Introducing the WISC-V

Transcription

Introducing the WISC-V
WISCV
• The Wechsler Intelligence Scale for Children-Fifth Edition (WISCV) is
an individually administered, comprehensive clinical instrument for
assessing the intelligence of children ages 6 years 0months through
16 years 11 months (6:0-16:11).
There are times when a business needs to take a few minutes and reflect on a major milestone in
its history. This is one of those times – and we have THREE milestones!
First, this year marks the 75th anniversary of the publication for the original Wechsler-Bellevue
Intelligence Scale, authored by David Wechsler and first released in 1939. From this original test
evolved a portfolio of products including the WAIS, WISC, and WPPSI tests which have been
used to evaluate adolescents and adults, children and young children, respectively.
All have been developed based on Dr. Wechsler’s beliefs that intelligence is "... the global
capacity of a person to act purposefully, to think rationally, and to deal
effectively with his environment." Wechsler believed that intelligence was
made up of specific elements that could be isolated, defined, and
subsequently measured, but at the same time these elements were all
interrelated. This comprises his definition of general intelligence.
Aurelio
Aurelio Prifitera, PhD
Managing Director
Clinical Assessment
Pearson
WISC-V
Traditional Format
Paper/Pencil
Digital Format on
Q-interactive
Scoring Options
Hand score
Q-global
Scoring &
Reporting
• Score Report
• Combination
Reports
• Narrative
Reports
Automatic Scoring &
Reporting via Qinteractive
Similar score report output as
those available on Q-global,
plus: • Automatic subtest scoring
• Immediate scaled scores
WISC-V Scoring Options
Q-interactive = Automatic Scoring
No Additional Fee
Q-Global Scoring and Reporting
(paper and pencil)
Per use and unlimited use
Options available
Hand-score (paper and pencil)
6
Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved.
WISC-V Revision Goals
– Update theoretical
foundations
– Increase user
friendliness
– Increase developmental
appropriateness
– Improve psychometric
properties
– Enhance clinical utility
Digital Assessment: Introducing the
WISC-V on Q-interactive and Q Global
8
Agenda
Are you in a Q Quandary???????
-Q-interactive and Q Global
WISC V Revision Highlights
–Goals
–New Subtests
–WISC-V Test Structure
–WISC V Interpretation
9
Agenda
The WISC V on Q-interactive
Equivalency and Equating
Q-interactive Central
Q-interactive Assess
Q-interactive experience
10
Disclosure
• The presenters today Ellen Murphy M.A. and
John A. Hanson, Ph.D. LP are employed by
Pearson Clinical Assessment, which developed
and sells the Wechlser Intelligence Scale for
Children Fifth Edition (WISC V) and Q-interactive
the digital assessment system
11
Pearson Q System
• Q Local: the original online system for
score reports and test administration
(MMPIs)
• Q Global: An online system for score
reports and test administration of
checklists (DREFS) and self report
assessments (BASC3,MACI)
• Q Interactive: A digital assessment where
clinicians through the use of iPads select
test batteries and individually administer,
score and report clinical assessments.
Partnering for the future of assessment:
Clinicians, Pearson and Technology
www.helloq.com
WISC-V
Traditional Format
Paper/Pencil
Digital Format on
Q-interactive
Scoring Options
Handscore
Q-global
Scoring &
Reporting
• Score Report
• Combination
Reports
• Narrative
Reports
Automatic Scoring &
Reporting via Qinteractive
Similar score report output as
those available on Q-global,
plus: • Automatic subtest scoring
• Immediate scaled scores
Why Transition to WISC-V?
 A choice of traditional paper and pencil or digital format.
 Increased coverage of cognitive processes related to SLD
Identification. Supports a processing strengths and
weakness analysis approach.
 Statistically linked to the KTEA-3 and the WIAT-III, with
combination scoring reports available!
 Presents a 5-Factor structure.
 Basic training included with the kit.
 Decreased testing time to obtain FSIQ and primary index
scores.
 Briefer instructions, using developmentally appropriate
language.
