Description
Wechsler Intelligence Scale for Children® Fifth Edition (WISC®-V) is an intelligence test that measures a child’s intellectual ability and 5 cognitive domains that impact performance.
Wechsler Intelligence Scale for Children® Fifth Edition (WISC®-V) is an intelligence test that measures a child’s intellectual ability and 5 cognitive domains that impact performance.
Overview:
Measure a child's intellectual ability.
Age Range:Children aged 6:0–16:11
Administration:Paper-and-pencil or digital
Scoring Option:Q-global™ Scoring & Reporting or Manual Scoring
Completion Time:Core subtests: ~60 minutes
Scores/Interpretation:FSIQ, Primary Index Scores and Ancillary Index Scores
Publication Date:2014
Introducing the Wechsler Intelligence Scale for Children®–Fifth Edition, the latest version of the most proven trusted cognitive ability measure ever. Available in both a paper-and-pencil format and a digital format on Q-interactive®, the WISC–V delivers more flexibility and more content. It has been redesigned to give you a truly comprehensive picture of a child’s abilities and it includes notable improvements to make identifying the issues—and finding the solutions—faster and easier, without sacrificing the Wechsler gold standard of excellence.
Content & Administration
The WISC–V gives you flexibility and interpretive power, along with access to more subtests, so you get a broader view of a child’s cognitive abilities. New subtests are targeted to common referral questions for children such as the presence of a specific learning disability. An expanded factor structure provides new and separate visual spatial and fluid reasoning composites for all ages.
New Primary Subtests
Three new primary subtests extend the content coverage of the WISC-V and increase its practical application.
- Visual Puzzles is a new Visual Spatial subtest that measures the ability to analyze and synthesize information
- Figure Weights is a new Fluid Reasoning subtest that measures quantitative reasoning and induction
- Picture Span is a new Working Memory subtest that measures visual working memory
New Complementary Subtests
Five new complementary subtest have been added to assess cognitive processes important to academic achievement in reading, math and writing, and have shown sensitivity to specific learning disabilities and other clinical conditions. These subtests include a measure of naming facility (Naming Speed and Naming Quantity) and visual-verbal associative memory (Immediate, Delayed and Recognition Symbol Translation).
Expanded and Updated Factor Structure
The test structure includes new and separate visual spatial and fluid reasoning composites for greater interpretive clarity and a variety of levels of composites for interpretive options.
Primary Index Scales include:
- Verbal Comprehension Index (VCI)
- Visual Spatial Index (VSI)
- Working Memory Index (WMI)
- Fluid Reasoning Index (FRI)
- Processing Speed Index (PSI)
Ancillary Index Scales include:
- Quantitative Reasoning Index (QRI)
- Auditory Working Memory Index (AWMI)
- Nonverbal Index (NVI)
- General Ability Index (GAI)
- Cognitive Proficiency Index (CPI)
- Expanded Index Scores
- Verbal(Expanded Crystallized) Index(VECI)
- Expanded Fluid Index(EFI)
Complementary Index Scales include:
- Naming Speed Index (NSI)
- Symbol Translation Index (STI)
- Storage and Retrieval Index (SRI)
WISC-V Framework
Features & Benefits
More efficient and user-friendly
The WISC–V increases construct coverage without increasing testing time. So, you get a more efficient, developmentally appropriate measure– and still have time to assess other domains of interest.
- Efficiently produce all primary index scores
- Significantly reduced testing time to obtain the FSIQ
- Simplified instructions with reduced vocabulary level, shorter discontinue rules, and refined scoring criteria
- Five primary index scores, the FSIQ as well as three of the five ancillary index scores can be obtained through the ten primary subtests
More interpretive power
- WISC–V provides statistical links to two measures of academic achievement, the KTEA-3 and the WIAT–III, to support more flexible evaluation of specific learning disabilities and two major approaches to specific learning disability identification: pattern of strengths and weaknesses analyses and ability-achievement discrepancy analyses
- Expanded score analysis approach highlights index- and subtest-level strength and weaknesses analyses
- Separate visual spatial and fluid reasoning composite scores results in greater interpretive clarity
- Selection of process scores has been greatly expanded to enhance the depth of interpretation and understanding of performance
Updated psychometric properties
- Updated normative sample standardized on 2,200 children aged 6:0–16:11
- Normative sample stratified to match current U.S. census data based on sex, race/ethnicity, parent education level, and geographic region for each age group
- Strong subtest floors and ceilings facilitate accurate measurement at the extremes of cognitive ability
- Comparable or improved reliability for subtest and composite scores
Updated studies
- Updated special group studies
- Updated validity studies with other measures including WISC–IV, WPPSI–IV, WAIS–IV, WIAT–III, KTEA-3, Vineland-II, and BASC-2
- Expanded validity evidence for the Q-interactive version, including construct validity studies and equivalence of Q-interactive and paper/pencil formats, and special group studies to examine patterns of performance of children from frequently-tested populations
Users & Applications
School psychologists, clinical psychologists and neuropsychologists working in schools, clinics, hospitals, universities and forensics can use the WISC–V for diverse applications such as:
- identifying intellectual disabilities,
- identifying and diagnosing learning disabilities/disorders,
- evaluating of cognitive processing strengths and weaknesses,
- assessing for giftedness, and
- assessing the impact of brain injuries
Scoring and Reporting
WISC-V scoring options include: Q-global, real-time automated scoring on Q-interactive, or manual scoring
Q-global
In addition to manual scoring, WISC–V is available on Q-global™, Pearson’s web-based scoring and reporting system.
