WISC-R IQ Calculation and Interpretation Guide
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ScribdTranslationsWISC-R IQ Calculation and Interpretation Guide
Translated by
ScribdTranslationsAustral University of Chile
School of Psychology
Psychodiagnostic Material I
First Semester, 2008
TABULATION, C.I. CALCULATION AND INTERPRETATION OF THE WISC-R
Calculation of the I.Q:
. The raw scores obtained by the subject in each subtest convert to
standard score according to the corresponding table based on the
child's age.
. Once the standard scores are obtained, the subtests are summed separately.
the verbal and manual scales, obtained from the tables that are found at
end of the manual and that are common for all ages, a verbal IQ
and a manual ID.
. To obtain the person's total IQ, the standard scores are added.
from the verbal and manual scales and that total is searched in the total C.I. table
that is found at the end of the manual and is common for all ages.
Limit test:
It consists of being able to return every time the administration is finished.
to review each of the subtests, especially those in which the subject
scored low, in order to find out what factors affected
its execution. For this, direct and exploratory questions can be asked.
that were not allowed during the first application. This serves to
conduct content analysis.
Example: in arithmetic, a problem can be presented to you again
in what did he fail, by giving him more time or allowing him to use pencil and paper,
as a way to rule out anxiety or distress problems.
Interscale heterogeneity:
There is heterogeneity between the verbal and manual scales when there is
a difference of at least 10 IQ points
Interscale heterogeneity:
Ps. Daniela A. Vera Bachmann Psychodiagnosis I, 2008
Austrian University of Chile
School of Psychology
Calculate the average standard score for each scale separately without
to approximate.
Each average is divided by 4 (constant). The result is approximately
an integer figure. The result is equivalent to 1 standard deviation (SD)
To each average, the value equivalent to the DS is added and subtracted. Thus
a score range is built for each scale.
Each standard score of each of the subtests is compared to the
corresponding scale with the obtained range. It is enough that a score
the standard is outside the range of its scale, so that it
it is determined that there is heterogeneity at that scale.
Proration:
This procedure is carried out when:
The examiner does NOT administer all the subtests (4 verbal and 4 manual).
o
When the examiner administers all the subtests (6 verbal and 6
manuals), since the scales are formulated based on 5 subtests in
each scale.
Multiply the sum of the standard scores of the verbal tests or
manuals applied by 5 and divide by the number of tests I applied (4 or
6 for example).
Example:
Age 8 years
Verbal scale Score Scores
gross standard
Information 5 7
Understanding 9 9
Arithmetic 8 10
Similarities 6 9
Digits 8 11
Vocabulary 19 10
56
Proration: 56 * 5 = 46.6 = 47 93
average
6 (number of tests applied)
Ps. Daniela A. Vera Bachmann Psychodiagnosis I, 2008
Austral University of Chile
School of Psychology
Intrascale verbal heterogeneity 56 = 9.33 X 9.33 = 2.33 DS
6 4 (constant)
9.33 +/- 2.33
7-------------------------11.66 Homogeneity
Scale Score Points
Manual Gross standard
Key 20 8
Cubes 2 4
Sorting 18 11
Assembly 16 12
33
Proration: 35 * 5 = 43.75 = 44 CI Manual: 90 Range
normal average
4
Intrascale heterogeneity manual: 44 = 11 X 11 = 2.75 DS
4 4
Range 11 +/- 2.75
8.25----------------13.75 HETEROGENEITY
PS VERBAL : 47
PS MANUAL: + 44
PS TOTAL :91 CI TOTAL: 91 average normal range
Categories for standard scores
. 16 and older Excellent
. 14 - 15 Very good
. 12 – 13 Good
. 10 - 11 Normal or adequate
.1 Slightly decreased
.6-7 Moderately decreased
Ps. Daniela A. Vera Bachmann Psychodiagnosis I, 2008
Austrian University of Chile
School of Psychology
. 5 or less Greatly reduced
Interpretation:
. FIRST PARAGRAPH: CI verbal, manual, and total expressed in categories
qualitative. Inter and Intrascale Heterogeneity.
