The reliability and factorial validity of the Wechsler Intelligence Scale for Children–Fifth Edition: Canadian (WISC-VCDN) was investigated. The higher-order model preferred by Wechsler (2014b) contained five group factors but lacked discriminant validity. An alternative bifactor model with. The 1st-order factor scores over the general intelligence score appear to be misguided. Keywords: intelligence, factor analysis, WISC IV, children Following substantial changes in content and structure (Kauf-man, Flanagan, Alfonso, & Mascolo, 2006), the Wechsler Intelli-gence Scale for Children Fourth Edition (WISC IV; Wechsler.

• Wechsler Intelligence Scale For Children Pdf
• Wechsler Intelligence Scale For Children Pdf Download
• Wechsler Intelligence Scale For Children Pdf Download

The Wechsler Adult Intelligence Scale (WAIS) is an IQ test designed to measure intelligence and cognitive ability in adults and older adolescents.^[1] The original WAIS (Form I) was published in February 1955 by David Wechsler, as a revision of the Wechsler–Bellevue Intelligence Scale, released in 1939.^[2] It is currently in its fourth edition (WAIS-IV) released in 2008 by Pearson, and is the most widely used IQ test, for both adults and older adolescents, in the world. Data collection for the next version (WAIS 5) began in 2016 and is expected to end in spring 2020.^[3] The test is projected to publish in 2021.^{[citation needed]}

• 2Wechsler–Bellevue Intelligence Scale
• 5WAIS-III
• 6WAIS-IV

History[edit]

The WAIS is founded on Wechsler's definition of intelligence, which he defined as '.. the global capacity of a person to act purposefully, to think rationally, and to deal effectively with his environment.'^[4] He believed that intelligence was made up of specific elements that could be isolated, defined, and subsequently measured. However, these individual elements were not entirely independent, but were all interrelated. His argument, in other words, is that general intelligence is composed of various specific and interrelated functions or elements that can be individually measured.^[5]

This theory differed greatly from the Binet scale which, in Wechsler's day, was generally considered the supreme authority with regard to intelligence testing. A drastically revised new version of the Binet scale, released in 1937, received a great deal of criticism from David Wechsler (after whom the original Wechsler–Bellevue Intelligence scale and the modern Wechsler Adult Intelligence Scale IV are named).^[5]

• Wechsler was a very influential advocate for the concept of non-intellective factors, and he felt that the 1937 Binet scale did not do a good job of incorporating these factors into the scale (non-intellective factors are variables that contribute to the overall score in intelligence, but are not made up of intelligence-related items. These include things such as lack of confidence, fear of failure, attitudes, etc.).
• Wechsler did not agree with the idea of a single score that the Binet test gave.^[5]
• Wechsler argued that the Binet scale items were not valid for adult test-takers because the items were chosen specifically for use with children.^[5]
• The 'Binet scale's emphasis on speed, with timed tasks scattered throughout the scale, tended to unduly handicap older adults.'^[5]
• Wechsler believed that 'mental age norms clearly did not apply to adults.'^[5]
• Wechsler criticized the then existing Binet scale because 'it did not consider that intellectual performance could deteriorate as a person grew older.'^[5]

These criticisms of the 1937 Binet test helped produce the Wechsler–Bellevue scale, released in 1939. While this scale has been revised (resulting in the present day WAIS-IV), many of the original concepts Wechsler argued for, have become standards in psychological testing, including the point-scale concept and the performance-scale concept.^[5]

Wechsler–Bellevue Intelligence Scale[edit]

The Wechsler–Bellevue tests were innovative in the 1930s because they:

1. gathered tasks created for nonclinical purposes for administration as a 'clinical test battery',^[6]
2. used the point scale concept instead of the age scale, and
3. included a non-verbal performance scale.^[7][8]

Point scale concept[edit]

