![]() ![]() ![]() Excellent standardization, good administration procedures, good overall psychometrics, helpful scoring criteria, use of diagnostic info Limitations of the WAIS-IV.If your modification goes beyond using alternative procedures to present the item or permitting the individuals to use their preferred communication style the results may be invalid.If an individual has a disability (visual, hearing, motor) that may interfere w/ taking subtests don't use these subtests in computing index scores or a FSIQ. Evaluate the sensory motor abilities of individuals w/ disabilities before you administer the WAIS IV.Recommend that at overlapping ages, the WISC-IV be used w/ individuals suspected or below average cognitive ability and either be used w/ individuals suspected of average or above average cognitive ability Administering the WAIS-IV to individuals w/ Disabilities.Choosing Between the WAIS-IV and the WISC-IV Do not use short form if classification for clinical/psycho-educational purpose.O For obtaining an estimate of an individuals intelligence status when a peruse FSIQ is not required. Short forms of the WAIS-IV may be used:.Examiner error commonly occur because of a) poorly worded or incomplete directions in the Administration and Scoring Manual, b) ambiguous scoring criteria, c) poor raining, d) carelessness, e) poor relationship w/ individual stress or fatigue, f) boredom, and h) the halo effect.Examiner's Administrative and Scoring Errors O Replacing core subtests w/ supplemental subtests introduce an unknown amount of error in completing FSIQ. O Substitutions should be avoided whenever a specific FSIQ or index score needs to be used for decision making, b/c the FSIQ tables are based only on the core subtest O Never make substitutions for the purpose of attempting to change an individuals scores Conduct testing of limits may invalidate future testing evaluations and should be used cautiously. O Conduct testing of limits only after you administer the entire test following standard procedures. O In reverse sequence, continued to administer items even after the discontinue criterion has been met until you reach item 1 or until the individual has perfect scores on two consecutive items. O The discontinue point scoring rule states that the individual does not receive credit for any items above the last discontinue point item. O The start point scoring rule states that the individual receives full credit for all items located below the start point item and subsequent item on which perfect scores were obtained. O The reverse sequence rule states that you should use a reverse sequence when an individual a) does not obtain a perfect score on the first start point item b) obtains a perfect score on the first start point item but not subsequent items. O Ensure you know to evaluate the physical measures, estimate the time needed to complete the exam, shield correct answers, use query and prompts, repeat directions and times, give additional help, and make subtest substitutions Master the procedures described in the Administrative and Scoring Manual.Processing speed measures the ability to process usually perceived nonverbal information quickly w/ concentration and rapid eye hand coordination being important components Processing speed describes a hypothesized processing speed ability underlying Processing speed.Working memory measures immediate memory and the ability to sustain attention concentrate, and exert mental control. Working Memory describes a hypothesized memory related ability underlying Working Memory.Perceptual Reasoning measures the ability to interpret and organize visually perceived material and to generate and test hypothesis related to problem solutions. Perceptual Reasoning describes a hypothesized performance related ability underlying Perceptual Reasoning that relates to both item content (perceptual) and mental processes (reasoning).Verbal comprehension measures verbal knowledge and understanding obtained through both informal and formal education and reflects the application of verbal skills to new situations. Verbal comprehension describes a hypothesized verbal-related ability underlying Verbal comprehension that relates to both item content (verbal) and mental processes (comprehension).The results of factor analysis indicate that a four factor model best describes the WAIS-IV: Verbal comprehension, perceptual reasoning, working memory and processing speed. ![]()
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