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Pepperdine University 710 WISC-IVHimelstein INTERPRETATION OUTLINE

PROFILE ANALYSIS AND INTERPRETATION FOR THE WISC-IV:

Use 95% confidence level. Use .05 critical level for statistical significance; also, the .15 critical levelcan be used for developing tentative interpretive hypotheses.

Useful Tables and Handouts for WISC-IV Interpretation:

WAIS-III Handouts will be referenced, as well as pages for WISC-IV Technical and Interpretive Manual(nicknamed TIM).

Steps of Interpretation based on TIM, pp.103-094

Steps 1-5: Report and Describe the FSIQ and the Indexes VCI, PRI, WMI, and PSI.(WISC-IV, Technical and Interpretive Manual, nicknamed TIM)

Scores located in WISC-IV Manual, Appendix A, Tables A and recordedon the Analysis Page of the WISC-IV Record Form.

95%Confidence

IQ/Index Score Percentile Classification Interval Description (WISC-IV TIM/Sattler D-4)

FSIQ

VCI

PRI

WMI

PSI


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WISC-IV Interpretation

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Step 6: Evaluate Index-Level Discrepancy Comparisons.

Determine if differences between Index Scores are significant and if there is significantintersubtest scatter within the Indexes.

A.)Statistical significance: WISC-IV Manual, Table B.1WISC-IV Record Form, Analysis Page

B.) Base Rate (Frequency): Overall Sample or by Ability LevelWISC-IV Manual, Table B.2WISC-IV Record Form, Analysis Page

C.) Intersubtest Scatter: WISC-IV Manual, Table B.6D.) Analysis: WISC-IV TIM and Sattler Table D.4 (WAIS-III Handout #2)

Record significant findings:

Index-Level Discrepancy Comparisons

Indexes Base Rate Analysis


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Step 7:Evaluate Subtest Strengths and Weaknesses.

Analyze differences between a single subtest score and an average of subtest scores.If VCI-PRI difference is statistically significant, compute separate means and comparethe VCI subtests to the VCI mean, and the PRI subtests to the PRI mean. If this method

is used, comparison of WMI and PSI subtests to their respective means is not possible.Otherwise, use the mean of the 10 core subtests.

A.) Base Rate: WISC-IV Manual, Table B.5B.) Ability Measured: For descriptions, use TIM or Sattler Table D-3 (WAIS-III Handout #3)

Record significant findings here:

Overall MeanSubtest PercentileStrengths Rank Classification Base Rate Ability Measured

Subtest PercentileWeaknesses Rank Classification Base Rate Ability Measured

OR:

VCI MeanSubtest Percentile

Strengths Rank Classification Base Rate Ability Measured


PRI MeanSubtest PercentileStrengths Rank Classification Base Rate Ability Measured



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Step 8:Evaluate Intersubtest Score Comparisons. Complete Sattler Subtest Analysis Worksheet toidentify significant differences between pairs of subtest scores. Compare pairs of individual subtest scoreswithin the VCI, PRI, WMI, PSI, and across the Indexes.

A.) Subtest Analysis: Sattler Subtest Worksheet Step #8

B.) Significant Difference: WISC-IV Manual, Table B.4C.) Hypotheses: Sattler Supplement (2004) pages 126-130

Record only significant findings from Sattler Subtest Worksheet. Record only in the > greater than directionModify language in Sattlers hypotheses so it is reflective of your specific data.

Comparison of VCI Subtests Findings Hypotheses

1.Similarities/Comprehension >

2.Vocabulary/Similarities >

3.Similarities /Word Reasoning >

4.Information/Comprehension >

5.Information/Similarities >

6.Information/Word Reasoning >

7.Vocabulary/Word Reasoning >

Comparison of PRI Subtests

1.Matrix Reasoning/Block Design >

2. Matrix Reasoning/Pic. Concepts >

3. Pic. Completion/Block Design >

4. Matrix Reasoning/Pic.Completion >

5. Pic. Completion/Pic. Concepts >


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Continued: Step 8:Intersubtest Score Comparisons

Comparison of WMI Subtests Findings Hypotheses

1.Digit Span/Letter Number Seq. >

2. Digit Span/Arithmetic >

3. DS Forward/DS Backward >

Comparison of PSI Subtests

1.Coding/Symbol Search >

2. Coding/Cancellation >

Comparison of VCI and PRI Subtests

1.Similarities/Block Design >

2. Similarities /Pic. Concepts >

3. Similarities/Matrix Reas. >

4. Comprehension/Matrix Reas. >

5. Vocabulary/Matrix Reas. >

6. Word Reas./Pic. Concepts >

Comparison of VCI and WMI Subtests

1.Comprehension/Arithmetic >

2. Similarities /Arithmetic >

Comparison of PRI and WMI Subtests

1.Pic. Concepts/Arithmetic >


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Continued: Step 8:Intersubtest Score Comparisons

Comparison of PRI and PSI Subtests Findings Hypotheses

1.Matrix Reas./Coding >

2. Matrix Reas./Sym. Search >

Comparison of WMI and PSI Subtests

1.DS, LN /CO, SS >

Step 9: Evaluate the Pattern of Responses Within Subtests.Analyze to see if there is a consistent pattern of progress, or if there is variability,i.e., missing easier items while answering harder items correctly (Intrasubtest scatter).The child with an uneven pattern of scores on several subtests may have certain problems

related to attention, motivation, or language that need to be evaluated further or may bea very bright child who is bored with the tasks.

Based upon background information, behavioral observations of test behavior, andpattern of responses, develop hypotheses for intrasubtest scatter.


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Step 10: Process Analysis

Analyze individual responses qualitatively to see if there are any unusual or bizarre answers.

Examine the nature of the errors within each subtest, because any score may occur for variousreasons. For example, failure on Block Design may occur because of incorrect assembly or becausethe child ran out of time.

A.) Statistical significance: WISC-IV Manual, Table B.9B.) Base Rate: WISC-IV Manual, Tables B.7, B.8, B.10C.) Analysis WISC-IV TIM, pp.107-108

Discrepancy Comparisons Base Rate Analysis

Block Design

BD vs. BDN

Digit Span

LDSF vs. LDSB

DSF vs. DSB

Cancellation

CAR vs. CAS

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