1. Interpreting the WAIS-IV

2. Interpretation Overview
Profile analysis
Evaluate for differences between the four Indexes
Determine whether the subtest scaled scores differ significantly from each other
Obtain the base rates for differences between the Indexes
Obtain the base rates for differences between some of the subtest scaled scores
Determine base rates for inter-subtest scatter
Develop hypotheses and make interpretations.
MWM
9/22/2018

3. The Composites Full Scale Verbal Comprehension Perceptual Reasoning,
Working Memory
Processing Speed
MWM
9/22/2018

4. Full Scale
Global estimate of a adult's current level of cognitive ability
Usually the most reliable and valid estimate of the adult's intellectual ability.
Provides information about the adult's relative standing in the general (standardization) population
Usually used to obtain a descriptive classification of the adult's IQ level
Very Superior
Superior
High Average
Average
Low Average
Borderline
Extremely Low; see
Converting the Full Scale IQ to a percentile rank often helpful in explaining it to individuals unfamiliar with standard scores
Use the Full Scale IQ as the primary index of a adult's intellectual ability unless there is a compelling reason to use one of the Indexes
MWM
9/22/2018

5. Verbal Comprehension Measures Oral input (questions)
application of verbal skills and information to the solution of new problems
ability to process verbal information
ability to think with words
crystallized knowledge
cognitive flexibility (including the ability to shift mental operations)
ability to self-monitor.
Oral input (questions)
Oral output (answers)
Nonverbal factors-such as forming a mental picture of the words or questions-also may playa role in solving Verbal Comprehension tasks.
MWM
9/22/2018

6. Perceptual Reasoning Measures
ability to think in terms of visual images and manipulate them with fluency
cognitive flexibility (including the ability to shift mental operations)
relative cognitive speed, ability to interpret or organize visually perceived material within a time limit
nonverbal ability
ability to form abstract concepts and relationships without the use of words
fluid reasoning,
ability to self-monitor. The four subtests
Verbal factors also may play a role in solving Perceptual Reasoning tasks.
using verbal descriptions in thinking about blocks and block placement
categorizing the pictures into logical groups on Picture Concepts
Using verbal processing to solve Matrix Reasoning problems
verbally identifying parts of objects on Picture Completion
MWM
9/22/2018

7. Working Memory Measures
short-term memory
the ability to sustain attention,
Numerical ability
encoding ability,
auditory processing skills
Cognitive flexibility (including the ability to shift mental operations),
Ability to self-monitor.
Verbal and nonverbal factors play a role in solving Working Memory tasks.
MWM
9/22/2018

8. Processing Speed Measures Processing speed rate of test taking
perceptual discrimination
speed of mental operation,
psychomotor speed
attention
Concentration
short-term visual memory
visual-motor coordination,
numerical ability,
cognitive flexibility (including the ability to shift mental operations)
ability to self-monitor.
MWM
9/22/2018

9. Profile Analysis
Looks at a adult's unique ability pattern, going beyond the information contained in the Full Scale IQ or Indexes
Knowledge of ability patterns can help in formulating teaching strategies and other types of interventions.
The Full Scale IQ is a valuable measure of general intellectual ability
Tells us little about the specific underlying abilities on which it is based.
Examining the subtest scale scores can show strengths or weaknesses.
MWM
9/22/2018

10. Example Profiles
1. A flat profile with all subtest scaled scores far above average (e.g., from 14 to 16) suggests that a adult is intellectually gifted and may profit from instruction that capitalizes on the adult's exceptional intellectual skills.
2. A flat profile with all subtest scaled scores far below average (e.g., from 2 to 4) suggests that a adult has limited intellectual ability and needs specialized instruction appropriate for the adult's low level of functioning.
3. A variable profile, with subtest scaled scores varying over a large range of scaled scores (e.g., from 3 to 16), suggests that a adult has unique strengths and weaknesses and may benefit from specialized instruction designed to capitalize on the strengths and remediate the weaknesses.
4. A profile of subtest scaled scores within normal limits (e.g., from 8 to 12) suggests average ability across all areas measured and suggests that a adult needs a standard program of instruction.
The goal of profile analysis is to generate hypotheses about a adult's abilities, which then need to be checked against other information about the adult (e.g., parent and teacherreports, records of academic performance).
MWM
9/22/2018

