IQ TestingIQ Testing

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Brain DamageBrain Damage

Full Scale IQFull Scale IQ

Person’s relative standing in comparison w/ age-Person’s relative standing in comparison w/ age-related peers and global estimate of overall related peers and global estimate of overall mental abilitiesmental abilities

Most Reliable and Valid ScoreMost Reliable and Valid Score– BUT…it becomes less important as Verbal and BUT…it becomes less important as Verbal and

performance scores increase in difference and performance scores increase in difference and subtest scatter increasessubtest scatter increases

Verbal IQVerbal IQ

Verbal Comprehension Abilities:Verbal Comprehension Abilities:

-The ability to work with abstract symbols-The ability to work with abstract symbols

-The amount and degree of benefit a -The amount and degree of benefit a person has received from educationperson has received from education

-Verbal memory abilities-Verbal memory abilities

-Verbal fluency-Verbal fluency

Performance IQPerformance IQ

Perceptual Organizational AbilitiesPerceptual Organizational Abilities– Degree and quality of nonverbal contact with Degree and quality of nonverbal contact with

the environmentthe environment– Ability to integrate perceptual stimuli with Ability to integrate perceptual stimuli with

relevant motor responsesrelevant motor responses– Capacity to work in concrete situationsCapacity to work in concrete situations– Ability to work quicklyAbility to work quickly– Ability to evaluate visuo-spatial informationAbility to evaluate visuo-spatial information

BookBook

In your book there is a description of each In your book there is a description of each subtest and exactly what it measures subtest and exactly what it measures starting on page 162. For example the starting on page 162. For example the Vocabulary Test measures:Vocabulary Test measures:– Language DevelopmentLanguage Development– Word KnowledgeWord Knowledge– General Verbal IntelligenceGeneral Verbal Intelligence– Etc.Etc.

V P differencesV P differences

Must have a 9 pt. difference to interpretMust have a 9 pt. difference to interpret

Must interpret in context of age, education Must interpret in context of age, education and conditionand condition

Higher SES= higher verbal scoresHigher SES= higher verbal scores

Unskilled workers = higher performance Unskilled workers = higher performance scoresscores

If the above were switched it would If the above were switched it would increase the interpretability of the scoresincrease the interpretability of the scores

VP DifferencesVP Differences

Do not interpret ifDo not interpret if– Verbal comprehension and working Verbal comprehension and working

memory/freedom from distractibility are 10+ memory/freedom from distractibility are 10+ pts. Differentpts. Different

– If Perceptual Organization and Processing If Perceptual Organization and Processing speed are 13+ differentspeed are 13+ different

– If there is high subtest scatterIf there is high subtest scatter

Index ScoresIndex Scores

Only interpret index scores in the highest Only interpret index scores in the highest and lowest scores are “not too different” and lowest scores are “not too different” This point difference for each scale is on This point difference for each scale is on page 149 of your book.page 149 of your book.Verbal Comprehension IndexVerbal Comprehension IndexPerceptual Organization IndexPerceptual Organization IndexWorking Memory/Freedom from Working Memory/Freedom from Distractibility IndexDistractibility IndexProcessing Speed IndexProcessing Speed Index

Verbal Comprehension IndexVerbal Comprehension Index

Extent to which a cl understands the Extent to which a cl understands the meaning of wordsmeaning of words

Can conceptualize verbal informationCan conceptualize verbal information

Extent of factual knowledge related to Extent of factual knowledge related to verbal materialverbal material

Ability to express material in wordsAbility to express material in words

THIS MATERIAL IS PRESENTED AS THIS MATERIAL IS PRESENTED AS ORAL QUESTIONS TO BE ANSWEREDORAL QUESTIONS TO BE ANSWERED

Perceptual Organization IndexPerceptual Organization Index

Extent of good nonverbal, fluid reasoningExtent of good nonverbal, fluid reasoning

Can integrate non-verbal materialCan integrate non-verbal material

Pays close attention to detailPays close attention to detail

Accurately responds to visual-spacial Accurately responds to visual-spacial materialmaterial

Use of visual-spatial and visual motor Use of visual-spatial and visual motor skills to solve problemsskills to solve problems

