Introduction to Testing Children and Administration of the WISCIV

1
Introduction to Testing Children and
Administration of the WISC-IV

• November 3, 2004

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Tips for Interacting with Children

• Before meeting the child, take a minute to think
  about the childs age (or developmental level)
  and the interests that children have at that age.
• Allay the childs concerns before separating
  him/her from the parent.
• Who are you and why are they here?
• Where will parent wait?
• Spend a few minutes building rapport before you
  start testing.

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Tips for Interacting with Children
Encourage/Motivate

• Adjust your style to fit the childs
  developmental level.
• Adjust your style to fit the childs temperament.
• Praise effort, not answers.
• Dont forget to smile!
• Encourage children to guess when they say they
  dont know.
• Tell the child it is o.k. if they dont know an
  answer.

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Pay Attention to the Childs Behavior (i.e., Stay
in Control!)

• Give clear simple directions (dont ask, tell)
• Set limits when necessary
• When can the child talk?
• When can the child take a break?
• When can the child leave his/her seat.
• If necessary, use a behavioral chart.

5
Verbal Comprehension Index

• Measures verbal knowledge and understanding
  acquired through both informal and formal
  education and reflects application of verbal
  skills to new situations.
• Similarities
• Vocabulary
• Comprehension
• (Information)
• (Word Reasoning)
• Supplemental subtest that measures verbal
  comprehension, reasoning, and abstraction.
• Ex This is an animal that goes with woof.

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Perceptual Reasoning Index

• Measures the ability to interpret and organize
  visually perceived material and to generate and
  test hypotheses.
• Block Design
• Picture Concepts
• Core perceptual reasoning subtest that measures
  fluid reasoning and abstract category knowledge.
  
• Ex chooses picture of an animal from each row.
• Matrix Reasoning
• (Picture Completion)

7
Working Memory Index

• Measures immediate memory and the ability to
  sustain attention, concentrate, and exert mental
  control.
• Digit Span
• Letter-Number Sequencing
• (Arithmetic)

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Processing Speed Index

• Measures the ability to process visually
  perceived nonverbal information quickly, with
  concentration and rapid eye-hand coordination.
• Coding
• Symbol Search
• Cancellation
• Supplemental processing speed subtest that
  measures visual selective attention.

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WISC-IV Standardization

• N 2,200 children
• 11 age groups from 6 years 0 mos. to 16 years 11
  mos.
• 200 children in each age group (100 boys, 100
  girls)
• Matched to 2000 US Census Data on race,
  geographic region, and parent education.
• Four geographic regions
• Northeast
• South
• Midwest
• West

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Relationship of WISC-IV IQ to Sex and
Race/Ethnicity
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Reliability Test-Retest Stability
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Administration Hints

• Administration time for core battery 1 1 ½
  hours (90) with more time needed for individuals
  with higher IQ.
• If you suspect that the child has an intellectual
  deficiency, begin at the 6 year old level except
  for Coding and Symbol Search (use appropriate age
  form for these two subtests).
• Reverse sequence of administration (when child
  does not get two in a row correct) is allowed for
  all VCI, PRI, and Arithmetic subtests. Other WMI
  and PSI tests do not use reverse sequence
  administration.

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Administration Hints (cont.)

• Start-Point Scoring Rule
• Discontinue-Point Scoring Rule

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Administration Hints (cont.)

• Examinee familiarity with examiner
• 11 point difference for ethnic minority children
• Be careful to avoid creating expectation about a
  child!

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Parent Reactions to the Diagnosis

• Some view the diagnosis as similar to that of a
  fatal disease.
• Stages of Reaction to Diagnosis
• Denial
• Anger aimed at professional or self
• Mourning
• Acceptance

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Providing Feedback to Parents

• Frame your feedback to answer the referral
  questions.
• Explain IQ in terms that the parent can
  understand. Can draw a normal curve.
• Dont estimate what the child will be like as an
  adult!
• It is o.k. to tell parents when you dont know an
  answer.
• Use people-first language the child is not
  defined by his/her diagnosis.