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Use of the WISC-IV in the Identification of Intellectual Giftedness Presented by Dawn P. Flanagan, Ph.D. St. John’s University and Child Study Center Yale University, School of Medicine 1 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.

Theory-Practice Gap

Examples

Progress in Psychometric Theories of Intelligence General Ability

Dichotomous Abilities

Multiple Intelligences (Incomplete)

Spearman

Original Gf-Gc

Thurstone PMAs

Cattell-Horn Gf-Gc

SimultaneousSuccessive

PASS

Carroll Three Stratum

Multiple Intelligences (“Complete”)

CHC Theory

Theory-Practice Gap

Progress in Applied Measurement of Intelligence Most intellectual assessment practice was here StanfordBinet LM

Wechsler (Rs) K-ABC KAIT

CAS DAS SB:IV WAIS-III WISC-III WJ

1970s to Late 1990s

WJ-R

WJ-III

KABC-II SB:5 IV

CHC Cross-Battery Approach

2000 to Present

Interacting Cognitive and Non-cognitive Factors Woodcock Gf-Gc Cognitive Performance and Information Processing Models Snow’s Theory of Aptitudes and Aptitude Complexes

Woodcock Gf-Gc Information Processing Diagnostic Worksheet

2

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.

Cattell-Horn-Carroll (CHC) Theory Fluid Intelligence (Gf)

General Sequential Reasoning Induction

Quantitative Knowledge (Gq)

Crystallized Intelligence (Gc)

Reading and Writing (Grw)

Short-Term Memory (Gsm)

Math. Know.

Language Develop.

Reading Decoding

Memory Span

Math. Ach.

Lexical Knowl.

Reading Comp.

Learning Abilities

Quantitative Reasoning

Listening Ability

Piagetian Reasoning

General Info.

Speed of Reasoning

Info. about Culture General Science Info. Geography Ach. Comm. Ability Oral Production & Fluency Gram. Sensitivity Foreign Language Proficiency Foreign Language Aptitude

Verbal Language Comp. Cloze Ability Spelling Ability Writing Ability English Usage Knowledge Reading Speed

Visual Processing (Gv)

Visualization Spatial Relations Visual Memory Closure Speed Flexibility of Closure Spatial Scanning Serial Perceptual Integration Length Estimation Perceptual Illusions Perceptual Alternations

Auditory Processing (Ga)

Long-Term Storage & Retrieval (Glr)

Processing Speed (Gs)

Phon. Cdg.: Analysis

Assoc. Memory

Perceptual Speed

Phon. Cdg.: Synthesis

Mngful. Memory

Rate-ofTest Taking

Speech Snd. Discrim.

Free Recall Memory

Number Facility

Res. to Aud. Stim. Distortion Memory for Sound Patterns General Snd. Discrim. Temporal Tracking Musical Discrim. & Judgement Maintaining & Judging Rhythm

Imagery

Snd-Intensity Duration Discrim. Snd-Freq. Discrim. Hearing & Speech Threshold Absolute Pitch Sound Localization

Ideational Fluency Assoc. Fluency

Decision/ Reaction Time/Speed (Gt) Simple Reaction Time Choice Reaction Time Semantic Processing Speed Mental Comparison Speed

Expressional Fluency Naming Facility Word Fluency Figural Fluency Figural Flexibility Sensitivity to Problems Originality/ Creativity Learning Abilities

3

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.

CHC Theory and its Impact on a New Generation of Tests ¾WJ III (2001) – Based on CHC theory ¾SB5 (2003) – Based on CHC theory ¾WISC-IV (2003) – CHC terminology (e.g., Fluid Reasoning, Working Memory) ¾KABC-II (2004) – Based on CHC theory

4 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.

What’s New on the WISC-IV? Essentials of WISC-IV Assessment Flanagan and Kaufman (2004)

5 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.

A New Look at Intelligence as Operationalized by the WISC-IV ¾Most salient changes 9VIQ and PIQ were dropped 9FFD was dropped; Letter-Number Sequencing was added and combined with Digit Span -- FFD factor was re-named WMI 9Measures of Fluid Reasoning were added 9De-emphasis on time 6 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.

Figure 2.1 WISC-IV Test Framework (p. 6) VCI/Gc

PRI

Similarities

Block Design

Vocabulary

Picture Concepts

Comprehension

Matrix Reasoning

Information

Picture Completion

Word Reasoning

WMI/Gsm

FSIQ

PSI/Gs

Digit Span

Coding

Letter-Number Sequencing

Symbol Search

Arithmetic

(Gf/Gv)

Cancellation

7

Note: Supplemental subtests in italics and do not contribute to FSIQ unless substituted for a core subtest 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.