Q-global offers:
- 24/7 secure, web-based access
- Portability: Q-global can be used on mobile devices such as a laptop or tablet
- On-demand, reliable scoring and comprehensive reporting solutions
Two options for scoring and reporting the WISC-V are available on Q-global.
The first option is to pay-per-report. Customers who administer the WISC-V only a few times each year, or those who want the flexibility to pay only as the assessment is used, may prefer this option.
The second option is to select an “unlimited use” subscription, where one user of the WISC-V gets unlimited scoring and reporting for one, three, or five years depending on the selected term of the subscription. This may be a better option for customers who administer the WISC-V several times each year—and don’t want to worry about keeping track of their report expenses.
WISC-V Reports available on Q-global:
Score Reports
- Automatically converts total raw scores to subtest scaled scores
- Automatically converts sums of scaled scores to composites scores, including the FSIQ and numerous index scores
- Performs score comparisons at the index and subtest levels
- Generates score reports with tables and graphs
- Ability Achievement Discrepancy and PSW analyses available at no extra charge through the selected achievement report (WIAT-III or KTEA-3)
Interpretive Reports
In addition to the full scoring information available in the WISC–V Score Report, the WISC–V Interpretive Report includes narrative interpretation of scores, including:
- Narrative summary of the child’s background, history, and test behaviors
- Interpretation of the Full Scale IQ and all primary, ancillary and complementary index scores
- Integration of the reason for referral in test score interpretation
- Recommendations based on WISC–V performance
- Optional Parent Summary Report
Q-interactive
With WISC–V digital on Q-interactive you can:
- Create custom batteries by choosing subtests from the WISC–V and other assessment instruments.
- Get access to the full menu of WISC–V subtests anytime and anywhere.
- Select and add a subtest in real time, without having to reschedule another testing session.
- Integrate seamlessly with WIAT–III and KTEA-3 to address both cognitive and achievement components and help improve student outcomes in the classroom.
- Administer a more standardized administration and simplify the management of WISC–V so you can focus on what is important — the child.
- Take advantage of the system’s portability and increased engagement of examinee.
- Record verbal subtest responses using audio capture.
- Get a scaled-score immediately after finishing a subtest, to increase speed and accuracy.
- More easily capture and reproduce the students block construction.
- Simplify the monitoring of timed items with a 10-second reminder feature.
Q-interactive can help you transform the way you work. It’s innovative and intuitive. And it makes assessments easier to administer, improving analysis and productivity. Bottom line? You can achieve optimum outcomes quicker and easier than ever.
Materials
Intervention Guide for LD Subtypes
NEW! Essentials of WISC-V Integrated Assessment
This book provides in-depth information on new administration, scoring, and interpretation procedures specific to the WISC-V and the WISC-V Integrated. Read the full description
WISC-V Assessment and Interpretation book description
Purchase book
Intelligent Testing with the WISC-V book description
Purchase book
Manual Supplement
WISC-V Technical and Interpretive Manual Supplement
View this supplement for the results of the WISC-V clinical validity studies with other measures and additional tables
Technical Reports
- WISC-V Technical Report 1: Expanded Index Scores
- WISC-V Technical Report 2: Testing Children Who Are Deaf or Hard of Hearing
- WISC-V Technical Report 3: Using the WASI-II with the WISC-V
- WISC-V Technical Report 4: WISC-V Special Group Study: Children with Hearing Differences Who Utilize Spoken Language and Have Assistive Technology
- Q-interactive Technical Report 8: Equivalence of Q-interactive and Paper Administrations of Cognitive Tasks: WISC-V
- Q-interactive Special Group Studies: The WISC-V and Children with Intellectual Giftedness and Intellectual Disability
- Q-interactive Special Group Studies: The WISC-V and Children with Autism Spectrum Disorder and Accompanying Language Impairment or Attention Deficit/Hyperactivity Disorder
- Q-interactive Special Group Studies: The WISC-V and Children with Special Learning Disorders with Reading and Mathematics
- WISC-V Coding and Symbol Search in Digital Format: Reliability, Validity, Special Group Studies, and Interpretation
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FREE Online Introductory Training is available exclusively to WISC-V users (WISC-V paper-and-pencil format or WISC-V digital format on Q-interactive)!
