSI (SS, Ca)

Answer 6

Verbal Comprehension: Simarlities Vocabulary Visual Spatial: Block Design Visual Puzzles Fluid Reasoning: Matrix Reasoning Figure Weights Working Memory: Digit Span Picture Span Processing Speed: Coding Symbol Search

Answer 7

Quantitative Reasoning: Figure Weights Arithmetic Auditory Working Memory: Digit Span LN-Sequencing ``` Nonverbal: Block Design Visual Puzzles Matrix Reasoning Figure Weights Picture Span Coding ``` ``` General Ability: Similarities Vocabulary Block Design Matrix Reasoning Figure Weights ``` ``` Cognitive Proficiency: Digit Span Picture Span Coding Symbol Search ```

Answer 8

see slides 37 and slide 38 for visuals

Answer 9

BE FAMILIAR WITH IT!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! You NEED a stopwatch, pencil and clipboard Needs careful organisation – you need to be quick or you’ll lose their interest Arrange materials so that you can get to them quickly and easily in a practiced manner Keep everything in the suitcase on a chair beside you OUT OF THE EXAMINEE’S FIELD OF VISION

Answer 10

Use the clipboard to keep the scoring sheet out of the person’s view – it has ANSWERS on it The manual has a little stand arrangement to make it easier for you to keep the text out of the person’s view Stimulus book should be placed with the coiled edge towards the person and at a distance so that they can see it easily

Answer 11

Try to get a QUIET stopwatch – not always that easy… Try to administer the whole thing in one session - --CAN give them a break - --CAN administer the rest within one week – try very hard NOT to have to do this though Make sure you know the ORDER of the subtests

Answer 12

WISC --about 65-80 mins for the PRIMARY subtests – varies A LOT depending on the child’s age and ability to concentrate WAIS - -Average for ‘normal IQ’ = 67 mins - -Average for ‘gifted’ = 77 mins - -Average for ‘intellectual disability’ = 36 mins -Allow up to 2 hours as a trainee

Answer 13

Well lit, quiet room that is free from interruptions Face them away from the windows Furniture should be comfortable and size appropriate Put something smooth under the Response Booklet during Coding, Symbol Search and Cancellation if the table is uneven Sit directly across from the examinee

Answer 14

Rapport Is paramount – if the examinee is uncomfortable, they will perform poorly and you will NOT get an accurate idea of their ability You MUST be able to do all the mechanical things WITHOUT THINKING so that your attention is on the child and maintaining rapport – SO PRACTICE, PRACTICE, PRACTICE!!!!!!! Nobody else in the room Make it seem like FUN for the kids

Answer 15

If they ask ‘is this a test?’ – say ‘yes, it is a new and different kind, not like a school test’ Do NOT alter the instructions in ANY WAY Use ‘You’re working hard’ NOT ‘good’ or ‘right’ – do not let them know if they are right or wrong If a child has done poorly on an entire subtest and is aware of it “That was a hard one, but this next one will be easier’. If the child says he /she ‘can’t’ say, ‘just try your best’ or ‘I want to see how well you can do it yourself’

Answer 16

Interpersonal skills are just as important as technical skills Avoid robotic presentation – be aware of power imbalance Make frequent eye contact and show warmth Neutral responses regardless of correct/incorrect responses After items: nodding means “I got your response” Safe phrases at the end of a subtest: “good effort”, “thanks for trying”, “how did you find that one?” If person is distressed/concerned, its okay to say: “a lot of people find this task difficult”, “just give me your best effort”, OR “I can see you are really trying”

Answer 17

There is overlap with respect to age between the WPPSI-III and the WISC-V for those aged between 6 yrs 0 months and 7yrs 3 months - --If seem below-average – use WPPSI – lower floor - --If seem very high – use WISC-IV – higher ceiling - --If seem average – clinical judgment There is overlap with respect to age between the WISC-IV and the WAIS-IV for those aged between 16 yrs 0 months and 16yrs 11 months - --If seem below-average – use WISC – lower floor - -If seem very high – use WAIS – higher ceiling - -If seem average – clinical judgment

Answer 18

For most tests, you have to start at the age-appropriate item. Easiest to look at the scoring sheet

Answer 19

Items prior to the age-appropriate start point are called ‘reversal items’ in the WISC Still have reversal items in the WAIS as well WISC: When the child receives a perfect score on the first two items, award full credit for the unadministered prior items Use a slash and then the number, rather than circling

Answer 20

If the examinee doesn’t get a perfect score on EITHER the first or second item, you work backwards until 2 consecutive items are correct If the first item is correct, but not the second, the first is counted as one of the correct ones when you begin going backwards

Answer 21

When to stop Maintains rapport, minimises testing time, keeps examinee’s spirits up Differs between subtests --Usually when they get a score of ‘0’ over a particular number of consecutive items If not sure….keep going and score it APPROPRIATELY later

Answer 22

30-second guideline for untimed subtests – does not need to be adhered to rigidly Many subtests need a stopwatch Begin timing after the last word of instructions, end timing when the examinee completes the item Sometimes you can let them ‘keep going’ to finish the test, BUT you must write down and score ONLY what they have achieved within the time limit

Answer 23

When the examinee’s response is incomplete, vague, or unclear Not used to improve the score Use a ‘Q’ on the scoring sheet to indicate that you queried E.g., “what do you mean” or “tell me more about that” Particular queries are in the manual

Answer 24

Used to teach or remind the examinee of the subtest task Have a look at the general directions part of the manual for each subtest to look for specific prompts Note them with a ‘P’ on the scoring sheet E.g., if they are supposed to choose one picture and they choose 3 – remind them to choose one

Answer 25

You CANNOT repeat for Digit Span or Letter-Number Sequencing – just say ‘Just take your best guess’ Arithmetic and Word Reasoning subtests – specific directions in the manual All others – as often as requested by the child Good practice to repeat if they haven’t responded within 5-10 secs Note with an “R” on the scoring sheet If the examinee says “I don’t know” to an item, but then gets later ones correct, readminister (but not on timed subtests)

Answer 26

Must write SOMETHING for every subtest administered - Q = Query - P = Prompt - R = Repeated item - DK = Examinee stated that he/she didn’t know - NR = Examinee didn’t respond - PC = Examinee pointed correctly - PX = Examinee pointed incorrectly

Answer 27

Some subtests e.g., Comprehension, have sample answers, and you have to decide how ‘good’ the examinee’s response is and then score it When you see a ‘Q’ it means that if the examinee comes out with this response, you must query it e.g., ‘can you tell me a bit more about that?’ so that they are able to come up with their ‘best’ response If they then come up with a 2-point response, they get the 2 points ‘poor’ vs ‘spoiled’ responses

Week 11 - Cognitive Assessment 1 Flashcards

(51 cards)