15
DEVELOPMENT OF THE
WISC-V:
REVISION GOALS – A
SUMMARY
16
WISC-V Revision Goals
•
•
•
•
•
Update theoretical foundations
Increase user friendliness
Increase developmental appropriateness
Improve psychometric properties
Enhance clinical utility
• What do these revision goals really mean?
17
DEVELOPMENT OF THE
WISC-V:
NEW SUBTESTS AND
RETAINED CONTENT WITH
REVISION
18
Dropped WISC–IV Subtests
• Word Reasoning
– Redundant measure of verbal comprehension
(high correlation with Information)
• Picture Completion
– Construct not as representative of visual spatial
ability as others (secondary verbal loading)
• And we needed the space for new
subtests…
WISC-V Subtest Modifications
20
Changes: New Subtests
• Visual Spatial subtest
– Visual Puzzles
• Fluid Reasoning subtest
– Figure Weights
• Working Memory subtest
– Picture Span
– Digit Span Sequencing task added to Digit Span
• Ancillary Subtests
–
–
–
–
–
Naming Speed Literacy
Naming Speed Quantity
Immediate Symbol Translation
Delayed Symbol Translation
Recognition Symbol Translation
21
Visual Puzzles
• Child views a completed puzzle and selects
three response options that would combine
to reconstruct the puzzle
• Item time limit of 30 seconds
• Measures ability to analyze and synthesize
abstract information
Figure Weights
Picture Span
Stimulus Page
Response Page
Naming Speed
Literacy
Color-Object Naming (age 6)
Size-Color-Object Naming (ages 6–8)
Letter-Number Naming
(ages 7–16)
Naming Speed
Quantity
1–4 (age 6)
1–5 (ages 7–16)
Symbol Translation
Immediate
Delayed
Recognition
“Tell me what each one means.”
“A man is on a boat”
WISC-V
TEST STRUCTURE
28
Test Structure – Full Scale IQ
29
Test Structure – Primary Index Scales
30
Test Structure – Ancillary Index
Scales
New Ancillary Indexes to WISC-V
31
Test Structure – Complementary
Scales and Subtests
32
New Terminology
Subtest
BD
SI
MR
DS
CD
VC
FW
VP
PS
SS
Score Type
Scaled
Scaled
Scaled
Scaled
Scaled
Scaled
Scaled
Scaled
Scaled
Scaled
Category
Primary (FSIQ)
Primary (FSIQ)
Primary (FSIQ)
Primary (FSIQ)
Primary (FSIQ)
Primary (FSIQ)
Primary (FSIQ)
Primary
Primary
Primary
33
New Terminology
Subtest
IN
PC
LN
CA
CO
AR
Score Type
Scaled
Scaled
Scaled
Scaled
Scaled
Scaled
Category
Secondary
Secondary
Secondary
Secondary
Secondary
Secondary
34
New Terminology
Subtest
NSL
NSQ
IST
DST
RST
Score Type
Standard
Standard
Standard
Standard
Standard
Category
Complementary
Complementary
Complementary
Complementary
Complementary
35
WISC-V
SCORING AND
INTERPRETATION
36
Section Details
• Substitution
• Proration
• Invalidation
• Interpreting new composites and subtests
37
Rules for
SUBSTITUTION AND
PRORATION
38
Rules are Simplified
FSIQ
39
FSIQ – permissible substitutions
•
•
•
•
•
•
•
IN or CO for SI or VC
CO for SI or VC
VP for BD
PC for MR or FW
AR for FW
PS or LNS (LN) for DS
SS or CA for CD
40
Simplified Rules
• NO Proration for anything but FSIQ
• In calculation of FSIQ
– May prorate to 6 subtests
41
Warning - reminder
42
Handling Raw Scores of Zero
INVALIDATION
43
Maximum Number of Raw Scores = 0
Permitted is:
