Advanced Interpretation of the WISC-

V
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necessary, you can call and enter code # Advanced Interpretation of the WISC-V A Dil th G b l
Ph D NCSP Director, Consultation and Training Pearson Clinical Copyright Pearson, Inc., or its
affiliates. All rights reserved. 1

2 Learning Outcomes Describe the cognitive abilities measured by the WISC-V Vindex scores.
Describe the theoretical link between cognitive processes and specific academic skills. Describe
how to use performance on the WISC-V to generate hypotheses about processing deficits. 3
Copyright All rights reserved. Conceptual Structure Copyright Pearson, Inc., or its affiliates. All
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3 5 Copyright All rights reserved. WISC-V Index Scores and Contributing Cognitive Processes
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4 Full Scale IQ Most reliable score good predictor of important life outcomes. Derived from a
sum of 7 subtest scaled scores. Considered the score that is most representative of global
intellectual functioning (g). 7 Copyright All rights reserved. Traditionally, FSIQ has been the first
score to be considered in profile interpretation. 7 Copyright All rights reserved. Primary Index
Scales The primary index scores, along with the FSIQ, are recommended for a comprehensive
description and evaluation of intellectual ability. 8 Copyright All rights reserved. Copyright
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5 Abilities Measured by Primary Index Scales Index Verbal Comprehension Visual Spatial Fluid
Reasoning Abilities Measured Word Knowledge Acquisition Information Retrieval Ability to
reason and solve verbal problems Communication of knowledge Visual spatial reasoning
Synthesis of part-whole relationships Attentiveness to visual detail Visual-motor integration
Inductive and Quantitative Reasoning Broad Visual Intelligence Simultaneous Processing
Abstract Thinking 9 Copyright All rights reserved. Abilities Measured by Primary Index Scales
Index Working Memory Processing Speed Abilities Measured Ability to register, maintain, and
manipulate visual and auditory information in conscious awareness. Attention Concentration
Mental Control Short-term visual memory Visual-Motor Coordination Visual Discrimination
Visual Scanning Concentration Cognitive Flexibility Rate of Test-Taking 10 Copyright All rights
reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 5

6 Ancillary Index Scales Derived from combinations of primary subtests or primary and
secondary subtests. Provide additional information regarding a child s cognitive abilities and
WISC V performance. 11 Copyright All rights reserved. Complementary Index Scales
Complementary scales were designed to enhance the assessment of children with learning
difficulties. 12 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights
reserved. 6

7 Case Example: Twelve Male Grade 6 (See WISC-V Score Report) Reasons for Referral His
teachers report that Twelve has difficulty listening to and following directions, reading grade-
level text with comprehension, meeting expectations in the preparation of compositions or
written responses to demonstrate what he has learned, and completing long-term assignments
(i.e., book reports). Often, he is talking when he should be working. 14 Copyright All rights
reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 7

8 Reasons for Referral His parents report similar concerns at home. Twelve often does not
remember his chores, or he starts his chores and does not complete them. He complains about
assigned reading and refuses at times to complete written assignments. 15 Copyright All rights
reserved. Demographic Information 16 Copyright All rights reserved. Copyright Pearson, Inc., or
its affiliates. All rights reserved. 8

9 Full Scale IQ and Primary Index Scores 17 Copyright All rights reserved. Subtest Scores 18
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10 Primary Analysis Working Memory is a weakness relative to the MIS. 19 Copyright All rights
reserved. Primary Analysis 20 Copyright All rights reserved. Copyright Pearson, Inc., or its
affiliates. All rights reserved. 10

11 Primary Analysis Significant and unusual discrepancy between VCI-WMI VSI-WMI FRI-WMI
WMI-PSI 21 Copyright All rights reserved. Primary Analysis 22 Copyright All rights reserved.
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12 Ancillary Indexes 23 Copyright All rights reserved. Quantitative Reasoning Index (88) AR
Requires computational ability and quantitative knowledge. Loads on FRI, WMI, and VCI FW
Requires math in a more limited, abstract manner. Examinee uses quantitative concept of
equality to understand d relationship among objects. Then, examinee applies concepts of
matching, addition, and/or multiplication to identify correct response. 24 Copyright All rights
reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 12

