Feb 21, 2013 ... Introductory Webinar: Understanding. Developmental Strengths and Needs.
February 2013. Presented by: Adam Scheller, Ph.D., NCSP.
WPPSI-IV Introductory Webinar Adam Scheller, Ph.D.
2/21/2013
“ The WPPSI-IV is no one’s kid brother or sister. This newest version stands tall alongside the WISC-IV and WAIS-IV in every way imaginable – technical excellence, clinical utility, innovativeness, theoretical basis, and societal relevance.”
Introductory Webinar: Understanding Developmental Strengths and Needs
“Bottom line: The WPPSI-IV is an amazing work of measurement for young children.”
February 2013
-- Alan S. Kaufman and Nadeen L Kaufman Yale Child Study, School of Medicine
Presented by: Adam Scheller, Ph.D., NCSP Senior Educational Consultant Pearson Clinical Assessment
Agenda
Standard Revision Goals
• • • • •
• • • • •
Revision Goals Subtest Changes Test Structure Information Introduction to Interpretation Questions
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Processing Speed Revision
Update theoretical foundations Increase developmental appropriateness Enhance clinical utility Improve psychometric properties Increase user friendliness
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Subtest Changes from WPPSI-III • Dropped Word Reasoning & Picture Completion • Revised retained subtests – New items include picture items on Similarities and Comprehension, and a new puzzle for Object Assembly
• Replaced Processing Speed subtests – Bug Search & Animal Coding – Added Cancellation
• New Working Memory subtests – Picture Memory – Zoo Locations
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WPPSI-IV Introductory Webinar Adam Scheller, Ph.D.
2/21/2013
Subtest Modifications
Subtest Modifications (continued) Recording & Scoring
New Items
Picture Naming
Block Design
Object Assembly
Subtest
New Administration
Vocabulary Information Similarities
Comprehension Receptive Vocabulary
Subtest
• Why add Working Memory? – Most highly rated customer request – Need for preschool working memory measures with strong floors – Predicts academic achievement (e.g., reading comprehension, math) – Related to other abilities (e.g., language comprehension, attention, fluid reasoning) – Sensitive to clinical conditions (e.g., ADHD, TBI) – Provides information about developmental trajectories of working memory components
Recording & Scoring
Matrix Reasoning
New Items
Picture Concepts
Bug Search
Animal Coding
Cancellation
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Working Memory: NEW in WPPSI-IV!
New Administration
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Age
WM is crucial for…
Indicators that WM needs improvement
Pre-school
-Learning the alphabet -Completing a puzzle independently
-Unwillingness to learn
Elementary School
-Understanding textual content (reading comprehension) -Mental arithmetic
-Inability to understand what is read -Problems memorizing the multiplication table
Middle School
-Completing homework independently -Complex math problems, especially word problems
-Can’t complete homework without parental supervision and direction -Inability to grasp/break down word problems
High School
-Writing essays
-Difficulty writing neat, coherent essays
College
-Studying for an exam -Participation in group projects -Keeping focus/interest during a lecture
-Constantly procrastinates; panics the night before an exam -Doesn’t listen or participate during a group project -Difficulty remaining attentive during lectures
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Working Memory: NEW in WPPSI-IV
Younger Battery Test Structure
• New Working Memory subtests – Picture Memory – Zoo Locations
• Appear to be more like traditional STM or recognition memory measures – But look a little more closely…
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WPPSI-IV Introductory Webinar Adam Scheller, Ph.D.
2/21/2013
Older Battery Test Structure
Subtest Substitution
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When should I use substitution? YES • Primary Reason = Core subtest invalidated • Temporary impairment in an area such as broken finger, etc.
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Substitution Guidance
NO • I like this subtest better • The child got a better score with this subtest
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Substitution Guidance
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Substitution Guidance
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WPPSI-IV Introductory Webinar Adam Scheller, Ph.D.
