Download - ME- CHC y WISC-IV
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Use of the WISC-IV in the Identification of Intellectual
GiftednessPresented byPresented by
Dawn P. Flanagan, Ph.D.Dawn P. Flanagan, Ph.D.
St. John’s UniversitySt. John’s University
andand
Child Study CenterChild Study Center
Yale University, School of MedicineYale University, School of Medicine
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The information contained in this packet was provided by Dawn P. Flanagan ©2005. All Rights Reserved. Do not copy or disseminate this information without permission.
TheoryTheory--Practice GapPractice GapProgress in Psychometric Theories of Intelligence
Multiple Intelligences(Incomplete)
MultipleIntelligences(“Complete”)
Spearman Original Gf-Gc
Simultaneous-Successive
Thurstone PMAs
PASS
Cattell-Horn Gf-Gc
Carroll Three Stratum
CHC Theory
Exam
ples
Wechsler (Rs)K-ABCKAIT
CASDASSB:IV
WAIS-IIIWISC-III
WJ
CHCCross-Battery
Approach
Most intellectual assessment practice was here
Theory-Practice Gap
WJ-RKABC-II
SB:5
IV
WJ-III
Interacting Cognitive andNon-cognitive
Factors
GeneralAbility
DichotomousAbilities
WoodcockGf-Gc Cognitive
Performance and Information
Processing Models
Snow’s Theory ofAptitudes and
Aptitude ComplexesProgress in Applied Measurement of Intelligence
WoodcockGf-Gc
InformationProcessing Diagnostic Worksheet
Stanford-Binet LM
1970s to Late 1990s1970s to Late 1990s 2000 to Present2000 to Present
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Cattell-Horn-Carroll (CHC) Theory
GeneralSequentialReasoning
Induction
QuantitativeReasoning
PiagetianReasoning
Speed ofReasoning
FluidIntelligence
(Gf)
Math.Know.
Math.Ach.
QuantitativeKnowledge
(Gq)
LanguageDevelop.
LexicalKnowl.
ListeningAbility
GeneralInfo.
Info.aboutCulture
GeneralScienceInfo.
GeographyAch.
Comm.Ability
OralProduction& Fluency
Gram.Sensitivity
ForeignLanguageProficiency
ForeignLanguageAptitude
CrystallizedIntelligence
(Gc)
ReadingDecoding
ReadingComp.
VerbalLanguageComp.
ClozeAbility
SpellingAbility
WritingAbility
EnglishUsageKnowledge
ReadingSpeed
Reading andWriting(Grw)
MemorySpan
LearningAbilities
Short-TermMemory
(Gsm)
Visualization
SpatialRelations
VisualMemory
ClosureSpeed
Flexibilityof Closure
SpatialScanning
SerialPerceptualIntegration
LengthEstimation
PerceptualIllusions
PerceptualAlternations
Imagery
VisualProcessing
(Gv)
Phon. Cdg.:Analysis
Phon. Cdg.:Synthesis
Speech Snd.Discrim.
Res. toAud. Stim.Distortion
Memoryfor SoundPatterns
GeneralSnd. Discrim.
TemporalTracking
MusicalDiscrim. &Judgement
Maintaining& JudgingRhythm
Snd-IntensityDurationDiscrim.
Snd-Freq.Discrim.
Hearing &SpeechThreshold
AbsolutePitch
SoundLocalization
AuditoryProcessing
(Ga)
Assoc.Memory
Mngful.Memory
FreeRecallMemory
IdeationalFluency
Assoc.Fluency
ExpressionalFluency
NamingFacility
WordFluency
FiguralFluency
FiguralFlexibility
Sensitivity toProblems
Originality/Creativity
LearningAbilities
Long-TermStorage &Retrieval
(Glr)
PerceptualSpeed
Rate-of-Test Taking
NumberFacility
ProcessingSpeed(Gs)
SimpleReactionTime
ChoiceReactionTime
SemanticProcessingSpeed
MentalComparisonSpeed
Decision/Reaction
Time/Speed(Gt)
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CHC Theory and its Impact on a New Generation of Tests
WJ III (2001) – Based on CHC theory
SB5 (2003) – Based on CHC theory
WISC-IV (2003) – CHC terminology (e.g., Fluid Reasoning, Working Memory)
KABC-II (2004) – Based on CHC theory
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What’s New on the WISC-IV?
