PA WEEK 5 & 6: Assessment of Intelligence

Pregunta	Respuesta
What are the major theories of intelligence?	* Spearman's Historical View - A two factor theory * Thurstone's primary mental abilities * Horn & Cattel's - fluid & Crystalized intelligence * Gardners Multiple Intelligences * Wechsler's view
What are some of the similarities/differences between the theories?	* Spearman proposed a general factor of intelligence 'g'. * Thurstone's primary mental abilities was found to also support the existence of 'g' * Horn & Cattel proposed that 'g' consisted of two factors - fluid and crystalised intelligence * Gardner believed that there was no single intelligence - and that there are multiple. *Wechsler was informed by all these theories and emphasised that factors other than intellectual ability are involved in intelligent behaviour. He believed in the important role of 'g' underlying performance
What are the major tests of intelligence?	* Stanford - Binet - V * Screening Batteries - Kaufman Brief intelligence test - Wechsler Abbreviated scale of intelligence *Wechsler Scales (WAIS IV, WISC IV, WPPSI IV).
What are some of the strengths of the Stanford Binet Intelligence test	* It is the same test for adults and children * There are low end items for measurement low functioning * Extensive high end items for measurement of gifted performance. * Gives a mental age.
What is the WIAT IV and WISC IV used to test for?	Development delays  Intellectual disabilities  Learning disabilities/ADHD/autism  Motor impairments  Cognitive giftedness  Neuropsychological disorders  Educational and vocational planning  School and job selection
What are the classifications on the Wechsler IV scales	Expressed in deviation IQs – S.D. units M = 100, S.D. = 15 Classifications on the WAIS‐IV 130 + = very superior (Upper extreme) 120‐129 = Superior (well above average) 110‐119 = High Average 90‐109 = Average 80‐89 = Low Average 70 – 79 = Borderline (well below average) 69 and below = lower extreme BUT clinically (and in reports) tend to use “well below average” for anything < 70
What is the age range of the WISC IV	6 - 16 years
What is the structure of the WISC IV?	 10 Subtests to obtain FSIQ  10 Subtests to obtain Index Scores  3 Core Verbal and 3 Core Perceptual Reasoning Subtests  2 Core Working Memory and 2 Core Processing Speed Subtests Administration time: median = 67 minutes
List the four Indexes and there subtests in the WISC?	* Verbal Comprehension Index - Similarities, vocabulary and Comprehension * Perceptual reasoning Index - Block Design, Picture concept & Matrix reasoning * Working Memory Index - Digit span & Letter number sequencing Processing Speed Index - Coding & symbol search
What is the subtest order of the WISC IV?	1. Block Design 2. Similarities 3. Digit Span 4. Picture Concepts 5. Coding 6. Vocabulary 7. Letter – Number Sequencing 8. Matrix Reasoning 9. Comprehension 10. Symbol Search
What does the Verbal reasoning Index measure?	 Verbal Comprehension  Relatively pure measure of verbal abilities  Reflects ability to understand word meanings, conceptualize verbal information and relate factual information of verbal material
What does the Perceptual reasoning Index measure?	- Relatively pure measure of perceptual (non‐verbal) abilities - Reflects abilities such as nonverbal, fluid reasoning, integration of novel material, attention to detail
What does the Working memory Index measure?	Working memory  Primarily a measure of attention, concentration and short‐term memory  Fairly narrow measure of ability to hold AND manipulateinformation over short period of time  Reflects proficiency in attention/concentration, STM, sequencing, facility with numbers, mental flexibility NB: even though this Index has “Memory” in the title, it is a measure of a very specific aspect of memory. It is NOT a memory test
What does the processing speed index measure?	 Processing Speed Reflects mental and motor speed with which person can solve non‐verbal problems  Represents proficiency in speed of information processing, planning and organisation, motor control, motivation
Why do we need standardised procedures when administering tests, in particular intelligence testing?	 You must follow the procedure outlined in the Manual so you must be familiar with the procedures  If a non‐standardised procedure is used, reliability and validity of subtest is limited. Attempt to finish testing in one session Whenever possible subtests should be administered according to order in manual  If a client becomes fatigued, take breaks  If impossible to administer whole test in a single session, second session should be within NOT MORE THAN one week
What should you remember in regards to administration of the WISC/WAIS?	* Testing Environment - well lit, quiet, free from distractions etc - comfortable chairs and desk - well ventilated - Comfortable chair *Avoid use of the term intelligence – focus on strengths & weaknesses • If needed, briefly discuss how this information might be used • Reassure client that the important thing is that they do the best they can • They will only be compared with other adults of a similar age
What does the reverse rule and the discontinue rule refer to?	Reverse Rule: If client does not get two perfect scores on the first two items administered (e.g., items 4 and 5 on Similarities) then items are administered in reverse order until two consecutive perfect scores have been obtained Discontinue Rule: Stop after 3 consecutive 0 scores. This also reduces the number of items administered and prevents frustration when a client is continually having trouble answering item
What subtest is this an example of? “Now I am going to say two words and ask you how they are alike. In what way are TWO and SEVEN alike? How are they the same?”	Similarities
What subtest is this an example of? “Now look at these scales. I am going to show you how to choose which one of these (point across response options) goes here (point to question mark) to balance the scale. When there are two scales, I have to look at both scales to find the right answer.”	Figure Weights
“I am going to show you some pictures. There is a part missing in each picture. Look at each picture carefully and tell me what is missing.” (open stimulus book) • “Look at this picture. What part is missing?”	Picture completion
Scoring in the WISC and WAIS uses what three types of standardised scores?	* IQ scores * Index scores *Scaled Scores
Why do we convert raw scores?	1. controls for age differences in intelligence and 2. allows for quick and easy interpretations across IQs, Indexes, and/or subscales.
What is the Mean and SD of Standardised IQ scores	IQ scores standardised with M = 100, SD = 15. Maximum range of scores within WAIS‐IV is 45 to 155 and for the WISC‐IV is 40 ‐160
How do you determine Scaled scores?	* Convert raw scores into scaled scores by comparing the examinee’s performance with that of similar aged individuals * SS have M = 10, SD = 3: 68% of people will obtain SS between 7‐13 (although clinicians commonly use a SD of 2 to indicate change in classification)
What is a hierarchical approach to interpreting the WAIS or WISC	A Hierarchical Interpretative Strategy: • Analysis and interpretation proceeds from the most reliable to the least reliable measures
List the Hierarchy approach	• We begin with: – Full Scale IQ, then – Factor Indexes: VCI, PRI, WMI, PSI – Subtest Deviations within Composites – Inter‐subtest Score Comparisons – Intra‐subtest Score Comparisons – Qualitative Analysis
What is the purpose of discrepancy analysis in interpreting the WAIS IV or WISC IV?	* The critical value tells us if there is a significant difference between two scores. - This means that there is a “genuine” statistical difference (like conducting a T‐Test); the difference is not just measurement error * The Base Rate tells us how common the difference is – This tells us whether we should be concerned about the difference (e.g., is it “abnormal”; is it clinically meaningful?)

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PA WEEK 5 & 6: Assessment of Intelligence

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