Essentials of WNV Assessment [1 ed.] 0470284676, 9780470284674, 9780470421246

Citation preview

Brunnert Naglieri Hardy-Braz

Psychology

Quickly acquire the knowledge and skills you need to confidently administer, score, and interpret the WNV™

E

of WNV ™ Assessment provides practitioners with the practical, step-by-step advice needed to administer, score, and interpret the Wechsler Nonverbal Scale of Ability (WNV™), a nonverbal assessment of general ability used to assess a wide variety of individuals. The test is especially well suited for those who are not proficient in English, such as young children, recent immigrants, English language learners, and the deaf and hard of hearing. Like all the volumes in the Essentials of Psychological Assessment series, this book is designed to help busy mental health professionals quickly acquire the knowledge and skills they need to make optimal use of a major psychological assessment instrument. Each concise chapter features numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions that help you gauge and reinforce your grasp of the information covered.

KIMBERLY A. BRUNNERT, PHD, is a Senior Research Scientist in Educational Assessment at Pearson, where she has worked with Jack Naglieri on the development of the Naglieri Nonverbal Ability Test, Individual Administration; Naglieri Nonverbal Ability Test, Second Edition; and the Wechsler Nonverbal Scale of Ability. JACK A. NAGLIERI, PHD, is Professor of Psychology at George Mason University, Senior Research Scientist at the Devereux Foundation, a Fellow of APA Division 16—School Psychology, and recipient of that division’s Senior Scientist Award. In addition, he has published a number of research papers, books, and tests. STEVEN T. HARDY-BRAZ, PSYS, NCSP, is a past president of the North Carolina School Psychology Association. He has worked with residential schools for deaf students, the U.S. Department of the Defense, and public school systems. In addition to providing state, regional, and national training in assessment and diagnosis, especially in evaluations with students with learning disabilities, he consulted on the development of the WNV™.

TM

Essentials of WNV ™ Assessment is the best source of information on the test, providing you with illuminating case reports, expert assessment of the test’s relative strengths and weaknesses, and valuable advice on its clinical applications. Authoritative and insightful coverage is presented for the assessment of examinees from diverse social, linguistic, and cultural backgrounds. You will learn the fundamentals of administration and interpretation, as well as advanced tips for application of the WNV™.

Essentials of WNV Assessment

TM WNVssentials

Essentials of

WNV Assessment TM

Complete coverage of administration, scoring, interpretation, and reporting Expert advice on avoiding common pitfalls Conveniently formatted for rapid reference

Other titles in the Essentials of Psychological Assessment series: Essentials of Assessment Report Writing Essentials of WISC®-IV Assessment Essentials of Cross-Battery Assessment, Second Edition Essentials of WJ III™ Tests of Achievement Assessment Essentials of WJ III™ Cognitive Abilities Assessment

Essentials of Stanford-Binet Intellegence Scales (SB5) Assessment Essentials of School Neuropsychological Assessment Essentials of Processing Assessment Essentials of DAS-II® Assessment Essentials of Evidence-Based Academic Interventions

Visit us on the Web at: www.wiley.com/psychology

Kimberly A. Brunnert Jack A. Naglieri Steven T. Hardy-Braz Alan S. Kaufman & Nadeen L. Kaufman, Series Editors

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Essentials of WNVTM Assessment

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Essentials of Psychological Assessment Series Series Editors, Alan S. Kaufman and Nadeen L. Kaufman Essentials of WAIS1-III Assessment byAlan S. Kaufman and Elizabeth O. Lichtenberger Essentials of CASAssessment byJack A. Naglieri Essentials of Forensic Psychological Assessment by MarcJ. Ackerman Essentials of Bayley Scales of Infant Development^II Assessment by Maureen M. Black and Kathleen Matula Essentials of Myers-BriggsType Indicator1 Assessment by Naomi Quenk Essentials of WISC-III1 and WPPSI-R1 Assessment byAlan S. Kaufman and Elizabeth O. Lichtenberger Essentials of Rorschach1 Assessment byTara Rose, Nancy Kaser-Boyd, and Michael P. Maloney Essentials of Career Interest Assessment byJeffrey P. Prince and LisaJ. Heiser Essentials of Cross-Battery Assessment by Dawn P. Flanagan and Samuel O. Ortiz Essentials of Cognitive Assessment with KAITand Other Kaufman Measures by Elizabeth O. Lichtenberger, Debra Broadbooks, and Alan S. Kaufman Essentials of Nonverbal Assessment by Steve McCallum, Bruce Bracken, andJohn Wasserman Essentials of MMPI-2TM Assessment by David S. Nichols Essentials of NEPSY1Assessment by Sally L. Kemp, Ursula Kirk, and Marit Korkman Essentials of Individual Achievement Assessment by Douglas K. Smith Essentials of TATand Other StorytellingTechniques Assessment by HedwigTeglasi Essentials of WJ III1 Tests of Achievement Assessment by Nancy Mather, BarbaraJ.Wendling, and RichardW. Woodcock Essentials of WJ III1 Cognitive Abilities Assessment by Fredrick A. Schrank, Dawn P. Flanagan, RichardW. Woodcock, andJenniferT. Mascolo Essentials of WMS1-III Assessment by Elizabeth O. Lichtenberger, Alan S. Kaufman, and Zona C. Lai Essentials of MMPI-ATM Assessment by Robert P. Archer and Radhika Krishnamurthy

Essentials of Neuropsychological Assessment by Nancy Hebben and William Milberg Essentials of Behavioral Assessment by Michael C. Ramsay, Cecil R. Reynolds, and R.W. Kamphaus Essentials of Millon Inventories Assessment, Second Edition by Stephen N. Strack Essentials of PAI1 Assessment by Leslie C. Morey Essentials of16 PF1Assessment by Heather E.-P. Cattell andJames M. Schuerger Essentials of WPPSI TM-III Assessment by Elizabeth O. Lichtenberger and Alan S. Kaufman Essentials of Assessment Report Writing by Elizabeth O. Lichtenberger, Nancy Mather, Nadeen L. Kaufman, and Alan S. Kaufman Essentials of Stanford-Binet Intelligence Scales (SB5) Assessment by Gale H. Roid and R. Andrew Barram Essentials of WISC-IV1Assessment by Dawn P. Flanagan and Alan S. Kaufman Essentials of KABC-II Assessment byAlan S. Kaufman, Elizabeth O. Lichtenberger, Elaine Fletcher-Janzen, and Nadeen L. Kaufman Essentials of Processing Assessment by MiltonJ. Dehn Essentials of WIAT1-II and KTEA-II Assessment by Elizabeth O. Lichtenberger and Donna R. Smith Essentials of Assessment with Brief IntelligenceTests by Susan R. Homack and Cecil R. Reynolds Essentials of School Neuropsychological Assessment by Daniel C. Miller Essentials of MillonTM Inventories Assessment,Third Edition by Stephen Strack Essentials of Creativity Assessment byJames C. Kaufman, Jonathan A. Plucker, and John Baer Essentials of DAS-II1 Assessment by Ron Dumont, John O.Willis, and Colin D. Elliott Essentials of WNVTM Assessment by KimberlyJ. Brunnert, Jack A. Naglieri, and StevenT. Hardy-Braz Essentials of WRAML2 and TOMAL-2 Assessment by Wayne Adams and Cecil R. Reynolds Essentials of Evidence-Based Academic Interventions by BarbaraJ.Wendling and Nancy Mather

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Essentials of WNVTM Assessment Kimberly A. Brunnert Jack A. Naglieri Steven T. Hardy-Braz

John Wiley & Sons, Inc.

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Copyright # 2009 byJohn Wiley & Sons, Inc. All rights reserved. Published byJohn Wiley & Sons, Inc., Hoboken, NewJersey. Published simultaneously in Canada. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 646-8600, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, JohnWiley & Sons, Inc.,111River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials.The advice and strategies contained herein may not be suitable for your situation.You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold with the understanding that the publisher is not engaged in rendering professional services. If legal, accounting, medical, psychological or any other expert assistance is required, the services of a competent professional person should be sought. Designations used by companies to distinguish their products are often claimed as trademarks. In all instances whereJohnWiley & Sons, Inc. is aware of a claim, the product names appear in initial capital or all capital letters. Readers, however, should contact the appropriate companies for more complete information regarding trademarks and registration. For general information on our other products and services please contact our Customer Care Department within the U.S. at (800) 762-2974, outside the United States at (317) 572-3993 or fax (317) 572-4002. Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. For more information about Wiley products, visit our website at www.wiley.com. Library of Congress Cataloging-in-Publication Data: Brunnert, KimberlyA. Essentials of WNVassessment/by KimberlyA. Brunnert, Jack A. Naglieri, StevenT. Hardy-Braz. p. cm. ^ (Essentials psychological assessment series) Includes bibliographical references (p. 195) and index. ISBN 978-0-470-28467-4 (pbk.) 1.Wechsler Nonverbal Scale of Ability. I. Naglieri, Jack A. II. Hardy-Braz, StevenT. III.Title. BF432.5.W423B78 2009 153.903^dc22 2008026310 Printed in the United States of America 10 9 8 7 6 5 4 3 2 1

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Thank you to my family, whose support and encouragement made this possible. Kimberly A. Brunnert I dedicate this work to all those like my grandparents whose contribution and integration into American society is influenced by limited education and English-language skills and for whom a nonverbal test ofability nowsuggests a more promising future. Jack A. Naglieri To the numerous Deafand deaf/blind individuals in differentcountries who havetaughtand shared with me your wonderful sign languages, histories, and cultures, and to the families who seek appropriate psychological assessments. StevenT. Hardy-Braz

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CONTENTS

Series Preface

xi

One

Introduction and Overview

1

Two

How to Administer the WNV

13

How to Score the WNV

33

Four

Interpretation of the WNV

53

Five

Strengths and Weaknesses

73

Clinical Applications of the WNV

85

Illustrative Case Reports

99

Three

Six Seven

References

191

Annotated Bibliography

195

Index

197

About the Authors

203

ix

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SERIES PREFACE

I

n the Essentialsof Psychological Assessment series, our goal is to provide the reader with books that deliver key practical information in the most e⁄cient and accessible style.The series features instruments in a variety of domains, such as cognition, personality, education, and neuropsychology. For the experienced clinician, books in the series o¡er a concise yet thorough way to master the continuously evolving supply of new and revised instruments, as well as a convenient method for keeping up to date on the tried-and-true measures. The novice will ¢nd here a prioritized assembly of all the information and techniques that must be at one’s ¢ngertips to begin the complicated process of individual psychological diagnosis.Wherever feasible, visual shortcuts to highlight key points are utilized alongside systematic, step-by-step guidelines. Chapters are focused and succinct.Topics are targeted for an easy understanding of the essentials of administration, scoring, interpretation, and clinical application.Theory and research are continually woven into the fabric of each book, but always to enhance clinical inference, never to sidetrack or overwhelm.We have long been advocates of ‘‘intelligent’’ testingthe notion that a pro¢le of test scores is meaningless unless it is brought to life by the clinical observations and astute detective work of knowledgeable examiners. Test pro¢les must be used to make a di¡erence in the child’s or adult’s life, or why bother to test? We want this series to help our readers become the best intelligent testers they can be. A triad of assessment professionals o¡er insight into theWNV test in Essentials of WNVAssessment: Kim Brunnert is the Research Director at Pearson (formerly Harcourt) who speci¢ed the methodology and oversaw the details of the development and production of the WNV; Jack Naglieri is one of the authors of the WNV who is also a respected leader in the assessment ¢eld; and Steven Hardy-Braz made important contributions throughout the development xi

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xii SERIES PREFACE

of the WNV and is a practitioner in and respected partner of the deaf and hearing-impaired community. The authors o¡er readers an authoritative and insightful look at this new testing alternative for the assessment of examinees from diverse social, linguistic, and cultural backgrounds. The goal of this volume is to provide both beginning users and those familiar with the instrument with the fundamentals of administration and interpretation, as well as advanced tips for application of theWNV.