Essentials of WISC-IV AssessmentFlanagan and Kaufman (2004)
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A New Look at Intelligence as Operationalized by the WISC-IV
Most salient changes
VIQ and PIQ were dropped
FFD was dropped; Letter-Number Sequencing was added and combined with Digit Span -- FFD factor was re-named WMI
Measures of Fluid Reasoning were added
De-emphasis on time
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Figure 2.1 WISC-IV Test Framework (p. 6)
SimilaritiesVocabulary
ComprehensionInformation
Word Reasoning
Digit SpanLetter-Number
SequencingArithmetic
Block DesignPicture ConceptsMatrix ReasoningPicture Completion
CodingSymbol Search
Cancellation
PRI (Gf/Gv)
FSIQ
Note: Supplemental subtests in italics and do not contribute to FSIQ unless substituted for a core subtest
VCI/Gc
PSI/GsWMI/Gsm
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Picture Completion
Similarities
Vocabulary
Comprehension
Information
Block Design
Picture Concepts
Matrix Reasoning
Digit Span
Letter-Number
Arithmetic
Coding
Symbol Search
Gc
Gv
Gsm
Gs
.83
.89
.75.84
.42
.74
.51
.84
.81
u1
u2
u3
u4
u6
u7
u8
u9
u10
u11
u12
u13
u14
Chi-Square = 186.185df = 83
TLI = .982CFI = .986
RMSEA = .035SRMR = .026AIC = 260.185
Hierarchicalcomplex 3b total
Standardized estimates
g
.85
.79
.85
.55
fu2
fu1
fu3
fu4
Word Reasoningu5
Cancellationu15
.74
.65
.48
Gf
fu5
1.00.45
.59
.79
.31
.30
Figure 6
.31
Keith et al., 2004
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The information contained in this packet was provided by Dawn P. Flanagan ©2005. All Rights Reserved. Do not copy or disseminate this information without permission.
WISC-III VCI (Gc) WISC-IV VCI (Gc)
Gc Gc GfVo
cabu
lary
Com
preh
en
Sim
ilarit
ies
Info
rmat
ion
Voca
bula
ry
Com
preh
en
Sim
ilarit
ies
Interpretation of the IndexesStrong Measure of Gc Also appears to be a strong measure of Gc
Substitution of Word Reasoning for Vocabulary would yield a Gf/Gc blend
Substitution of Information for Similarities may produce the purest Gc measure
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WISC-III POI (Gv) WISC-IV PRI (Gf/Gv)
Gv Gc Gf GvB
lock
Des
ign
Obj
ect A
ssem
Pict
ure
Com
p
Pict
ure
Arr
ang
Pic
Con
cept
s
Mat
rix R
easo
n
Blo
ck D
esig
n
Interpretation of the IndexesMostly Gv with high or low Gcconfounding interpretation of Gv
Gf/Gv Blend
Substitution of PCm may reduce Gf’scontribution to the Index and increase Gc’s contribution
Through CB Method, BD and OA formed strong Gv cluster
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WISC-III FFD WISC-IV WMI
Digit Span (Gsm-MS, WM)
Arithmetic (Gq; Gsm-WM)
Digit Span (Gsm-MS, WM)
Letter-Numb Seq (Gsm-WM)
Arithmetic (Gq; Gsm-WM; Gf-RQ)Conclusions:
1. FFD and WMI are most similar if Arithmetic is substituted for Letter-Number Sequencing (at the younger ages); Substituting AR for DS may provide a Gsm/Gf blend at the older ages and may tap Executive functioning to a greater extent than the other Indexes
2. WMI is a purer measure of Working Memory than FFD
3. When Arithmetic is used, Gq or Math Achievement confounds interpretation
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WISC-III PSI WISC-IV PSI
Symbol Search (Gs-P,R9)
Coding (Gs-P,R9)
Symbol Search (Gs-P,R9)
Coding (Gs-P,R9)
Cancellation (Gs-P,R9)
Conclusions:
1. PSI is equivalent across batteries
2. A third Gs measure was added (may be useful to follow up on inconsistencies in performance)
3. Cancellation allows for Random v. Structured analysis –research is needed before definitive conclusions can be drawn from this type of analysis. CAS may assist in this effort.