FSIQ = FOUR out of SEVEN
Primary Index Scores = 1 out of 2
Ancillary Index Scores (QRI, AWMI) = 1 out of 2
NVI = 3 out of 6
GAI = 3 out of 5
CPI = 2 out of 4
STI = 2 out of 3
44
How to Report and Describe
Performance
45
Basic Steps to Interpretation
• Report & describe FSIQ
• Report and describe Primary Index Scores
–
–
–
–
–
VCI
VSI
FRI
WMI
PSI
46
Descriptive Classifications
Composite Score
RangeScore Range
Composite
and above
130 and130
above
120–129
120–129
110–119110–119
90–10990–109
80–89 80–89
70–79 70–79
and below
69 and 69
below
Traditional Descriptive
Classification
(“Old”)
WISC–V Descriptive
Classification
Very
Superior
Extremely
High
Superior
Very High
High
HighAverage
Average
Average
Average
Low
LowAverage
Average
Borderline
Very Low
Extremely
Extremely Low
Low
47
WISC–V Score Summary
Scaled
Score
Subtest
Standard
Score
Score
Similarities
15
Naming Speed Literacy
109
Vocabulary
17
Naming Speed Quantity
109
Information
18
Symbol Translation Immediate
112
Comprehension
18
Symbol Translation Delayed
118
Block Design
16
Symbol Translation Delayed
Recognition
115
Visual Puzzles
15
Matrix Reasoning
15
Verbal Comprehension Index
133
Figure Weights
15
Visual Spatial Index
131
Picture Concepts
14
Fluid Reasoning Index
129
Arithmetic
17
Working Memory Index
129
Digit Span
15
Processing Speed Index
108
Picture Span
15
Full Scale IQ
138
Letter-Number Sq
17
Quantitative Reasoning Index
135
Coding
13
Auditory Working Memory
Index
133
Symbol Search
10
Nonverbal Index
135
Cancellation
9
General Ability Index
137
Cognitive Proficiency Index
123
COMPOSITE SCORES
48
Choosing the Level of Significance
More stringent
Less stringent
49
Primary Analysis
Index-Level Strengths and Weaknesses
Comparison Score
✓ MIS
FSIQ
Sum of
5 Index Scores
630
MIS
÷5 =
126
FSIQ
Critical Value Significance Level
.01
✓.05
.10
.15
Base Rate Reference Group
Index Level
Overall Sample
✓Ability Level
Difference
Critical
Value
Strength
or
Weakness
Base
Rate
126
7
8.95
S or W
ns
131
126
5
10.97
S or W
ns
FRI
129
126
3
9.76
S or W
ns
WMI
129
126
3
10.55
S or W
ns
PSI
108
126
-18
12.55
S or W
5–10%
Score
Comparison
Score
VCI
133
VSI
50
• Evaluate Index-Level Pairwise Comparisons
– Examples
 VCI / FRI
 VSI / FRI
 VCI/VSI
 WMI / PSI
51
• Evaluate Subtest-Level Strengths and
Weaknesses
• Compare subtest scores with either the
mean scaled score based on the Primary
Index subtests OR the FSIQ
– Why choose one over the other?
52
Analyze Subtest Variability
53
Optional
ANCILLARY PROFILE
ANALYSIS
54
56
When should I consider deriving the
GAI?
• a significant and unusual discrepancy
exists between the WMI and MIS or FSIQ
exists between the PSI and MIS or FSIQ,
exists between the VCI and WMI,
exists between the VCI and PSI,
57
GAI?
exists between the VSI and WMI,
exists between the VSI and PSI,
exists between the FRI and WMI,
exists between the FRI and PSI,
58
GAI?
exists between the WMI and PSI,
exists between subtests that contribute to
either the WMI or to the PSI, or
exists between a Working Memory or
Processing Speed subtest and the MSS-I or
MSS-F.