Alan S. Kaufman, Ph.D., and Nadeen L. Kaufman, Ed.D., Series Editors Yale University School of Medicine

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One INTRODUCTION AND OVERVIEW

INTRODUCTION

The use of standardized psychological testing instruments to measure ability using nonverbal tests provides an organized way to collect a great deal of information regarding an examinee’s cognitive ability in an e⁄cient manner. An appropriate assessment using a well-developed instrument administered by a well-trained examiner can reveal much about an examinee’s abilities. These results, when integrated with other information, can be instructive and can be used for identi¢cation and treatment purposes. Naglieri and Chambers (in press) argue, however, that examiners must use well-developed tests standardized on representative samples and for which test authors provide adequate technical and interpretive manuals. Although this applies to all testing areas, it is most important in the assessment of intelligence testing, which is marred by problems for the Deaf, those whose native language is other than English, or those who may not be able to speak clearly, if at all. For examples of this, see IQ:ASmart History of a Failed Idea by Murdoch (2007) and Unspeakable:The Story of Junius Wilson by Burch andJoyner (2007). Measures of intelligence must be created with attention to detail for special populations and circumstances as well as evidence of reliability and validity, expert reviews, standardization, and the collection of a representative normative sample. The Wechsler Nonverbal Scale of Ability (WNV) builds upon a rich history, goes beyond decades of use of Wechsler’s performance tasks, and adds an explicitcommitment to fairness and accurate assessment of a wide variety of individuals. The purpose behind the development of WNV at each stage was fairness for 

Following culturally appropriate practices we have attempted to use the capitalized‘‘Deaf’’to refer to cultural practices and members of the Deaf population and the lower case‘‘deaf: torefer to the condition of deafness or the larger group of individuals who do not identify themselves with members of this culture. 1

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2 ESSENTIALS OF WNV ASSESSMENT

various populations: to be able to administer the test nonverbally or in a manner that uses minimal language. By minimizing the language demands of the administration of the subtests and providing unique pictorial directions for the administration, the WNV has established a new, patent-pending method of administration as a means to ensure the comprehension of the required tasks by the examinee and a new standard for multilingual administration directions. HISTORY OF ABILITY AND ABILITY TESTING

There has been mention of people who were noteworthy in society (e.g., Aristotle, Euclid, Leonardo daVinci, Albert Einstein) ever since written records have been kept. With discussions from thousands of years ago about ability and intellect, it seems that there should be a universal de¢nition. However, there are many diverse de¢nitions of intelligence, including the de¢nitions in the dictionaries. Dictionary.com de¢nes intelligence ¢rst as the ‘‘capacity for learning, reasoning, understanding, and similar forms of mental activity; aptitude in grasping truths, relationships, facts, meanings, etc.’’; whereas Merriam-Webster de¢nes intelligence ¢rst as ‘‘the ability to learn or understand or to deal with new or trying situations.’’ Regardless of how intelligence is de¢ned, there is considerable support for the utility of measuring intelligence. Alfred Binet compiled the ¢rsttest batterybased on tasks that teachers identi¢ed as relevant; quickly identifying those students who needed additional help or different educational interventions (see Rapid Reference 1.1 for the chronology of Binet’s testing instruments). Other educators, such as Itard and Montessori, used a variety of tasks to assist them in formulating educational programming for their

Rapid Reference 1.1

.................................................................................................... Over a Century of Stanford-Binet Scales 1905 1908 1916 1937 1960 1972 1986 2004

Binet-Simon Binet-Simon–Revised Stanford Revision and Extension of the Binet-Simon scales Stanford-Binet Stanford-Binet–Second Edition Stanford-Binet L–M Stanford-Binet–Fourth Edition Stanford-Binet–Fifth Edition

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INTRODUCTION AND OVERVIEW 3

Rapid Reference 1.2

.................................................................................................... Nearly 70 Years of Wechsler Scales 1939 1946 1949 1955 1967 1974 1981 1989 1991 1997 2003 2004 2005 2006 2008

Wechsler-Bellevue, Form I Wechsler-Bellevue, Form II Wechsler Intelligence Scale for Children (WISC) Wechsler Adult Intelligence Scale (WAIS) Wechsler Preschool and Primary Scale of Intelligence (WPPSI) WISC–Revised WAIS–Revised WPPSI–Revised WISC—III WAIS—III WISC—IV WISC—IV Integrated WISC—IV Spanish Wechsler Nonverbal Scale of Ability (WNV) WAIS—IV

students.Whether or not Boring’s 1923 statement that intelligence is what the tests test was accurate, it does follow that the measurement of ability or intelligence is more easily quanti¢ed by using tests than by any other method. The concept and de¢nition of general intelligence gained visibility and momentum with Charles Spearman’s (1904) article entitled ‘‘General Intelligence’’: Objectively Determined and Measured. Spearman proposed the theory that all mental tests can be described as having a factor speci¢c to each test and a general factor, designated as g. David Wechsler created the Wechsler scales, called the Wechsler-Bellevue Scales (Wechsler, 1939), to re£ect this dichotomysubtest-speci¢c scores and an overall composite score. All of Wechsler’s scales and revisions published since, including the WNV, re£ect this (see Rapid Reference 1.2 for the chronology of Wechsler’s scales). The purpose of theWNV (Wechsler & Naglieri, 2006a) is to provide a nonverbal measure of general ability for assessing the general cognitive ability of examinees ages 4 through 21using questions that do not contain verbal content and to do so using subtests that vary in their format and requirements. This is in contrast to previous versions of the Wechsler Scales that have measured general ability using verbal, arithmetic, and nonverbal tests. The WNV

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4 ESSENTIALS OF WNV ASSESSMENT

provides a measure of general ability using only nonverbal tasks, which .................................................. provides a way to measure general The Wechsler Nonverbal Scale of ability while minimizing language Ability is a measure of general ability that requires the examinee to solve and math skills. This is also in conproblems that do not require verbal trast to tests like the Naglieri Nonverbal expression or knowledge of words. Ability TestIndividual Administration (NNATI); (Naglieri, 2003a) thatonly use one item type to assess general ability nonverbally.

DON’T FORGET

BENEFITS OF NONVERBAL TESTING

The essentialbene¢tofanonverbaltestisthatitmeasuresanexaminee’sgeneralability in£uencedminimallybyknowledge.Forexample,averbaltestofgeneralabilitymight askthe examinee to explain howabee and a coware the same.To answer thatquestion demands knowledge of these two words, what each of the objects these words represent are, and what they share. In contrast, solving nonverbal test items involves minimal knowledge beyond recognizing a letter or number or being able to see the di¡erence between a circle and a square. Essentially, nonverbal tests provide a means of measuring general ability without the confounding in£uence of verbal and quantitative knowledge and related skills such as reading, math, and verbal expression. This makes a nonverbal test like theWNV particularly appropriate for assessment of examinees who have limited knowledge of English, weak academic histories, communication challenges, and neurological impairments. Using a nonverbal test can circumvent those variables that may interfere with the accurate measurement of general ability. DEVELOPMENT OF THE WNV

The Wechsler Nonverbal Scale of Ability was created with many goals, all the while adhering to the highest standards set forth by previous Wechsler and Naglieri products. These goals included the following. 



Create an ability test that can be used across cultures and languages. Create an ability test that can be used for all people (e.g., various

DON’T FORGET

.................................................. Historically, Wechsler tests have grouped subtests into nonverbal and verbal composites or categories. These composite or category names indicated the types of skills required to complete items and did not indicate a type of ability. A nonverbal test of ability is one that does not require the examinee to speak or understand the language that the test was published in or the primary language of the examiner.

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INTRODUCTION AND OVERVIEW 5

 

ability levels, motor skills, speaking and hearing levels) Create an ability test that is of reasonable length. Create a test that will be interesting and engaging for examinees.

The development of the WNV included many innovations, arguably the most important of which was the creation of the pictorial directions (patent pending). The pictorial directions are visual representations not only of what the examinee will see and do during the administration of each subtest, but also sometimes of what the examinee might be thinking to answer correctly. For example, in the pictorial directions for Matrices, in Figure1.1, the examiner points to the stimulus part of the item, and the examinee looks at (and thinks about) the stimulus. In the second frame, the examiner sweeps his or her hand across the answer options, and the examinee looks at (and thinks about) the answer options. In the ¢nal frame, the examinee thinks about and then points to the correct answer. These pictorial directions are combined with standardized directions, which include simple sentences. Once the examiner completesthe standardized portion of the directions he or she can continue to provide help to aid the examinee in understanding the demands of the tasks.This approach, both with the pictorial directions and the £exible supplement to the directions, makes the WNV an excellent ability measure for examinees from diverse cultures who may speak languages that the examiner cannot. Additionally, during development the subtests, pictorial directions, and standardized directions were all subjected to scrutiny by professionals who work with those from multicultural backgrounds and/or who work with individuals who are deaf or hard-of-hearing. Changes were made to the pictorial directions and to the directions for the examiner based on feedback from these reviewers. The next goal that was met during development of theWNV was creating an ability test that could be used with all kinds of people. The items of the WNV can be administered to examinees with all types of color blindness except

Figure 1.1. Matrices Pictorial Directions

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6 ESSENTIALS OF WNV ASSESSMENT

tritanopia (blue-yellow color blindness) or achromatopsia (an inability to perceive color), each of which have a prevalence of less than .01% of the population. Examinees with all other types of color blindness should not perceive any of the items in a di¡erent way than examinees with color vision. The WNVcan be administered to examinees who have trouble with motor skills by administering the 2-subtest battery or by not administering Coding and prorating the 4-subtest battery.The choice for which subtests to administer would be determined by the examiner based on the examinee’s unique skill set. The WNV can be administered to examinees suspected of having low or high ability levels. TheWNVcan be administered to hard-of-hearing or deaf examinees regardless of how they communicate. In fact, great care was taken during the development of the WNV to create an instrument that can be used with deaf or hard-of-hearing individuals in the same way it is used with hearing individuals. As previously noted, the subtests, pictorial directions, and standardized directions were all subjected to scrutiny by professionals who work with multicultural examinees and/or who work with deaf or hard-of-hearing examinees. Changes were made to the pictorial directions and to the directions for the examiner based on feedback from these reviewers (e.g., pictures were altered to conform to nonverbal facial markers of signed language). Additionally, the WNV was administered to deaf individuals who use di¡erent communication systems and languages during the pilot, tryout, and standardization phases. A translation and blind back-translation was done with all of the verbal directions for standardization. The ¢nal translation was then ¢lmed of a deaf model using a native sign language. This translation was used in the collection of the normative data and the clinical validity studies in the standardization phase of development. The collection of data for the validity studies for using the WNV with deaf and hard-of-hearing individuals was unique for more than thatreason.TheWNVwasthe ¢rsttestto collectdata on deafand hard-of-hearing individuals in coordination with Gallaudet University’s annual demographic survey of tens of thousands of deaf and hard-of-hearing students. The WNV became the ¢rst published test to report the demographic variables that are unique to these populations. Furthermore, it is also the ¢rst and only ability test to report separate validity studies for hard-of-hearing and deaf individuals. Great care went into the development of the instrument at every stage and the data from the validity studies re£ect that, as displayed in the Technical and Interpretive Manual (Wechsler & Naglieri, 2006c). Besides meeting the goals described previously, theWNV is also a reasonable length, interesting, and engaging to administer.