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Construct Representation
WISC-IIIGa,Glr,Gf
Not represented
Gsm,GqUnderrepresented
Gc,Gv,GsAdequate Representation
WISC-IVGa,Glr
Not represented
GqUnderrepresented
Gc,Gv,Gs,Gsm,GfAdequate Representation
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The information contained in this packet was provided by Dawn P. Flanagan ©2005. All Rights Reserved. Do not copy or disseminate this information without permission.
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The information contained in this packet was provided by Dawn P. Flanagan ©2005. All Rights Reserved. Do not copy or disseminate this information without permission.
Key Issues to Consider in the Evaluation of WISC-IV for Use in Intellectually Gifted Identification
Testing Time
Speed of Performance
Ceilings
See Martin Volker and LeAdelle Phelps (2004) in Essentials of WISC-IV Assessment
Gifted Validation Study reported in the WISC-IV Manual
Influence of Language and Culture on Test Performance
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WISC-IV Testing TimeAll 10 subtests needed to calculate the FSIQ and the four Index scores are included in the standard battery
WISC-III required the administration of two additional tests to derive the two smaller factors
Conclusion: WISC-IV is more efficient, allowing for the derivation of FSIQ, VCI, PRI, WMI, and PSI in less time
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Influence of Speed of PerformanceWISC-III was criticized for an overemphasis on speed, particularly for the assessment of gifted (Kaufman, 1992; Sparrow & Gurland, 1998)
WISC-III FSIQ included, CD, BD, PA, OA, AR (bonus pts. Awarded for quick performance)
The characteristics of many gifted students led to spurious low scores on these tests
MethodicalReflectiveSlower response stylesEmphasis on optimal performance and accuracy over speed
May have led to PIQ < VIQ profiles in many gifted students
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Influence of Speed of Performance
WISC-IV has less emphasis on speedPA, OA were eliminatedAR was moved to supplemental statusReduced time bonus scoring of BD
SS is the only subtest in the WISC-IV’s core battery that has a significant time component
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Influence of Speed of Performance
Examiner’s should attend to the potential involvement of slower response speed on CD, SS, and BD
PSI was lowest score on gifted samples tested with both the WISC-III and WISC-IV (110.2 and 110.6, respectively)
Important to note that two Gs tests contribute to the WISC-IV FSIQ v. one on the WISC-III
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Influence of Speed on Performance
BD has a no-time condition
Not useful in identification of intellectually gifted above the age of 8
Time bonuses are essentials for Above Average performance on BD
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Ceilings of the WISC-IVAll core battery (and supplemental) subtests yield scaled scores up to 3 SDs above the mean across the age range of the test
One exception – Matrix ReasoningShows a lower ceiling beginning at age 14
Conclusion: As compared to the WISC-III, the WISC-IV has excellent ceilings that allow for more accurate discrimination at the higher end of the intellectual ability continuum
