Summary

A training session on the Wechsler Adult Intelligence Scale-Revised (WAIS-R) was conducted

for the faculty of the Lahore School of Behavioural Sciences at The University of Lahore on July

4th, 2024. The session was led by Ms. Iqra Sageer, Lecturer, and Mr. Awais Nasir, Lecturer. Ms.

Iqra provided detailed instructions on the WAIS-R, while Mr. Awais conducted practical

demonstrations of the test. Special thanks are extended to Mr. Zain for his valuable contributions

to the discussion on scoring.

 Wechsler Adult Intelligence Scale-Revised (WAIS-R)

Versions of WAIS

1939: the Wechsler-Bellevue Intelligence Scale

1945: The Wechsler Memory Scale (WMS)

1949: Wechsler Intelligence Scale for Children (WISC)

1955: Wechsler Adult Intelligence Scale (WAIS)

1967: Wechsler pre-school and Primary Scale of Intelligence (WPPSI)

1981: WAIS-R (revised form of 1955 test).

1997: WAIS-III

2008: WAIS-IV

WAIS-V: Coming soon in September 2024

Age range of WAIS-R: 16 years and 0 month to 74 years and 11 month.

WAIS-R

The Wechsler Adult Intelligence Scale-Revised (WAIS-R) is an intelligence test used to measure

cognitive abilities in adults. Below is an overview of its subtests, divided into Verbal and

Performance test, along with their administration and scoring guidelines.

Verbal test Performance test

1. Information 1. Picture completion

2. Digit span 2. Picture arrangement

3. Vocabulary 3. Block design

4. Arithmetic 4. Object assembly

5. Comprehension 5. Digit symbol

6. Similarities
1. Information. Assesses general knowledge and long-term memory.

Administration

 Start with item 5. If the subject passes both items 5 and 6, give credit for items 1-4. If

either item 5 or 6 is failed, administer items 1-4 before proceeding further.

 Discontinue after 5 consecutive failures.

Scoring

 1 point for each correct response.

 0 point for each incorrect response.

 Maximum scores are 29 points.

2. Picture Completion. Assesses visual perception and organization by identifying missing

parts of pictures.

Administration

 Before presenting the first card, say, “I am going to show you some pictures in which

there is some important part missing. Look at picture and tell me what is missing”

 Start with card 1. If the subject fails to identify missing part in picture, provide help with

pointing. We can provide assistance in item 1-2. No help is provided from onwards.

 Display each card in front of subject for 20 seconds. If the subject respond after 20

seconds either by naming it or by pointing to the correct spot, the item is scored as failure

and the next card is presented.

 Discontinue after 5 consecutive failures.

Scoring

 1 point for each correct response.

 Maximum scores: 20 points

3. Digit Span. Measures attention and immediate memory through the repetition of number

sequences.

Digit Forward

Administration

 Separately administer both part; digits forward and digits backward.

 Administer both trials of each item.

 Discontinue after failure on both trials of any item.

 Administer both trials of each item, even if subject passes first trial.

 Start with item 1 and say, “I am going to say some numbers. Listen carefully, and when I

am through say them right after me”.

 The digits should be given at the rate of 1 per second.

Scoring

 2 points if the subject passes both trials.

 1 point if the subject passes only 1 trial.

 0 points if the subject fails both trials.

 Maximum scores: 14 points

Digits Backward

Administration

 Start with item 1 and say, “now I am going to say some numbers, but this time when I

stop I want you to say them backward. For example, if I say 7, 1, 9. What would you

say?” pause for the subject to respond. If the subject respond correctly, proceed to item 1.

If the subject fails the example say “No you would say 9, 1, 7. Now try these numbers.
 Remember, you are to say them backwards. 3, 4, 8”. Whether the subject succeed or fail

with the second example, proceed to item 1.

Scoring: Scores is same as digit forward.

4. Picture Arrangement. Tests the ability to understand and predict social situations by

arranging pictures in a logical sequence.

Administration

 Start with picture 1. The subject is presented pictures and asked to arrange them in a story

telling sequence. Place the cards in numerical order in front of subject with the card

marked “1” at the left side of subject. If the subject arranges pictures in correct order

(CAP), within the time limit, proceed to item 2. If the subject fails to arrange pictures in

correct sequence, demonstrate the solution. Then put the cards in their numerical order

again and ask the subject to order them. Proceed to item 2 even if item 1 is failed. No

demonstrations are to be given after 1st card.