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INTRODUCTION AND OVERVIEW 7

DESCRIPTION OF THE WNV

TheWNV was standardized simultaneously in the United States and in Canada. The standardization samples included reliability and validity studies, which were collected in the United States. For details about the WNV, including the standardization sample information for both countries, seeTable 1.1.

Table 1.1. General Information Authors

David Wechsler (d. 1981) Jack A. Naglieri

Publication Date

2006

Age Range

4:0^21:11

AdministrationTime for Examinees in the Normative Sample Ages 4:0^7:11 (50%/90%)

4-Subtest Battery: 37/55 mins 2-Subtest Battery: 10/17 mins

AdministrationTime for Examinees in the Normative Sample Ages 8:0^21:11 (50%/90%)

4-Subtest Battery: 34/51 mins 2-Subtest Battery: 14/29 mins

Quali¢cation of Examiners

Graduate- or professional-level training in psychological assessment

Publisher

Pearson (formerly Harcourt Assessment, and The Psychological Corporation) 19500 Bulverde Road San Antonio, Texas 78259 Ordering Phone No. 800-211-8378 http://HarcourtAssessment.com Score Information

Composite Score for General Ability

Full Scale Score: 4-Subtest Battery and Full Scale Score: 2-Subtest Battery

Available Scores

Raw Scores for Items and Subtests T Scores for Subtests Full Scale Score: 4-Subtest Battery (with CIs) Full Scale Score: 2-Subtest Battery (with CIs) Percentile Ranks Age Equivalent

Range of Full Scale Scores

30 to 170 (ages 4:0^21:11) (continued )

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8 ESSENTIALS OF WNV ASSESSMENT Table 1.1. (continued) Norming Information U.S. Standardization Sample Size

1,350

Canadian Standardization Sample Size

875

Sample Collection Dates (both U.S. and Canadian samples)

July 2005 to May 2006

Sample Size per Age Interval for U.S. Sample

100

Range of Sample Sizes per Age Interval for Canadian Sample

50^100

Age Blocks in Norm Table (both for U.S. and Canadian norms)

3 month (4:0^5:11) 4 month (6:0^16:11) 3 year (17:0^19:11) 2 year (20:0^21:11)

U.S. DemographicVariables

Age Gender (Male, Female) Geographic Region (West, North Central, South, and Northeast) Race/ethnicity (White, African American, Hispanic, Asian, Other) Parent Education (¢ve levels)

Canadian DemographicVariables

Age Gender (Male, Female) Geographic Region (West, Central, and East) Race/ethnicity (Caucasian, Asian, First Nations, Other) Parent Education (four levels)

ValidityTest Studies

WPPSIIII WISCIV WISCIV Spanish WAISIII NNATI UNIT WIATII

Special Group Studies

Gifted Mild Mental Retardation Moderate Mental Retardation

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INTRODUCTION AND OVERVIEW 9

Reading and Written Expression Learning Disorders Language Disorders English-Language Learners Deaf Hard-of-Hearing

STRUCTURE OF THE WNV

The WNV has both a 4- and 2-subtest battery, as described in Chapter 2. Both versions have good reliability, so the decision about which version to administer should be based on the reasons for testing, the testing constraints (e.g., time), or characteristics of the examinee (e.g., problems with motor skills). In other words, the 4-subtest battery should be the battery of choice because it o¡ers greater diversity with the additional subtests. However, if time is short, if the examinee has a motor skills de¢cit, or if there are other exceptional circumstances, the 2-subtest battery is the better choice. Table 1.2 provides subtest descriptions of the WNV.

Table 1.2. WNV Subtest Descriptions Subtest (Abbreviation)

Origin

Description

Matrices (MA)

Adapted from NNATI

The examinee looks at an incomplete ¢gural matrix and selects the missing portion from four or ¢ve response options.

Coding (CD)

Adapted from WISCIV

The examinee copies symbols that are paired with simple geometric shapes or numbers. Using a key, the examinee writes each symbol in its corresponding box within a speci¢ed time limit.

Object Assembly (OA)

Adapted from WPPSIIII, WISCIII, and one new item

The examinee is presented with prearranged puzzle pieces and ¢ts the pieces together to form a meaningful whole within a speci¢ed time limit. (continued )

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10 ESSENTIALS OF WNV ASSESSMENT Table 1.2. (continued) Subtest (Abbreviation)

Origin

Description

Recognition (RG)

New Subtest

The examinee looks at a geometric design for 3 seconds and identi¢es which of four or ¢ve response options matches the viewed stimulus.

Spatial Span (SSp)

Adapted from WMSIII

The examinee taps a series of blocks as demonstrated by the examiner. For Spatial Span Forward, the examinee repeats a sequence of tapped blocks in the same order as demonstrated by the examiner. For Spatial Span Backward, the examinee repeats a sequence of tapped blocks in the reverse order of that demonstrated by the examiner.

Picture Arrangement (PA)

Adapted from WAISIII and a research version of the WISCIV Integrated

The examinee reorders a prearranged set of picture cards to tell a logical story within a speci¢ed time limit.

CONCLUSION

TheWNV was developed, constructed, and tested with great attention paid to details around special populations. The WNV is an excellent assessment that demonstrates the highest level of fairness and accuracy for diverse groups of examiners and examinees. It is an instrument that can be used to overcome language barriers that may exist between an examiner and examinee and provide needed information regarding an examinee’s cognitive ability. The WNV builds on David Wechsler’s historic dedication to clinical assessments and Jack Naglieri’s strong commitment to such assessments being done in a culturally fair fashion.

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INTRODUCTION AND OVERVIEW 11

Test Yourself

.................................................................................................... 1. Which of the following statements is true about the Recognition subtest?

(a) The Recognition subtest requires examinees to put together puzzles. (b) The Recognition subtest requires examinees to point to a geometric pattern that they were previously shown. (c) The Recognition subtest requires examinees to point to raised boxes that the examiner tapped. (d) The Recognition subtest requires examinees to complete a geometric pattern. 2. In what year was the first Wechsler scale published?

(a) 1950 (b) 1939 (c) 1979 (d) 1899 3. Which of the following statements is true about the Spatial Span subtest?

(a) The Spatial Span subtest requires examinees to put together puzzles. (b) The Spatial Span subtest requires examinees to point to a geometric pattern that they were previously shown. (c) The Spatial Span subtest requires examinees to point to raised boxes that the examiner tapped in a specified order. (d) The Spatial Span subtest requires examinees to complete a geometric pattern. 4. Which special studies were included with the standardization of the WNV?

(a) Gifted and Talented, Mild Mental Retardation, Moderate Mental Retardation, Deaf, and Hard-of-Hearing (b) Language Disorders and English-Language Learners (c) Reading and Written Expression Learning Disorders (d) All of the above 5. What test was the Recognition subtest adapted from?

(a) The WAIS—III (b) The Recognition subtest is new and was not adapted from another test. (c) The NNAT—I (d) The WIAT—II 6. Who wrote the (1904) article entitled ‘‘General Intelligence’’: Objectively Determined and Measured?

(a) Charles Spearman (b) Lev Vygotsky (c) Alfred Binet (d) Theodore Simon

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12 ESSENTIALS OF WNV ASSESSMENT

7. What test was the Coding subtest adapted from?

(a) The WAIS—III (b) The Coding subtest is new and was not adapted from another test. (c) The WISC—IV (d) The WIAT—II 8. Which is the correct way to describe the WNV?

(a) A nonverbally administered test of ability (b) A test of nonverbal ability (c) An ability test (d) a and c 9. In which countries was the WNV simultaneously standardized?

(a) The United States and Canada (b) The United States and China (c) The United States and Great Britain (d) The United States and South Africa 10. Which demographic variables were used when collecting the U.S. standardization sample?

(a) Age, Race/ethnicity, Parent Education, Geographic Region, and Gender (b) Age, Grade, Race/ethnicity, Parent Education, and Gender (c) Grade, Race/ethnicity, Geographic Region, and Gender (d) Grade, Race/ethnicity, Socioeconomic Status, Geographic Region, and Gender Answers: 1. b; 2. b; 3. c; 4. d; 5. b; 6. a; 7. c; 8. d; 9. a; 10. a

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Two HOW TO ADMINISTER THE WNV

APPROPRIATE TESTING CONDITIONS

TheWNV, like any standardized test, must be administered and scored as it was standardized and described in the manual (Wechsler Nonverbal Scaleof AbilityAdministration and Scoring Manual, Wechsler & Naglieri, 2006b). Although it is the obligation of the examiner to ensure that the administration procedures are consistent with applicable professional standards, it is also assumed that examiners will create an appropriate environment for administering the standardized test and document any administration alterations. Development and maintenance of rapport, for example, are critical to obtaining good data. Similarly, the importance of following directions precisely is crucial. For a description ofgood testing practice ingeneral, see, for example, Sattler (2001).The discussion that follows addresses some issues speci¢c to the WNV. Proper administration of theWNVis facilitated if the examiner iswithin reach of the examinee’s working surface and can closelyobserve the examinee’s actions. Sitting directly across a small or moderately sized table, or across the corner of a table, is ideal. GUIDELINES FOR ADMINISTRATION AGES 4:0–7:11 AND 8:0–21:11

The subtests used for ages 4:0 through 7:11are Matrices, Coding, Object Assembly, and Recognition. The subtests used for ages 8:0 through 21:11 are Matrices, Coding, Spatial Span, and Picture Arrangement. Rapid Reference 2.1 provides a summary of subtest inclusion by battery and age band.

