wppsi-iv introductory webinar 2/21/2013 adam …...pre-school -learning the alphabet -completing a...
TRANSCRIPT
WPPSI-IV Introductory Webinar Adam Scheller, Ph.D.
2/21/2013
Copyright © 2013. Pearson, Inc. All rights reserved. 1
“ The WPPSI-IV is no one’s kid brother or sister. This newest version stands tall alongside the WISC-IV and WAIS-IV in every way imaginable – technical excellence, clinical utility, innovativeness, theoretical basis, and societal relevance.”
“Bottom line: The WPPSI-IV is an amazing work of measurement for young children.”
-- Alan S. Kaufman and Nadeen L Kaufman
Yale Child Study, School of Medicine
Introductory Webinar: Understanding Developmental Strengths and Needs
February 2013
Presented by:
Adam Scheller, Ph.D., NCSP
Senior Educational Consultant
Pearson Clinical Assessment
Agenda
• Revision Goals
• Subtest Changes
• Test Structure Information
• Introduction to Interpretation
• Questions
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Standard Revision Goals
• Update theoretical foundations
• Increase developmental appropriateness
• Enhance clinical utility
• Improve psychometric properties
• Increase user friendliness
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Processing Speed Revision
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Subtest Changes from WPPSI-III
• Dropped Word Reasoning & Picture Completion
• Revised retained subtests
– New items include picture items on Similarities and Comprehension, and a new puzzle for Object Assembly
• Replaced Processing Speed subtests
– Bug Search & Animal Coding
– Added Cancellation
• New Working Memory subtests
– Picture Memory
– Zoo Locations
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WPPSI-IV Introductory Webinar Adam Scheller, Ph.D.
2/21/2013
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Subtest Modifications
Subtest New Administration Recording & Scoring
New Items
Vocabulary
Information
Similarities
Comprehension
Receptive Vocabulary
Picture Naming
Block Design
Object Assembly
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Subtest Modifications (continued)
Subtest New Administration Recording & Scoring
New Items
Matrix Reasoning
Picture Concepts
Bug Search
Animal Coding
Cancellation
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Working Memory: NEW in WPPSI-IV!
• Why add Working Memory?
– Most highly rated customer request
– Need for preschool working memory measures with strong floors
– Predicts academic achievement (e.g., reading comprehension, math)
– Related to other abilities (e.g., language comprehension, attention, fluid reasoning)
– Sensitive to clinical conditions (e.g., ADHD, TBI)
– Provides information about developmental trajectories of working memory components
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Age WM is crucial for… Indicators that WM needs
improvement
Pre-school -Learning the alphabet -Completing a puzzle independently
-Unwillingness to learn
Elementary School
-Understanding textual content (reading comprehension)
-Mental arithmetic
-Inability to understand what is read
-Problems memorizing the multiplication table
Middle School
-Completing homework independently
-Complex math problems, especially word problems
-Can’t complete homework without parental supervision and direction
-Inability to grasp/break down word problems
High School
-Writing essays -Difficulty writing neat, coherent essays
College
-Studying for an exam -Participation in group projects
-Keeping focus/interest during a lecture
-Constantly procrastinates; panics the night before an exam
-Doesn’t listen or participate during a group project
-Difficulty remaining attentive during lectures
Working Memory: NEW in WPPSI-IV
• New Working Memory subtests
– Picture Memory
– Zoo Locations
• Appear to be more like traditional STM or recognition memory measures
– But look a little more closely…
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Younger Battery Test Structure
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WPPSI-IV Introductory Webinar Adam Scheller, Ph.D.
2/21/2013
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Older Battery Test Structure
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Subtest Substitution
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When should I use substitution?
YES
• Primary Reason = Core subtest invalidated
• Temporary impairment in an area such as broken finger, etc.
NO
• I like this subtest better
• The child got a better score with this subtest
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Substitution Guidance
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Substitution Guidance
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Substitution Guidance
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WPPSI-IV Introductory Webinar Adam Scheller, Ph.D.