Orientation Training Series
These brief, pre-recorded sessions have been developed to familiarize you with the WISC-V. All you need is access to the Internet and the sound enabled on your computer. Please keep in mind that the session may take a few minutes to load.
Additional Training
This 24-minute presentation describes when and how to use the General Ability Index from the Wechsler Intelligence Scale for Children, Fifth Edition. As a result of the presentation, clinicians will be able to describe the GAI, and to determine when it should be calculated and used.
This 25-minute presentation describes when and how to use contrast scores from the Wechsler Intelligence Scale for Children, Fifth Edition (WISC–V). As a result of the presentation, clinicians will be able to describe, derive, and interpret the WISC–V contrast scores.
Pre-recorded Webinars
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New WISC-V Nonexpressive and Nonmotor Composite and Index Scores: WISC-V Accessibility for Children with Expressive and/or Motor Difficulties through the WISC-V Integrated
Presenter: Susan Engi Raiford, PhD
This webinar is designed to inform practitioners how to adjust WISC-V use for children with expressive or motor difficulties. The WISC-V and WISC-V Integrated can be used to derive new WISC-V composite and index scores that are designed for the challenging situations that arise when assessing children with expressive language and/or motor difficulties.
Explore these new composite scores, based on the WISC-V and WISC-V Integrated standardization data, and learn to improve practical utility for these specific clinical situations. The new composite and index scores will be applied to clinical vignettes, and practitioners will learn about how to obtain and interpret these new scores.
Date: Apr 25, 2018
Video: New WISC-V Nonexpressive and Nonmotor Composite and Index Scores
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Assessing Cognitive Abilities of ELLs Using WISC-V Spanish
Presenter: Gloria Maccow, PhD & Jarett Lehner
Clinicians who assess cognitive abilities of children from diverse cultural and linguistic backgrounds encounter unique challenges and complexities. In many cases, they need methods to tease out the impact of non-cognitive factors (e.g., acculturation, socioeconomic status, educational disadvantage, bilingualism) that may affect the child’s performance on cognitive tests.
The Wechsler Intelligence Scale for Children–Fifth Edition Spanish (WISC–V Spanish) is a culturally and linguistically valid test of cognitive ability for use with Spanish-speaking children ages 6 through 16 years. In addition to providing information on cognitive abilities including verbal comprehension, visual-spatial, fluid reasoning, working memory, and processing speed, the WISC–V Spanish offers language-environment adjusted scores for the verbal subtests and indexes. The WISC–V Spanish is available in digital format using Pearson’s Q-interactive platform, and in the traditional paper format.
This session will describe the structure of the WISC–V Spanish, features of subtest administration, and interpretation of the language-environment adjusted scores. The session will include a live demonstration of the digital assessment platform.
Date: Nov 30, 2017
Video: Assessing Cognitive Abilities of ELLs Using WISC-V Spanish
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Case Study Applications of the WISC-V in Cross-Battery Assessment and SLD Identification Using X-BASS
Presenter: Dawn P Flanagan, PhD
Participants will learn about the clinical utility of the WISC-V for SLD Identification using X-BASS. A time-efficient, diagnostic, cross-battery assessment will be presented and case study data will be entered in X-BASS v2.0 to demonstrate important functions of the program that are not widely understood. Also, a few common misperceptions about Cross-Battery Assessment and its use for SLD identification via X-BASS will be dispelled through excerpts from case studies.
Date: Sep 29, 2017
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Introducing WISC-V Spanish
Presenter: Gloria Maccow, PhD, James Henke
The Wechsler Intelligence Scale for Children–Fifth Edition Spanish (WISC-V Spanish) will be available soon! The WISC-V Spanish is a culturally and linguistically valid test of cognitive ability for use with Spanish–speaking children ages 6 through 16 years. The instrument combines the power of the Wechsler scales and the technology of Pearson’s Q-interactive system, and will be available exclusively in a digital format.
This session will describe the structure of the WISC-V Spanish and the use of touch-screen digital technology for administration and scoring. Participants will be able to examine features of the digital assessment platform through a live demonstration.