13

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14 ESSENTIALS OF WNV ASSESSMENT

Rapid Reference 2.1

.................................................................................................... Subtest Inclusion by Battery and Age Band Age Band Subtests 4:0–7:11

8:0–21:11

4-Subtest Battery 2-Subtest Battery

Matrices Coding Object Assembly Recognition

X X X X

X

Matrices Coding Spatial Span Picture Arrangement

X X X X

X

X

X

4- and 2-Subtest Batteries

There are 4-subtest and 2-subtest batteries for each age group. Examinees between 4:0 and 7:11 would only be administered Matrices and Recognition for the 2-subtest battery. Likewise, examinees between 8:0 and 21:11 would only be administered Matrices and Spatial Span. The4-subtestbattery providesthe mostthorough examination ofgeneral ability as well as some other psychometric advantages (see theTechnical and Interpretive Manual) over the 2-subtest battery. However, there are some instances when the goals of the assessment are such that the 2-subtest battery is preferable. One example of this is when time is critical.The 2-subtest battery takes approximately 20 minutesto complete,whereas the 4-subtestbattery takes approximately 45 minutes to administer. Start Points

Start points vary across subtests and are noted with an arrow in a circle (see Figure 2.1), both on or in the subtest header on the Record Form and at the actual start point within the subtest, with the corresponding ages. Details about subtest-speci¢c start points can be found in the Administration and Scoring Manual as well as on the Record Form. All examinees will be administered the demonstration and sample items regardless of their age.When testing an examinee suspected of low general ability the examiner should start at Item 1, regardless of the examinee’s age.

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HOW TO ADMINISTER THE WNV 15

Figure 2.1. Start Point Icon

For ages 4:0 through 7:11, Matrices, Object Assembly, and Recognition have start points that vary across this age group for each subtest. For Coding, all examinees aged 4:0 through 7:11take Coding Form A. For ages 8:0 through 21:11, Matrices is the only subtest that has a variable start point across the age group. All examinees ages 8:0 through 21:11are administered Coding Form B, and all examinees aged 8:0 through 21:11 start at item 1 for Spatial Span (Forward and Backward) and Picture Arrangement. Reverse Rules

Reverse rules exist to help establish the £oor of a subtest and are only found on subtests with age-speci¢c start points. The WNV has only one reverse rule. An examinee will rarely incorrectly complete the ¢rst two items. To obtain the most accurate score for an examinee who does not receive full credit for either or both of the ¢rst two items, the examiner should administer preceding items in reverse order until two consecutive perfect scores are obtained. Reverse rules are noted in the subtest header on the Record Form, with an upward-pointing, U-shaped arrow (see Figure 2.2). Matrices, Object Assembly, and Recognition are the only subtests that contain reverse rules.

Figure 2.2. Reverse Icon

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16 ESSENTIALS OF WNV ASSESSMENT

The examiner should award full credit for all prior unadministered items. For examinees that do not The examiner should award full credit reverse (most examinees) this will for all prior unadministered items once the reverse rule has been met. be all unadministered items prior to the start point.The examiner should carefully score cases when the examinee has reversed.‘‘Regardless of the examinee’s performance on items preceding the age-speci¢c start point, full credit is awarded for preceding items if perfect scores are obtained on the age-speci¢c start points and subsequent items’’ (Wechsler & Naglieri, 2006b, p. 22).

DON’T FORGET ..................................................

Discontinue Rules

Discontinue rules are used to determine when tostop administration of a subtest. Every subtest has a discontinue rule. The discontinue rule for each subtest is noted in the subtest header with a symbol of a hand inside an octagon (see Figure 2.3). Coding is the only subtest that uses time in the discontinue rule. Matrices, Object Assembly, Recognition, Spatial Span, and Picture Arrangement all have discontinue rules that follow the format of a speci¢ed number of 0 scores on consecutive items. On Matrices and Recognition examinees are discontinued after they receive 0 scores on 4 out of 5 itemsthis includes examinees who receive 4 scores of 0 in a row. On Spatial Span, the subtest administration should be discontinued after the examinee receives 0 scores on both trials of an item (i.e., the item score is 0). After administration of Spatial Span Forward is discontinued, Spatial Span Backward is still administered. Rapid Reference 2.2 provides a summary of the discontinue rules for each subtest. Items that were administered while meeting the reverse rule should be counted in the discontinue rule. An example of this is shown in Figure 2.4, in which A is the notation for the start of the reverse rule, B is the notation for the completion of the discontinue rule, C is the notation for the completion

Figure 2.3. Discontinue Icon

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HOW TO ADMINISTER THE WNV 17

Rapid Reference 2.2

.................................................................................................... Discontinue Rules by Each Subtest Subtest Matrices Coding Object Assembly Recognition Spatial Span Picture Arrangement

Discontinue Rule 4 scores of 0 on 5 consecutive items After 120 seconds After 2 consecutive scores of 0 4 scores of 0 on 5 consecutive items After scores of 0 on both trials of an item After 4 consecutive scores of 0

of the reverse rule, and D is the notation for the points that were awarded after the reverse rule was completed. Adiscontinue rule thatis incorrectlyapplied will a¡ectthe examinee’s score on that subtest. Examiners must not discontinue administration too soon. If examiners are unsure if the discontinue rule has been met, they must continue subtest administration until they can be sure. If examiners administered items beyond the discontinue rule,‘‘award nopointsbeyond thecorrectdiscontinuepoint, even iftheexaminee’s response ordinarily would have earned credit’’ (Wechsler & Naglieri, 2006b, p. 23).

Figure 2.4. Discontinue Rule Example

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18 ESSENTIALS OF WNV ASSESSMENT

Timing

Speci¢c time limits are found on Coding, Object Assembly, and PictureArrangement; Recognition has a speci¢c exposure time for the stimulus.These are noted on each subtest header with a stopwatch symbol. Completion times for Coding, Object Assembly, and Picture Arrangement are recorded in seconds on the Record Form in the corresponding completion time box. Rates of Presentation

Recognition requires the examiner to present the stimuli for exactly 3 seconds. On all of the subtests, the examinee should begin responding within approximately 30 seconds. If the examinee does not begin responding within about 30 seconds, the examiner should encourage him or her to respond. Thirty seconds is an approximation; the exact time an examinee is allowed to study an item or think about a response is at the examiner’s discretion. Spoiled Subtest

It is possible, although highly unlikely, that a subtest becomes spoiled. In this instance the examiner can use prorating to obtain a 4-subtest battery Full Scale score. This score is available in Table A.4 in the Administration and Scoring Manual. Also, the prorated sum of T scores can be calculated by multiplying the sums of T scores for three subtests by 4/3. If the subtest that was spoiled is not one of the two subtests included in the 2-subtest battery, then the 2-subtest battery Full Scale score can be used. Demonstration and Sample Items

Demonstration and sample items are provided alongwith the pictorialdirections for each subtest.They are a mandatory part of administering each subtest.The examiner may provide additional help with the demonstration and sample items. COMPLETING THE RECORD FORM

The WNVrecord form has four sections: summary information page (page 1), analysis page (page 2),

DON’T FORGET

.................................................. The examiner should always administer the demonstration and sample items at the start of each subtest.

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HOW TO ADMINISTER THE WNV 19

subtest administration information (pages 3^7), and a behavioral observations page (page 8).There is one record form that is used for either of the 2- or 4-subtest batteries. Similarly, the WNV record form is used with examinees from either age band (4:0^7:11 and 8:0^21:11). Summary Information Page

The Summary Information Page of the record form (page1) can serve as a quick reference for all of the student’s general information. This includes the student’s demographic information, which subtest battery was administered (see A on Figure 2.5), the raw scores for all administered subtests, and theT scores shown both numerically (see B on Figure 2.5) and graphically (see C on Figure 2.5). When administering theWNV, the examiner should record all of the student’s demographic information and check the box for the subtest battery that he or she will be administering (either the 4-subtest battery or the 2-subtest battery). Once the examiner completes this portion, he or she should compute the student’s age at testing. This age will be used to determine which set of subtests will be administered. Computing the Student’s Age atTesting The student’s age at testing is computed by subtracting the student’s date of birth from the date of testing (see D on Figure 2.5). The examiner should assume that each month has 30 days. If the testing session spanned more than 1 day, the examiner should use the ¢rst date of testing for this calculation. The examiner should not round up (e.g., 11 years, 2 months, and 26 days is considered 11 years and 2 months). The remainder of the Summary Page will be completed after administration, during the scoring of the test. Details about these steps are found in Chapter 3‘‘How to Score the WNV.’’ Analysis Page

TheAnalysis Page (page 2) includes information about how the examinee performs on each subtest in relation to his or her overall performance (e.g., Subtest Strengths and Weaknesses section, see A on Figure 2.6; Spatial Span Optional Analysis section, see B on Figure 2.6).This information is particularly useful if the examinee performs very well or very poorly on any single subtest, or if his or her performance seems inconsistent across subtests.

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20 ESSENTIALS OF WNV ASSESSMENT

Figure 2.5. Summary Information Page Example

Information on how to complete the Analysis Page is located in the chapter on scoring. Subtest Administration Information Pages

The majorityof the pages (pages 3 through 7) of the Record Form contain subtestspeci¢c information that is used during administration (e.g., Discontinue Rules, see A on Figure 2.7). The speci¢c details for subtest administration that correspond to the subtest pages are found in theWNVAdministration and Scoring Manual.

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HOW TO ADMINISTER THE WNV 21

Figure 2.6. Analysis Page Example

Behavioral Observations Page

The Behavioral Observations Page (page 8) can be used to record additional information about the examinee (see A on Figure 2.8).This section is particularly useful when the examinee has special traits, skills, or circumstances. Some examples are if the examinee’s primary language is not English, if the examinee is distracted

Figure 2.7. Subtest Specific Page Example

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22 ESSENTIALS OF WNV ASSESSMENT

Figure 2.8. Behavioral Observations Page Example

or listless, or if the examinee is on medications that might in£uence his or her performance on the WNV. The Behavioral Observations page also includes a ¢gure with a normal curve, shaded and labeled bycategory.This can be used as a supplement to the Summary Page (see B on Figure 2.8). GENERAL ADMINISTRATION DIRECTIONS Before Administration

Once theWNV is set up for proper administration and the examinee is ready to begin testing, the examiner will brie£y introduce theWNVwith a few sentences. These sentences tell the examinee that he or she needs to look at the pictorial

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HOW TO ADMINISTER THE WNV 23

directions and that he or she can ask the examiner questions. Like the other spoken text of theWNV, these sentences are provided in English, French, Spanish, Chinese, German, and Dutch for bilingual examiners or for monolingual examiners and their interpreters. Administration Directions

The WNV administration procedure was carefully developed to ensure that the directions would be completely understood by all examinees. There are three steps to the administration directions: In Step 1, standard directions are provided; in Step 2, there are additional extended directions, if necessary; and in Step 3, the examiner is given an opportunity to provide additional help if needed.The standard directions in Step1include pictorial directions with standardized nonverbal gesturing and minimal verbalizations. Extended directions, Step 2, include simple statements the examiner reads to the examinee. Should additional assistance be needed, Step 3 gives examiners the opportunity to provide additional help in a way that is most appropriate for the examinee. Table 2.1provides an overview of these steps, and the following sections provide further explanation. Step1:StandardDirections.The ¢rststepusesthestandardizeddirectionsthat are always administered and should never be changed.These directions must be administered to every examinee, including the series of gestures that correspond to the pictorial directions. Pictorial directions are used at Step 1to provide a standardized method of communicating the demands of the task.These pictorial directions (see Figure 2.9) show a scene like the one the examinee is currently in.The frames of the directions show the progression of an examinee being presented with the question, then thinking about the item, and ¢nally, choosing the correct solution. Table 2.1. Summary of Steps in Administration Directions Step

