Overview of WASI-II - Clinical Assessment

Transcription

Overview of WASI-II
(published 2011)
Gloria Maccow, Ph.D.
Assessment Training Consultant
Objectives
•
Describe components of WASI-II.
•
Describe WASI-II subtests.
•
Describe utility of data from WASIII.
2 | Copyright © 2011. All rights reserved.
WASI-II Kit
What is WASI-II?
•
•
•
Individually administered assessment of
intelligence of examinees aged 6 through
90 years.
Revision of Wechsler Abbreviated Scale of
Intelligence (WASI; Wechsler, 1999).
Provides composite scores that estimate
Verbal Comprehension and Perceptual
Reasoning abilities.
What is WASI-II?
•
•
•
WASI-II is linked to WISC-IV (2003) and
WAIS-IV (2008).
WASI-II provides tables for estimating IQ
score range on the WISC-IV and WAIS-IV.
There are 4 subtests on the WASI-II:
Block Design, Vocabulary, Matrix
Reasoning, Similarities.
Full Scale-4 and Full Scale-2
Revision Goals
•
Enhance the link to the WISC–IV
and the WAIS–IV.
•
Increase user-friendliness.
•
Improve psychometric properties.
Copyright © 1998 by The Psychological Corporation. All rights reserved.
When to Use WASI-II
•
•
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Obtain estimates of IQ scores rapidly and
efficiently when administration of a full
battery is neither feasible nor necessary.
Screen to determine if an in-depth
evaluation is necessary.
Reevaluate individuals who previously
received a comprehensive evaluation when
time available for retesting is limited.
When to Use WASI-II
•
•
•
Obtain estimates of current cognitive
functioning for individuals referred for
psychiatric, psychological, or psychoeducational evaluations
Obtain estimates of IQ scores for vocational
and rehabilitation purposes
Obtain estimates of IQ scores for research
purposes, such as pre-experimental matching
of cognitive ability.
NOTE: In general, the WASI–II FSIQ should not be used for legal,
judicial, or quasi-legal purposes (e.g., a statutorily
mandated diagnosis or determination of a disability).
Getting Started
•
•
We’ll be doing a lot of things today,
like looking at pictures, answering
questions, and working with blocks. . .
....
Do you have any questions?
Chronological Age
Seating Arrangement
General Administration Directions
Start Point
Reverse Rule
Discontinue Rule
Stop Point
Block Design (13 items)
•
•
•
The Block Design subtest is designed to measure
the ability to analyze and synthesize abstract
visual stimuli.
A total of 9 items from the WASI were retained
and 4 new items were added to improve the
floor and ceiling of the subtest.
While viewing a constructed model or a picture
in the Stimulus Book, the examinee uses redand-white blocks to re-create the design within
a specified time limit.
Vocabulary (31 items)
•
The Vocabulary subtest includes 3 picture
items and 28 verbal items.
– For picture items, the examinee names
the object presented visually.
– For verbal items, the examinee defines
words that are presented visually and
orally.
•
Vocabulary is designed to measure an
examinee’s word knowledge and verbal
concept formation.
Vocabulary-Changes
•
•
•
A total of 20 items were retained from the
WASI, and 8 new verbal items were added.
Art for the retained picture items was
updated.
The scoring criteria for the retained items
were also revised. In addition, the starting
items are now scored 2 or 0; rather than 2,
1, or 0; to reduce the chance of reversal and
to shorten testing time.
Matrix Reasoning (30 items)
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•
•
The examinee views an incomplete matrix or
series and selects the response option that
completes the matrix or series.
The subtest taps fluid intelligence, broad visual
intelligence, classification and spatial ability,
knowledge of part–whole relationships,
simultaneous processing, and perceptual
organization.
(some had minor art modifications), and 7 new
items were added.
Similarities (24 items)
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•
•
•
The Similarities subtest is similar to the Similarities
subtests in the WISC–IV and the WAIS–IV, except
that the WASI–II subtest includes low-end picture
items to extend the floor of the scale.
For the picture items (Items 1–3), the examinee
selects the option that shares a common
characteristic with the target objects.
For the verbal items (Items 4–24), the examinee is
presented two words that represent common objects
or concepts and describes how they are similar.
The Similarities subtest is designed to measure
verbal concept formation and reasoning.
Similarities–Changes
•
•
(some had minor modifications), and 11 are
new.
The scoring criteria for the retained items were
revised. An instructional prompt has been added
to the first two verbal items (Items 4 and 5) to
ensure the examinee understands the task of the
subtest (i.e., identifying similarities as opposed
to defining each word).
T Score to Scaled Score
Descriptive Classifications
Ability-Achievement
Statistical Significance
Base Rates
Normative Sample
The normative sample included 2,300
examinees divided into 23 age groups, ages
6 through 90 years. Each group had 100
participants.
Reliability
aAverage
Subtest/
Composite
Average ra
Child Sample
Average ra
Adult Sample
BD
.89
.91
VC
.91
.92
MR
.87
.90
SI
.89
.91
VCI
.94
.95
PRI
.92
.94
FSIQ–4
.96
.97
FSIQ–2
.93
.94
reliability coefficients were calculated with Fisher’s z transformation.
Concurrent Validity
Concurrent validity was established with
– measures of intelligence:
•
•
•
•
WASI
WISC–IV
WAIS–IV
KBIT–2
– measures of achievement
•
Wechsler Fundamentals: Academic Skills
Confirmatory Factor Analysis
Model
AGFI
RMSEA
CFI
TLI
Total Sample (N=2,300)
One-Factor
.711
.245
.926
Two-Factor
.994
.029
.999
.986
Child Sample (N = 1,100)
One-Factor
.738
.231
.930
Two-Factor
.999
.000
1.000
1.011
Adult Sample (N = 1,200)
One-Factor
.684
.258
.923
Two-Factor
.985
.046
.999
.969
Special Group Studies
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ADHD
•
Gifted and Talented
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Intellectual Disability – Mild and Moderate
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Specific Learning Disability – Reading, Math
•
Traumatic Brain Injury
Special Group Studies
Subtest/
Composite
Intellectual
DisabilityMild
Matched
Control
Group
Diff.
p value
Std. Diff.
BD
29.9
50.1
20.22
<.01
2.39
VC
28.3
49.1
20.78
<.01
3.00
MR
30.0
48.4
18.36
<.01
2.28
SI
30.6
49.5
18.89
<.01
2.44
VCI
66.7
98.8
32.19
<.01
3.00
PRI
65.9
98.6
32.72
<.01
2.61
FSIQ–4
63.9
98.5
34.56
<.01
3.31
FSIQ–2
65.1
97.7
32.58
<.01
3.28
N = 36
aThe
Standard Difference is the difference of the two test means divided by the square root of
the pooled variance, computed using Cohen’s (1996) Formula 10.4.
Customer Service
1-800-211-8378 (USA)
1-866-335-8418 (Canada)
Webinar-Specific Questions
Gloria Maccow, Ph.D.
gloria.maccow@pearson.com
Ph 724-766-7692
www.psychcorp.com

Overview of WASI-II - Clinical Assessment

Transcription

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