13 Auditory Working Memory Index (81) WMI is based on the multi-component model. Two
domain-specific storage systems: phonological loop, and visual-spatial sketchpad. The AWMI is
a purer measure of auditory working memory. 25 Copyright All rights reserved. Nonverbal Index
(106) Copyright All rights reserved. Useful when examinee has obvious verbal difficulties ELL
RELD, ELD ASD with Language Impairment The processing speed component can affect
results just like FSIQ. More emphasis on reasoning using visual-spatial processes than FSIQ.
26 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 13

14 General Ability Index (109) The GAI provides an estimate of general intellectual ability that is
less reliant on working memory and processing speed than the FSIQ Copyright All rights
reserved. Cognitive Proficiency Index (98) The CPI provides an estimate of the efficiency with
which information is processed in the service of learning, problem solving, and higher- order
reasoning. 28 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights
reserved. 14

15 Ancillary Analysis 29 Copyright All rights reserved. Naming Speed Index The NSI provides a
broad estimate of automaticity of basic naming ability drawn from a variety of tasks. These tasks
were developed to enhance the assessment of children with suspected learning disabilities and
are not designed as measures of intellectual ability. 30 Copyright All rights reserved. Copyright
Pearson, Inc., or its affiliates. All rights reserved. 15

16 Complementary Indexes 31 Copyright All rights reserved. Why might it be important to look
at speed vs. accuracy? Copyright Pearson, Inc., or its affiliates. All rights reserved. 16

17 Symbol Translation Index The STI provides a broad estimate of visualverbal associative
memory drawn from a variety of conditions. These measures were developed to enhance the
assessment of children suspected of having learning problems or declarative memory
impairment. These subtests were not developed as measures of intellectual ability. 33 Copyright
All rights reserved. Storage and Retrieval Index The SRI provides a broad estimate of long-term
storage and retrieval accuracy and fluency. It is derived from a variety of tasks designed to
assess cognitive processes that are associated with reading, mathematics, and writing skills,
and that have shown sensitivity to specific learning disorders and other clinical conditions. 34
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18 Complementary Analysis 35 Copyright All rights reserved. Process Analysis 36 Copyright All
rights reserved. Copyright Pearson, Inc., or its affiliates. All rights reserved. 18

19 Process Scores Provide additional information do not replace primary scaled score Usually
applied when the clinician suspects that other cognitive processes impact how the child
demonstrates the ability in that domain (e.g., motor effects on block design) 37 Copyright All
rights reserved. Process Analysis 38 Copyright All rights reserved. Copyright Pearson, Inc., or
its affiliates. All rights reserved. 19

20 Deriving Contrast Scores 39 Copyright All rights reserved. Interpreting Contrast Scores See
Appendix C in the WISC V Technical and Interpretive Manual. 40 Copyright All rights reserved.
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21 Process Analysis 41 Copyright All rights reserved. Academic Achievement Based on his
WISC-V profile, what are your hypotheses about Twelve s academic achievement? 42
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22 Cognitive Processes Contributing to Academic Skills Reading-Related Processes

Contributing Processes Phonological Processing Rapid Naming Auditory Working Memory
Language Comprehension Executive Functions Visuospatial Abilities 44 Copyright All rights
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23 Cognitive Processes and Reading Verbal comprehension and working memory were the
best WISC III/WISC IV predictors of reading ability. Children diagnosed with SLD-R show
reduced verbal working memory (Kibby & Cohen, 2008) and processing speed deficits
(Shanahan et al., 2006). 45 Copyright All rights reserved. Cognitive Processes and Reading
Rapid automatic naming measures, similar to Naming Speed Literacy, significantly predict
reading ability in both younger and older children with reading disorder (Park & Lombardino,
2013). Children with reading disorders perform poorly on verbal learning measures (Kibby &
Cohen, 2008) and on paired associate learning tasks that involve pairing a visual input (i.e., a
symbol) with a verbal response, that is, a word or nonword (Litt & Nation, 2014; Messbauer & de
Jong, 2003). 46 Copyright All rights reserved. Copyright Pearson, Inc., or its affiliates. All rights
reserved. 23