Date: Dec 14, 2016
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Why doesn’t Sam complete assignments in a timely manner? More importantly, what can we do about it? Case Study with WISC-V
Presenter: Amy Dilworth Gabel, Ph.D., NCSP
Join us for this case-study based webinar to see how the WISC-V is used as part of a comprehensive assessment to understand why “Sam” (aka “Sample”) experiences difficulty completing class assignments and homework in a timely manner. During the session, we’ll look at Sam’s earned scores on the WISC-V and other measures and discuss how to interpret these findings in context. A report of the scores Sam earned will be distributed prior to the session so that participants can come prepared to focus on making sense of the data, rather than simply a review of the results.
Date: Aug 31, 2016
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Application of Cognitive Hypothesis Testing Using PSW Analysis
Presenter: Adam Scheller, Ph.D., Senior Educational Consultant with Pearson Clinical Assessment
School districts across the country have adopted new and modified old(er) special education evaluation processes in line with the requirements outlined in IDEIA 2004. Since this revised legislation opened the door for schools to use several different means to qualify students with special education needs, we have witnessed an explosion of RTI programs and a subsequent decline in discrepancy-model usage. However, one area included in the law has received less fanfare, the process of analysing the concordance (and thus discordance) between related cognitive and academic processes. During this one-hour webinar Dr. Scheller will review this process of cognitive hypothesis testing by taking an in-depth look at how to apply widely used assessments such as the WISC-V, KTEA-3, and WIAT-III. Dr. Scheller’s goal in this one-hour webinar will be to help take clinicians to a level of detail and accuracy when forming and testing hypotheses about a child’s patterns of thinking and learning.
Date: May 20, 2016
PDF: Application of Cognitive Hypothesis Testing Using PSW Analysis Video: Application of Cognitive Hypothesis Testing Using PSW Analysis
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Differentiating an Intellectual Disability from a Learning Difference
Presenter: Gloria Maccow, PhD
When a student is struggling to master grade-level objectives, in spite of effective teaching, teachers often wonder if the student is capable of learning at the expected rate. A comprehensive psychoeducational evaluation may be conducted to determine if observed academic difficulties are due to lower cognitive abilities or to a pattern of cognitive strengths and weaknesses. This webinar will use a case study to show how data from the WISC-V and WISC-V Integrated, in conjunction with data from other sources, can help clinicians to make diagnostic decisions and generate recommendations for intervention. Participants will learn how to select appropriate assessments, identify the need for additional assessment, and analyze all of the data to determine educational need.
Date: Apr 06, 2016
PDF: Differentiating an Intellectual Disability from a Learning Difference Video: Differentiating an Intellectual Disability from a Learning Difference
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Introducing the new digital versions of WISC-V Coding and Symbol Search
Presenter: Susan (Susie) Engi Raiford, Ph.D and James Henke
Join us for an overview of the digital administration of WISC-V Coding and Symbol Search on Q-interactive, an iPad®- and web-based digital assessment system that engages examinees, increases portability, and provides you the ultimate tools for accuracy and efficiency.
Through this live demonstration, learn how to administer these subtests on Q-interactive and receive an overview of the research that supports their use.
Date: Mar 17, 2016
Video: Introducing the new digital versions of WISC-V Coding and Symbol Search
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Unleashing the Power of WISC-V and WISC-V Integrated
Presenter: Gloria Maccow, PhD
In conducting psychological evaluations, clinicians focus on the accuracy of the examinee’s responses as well as on the behaviors the examinee exhibits while solving problems. This emphasis on the quantitative results as well as on qualitative information is known as the process approach to interpretation. The purpose of this presentation is to describe how clinicians can use a process-oriented assessment, the WISC-V Integrated, to understand the cognitive abilities that contribute to a child’s performance on the WISC-V subtests. Using a case study approach, the presenter will illustrate how clinicians can use data from the WISC-V and the WISC-V Integrated to describe cognitive strengths and weaknesses, make diagnostic decisions, and generate strategies as part of a treatment plan or educational program.
Date: Nov 17, 2015
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Are you Ready? Using the new WISC-V
Presenter: Adam Scheller, PhD
This session is designed will provide essential information to practitioners as they familiarize themselves with the Wechsler intelligence Scale for Children – Fifth Edition (WISC-V). The focus of the session will be to take a deeper dive into how the revisions to the Scale better inform clinicians, parents, and educators about how a student’s cognitive needs and strengths impact learning and other daily activities. Content is intended for those practitioners who routinely assess students between the ages of 6 and 16 for the provision of special services, and have attended one of the live or recorded introductory sessions. During the presentation, participants will gain practical information to help them in using the WISC-V as part of a comprehensive evaluation. Particular emphasis will be placed on the new components of the WISC-V, such as new subtests, index, and ancillary scores.
Digital or Paper- You Now Have a Choice!