Figure 6

Hierarchical complex 3b total Standardized estimates.83

Keith et al., 2004

u1

Similarities u2

.89

Gc

Vocabulary

.75 .84

u3

Comprehension u4

.7 4

fu1

Information

Word Reasoning

.31

.85

u5

u6

.84

Gv

u7

.30 .4 2

9 .7

Block Design

.59 Picture Concepts u8

fu2

g

1.00

Matrix Reasoning u9

.45

Gf

Picture Completion

.8 5

u10

fu5

Digit Span

.65

u11

Letter-Number

.74

.79

.55

Gsm

Arithmetic

fu3

.31

Chi-Square = 186.185 df = 83 TLI = .982 CFI = .986 RMSEA = .035 SRMR = .026 AIC = 260.185

.81

.51

Gs

.48 fu4

u12

u13

Coding u14

Symbol Search u15

Cancellation

8

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.

Comprehen

Gf

Vocabulary

Information

Similarities

Gc

Comprehen

Vocabulary

Gc

WISC-IV VCI (Gc)

Similarities

WISC-III VCI (Gc)

Interpretation of the Indexes Strong 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 9 may produce the purest Gc measure

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.

Gv

Block Design

Gf

Matrix Reason

Picture Arrang

Picture Comp

Gc

Object Assem

Block Design

Gv

WISC-IV PRI (Gf/Gv)

Pic Concepts

WISC-III POI (Gv)

Interpretation of the Indexes Mostly Gv with high or low Gc confounding interpretation of Gv Through CB Method, BD and OA formed strong Gv cluster

Gf/Gv Blend Substitution of PCm may reduce Gf’s contribution to the Index and increase Gc’s contribution 10

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 FFD

WISC-IV WMI

Digit Span (Gsm-MS, WM)

Digit Span (Gsm-MS, WM)

Arithmetic (Gq; Gsm-WM)

Letter-Numb Seq (GsmWM)

Conclusions:

Arithmetic (Gq; Gsm-WM; Gf-RQ)

1. FFD and WMI are most similar if Arithmetic is substituted for LetterNumber 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

11

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 PSI

WISC-IV PSI

Symbol Search (Gs-P,R9)

Symbol Search (Gs-P,R9)

Coding (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.

12

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.

Construct Representation WISC-III

WISC-IV

¬ Ga,Glr,Gf Not represented

¬ Ga,Glr Not represented

¬ Gsm,Gq Underrepresented

¬ Gq Underrepresented

¬ Gc,Gv,Gs Adequate Representation

¬ Gc,Gv,Gs,Gsm,Gf Adequate Representation 13

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.

14 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.

15 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 3Testing Time 3Speed of Performance 3Ceilings 3 See Martin Volker and

3Gifted Validation Study reported in the WISCIV Manual 3Influence of Language and Culture on Test Performance

LeAdelle Phelps (2004) in Essentials of WISC-IV Assessment 16

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-IV Testing Time 3All 10 subtests needed to calculate the FSIQ and the four Index scores are included in the standard battery 3WISC-III required the administration of two additional tests to derive the two smaller factors 3 Conclusion: WISC-IV is more efficient, allowing for the derivation of FSIQ, VCI, PRI, WMI, and PSI in less time

17 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.

Influence of Speed of Performance 3 WISC-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 3Methodical 3Reflective 3Slower response styles 3Emphasis on optimal performance and accuracy over speed

¬ May have led to PIQ < VIQ profiles in many gifted students

18 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.

Influence of Speed of Performance 3WISC-IV has less emphasis on speed ¬PA, OA were eliminated ¬AR was moved to supplemental status ¬Reduced time bonus scoring of BD

3SS is the only subtest in the WISC-IV’s core battery that has a significant time component

19 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.

Influence of Speed of Performance 3Examiner’s should attend to the potential involvement of slower response speed on CD, SS, and BD 3PSI was lowest score on gifted samples tested with both the WISC-III and WISC-IV (110.2 and 110.6, respectively) 3Important to note that two Gs tests contribute to the WISC-IV FSIQ v. one on the WISC-III

20 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.

Influence of Speed on Performance 3BD has a no-time condition 3Not useful in identification of intellectually gifted above the age of 8 3Time bonuses are essentials for Above Average performance on BD

21 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.

22 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.

Ceilings of the WISC-IV 3All core battery (and supplemental) subtests yield scaled scores up to 3 SDs above the mean across the age range of the test 3 One exception – Matrix Reasoning

¬ Shows a lower ceiling beginning at age 14

3 Conclusion: As compared to the WISC-III, the WISCIV has excellent ceilings that allow for more accurate discrimination at the higher end of the intellectual ability continuum

23 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.

Validity Study Using Gifted Sample Reported in WISC-IV Manual 3VCI = 124.7; PRI = 120.4 3WMI = 112.5; PSI = 110.6 3FSIQ = 128.7 3It may not be unusual to find VCI and PRI higher than WMI and PSI in children who are intellectually gifted 24 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.