 If the subject start story from right to left, ask “Where does your story begin?”.

 Discontinue after 4 consecutive failures beginning with item 2.

Scoring

 2 points for each correct arrangement.

 2 points for 1st preferred variation and 1 for 2nd. (For item 2, 5, 8 and 10).

5. Vocabulary. Assesses word knowledge, verbal concept formation, language development,

general verbal intelligence, language usage and accumulated verbal learning ability, rough

measure of the subject’s optimal intellectual efficiency, educational background, range of

ideas, experiences, or interests that a subject has acquired.

Administration
  For person with poor verbal ability, start with item 1.

 For all other subjects, start with item 4. If there are consecutive passes from item 4 to 8,

give full credit for item 1-3.

 If any item fail from item 4-8, administer item 1-3.

 Use local pronunciation of each word.

 Place the word list so that side containing items 1-20 is facing the subject. While

pronouncing the word, point to it on the word list. With more able client, omit pointing

after 3. After item 20, there is no need to pronounce the word. Turn the list over to show

the subject the remaining words.

 Discontinue after 5 consecutive failures.

Scoring: each item is scored 2, 1, or 0 (see Appendix A).

6. Block Design. Measures spatial visualization and motor skills by replicating patterns using

blocks.

Administration

 For design 1, provide demonstration of block design (in card 1). Leave the model intact

and ask the subject to copy the block design. If the subject correctly make the block

design proceed to design 2. On failure, provide demo and give 2nd trial. Whether the

subject pass or fail on trial 2, proceed to design 2.

 For design 2, show the card and demonstrate the design, scramble blocks and give trial to

subject. If passes, proceed to design 3. If fail, provide demo again and give trial 2.

 Discontinue after 3 consecutive failures.

Scoring

 2 points for passing first trial and 1 point for passing second trial (For Designs 1-2)
  Scoring is provided according to time frame on record form.

7. Arithmetic. Measures attention, concentration, and numerical reasoning.

Administration

 Start with item 3. If the subject passes either item 3 or 4, credit for items 1-2. If both

items 3-4 are failed, administer item 1-2 before proceeding further.

 Don’t use paper pencil. If the subject use finger to write on table, do not discourage

him/her.

 Discontinue after 4 consecutive failures.

Scoring

 1 point for each correct response.

 For item 10-14 scoring is provided according to time frame on record form.

8. Object Assembly. Evaluates perceptual organization and motor coordination by assembling

puzzles.

Administration

 Start with item 1. If the subject is unable to assemble the disjointed object, examiner can

provide assistance only for item 1.

 Administer the entire test to all subjects.

Scoring

 The score for each item is equal to the number of cuts correctly joined, plus a maximum

of 3 bonus points per item for quick and perfect performance.

9. Comprehension. Evaluates understanding of social conventions and common sense.

Administration
  Start with item 1. Read each question to the subject and repeat on subject’s request.

Provide assistance for only item 1.

 Item 3 and 4 require two correct responses (2 reasons) for full credit of 2 point.

 Discontinue after 4 consecutive failures.

Scoring: each item is scored 2, 1, or 0 (see Appendix B).

10. Digit Symbol. Tests visual-motor speed and short-term memory by pairing symbols with

numbers quickly.

 Material: 2 pencils without eraser and digit symbol scoring stencil.

Administration

 The examiner attempts sample items 1-3 first. The subject then attempts the subsequent

sample items.

 Do not proceed with the test until the subject clearly understands the task.

 Fill one after one without skipping any.

 A time limit of 90 seconds is provided.

Scoring

 Maximum scores are 93.

 1 mark is given for correct item filled.

 Sample items are not included in subject’s scores.

11. Similarities. Similarities subtest measure logical abstract reasoning, verbal concept

formation or conceptual thinking, distinguishing essential from nonessential details, and

associative ability combined with language facility.

Administration
  Start with item 1 and say “in what way an orange and a banana alike?” if the subject

respond correctly, proceed to item 2. If incorrect response is given, assistance can be

provided in item 1 only.

 Discontinue after 4 consecutive failures.

Scoring: each item is scored 2, 1, or 0 (see Appendix C).

Intelligence classification

IQ Classification

130 and Above Very superior

120-129 Superior

110-119 High Average

90-109 Average

80-89 Below Average

70-79 Borderline

69 and Below Mentally Retarded