WISC-IV Intelligence Scale Analysis
Translated by
ScribdTranslationsWISC-IV Intelligence Scale Analysis
Translated by
ScribdTranslationsWechsler Scale of
Intelligence for
WISC-IV children
Professor Georgia Neves
Basis for interpretation
•Escore Bruto: Pontuação em cada subteste,
minimum and maximum vary for each subtest.
Weighted Score: It is the gross performance
compared to an individual of the same age.
Variation of 0-19, with an average of 10, with
standard deviation of + or -3.
Total Intellectual Quotient (TIQ) variation 40-
134 and Composite Points (ICV; IOP; IMO; IVP);
variation of 55 - 145
Sample distributionTables
on the normal curve
50%
Composite points and IQ Normal curve Interpretation
130 or + 2.2 Very Superior
120-129 6,7 Superior
110-119 16.1 Higher Education
90-109 50 Medium
80-89 16.1 Lower Average
70-79 6,7 Border
69 or - 2.2 Extremely low
Fundamentals for interpretation
Interval: The entire test has a margin of error
for this reason, we use in addition to the value of
Composite points and QIT, also the interval of
confidence, which indicates a possible variation,
with a confidence level of 90 or 95%.
•Percentil:A posição que o indivíduo se encontra
in relation to the normative sample. It ranges from 0 to 99.
Being below 50 is considered below average
and above 50 above the average.
Total Intellectual Quotient
Í
Compound Punctuation
Analysis of each subtest
Levels of Interpretation
Verbal Understanding
Perceptual Organization
Operational Memory
Processing speed
Significantly
Reduced in ADHD
Factorial Indices - SCORING
COMPOST
Understanding
Information
Similarities
Digits
Vocabulary
Sequence of Numbers and Letters
Reasoning with Words
Arithmetic
Verbal Subtests
Complete Figures
Code
Cancellation
Cubes
Search Symbols
Matrix Reasoning
Figurative Concepts
Execution subtests
•Quantitative analysis: following the manual instructions
Qualitative analysis: based on observation, notes from the
verbalizations during the assessment
Survey of the
answers
For the conversion of the scores
Weighted in Indices of
composed punctuation must be
usadas as tabelas de A.3 a A.6
Total Intellectual Quotient
R.L.M. was subjected to the application of the subtests of the Wechsler Intelligence Scale for
Children - 4th Edition (WISC-IV), from which their Scores were derived
Composites. The Full Scale IQ (FSIQ) is derived from the combination of scores on 10 subtests and
is considered the most representative estimate of overall intellectual functioning.
Roberta Luiza Moraes' general cognitive ability surpasses approximately 30% of the
children of your age (QIT= 92; confidence interval 95% = 87-97).
ICV
Similarities
Vocabulary
Understanding
Information +
Word Reasoning +
Verbal Comprehension Index
Roberta Luiza Moraes' verbal reasoning skills,
measured by the Verbal Comprehension Index, are above
approximately 75% of children of the same age (IQ = 110;
95% confidence interval = 102-117). The Understanding Index
Verbal assessment evaluates verbal reasoning and concept formation.
IOP
Cubes
Matrix Reasoning
Figurative Concepts
Complete Figures+
Organization Index
Perceptual
Roberta Luiza's non-verbal reasoning skills
Moraes, measured by the Perceptual Organization Index, are
higher than approximately 25% of children with the same
age (IOP = 90; confidence interval 95% = 83-98). The Index
Perceptual Organization evaluates the formation of concepts not
verbal, perception and visual organization, processing
simultaneous, visuomotor coordination, learning and the
ability to separate figure and background of a visual stimulus.
IVP
Code
Search for symbols
Cancellation+
Speed Index of
Processing
The processing speed skills of the
evaluated, measured by the Speed Index
Processing is superior to approximately
9% of children of the same age (IVP = 80;
95% confidence interval = 73-91). The Index of
Processing speed is an indicator of
the speed at which the child can process
mentally an information, simple or routine,
without error. Performances in tasks of this nature
can be influenced by visual discrimination and
visuomotor coordination.
In My Opinion
Sequence of Numbers and Letters
Digits
Arithmetic+
Memory Index
Operational
The working memory skills of Roberta Luiza Moraes,
measured by the Operational Memory Index, are above
approximately 27% of children of the same age (IMO =
91; confidence interval 95% = 84-99). The Memory Index
Operational assesses the abilities of the examinee to sustain
attention, concentration and exercising mental control.
