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Title: Presentation: Wechsler Adult Intelligence Scale 4th Edition (WAIS-IV) Created Date: 5/16/2008 4:34:35 PM. A full-scale IQ score of 130 or above on the WAIS-IV will qualify you for Mensa, the high IQ society for people in the top 2% of intelligence. The “low average” IQ range is 80-89, and people in this range will likely struggle with academics. Those scoring in the 71-80 range tend to exhibit what is called “borderline intellectual.

TRANSCRIPT

AppendixASTEP 1.

A.1:WAISIVInterpretiveWorksheet

1

Report the Persons WAIS-IV Standard Scores (FSIQ and Indexes) and Subtest Scaled Scores.

For IQ and indexes, report standard score, confidence interval, percentile rank, and descriptive category. For subtests, report scaled scores and percentile ranks only. (See Rapid Reference 5.2 for descriptive categories.) STEP 2. Step 2a. Determine the Best Way to Summarize Overall Intellectual Ability. To determine whether the FSIQ is interpretable, subtract the Lowest Index from the Highest Index. Is the difference < 23 points? Y or N

Highest Index Standard Scores:

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Lowest

Difference =

If YES, the FSIQ may be interpreted as a reliable and valid estimate of a persons overall intellectual ability. Proceed directly to Step 3. Step 2b.

If NO, then proceed to Step 2b.

To determine whether the General Ability Index (GAI) may be used to summarize overall intellectual ability, calculate the difference between the VCI and PRI. Is the difference < 23 points? Y or N

VCI Index Standard Scores:

PRI

Absolute Difference =

If YES, the GAI can be calculated and interpreted as a reliable and valid estimate of the persons overall intellectual ability.

If NO, then proceed to Step 3.

To calculate the GAI, sum 6 subtest scaled scores of the 3 VCI subtests and 3 PRI subtests, and locate the GAI that corresponds to this sum in Table C.1 of the WAIS-IV Technical and Interpretive Manual (Psychological Corporation, 2008, p. 169). Sum of Subtest Scaled Scores = =

VC Scaled Score +

SI +

IN +

MR +

BD +

VP

GAI

AppendixASTEP 3.

A.1:WAISIVInterpretiveWorksheet

2

Determine Whether the Difference between the Persons GAI and Cognitive Proficiency Index (CPI) Is Unusually Large.

Step 3a. Determine whether the GAI and CPI represent unitary abilities or processes. If you have not already done so in Step 2b, determine whether the GAI represents a unitary ability by calculating the difference between the VCI and PRI. If you completed this calculation in Step 2b, then transfer those results here. Is the difference < 23 points? Y or N

VCI Index Standard Scores:

PRI

Absolute Difference =

If YES, the GAI can be calculated and interpreted as a reliable and valid estimate of the persons overall intellectual ability. Proceed to the next part of this step to determine whether the CPI can be interpreted.

If NO, the GAI-CPI comparison cannot be made. Go to Step 4.

Determine whether the CPI represents a unitary ability by calculating the difference between the WMI and the PSI. Is the difference < 23 points? Y or N If NO, the GAI-CPI comparison cannot be made. Go to Step 4.

WMI Index Standard Scores:

PSI

Absolute Difference =

If YES, then the CPI can be calculated and interpreted as a reliable and valid estimate of the persons overall ability for proficient information processing, through quick visual speed and good mental control.

Step 3b.

Calculate the GAI and CPI if they represent unitary abilities or processes. If the GAI has been calculated in Step 2b, use the value for Step 3c. Otherwise use the tables below to calculate the GAI and CPI.

To calculate the GAI, sum 6 subtest scaled scores of the 3 VCI subtests and 3 PRI subtests and locate the GAI that corresponds to this sum in Table C.1 of the WAIS-IV Technical and Interpretive Manual (Psychological Corporation, 2008, p. 169). Sum of Subtest Scaled Scores = =

VC Scaled Score +

SI +

IN +

MR +

BD +

VP

GAI

To calculate the CPI, sum 4 subtest scaled scores of the 2 Core WMI subtests and 2 Core PSI subtests and locate the CPI that corresponds to this sum in Appendix A.2 the CD-ROM.

AppendixA

A.1:WAISIVInterpretiveWorksheetSum of Subtest Scaled Scores = =

3

DS Scaled Score +

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AR +

SS +

CD

CPI

Step 3c. Record the size of the difference between the GAI and CPI in the table below. If it is 9 points or more, it should be considered statistically different (at the p < .05 level). Step 3d. Determine whether the size of the difference between the GAI and CPI is uncommonly large. If it is 19 points or more, it should be considered uncommonly large (occurring less than 10% of the time in the standardization sample). Is the difference significant? 9 points Y or N Is the difference uncommon? 19 points Y or N

GAI Index Standard Scores

CPI

Absolute Difference =

STEP 4.

Select the Wechsler Four-Index Model or the Keith Five-Factor Model.

