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Copy of Wechsler Preschool and Primary Scale of Intelligence - Fourt

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Keli Duerson

on 5 December 2013

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Transcript of Copy of Wechsler Preschool and Primary Scale of Intelligence - Fourt

Wechsler Preschool and Primary Scale of Intelligence - Fourth Edition
Purpose of the WPPSI-IV
The WPPSI-IV measures cognitive development in preschoolers and young children from the ages of 2 years six months to seven years seven months (2:6 - 7:7)
By: Diana Toledo, Keli Duerson and LaTrese Stallings
"Intelligence is the global capacity to act purposefully, to think rationally and deal effectively with one's environment"
David Wechsler, PhD (1896-1981), who pioneered the field of cognitive psychology, was one of the most renowned psychologists of the 20th century. He developed the Wechsler-Bellevue Intelligence Scale, which quickly became the most widely used adult intelligence test in the United States and has authored several other highly respected tests, including the WISC (Wechsler Intelligence Scale for Children), the WAIS (Wechsler Adult Intelligence Scale), the WMS (Wechsler Memory Scale), and the WPPSI (Wechsler Preschool and Primary Scale of Intelligence).
Identify and qualify students with cognitive delays for special services
Evaluate children for cognitive delays, intellectual disabilities, autism and giftedness
Determine admittance eligibility for private schools
Determine the impact of traumatic brain injury on cognitive functions in children
Determine cognitive ability of children in question during custody hearings.
The WPPSI-IV is considered a qualification C leveled test, which means the test requires a high level of expertise in test interpretation. Individuals must...
Have licensure or certification to administer such as an educational diagnostician or evaluation specialist

A doctorate degree in psychology, education, or closely related field with formal training in the ethical administration, scoring, and interpretation of clinical assessments related to the intended use of the assessment.

Clinical psychologists, school psychologists, and neuropsychologists working in schools, clinics, hospitals, universities and forensics use the WPPSI–IV
The test is split into two ages groups which various in the total time of administration.

Ages 2:2 to 3:11 is 30-45 minutes long

Ages 4:0 to 7:7 is 45-60 minutes long

The WPPSI-IV consists of 14 subtests, divided into core, supplemental, and optional.
Structure of the WPPSI-IV
Full Scale IQ (FSIQ)
The FSIQ is usually considered the score that is most representative of general intellectual functioning (g).
2:6 - 3:11 FSIQ consists of five core subtests: Information, Receptive vocabulary, Block Design, Object Assembly, and Picture Memory. (Verbal Comprehension, Visual Spatial and Working Memory)

4:0 - 7:7 FSIQ consists of six core subtests: Information, Similarities, Block Design, Matrix Reasoning, Picture Memory, and Bug Search. (Verbal Comprehension, Visual Spatial, Fluid Reasoning, Working Memory and Processing Speed)


WPPSI-IV INDEXES
The nine indexes of the WPPSI-IV is divided into two categories: primary and ancillary.

Primary Index
- composite scores that are typically obtained for a comprehensive evaluation of cognitive ability, including the Verbal Comprehension Index, Visual Spatial Index, Fluid Reasoning Index, Working Memory Index, and Processing Speed Index

Ancillary Index
- includes the Vocabulary Acquisition Index, Nonverbal Index, General Ability Index, and Cognitive Proficiency Index. The ancillary index scores may be used to provide additional or supporting information regarding a child’s WPPSI–IV performance.



Additional Interpretations
Vocabulary Acquisition Index (VAI) - provides additional information about the performance of children with expressive language issues and is an indicator of the child’s acquisition of receptive and expressive vocabulary.

General Ability Index (GAI) – provides an estimate of general ability that is less reliant on working memory and processing speed relative to the FSIQ. Children who have a learning disability, ADHD, Language Disorder, or autism spectrum disorders, may obtain lower FSIQ scores so you would interpret the GAI. It provides an identification of relative strengths and weaknesses that are based on comparisons between general ability and other cognitive functions.

VAI Nonverbal Index (NVI) – offers an estimate of overall ability for children using subtests that do not require any verbal responses. It may offer a more appropriate estimate of overall ability than the FSIQ for children with expressive language problems, with clinical conditions associated with expressive language issues (e.g., autism spectrum disorders), or who are English language learners.

Cognitive Proficiency Index (CPI) - provides an estimate of the efficiency with which cognitive information is processed in the service of learning, problem solving, and higher order reasoning. It is based on Working Memory and Processing Speed subtests, and can be compared to the GAI for ages 4:0–7:7.
The Verbal Comprehension Index measures the knowledge acquired from a child’s environment, verbal concept formation, in other words , the ability to reason verbally. The index consists of Information, Similiarities and Receptive Vocabulary
The Information subtest requires the answering of questions verbally or by pointing that address a broad range of general knowledge topics
The Similiarities subtest requires selecting a picture in the same category as pictures shown or describing how two objects or concepts are similar
Receptive Vocabulary requires selecting the response that best represents a word
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The Visual Spatial Index measures the visual spatial processing, integration and synthesis of part-whole relationships, attentiveness to visual detail, nonverbal concept formation, and visual-motor integration. The index includes Block Design and Object Assembly.
Block Design requires using blocks to recreate a given design
Object Assembly requires assembling pieces of a puzzle
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The Fluid Reasoning Index measure of inductive reasoning, broad visual intelligence, simultaneous processing, conceptual thinking, and classification ability
Matrix Reasoning requires selecting a response to complete a matrix
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Picture Memory requires selecting the picture of previously viewed stimulus
The Working Memory Index measures
auditory information
ability to memorize new information, store it in short-term memory, concentrate and use that information
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Bug Search requires within timed limits, marking the bug in the search group that matches the target bug
The Processing Speed Index measures the child’s ability to quickly and correctly scan or discriminate simple visual information
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Full transcript