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6023PSY ProPsych > Week 11 - Cognitive Assessment 1 > Flashcards

Week 11 - Cognitive Assessment 1 Flashcards

1
Q

History of intelligence tests

A

Early 20th century – single, underlying construct of intelligence

Spearman (1904) – called it the ‘g-factor’ – classified people in terms of their overall level of cognitive functioning

Binet & Simon (1905) – published an intelligence scale in response to the French government – to identify kids who would not benefit from regular education

Terman and colleagues at Stanford (1916) refined and standardised this test for the US

Key point – at first, people were interested in intellectual deficiency

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2
Q

Intelligence history (ww1, weschler-bellevue)

A

WW1 – US wanted to screen army recruits

‘Alpha Army’ – mostly verba
l
‘Beta Army’ – less verbal due to limited literacy of many recruits

Wechsler-Bellevue Intelligence Scale (1939) – both verbal and performance as well as an overall IQ score; standardised according to norms

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3
Q 
intelligence history
(catell, horn)
A

Catell (1941, 1957) introduced the idea that intelligence comprised fluid intelligence (Gf) and crystallised intelligence (Gc)

Horn (1985, 1988, 1991; Horn & Noll, 1997) expanded on this to include visual perception, short-term memory, long-term storage and retrieval, speed of processing, auditory processing ability, quantitative ability and reading and writing ability

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4
Q

intelligence testing Controversy

A

Whether or not an underlying, global aspect of intelligence exists

General consensus is that both views co-exist. That is, that intelligence is hierarchical, with narrower types / forms of intelligence making up broader ones and perhaps one underlying one

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5
Q

Types of IQ tests

A

there are others, however – these are the main 2 you will come into contact with as a psych

Stanford-Binet Intelligence Scales (SB5), Fifth Edition

  • –Been revised several times since 1905
  • —For ages 2- 85 years

Wechsler Suite

  • -WISC – V
  • –WAIS – IV
  • —WPPSI - III
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6
Q

The Wechsler Suite

A

Wechsler-Bellevue Intelligence Scale (1939)

Wechsler-Bellevue II (1946)

WISC (1949)
WAIS (1955)
WISC-R (1974)
WAIS-R (1981)
WISC-III (1991)
WAIS-III (1997)
WISC-IV (2003)
WAIS-IV (2008)
WISC-V (2016)

David Wechsler is cited as the author of the WISC-III, WAIS-III, WISC-IV and WAIS-IV, even though he died 1982

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7
Q

WISC & WAIS Subtests

Block Design

A

WISC & WAIS: blocks with different red / white sides – need to put them together to resemble a picture of demonstrated model

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8
Q

WISC & WAIS Subtests

Similarities

A

WISC: In what way are three and four alike?

WAIS: In what way are a fork and a spoon alike?

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9
Q

WISC & WAIS Subtests

Matrix Reasoning

A

WISC & WAIS: choose among a number of alternatives, the missing square

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10
Q

WISC & WAIS Subtests

Digit Span

A

WISC & WAIS: give a sequence of digits and ask them to repeat it back

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11
Q

WISC & WAIS Subtests

Coding

A

WISC & WAIS: got 2 mins to put marks in various boxes

WISC: 2 versions for older and younger children

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12
Q

WISC & WAIS Subtests

Vocabulary

A

WISC: What is soap?

WAIS: Tell me what each word means…e.g., bed

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13
Q

WISC & WAIS Subtests

Figure Weights

A

WISC & WAIS: choose ‘weights’ to balance a set of scales

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14
Q

WISC & WAIS Subtests

Visual Puzzles

A

WISC & WAIS: Choose 3 pieces to make the puzzle

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15
Q

WISC Subtest

Picture Span

A

WISC: the child views a stimulus page with one or more pictures for a specified time and then selects the picture(s) (in sequential order if possible) from options on a response page

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16
Q

WISC & WAIS Subtests

Symbol Search

A

WISC & WAIS: are either of these two marks on the left, in this group of marks over here on the right?

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17
Q

WISC & WAIS Subtests

Information

A

WISC: Show me your foot

WAIS: What day comes after Monday?

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18
Q

WISC Subtest

Picture Concepts

A

WISC: the child views 2 or 3 rows of pictures and selects one picture from each row to form a group with a common characteristic

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19
Q

WISC & WAIS Subtests

Letter-Number Sequencing

A

WISC & WAIS: say a sequence of numbers and letters – person has to then say the numbers in numerical order followed by the letters in alphabetical order

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20
Q

WISC & WAIS Subtests

Cancellation

A

WISC: Working within a specified time limit, the child scans two arrangements of objects (one random, one structured) and marks target objects

WAIS: have to draw a line through each red square and yellow triangle

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21
Q

WISC & WAIS Subtests

Comprehension

A

Answers questions based on his or her understanding of general principles and social situations

WISC: Why do people brush their teeth?

WAIS: Why do people wear watches?

22
Q

WISC & WAIS Subtests

Arithmetic

A

WISC & WAIS: some in the stimulus book – others verbal e.g., Bob has 5 books. He loses 1. How many books does he have left?

30 second time limit

23
Q

WISC & WAIS Subtests

Picture Completion

A

Working within a specified time limit, the person views a picture with an important part missing and identifies the missing part

24
Q

WAIS-IV

Structure of the WAIS-IV

A

FSIQ made up of following subcomponents

Verbal Comprehension - I

Core: Similarities, Vocabulary, Information
sup: Comprehension

Perceptual Reasoning - I

Core: Block Design, Matrix Reasoning, Visual Puzzles
Sup: Figure Weights, Picture Completion

Working Memory - I

Core: Digit Span, Arithmetic
Sup: Letter Number Sequencing

Processing Speed - I
Core: Symbol search, Coding
Sup: Cancellation

25
Q

WISC-V

Subtests

A

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

26
Q

WISC - V Subtest Categories

A

Primary (FSIQ):
BD, SI, MR, DS, CD, VC, FW,

Primary:
VP, PS, SS

Secondary:
IN, PC, LN-S, CA, CO, AR

27
Q

Composite / Index Scores

wisc-v?

A

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
28
Q

Compisite Scores

A

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

29
Q

Full Sclae IQ (wisc)

A

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)

30
Q

Primary Index Scales

wisc?

A

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

31
Q

Ancillary Index scales:

A

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
32
Q

Overview of wisc - v subtests

A

see slides 37 and slide 38 for visuals

33
Q

Administration

notes

A

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

34
Q

Administration

clipboard, manual, stimulus book

A

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

35
Q

Administration

stopwatch, one session, order

A

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

36
Q

Administration

Timing of wisc and wais

A

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

37
Q

Administration

Phyiscal Environment

A

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

38
Q

Administration

Rapport

A

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

39
Q

Administration - Rapport

responding to Q’s, alterations, feedback

A

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’

40
Q

Administration

interpersonal skills, phrases

A

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”

41
Q

WISC - What about the extremes?

A

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
42
Q

Wisc: Starting Points

A

For most tests, you have to start at the age-appropriate item.

Easiest to look at the scoring sheet

43
Q

Reverse Rules

A

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

44
Q 
Reverse Rules
(doesn't get perfect, first item correct but not second)
A

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

45
Q

Discontinue Rules

A

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

46
Q

Timing

A

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

47
Q

Queries

A

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

48
Q

Prompts

A

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

49
Q

Item Repetition

A

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)

50
Q

Recording Responses

A

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
51
Q

Sample Responses

A

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

6023PSY ProPsych (9 decks)

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