1. Understanding the WISC-IV Cognitive Assessment
Heather Childs
Heather Hayes

2. Outline
WISC-IV
Indexes and subtests
Strategies

3. Overview of WISC-IV
WISC-IV: Wechsler Intelligence Scale for Children-Fourth Edition
Ages 6 to 16 years
Full Scale Intelligence Quotient (FSIQ)
Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI), and Processing Speed Index (PSI)
Classroom implications

4. WISC-IV VCI PRI FSIQ PSI WMI
Similarities Vocabulary Comprehension Information Word Reasoning
Block Design Picture Concepts Matrix Reasoning Picture Completion
FSIQ
PSI
WMI
Digit Span Letter-Number Seq. Arithmetic
Coding Symbol Search Cancellation

5. Full Scale Intelligence Quotient (FSIQ)
Classifies overall intellectual ability within a range
Extremely Low (<69)
Borderline (70-79)
Low Average (80-89)
Average (90-109)
High Average ( )
Superior ( )
Very Superior (>130)
Low scores
High scores

6. Verbal Comprehension Index (VCI)
Ability to understand and use language
Ability to think and reason using words
Knowledge of verbal concepts and language

7. Verbal Comprehension Index
Low scores - difficulty with group discussions, auditory memory, reasoning aloud, reading, writing and expressing their ideas, multi-step directions
High scores - good writing skills and ability to express their ideas, good vocabulary, careers that involve writing (University professors, authors)

8. Verbal Comprehension Index (VCI): Subtests
Similarities
Vocabulary
Comprehension
Information
Word Reasoning

9. VCI Strategies
Encourage the student to paraphrase instructions and directions
Teach with visuals, demonstrations, videos etc. as learning solely through verbal information is difficult for this student
Encourage the use of graphic organizers
Avoid multi-step directions and supplement directions with visuals
Provide non-verbal activities to help the student de-stress
Supply study guides for text and summaries for novels
Highlight key vocabulary/major concepts in student’s texts or assignments

10. VCI Strategies Drill to mastery high frequency word & phrase list
Relate new information to acquired knowledge.
Provide specific vocabulary instruction (prefixes, suffixes, etc.)
Use vocabulary that is understood by the student
“Comic Life” allows the student to create a visual representation of a story as they have difficulty expressing themselves verbally. Accompanied with an oral component, this could be used as an alternative assignment.
“World Book Discover” offers engaging reference resources for students who struggle due to language or learning difficulties.

11. Perceptual Reasoning Index (PRI)
Ability to think and reason using pictures/visual information
To see what is being asked
To understand and respond, and to organize information in ones head through images
To manipulate abstract visual thoughts (visual spatial skills)
To reason with rules, generalizations, and logical thinking

12. Perceptual Reasoning Index
Low scores - difficulty with puzzles learning to read, learning math facts & formulas, poor visual-spatial skills, gets lost easily, won’t gravitate to a SMART board, uninterested in video games
High scores - hands on activities, careers in construction or engineering, learns well with visuals and demonstrations, good visual-spatial skills

13. Perceptual Reasoning Index (PRI): Subtests
Block Design
Picture Concepts
Matrix Reasoning
Picture Completion

14. PRI Strategies
Provide verbal information along with visual presentations
Make an effort to write neatly on the board and on worksheets
Reduce the amount of visual information on a page so that the student may more easily focus on the information at hand
Use a larger font for printed materials
Minimize copying activities by providing information on worksheets or handouts
Have the student use graph paper to assist him or her in lining up the numbers/letters properly and for guiding spaces between words
Highlight or underline important phrases in the students assigned reading
Assign fewer questions, and adjust the level of difficulty to suit the student

15. PRI Strategies Teach word processing skills
Allow for extra time for written tasks
Accept oral reports - use “Audacity” software to record
Provide writing guides to help him organize his written work (e.g., graphic organizers, Venn diagrams, etc.).
Consider alternative methods, other than a written test, to check understanding of a concept
Give extra time (usually time and a half or double time)
Allow a calculator for math activities
Provide a model or example if possible
Teach social skills as needed. -

16. Working Memory Index (WMI)
Ability to hold information in your head and manipulate it in some way
Measures attention, concentration, working memory, ability to encode information, and rehearsal strategies

17. Working Memory Index
Low scores - poor short term memory, difficulty with self-monitoring, multi-step directions, organization, spelling, reading, & math
High scores - good short term memory & ability to sustain attention, good at spelling, reading, and math calculation skills

18. Working Memory Index (WMI): Subtests
Digit Span
Letter Number Sequencing
Arithmetic

19. WMI Strategies Check hearing Seat student close to the teacher
Encourage and teach good listening skills (eyes on teacher, active listening, asking questions, writing notes)
Teach memory enhancing techniques such as mnemonics, rehearsal, repetition, visualizing/verbalizing, categorizing, etc
(Dean, M. (2008). Working memory and academic learning: Assessment and intervention)
Simple step-by-step directions vs. multi-step accompanied with visuals
Ask student to paraphrase directions and demonstrate how to do tasks
Teach note-taking skills or use a tape recorder during lectures (Use “Smart Notebook” to make a video tutorial of a lecture so the student can watch it on a computer, I-pod, or Smart Board)
Allow alternatives to written exams (oral take-home, projects, presentations)

20. WMI Strategies
Allow “open book” or memory aids for assignments/quizzes
Provide more time or avoid timed tasks to complete tasks and
process information
Reduce quantity of work in favor of quality
Avoid timed tasks
Provide notes from another student
Speech-to-text (if objective includes a writing component) otherwise accept a voice recording. (i.e. through the SRSD program “Audacity”)
Cuing with closed questions or with a choice versus open ended questions
Teach the student how to effectively use a daily agenda
Provide body breaks (lifting self out of desk, doing pushups against desk)
Index cards or mastery notebooks may be used to (a) keep vocabulary words/definitions, spelling words, and formulas; (b) for sentence starters to help focus what needs to be done to start the task or for a transition; (c) show examples of what work is supposed to look like and not look like

21. Processing Speed Index (PSI)
Ability to respond to simple, visual motor tasks quickly, especially when under pressure to maintain focus, attention and concentration.

22. Processing Speed Index
Low scores - difficulties with tasks such as copying notes from the board & working under time pressures, poor perceptual discrimination ability
High scores - mental quickness, good computer skills, ability to work under pressure, good motivation, persistence, and perceptual discrimination ability

23. Processing Speed Index (PSI): Subtests
Coding
Symbol Search
Cancellation

24. PSI Strategies
Develop fine motor coordination through appropriate activities
Teach how to skim and scan for information in a text.
Give student more time to process information – reduce quantity of questions in order to increase the quality of answers
Chunk work so that it is not visually overwhelming
Provide time and a half to double time for exams and questions or allow take home exams. Wait for a response to questions and cue if necessary.
Avoid timed tasks
Photocopy the notes of another student. Copying notes and copying from the board are difficult for these students.
Teach computer skills - word processing, text to speech software, speech to text software and programs.
Highlight math symbols as they can be easily confused