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
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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
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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
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What’s New on the WISC-IV? Essentials of WISC-IV Assessment Flanagan and Kaufman (2004)
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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
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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
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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
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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
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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
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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
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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.
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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
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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
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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
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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
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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
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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
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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
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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
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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 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.
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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.
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Worksheet Step 2
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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
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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
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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
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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 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 =
______
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Conclusions
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[email protected]
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