In the Binet scales (prior to the 1986 version) items were grouped according to age level. Each of these age levels was composed of a group of tasks that could be passed by two-thirds to three-quarters of the individuals in that level. This meant that items were not arranged according to content. Additionally, an individual taking a Binet test would only receive credit if a certain number of the tasks were completed. This meant that falling short just one task required for the credit, resulted in no credit at all (for example, if passing three out of four tasks was required to receive credit, then passing two yielded no credit).^[5]

The point scale concept significantly changed the way testing was done by assigning credits or points to each item. This had two large effects. First, this allowed items to be grouped according to content. Second, participants were able to receive a set number of points or credits for each item passed.^[9] The result was a test that could be made up of different content areas (or subtests) with both an overall score and a score for each content area. In turn, this allowed for an analysis to be made of an individual's ability in a variety of content areas (as opposed to one general score).^[5]

The Non-Verbal Performance Scale[edit]

The non-verbal performance scale was also a critical difference from the Binet scale. Since the 'early Binet scale had been persistently and consistently criticized for its emphasis on language and verbal skills,'^[5] Wechsler made an entire scale that allowed the measurement of nonverbal intelligence. This became known as a performance scale. Essentially, this scale required a subject to do something (such as 'copying symbols or point to a missing detail'^[5]) rather than just answer questions. This was an important development as it attempted to overcome biases that were caused by 'language, culture, and education.'^[5] Further, this scale also provided an opportunity to observe a different type of behavior because something physical was required. Clinicians were able to observe how a participant reacted to the 'longer interval of sustained effort, concentration, and attention' that the performance tasks required.^[5]

While the Wechsler–Bellevue scale was the first to effectively use the performance scale (meaning that (1) there was a 'possibility of directly comparing an individual's verbal and nonverbal intelligence',^[5] and (2) that 'the results of both scales were expressed in comparable units'^[5]), the idea had been around for a while. The Binet scale did have performance tasks (although they were geared towards children) and there were entire tests that were considered supplements or alternatives (an example of such a performance test is the Leiter International Performance Scale).^[5]

WAIS[edit]

The WAIS was initially created as a revision of the Wechsler–Bellevue Intelligence Scale (WBIS), which was a battery of tests published by Wechsler in 1939. The WBIS was composed of subtests that could be found in various other intelligence tests of the time, such as Robert Yerkes' army testing program and the Binet-Simon scale. The WAIS was first released in February 1955 by David Wechsler. Because the Wechsler tests included non-verbal items (known as performance scales) as well as verbal items for all test-takers, and because the 1960 form of Lewis Terman's Stanford–Binet Intelligence Scales was less carefully developed than previous versions, Form I of the WAIS surpassed the Stanford–Binet tests in popularity by the 1960s.^[2]

WAIS-R[edit]

The WAIS-R, a revised form of the WAIS, was released in 1981 and consisted of six verbal and five performance subtests. The verbal tests were: Information, Comprehension, Arithmetic, Digit Span, Similarities, and Vocabulary. The Performance subtests were: Picture Arrangement, Picture Completion, Block Design, Object Assembly, and Digit Symbol. A verbal IQ, performance IQ and full scale IQ were obtained.^[10]

This revised edition did not provide new validity data, but used the data from the original WAIS; however new norms were provided, carefully stratified.^[10]

WAIS-III[edit]

The WAIS-III, a subsequent revision of the WAIS and the WAIS-R, was released in 1997. It provided scores for Verbal IQ, Performance IQ, and Full Scale IQ, along with four secondary indices (Verbal Comprehension, Working Memory, Perceptual Organization, and Processing Speed).

Verbal IQ (VIQ)[edit]

Included seven tests and provided two subindexes; verbal comprehension and working memory.

The Verbal Comprehension Index (VCI) included the following tests:

• Information
• Similarities
• Vocabulary

The Working Memory Index (WMI) included:

• Arithmetic
• Digit Span

Letter-Number Sequencing and Comprehension are not included in these indices, but are used as substitutions for spoiled subtests within the WMI and VCI, respectively.