2/21/2013
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Summary of Substitution Rules
• No substitution of subtests on 2-subtest composites
• Only substitute permitted subtests when calculating composite scores composed of 4+ subtests
• Only substitute if subtest is spoiled or there is a necessary clinical reason
– Determined a priori
• For composites where substitution permitted only 1 is allowed
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Special Group Studies
Intellectually Gifted
Intellectual Disability-Mild Severity
Intellectual Disability-Moderate Severity
Developmental Delay-
Cognitive
Developmental Risk Factors
Emergent Pre-Literacy
Concerns
Attention-Deficit/Hyperactivity
Disorder
Disruptive Behavior
Expressive Language
Disorder
Mixed Receptive-Expressive
Language Disorder
English Language Learners
Autistic Disorder
Asperger’s Disorder
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BASIC INTERPRETATION
Introduction to
Steps to interpretation-
• Complete record form
– Calculate Child’s Test Age
– Complete Summary Page
Calculate Raw Scores
Convert Raw to Scaled Scores
Obtain Sum of Scaled Scores
Derive Primary Index Scores and FSIQ
– Complete Primary Analysis page
Analyze Index- and subtest-level strengths and weaknesses
Analyze Index- and Subtest-level pairwise differences
– Complete ancillary analysis page
Obtain sums of scaled scores
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Guidelines in Selecting a Significance Level
• Purpose of evaluation
• Number of comparisons being made
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Guidelines in Choosing Base Rate Reference Group
• Whole sample
• Ability level
• At extremes, may be more meaningful to use ability reference group
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WPPSI-IV Introductory Webinar Adam Scheller, Ph.D.
2/21/2013
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Demographics
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WPPSI-IV Introductory Webinar Adam Scheller, Ph.D.
2/21/2013
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Using GAI and CPI
Consider deriving and interpreting the GAI
and the CPI in a number of clinical
situations, not limited to, but including the
following:
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Compare WMI and PSI to Other Indexes
Significant and Unusual Discrepancy
Between . . .
WMI
PSI
MIS* or FSIQ
VCI
VSI
FRI
*MIS = Mean Index Score
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Compare WMI and PSI to Other Indexes
Significant and Unusual Discrepancy
Between . . .
WMI (97)
PSI (91)
MIS or FSIQ (117)
VCI (132)
VSI (112)
FRI (114)
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Other Comparisons
Significant and Unusual Discrepancy Between
. . .
WMI PSI
PM and ZL BS and CA
a Working Memory or Processing Speed
subtest and the MSS-I or MSS-F
*MSS = Mean Scaled Score
or
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WPPSI-IV Introductory Webinar Adam Scheller, Ph.D.
2/21/2013
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Case Study Conclusions
1. What is your formulation with regard to WPPSI-IV findings?
2. What additional data would you be looking for as a result of these findings?
1. Additional assessments?
3. What types of interventions and/or instructional strategies would be appropriate for this youngster?
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Specific Abilities and Neurodevelopment
• Analyze WPPSI-IV primary index scores as they provide insight into both normal and abnormal brain development associated with various clinical conditions (Hale & Fiorello, 2004). – This insight can assist with diagnosis and
treatment planning.
• Coinciding with development of general intellectual ability is the enormous growth in verbal skills during early childhood. – Implications for reading and writing
development
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Best Practices in Assessment of Young Children
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To Summarize-
• Primary index scores can be conceptualized as representing various abilities that are clinically useful to assess because of their proven utility in various types of psychological evaluations, and their
relations with clinical conditions and to neurodevelopment.
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WPPSI-IV Introductory Webinar Adam Scheller, Ph.D.
2/21/2013
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To Summarize-
• Performance can be used as a starting point in hypotheses generation about neuropsychological processing deficits, and can also be conceptualized and interpreted using a neuropsychological perspective
(Hale & Fiorello, 2004; Miller & Maricle, 2012).
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WPPSI-IV Technical Information
WPPSI-IV Normative Sample
Nationally stratified sample
− Age
− Sex/Gender
− Race/Ethnicity
− Parent education level (5 levels)
− Geographic Region (NE, S, MW, W)
Total n = 1,700
− n = 600 for ages 2:6-3:11
− n = 1,100 for ages 4:0-7:7
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Stability Coefficients of Composite Scores for 2:6 – 7:7
Composite
First Testing Mean
Second Testing Mean
Corrected
r
VCI 99.9 103.6 .89
VSI 100.6 106.2 .86
FRI 101.4 104.8 .88
WMI 99.2 101.0 .87
PSI 99.9 106.8 .84
FSIQ 100.4 105.0 .93
VAI 99.8 102.6 .86
NVI 101.2 105.6 .90
GAI 100.4 105.2 .93
CPI 99.1 103.8 .89
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Correlations Between WPPSI-IV and WPPSI-III
Composite WPPSI-IV
Mean WPPSI-III
Mean
Corrected
r12
VCI-VIQ 100.9 103.4 .84
VSI-PIQ 102.6 104.9 .71
FRI-PIQ 102.1 105.4 .76
WMI 100.4 -- --
PSI-PSQ 101.1 107.0 .65
FSIQ 101.7 105.0 .86
VAI-GLC 101.7 104.6 .85
NVI 102.1 -- --
GAI 101.9 -- --
CPI 100.4 -- --
n = 248; ages 2:6-7:3
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Emergent Pre-Literacy Concerns
Composite Clinical Mean
Control Mean
Mean
Diff. p value Std. Diff.