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Validity Study Using Gifted Sample Reported in WISC-IV Manual
VCI = 124.7; PRI = 120.4
WMI = 112.5; PSI = 110.6
FSIQ = 128.7
It may not be unusual to find VCI and PRI higher than WMI and PSI in children who are intellectually gifted
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--Arithmetic (A3)Gq
Visual Matching (P & R9)
Decision Speed (R4)
--Coding (R9)Symbol Search (P & R9)
Cancellation (P & R9)
Gs
Visual Aud. Learning(MA & MM)
Vis.-Aud. Delayed(MA)
Retrieval Fluency(FI & FA)
Rapid Pic. Nam. (NA)
Atlantis (MA & L1)Rebus (MA)
Atlantis Delayed (MA, L1)Rebus Delayed (MA, L1)
--Glr
Memory for Words (MS)Numbers Rev. (MW)
Auditory Work. Mem.(MW)
Word Order (MS, WM)Number Recall (MS)
Hand Mvmts. (MS, Gv-MV)
Digit Span (MS & MW)Letter-# Sequencing (MW)
Gsm
Spatial Relations (Vz & SR)
Picture Recognition (MV)
Conceptual Thinking (Vz, Gf-I)Block Counting (Vz, Gq-A3)
Face Recog. (MV)Triangles (SR, Vz)
Rover (SS, Gf-RG, Gq-A3)Gestalt Closure (CS)
Block Design(SR)
Picture Completion (CF)
Gv
Incomplete Words (PC:A)Sound Blend. (PC:S)
Auditory Att. (US/U3, UR)
----Ga
Verbal Comp.(VL & LD)
General Info. (K0)
Riddles (VL, LD, Gf-RG)Expressive Vocab. (VL)Verbal Know. (VL, K0)
Similarities (LD & VL)
Picture Concepts (K0)Vocabulary (VL)
Comprehension (K0)Picture Completion (K0)
Information (K0)Word Reasoning (VL)
Gc
Concept Formation (I)Analysis Synthesis (RG)
Pattern Reasoning (I, Gv-Vz)Story Completion (I, RG, Gc-K0, Gv-Vz)
Picture Concepts (I)Matrix Reasoning (I, RG)
Word Reasoning (I)Arithmetic (RG)
Gf
WJ III COGKABC-IIWISC-IVBroad
Evaluation of Cognitive Abilities Mascolo (2004). Published in Flanagan & Kaufman (2004) Essentials of WISC-IV Assessment. Wiley
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Key Features of New Interpretive System for the WISC-IV
▪ Use of a General Ability Index (VCI + PRI) in place of the FSIQ
▪ Clinical Clusters
Interpretive System includes 7 Steps. Only two steps will be highlighted
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Step 2: Determine the Best Way to Summarize Overall Intellectual Ability
Step 2a. Consider the four WISC-IV Indexes. Subtract the lowest Index from the highest Index. Answer the following question: Is the size of the standard score difference less than 1.5 standard deviations (< 23 points)?
If YES, then the FSIQ may be interpreted as a reliable and valid estimate of a child’s overall intellectual ability. Proceed directly to Step 3. If NO, then the variation in the Indexes that compose the
FSIQ is considered too great (i.e., > 23 points) for the purpose of summarizing overall intellectual ability in a single score (i.e., the FSIQ). Proceed to Step 2b.
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Step 2: Determine the Best Way to Summarize Overall Intellectual Ability
Step 2b. When the FSIQ is not interpretable, determine whether an abbreviated General Ability Index (GAI) may be used to describe overall intellectual ability. Answer the following question: Is the size of the standard score difference between the VCI and PRI less than 1.5 standard deviations (< 23 points)?
If YES, then the GAI may be calculated and interpreted as a reliable and valid estimate of a child’s overall intellectual ability. If NO, then the variation in the Indexes that compose the GAI is too great (> 23 points) for the purpose of summarizing overall ability in a single score (i.e., GAI). Proceed to Step 3.
