Week 12 - Cognitive Assessment 2 Flashcards
Scaled Scores
Put the raw scores in the raw score column
We need to convert the Raw Scores to Scale Scores
Most range from 1-19
You find them in the back of the manual
Based on age – so make sure you get the RIGHT one!
Put the Scaled Score in each available box across the row
Use Table A.1 in the back of the administration manual
Sum of Scaled Scores
start adding to produce the: Verbal Comprehension Visual Spatial Fluid Reasoning Working Memory Processing Speed Full Scale (FS)
If secondary subtests are administered they SHOULD NOT be summed with the primary subtests
Sum of Scaled Scores to Composite Score Conversions
Transfer scores to this table
NOTE: the FSIQ is not the sum or average of the other index scores, it is derived from the Full Scale Score
Look at Tables A2-A7
Fill in the Composite Score, Percentile Rank and Confidence Interval (95%)
Plotting the Score Profiles
Subtest Scaled Score Profile
—Plot each of the scale scores
Composite Score Profile
—Plot each of the composite scores
Primary Analysis - Strengths and Weaknesses
Transfer VCI, VSI, FRI, WMI, PSI and FSIQ scores onto the ‘Primary Analysis’ page
Similarly transfer SI, VC, BD, VP, MR, FW, DS, PS, DO and SS
Decide which comparison score you will use (average of 5 index scores or the FSIQ)
Subtract each score from the comparison score, indicating whether it is positive or negative
Use Table B.1 to work out critical values
Child’s difference score must equal or exceed the critical value to be significant – record whether it is a strength or a weakness
Base Rate = percentage of children in the standardisation sample who obtained the same or greater discrepancy
Base rates – if it doesn’t match, then use a range e.g., 10-25%
Only do this for differences that are significant – Use Table B.2
Primary Analysis - Pairwise Difference Comparisons - Index Level
Transfer all index scores into the table
Subtract Score 1 from Score 2 indicating whether it is positive or negative
Look up critical values in Table B5
Work out whether or not there is a significant difference (Y/N)
Look up base rates in Table B6
Primary Analysis - Pairwise Difference Comparisons - Index Level (part 2)
Transfer individual subtests into table
Subtract score 2 from score 1, indicating the sign
Look up critical values in B7
Indicate a significance difference (Y/N)
Look up base rates in B8
WISC-V Qualitative Descriptors of Standard Scores
130 & above > extremely high 120-129 > very high 110-119 > High Average 90-109 > Average 80-89 > Low Average 70 - 79 > Very low 69 and Below > Extremely Low
Interpretation
Chapter 4 in Sattler & Dumont (2004)
read it i guess?
Profile Analysis
Subtest profiles
- -Extreme variability e.g., 1-19
- -Moderate variability e.g., 5-15
- -Minimal variability e.g., 8-12
Index profiles
- -Extreme variability e.g., 70-130
- -Moderate variability e.g., 80-120
- -Minimal variability e.g., 90-110
Profile analysis with the WISC-IV cannot be used to arrive at a diagnostic label!
Aim of the Profile Analaysis
The FSIQ does not inform us about the underlying abilities on which it is based
Profile Analysis attempts to describe the child’s unique ability pattern
Goal is to generate hypotheses about the child’s abilities
Remember that “…even variability outside of normal limits may not indicate the presence of psychopathology or exceptionality; rather, variability may simply reflect the child’s cognitive strengths and weaknesses” (Sattler & Dumont, 2004)
Interindividual Comparison
Easiest way is in reference to the norm group
Mean of 10 and SD of 3 on subtests
There is both a 3 and 5 category approach
Regardless of which one you use:
- –13-19 – always a strength
- –8-12 – always average
- –1-7 – always a weakness
“Remember, however, that the child may have cognitive strengths and weaknesses in areas not measured by the test” (Sattler & Dumont, 2004)
INTRA-individual comparison
ipsative approach
Relative to their own performance
Use the same as the 3-category approach
Careful not to say that 8 or higher is a weakness or that 7 or lower is a strength
E.g., a ’13’ in a profile that is generally 18 and 19, - ‘it is a strength, but it is a strength in the ability measured by the subtests, but that it is not as well developed as the child’s other abilities”
Helpful Phrases
“Relative to Caroline’s own level of ability” “Within Rachel’s average level of functioning” “Reflects a better developed ability” “Relatively more developed” “Relative strength” “Strength” “Reflects a less developed ability” “Relatively less developed” “Relative weakness” “Weakness”
Establishing Significant Differences
Significant differences approach – do 2 scores differ statistically from each other?
Can be between Indexes, scores, scores and their Composites etc….