Name

Flexible

Description

1

Standard Directions

No

Pictorial directions, standardized gestures, and minimal verbal directions

2

Extended Directions

No

Standardized simple sentences in several languages

3

Providing Help

Yes

Flexibility for the examiner to provide additional help as deemed necessary

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24 ESSENTIALS OF WNV ASSESSMENT

Figure 2.9. Matrices Pictorial Directions

DuringStep1itisvery importantthatthe examiner’s actions carefully follow the instructions to maximize the likelihood that the examinee understands the correspondence between the materials and the task. For example, when stimuli are presented, the examiner must point to the top of the stimulus page when ¢rst presenting the demonstration item (see Figure 2.9), just as shown in the Pictorial Directions. Gestures are used to direct the examinee’s attention to speci¢c portions of the pictorial directions and to the stimulus materials and sometimes to demonstrate the task itself. Sometimes simple statements are also included because they convey the importance of both time and accuracy to the examinee. Step 2: Extended Directions.The second step of theWNVadministration directions are only used after the standard directions are provided. These instructions must be followed exactly.The directions in Step 2 are givenwhen an examinee is unclear about what he or she isbeing asked to do.These directions include standardized simple sentences and gestures for communicating the requirements of the task to the examinee.These verbal directions provide another way to ensure that the examinee understands the demands of the tasks.The verbal statements are provided in English as well as Spanish, German, French, Chinese, and Dutch.These translations are only to be used when the following two conditions are both met: (1) the WNV is being administered to an examinee who speaks one of the languages; and (2) the examiner or a professional interpreter speaks the language. Following is an example of the Step 2 directions in the Matrices subtest. ‘‘If the examinee does not respond or appears confused, prompt by saying, ‘Which one of these [sweep your hand along the response options in numerical order] goes here [point to the question mark]?’’’

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HOW TO ADMINISTER THE WNV 25

Step 3: Providing Help.The third step is an opportunity to .................................................. provide help, but these direcSteps 1 and 2 of the administration tions are only used after the directions are NOT flexible (i.e., they must be followed exactly). previous two steps have been administered. This is the only step of administration that gives the examiner £exibility.When providing help the examiner may use any gestures that illustrate the task or show the correct response.The examiner may sayor sign additional instructions or questions. Examiners are given the opportunity to communicate inwhatever manner they think will best explain the task based on their judgment of the examinee’s needs.This could include restating or revising the verbal directions, providing further explanation or demonstration of the task, or using additional words to describe the requirements of the task. At no time, however, is the examiner allowed to teach the examinee how to solve the items. The purpose of the Step 3 instructions is to provide additional help to ensure that the examinee understands the demands of the task. Do not show the examinee how to solve the taskor teach speci¢c ways to solve the items. It is important to keep in mind that the amount of help provided and the determination about when to stop can only be based on professional judgment.

DON’T FORGET

Gestures Used During Administration

Throughoutthe ¢rsttwo steps of the administration the examiner is instructed to use three speci¢c gestures that correspond to the directions. These simple gestures are described inTable 2.2. During Step 3, examiners are not limited to using only the gestures listed in the table when providing additional help, but rather may use any additional type of communication that is appropriate to the examinee’s age, gender, and culture. It is imperative that examiners be familiar with the culture of the examinee so that o¡ensive gestures may not be accidentally used. An interpreter may be used to facilitate communication prior to and during administration. It is important that the interpreter have guidelines and training about what is and what is not permitted.This person should translate a general explanation of the testing situation for the examinee and especially the introductory paragraph at the beginning of Chapter 3 in the WNVAdministration and Scoring Manual before administration begins. The main task of the interpreter,

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26 ESSENTIALS OF WNV ASSESSMENT Table 2.2. Gestures Used in the Administration Directions De¢nition1

Gesture Sweep your hand

Glide your hand, with your palm upward, in a line just above the item(s) being indicated.

Drag your ¢nger

Move your ¢nger along the page.

Point

Brie£y touch or hold your ¢nger above the indicated item.

1 From the Wechsler Nonverbal Scale of Ability Administration and Scoring Manual, Wechsler & Naglieri, 2006b

however, is to interpret any verbal directions provided in the administration directions, given by the examiner, and to interpret all comments and replies made by the examinee. Interpreters should familiarize themselves with the instructions and read from a separate copy of the WNVAdministration and Scoring Manual. It is important, of course, that the interpreter recognize the boundaries of his or her role in administration. For example, although it is appropriate for the interpreter to translate the examiner’s responses to an examinee’s response to a sample item, it is not acceptable for the interpreter to make additional statements unless instructed to do so. Importantly, at no time should the interpreter communicate any information that could in£uence the examinee’s scores. Testing Using a Signed Language

If the examiner is not trained in working with deaf people and not £uent in sign language, numerous issues may present themselves with an examinee who communicates in American (or another native) Sign Language (i.e., the examinee is deaf or hard-of-hearing). Not all profoundly deaf or hardof-hearing individuals use a native sign language or Signed English, but the examiner may ¢nd the following tips bene¢cial even when working with these examinees. Additional information can be found in the ‘‘Testing ChildrenWho Are Deaf or Hard of Hearing’’section in the WISC-IV Integrated Administration and Scoring Manual (Wechsler et al., 2004b, pp. 19^27) or Sattler and Hardy-Braz (2002). The examiner should also be aware that, whenever a sign language interpreter must be used, that interpreter must meet the IDEA and ADA requirements for being a quali¢ed interpreter. Additionally, the interpreter mustbe su⁄ciently skilled in the examinee’s primary mode(s) of communication and knowledgeable

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HOW TO ADMINISTER THE WNV 27

about the psychological assessment process as well as theWNV instrument.The unique pictorially basedWNVadministration directions were designed to minimize the need for any linguistic explanation of the subtest tasks, but the brief verbal prompts may need to be interpreted into sign language or cued speech. Thus, a professional sign language interpreter may still be necessary. The use of an interpreter will also enhance the rapport between the examiner and examinee, allow for greater interactions, and result in a better interpretation by the examiner of the obtained assessment results. Ultimately, it is the examiner who is responsible for ensuring accessibility to the assessment session while maintaining the validity of the test administration. The examiner must remain cognizant that the presence and use of an interpreter inserts another complex variable and is a potential source of error in the assessment process in all phases.The examiner should never assume that examinees are knowledgeable about the role of and the e¡ective use of an interpreter; the examiner may need to introduce and explain the interpreter’s role and function. The examiner needs to be aware that the presence of another person in the room may alter the examinee’s performance and a¡ect the rapport with the examinee and that the communication of conversations, critical terms, directions, or phrases may be altered or modi¢ed.The examiner should also be aware that a skilled interpreter might sometimes request clari¢cation of administration instructions in order to facilitate the communication process. A skilled interpreter should match the examinee’s level and signs; any alterations in signs need to be noted.The use of an interpreter should always be noted on the Record Form and in the Assessment Report. The quality of the communication process and overall rapport can be increased whenworking with a sign language interpreter by realizing thatcommunication occurs on a visual, rather than auditory, plane and by implementing the following suggestions.The examiner should: 



Includeboththe interpreter and the examinee in a discussion aboutthebest physical location for the interpreter. It is recommended to have the interpreter sit slightly behind and to one side of the examiner to establish and maintain rapport and visually based communication, and to maintain clear roles and boundaries.The dominant hand of the interpreter may also determine onwhich side of the examiner the interpreter should sitor stand. There may be times in which the interpreter may need to lean over in order to place his or her signs close to the Stimulus Book or Response Booklet. Be aware of light sources thatmay interfere withvisual communication and signs.

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28 ESSENTIALS OF WNV ASSESSMENT 





Permit time for the examinee to become familiar with the interpreter and the communication process before beginning test administration.The examiner should keep in mind thatthe examinee may not have ever worked with an interpreter before. Always attempt to face and make eye contact with the examinee as well as address direct questions and comments to him or her and not to the interpreter.The examiner should avoid saying,‘‘Ask him . . . ’’or ‘‘Tell her . . . ’’ Conduct a postsession discussion with the interpreter once the testing session is complete, and the examinee is no longer present, to gather any additional information about the testing session.

KEY POINTS FOR ACCURATE ADMINISTRATION

It is important to consider certain issues when administering each of the WNV subtests. Some issues are common across two or more subtests. These issues are brie£y described here. The most important key point across all subtests is that the examiner must administer the demonstration item and all sample items for each subtest exactly as detailed in the Administration and Scoring Manual. There are two sentences that can be used if the examinee interferes with the standard administration procedure. The ¢rst is ‘‘wait until I’m ¢nished’’ and can be used if the examinee starts responding before the examinee ¢nished presenting the instructions.The second is ‘‘don’t turn the book’’and can be used if the examinee attempts to turn the book at any time during the administration. Many of the subtests do not have precise timing involved. However, it is not reasonable to allow the examinee an unlimited amount of time to answer each item.Therefore, a guideline is that the examiner should encourage a response after approximately 30 seconds (or other seemingly reasonable amount of time). The examinee should be encouraged to provide an answer even if the examinee is unsure. If the examinee provides more than one response, it is appropriate to ask which one is the answer. Matrices

Examiners should alwaysbe aware of possible behavioral responses thatmaysuggest concern. Although the Matrices subtest is one of the most straightforward subtests to administer on theWNV, it is a subtest inwhich errant behaviors might be easy to recognize. For example, if a student is bored or has a lackof motivation,

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HOW TO ADMINISTER THE WNV 29

he or she might select answers in the same location for each item (e.g., always choose number 4 as the answer). Impulsive examinees may respond rapidly and choose an answer that is only partially correct. These observations may be important when interpretation of a low score is necessary. Coding

The examiner should ensure thatthe examinee receives a pencil without an eraser touse for the Codingsubtest.The examinee shouldbe allowed to correctmistakes by crossing out the incorrect symbol and writing his or her response next to it. If the examinee makes an error and looks to the examiner or asks the examiner whatto do, the examiner should encourage the examinee to continue by pointing to the next item. Some examinees willtry to ¢nish the Codingsheetbyskippingboxes and ¢lling in all of the items with the same stimuli.This is not allowed.The examiner should ensure that the examinee works from left to right and from top to bottom. Some examinees will meticulously replicate the stimuli symbols, taking a lot of time for each one. The examiner should ensure that the examinee knows that he or she should work as quicklyas possible.The examinee’s speed in£uences their score. Object Assembly

The examiner should always set up the puzzle pieces on the same side of the Stimulus Book as the examinee’s dominant hand. The examiner must remove the Stimulus Book before administering the sample item. If the examinee is taking his or her time working on the puzzle, the examiner should ensure that the examinee realizes that he or she should work as quickly as possible. If the examinee is in the midst of completing a puzzle when the time limit expires, the examiner should place his or her hand over the puzzle to stop the examinee’s progress and record the examinee’s answer. If the examinee seems upset that he or she was stopped while completing the puzzle, the examiner should allow the examinee to ¢nish. The examiner should not consider any additional workby the examinee for scoring purposes. Suchwork maybe helpful in interpreting the results of the assessment, however, and is thus worth noting in the evaluation report.