59
GAI vs. FSIQ
60
Optional
COMPLEMENTAY PROFILE
ANALYSIS
61
Report and Describe Complementary
Scores
62
63
Perform (Optional)
PROCESS ANALYSIS
64
Scaled/Standard Process Scores
Scaled or Standard
Process Score
Block Design No Time
Bonus
Block Design Partial
Score
Digit Span Forward
Abbreviation
Score Type
BDn
Scaled
BDp
Scaled
DSf
Scaled
Digit Span Backward
DSb
Scaled
Digit Span Sequencing
DSs
Scaled
Cancellation Random
CAr
Scaled
Cancellation Structured
CAs
Scaled
Naming Speed ColorObject
Naming Speed SizeColor-Object
Naming Speed LetterNumber
NSco
Standard
NSsco
Standard
NSln
Standard
65
Longest Span Process Scores
Longest Span and
Sequence Score
Longest Digit Span Forward
Longest Digit Span Backward
Longest Digit Span Sequence
Longest Picture Span
Stimulus
Longest Picture Span
Response
Longest Letter–Number
Sequence
Abbreviation
LDSf
LDSb
LDSs
LPSs
LPSr
LLNs
66
Error Process Scores
Error Score
Abbreviation
Block Design Dimension Errors
BDde
Block Design Rotation Errors
BDre
Coding Rotation Errors
CDre
Symbol Search Set Errors
SSse
Symbol Search Rotation Errors
SSre
Naming Speed Literacy Errors
NSLe
Naming Speed Color–Object Errors
NScoe
Naming Speed Size–Color–Object
Errors
Naming Speed Letter–Number Errors
NSscoe
Naming Speed Quantity Errors
NSlne
NSQe
67
Process Observations - Examples
• Don’t Know Responses
• No Response
• Item Repetition & Requests for Repetition
• Subvocalization
• Self-correction
68
Process Observations
• Don’t Know Responses
• No Response
• Item Repetition & Requests for Repetition
• Subvocalization
• Self-correction
69
Evaluate (Optional)
ANCILLARY CONTRAST
SCORES
70
Process-Level Contrast Scaled Scores
• DSf vs. DSb
• DSf vs. DSs
• DSs vs. LN
• CAs vs. CAr
71
Subtest-Level Contrast Scaled Scores
• IST vs. DST
• RST vs. DST
72
Using Results for
SLD IDENTIFICATION
73
Conducting a PSW with WISC-V
• Steps
– Select the subtest or composite score
corresponding to the primary achievement
weakness.
 <85 suggested
– Select the WISC–V standard score that
represents the processing weakness
– Select the WISC–V standard score that
represents the processing strength
74
What’s the Difference Between AAD
and PSW?
• WISC–V standard scores, some of the
ancillary index scores, and some of the
subtest and process standard scores are
used in the PSW analysis as measures of
processing strengths and weaknesses; and
the FSIQ, NVI, and GAI scores are not
used.
• Two score comparisons are required to
meet the criteria of the PSW model, rather
than the single comparison used in the
AAD analysis.
75
What’s the Difference Between AAD
and PSW?
• Statistical evidence of a processing
weakness is an essential requirement of
only the PSW analysis.
76
WISC-V on Q-interactive
77
Q-interactive
A digital system for individually-administered tests
consisting of two primary components
CENTRAL:
ASSESS:
Browser-based function for generating client
profiles, building test batteries, creating
assessment sessions, and sharing results.
Application that lets an examiner administer a
test via two tablets connected by Bluetooth.
What You Need
2x Apple® iPads®
(Generation 2 or newer)
Stylus
Internet Connection
Q-Central
How does it work?
1
Access iTunes
App Store to
download free
Q-interactive
Assess app
2
Log into app using
Q-interactive ID
3
Test Content is
delivered to the device
upon authentication to
the Q-interactive Web
Application.
System Retrieves
Content based on user
ID and corresponding
qualifications
4
Data are stored
securely using
encryption on
the iOS file
system
What is Q-interactive?
Create assessment session
5
1
Send securely to iPad application
Test!
3
2
4
Store long-term
Send securely back to Central
Q-interactive
Digital system for individually-administered tests consisting
of two primary components
CENTRAL:
ASSESS:
Secure, browser-based function for generating
client profiles, building test batteries, creating
assessment sessions, and sharing results.
Application that lets an examiner administer a
test via two tablets connected by Bluetooth.
Digital Assessment vs Paper and
Pencil Assessment: Are we
comparing apples to apples?
Why study equivalency?