Performance IQ (PIQ)[edit]

Included six tests and it also provided two subindexes; perceptual organization and processing speed.

The Perceptual Organization Index (POI) included:

• Matrix Reasoning
• Picture Completion

The Processing Speed Index (PSI) included:

• Symbol Search

Two tests; Picture Arrangement and Object Assembly were not included in the indexes. Object Assembly is not included in the PIQ.

WAIS-IV[edit]

The current version of the test, the WAIS-IV, which was released in 2008, is composed of 10 core subtests and five supplemental subtests, with the 10 core subtests yielding scaled scores that sum to derive the Full Scale IQ. With the WAIS-IV, the verbal/performance IQ scores from previous versions were removed and replaced by the index scores. The General Ability Index (GAI) was included, which consists of the Similarities, Vocabulary and Information subtests from the Verbal Comprehension Index and the Block Design, Matrix Reasoning and Visual Puzzles subtests from the Perceptual Reasoning Index. The GAI is clinically useful because it can be used as a measure of cognitive abilities that are less vulnerable to impairments of processing speed and working memory.

Index scores and scales[edit]

There are four index scores representing major components of intelligence:

• Verbal Comprehension Index (VCI)
• Perceptual Reasoning Index (PRI)
• Working Memory Index (WMI)
• Processing Speed Index (PSI)

Two broad scores, which can be used to summarize general intellectual ability, can also be derived:

• Full Scale IQ (FSIQ), based on the total combined performance of the VCI, PRI, WMI, and PSI
• General Ability Index (GAI), based only on the six subtests that the VCI and PRI comprise.

Standardization[edit]

The WAIS-IV was standardized on a sample of 2,200 people in the United States ranging in age from 16 to 90.^[11] An extension of the standardization has been conducted with 688 Canadians in the same age range.

Age range and uses[edit]

The WAIS-IV measure is appropriate for use with individuals aged 16–90 years. For individuals under 16 years, the Wechsler Intelligence Scale for Children (WISC, 6–16 years) and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI, 2½–7 years, 7 months) are used.

Intelligence tests may be utilized in populations with psychiatric illness or brain injury, in order to assess level of cognitive functioning, though some regard this use as controversial^[who?]. Rehabilitation psychologists and neuropsychologists use the WAIS-IV and other neuropsychological tests to assess how the brain is functioning after injury. Specific subtests provide information on a specific cognitive function. For example, digit span may be used to get a sense of attentional difficulties. Each subtest score is tallied and calculated with respect to neurotypical norms.

WASI-II[edit]

Wechsler Abbreviated Scale of Intelligence (WASI-II) is a very short form used to estimate intellectual functioning.^[12]

See also[edit]

References[edit]

