Week 11 - Cognitive Assessment 1 Flashcards
History of intelligence tests
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
Intelligence history (ww1, weschler-bellevue)
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
intelligence history (catell, horn)
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
intelligence testing Controversy
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
Types of IQ tests
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
The Wechsler Suite
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
WISC & WAIS Subtests
Block Design
WISC & WAIS: blocks with different red / white sides – need to put them together to resemble a picture of demonstrated model
WISC & WAIS Subtests
Similarities
WISC: In what way are three and four alike?
WAIS: In what way are a fork and a spoon alike?
WISC & WAIS Subtests
Matrix Reasoning
WISC & WAIS: choose among a number of alternatives, the missing square
WISC & WAIS Subtests
Digit Span
WISC & WAIS: give a sequence of digits and ask them to repeat it back
WISC & WAIS Subtests
Coding
WISC & WAIS: got 2 mins to put marks in various boxes
WISC: 2 versions for older and younger children
WISC & WAIS Subtests
Vocabulary
WISC: What is soap?
WAIS: Tell me what each word means…e.g., bed
WISC & WAIS Subtests
Figure Weights
WISC & WAIS: choose ‘weights’ to balance a set of scales
WISC & WAIS Subtests
Visual Puzzles
WISC & WAIS: Choose 3 pieces to make the puzzle
WISC Subtest
Picture Span
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
WISC & WAIS Subtests
Symbol Search
WISC & WAIS: are either of these two marks on the left, in this group of marks over here on the right?
WISC & WAIS Subtests
Information
WISC: Show me your foot
WAIS: What day comes after Monday?
WISC Subtest
Picture Concepts
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
WISC & WAIS Subtests
Letter-Number Sequencing
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
WISC & WAIS Subtests
Cancellation
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
WISC & WAIS Subtests
Comprehension
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?
WISC & WAIS Subtests
Arithmetic
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
WISC & WAIS Subtests
Picture Completion
Working within a specified time limit, the person views a picture with an important part missing and identifies the missing part
WAIS-IV
Structure of the WAIS-IV
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
WISC-V
Subtests
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
WISC - V Subtest Categories
Primary (FSIQ):
BD, SI, MR, DS, CD, VC, FW,
Primary:
VP, PS, SS
Secondary:
IN, PC, LN-S, CA, CO, AR
Composite / Index Scores
wisc-v?
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
Compisite Scores
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
Full Sclae IQ (wisc)
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)
Primary Index Scales
wisc?
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
Ancillary Index scales:
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
Overview of wisc - v subtests
see slides 37 and slide 38 for visuals
Administration
notes
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
Administration
clipboard, manual, stimulus book
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
Administration
stopwatch, one session, order
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
Administration
Timing of wisc and wais
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
Administration
Phyiscal Environment
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
Administration
Rapport
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
Administration - Rapport
responding to Q’s, alterations, feedback
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’
Administration
interpersonal skills, phrases
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”
WISC - What about the extremes?
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
Wisc: Starting Points
For most tests, you have to start at the age-appropriate item.
Easiest to look at the scoring sheet
Reverse Rules
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
Reverse Rules (doesn't get perfect, first item correct but not second)
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
Discontinue Rules
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
Timing
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
Queries
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
Prompts
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
Item Repetition
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)
Recording Responses
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
Sample Responses
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
