Wechsler Intelligence Scale For Children

This paper discusses the pros and cons of the Wechsler Adult Intelligence Scale (WAIS-III). First, important definitional, theoretical issues, including the nature of intelligence, a brief history, and pros and cons are discussed. Next, the development, reliability, validity, and assets and limitations of the WAIS-III are examined. This is followed by discussion of the meaning of IQ scores, use of successive level interpretation and cautions and guidelines for administration. Last, subtests, assessing special population groups, short forms, profile forms, and what a

Hi Brandon, I want to talk to you about the two psychological tests that I would like to conduct, which are called the WAIS-IV and the MMPI-2. The WAIS-IV is used to measure intelligence, and since you are here because you are having considerable difficulty with your classes, I believe this test is appropriate. The WAIS-IV uses several categories, called indexes, to simplify different aspects of

Lee, Portnoy, Hill, and Patton (2005) studied the psychological aspect of children with Noonan Syndrome. All of the assessments were conducted in the child’s most natural environment, which was their home setting. The Wechsler Intelligence Scale for Children- Revised was used to test the children’s overall intelligence. This test is often used in many of these studies to obtain a type of baseline for each child. This is helpful, because then children from multiple studies can be compared as opposed to children from just one particular study. This is due to the fact that the

There were four indices on the WAIS test. They included verbal comprehension, perceptual organization, working memory and processing speed. All the tests measured something different. The Verbal Comprehension index measured how well an individual was able to utilize primarily the English language to express themselves and also how well the individual understood what was

Savannah’s working memory (WMI=85) and fluid reasoning (FRI=76) were statistically balanced with her FSIQ; however, her visual spatial reasoning (VSI=67) and nonverbal (NVI=66) cognitive skills fell within the extremely low to intellectually deficient range and were statistically discrepant from her cognitive performance. The subtests and factors that tapped into attention, concentration, and overall mental efficiency showed better performance on processing speed as compared to working memory with an overall cognitive proficiency (CPI=75). Savannah demonstrated a specific cognitive strength in auditory arithmetic; however, she did utilize finger counting to solve the mental math items. In addition, Savannah demonstrated specifically weak skills in visual spatial reasoning (Block Design) which highlighted her immature motor perception skills. These overall cognitive scores are lower than how Savannah tested in her previous school (WISC-IV, FSIQ=88), but show improvements in the area of processing speed and working memory. Savannah is a student who works better when information is provided in an auditory manner, and she is actively discussing and responding instead of having to gather information on her own and utilize pencil and paper

Educators often use the Wechsler Intelligence Scale for Children –IV (WISC-IV). Another type of test is the norm-referenced achievement test, which compares a student with his or her grade or age-level peers regarding performance. An example is The Wechsler Individualized Achievement Test, Second Edition (WIAT-II), which tests academic skills in mathematics, reading, and written language. These tests, which are predominantly used, identify when students are not achieving at their expected level of ability. The Response-to-Intervention Model is another process that determines whether the student responds to scientifically research-based intervention called the response to intervention (RtI). Apart from being used for instruction, it is also able to pinpoint students with learning disabilities and give suggestions for optimal instruction. The Cognitive Assessment Model is a psychological processing assessment or neuropsychological assessment identifies students’ strengths and weaknesses with regards to psychological processing, including processing speed and working memory. The Comprehensive Test of Phonological Processing is a standard way to appraise the current level of student’s performance in relation to memory, awareness, and rapid naming. It locates students whose achievement falls significantly below their peers,’ determines

The search of information of this study yield the correlation between music education, musical training, and musical experience of children and the ability that music have on the enhancement of children learning ability in the areas of auditory perception, reading related skills, verbal and nonverbal reasoning. The participants in this research are children between the ages of 3 to 10 year old and are all elementary school aged children.

The cognitive ability will be objectively evaluated using Wechsler Adult Intelligence Scale.17 While this test include different subsets, only the scores from processing speed and working memory subsets-because of their potential role on postural control- will be used in regression models to identify predictors of poor postural control.

The Wechsler Individual Achievement Test-III math subtests were administered to assess Ania’s math skills. Math skills, as measured by this assessment, appear to indicate Ania skills fall below peer expectancy. Numerical Operations evaluated the ability to use numbers and mathematical calculation to solve number problems. When given the Numerical Operation Subtest it showed that Ania is performing in the low range compared to students at her age. The next subtest was Math Problem Solving which involved the at application of math skills. It measures problem solving skills in the areas of basic concepts, everyday applications, geometry and algebra. When given the Math Problem Solving Subtest it showed that Ania is performing in the low range

The Woodcock-Johnson III (WJ III) consist of two specific co-normed batteries, including the WJ III Tests of Cognitive Abilities (WJ III COG) and the WJ III Tests of Achievement (WJ III ACH) (Schrank & McGrew, 2001). These two batteries included a large age range and function together to measure general intellectual ability. This co-norming method permits the batteries to work together as an exact and valid analysis system for evaluating, domain-specific skills with related cognitive abilities as well as traditional ability/achievement discrepancies (Schrank & McGrew, 2001). The WJ III is an easy test to administer, taken approximately 60-90 minutes (Hasinger, 2001). The test has high reliability, validity, and can be trusted when it comes

The Woodcock-Johnson III (WJ-III) is a complete battery intelligence assessment is based off of the Cattell, Horn, and Carrol model in that its studies cognitive ability. The WJ-III consists of two battery exams (WJJ-III COG, & WJJ-III- ACH) of intelligent tests, which mean that it is able to assess general intellectual abilities and specific cognitive abilities such as, scholastic aptitude, academic achievement, and oral language of the individuals ranging in ages from two through ninety. W-JIII COG that specifically measures cognitive abilities consists of 10 sublets e.g., spatial relations, verbal comprehension, auditory working memory, the concept formation, etc., which measure general and specific cognitive functions. Whereas, the WJ-III-ACH determines academic strengths and limitations, and both batteries combined make up the WJ-III.

Cognitive ability was assessed utilizing the Wechsler Intelligence Scale for children (WISC) and the Raven’s Colored Progressive Matrices. The WISC utilized 6 verbal subtests (picture completion, coding, picture, object assembly, and symbol search.) Raven’s CPM measures the child’s ability to come up with perceptual relations and to reason by analogy. It involves pattern seeking with 3 sets; A, Ab, and B. The tests were administered in a standardized formula using professional

This assessment instruments are administered individually where scales manifested in a battery format are used to conduct composite intelligence tests. I chose this assessment because intelligence or IQ measurement is very significant in determining a person’s smartness that helps explain why some people perform well in their studies while others do not. These intelligence scales assess various intellectual ability areas and provide a scenario where different personality aspects can be

The Wechsler Adult Intelligence Scale Fourth Edition (WAIS-IV) is a psychological test administered individually as a measure of cognitive ability for people in the age range of 16 to 90 years of age (Climie & Rostad, pp. 581-586, 2011). The administration of this assessment may be performed by trained technicians, however, the Administration and Scoring Manual states that it is imperative that all interpretation should be done by professionals to which have adequate training in and experience with standardized clinical instruments (Wechsler, 2008). The WAIS-IV was published by Pearson in 2008, and was meant to provide comprehensive and modified developmental norms, improve psychometric properties and clinical usefulness, and improve the easiness

According to The Wechsler Preschool and Primary Scale of Intelligence – 4th Edition, Zaden is functioning at an overall level of general intelligence designated as average. Zaden's verbal comprehension, visual-spatial skills, and full-scale IQ are in the average range. His working memory is in the high average range.