1. ^Kaufman, Alan S.; Lichtenberger, Elizabeth (2006). Assessing Adolescent and Adult Intelligence (3rd ed.). Hoboken (NJ): Wiley. p. 3. ISBN978-0-471-73553-3. Lay summary (22 August 2010).
2. ^ ^abKaufman, Alan S.; Lichtenberger, Elizabeth (2006). Assessing Adolescent and Adult Intelligence (3rd ed.). Hoboken (NJ): Wiley. p. 7. ISBN978-0-471-73553-3. Lay summary (22 August 2010).
3. ^'Current Opportunities'. www.pearsonassessments.com. Pearson. Retrieved 1 July 2019.
4. ^Wechsler, David (1939). The Measurement of Adult Intelligence. Baltimore (MD): Williams & Witkins. p. 229.
5. ^ ^{abcdefghijklmnopq}Kaplan, R. M.; Saccuzzo, D. P. (2010). Psychological Testing: Principles, Applications, & Issues (8th ed.). Belmont, CA: Wadsworth, Cengage learning.
6. ^Kaufman, Alan S.; Lichtenberger, Elizabeth (2006). Assessing Adolescent and Adult Intelligence (3rd ed.). Hoboken (NJ): Wiley. p. 6. ISBN978-0-471-73553-3. Lay summary (22 August 2010).
7. ^Nicolas, Serge; Andrieu, Bernard; Croizet, Jean-Claude; Sanitioso, Rasyid B.; Burman, Jeremy Trevelyan (2013). 'Sick? Or slow? On the origins of intelligence as a psychological object'. Intelligence. 41 (5): 699–711. doi:10.1016/j.intell.2013.08.006.
8. ^Kaufman, Alan S. (2009). IQ Testing 101. New York: Springer Publishing. p. 112. ISBN978-0-8261-0629-2.Sattler, Jerome M. (2008). Assessment of Children: Cognitive Foundations. La Mesa (CA): Jerome M. Sattler, Publisher. inside back cover. ISBN978-0-9702671-4-6. Lay summary (28 July 2010).
9. ^Kaplan, R. M.; Saccuzzo, D. P. (2009). Psychological testing: Principles, applications, and issues (7th ed.). Belmont, CA: Wadsworth.
10. ^ ^ab'Wechsler Adult Intelligence Scale--Revised'. LIST OF TESTS Available from the CPS Testing Library. Center for Psychological Studies at Nova Southeastern University. Retrieved 31 March 2009.
11. ^'Wechsler Adult Intelligence Scale, Fourth Edition Now Available From Pearson' (Press release). Pearson. 28 August 2008. Retrieved 20 March 2012.
12. ^Validity of the Wechsler abbreviated scale of intelligence and other very short forms of estimating intellectual functioning. by BN Axelrod - 2002 - Cited by 187 Performance on the Wechsler Adult Intelligence Scale-III (WAIS-III) was compared to performance on the Wechsler Abbreviated Scale of Intelligence (WASI), .

Further reading[edit]

• Matarazzo, Joseph D. (1972). Wechsler's Measurement and Appraisal of Adult Intelligence (5th and enlarged ed.). Baltimore (MD): Williams & Witkins. Lay summary(PDF) (4 June 2013).
• Wechsler, David (1939). The Measurement of Adult Intelligence. Baltimore (MD): Williams & Witkins.
• Wechsler, David (1958). The Measurement and Appraisal of Adult Intelligence (4th ed.). Baltimore (MD): Williams & Witkins. Retrieved 4 June 2013.
• Weiss, Lawrence G.; Saklofske, Donald H.; Coalson, Diane; Raiford, Susan, eds. (2010). WAIS-IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives. Practical Resources for the Mental Health Professional. Alan S. Kaufman (Foreword). Amsterdam: Academic Press. ISBN978-0-12-375035-8. Lay summary (16 August 2010). This practitioner's handbook includes chapters by Diane L. Coalson, Susan Engi Raiford, Donald H. Saklofske, Lawrence G. Weiss, Hsinyi Chen, Jossette G. Harris, James A. Holdnack, Xiaobin Zhou, Jianjun Zhu, Jacques Gregoire, Munro Cullum, Glenn Larrabee, Gerald Goldstein, Timothy A. Salthouse, and Lisa W. Drozdick.

External links[edit]

The Wechsler Intelligence Scale for Children (WISC), developed by David Wechsler, is an individually administered intelligence test for children between the ages of 6 and 16. The Fifth Edition (WISC-V; Wechsler, 2014) is the most recent version.

The WISC-V takes 45–65 minutes to administer. It generates a Full Scale IQ (formerly known as an intelligence quotient or IQ score) that represents a child's general intellectual ability. It also provides five primary index scores: Verbal Comprehension Index, Visual Spatial Index, Fluid Reasoning Index, Working Memory Index, and Processing Speed Index. These indices represent a child's abilities in discrete cognitive domains. Five ancillary composite scores can be derived from various combinations of primary or primary and secondary subtests.

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Five complementary subtests yield three complementary composite scores to measure related cognitive abilities relevant to assessment and identification of specific learning disabilities, particularly dyslexia and dyscalculia. Variation in testing procedures and goals can reduce time of assessment to 15–20 minutes for the assessment of a single primary index, or increase testing time to three or more hours for a complete assessment, including all primary, ancillary, and complementary indices.