Significant discrepancies >15 points disqualify the
QIT
Important differences between IOP and ICV are used
as an indicator of brain dysfunctions and difficulties
of learning
Discrepancy between Indices
Hypotheses:
ICV > IOP Motor Psycholentification
Anxieties/Depression, visual or organizational deficit
perceptual
ICV < IOP lack of formal education, lack of attention,
impulsivity, hearing problems, ICV < IOP may
indicate learning difficulty framework
Individuals with dyslexia
Discrepancy between Indices
Vocabulary
Influenced by Education
Occupational level or education of the parents
Generate appropriate estimates for prior operation in
cases of injury, trauma, or seizures, except when the
language was affected
Estimate of
previous operation
Complete Figures
Differentiate the essential from the non-essential details
Requires knowledge of the object (remote memory)
Visual memory for details
Visual recognition
Score can mean difficulties in these skills or
presence of depression, anxiety or impulsivity analysis
qualitative
Non-verbal subtest
Information:
Ability to capture and assimilate facts and knowledge
general environment that surrounds it
Extension of knowledge acquired through formal education
In adolescents and older children it may indicate
crystallized intelligence
Verbal subtest
Code
Apprehension of unfamiliar tasks
Speed and visuomotor coordination
Short-term visual memory
Selective attention and concentration
Scores affected by low education, trends
depressive and obsessive like meticulousness
Non-verbal subtest
Similarities
Ability to establish generalizations
Formation of verbal concepts
Indicative of verbal potential
Abstract reasoning
Response levels that indicate the quality of thought
Concrete
abstracts
Verbal Subtest
Arithmetic
Ability to concentrate
Arithmetic reasoning
Immediate memory
Working memory
Memory for sequences of procedures
Negatively affected by anxiety
Verbal subtest
Cubes
Perceptual and visual organization
Abstract conceptualization (the whole and its parts)
Executive frontal skills
•Planejamento frontal de ações
Non-verbal concept formation and spatial visualization
Non-verbal potential of intelligence
Non-verbal subtest
Cubes
Planning difficulties: frontal dysfunction
Difficulty in integration: parietal dysfunction
Affected by depression or brain dysfunction
Offers problem-solving strategies
Non-verbal subtest
Vocabulary
Knowledge acquired through school experiences
Formal knowledge
Remote memory
Language development
A decline in this subtest may be related to little
school experience
Verbal subtests beyond quantitative analysis allow for rich
qualitative analysis
Verbal subtest
Understanding:
Manifestation of practical information, evaluation, and use of
past experiences and knowledge of rules and standards
conventional behavior.
Abstract thinking and mental flexibility
Critical judgment
Impulsivity
Verbal comprehension
Remote memory
Attention
Verbal subtest
Search for symbols
Attention
Processing speed
Non-verbal subtest
Digits
Direct order
Automatic attention and immediate memory
Reverse order
Working memory
Reversibility of thought (Disorder of
learning, dyslexia affect
repeat all the numbers, but in the wrong order suggests
failure in the area of sequential recall and not in attention
Non-verbal subtest
3 categories
Spatial (cubes, Matrix Reasoning, and completing figures)
•Conceptualization (similarities, vocabulary, and understanding)
Sequence (Digits, arithmetic and code)
More sensitive to difficulties
the disorder of reading and writing
A drop in 4 subtests characterizes the ACID profile.
(dyslexia) that was associated with learning disorder
by Prifitera et al.
Arithmetic
Codes
Information
Digits
ACID Profile
The most affected functions are those that involve sequencing and
symbol encoding
Code, digits, sequence of numbers and letters and
arithmetic
Learning disorder
of reading and writing
Decrease in ICV (Verbal Comprehension Index)
Functions of seriation (digits, arithmetic, and code)
Children with delayed language acquisition may have
delay in information
Disorders of
Language
Neuropsychological assessment as a tool for
assist in the diagnosis of ADHD by identifying dysfunctions
cognitive and/or emotional
Verify discrepancy between IQ and intellectual potential
Beware of the IMO (Operational Memory Index),
because it is susceptible to anxiety
•I measure working memory and attention
Factorial indices should not be used for inferences.
diagnostics
ADHD and WISC-IV
ADHD and Digits
Discrepant difference: more than 3 points between direct order
The inverse suggests a deficit in working memory.
Errors of omission and performance fluctuation indicate
difficulties in the attentive area
ADHD and Arithmetic
Involves concentration and resolution of complex problems
•Easy items good performance
Errors due to impulsiveness, makes mistakes by a number
Code and ADHD
Performs well for a short time
Distraction and lack of persistence result in poor
performance
Square balls
ADHD and Understanding
Result harmed by giving impulsive responses and
immature