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Worksheet Step 2
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Step 7. WISC-IV Clinical Clusters
Subtests can be combined in various ways to derive up to 8 Clinical Clusters, including:1. Fluid Reasoning (Gf)
Matrix Reasoning + Picture Concepts + Arithmetic
2. Visual Processing (Gv)Block Design + Picture Completion
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WISC-IV Clinical Clusters
3. Nonverbal Fluid Reasoning (Gf-nonverbal)Matrix Reasoning + Picture Concepts
4. Verbal Fluid Reasoning (Gf-verbal)Similarities + Word Reasoning
5. Lexical Knowledge (Gc-VL)Word Reasoning + Vocabulary
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WISC-IV Clinical Clusters
6. General Information (Gc-K0)Comprehension + Information
7. Long-Term Memory (Gc-LTM)Vocabulary + Information
8. Short-Term Memory (Gsm-WM)Letter-Number Sequencing + Digit Span
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Planned Clinical ComparisonsBased on the Clinical Clusters, there are six possible comparisons that can be made
Gf versus Gv
Gf-nonverbal versus Gv
Gf-nonverbal versus Gf-verbal
Gc-VL versus Gc-K0
Gc-LTM versus Gsm-WM
Gc-LTM versus Gf-verbal
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Worksheet Step 7
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Worksheet Step 7 (cont’d)
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Cultural and Linguistic Classification of Tests Addressing Bias in Test Validity and Interpretation (Flanagan & Ortiz, 2001)
Pattern of Expected Performance of Culturally and Linguistically Diverse Children
LOW MODERATE
LOW PERFORMANCE
LEAST AFFECTED
MO
DER
ATE
DEGREE OF LINGUISTIC DEMAND
DEG
REE
OF
CU
LTU
RA
L LO
AD
ING
HIGH
INCREASING EFFECT OF LANGUAGE DIFFERENCE
HIG
H INCREASING EFFECT OF CULTURAL DIFFERENCE
PERFORMANCE MOST AFFECTED
(COMBINED EFFECT OF CULTURAL & LANGUAGE
DIFFERENCES)
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DEGREE OF LINGUISTIC DEMAND
InformationSimilaritiesVocabularyComprehensionWord Reasoning
Picture CompletionHIGH
ArithmeticPicture Concepts
MODERATE
Letter-Number SequencingBlock DesignSymbol Search Digit SpanCoding
Matrix ReasoningCancellation
LOW
HIGHMODERATELOW
Culture and Language Matrix developed by Flanagan and Ortiz (2001) and found in Essentials of Cross-Battery Assessment. Wiley
DEGREE
OF
CULTURAL
LOADING
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CHC Culture-Language Matrix Worksheet (Flanagan & Ortiz, 2001)Name of Examinee: _________________________ Age: _______ Grade: _______ Date: _____________
DEG
REE
OF
CU
LTU
RA
L LO
AD
ING
DEGREE OF LINGUISTIC DEMAND
Test Name: Score:__________________________(______) __________________________(______) __________________________(______) __________________________(______)__________________________(______)
Cell Average = ______
Test Name: Score:___________________________(______) ___________________________(______) ___________________________(______) ___________________________(______)___________________________(______)
Cell Average = ______
Test Name: Score:___________________________(______) ___________________________(______) ___________________________(______) ___________________________(______)___________________________(______)
Cell Average = ______
HIGH
Test Name: Score:__________________________(______) __________________________(______) __________________________(______) __________________________(______)__________________________(______)
Cell Average = ______
Test Name: Score:___________________________(______) ___________________________(______) ___________________________(______) ___________________________(______)___________________________(______)
Cell Average = ______
Test Name: Score:___________________________(______) ___________________________(______) ___________________________(______) ___________________________(______)___________________________(______)
Cell Average = ______
MODERATE
Test Name: Score:__________________________(______) __________________________(______) __________________________(______) __________________________(______)__________________________(______)
Cell Average = ______
Test Name: Score:___________________________(______) ___________________________(______) ___________________________(______) ___________________________(______)___________________________(______)
Cell Average = ______
Test Name: Score:___________________________(______) ___________________________(______) ___________________________(______) ___________________________(______)___________________________(______)
Cell Average = ______
LOW
HIGHMODERATELOW
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Conclusions
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