History[edit]

The original WISC (Wechsler, 1949) was an adaption of several of the subtests that made up the Wechsler–Bellevue Intelligence Scale (Wechsler, 1939) but also featured several subtests designed specifically for it. The subtests were organized into Verbal and Performance scales and provided scores for Verbal IQ (VIQ), Performance IQ (PIQ), and Full Scale IQ (FSIQ).

Each successive edition has re-normed the test to compensate for the Flynn effect, ensuring not only that the norms do not become outdated which is suggested to result in inflated scores on intelligence measures, but that they are representative of the current population (Flynn, 1984, 1987, 1999; Matarazzo, 1972). Additional updates and refinements include changes to the questions to make them less biased against minorities and females and updated materials to make them more useful in the administration of the test. A revised edition was published in 1974 as the WISC-R (Wechsler, 1974), featuring the same subtests. However, the age range was changed from 5–15 to 6–16.

The third edition was published in 1991 (WISC-III; Wechsler, 1991) and brought with it a new subtest as a measure of processing speed. In addition to the traditional VIQ, PIQ, and FSIQ scores, four new index scores were introduced to represent more narrow domains of cognitive function: the Verbal Comprehension Index (VCI), the Perceptual Organization Index (POI), the Freedom from Distractibility Index (FDI), and the Processing Speed Index (PSI).

The WISC-IV was produced in 2003. The WISC-V was published in 2014. The WISC-V has a total of 21 subtests. It yields 15 composite scores.

Test format[edit]

The WISC is one test in a suite of Wechsler intelligence scales. Subjects 16 and over are tested with the Wechsler Adult Intelligence Scale (WAIS), and children ages two years and six months to seven years and seven months are tested with the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). There is some overlap between tests: children aged 6 years 0 months through 7 years 7 months can complete the WPPSI or the WISC; children aged 16 can complete the WISC-V or the WAIS-IV. Different floor effect and ceiling effect can be achieved using the different tests, allowing for a greater understanding of the child's abilities or deficits. This means that a 16-year-old adolescent who has an intellectual disability may be tested using the WISC-V so that the clinician may see the floor of their knowledge (the lowest level).

There are five primary index scores, the Verbal Comprehension Index (VCI), Visual Spatial Index (VSI), Fluid Reasoning Index (FRI), Working Memory Index (WMI), and Processing Speed Index (PSI). Two subtests must be administered to obtain each of the primary index scores; thus, a total of 10 subtests are primary subtests. The Full Scale IQ is derived from 7 of the 10 primary subtests: Both Verbal Comprehension subtests, one Visual Spatial subtest, two Fluid Reasoning subtests, one Working Memory subtest, and one Processing Speed subtest. Verbal Comprehension and Fluid Reasoning are weighted more heavily in the Full Scale IQ to reflect the importance of crystallized and fluid abilities in modern intelligence models (Wechsler, 2014).

The VCI is derived from the Similarities and Vocabulary subtests. The Verbal Comprehension scale subtests are described below:

• Similarities – (primary, FSIQ) asking how two words are alike/similar.
• Vocabulary – (primary, FSIQ) examinee is asked to define a provided word
• Information (secondary) – general knowledge questions.
• Comprehension – (secondary) questions about social situations or common concepts.

The VCI is an overall measure of verbal concept formation (the child's ability to verbally reason) and is influenced by semantic knowledge.

The VSI is derived from the Block Design and Visual Puzzles subtests. These subtests are as follows:

• Block Design (primary, FSIQ) – children put together red-and-white blocks in a pattern according to a displayed model. This is timed, and some of the more difficult puzzles award bonuses for speed.
• Visual Puzzles (primary) – children view a puzzle in a stimulus book and choose from among pieces of which three could construct the puzzle.

The VSI is a measure of visual spatial processing.