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30 ESSENTIALS OF WNV ASSESSMENT

Recognition

Examiners must be sure to closely control the delivery of the stimulus pages. Some examineeswill wantto turnthe page tothe answers immediatelyafter viewing the stimuli. It is important to follow the directions and expose the stimuli page for exactly 3 seconds before turning to the answer page. Spatial Span

The numbers on the Spatial Span Board must face the examiner. The Spatial Span Board mustbe placed so thatthe examinee can easilyreach all cubes on the board. The examiner should always setthe Spatial Span Board on the same side of the Stimulus Book as the examinee’s dominant hand. The examiner must always administer both Spatial Span Forward and Spatial Span Backward, regardless of the examinee’s performance on Spatial Span Forward. The examiner must always administer both trials of an item regardless of the examinee’s performance on the ¢rst trial. The examiner musttap the cubesata rate ofone cube per second.The examiner should practice doing this, particularlywith the longsequences,before the examinee is present. The examiner must raise his or her hand approximately one foot above the Spatial Span Board between each cube-tap.The examiner should practice doing this before the examinee is present. If the examinee does not respond after the examiner taps a sequence, the examiner can say ‘‘it’s your turn.’’ Picture Arrangement

The examiner should always place the Picture Arrangement Cards on the same side of the Stimulus Book as the examinee’s dominant hand. The examiner must remove the Stimulus Book before administering the sample item. If the examinee is taking his or her time working on the story, the examiner should ensure that the examinee realizes that he or she should work as quickly as possible. Ifthe examinee is inthe midstofcompletingastorywhenthe time limitexpires, the examiner should place his or her hand over the story to stop the examinee’s progress and then record the examinee’s answer. If the examinee seems upset that he or she was stopped while completing the story, the examiner should

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HOW TO ADMINISTER THE WNV 31

allow the examinee to ¢nish. However, the examiner should not consider any additional work by the examinee for scoring purposes. If the examinee appears to place the cards such that the story is in exactly the opposite order of the key, the examiner should ask the examinee ‘‘Where does it start?’’

TEST YOURSELF

.................................................................................................... 1. The age range for the WNV is

(a) 4 years to 16 years, 11 months. (b) 5 years to 21 years, 11 months. (c) 5 years to 17 years, 11 months. (d) 4 years to 21 years, 11 months. 2. The subtests included in the 4-subtest battery for the younger age band are

(a) Matrices, (b) Matrices, (c) Matrices, (d) Matrices,

Coding, Coding, Coding, Coding,

Object Assembly, and Picture Arrangement. Object Assembly, and Recognition. Spatial Span, and Picture Arrangement. Spatial Span, and Recognition.

3. Which part of the administration directions is not flexible?

(a) Step 1: Standard Directions (b) Step 2: Extended Directions (c) Step 3: Providing Help (d) Steps 1 and 2 4. Which subtests include a reverse rule?

(a) Matrices, Recognition, and Picture Arrangement (b) Matrices, Object Assembly, and Picture Arrangement (c) Matrices, Object Assembly, and Recognition (d) Object Assembly, Recognition, and Picture Arrangement 5. Which step of the administration directions includes pictorial directions?

(a) Step (b) Step (c) Step (d) Step

1 2 3 4

6. When using a sign language interpreter in an assessment using the WNV, you should:

(a) be aware that IDEA and ADA require you to use a qualified interpreter. (b) make sure that the interpreter’s skills match the sign language used by the examinee.

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32 ESSENTIALS OF WNV ASSESSMENT

(c) document the use of an interpreter in the assessment report. (d) all of the above 7. What should the examiner do if the examinee appears upset about being stopped before he or she finishes an Object Assembly puzzle?

(a) Move on to the next item. (b) Note exactly what work the examinee had completed at the time limit and let the examinee finish the puzzle. (c) Allow the examinee to complete the puzzle and note the completion time on the Record Form. (d) Move on to the next subtest. 8. Which side of the Stimulus Book should the examiner arrange the Object Assembly puzzle pieces?

(a) whichever side is the most convenient for the examiner (b) the examiner’s right side (c) the side that corresponds to the handedness of the examinee (d) the examinee’s right side 9. How many seconds must the examiner wait on the Recognition subtest before turning the page between the stimulus and the answer options?

(a) 3 (b) 4 (c) 30 (d)10 10. When is it appropriate to stop administration of Spatial Span Backward?

(a) after the examinee incorrectly taps one trial (b) after the examinee incorrectly taps two subsequent trials (c) after the examinee incorrectly taps both trials within an item (d) never; the examiner must administer all trials Answers: 1. d; 2. b; 3. d; 4. c; 5. a; 6. d; 7. b; 8. c; 9. a; 10. c

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Three HOW TO SCORE THE WNV

T

his chapter will detail how to score each individual subtest, how to complete the Record Form Summary Page (e.g., how to locateTscores), and how to complete the Record Form Analysis Page (e.g., how to determine strengths and weaknesses). The examinee’s age at testing should be calculated before beginning administration. This age will be referenced throughout the chapter. Additionally, the battery (4-subtest or 2-subtest) for administration should be selected and the corresponding box on the Summary Page of the Record Form checked before administration. Note thatthere are separate tables with normative information based either on the United States standardization sample or on the Canadian standardization sample. Only one set of tables is presented in a given manual (U.S. or Canadian). The table numbers are identical, but the sample is noted as being from Canada in the title, if the Canadian standardization sample was used. The ¢gures in this chapter show the U.S. normative tables.

SCORING EACH SUBTEST

The total raw score for each subtest is calculated by adding the total number of points the examinee earned on the items of that subtest.The start point, reverse rule, and discontinue rule can all a¡ect the total raw scores on some subtests and therefore must be accounted for in the total raw score. Explicit directions for these administration rules and for each subtest are as follows. Administration Rules

The administration rules: start points, reverse rules, and discontinue rules can alter the traditional method of

DON’T FORGET

.................................................. Don’t forget to pay close attention to scoring when there is a start point, reverse rule, and/or discontinue rule. 33

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34 ESSENTIALS OF WNV ASSESSMENT

scoring an item (i.e., awarding credit for the examinee’s performance on an item). Start Points As noted in Chapter 2, all subtests except Coding, Picture Arrangement, and Spatial Span use start points. Award full credit to all items not administered before the start point if an examinee starts at an item other than number 1 and does not reverse. Reverse Rule Award full credit to all items not administered before the reverse rule was met. Award the earned score on all administered items. Discontinue Rule As noted in Chapter 2, items that were administered while meeting the reverse rule should be counted in the discontinue rule. An example of this is shown in Figure 2.4, where A is the notation for the start of the reverse rule, B is the notation for the completion of the discontinue rule, C is the notation for the completion of the reverse rule, and D is the notation for the points that were awarded after the reverse rule was completed. Matrices 



The Matrices total raw score is obtained by adding the values in the score column. The maximum value is 41. The total raw score is then transferred to the Matrices Total Raw Score box on the Summary Page of the Record Form.

Coding 





The ScoringTemplate that corresponds to the Coding Form that was administered (A or B) should be used to calculate the number of responses that the examinee drew correctly. Each symbol drawn correctly within the time limit receives 1 point.This includes symbols thatare drawn correctly after a spontaneous CAUTION! correction by the examinee. .................................................. This value should be recorded Ensure that the examiner enters the Matrices and Coding Total Raw Scores in the CodingTotal Raw Score in the boxes corresponding to the box in the Coding section (on correct age band. page 3) of the Record Form

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HOW TO SCORE THE WNV 35

and on the Summary Page (page 1) that corresponds to the examinee’s age. Object Assembly 



There are two steps to scoring Object Assembly.The ¢rst step requires making certain that each item has a total score. For items 1 through 7 the item total score is the number of correct junctions, which will be circled during the subtest administration. (For ease of counting, if the examinee is 6 or 7 years old, the examiner could circle the total number of correct junctures for any of the items that they did not attempt due to the start and reverse rules.) For items 8 and 10, the item total score is a combination of accuracy and time.There is a formula provided on the Record Form for straightforward calculation of the item total score: the number of correct junctures plus any time bonus. For example, if the number of junctures correctly completed on item 8 is six and the examinee completed the item in 65 seconds, then the examinee’s score for this item would be: 6 þ 1 (time bonus for 65 seconds) ¼ 7 points



For items 9 and11, the item total score is also a combination of accuracy and time. However, there are two formulas that are required to calculate the item totalscore. Like the formulas for items 8 and10, the formula for items 9 and11 are on the Record Form.The calculations for these items include both using this formula (i.e., the division of the number of correct junctures by 2) and then roundingthis number up. Once thisvalue hasbeen calculated,any time bonus is added to ¢nd the item total score. For example, if the number of junctures correctly completed on item 9 is seven, and the examinee completed the item in 45 seconds, then the examinee’s score for this item would be: 7=2 ¼ 3:5 (rounded up to) 4 þ 2 (time bonus for 45 seconds) ¼ 6





Once the item total scores have been circled and/or calculated, they are summed for the Object AssemblyTotal Raw Score.The maximum value is 56. This value is then transferred to the Object Assembly Raw Score boxon the Summary Page of the Record Form.

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36 ESSENTIALS OF WNV ASSESSMENT

Recognition 



DON’T FORGET

.................................................. The RecognitionTotal Raw Object assembly has a time bonus for Score is obtained by adding the items 8 through 11. values in the score column.The maximum value is 21. The total raw score is then transferred to the RecognitionTotal Raw Score box on the Summary Page of the Record Form.

Spatial Span 















The score for each item is atotal of the scores from the two trials within each item.The score for each item should re£ect the sum of the two trials.This is true for both Spatial Span Forward (SSpF) and Spatial Span Backward (SSpB). The SSpF Total Raw Score is obtained by adding the item scores for Spatial Span Forward.This value should then be entered in the correspondingbox atthebottom of page 6 onthe Record Form and inthe Spatial Span Forward Raw Score box in the Optional Analysis section on theAnalysis Page of the Record Form.The maximum value is 16. The longest forward span the examinee completed should be recorded in the LSSpF box in the bottom of page 6 on the Record Form and in the Longest Spatial Span Forward box in the Optional Analysis section of the Analysis Page of the Record Form.The maximum value is 9. The SSpBTotal Raw Score is obtained byadding the item scores for Spatial Span Backward.This value should then be entered in the corresponding box on page 7 on the Record Form and in the Spatial Span Forward Raw Score box in the Optional Analysis section on the Analysis Page of the Record Form.The maximum value is 16. The longestbackward span the examinee completed should be recorded in the LSSpB box on page 7 of the Record Form and in the Longest Spatial Span Backward box in the Optional Analysis section of the Analysis Page of the Record Form.The maximum value is 9. Sum the SSpFandSSpB totals and record thisvalue inthe Spatial SpanTotal Raw Score box on page 7 of the Record Form.The maximum value is 32. Last, this total value is transferred to the Spatial SpanTotal Raw Score box on the Summary Page (page 1) of the Record Form. Optional Spatial Span analysis can also be performed by performing the steps of the Optional Analysis found in the Completing the Analysis Page of the Record Form section of this chapter.

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HOW TO SCORE THE WNV 37

Picture Arrangement 



Add the values in the score column to get the Picture Arrangement Total Raw Score.The maximum value is 26. Transfer this value to the Picture Arrangement Raw Score box on the Summary Page of the Record Form.