11. The simplest approach to subtest profile analysis
Evaluate subtest scores in reference to the norm group
A mean of 10 with a standard deviation of 3 serves as the reference point for the norm group.
You can describe subtest scaled scores using a categorical approach
Subtest scaled scores of 13 to 19 always indicate a strength (one to three standard deviations above the mean).
Subtest scaled scores of 8 to 12 always indicate average ability (within one standard deviation of the mean).
Subtest scaled scores of I to 7 always indicate a weakness (one to three standard deviations below the mean).
MWM
9/22/2018

12. Significant Differences
In applying a “significant difference” approach, you will need to answer questions like the following:
Do the Indexes of interest differ significantly from each other (e.g., Verbal Comprehension vs. Perceptual Reasoning)?
Do the subtest scaled scores of interest differ significantly from each other (e.g., Vocabulary vs. Block Design)?
Do the subtest scaled scores of interest differ significantly from the mean of their respective Composites (e.g., Similarities vs. the Verbal Comprehension mean)?
Do the subtest scaled scores of interest differ significantly from the mean of the other subtests administered (e.g., Similarities vs. the mean of the other nine subtests administered)?
Whatever comparisons you choose to make you must determine whether the differences are statistically significant (i.e., too large to be likely to have occurred by chance).
MWM
9/22/2018

13. Base Rates
A second approach to profile analysis is to determine the frequency with which the differences between scores in a adult‘s prolile occurred in the standardization sample; this is called the Base rate Approach or the Probability of Occurrence Approach.
MWM
9/22/2018

14. Primary Methods of Profile Analysis
Compare the VCI, PRI, WMI, and PSI with each other.
Compare the subtest scaled scores within each Composite with the adult's mean scaled score for that Composite and for the Full Scale.
This is where we stop for the WAIS assignment.
Compare sets of individual subtest scaled scores (i.e., planned paired comparisons).
Compare the range of subtest scaled scores with the base rate found in the standardization sample.
Compare sets of individual Process scaled scores.
Compare Process scaled-score differences with the base rates found in the standardization sample.
MWM
9/22/2018

15. VCI > PRI Hypotheses
Verbal comprehension skills are better developed than perceptual reasoning skills.
Verbal processing is better developed than visual-spatial processing.
Auditory-vocal processing is better developed than visual discrimination processing.
Knowledge acquired through accumulated experience is better developed than knowledge needed to solve nonverbal problems.
Retrieval of verbal information from long-term memory is better developed than nonverbal problem solving.
Crystallized knowledge is better developed than fluid reasoning.
MWM
9/22/2018

16. PRI > VCI Hypotheses
• Perceptual reasoning skills are better developed than verbal comprehension skills.
Visual-spatial processing is better developed than verbal processing.
Visual-discrimination processing is better developed than auditory-vocal processing.
Knowledge needed to solve nonverbal problems is better developed than knowledge acquired through accumulated experience.
Nonverbal problem solving is better developed than retrieval of verbal information from long-term memory.
Fluid reasoning is better developed than crystallized knowledge.
MWM
9/22/2018

17. VCI > WMI Hypotheses
Verbal comprehension is. better developed than working memory.
Verbal processing is better developed than short-term auditory memory.
Auditory-vocal processing is better developed than use of encoding strategies.
Long-term verbal memory is better developed than short- term auditory memory.
Retrieval of verbal information from long-term memory is better developed than retrieval of information from short- term memory.
Crystallized knowledge is better developed than short-term auditory memory.
MWM
9/22/2018