Verify that tests were developed in a
way that minimizes digital effects and
maintains construct equivalency
Supports use of original normative data
and application of pre-existing reliability
and validity data
Equivalency process
1
Develop efficient study designs based on
interfaces and test constructs
2
Set an a priori standard for equivalence (effect
size < .20)
3
Extensive training of examiners
4
Video recording of testing sessions
5
Investigations into any format effects (review
video, analyze user interface, explore data in greater
detail)
Summary
Implications of results
• In general, digital presentation did not affect
performance of nonclinical examinees on these tests
• Small benefit of digital presentation for children on
WISC-IV Matrix Reasoning and Picture Concepts
• These effects should be kept in mind when
interpreting results, but no score adjustment
recommended
• Overall effects on subtest very low (.5 - .75 scaled
score points)
• Impact on index scores and FSIQ minimal (0.1 point
lower on WAIS-IV, 1.5 points higher on WISC-IV)
Equivalence versus Equating
• Equivalence: Are the raw scores on the two forms
the same?
– Subtests with little change (all except Processing Speed)
– Paper norms, reliability, and validity applicable to digital
results
– Previously shown on WISC-IV and others
(Qi technical reports: www.helloq.com/research.html)
• Equating: The raw scores on the two forms are
different, but how can the raw scores on one form
(digital) be transformed to equal raw scores on a
base form (paper)?
– For Processing Speed subtests
(Coding, Symbol Search, Cancellation) only
– Need additional validity evidence beyond paper format
87
Practice using your iPad
• Your iPad is a touchscreen where you can interact by using
your finger or stylus.
• For taking notes, it is recommended that you use a stylus.
88
|
Cop
yrig
Assessing Clients with Q-interactive
Q-i Central: The Office
Setting up Clients, Batteries,
and Assessments in Central
Central basics
Clients:
Set up profiles for
individuals you will be
testing
Batteries:
Manage your test library
Assessments:
Track the workflow of
your assessment
sessions
Support:
Video tutorials and other
information on Q-i
Q-interactive Central
92
|
Cop
yrig
Log in to Q-interactive Central
93
|
Cop
yrig
Support Tab – includes key materials
Accessing Q-interactive Assess
* | Copyright © 2013. All rights reserved.
Assess basics
What makes up a subtest?
2. Instructions Card
3. Capture Card
1st screen for each
item where
instructions are read,
images shown on
client device, and
timer started.
2nd screen for each
item where responses
and behaviors are
captured and scored
and the timer stopped.
1. Cover Card
Signifies the beginning
of a new subtest
4. End of Subtest Card
Signifies the end of a
subtest and
summarizes subtest
scores.
Assess basics
System features
Home Button
Test Sidebar
‘I’ Pop-over
Discontinue
Notes
Help
Instructions
Pop-over
Global Bar
Item Bar
Event Buttons
Q-interactive
Components of Assess
Examiner records and
scores responses
Examiner controls
client’s device
and reads
instructions
3
1
2
Client
responds
Accessing Q-interactive Assess cont.
Use the sync
button to pull
down
assessment
batteries that
have been sent
while you are
logged in to Qinteractive
Assess.
Home Screen - Assessment Status
Home Screen - Interview Tab
Home Screen - Test Tab
•
1
3
2
4
Home Screen – Test Tab
Subtest Screen types - Cover
Assessment Tools
Global Navigation Tools
•
• Wi-Fi Signal Indicator
• Assess Home Screen
• Side Bar
• Information
• Discontinue
• Connectivity Indicator
• Pencil icon
• Picture-in-Picture
Assessment Tools – Audio Recording
Assessment Tools – Timer
Total allotted time for test item
Timer counts up
Timer counts down
Elapsed time. (Timer will
continue to track the time once
allotted time as been reached.
Time will display in red when it is
within 10 seconds of the time
limit.)
Timer Control- Start/Stop.
When time is stopped, button
will read “Resume.”
Adjust time by tapping on the
“Elapsed Time”. Up/Down arrows
will appear. Tap on either arrow
until desired time displays.
Assessment Tools – Instructions
Alert Messages
Alert Messages
• During the assessment session, your
actions may prompt an alert message to
display on the screen. There are various
alert messages that guide you through a
standard administration of each subtest.
As the clinician, you can either choose to
proceed with the recommended action
stated within the alert message or ignore
the message.