VCI 89.9 101.5 11.51 <.01 .90
VSI 92.8 102.4 9.56 <.01 .97
FRI 91.8 101.6 9.86 <.01 .81
WMI 93.0 99.8 6.84 <.01 .59
PSI 94.5 98.5 4.00 .09 .33
FSIQ 89.0 101.1 12.14 <.01 1.15
VAI 93.7 101.8 8.08 <.01 .70
NVI 89.9 101.1 11.19 <.01 1.09
GAI 89.4 101.3 11.92 <.01 1.13
CPI 92.3 98.8 6.54 <.01 .60
n = 37; ages 4:9-7:6
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WPPSI-IV Introductory Webinar Adam Scheller, Ph.D.
2/21/2013
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English Language Learners
Composite Clinical Mean
Control Mean
Mean
Diff. p value Std. Diff.
VCI 87.6 94.8 7.18 <0.01 .62
VSI 102.8 97.8 -5.00 .10 -.35
FRI 98.6 97.6 -1.00 .73 -.08
WMI 98.7 99.5 .85 .74 .07
PSI 104.0 100.6 -3.44 .23 -.27
FSIQ 95.2 96.8 1.64 .42 .14
VAI 88.5 93.4 4.97 .05 .36
NVI 100.6 98.2 -2.36 .35 -.20
GAI 92.5 95.2 2.61 .18 .24
CPI 102.4 100.9 -1.48 .55 -.12
n = 33; ages 2:7-7:6
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Intellectual Disability-Moderate Severity
Composite Clinical Mean
Control Mean
Mean
Diff. p value Std. Diff.
VCI 53.8 100.0 46.27 <.01 4.14
VSI 54.9 100.2 45.27 <.01 3.76
FRI 56.9 97.4 40.44 <.01 3.09
WMI 54.8 98.9 44.15 <.01 3.67
PSI 53.3 96.7 43.48 <.01 3.43
FSIQ 50.0 99.6 49.53 <.01 4.00
VAI 55.0 10.7 45.70 <.01 3.96
NVI 51.8 98.6 46.79 <.01 3.65
GAI 49.8 100.3 50.56 <.01 4.32
CPI 47.6 96.9 49.3 <.01 4.32
n = 34; ages 2:6-7:6
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Autistic Disorder
Composite Clinical Mean
Control Mean
Mean
Diff. p value Std. Diff.
VCI 75.2 102.7 27.45 <.01 2.47
VSI 87.6 101.7 14.11 <.01 .93
FRI 83.9 100.6 16.71 <.01 1.09
WMI 84.1 99.6 15.57 <.01 1.02
PSI 73.7 99.6 25.91 <.01 1.90
FSIQ 77.6 100.4 22.83 <.01 1.91
VAI 78.9 101.6 22.63 <.01 1.66
NVI 80.9 99.0 18.08 <.01 1.30
GAI 78.5 101.5 22.97 <.01 183
CPI 75.9 99.2 23.30 <.01 1.81
n = 38; ages 2:10-7:6
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FAQs
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Basic Training Included with Kit!
• 24/7 online training
• Welcome email with access information
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Post-Publication Activities
• Out of level testing for older children taking the younger battery
• Out of level testing for younger children taking the older battery
• Extended norms for intellectually gifted children taking age-appropriate battery
• Using the WPPSI-IV with children who are deaf or hard of hearing
• WPPSI-IV Essentials book
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WPPSI-IV Introductory Webinar Adam Scheller, Ph.D.
2/21/2013
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WPPSI-IV Informational Series
Other sessions available to view now!
1) Overview of the WPPSI-IV Revision Goals
2) Developmentally Appropriate Features of the WPPSI-IV
3) Working Memory
4) WPPSI-IV Factor Structure
www.PsychCorp.com/WPPSI-IV
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For Customers in the USA
For more information regarding WPPSI-IV availability and
pricing please call…
1-800-627-7271 (USA)
Or visit…
psychcorp.pearsonassessments.com
For Customers in Canada
For more information regarding
WPPSI-IV availability and
pricing please call…
1-866-335-8418 (Canada)
or email… Customer Care Canada: [email protected]
Thank you for attending!
Specific Webinar-Related Comments or Questions
Adam Scheller, PhD, NCSP
Pearson Clinical Assessment [email protected]