24 Special Group Study Results: Specific Learning Disorder-Reading N=30 Clinical Control
Score Mean Mean Mean Diff P value Std. Diff VCI < VSI < FRI < WMI < PSI FSIQ < QRI <
AWMI < NVI < GAI < CPI < NSI < STI < SRI < Copyright All rights reserved. Math-Related
Processes Contributing Processes Attention Visual-Spatial Processing Working Memory
Language Comprehension Executive Functions 48 Copyright All rights reserved. Copyright
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25 Cognitive Processes and Math Difficulties in verbal comprehension, working memory, and
processing speed (Willicutt et al., 2013). General cognitive functioning, processing speed, and
components of working memory are longitudinal predictors of math achievement (Geary, 2011).
Difficulties with working memory (Geary, 2010), attention (Raghubar et al., 2009), and
semanticretrieval and visuospatial skills (Cirino, Morris, & Morris, 2007) are related to
mathematics difficulties. 49 Copyright All rights reserved. Cognitive Processes and Math Early
number skills and conceptual reasoning skills predict math achievement (Fuchs, Geary,
Compton, Fuchs, Hamlett, & Bryant, 2010). Language, nonverbal reasoning, and attention are
significantly related to performance on math word problems (Fuchs, Geary, Compton, Fuchs,
Hamlett, Seethaler, et al., 2010; Tolar et al., 2012). 50 Copyright All rights reserved. Copyright
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26 Special Group Study Results: Specific Learning Disorder-Math N=28 Clinical Control Score
Mean Mean Mean Diff P value Std. Diff VCI < VSI <01 < FRI < WMI PSI FSIQ < QRI < AWMI
NVI < GAI < CPI NSI STI SRI Copyright All rights reserved. Eligibility Is Twelve eligible ibl for
direct specialized instruction? 52 Copyright All rights reserved. Copyright Pearson, Inc., or its
affiliates. All rights reserved. 26

27 WIAT-III Scores Composite/Subtest Standard Score Percentile Rank Basic Reading Word
Reading Pseudoword Decoding Reading Comprehension and Fluency Reading Comprehension
Oral Reading Fluency Mathematics Math Problem Solving Numerical Operations Written
Expression Spelling Sentence Composition Essay Composition Copyright All rights reserved
Integration of Data Relative Strengths Verbal Reasoning Visual-Spatial Reasoning Abstract
Thinking Speed of Processing Relative Weaknesses Auditory Working Memory Phonological
Processing Reading Decoding Spelling Math 54 Copyright All rights reserved. Copyright
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28 Ability Achievement 55 Copyright All rights reserved. Cognitive Hypothesis Testing 56

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29 Cognitive Hypothesis Testing Processing Strength WISC V Visual Spatial Index SS = 105 A.
Discrepant? Yes/No B. Discrepant? Yes/No Achievement Weakness WIAT III Spelling SS = 78
Processing Weakness WISC V Naming Speed Index SS = Copyright All rights reserved.
Summary Generate hypotheses based on referral concern. Identify patterns in the WISC-V
data. Confirm or refute hypotheses. Generate follow-up questions. Determine what else needs
to be done to answer questions. 58 Copyright All rights reserved. Copyright Pearson, Inc., or its
affiliates. All rights reserved. 29

30 Keys to Effective Report Writing Plan the individual assessment Describe the child, not the
test Address the referral question(s) Provide examples of behaviors that support scores
Suggest interventions in addition to eligibility considerations 59 Copyright All rights reserved. 59
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