18. WMI > VCI Hypotheses
Working memory is better developed than verbal comprehension.
Short-term auditory memory is better developed than verbal processing.
Use of encoding strategies is better developed than auditory-vocal processing.
Short-term auditory memory is better developed than long-term verbal memory.
Retrieval of information from short-term memory is better developed than retrieval of verbal information from long- term memory.
Short-term auditory memory is better developed than crystallized knowledge.
MWM
9/22/2018

19. VCI > PSI Hypotheses
Verbal comprehension is better developed than processing speed.
Verbal processing is better developed than speed of mental operation.
Auditory-vocal processing is better developed than visualmotor coordination.
Processing of verbal stimuli is better developed than processing of nonverbal stimuli.
Long-term verbal memory is better developed than short- term visual memory.
Crystallized knowledge is better developed than processing speed.
MWM
9/22/2018

20. PSI > VCI Hypotheses
Processing speed is better developed than verbal comprehension.
Speed of mental operation is better developed than verbal processing.
Visual-motor coordination is better developed than auditory-vocal processing.
Processing of nonverbal stimuli is better developed than processing of verbal stimuli.
Short-term visual memory is better developed than long- term verbal memory.
Processing speed is better developed than crystallized knowledge.
MWM
9/22/2018

21. PRI > WMI Hypotheses
Perceptual reasoning is better developed than working memory.
Visual-spatial processing is better developed than short-term auditory memory.
Immediate problem-solving ability is better developed than use of encoding strategies.
Interpretation or organization of visually perceived material is better developed than short-term auditory memory.
MWM
9/22/2018

22. Compare Sets of Individual Subtest Scaled Scores
Digit Span vs. Letter Number Sequencing
Coding vs. Symbol Search
Similarities vs. Picture Concepts
MWM
9/22/2018

23. DS vs LN DS > LN LN > DS
This pattern may suggest that short-term auditory memory for tasks that require rote memorization with minimal information processing is better developed than short-term auditory memory for tasks that require rote memorization and information processing.
LN > DS
This pattern may suggest that short-term auditory memory for tasks that require rote memorization and information processing is better developed than short- term auditory memory for tasks that require rote memorization with minimal information processing.
MWM
9/22/2018

24. CD vs. SS CD > SS SS > CD
This pattern may suggest that visual-perceptual symbol- associative skills are better developed than visual- perceptual discrimination skills that do not involve association.
SS > CD
This pattern may suggest that visual-perceptual discrimination skills that do not involve association are better developed than visual-perceptual symbol- associative skills.
MWM
9/22/2018

25. SI vs. PCn SI >PCn PCn > SI
This pattern may suggest that abstract reasoning ability with verbal stimuli is better developed than abstract reasoning ability with visual stimuli involving familiar objects.
PCn > SI
This pattern may suggest that abstract reasoning ability with visual stimuli involving familiar objects is better developed than abstract reasoning ability with verbal stimuli.
MWM
9/22/2018

26. Subtest Descriptions: How to Talk about Strengths and Weakneses
When you begin comparing individual subtest scores to the mean of either all 10 subtest SSs or the mean of the VCI and PRI, you need to have a wide vocabulary at your disposal to describe the examinee’s strength or weakness.
You want to be able to put into layman’s terms what cognitive domains, skills, and abilities each subtest taps into.
Chapter 14 in the Flanagan and Harrison book have very good descriptions for all the Wechsler measures and to the extent the WAIS-IV overlaps both the old WAIS-III and the WISC-IV, you need to draw upon their information.
MWM
9/22/2018

27. Subtest Descriptions
To supplement the lack of an independent textbook for the WAIS-IV, you are welcome to augment the missing data points in a variety of ways.
The administration manual is an excellent resource.
I have posted links to some of Pearson’s training materials on the “Lectures” page of our class website
I have sumarized information from a variety of sources and relied heavily upon the material distributed by Pearson.
MWM
9/22/2018