Summary of Substitution Rules • No substitution of subtests on 2-subtest composites • Only substitute permitted subtests when calculating composite scores composed of 4+ subtests • Only substitute if subtest is spoiled or there is a necessary clinical reason – Determined a priori • For composites where substitution permitted only 1 is allowed
2/21/2013
Special Group Studies Intellectually Gifted Intellectual Disability-Mild Severity Intellectual DisabilityModerate Severity Developmental DelayCognitive Developmental Risk Factors Emergent Pre-Literacy Concerns
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AttentionDeficit/Hyperactivity Disorder Disruptive Behavior Expressive Language Disorder Mixed Receptive-Expressive Language Disorder English Language Learners Autistic Disorder Asperger’s Disorder
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Steps to interpretation• Complete record form – –
Introduction to
BASIC INTERPRETATION
Calculate Child’s Test Age Complete Summary Page
–
Complete Primary Analysis page
–
Calculate Raw Scores Convert Raw to Scaled Scores Obtain Sum of Scaled Scores Derive Primary Index Scores and FSIQ Analyze Index- and subtest-level strengths and weaknesses Analyze Index- and Subtest-level pairwise differences
Complete ancillary analysis page
Obtain sums of scaled scores
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Guidelines in Selecting a Significance Level
• Purpose of evaluation • Number of comparisons being made
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Guidelines in Choosing Base Rate Reference Group
• Whole sample • Ability level • At extremes, may be more meaningful to use ability reference group
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WPPSI-IV Introductory Webinar Adam Scheller, Ph.D.
2/21/2013
Demographics
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WPPSI-IV Introductory Webinar Adam Scheller, Ph.D.
2/21/2013
Compare WMI and PSI to Other Indexes
Using GAI and CPI
Consider deriving and interpreting the GAI and the CPI in a number of clinical situations, not limited to, but including the
Significant and Unusual Discrepancy Between . . . MIS* or FSIQ
WMI
VCI
following:
VSI
PSI
FRI *MIS = Mean Index Score
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Compare WMI and PSI to Other Indexes
Significant and Unusual Discrepancy Between . . . WMI (97)
Other Comparisons
Significant and Unusual Discrepancy ...
MIS or FSIQ (117)
WMI
VCI (132)
PM and ZL
VSI (112) PSI (91)
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FRI (114)
Between
PSI
or
BS and CA
a Working Memory or Processing Speed subtest and the MSS-I or MSS-F *MSS = Mean Scaled Score
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WPPSI-IV Introductory Webinar Adam Scheller, Ph.D.
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Case Study Conclusions 1. What is your formulation with regard to WPPSI-IV findings? 2. What additional data would you be looking for as a result of these findings? 1. Additional assessments?
3. What types of interventions and/or instructional strategies would be appropriate for this youngster?
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Best Practices in Assessment of Young Children
2/21/2013
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Specific Abilities and Neurodevelopment • Analyze WPPSI-IV primary index scores as they provide insight into both normal and abnormal brain development associated with various clinical conditions (Hale & Fiorello, 2004). – This insight can assist with diagnosis and treatment planning.
• Coinciding with development of general intellectual ability is the enormous growth in verbal skills during early childhood. – Implications for reading and writing development Copyright © 2013 Pearson Education, Inc. or its affiliates. All rights reserved.
To Summarize-
• Primary index scores can be conceptualized as representing various abilities that are clinically useful to assess because of their proven utility in various types of psychological evaluations, and their relations with clinical conditions and to neurodevelopment.
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WPPSI-IV Introductory Webinar Adam Scheller, Ph.D.
2/21/2013
To Summarize-
• Performance can be used as a starting point in hypotheses generation about neuropsychological processing deficits, and can also be conceptualized and interpreted using a neuropsychological perspective (Hale & Fiorello, 2004; Miller & Maricle, 2012).
WPPSI-IV Technical Information
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Stability Coefficients of Composite Scores for 2:6 – 7:7
WPPSI-IV Normative Sample Total n = 1,700 − n = 600 for ages 2:6-3:11 − n = 1,100 for ages 4:0-7:7
Nationally stratified sample − − − − −
First Testing Mean
Second Testing Mean
Corrected r
VCI
99.9
103.6
.89
VSI
100.6
106.2
.86
FRI
101.4
104.8
.88
WMI
99.2
101.0
.87
PSI
99.9
106.8
.84
FSIQ
100.4
105.0
.93
VAI
99.8
102.6
.86
NVI
101.2
105.6
.90
GAI
100.4
105.2
.93
CPI
99.1
103.8
.89
Composite
Age Sex/Gender Race/Ethnicity Parent education level (5 levels) Geographic Region (NE, S, MW, W) Copyright © 2013 Pearson Education, Inc. or its affiliates. All rights reserved.
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Correlations Between WPPSI-IV and WPPSI-III Composite
WPPSI-IV Mean
WPPSI-III Mean
Corrected r12
VCI-VIQ
100.9
103.4
.84
VSI-PIQ
102.6
104.9
FRI-PIQ
102.1
WMI
Emergent Pre-Literacy Concerns Clinical Mean
Control Mean
Mean Diff.
p value
Std. Diff.
VCI
89.9
101.5
11.51