Introductory Training and Sales Information

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

Copyright © 2013 Pearson Education, Inc. or its affiliates. All rights reserved.

Processing Speed Revision

Update theoretical foundations Increase developmental appropriateness Enhance clinical utility Improve psychometric properties Increase user friendliness


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


Copyright © 2013. Pearson, Inc. All rights reserved.


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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




Working Memory: NEW in WPPSI-IV!

New Administration


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


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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Older Battery Test Structure

Subtest Substitution


When should I use substitution? YES • Primary Reason = Core subtest invalidated • Temporary impairment in an area such as broken finger, etc.


Substitution Guidance

NO • I like this subtest better • The child got a better score with this subtest








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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

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Special Group Studies Intellectually Gifted Intellectual Disability-Mild Severity Intellectual DisabilityModerate Severity Developmental DelayCognitive Developmental Risk Factors Emergent Pre-Literacy Concerns


AttentionDeficit/Hyperactivity Disorder Disruptive Behavior Expressive Language Disorder Mixed Receptive-Expressive Language Disorder English Language Learners Autistic Disorder Asperger’s Disorder


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


Guidelines in Selecting a Significance Level

• Purpose of evaluation • Number of comparisons being made



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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Demographics







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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


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)


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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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?


Best Practices in Assessment of Young Children

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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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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


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.


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