28. Verbal Comprehension Subtests
MWM
9/22/2018

29. Similarities Verbal concept formation and reasoning
Also involves
Crystallized intelligence
Abstract reasoning
Auditory comprehension
Memory
Associative and categorical thinking
Distinction between nonessential and essential features
Verbal
•Degree of abstraction is an critical in score determinant
MWM
9/22/2018

30. Vocabulary Word knowledge and verbal concept formation.
It also measures an examinee’s
crystallized intelligence,
fund of knowledge,
Learning ability, long-term memory, and the degree of language development.
Other abilities that may be used
auditory comprehension and verbal expression
MWM
9/22/2018

31. Information
•Measures ability to acquire, retain, and retrieve general factual knowledge.
Also involves
crystallized intelligence and
long-term memory.
Other skills that may be used include
verbal perception,
verbal comprehension
verbal expression
MWM
9/22/2018

32. Perceptual Reasoning Subtests
MWM
9/22/2018

33. Block Design
Measures the ability to analyze and synthesize abstract visual stimuli.
It also involves
nonverbal concept formation and reasoning,
broad visual intelligence,
fluid intelligence,
visual perception and organization,
simultaneous processing,
visual-motor coordination,
learning, and
the ability to separate figure-ground in visual stimuli
MWM
9/22/2018

34. Matrix Reasoning Involves fluid intelligence,
broad visual intelligence,
classification and spatial ability,
knowledge of part-whole relationships,
simultaneous processing, and
perceptual organization
MWM
9/22/2018

35. Visual Puzzels -- New
Visual Puzzles–examinee views a completed puzzle, and selects the 3 pieces from an array to make that puzzle
Designed to measure
nonverbal reasoning
ability to analyze and synthesize abstract visual stimuli.
Similar measures involve
visual perception,
broad visual intelligence,
fluid intelligence,
simultaneous processing,
Spatial visualization and manipulation, and the ability to anticipate relationships among parts
MWM
9/22/2018

36. Working Memory Subtests
MWM
9/22/2018

37. Digit Span – New and Improved
Key changes
Added sequencing task
Eliminated phonetically similar intra-trial numbers
All three tasks contribute to Digit Span subtest score
Because of the changes, the shift from one Digit Span task to another reflects
cognitive flexibility and mental alertness.
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved.
Why Add DS Sequencing?
•DS score criticized -Forward doesn’t really place much of a demand on WM until later trials
–has to chunk or use strategies
•Sequencing increases load of working memory for the DS subtest
•All three still administered:
–Forward provides floor for low ability examinees
–Forward also seems to be a warm-up precursor task for
–Backward DS
•lost floor on Backward when Forward wasn’t given in a pilot study
–Sequencing increases load of working memory
and added to ceiling
MWM
9/22/2018

38. Digit Span Forward
Involves rote learning and memory, attention, encoding, and auditory processing.
MWM
9/22/2018

39. Digit Span Backward
Involves working memory, transformation of information, mental manipulation, and viso-spatial- imaging
MWM
9/22/2018

40. Digit Span Sequencing
Is similar to other tasks that are designed to measure working memory and mental manipulation
MWM
9/22/2018

41. Arithemetic Measures May also involve
mental manipulation
concentration,
attention,
short-and long-term memory,
numerical reasoning ability, and
mental alertness
May also involve
sequential processing
fluid, quantitative, and logical reasoning
quantitative knowledge
Omitted references to English measurement system and currency
Decreased emphasis on mathematical skills to increase emphasis on working memory
MWM
9/22/2018

42. Processing Speed Subtests
PSI subtests measure the speed of mental and
grapho-motor-processing
MWM
9/22/2018

43. Symbol Search
One of most important uses for this subtest is score comparison with Coding
Allows pulling out fine motor (grapho-motor) speed from mental processing speed.
MWM
9/22/2018

44. Coding Measure the speed of mental and grapho-motor- processing MWM
9/22/2018

45. References
The slides discussing and describing the WAIS-IV subtests were developed by heavily drawing up a slide show published by Pearson Assessment.
MWM
9/22/2018