This session is applicable whether you choose to use WISC-V in traditional paper and pencil format or on Q-interactive. If you are looking for a more detailed description of Q-interactive and WISC-V, we encourage you to attend a recorded session regarding the WISC-V on Q-interactive, or a Q-interactive Overview webinar.
Date: Aug 20, 2015
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Advanced Interpretation of the WISC-V
Presenter: Amy Gabel, PhD
The test structure of the WISC–V was influenced by structural models of intelligence, neurodevelopmental theory and neurocognitive research, and research with clinical populations. The changes in conceptual structure, along with changes to the score differences comparison methodology, and the expansion of process scores enhance the interpretive clarity of the instrument. For example:
- The availability of separate Visual-Spatial and Fluid Reasoning index scores on the WISC-V allows clinicians to better understand why a child is struggling to perform specific academic skills.
- The addition of visual working memory enhances the scale’s clinical utility due to the domain-specific differential sensitivity of auditory and visual working memory tasks to a wide variety of clinical conditions.
- Complementary subtests provide information on the cognitive processes associated with reading, mathematics, and writing skills.
This one-hour webinar will focus on the interpretation of the WISC-V. The presenter will describe primary, ancillary, and complementary indexes and will use sample data to illustrate the interpretive process. As a result of the session, participants will be able to describe:
- The cognitive processes represented by the WISC-V index scores,
- The theoretical link between specific cognitive abilities and specific academic skills, and
- How to use performance on the WISC-V to generate hypotheses about processing deficits.
Date: Jul 15, 2015
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Advanced Interpretation of the WISC-V
Presenter: Gloria Maccow, PhD
The test structure of the WISC–V was influenced by structural models of intelligence, neurodevelopmental theory and neurocognitive research, and research with clinical populations. The changes in conceptual structure, along with changes to the score differences comparison methodology, and the expansion of process scores enhance the interpretive clarity of the instrument. For example:
- The availability of separate Visual-Spatial and Fluid Reasoning index scores on the WISC-V allows clinicians to better understand why a child is struggling to perform specific academic skills.
- The addition of visual working memory enhances the scale’s clinical utility due to the domain-specific differential sensitivity of auditory and visual working memory tasks to a wide variety of clinical conditions.
- Complementary subtests provide information on the cognitive processes associated with reading, mathematics, and writing skills.
This one-hour webinar will focus on the interpretation of the WISC-V. The presenter will describe primary, ancillary, and complementary indexes and will use sample data to illustrate the interpretive process. As a result of the session, participants will be able to describe:
- The cognitive processes represented by the WISC-V index scores,
- The theoretical link between specific cognitive abilities and specific academic skills, and
- How to use performance on the WISC-V to generate hypotheses about processing deficits.
Date: Apr 29, 2015
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Advanced Interpretation of the WISC-V
Presenter: Gloria Maccow, PhD
The test structure of the WISC–V was influenced by structural models of intelligence, neurodevelopmental theory and neurocognitive research, and research with clinical populations. The changes in conceptual structure, along with changes to the score differences comparison methodology, and the expansion of process scores enhance the interpretive clarity of the instrument. For example:
- The availability of separate Visual-Spatial and Fluid Reasoning index scores on the WISC-V allows clinicians to better understand why a child is struggling to perform specific academic skills.
- The addition of visual working memory enhances the scale’s clinical utility due to the domain-specific differential sensitivity of auditory and visual working memory tasks to a wide variety of clinical conditions.
- Complementary subtests provide information on the cognitive processes associated with reading, mathematics, and writing skills.
This one-hour webinar will focus on the interpretation of the WISC-V. The presenter will describe primary, ancillary, and complementary indexes and will use sample data to illustrate the interpretive process. As a result of the session, participants will be able to describe:
- The cognitive processes represented by the WISC-V index scores,
- The theoretical link between specific cognitive abilities and specific academic skills, and
- How to use performance on the WISC-V to generate hypotheses about processing deficits.
Date: Mar 18, 2015
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Advanced Interpretation of the WISC-V
Presenter: Gloria Maccow, PhD
The test structure of the WISC–V was influenced by structural models of intelligence, neurodevelopmental theory and neurocognitive research, and research with clinical populations. The changes in conceptual structure, along with changes to the score differences comparison methodology, and the expansion of process scores enhance the interpretive clarity of the instrument. For example:
- The availability of separate Visual-Spatial and Fluid Reasoning index scores on the WISC-V allows clinicians to better understand why a child is struggling to perform specific academic skills.
- The addition of visual working memory enhances the scale’s clinical utility due to the domain-specific differential sensitivity of auditory and visual working memory tasks to a wide variety of clinical conditions.
- Complementary subtests provide information on the cognitive processes associated with reading, mathematics, and writing skills.