The FRI is derived from the Matrix Reasoning and Figure Weights subtests. The Fluid Reasoning scale subtests are described below:

• Matrix Reasoning (primary, FSIQ) – children are shown an array of pictures with one missing square, and select the picture that fits the array from five options.
• Figure Weights (primary, FSIQ) – children view a stimulus book that pictures shapes on a scale (or scales) with one empty side and select the choice that keeps the scale balanced.
• Picture Concepts (secondary) – children are provided with a series of pictures presented in rows (either two or three rows) and asked to determine which pictures go together, one from each row.
• Arithmetic (secondary) – orally administered arithmetic word problems. Timed.

The FRI is a measure of inductive and quantitative reasoning.

The WMI is derived from the Digit Span and Picture Span subtests. The Working Memory scale's subtests are as follows:

• Digit Span (primary, FSIQ) – children listen to sequences of numbers orally and to repeat them as heard, in reverse order, and in ascending order.
• Picture Span (primary) – children view pictures in a stimulus book and select from options to indicate the pictures they saw, in order if possible.
• Letter-Number Sequencing (secondary) – children are provided a series of numbers and letters and asked to provide them to the examiner in a predetermined order.

The WMI is a measure of working memory ability.

The PSI is derived from the Coding and Symbol Search subtests. The Processing Speed subtests are as follows:

• Coding (primary, FSIQ) – children under 8 mark rows of shapes with different lines according to a code, children over 8 transcribe a digit-symbol code using a key. The task is time-limited.
• Symbol Search (primary) – children are given rows of symbols and target symbols, and asked to mark whether or not the target symbols appear in each row.
• Cancellation (secondary) – children scan random and structured arrangements of pictures and marks specific target pictures within a limited amount of time.

The PSI is a measure of processing speed.

The 2014 publication of the WISC-V contained five ancillary index scores that may be derived for special clinical purposes or situations: the Quantitative Reasoning Index (QRI), the Auditory Working Memory Index (AWMI), the Nonverbal Index (NVI), the General Ability Index (GAI), and the Cognitive Proficiency Index (CPI). Three of these ancillary index scores (NVI, GAI, and CPI) can be derived from the 10 primary subtests. The QRI and the AWMI can each be derived by administering one additional subtest from subtests that are within one of the five primary scales (Verbal Comprehension scale, Visual Spatial Index, Fluid Reasoning scale, Working Memory scale, and Processing Speed scale) but are not primary. The set of these subtests is termed secondary subtests (Wechsler, 2014).

Two ancillary index scores termed the expanded index scores were released the year after the 2014 publication, so are not included in the published manuals. These are the Verbal (Expanded Crystallized) Index (VECI) and the Expanded Fluid Index (EFI) (Raiford, Drozdick, Zhang, & Zhou, 2015).

Three complementary index scores are available to measure cognitive processes that are important to achievement and are sensitive to specific learning disabilities. The complementary index scores are the Naming Speed Index (NSI), designed to measure rapid automatized naming, and the Symbol Translation Index, designed to measure visual-verbal associative memory, which is sometimes termed visual-verbal paired associate learning in the published literature (Wechsler, 2014). The Naming Speed scale contains Naming Speed Literacy, which measures rapid automatic naming, and Naming Speed Literacy, which is the only commercially published and normed measure of rapid quantity naming, also known as subitizing. Naming Speed Quantity is uniquely sensitive to math achievement and specific learning disabilities in mathematics (Raiford et al., 2016; Wechsler, Raiford, & Holdnack, 2014).

Psychometric properties[edit]

The WISC–V normative sample consisted of 2,200 children between the ages of 6 and 16 years 11 months. In addition to the normative sample, a number of special group samples were collected, including the following: children identified as intellectually gifted, children with mild or moderate intellectual disability, children with specific learning disorders (reading, written expression, and math), children with ADHD, children with disruptive behavior, children who are English Language Learners, children with autism spectrum disorder with language impairment, children with autism spectrum disorder without language impairment, and children with traumatic brain injuries.