. In each of the following paragraphs there should be the description in
terms of skills of those subtests that are found in the
same range. The paragraphs should be ordered, from the capabilities
better developed to the most deficient.
. Relevant aspects of its interpretation must be incorporated.
immediate or family environment that could be affecting the
execution, as well as morbid backgrounds or relevant data of the
behavior in the testing situation.
. A list of skills should not appear. The information must
to appear properly integrated and explained in understandable terms
for the one who reads it, the information must be considered and adjusted according to the
specialty of the professional who reads or requests it
CLASSIFICATION OF INTELLIGENCE ACCORDING TO WECHSLER:
. Much superior 130 and more
. Superior 120 - 129
. Normal superior 110 – 119
. Average normal 90 – 109
. Normal slow 80 - 89
. Borderline 70 - 79
. Delay Up to 69
. Mild retardation 60 – 69
. Moderate delay 50 – 59
. Severe retardation 40 – 49
. Deep retardation 30 - 39
CLASSIFICATION OF MENTAL RETARDATION ACCORDING TO A.A.M.D.
American Association of Mental Deficiency
Ps. Daniela A. Vera Bachmann Psychodiagnosis I, 2008
Austral University of Chile
School of Psychology
. Deep retardation up to 24
. Severe delay 25 - 39
. Moderate delay: 40 - 54
. Mild delay 55 - 69
What the subtests measure:
Information:
Amount of information that it manages from the surrounding environment (not like the
uses).
Amount of information that one possesses about the surrounding environment, what
it would complement with a level (+) or (-) of memorization and later
recall of past data, associating this with high or diminished interest
for the reading.
Area of interests, background of experiences, and reading.
Remote memory.
Understanding:
Ability to apply experience to everyday social situations
(common sense, ethical judgment & morals), only the understanding of the
situations.
Skill to accurately apply past experiences to situations
current daily ones, those that require the use of common sense and
internalization of certain judgments ethical and moral standards that would regulate the
patterns of behavior or socially accepted conduct.
Arithmetic:
Ability to address and solve problems that contain or involve
numerical operations, which can also be associated with distress and/or
anxiety or with attention and concentration problems or with
experiences (+) or (-) in this area.
Similarities:
Ability to analyze and synthesize the information received at level
verbal, as well as the ability to manage the information acquired
previously and its subsequent use in tasks that require
assimilation of similarities and differences between objects, facts, and ideas of
surrounding environment, as well as the skill to regroup them in
distinct conceptual categories.
Ps. Daniela A. Vera Bachmann Psychodiagnosis I, 2008
Austral University of Chile
School of Psychology
Digits:
"Immediate auditory memory capacity" that can be related to:
Attention and resistance to distraction and adaptability flexibility
requirements of the stimuli.
Inverse > direct: the person considers the task as a challenge,
oppositionism, independence of thought or flexibility.
-Direct > inverse: Comfort, a bit rigid when adapting
to the demands of this type of stimuli which could reflect certain
rigidity in activities that require greater effort.
Vocabulary:
Ability to express ideas clearly and fluently, as well as their
receptivity to new information and subsequent storage, which
it would denote good or bad stimulation or educational level.
Symbols or Keys:
Adequate or limited visual-motor coordination, in addition to a high or low
level of persistence in routine tasks, which would translate into a
slower or more skillful execution (quick, abrupt, or agile) in tasks that require
of this skill.
Completion of frames:
Ability to distinguish the main from the secondary information
visually perceived.
Cubes:
Ability to analyze and synthesize information at a non-verbal level, therefore
what it would be capable or incapable of representing internally models or
situations and translate them into concrete actions or facts. Also
visuomotor coordination.
Ordering of stories:
Skill to plan different actions to take in situations
determine social issues and anticipate their possible consequences what could
reflect on …..., since (I) would (not) have learned effectively what is appropriate in
such situations also present opportunities or difficulties for
anticipate the consequences of their actions.