This one-hour webinar will focus on the interpretation of the WISC-V. The presenter will describe primary, ancillary, and complementary indexes and will use sample data to illustrate the interpretive process. As a result of the session, participants will be able to describe:
- The cognitive processes represented by the WISC-V index scores,
- The theoretical link between specific cognitive abilities and specific academic skills, and
- How to use performance on the WISC-V to generate hypotheses about processing deficits.
Date: Feb 05, 2015
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Unleashing the Power of the WISC-V
Presenter: Adam Scheller, PhD
This session provides essential information to practitioners wishing to learn more about the use and interpretation of the Wechsler intelligence Scale for Children – Fifth Edition (WISC-V). This session will take a deeper dive into how to use the WISC-V results to inform clinicians, parents, and educators about how a student’s cognitive needs and strengths impact learning and other daily activities. Content is intended for those practitioners who routinely assess students between the ages of 6 and 16 for the provision of special services, and have administered the WISC-V. During the presentation, participants will gain practical information to help them in using the WISC-V as part of a comprehensive evaluation. Particular emphasis will be placed on the new components of the WISC-V, such as new subtests, index, and ancillary scores.
Digital or Paper- You Now Have a Choice!
This session is applicable whether you choose to use WISC-V in traditional paper and pencil format or on Q-interactive. If you are looking for a more detailed description of Q-interactive and WISC-V, we encourage you to attend a recorded session regarding the WISC-V on Q-interactive, or a Q-interactive Overview webinar.
Date: Jan 20, 2015
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Unleashing the Power of the WISC-V
Presenter: Gloria Maccow, PhD
This session provides essential information to practitioners wishing to learn more about the use and interpretation of the Wechsler intelligence Scale for Children – Fifth Edition (WISC-V). This session will take a deeper dive into how to use the WISC-V results to inform clinicians, parents, and educators about how a student’s cognitive needs and strengths impact learning and other daily activities. Content is intended for those practitioners who routinely assess students between the ages of 6 and 16 for the provision of special services, and have administered the WISC-V. During the presentation, participants will gain practical information to help them in using the WISC-V as part of a comprehensive evaluation. Particular emphasis will be placed on the new components of the WISC-V, such as new subtests, index, and ancillary scores.
Digital or Paper- You Now Have a Choice!
This session is applicable whether you choose to use WISC-V in traditional paper and pencil format or on Q-interactive. If you are looking for a more detailed description of Q-interactive and WISC-V, we encourage you to attend a recorded session regarding the WISC-V on Q-interactive, or a Q-interactive Overview webinar.
Date: Nov 19, 2014
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Are you Ready? Using the new WISC-V
Presenter: Amy Dilworth Gabel, PhD Training and Client Consultation Director, Pearson Clinical Assessment
This session is designed will provide essential information to practitioners as they familiarize themselves with the Wechsler intelligence Scale for Children – Fifth Edition (WISC-V). The focus of the session will be to take a deeper dive into how the revisions to the Scale better inform clinicians, parents, and educators about how a student’s cognitive needs and strengths impact learning and other daily activities. Content is intended for those practitioners who routinely assess students between the ages of 6 and 16 for the provision of special services, and have attended one of the live or recorded introductory sessions. During the presentation, participants will gain practical information to help them in using the WISC-V as part of a comprehensive evaluation. Particular emphasis will be placed on the new components of the WISC-V, such as new subtests, index, and ancillary scores.
Digital or Paper- You Now Have a Choice!
This session is applicable whether you choose to use WISC-V in traditional paper and pencil format or on Q-interactive. If you are looking for a more detailed description of Q-interactive and WISC-V, we encourage you to attend a recorded session regarding the WISC-V on Q-interactive, or a Q-interactive Overview webinar.
Date: Oct 20, 2014
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Preparing for WISC-V: Essential Information
Presenter: Amy Dilworth Gabel, PhD
This session is designed to go somewhat beyond the overviews of the Wechsler intelligence Scale for Children – Fifth Edition (WISC-V) that have been previously presented. The focus of this session will be to take a deeper dive into how the revisions to the Scale better inform clinicians, parents, and educators about how a student’s cognitive needs and strengths impact learning and other daily activities. Content is intended for those practitioners who routinely assess students between the ages of 6 and 16 for the provision of special services, and have attended one of the live or recorded introductory sessions. During the presentation, participants gain information to help them in using the WISC-V to understand student needs. Particular emphasis will be placed on the new components of the WISC-V, such as new subtests, index, and ancillary scores.
Digital or Paper- You Now Have a Choice!