COMPLETING THE SUMMARY PAGE ON THE RECORD FORM

Once each of the administered subtest scores have been totaled, they should have been transferred to the Total Raw Score toT Score Conversions section (see B on Figure 3.1) on the Summary Page of the Record Form. The next step is to complete the Total Raw Score to T Score Conversions section, the Sum of T Scores to Full Scale Score Conversion section, the Subtest T Score Pro¢le section, and the Full Scale Score Plot to complete the Summary Page (page 1) of the Record Form.

Figure 3.1. Mock-up of a Completed Record Form Summary Page

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38 ESSENTIALS OF WNV ASSESSMENT

Figure 3.2. Using Table A.1

Total Raw Score to T Score Conversions

There are two levels to completing theTotal Raw Score toT Score Conversions section of the Summary Page of the Record Form: converting each Raw Score to aTscore and then adding theTscores and recording the Sum of Tscores. Use Table A.1 in the Administration and Scoring Manual to ¢nd theT scores that correspond to the subtest raw scores by completing the following four steps. First, locate the page of Table A.1 that corresponds to the examinee’s Age at Testing (located on the top right of the Record Form Summary Pagesee A on Figure 3.1and below the table title inTable A.1see A on Figure 3.2). Second, locate the raw score the examinee earned under the subtest initials (see B on Figure 3.2 for the Object Assembly Raw Score of 34). Third, follow the row of the corresponding raw score to the T score column on the left (see C on Figure 3.2 for the Object Assembly corresponding T score of 59). Fourth, record this earned Tscore in the correspondingTscore boxes on the Summary Page (see C1 and C2 on Figure 3.1). Repeat these steps for each subtest that was administered. Next, add theTscores and record the result in the Sum of T Scores box below the Total Raw Score toT Score Conversions section (see D1 on Figure 3.1), as well as in the corresponding box in the Sum of T Scores to Full Scale Score Conversion section (see D2 on Figure 3.1). If a subtest was spoiled,Table A.4 in the Administration and Scoring Manual can be used to obtain a T score sum. This table indicates what the prorated sum of

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HOW TO SCORE THE WNV 39

Figure 3.3. Using Table A.4

four subtestswouldbe, giventhe examinee’s scores earned onthe remaining three subtests.To use this table, locate the sum of the threeTscores in the column entitled ‘‘Sum of 3 T Scores’’ (see A on Figure 3.3) and then note the Prorated Score in the column with the same name (see B on Figure 3.3). Record this prorated Sum of Tscores for the 4-subtest battery in the Sum of T Scores box below the Total Raw Score toT Score Conversions section (see D1 on Figure 3.1), as well as in the corresponding box in the Sum of T Scores to Full Scale Score Conversion section (see D2 on Figure 3.1). Sum of T Scores to Full Scale Score Conversion

To complete the Sum of T Scores to Full Scale Score Conversion section, refer to Table A.2 or A.3 in the Administration and Scoring Manual to locate the Full Scale score, percentile rank, and con¢dence interval that corresponds to the Sum of T scores for the 4- or 2-subtest battery. Use Table A.2 if the 4-subtest battery was administered and Table A.3 if the 2-subtest battery was administered. After locating the page that corresponds to the examinee’s age at testing, locate the sum of T scores in the Sum of T Scores column on the left (see A on Figure 3.4). Next, record the values for the Full Scale score (see B on Figure 3.4 and E1 and E2 on Figure 3.1) and percentile rank (see C on Figure 3.4 and see F on Figure 3.1) that are in the same row as the sum of Tscores in the corresponding boxes on the Summary Page of the Record Form. Last, select the con¢dence interval to reference (either 90 or 95%), circle the corresponding number in the Sum of T Scores to Full Scale Score Conversion section of the Record Form (see G on Figure 3.1), and then record the corresponding con¢dence interval fromTable A.2 (see D on Figure 3.4 and H on Figure 3.1).

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40 ESSENTIALS OF WNV ASSESSMENT

Figure 3.4. Using Table A.2

Subtest T Score Profile

To complete the Subtest T Score Pro¢le, graph theTscores for each subtest that was administered (see I on Figure 3.1). The values for this pro¢le should have been noted after converting the subtest total raw scores toTscores in theTotal Raw Score toT Score Conversions section. Full Scale Score Plot

To complete the Full Scale Score Plot, plot the point that corresponds to the Full Scale score the examinee earned (see J on Figure 3.1). This value should have been recorded after converting the Sum of T Scores to Full Scale score in the Sum of T Scores to Full Scale Score Conversion section. Age Equivalents

Age-equivalent scores have the greatest value in explaining test results to parents and teachers in simple terms. For example, an examinee’s test performance could be described as being comparable to the median 7-year-old. This means that the examinee earned the same raw score as the 7-year-olds who earned Tscores of 50. However, it does not mean that the examinee can perform like a 7-yearold on all types of tasks; this value is speci¢c only for the subtest that was referenced. To use the age-equivalent table (Table A.5 in the Administration and CAUTION! Scoring Manual ), reference the total .................................................. Age-equivalent scores should be raw score the examinee earned on a interpreted with considerable caution. subtest under the column for the

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HOW TO SCORE THE WNV 41

corresponding subtest. Follow the row across to theTest Age for the age equivalent at that total raw score for this examinee on this subtest. COMPLETING THE ANALYSIS PAGE ON THE RECORD FORM

TheAnalysis Page of the Record Form (page 2) has ¢ve sections.The sections correspond to the age of the examinee and the battery that was administered, so no more than three of these sections will ever be completed for an examinee. Following is a step-by-step guide through how to complete the Subtest Strengths andWeaknesses section (when the examiner administered the 4-subtest battery), how to complete the Subtest Comparison section (when the examiner administered the 2-subtest battery), and how to complete the Optional Analysis section (when the examiner administered Spatial Span and wishes to gather additional information about the examinee’s performance on this subtest). Subtest Strengths and Weaknesses

First, transfer the 4-subtest Tscores from the Summary Page to the corresponding boxes on the Analysis Page (page 2) of the Record Form (see A on Figure 3.5). Next, calculate the mean of the subtest T scores by adding the 4 subtest T scores together and dividing this number by 4.Write the meanTscore in the corresponding ¢ve Mean T score ovals (see B1 and B2 on Figure 3.5). Calculate

Figure 3.5. Mock-up of a Completed Subtests Strengths and Weaknesses Section

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42 ESSENTIALS OF WNV ASSESSMENT

the di¡erence between each subtest Tscore and the MeanTscore and record each value in the corresponding box in the Di¡erence from Mean column (see C on Figure 3.5). Next, select the signi¢cance level (i.e., .15 or .05) and circle this at the top of the Critical Value column (see D on Figure 3.5). Reference that signi¢cance level along with the examinee’s age at testing and the subtest in Table B.1 of the Administration and Scoring Manual. (Note, however, a more precise table of the di¡erences required for signi¢cance is located in Chapter 4.) For example, at a signi¢cance level of .05, for an examinee who is 6:3, the critical value for Object Assembly is 9.6. Record the value that corresponds to all three in the corresponding box in the Critical Value column (see E on Figure 3.5). Repeat this step for each subtest. If the absolute value of the di¡erence is greater than or equal to the critical value, then the di¡erence is signi¢cant and the S (i.e., Strength) orW (i.e.,Weakness) indicator in the Strength or Weakness column (see F on Figure 3.5) should be circled. The di¡erence is a signi¢cant strength if it is both signi¢cant and positive; the di¡erence is a signi¢cant weakness if it is both signi¢cant and negative. One additional table (Table B.2 of the Administration and Scoring Manual ) should be referenced if the examinee’s .................................................. Do not forget to use the column that scores indicated a signi¢cant strength corresponds to the direction of the or weakness. There is a base rate that difference when looking up base rates. describes the cumulative percentage of the normative sample that obtained the same di¡erence (or greater) between the subtest Tscore and the MeanTscore. Each column is based on the direction of the di¡erence (i.e., positive or negative); see A on Figure 3.6, and see G on Figure 3.5.

DON’T FORGET

Figure 3.6. Using Table B.2

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HOW TO SCORE THE WNV 43

Figure 3.7. Mock-up of a Completed Subtest Comparison Section

Subtest Comparison

To compare the subtests, ¢rst transfer both subtest Tscores from the Summary Page to the corresponding boxes on the Analysis Page (page 2) of the Record Form (see A on Figure 3.7). Next, calculate the di¡erence between the subtest T scores and record this value in the corresponding Di¡erence box (see B on Figure 3.7). Select the significance level (i.e., .15 or .05) and circle this at the top of the Critical Value column (see C on Figure 3.7). Reference that signi¢cance level in Table B.3 of the Administration and Scoring Manual by looking above the diagonal for the .15 signi¢cance level and below the diagonal for the .05 signi¢cance level while locating the Matrices and Recognition subtests (see A on Figure 3.8). Record this value in the corresponding box (see D on Figure 3.7). If the absolute value of the di¡erence is greater than or equal to the critical value, then the di¡erence is signi¢cant. Circle theYor N, indicating this signi¢cance (see E on Figure 3.7). If the di¡erence was signi¢cant, reference one additional tableTable B.4 of the Administration and Scoring Manual. The numbers in Table B.4 provide the base rate that describes the cumulative percentage of the normative sample that obtained the same di¡erence (or greater).The examiner should pay careful attention to which column is the appropriate column to reference. Each column is

Figure 3.8. Using Table B.3

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44 ESSENTIALS OF WNV ASSESSMENT

Figure 3.9. Using Table B.4

based on the direction of the di¡erence (i.e., positive or negative); see A on Figure 3.9, and see F on Figure 3.7. Completing the Optional Analysis Section of the Analysis Page

The optional Spatial Span analysis can be completed by using the ¢ve tables in Appendix C of the Administration and Scoring Manual.There are seven steps to completing the Optional Analysis section at the bottom of the Analysis Page of the Record Form (page 2) in the grey shading. 1. If the two Spatial Span raw scores (one each for SSpF and SSpB) are not already recorded in the corresponding boxes in the Optional Analysis section on the Analysis Page (page 2) of the Record Form (see A on Figure 3.10), do so now. 2. Likewise, if the two Longest Spatial Span values (one for each SSpF and SSpB) are not already recorded in the corresponding boxes in the Optional Analysis section on the Analysis Page of the Record Form (see B on Figure 3.10), do so now. Also, record these same values in the

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HOW TO SCORE THE WNV 45

Figure 3.10. Mock-up of a Completed Optional Analysis Section

corresponding boxes in the Raw Score Comparison section in the optional analysis section of the Analysis Page of the Record Form (see C on Figure 3.10). 3. Next, locate the correspondingTscore for the SSpF and SSpB raw scores using the page of Table C.1 in the Administration and Scoring Manual that corresponds to the examinee’s age at testing (see A on Figure 3.11); locate the examinee’s Raw Score for SSpF (looking down the column, see B on Figure 3.11); and then locate the correspondingTscore to the left in the same row (see C on Figure 3.11). Next, enter these (a) in the corresponding boxes on theTotal Raw Score toT Score Conversions section on the Summary Page (page 1) of the Record Form; (b) in the corresponding boxes on theTotal Raw Score toT Score Conversions section in the Optional Analysis section on the Analysis Page of the Record Form (page 2; see D1on Figure 3.10); and (c) in the corresponding boxes on the Tscore Comparisons section in the Optional Analysis section on the Analysis Page of the Record Form (see D2 on Figure 3.10). 4. Calculate theTscore di¡erence and record this value in the corresponding box in theT Score Comparison section on the Analysis Page of the Record Form (see E on Figure 3.10). Select a signi¢cance level and circle that level in the Critical Value section of the Optional Analysis section on page 2 of the Record Form (see F on Figure 3.10). Locate the di¡erence required at that signi¢cance level usingTable C.2, found in the AdministrationandScoringManual (see A on Figure 3.12), and record it in the corresponding box in the T Score Comparison section of the Optional Analysis section (see G on Figure 3.10).