Alert Message – Discontinue Rule
Alert Message – Starting Point
Alert Message – Back to Previous Item
Alert Message – Transferring Assessment
Battery to Q-interactive Central
Reviewing Results in Central,
Archiving and Exporting Assessment
Batteries
Begin at Q-interactive Central
Reviewing Assessment Results in Central
Reviewing Assessment Results in Central –
Option 1 – Export SLK File
.
Option 2 – Item Level Scores
Option 3 – Battery and Results
cont.
cont.
.
Archiving a Completed Assessment
Let’s go live!
Q-interactive Training Tools
Webinar Series
•
•
Basics of Q-interactive and the
Proper iPad settings & Setting up Clients
and Batteries in Q-interactive Central.
Assessing Clients with Q-interactive,
Reviewing Scores, Archiving, and
Exporting data.
On Your Own Video
Tutorials found on
www.qiactive.com
User Guide for Step-by-Step
overview of Q-interactive
Q interactive Summary
• A digital assessment system
• Brings clinical assessment into the world
of the child
• Portability
• Saves time with organization and scoring
• Improved quality control
Thank You!
We appreciate your time
and your attention.
Ellen and John
Questions/ Comments
Additional Information
ellen.murphy@pearson.com
760.634.0385
john.a.hanson@pearson.com
•
•
•
7
715.410.05760
PEARSON Customer Technical Support Team
1-800-249-0659, option 2
Catechnicalsupport@pearson.com
www.HelloQ.com/support
www.Qiactive.com
www.pearsonassessments.com
Selected References
Benson, N., Hulac, D., & Kranzler, J. H. (2010). Independent examination of
the Wechsler Adult Intelligence Scale–Fourth Edition (WAIS–IV): What does
the WAIS–IV measure? Psychological Assessment, 22, 121–130.
doi:10.1037/a0017767
Blalock, L. D., & McCabe, D. P. (2011). Proactive interference and practice
effects in visuospatial working memory span task performance. Memory, 19,
83-91.
Carroll, L. M., Jalbert, A., Penney, A. M., Neath, I., Surprenant, A. M., & Tehan,
G. (2010). Evidence for proactive interference in the focus of attention of
working memory. Canadian Journal of Experimental Psychology/Revue
canadienne de psychologie expérimentale, 64 (3), 208-214.
Keith, T. Z., Fine, J. G., Taub, G. E., Reynolds, M. R., & Kranzler, J. H. (2006).
Higher order, multisample, confirmatory factor analysis of the Wechsler
Intelligence Scale for Children–Fourth Edition: What does it measure? School
Psychology Review, 35, 108–127.
Kolen, M. J., & Brennan, R. L. (2014). Test equating, scaling, and linking:
Methods and practices. New York: Springer.
Korkman, M., Kirk, M., & Kemp, S. (2007). NEPSY–Second Edition.
Bloomington, MN: Pearson.
132
References
(continued)
Pauly, H., Linkersdörfer, J., Lindberg, S., Woerner, W., Hasselhorn, M. (2011).
Domain-specific Rapid Automatized Naming deficits in children at risk for
learning disabilities. Journal of Neurolinguistics, 24 (5), 602-610.
Rosenbaum, P. R., & Rubin, D. B. (1983). The central role of the propensity
score in observational studies for causal effects. Biometrika, 70, 41–55.
Ward, L. C., Bergman, M. A., & Hebert, K. R. (2012). WAIS-IV subtest
covariance structure: Conceptual and statistical considerations. Psychological
Assessment, 24, 328-340.
Weiss, L. G., Keith, T. Z., Zhu, J., & Chen, H. (2013a). WAIS–IV and clinical
validation of the four- and five-factor interpretive approaches. Journal of
Psychoeducational Assessment, 31, 94–113.
Weiss, L. G., Keith, T. Z., Zhu, J., & Chen, H. (2013b). WISC–IV and clinical
validation of the four- and five-factor interpretive approaches. Journal of
Psychoeducational Assessment, 31, 114–131.
Willburger, E., Fussenegger,B., Moll,K., Wood,G., & Landerl,K. (2008). Naming
speed in dyslexia and dyscalculia. Learning and Individual Differences, 18
(2), 224– 236.
133

Introducing the WISC-V

Transcription

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