The WISC–V is also linked with measures of achievement, adaptive behavior, executive function, and behavior and emotion. Equivalency studies were also conducted within the Wechsler family of tests and with a Kaufman test (the KABC-II) enabling comparisons between various intellectual ability scores over the lifespan. A number of concurrent studies were conducted to examine the scale's reliability and validity. Evidence of the convergent and discriminant validity of the WISC–V is provided by correlational studies with the following instruments: WISC–IV, WPPSI–IV, WAIS–IV, WASI–II, KABC–II, KTEA–3, WIAT–III, NEPSY–II, Vineland–II, and BASC–II. Evidence of construct validity was provided through a series of factor-analytic studies and mean comparisons using matched samples of special group and nonclinical children.

Wechsler Intelligence Scale For Children Pdf

Uses[edit]

The WISC is used not only as an intelligence test, but as a clinical tool. Some practitioners use the WISC as part of an assessment to diagnose attention-deficit hyperactivity disorder (ADHD) and learning disabilities, for example. This is usually done through a process called pattern analysis, in which the various subtests' scores are compared to one another (ipsative scoring) and clusters of unusually low scores in relation to the others are searched for. David Wechsler himself suggested this in 1958.^[1]

However, the research does not show this to be an effective way to diagnose ADHD or learning disabilities.^[2] The vast majority of children with ADHD do not display certain subtests substantially below others, and many children who display such patterns do not have ADHD. Other patterns for children with learning disabilities show a similar lack of usefulness of the WISC as a diagnostic tool.^[3] Although, when Cattell Horn Carrol (CHC) theory is used to interpret the WISC–V subtests, things tend to make a great deal more sense.

When diagnosing children, best practice suggests that a multi-test battery (i.e., multi-factored evaluation) should be used as learning problems, attention, and emotional difficulties can have similar symptoms, co-occur, or reciprocally influence each other. For example, children with learning difficulties can become emotionally distraught and thus have concentration difficulties, begin to exhibit behavior problems, or both. Children with ADD or ADHD may show learning difficulties because of their attentional problems or also have learning disorder or disability (or have nothing else). In short, while diagnosis of any childhood or adult difficulty should never be made based on IQ alone (or interview, physician examination, parent report, other test etc. for that matter) the cognitive ability test can help rule out, in conjunction with other tests and sources of information, other explanations for problems, uncover co-morbid problems, and be a rich source of information when properly analyzed and care is taken to avoid relying simply on the single summary IQ score (Sattler, Dumont, & Coalson, 2016).

The WISC can be used to show discrepancies between a child's intelligence and his/her performance at school (and it is this discrepancy that school psychologists look for when using this test). In a clinical setting, learning disabilities can be diagnosed through a comparison of intelligence scores and scores on an achievement test, such as the Woodcock Johnson III or Wechsler Individual Achievement Test II. If a child's achievement is below what would be expected given their level of intellectual functioning (as derived from an IQ test such as the WISC-IV), then a learning disability may be present. Other psychologists and researchers believe that the WISC can be used to understand the complexities of the human mind by examining each subtest and can, indeed, help in diagnosing learning disabilities.

Subsequently, the WISC can be used as part of an assessment battery to identify intellectual giftedness, learning difficulties, and cognitive strengths and weaknesses. When combined with other measures such as the Adaptive Behavior Assessment System–II (ABAS–II; Harrison & Oakland, 2003) and the Children's Memory Scale (CMS; Cohen, 1997) its clinical utility can be enhanced. Combinations such as these provide information on cognitive and adaptive functioning, both of which are required for the proper diagnosis of learning difficulties and learning and memory functioning resulting in a richer picture of a child's cognitive functioning.