This session is applicable whether you choose to use WISC-V in traditional paper and pencil format or on Q-interactive. If you are looking for a more detailed description of Q-interactive and WISC-V, we encourage you to attend a recorded session regarding the WISC-V on Q-interactive, or a Q-interactive Overview webinarDate: Sep 16, 2014
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Preparing for WISC-V: Essential Information
Presenter: Amy Dilworth Gabel, PhD
This session is designed to go somewhat beyond the overviews of the Wechsler intelligence Scale for Children – Fifth Edition (WISC-V) that have been previously presented. The focus of this session will be to take a deeper dive into how the revisions to the Scale better inform clinicians, parents, and educators about how a student’s cognitive needs and strengths impact learning and other daily activities. Content is intended for those practitioners who routinely assess students between the ages of 6 and 16 for the provision of special services, and have attended one of the live or recorded introductory sessions. During the presentation, participants gain information to help them in using the WISC-V to understand student needs. Particular emphasis will be placed on the new components of the WISC-V, such as new subtests, index, and ancillary scores.
Digital or Paper- You Now Have a Choice!
This session is applicable whether you choose to use WISC-V in traditional paper and pencil format or on Q-interactive. If you are looking for a more detailed description of Q-interactive and WISC-V, we encourage you to attend a recorded session regarding the WISC-V on Q-interactive, or a Q-interactive Overview webinarDate: Aug 21, 2014
Video: Advanced Interpretation of the WISC-VQuestions
Frequently asked questions follow. Click on a question to see the response.
Q-interactive
- Frequently Asked Questions
Test Framework, Revision Goals, and General Practice Issues
- How has the test structure changed?
- Was the WISC–V designed to line up with Cattell-Horn-Carroll (CHC) theory?
- Is the WISC–V quicker to administer than the WISC–IV?
- Is there information in the WISC–V Technical and Interpretive Manual about the proportions of children with various clinical conditions that were included in the normative sample? Are norms available that do not include children from these special groups?
- What are the recommendations for using the WISC–V over the WAIS–IV when evaluating examinees aged 16?
- How long do professionals have to transition from using the WISC–IV to using the WISC–V?
- What is the appropriate composite score to use when evaluating for a specific learning disability using ability-achievement discrepancy analyses?
- Does the WISC–V support use of a pattern of strengths and weaknesses approach to learning disability evaluation?
- Should I provide teaching on any teaching item to which the child responds incorrectly, or only for the first two items administered?
- I have noticed children getting correct answers but just after the time limit has expired. These children had the correct answers but were just somewhat slower in responding. Are these children penalized due to their slow processing speed rather than their cognitive abilities on these higher-level cognitive reasoning tasks? For any of the subtests, did the WISC–V standardization research compare the accuracy of answers versus just their time-based raw scores?
- I found a discrepancy between two scores that is rare and unusual, but I am unsure how to interpret it. Is there somewhere I can see specifics?
- Is color-blindness a factor on the WISC–V?
- When will extended norms be available for the WISC–V?
- I read an article in which the authors suggest that interpretation should rely primarily on the FSIQ and that I should only cautiously interpret at the index level, if at all. In another article, the authors assert that index scores should be the primary level of interpretation and the FSIQ shouldn’t be interpreted. Which view should I use for interpretation?
Subtests
- Is teaching allowed on the sample items to ensure that children understand the expectations of the subtests?
- Why was Comprehension not chosen as a primary subtest? From a language perspective, it provides a richer sense of the child’s ability to answer open-ended questions, a more authentic skill for real-life.
- Why was Word Reasoning dropped?
- Did you consider removing the time bonuses for Block Design?
- Why was Picture Completion dropped?
- How does Block Design work with children with motor deficits such as cerebral palsy? Is there an alternative test?
- How does interpretation of Arithmetic change now that it is classified as a Fluid Reasoning subtest?
- Are the Comprehension items updated?
- I tested a child aged (6, 7, or 8) and the Naming Speed Quantity score came out unusually high. Did I make a scoring error?
- Are there out of level norms for children with low cognitive ability on Naming Speed Literacy (i.e., for those who don’t know the names of all the letters and numbers)?
- How will color blindness be handled in the Naming Speed Literacy subtest?
- For the BDp score, if a child has to take both trials of an item, do you use the correct placement of blocks on Trial 2 only to get the optional partial score for that item?
- For the BDp score, if a child has the correct design but rotates it 30 or more degrees, is the optional partial score for that item equal to 0?
- For the BDp score, if a child commits a dimension error, which blocks are counted as correct?
- For Naming Speed Literacy, the top table on the Process Analysis page of the Record Form provides a space to complete the NSLn raw score and scaled score. However, it indicates that this is for ages 7–8 in light blue ink within the boxes. Is this also where the NSL raw score for ages 9–16 is converted for this age group? If not, where else on the Record Form would you convert the NSL raw score for ages 9–16?
- If a young child is prompted to use finger tracking and they do not comply, what is the proper course of action?
