1. Introduction to Testing Children and Administration of the WISC-IV November 3, 2004

2. Tips for Interacting with Children 1.Before meeting the child, take a minute to think about the child’s age (or developmental level) and the interests that children have at that age. 2.Allay the child’s concerns before separating him/her from the parent. Who are you and why are they here?Who are you and why are they here? Where will parent wait?Where will parent wait? 3.Spend a few minutes building rapport before you start testing.

3. Tips for Interacting with Children: Encourage/Motivate Adjust your style to fit the child’s developmental level.Adjust your style to fit the child’s developmental level. Adjust your style to fit the child’s temperament.Adjust your style to fit the child’s temperament. Praise effort, not answers.Praise effort, not answers. Don’t forget to smile!Don’t forget to smile! Encourage children to “guess” when they say they don’t know.Encourage children to “guess” when they say they don’t know. Tell the child it is o.k. if they don’t know an answer.Tell the child it is o.k. if they don’t know an answer.

4. Pay Attention to the Child’s Behavior (i.e., Stay in Control!) Give clear simple directions (don’t ask, tell)Give clear simple directions (don’t ask, tell) Set limits when necessarySet limits when necessary When can the child talk?When can the child talk? When can the child take a break?When can the child take a break? When can the child leave his/her seat.When can the child leave his/her seat. If necessary, use a behavioral chart.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. SimilaritiesSimilarities VocabularyVocabulary ComprehensionComprehension (Information)(Information) (Word Reasoning)*(Word Reasoning)* –Supplemental subtest that measures verbal comprehension, reasoning, and abstraction. –Ex: This is an animal that goes with “woof.”

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

7. Working Memory Index Measures immediate memory and the ability to sustain attention, concentrate, and exert mental control. Digit SpanDigit Span Letter-Number SequencingLetter-Number Sequencing (Arithmetic)(Arithmetic)

8. Processing Speed Index Measures the ability to process visually perceived nonverbal information quickly, with concentration and rapid eye-hand coordination. CodingCoding Symbol SearchSymbol Search Cancellation*Cancellation* –Supplemental processing speed subtest that measures visual selective attention.

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

10. Relationship of WISC-IV IQ to Sex and Race/Ethnicity BoysGirlsEAAAHAAsian N11001100140234333592 FSIQ100.2499.78103.2491.7293.09106.53

11. Reliability: Test-Retest Stability First Testing Second Testing Correlatio n VCI100.0102.1.89 PRI100.7105.9.85 WMI99.8102.4.85 PSI102.4109.5.79 FSIQ101.0106.6.89

12. Administration Hints Administration time for core battery: 1 – 1 ½ hours (90%) with more time needed for individuals with higher IQ.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).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.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.

13. Administration Hints (cont.) Start-Point Scoring RuleStart-Point Scoring Rule Discontinue-Point Scoring RuleDiscontinue-Point Scoring Rule

14. Administration Hints (cont.) Examinee familiarity with examinerExaminee familiarity with examiner –11 point difference for ethnic minority children Be careful to avoid creating expectation about a child!Be careful to avoid creating expectation about a child!

15. Parent Reactions to the Diagnosis Some view the diagnosis as similar to that of a “fatal” disease.Some view the diagnosis as similar to that of a “fatal” disease. Stages of Reaction to Diagnosis:Stages of Reaction to Diagnosis: –Denial –Anger – aimed at professional or self –Mourning –Acceptance

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