The WISC–V is linked with the Kaufman Test of Educational Achievement–Third Edition (KTEA–3; Kaufman & Kaufman, 2014) and the Wechsler Individual Achievement Test-III (WIAT–III; Pearson, 2009), a measure of academic achievement. This linkage provides information on both cognitive ability and academic achievement in children. Tests of intellectual functioning are used extensively in school settings to evaluate specific cognitive deficits that may contribute to low academic achievement, and to predict future academic achievement. Using the WISC–V in such a manner provides information for educational intervention purposes, such as interventions that address learning difficulties and cognitive deficits.

The WISC–V can also be used to assess a child's cognitive development, with respect to the child's chronological age. Using such comparisons with other sources of data, the WISC can contribute information concerning a child's developmental and psychological well-being. Very high or very low scores may suggest contributing factors for adjustment difficulties in social contexts that present problems in accepting such developmental diversity (or that cannot accommodate more than a certain level of high cognitive functioning.)

Translations[edit]

WISC has been translated or adapted to many languages, and norms have been established for a number of countries, including Spanish, Portuguese (Brazil and Portugal), Arabic, Icelandic, Norwegian, Swedish, Finnish, Czech, Croatian, French (France and Canada), German (Germany, Austria and Switzerland), English (United States, Canada, United Kingdom, Australia), Welsh, Dutch, Japanese, Chinese (Hong Kong), Korean (South Korea), Greek, Romanian, Indonesian, Slovenian and Italian. Separate norms are established with each translation. (Norway uses the Swedish norms). India uses the Malin's Intelligence Scale for Indian Children (MISIC), an adaptation of WISC by Arthur J. Malin.^[4] However, the norms of MISIC are outdated (have not been updated since 50 years) and many Clinical Psychologists do not use this test in their practice due to possible errors in measured IQs because of Flynn effect. Being from a developing nation, Indian children have undergone numerous changes in their intellectual abilities in last 5 decades, which makes the application of MISIC redundant, though some psychometricians suggest that such changes are minor, hence the test is still applicable. Instead of MISIC, the fourth edition of WISC that was adapted and standardized for India in 2012, is more commonly accepted and used by clinicians. Being the most widely used test for intelligence assessment in India, MISIC still has its supporters, and will continue to be used by clinicians all over the country, owing to which its norms must be updated. The Japanese version of the WISC-IV was developed by Japanese psychologists Kazuhiko Ueno, Kazuhiro Fujita, Hisao Maekawa, Toshinori Ishikuma, Hitoshi Dairoku, and Osamu Matsuda.

See also[edit]

References[edit]

1. ^Kaplan, Robert M.; Saccuzzo, Dennis P. (2009). Psychological Testing: Principles, Applications, and Issues (Seventh ed.). Belmont (CA): Wadsworth. p. 262 (citing Wechsler (1958) The Measurement and Appraisal of Adult Intelligence). ISBN978-0-495-09555-2. Lay summary (9 November 2010).
2. ^Watkins, M.W., Kush, J., & Glutting, J.J. (1997). Discriminant and predictive validity of the WISC-III ACID profile among children with learning disabilities. Psychology in the Schools, 34(4), 309-319
3. ^Ward, S.B., Ward, T. J., Hatt, C.V., Young, D.L, & Mollner, N.R. (1995). The incidence and utility of the ACID, ACIDS, and SCAD profiles in a referred population. Psychology in the Schools, 32(4), 267-276
4. ^Shyam, Radhey; Khan, Azizudin (2009). 'Psychological Tests Developed for Children in India: A Review of Recent Trends in Research, Practice and Application'. Clinical Child Psychology: Contemporary Issues.

Literature[edit]

• Cohen, M. (1997). Children's memory scale. San Antonio, TX: The Psychological Corporation.
• Flynn, J. R. (1984). The mean IQ of Americans: Massive gains 1932 to 1978. Psychological Bulletin, 95(1), 29–51.
• Flynn, J. R. (1987). Massive IQ gains in 14 nations: What IQ tests really measure. Psychological Bulletin, 101(2), 171–191.
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External links[edit]

Wechsler Intelligence Scale For Children Pdf Download

• David Wechsler Biography [1]

Wechsler Intelligence Scale For Children Pdf Download