- On Visual Puzzles, if a child clearly chooses more than 3 pieces, what prompt is provided?
- On the sheet that was inserted into the WISC–V Administration and Scoring Manual Supplement to display the LPSr scores on Table C.17, are the numbers displayed for the median at age 15 and 16 correct? It seems odd that it would decrease with age.
- In testing a child between the ages of 6:0–7:11, I have obtained an extremely low score on the NSQ score that doesn’t make any sense. Is there a problem with this score?
- On Visual Puzzles, some children seem confused by the instructions that refer to a piece being on top of another piece. They seem to think that a piece cannot appear above another piece on the puzzle, rather than thinking that the instruction refers to stacking the pieces in layers. Can I give them additional help?
- Is Matrix Reasoning a timed subtest?
Composite Scores
- How is the WISC–V FSIQ different than the WISC–IV FSIQ?
- What is the fundamental difference between the FSIQ and the primary index scores?
- If there are significant discrepancies between the primary index scores (e.g., VCI, WMI), is the FSIQ still interpretable (e.g., for diagnosing intellectual disability)?
- What does the Fluid Reasoning Index (FRI) measure?
- What does the Working Memory Index (WMI) measure?
- What is the difference between primary index scores, ancillary index scores, and complementary index scores?
- Is the NVI recommended for students with varying degrees of communication deficits? Could you use the NVI to determine eligibility for students who are nonverbal?
- What is the difference between the FSIQ and the GAI?
- Are there data for the gifted population and frequency of GAI minus CPI differences?
- If I substitute a subtest when I derive the FSIQ, is it considered a standard administration?
- Can I substitute a secondary subtest for a primary subtest when deriving the FSIQ?
- How was it decided that one subtest score could or could not be substituted for another when deriving the FSIQ?
- Can I administer all of the primary and secondary subtests and choose to use the highest subtest scaled scores when computing the FSIQ?
- Why isn’t subtest substitution permitted on any of the index scores?
- Is score proration still available?
- If the Naming Speed Literacy (NSL) standard score is 90, and the Naming Speed Quantity (NSQ) standard score is 92, how is the Naming Speed Index (NSI) 89 and in the Low Average range?
- Is the Full Scale IQ invalid if index scores are discrepant? Is an index score invalid if subtests are discrepant?
- Why are there composite score differences between the WISC–IV and the WISC–V?
- I administered the WISC–V to a student who scored 65 on each of the VCI, VSI, FRI, WMI, and PSI index scores, but his FSIQ was 57. Shouldn’t it be 65?
Kit Materials
- Why is there a WISC–V Administration and Scoring Manual Supplement? What is it for? Do I need to carry it with me?
- Do I need all three stimulus books?
- Where do I record process observations and contrast scores on the Record Form? Where are the instructions about how to calculate these scores?
- On the Process Analysis page in the Raw Score to Base Rate Conversion table, the number of errors sometimes occurs with multiple base rates. For example, 1 error for a child aged 9 for BDde corresponds with both < 15 and < 10. What should I do?
Q-global Scoring and Reporting
- What is Q-global?
- When will the WISC–V score report and WISC–V interpretive report writer be available?
- Can I reprint a scoring report from Q-global at no charge?
- How do you use subtest substitution and proration for the FSIQ when scoring the WISC–V in Q-global?
- Are the allowable substitutions for primary subtests different on Q-global compared to hand scoring?
- Why are some score comparisons not available on the Q-global platform if I substitute a secondary subtest for a primary subtest?
- Are score comparisons with the KTEA–3 and the WIAT–III available on Q-global?
- What is included in the score report with the KTEA–3 and WIAT–III on Q-global?
- To use Q-global, do I need to purchase iPads or other tablets?
- Can you confirm if your Q-global program is compatible with Mac computers?
- If one purchases Q-interactive vs Q-Global, would the child’s data need to be stored in another location or would it still be uploaded?
- When you purchase Q-global scoring, can you access it from any computer connected to the Internet or only one computer in the office? Also, what are the pricing options for the reports?
Benefits of WISC-V on Q-interactive
- Access the full complement of WISC-V subtests with the tap of a button.
- Create custom batteries by combining subtests from the WISC-V and other tests such as the WIAT-III.
- Engage children by displaying stimuli on the iPad.
- Fully digitized Coding and Symbol Search subtests engage examinees and remove the need for Response Booklets, saving you space and money!
- Standardize administration and simplify the management of WISC-V materials so you can focus on what is important – the examinee.
- Automatically generate score reports, including ability-achievement discrepancy and patterns of strengths and weaknesses analyses with the WIAT-III and KTEA-3.
- Obtain scaled scores immediately after finishing a subtest, to increase speed and accuracy.