Step 4 is designed to help you determine if use of the Keith Five-Factor model is appropriate or if the Wechsler Four-Index model should be your choice for interpretation. Answering the next three questions will help you select the appropriate model. Step 4a. Question: Is the person you tested between the ages of 16 and 69? Y or N If no, proceed to Step 5 to interpret data with the Wechsler Four-Index Model. If yes, answer the Step 4b question below.

Step 4b. Question: Did you administer the supplementary subtests, Letter-Number Sequencing, and Figure Weights? Y or N If no, proceed to Step 5 to interpret data with the Wechsler Four-Index Model. If yes, answer the Step 4c question below.

Step 4c. Question: Considering your personal theoretical and clinical foundations, do you choose to interpret the WAIS-IV data with the Keith Five-Factor model? Y or N STEP 5. If no, proceed to Step 5 to interpret data with the Wechsler Four-Index model. If yes, continue to Step 6 to interpret the data with the Keith Five-Factor model.

Determine Whether Each of the Four Wechsler Indexes Is Unitary, and Thus Interpretable

SkipthisstepifyouareinterpretingthepersonsprofileviatheKeithFiveFactorApproach.ProceedtoStep6. Step 5a5d. Calculate the difference between the highest and lowest subtest scaled scores for the VCI, PRI, WMI, and PSI.

AppendixA

A.1:WAISIVInterpretiveWorksheetIs the difference < 5 points? Y or N Y or N Y or N Y or N

4

Highest 5a. VCI Subtest Scores: 5b. PRI Subtest Scores: 5c. WMI Subtest Scores: 5d. PSI Subtest Scores:

Lowest

Difference = = = =

If YES, the ability presumed to underlie the index is unitary and may be interpreted.

If NO, the index cannot be interpreted as representing a unitary ability. Proceed to Step 7 after completing Step 5d.

STEP 6. Determine Whether Each of the Five Keith Factors Is Unitary, and Thus Interpretable. SkipthisstepifyouinterpretedthepersonsprofileviatheWechslerFourIndexmethod.ProceedtoStep7. Step 6a. Calculate the standard scores for the five Keith Factors by summing the scaled scores for the two subtests that comprise each cluster and converting the sum to a standard score using the norms in Appendixes A.3A.6 of the CD-ROM.Scaled Score 2

Factor Gc Gsm Gf Gv Gs VC DS MR BD SS

Scaled Score 1

Sum of Scaled Scores = = = = =

Factor Standard Score

+ + + + +

IN LN FW VP CD

Step 6b-6f.

Calculate the absolute difference among subtest scaled scores within each of the factors, and determine if the size of the difference less than 1.5 standard deviations (< 5 points).

AppendixA

A.1:WAISIVInterpretiveWorksheetIs the difference < 5 points? Y or N Y or N Y or N Y or N Y or N

5

Factor 6b. Gc 6c. Gsm 6d. Gf 6e. Gv 6f. Gs VC DS MR BD SS

Scaled Score 1

Scaled Score 2

Absolute Difference = = = = =

IN LN FW VP CD

If YES, the ability presumed to underlie the factor is unitary and can be interpreted.

If NO, the factor cannot be interpreted as representing a unitary ability. Proceed to Step 6g after completing Steps 6a6f.

Step 6g.

Determine how many of Keiths Five Factors are interpretable by reviewing the results of Steps 6b6f. Is the number < 3

Number of interpretable Keith factors:

Y or N

If NO, then proceed to Step 7 to interpret the Keith Five Factors.

If YES, only one or two of Keiths factors are interpretable, so we strongly recommend using the Wechsler Four-Index model to interpret the WAIS-IV data. Go back to Step 5 to complete interpretation of the Wechsler Four-Index model. STEP 7. Determine Normative Strengths and Normative Weaknesses in the Index or Factor Profile.

Record the standard score for each interpretable index or factor in the table below. Place a checkmark in the box corresponding to the appropriate normative category for each index or factor. Normative Weakness < 85 Within Normal Limits 85115 Normative Strength > 115

Wechsler Index VCI PRI WMI PSI

Standard Score

AppendixA

A.1:WAISIVInterpretiveWorksheetWithin Normal Limits 85115

6

Keith Factor Gc Gsm Gv Gf Gs

Standard Score

Normative Weakness < 85

Normative Strength > 115

STEP 8. Step 8a.