Evaluation of Cognitive Abilities

Mascolo (2004). Published in Flanagan & Kaufman (2004) Essentials of WISC-IV Assessment. Wiley

Broad

WISC-IV

KABC-II

WJ III COG

Gf

Picture Concepts (I) Matrix Reasoning (I, RG) Word Reasoning (I) Arithmetic (RG)

Pattern Reasoning (I, Gv-Vz) Story Completion (I, RG, Gc-K0, Gv-Vz)

Concept Formation (I) Analysis Synthesis (RG)

Gc

Similarities (LD & VL) Picture Concepts (K0) Vocabulary (VL) Comprehension (K0) Picture Completion (K0) Information (K0) Word Reasoning (VL)

Riddles (VL, LD, Gf-RG) Expressive Vocab. (VL) Verbal Know. (VL, K0)

Verbal Comp. (VL & LD) General Info. (K0)

Ga

--

--

Incomplete Words (PC:A) Sound Blend. (PC:S) Auditory Att. (US/U3, UR)

Gv

Block Design (SR) Picture Completion (CF)

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)

Spatial Relations (Vz & SR) Picture Recognition (MV)

Gsm

Digit Span (MS & MW) Letter-# Sequencing (MW)

Word Order (MS, WM) Number Recall (MS) Hand Mvmts. (MS, Gv-MV)

Memory for Words (MS) Numbers Rev. (MW) Auditory Work. Mem. (MW)

Glr

--

Atlantis (MA & L1) Rebus (MA) Atlantis Delayed (MA, L1) Rebus Delayed (MA, L1)

Visual Aud. Learning (MA & MM) Vis.-Aud. Delayed (MA) Retrieval Fluency (FI & FA) Rapid Pic. Nam. (NA)

Gs

Coding (R9) Symbol Search (P & R9) Cancellation (P & R9)

--

Visual Matching (P & R9) Decision Speed (R4)

Gq

Arithmetic (A3)

--

25

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.

26 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 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 27 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.

Step 2: Determine the Best Way to Summarize Overall Intellectual Ability 3Step 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.

28 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.

Step 2: Determine the Best Way to Summarize Overall Intellectual Ability 3Step 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.

29 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.

Worksheet Step 2

30 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.

Step 7. WISC-IV Clinical Clusters 3Subtests can be combined in various ways to derive up to 8 Clinical Clusters, including: 1. Fluid Reasoning (Gf) 3Matrix Reasoning + Picture Concepts + Arithmetic

2. Visual Processing (Gv) 3Block Design + Picture Completion

31 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-IV Clinical Clusters 3. Nonverbal Fluid Reasoning (Gf-nonverbal) 3Matrix Reasoning + Picture Concepts

4. Verbal Fluid Reasoning (Gf-verbal) 3Similarities + Word Reasoning

5. Lexical Knowledge (Gc-VL) 3Word Reasoning + Vocabulary

32 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-IV Clinical Clusters 6. General Information (Gc-K0) 3Comprehension + Information

7. Long-Term Memory (Gc-LTM) 3Vocabulary + Information

8. Short-Term Memory (Gsm-WM) 3Letter-Number Sequencing + Digit Span

33 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.

Planned Clinical Comparisons ¾ Based on the Clinical Clusters, there are six possible comparisons that can be made 3Gf versus Gv 3Gf-nonverbal versus Gv 3Gf-nonverbal versus Gf-verbal 3Gc-VL versus Gc-K0 3Gc-LTM versus Gsm-WM 3Gc-LTM versus Gf-verbal 34 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.

Worksheet Step 7

35 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.

Worksheet Step 7 (cont’d)

36 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.

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 DEGREE OF LINGUISTIC DEMAND

LOW

PERFORMANCE LEAST AFFECTED

MODERATE

HIGH

INCREASING EFFECT OF LANGUAGE DIFFERENCE

MODERATE HIGH

DEGREE OF CULTURAL LOADING

LOW

INCREASING EFFECT OF CULTURAL DIFFERENCE

PERFORMANCE MOST AFFECTED (COMBINED EFFECT OF CULTURAL & LANGUAGE 37 DIFFERENCES)

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.

Culture and Language Matrix developed by Flanagan and Ortiz (2001) and found in Essentials of Cross-Battery Assessment. Wiley DEGREE OF LINGUISTIC DEMAND

LOW

D E G R E E O F C U L T U R A L L O A D I N G

L O W

Matrix Reasoning Cancellation

Block Design Symbol Search Digit Span Coding

HIGH

Letter-Number Sequencing

Arithmetic Picture Concepts

M O D E R A T E H I G H

MODERATE

Picture Completion

Information Similarities Vocabulary Comprehension Word Reasoning

38 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.

CHC Culture-Language Matrix Worksheet (Flanagan & Ortiz, 2001) Name of Examinee: _________________________

DEGREE OF LINGUISTIC DEMAND

LOW

L O W

MODERATE

Test Name: Score: ___________________________(______) ___________________________(______) ___________________________(______) ___________________________(______) ___________________________(______)

DEGREE OF CULTURAL LOADING

Cell Average = ______

M O D E R A T E

H I G H

Test Name: Score: ___________________________(______) ___________________________(______) ___________________________(______) ___________________________(______) ___________________________(______) Cell Average =

______

Test Name: Score: ___________________________(______) ___________________________(______) ___________________________(______) ___________________________(______) ___________________________(______) Cell Average =

Age: _______ Grade: _______ Date: _____________

______

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 =

______

39 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.

Conclusions

40 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.

[email protected]

41 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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