Ps. Daniela A. Vera Bachmann Psychodiagnostics I, 2008
Austrian University of Chile
School of Psychology
Assembly:
Ability to integrate the different elements into an organized whole.
Capacity for perceptual organization, which would relate to skills.
or limitations when organizing the different elements of the environment to
integrate them into a whole.
Labyrinths:
Fine viso-manual coordination, also impulsivity and high or low
tolerance to frustration.
Ps. Daniela A. Vera Bachmann Psychodiagnosis I, 2008
Common questions
Powered by AIThe classification of intelligence according to Wechsler includes several categories: 'Much Superior' (130 and above), 'Superior' (120-129), 'Normal Superior' (110-119), 'Average Normal' (90-109), 'Normal Slow' (80-89), 'Borderline' (70-79), and various degrees of mental retardation: 'Delay' (up to 69), 'Mild Retardation' (60-69), 'Moderate Delay' (50-59), 'Severe Retardation' (40-49), and 'Deep Retardation' (30-39).
Intrascale heterogeneity in WISC-R is identified by comparing the standard scores of each subtest against the calculated range for its respective scale. This range is determined by adding and subtracting one standard deviation from the average standard score. A standard score outside this range indicates heterogeneity, which suggests variability within a cognitive domain represented by the scale, potentially highlighting specific areas of strength or weakness .
The 'Digits' subtest evaluates immediate auditory memory capacity, attentional control, and resistance to distraction. If the score for reversed sequences is greater than direct sequences, it may reflect that the person perceives the task as a challenge and has independent thought or flexibility. Conversely, a greater score in direct sequences might indicate comfort but potential rigidity when adapting to new cognitive demands .
The 'Similarities' subtest in the WISC-R assesses the ability to analyze and synthesize verbal information, manage acquired knowledge, and use it in tasks that require understanding similarities and differences between objects, facts, and ideas. It tests verbal reasoning, conceptualization, and the organization of thought processes, evaluating the individual's ability to categorize and abstract .
The WISC-R uses standard scores obtained from each subtest, which are then summed separately for the verbal and manual scales. These total standard scores are then used to calculate the verbal IQ and manual IQ based on tables common for all ages. The total IQ is obtained by adding the verbal and manual standard scores together, and this sum is referenced in a total IQ table, also common for all ages, to determine the individual's total IQ .
The proration method in the WISC-R is used when not all subtests (either verbal or manual) have been administered. It allows for an estimation of the standard scores by multiplying the sum of the administered subtest scores by 5 and dividing by the number of tests applied (4 or 6 as examples). This ensures that an overall IQ score can still be calculated even with incomplete data .
Interscale heterogeneity in the WISC-R assessment indicates a significant difference, defined as at least 10 IQ points, between the verbal IQ and the manual IQ. This difference may suggest that the individual has uneven cognitive abilities or that there are specific areas of strength or weakness. Such differences warrant further exploration through additional questions or evaluation to understand underlying factors affecting test performance .
The 'Stories Ordering' subtest evaluates the ability to plan and sequence actions in social situations, anticipate possible consequences, and understand appropriate behaviors. High scores may indicate strong social cognition and the ability to foresee social outcomes effectively. Conversely, low scores might suggest difficulties in understanding social dynamics or anticipation of social consequences, highlighting potential social adjustment challenges .
The 'Vocabulary' subtest evaluates one's ability to clearly and fluently express ideas, receptivity to new information, and its storage, indicating the level of educational stimulation or learning opportunities. Meanwhile, the 'Symbols or Keys' subtest assesses visual-motor coordination and persistence in tasks, reflecting the individual's adaptability to educational challenges and routine task execution .
Differences in scores between the Verbal and Manual scales can suggest disparities in verbal and non-verbal cognitive abilities. For instance, a significantly higher Verbal IQ may indicate strengths in language skills, verbal reasoning, and comprehension. Conversely, a higher Manual IQ could point to strengths in spatial reasoning, perceptual organization, and visuomotor skills. Such discrepancies might prompt further investigation into specific learning needs or cognitive strengths and weaknesses .