Determine Personal Strengths and Personal Weaknesses in the Index Profile. Compute the mean of the persons indexes or factors and round to the nearest tenth of a point. Note that all indexes or factors (interpretable and noninterpretable) are included in the computation of the mean. Wechsler Index VCI PRI WMI PSI Sum of Indexes Number of Indexes Mean of Indexes Standard Score Keith Factor Gc Gsm Gv Gf Gs Sum of Factors Standard Score

4

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Number of Factors Mean of Factors

5

Step 8b. Fill in the table as follows: Record the interpretable index or factor standard score in column (2). Record the rounded mean of all i

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The most highly acclaimed and complete reference work on psychological assessment-fully updated and expanded Covering principles of assessment, evaluation, referral, treatment planning, and report writing, the latest edition of Gary Groth-Marnat's landmark Handbook of Psychological Assessment has been thoroughly revised and expanded. Written in a practical, skills-based manner, this classic resource offers coverage of the most widely used assessment instruments and has been updated to include new material and cover tests that are growing in popularity, such as brief assessment instruments. Handbook of Psychological Assessment also provides guidance on the most efficient methods for selecting and administering tests, how to interpret assessment data, and how to integrate test scores and develop treatment plans as well as instruction on ways in which to write effective, client-oriented, problem-solving psychological reports. The Fifth Edition provides thorough coverage of the most commonly used assessment instruments including the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV), Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), Wechsler Memory Scale-Fourth Edition (WMS-IV), Minnesota Multiphasic Personality Inventory-2 (MMPI-2), California Psychology Inventory (CPI), Rorschach, Millon Clinical Multiaxial Inventory-III (MCMI-III), Thematic Apperception Test, Repeatable Battery for the Assessment of Neuropsychological Status (RBANS), brief assessment instruments, clinical interviewing, and behavioral assessment. In addition, this Fifth Edition includes: Updates on the new WAIS-IV, WISC-IV, and WMS-IV An increased emphasis on diversity A focus on screening for neuropsychological impairment, including coverage of the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS) Coverage of the Minnesota Multiphasic Personality Inventory-2-Restructured Form New information on client feedback and consultation An updated chapter on psychological report writing, including new examples of psychological reports Organized according to the sequence mental health professionals follow when conducting an assessment, Handbook of Psychological Assessment, Fifth Edition is a practical, valuable reference for professionals looking to stay current as well as for students looking for the most thorough and trusted resource covering the field of psychological assessment.

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The classic text--now updated with a new interpretive approach tothe WAIS?-III Assessing Adolescent and Adult Intelligence, the classic text fromAlan Kaufman and Elizabeth Lichtenberger, has consistently providedthe most comprehensive source of information on cognitiveassessment of adults and adolescents. The newly updated ThirdEdition provides important enhancements and additions thathighlight the latest research and interpretive methods for theWAIS?-III. Augmenting the traditional 'sequential' and 'simultaneous'WAIS?-III interpretive methods, the authors present a new approachderived from Cattell-Horn-Carroll (CHC) theory. This approachcombines normative assessment (performance relative to age peers)with ipsative assessment (performance relative to the person's ownmean level). Following Flanagan and Kaufman's work to develop asimilar CHC approach for the WISC?-IV, Kaufman and Lichtenbergerhave applied this system to the WAIS?-III profile of scores alongwith integrating recent WAIS?-III literature. Four appendices present the new method in depth. In addition to adetailed description, the authors provide a blank interpretiveworksheet to help examiners make the calculations and decisionsneeded for applying the additional steps of the new system, andnorms tables for the new WAIS?-III subtest combinations added inthis approach. Assessing Adolescent and Adult Intelligence remains the premierresource for the field, covering not only the WAIS?-III but alsothe WJ III?, the KAIT, and several brief measures of intelligence,as well as laying out a relevant, up-to-date discussion of thediscipline. The new, theory-based interpretive approach for theWAIS?-III makes this a vital resource for practicing psychologists,as well as a comprehensive text for graduate students.

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The Wechsler Intelligence Scale is the most widely used intelligence test for children worldwide. WISC-V introduces new subtests, composite scores, process scores, error scores, and scaled scores as a more complex and accurate means of assessing cognitive abilities. WISC-V Assessment and Interpretation provides practical information for clinicians on selection of subtest measures, administration, and interpretation. New subtests are described along with tips for accurate administration and scoring. Full Scale IQ is identified as important for predicting relevant behaviors, and primary index scores for characterizing the child’s strengths and weaknesses. Classroom indicators of low scores on each of these abilities are identified, with suggested interventions, accommodations, and instructional strategies for low scorers. Coverage includes ethnic differences for the Full Scale IQ and each primary index score, along with evidence of the profound influence of parental attitudes and expectations. Several other societal and contextual factors relevant to understanding racial/ethnic differences are presented. Two chapters review use of the WISC-V for identifying learning disabilities, testing of individuals with dyslexia, and best-practice recommendations to ensure accurate diagnosis and intervention. Concluding chapters describe advances in the Q-interactive system platform allowing administration of the WISC-V on iPads and other tablets and how clinicians can tailor assessment using select WISC-V subtests and features. Authored by the creators of the WISC-V Describes the new subtests, revised test structure, and test extensions Advises clinicians on test selection and custom tailoring of assessment measures Provides best practice recommendations for accurate administration and scoring Addresses electronic administration via tablets and comparison to print scores Reviews social/contextual factors for understanding racial/ethnic differences Translates scores to predict behaviors and identify child strengths and weaknesses Suggests interventions, accommodations, and instructional strategies for low scorers