Working Memory/Freedom from Working Memory/Freedom from DistractibilityDistractibility

Related to concentration, attention, short-term memory Related to concentration, attention, short-term memory Lowered by poor number facility, anxiety, difficulty Lowered by poor number facility, anxiety, difficulty making mental shifts and poor self monitoringmaking mental shifts and poor self monitoringRequires motivationRequires motivationThe person must attend to stimulus and simultaneously The person must attend to stimulus and simultaneously perform other mental tasksperform other mental tasksBehavioral observations are crucialBehavioral observations are crucial– High asking for questions to be repeated (distractible)High asking for questions to be repeated (distractible)– High motor activity, excessive talking (anxiety/mania)High motor activity, excessive talking (anxiety/mania)– Must use with other measures to confirm (this is ONLY Must use with other measures to confirm (this is ONLY

supportive)supportive)

Processing Speed IndexProcessing Speed Index

Mental and Motor speed with which a Mental and Motor speed with which a person can solve nonverbal problemsperson can solve nonverbal problems

Person’s ability to plan, organize and Person’s ability to plan, organize and develop relevant strategiesdevelop relevant strategies

Lowered by poor motivationLowered by poor motivation

Assessing Brain DamageAssessing Brain Damage

Areas to Assess:Areas to Assess:– MemoryMemory– LearningLearning– Perceptual organizationPerceptual organization– Problem solvingProblem solving– Abstract reasoningAbstract reasoning

V>PV>P

9 pts= Rt hemisphere lesion9 pts= Rt hemisphere lesion

15+ pts= impaired perceptual 15+ pts= impaired perceptual organizational abilitiesorganizational abilities

These support and do not diagnosThese support and do not diagnos

P>VP>V

4 pts = lft hemisphere lesion4 pts = lft hemisphere lesion

15+ pts = Language impairment15+ pts = Language impairment

Don’t forget that SES, job, condition, age, Don’t forget that SES, job, condition, age, etc effect your interpretationsetc effect your interpretations

BOOKBOOK

Pages 181 & 182 talk about specific Pages 181 & 182 talk about specific subtest patterns and possible areas of the subtest patterns and possible areas of the brain that maybe damaged. This is a brain that maybe damaged. This is a comprehensive field of study and you comprehensive field of study and you should consider this book a very minimal should consider this book a very minimal introduction.introduction.

Other Uses for WISC AssessmentOther Uses for WISC Assessment

Alzheimers Disease- Initial Symptoms Alzheimers Disease- Initial Symptoms include apathy, a decline in short-term include apathy, a decline in short-term memory, and difficulties with problem memory, and difficulties with problem solving (Depression vs. Dementia)solving (Depression vs. Dementia)

Learning DisabilitiesLearning Disabilities

GiftednessGiftedness

ADHDADHD

GiftednessGiftedness

V or P >= 130V or P >= 130

Use WAIS-III, Stanford Binet, Samples of Use WAIS-III, Stanford Binet, Samples of work, achievement tests, rating forms, work, achievement tests, rating forms, designation by qualified professional.designation by qualified professional.

IQ is only one prerequisite: Must need IQ is only one prerequisite: Must need internal motivation, discipline, internal motivation, discipline, Environmental opportunitiesEnvironmental opportunities

Creativity is not measured by these testsCreativity is not measured by these tests

Learning DisabilitiesLearning Disabilities

Adequate Intelligence with a significant Adequate Intelligence with a significant difference in intellectual ability and achievement.difference in intellectual ability and achievement.Must be an intrinsic disorder not due to MR, Must be an intrinsic disorder not due to MR, brain damage, behavioral problems, sensory brain damage, behavioral problems, sensory handicaps or Environmental disadvantageshandicaps or Environmental disadvantagesPurpose of Assessment: To identify strengths Purpose of Assessment: To identify strengths and weaknesses; for appropriate placement in a and weaknesses; for appropriate placement in a programprogramWAIS/WISC are “consistent with” not “diagnostic WAIS/WISC are “consistent with” not “diagnostic of” LD/ADHDof” LD/ADHD