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46 ESSENTIALS OF WNV ASSESSMENT

Figure 3.11. Using Table C.1

5. Determine the signi¢cance of theTscore di¡erence by following the rule that if the absolute value of the di¡erence is greater than or equal to the value listed inTable C.2 then that di¡erence is signi¢cant. Note this by circling theY in the Signi¢cant Di¡erence box. If the value is less than

Figure 3.12. Using Table C.2

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HOW TO SCORE THE WNV 47

noted inTable C.2, then the examiner should circle the N in .................................................. the Signi¢cant Di¡erence box Remember to use the absolute value of (see H on Figure 3.10). the difference when determining significance. 6. To determine if a signi¢cant difference is meaningful, reference Table C.3 in the Administration and Scoring Manual and locate the base rate for the di¡erence between theTscores of the two directions (see A on Figure 3.13). The base rates are listed in two columns, one for each direction of the di¡erence. Transfer the value from this table to the Base Rate box in the T score Comparison section of the Optional Analysis section of the Analysis Page on the Record Form (see I on Figure 3.10). 7. This same procedure can be used for ¢nding the base rates for the Longest Spans, usingTable C.4 in the Administration and Scoring Manual. This procedure can also be used when there is a meaningful di¡erence

CAUTION!

Figure 3.13. Using Table C.3

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48 ESSENTIALS OF WNV ASSESSMENT

between the longest spans for Spatial Span Forward (LSSpF) .................................................. and Spatial Span Backwards The examiner should always check to (LSSpB). First, calculate the make certain that the column being referenced corresponds to the di¡erence between the two direction of the difference. longest spans and record this value in the Raw Score Comparison Section (seeJon Figure 3.10).Then, use Table C.5 in the Administration and Scoring Manual, referencing the age-appropriate section, and locate the di¡erence in the column that corresponds to the direction of the di¡erence and the absolute value of the di¡erence between the LSSpF and LSSpB (see A on Figure 3.14).Then record thisvalue in the corresponding Base Rate box in the Raw Score Comparison section of the Optional Analysis section of the Record Form (see K on Figure 3.10).

CAUTION!

USING THE SCORING ASSISTANT

The Scoring Assistant can be used to compute the T scores and Full Scale score. This is a good tool for practitioners who prefer computer printouts for their ¢les, who want an electronic record of an examinee’s performance, who have other PsychCorp Center products and want to have consistency across reports, or who want the added e⁄ciency of using the computer for all look-ups. A sample graph and tables from a Scoring Assistant printout are shown in Figures 3.15 and 3.16, respectively. Note that the Scoring Assistant has an alphabetical default and so the norms set will default to Canada; users in the United States must be certain to change this when installing the program.

Figure 3.14. Using Table C.5

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HOW TO SCORE THE WNV 49

Figure 3.15. Sample Scoring Assistant Graph and Table for Subtests for the Younger Age Band

Figure 3.16. Sample Scoring Assistant Tables for Subtests for the Younger Age Band

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50 ESSENTIALS OF WNV ASSESSMENT

TEST YOURSELF

.................................................................................................... 1. The only subtests that have a start point are

(a) Matrices, Object Assembly, Coding, and Recognition. (b) Matrices, Object Assembly, Coding, Recognition, and Picture Arrangement. (c) Matrices, Object Assembly, and Recognition. (d) Matrices, Picture Arrangement, and Recognition. 2. Each symbol correctly drawn in the Coding subtests gets awarded this many points:

(a) one (b) two (c) one for Coding A and two for Coding B (d) none of the above 3. Which Object Assembly items have time bonuses?

(a) all of them (b) none of them (c) 5 through 11 (d) 8 through 11 4. What should be done if the formula for an Object Assembly item yields a score with a decimal?

(a) round the value up before adding any time bonus points (b) round the value down before adding any time bonus points (c) round the value up after adding any time bonus points (d) round the value down after adding any time bonus points 5. Which table in the Administration and Scoring Manual is used to convert raw scores to T scores?

(a) Table 1 (b) Table B.5 (c) Table 5 (d) Table A.1 6. What is page 2 of the Record Form referred to as?

(a) Summary Page (b) Analysis Page (c) Behavioral Observations Page (d) Subtest Comparisons Page 7. What Section would be completed to determine whether a subtest difference on the 4-subtest battery was significant for a 6:8 year-old?

(a) Optional Analysis (b) Subtest Comparison

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HOW TO SCORE THE WNV 51

(c) Subtest Strengths and Weaknesses (d) Total Raw Score to T score Conversions 8. What should be done if the mean for 4 subtests yields a value with a decimal?

(a) round the value up to the nearest whole number (b) round the value down to the nearest whole number (c) round the value up to the nearest number divisible by four (d) round the value down to the nearest number divisible by four 9. When is the base rate important?

(a) when the difference exceeds the critical value (b) when the difference is less than the critical value (c) when the difference equals the critical value (d) a and c (e) b and c 10. When is the Longest Spatial Span Forward value used?

(a) when determining if the difference between the Spatial Span Forward and Spatial Span Backward T scores is significant (b) when determining if the difference between the Longest Spatial Span Forward and Longest Spatial Span Backward is significant (c) when determining if the difference between the Spatial Span Forward and Spatial Span Backward raw scores is significant (d) Never Answers: 1. c; 2. a; 3. d; 4. a; 5. d; 6. b; 7. c; 8. a; 9. d; 10. b

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Four INTERPRETATION OF THE WNV

INTRODUCTION

Test interpretation is most useful when understood within the greater context of the person who is being evaluated. Results should be compared using accepted psychometric methods and interpreted with consideration of the characteristics of the examinee (e.g., primary language spoken in the home, educational history of parents, educational history of the examinee), observations made during testing (e.g., impulsive, engaged in the tasks, tired, bored, overactive), any medical conditions (e.g., ill, motoric or sensorylimitations, taking medications), academic skills (e.g., evidence ofachievementsuccesses and failures), educational history, and other test scores. This chapter includes step-by-step instruction for WNV interpretation, with information on reporting scores and performing analysis of the scores. The question ‘‘What does the WNV measure’’ will be addressed before addressing the interpretation of scores. General Ability

Tests of general ability (often signi¢ed by the letter g) have been used since the early 1900s and contain a variety of content types. Importantly, the division of items by content was not based on a theory of verbal, quantitative, and nonverbal ‘‘intelligences’’; the division was a practical one, as noted byYoakum and Yerkes (1920). They wrote that the Army Beta (nonverbal) tests were used because it was known that a person with high ability could fail the Army Alpha (verbal and quantitative) tests due to limited skills in English and little educational experiences. Tests of di¡erent content were used to measure general ability without a theoretical framework or even a clear de¢nition of the construct. This lack of theoretical basis was noted by Pintner, who wrote,‘‘we did not start with a clear 53

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54 ESSENTIALS OF WNV ASSESSMENT

de¢nition of general intelligence . . . [but] borrowed from every-day life a vague term implying all-round ability and . . . we [are] still attempting to de¢ne it more sharply and endow it with a stricter scienti¢c connotation’’ (1923, p. 53).The result has been that our tests are often used to de¢ne the theory of intelligence the test is intended to measure. Despite the vagaries of the concept of general ability, IQ has been measured using verbal, quantitative, and nonverbal questions ever since the tests were initially formulated.These tests provided useful and e⁄cient ways to measure general ability and there is considerable support for the concept (see Jensen, 1998, for a review). The problems associated with the use of these tests for those who have limited opportunity to learn or do not speak English very well have become more apparent in recent years (Suzuki & Valencia, 1997). It is as logical today as it was in the early1900s that limited academic skills and knowledge of English interferes with the measurement of general ability when verbal and quantitative tests are used (Naglieri, 2008b). If a student has not had the opportunity to acquire verbal and quantitative skills due to limited educational experiences or exposure to the English language, verbal questions as well as math word problems become less e¡ective measures of general ability, even though they may be good predictors of current academic performance. The assessment of general ability can, however, be achieved with or without verbal and quantitative testsbecause the methods used to measure general ability do not de¢ne constructs of ability, but rather ways of measuring g. Wechsler’s view of intelligence was not that his test measured verbal and nonverbal types of intelligence, even though his tests providedVerbal and Performance (nonverbal) IQ scores. In fact, Wechsler argued that nonverbal tests help to ‘‘minimize the over-diagnosing of feeble-mindedness that was, he believed, causedby intelligence teststhatwere tooverbal in content. . . . Heviewedverbal and performance tests as equally valid measures of intelligence and criticized the labeling of performance [nonverbal] tests as measures of special abilities’’ (Boake, 2002, p. 396). In the Foreword to the WNVAdministration and Scoring Manual, Kaufman (2006) further explained Wechsler’s view by stating: Wechsler remained a ¢rm believer in Spearman’s g theory throughout his lifetime. He believed that his Verbal and Performance Scales represented di¡erent ways to accessg. He saw the Performance Scale as the most sensible way to measure the general intelligence of people with hearing impairments, language disorders, or limited pro¢ciency in English. And that is precisely what the WNV is intended to do. (Wechsler & Naglieri, 2006a, p. iv).

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INTERPRETATION OF THE WNV 55

Finally, Wechsler wrote that ‘‘ . . . the attributes and factors of .................................................. intelligence, like the elementary The WNV measures general ability particles in physics, have at once nonverbally. It is not intended to be a measure of nonverbal ability. collective and individual properties’’ (1975, p. 138). Similarly, Naglieri (2003a) further clari¢ed that ‘‘the term nonverbal refers to the content of the test, not a type of ability’’ (p. 2). In other words, even though a test mayhave questions that are verbal, quantitative, or nonverbal, the questions can be combined under the concept of general ability.

DON’T FORGET

What Does the WNV Measure?

The WNV measures general ability nonverbally. The nonverbal label applies to the test items that do not contain verbal and quantitative content. The items can be described as being spatial (e.g., Matrices, Object Assembly), involving sequencing (e.g., Picture Arrangement, Spatial Span), requiring memory (e.g., Recognition, Spatial Span), and using symbol associations (e.g., Coding). This does not mean that the methods the examinee uses to solve the problems will not involve words; rather, it means that words are not included in the questions the examinee must solve.The WNVmeasures general ability nonverbally using questions that vary in their cognitive demands. We can conceptualize general ability as the underlying base for learning, as suggested by Naglieri, Brulles, and Lansdowne (2008). If the foundation is strong, then knowledge and skills are acquired at a fast pace and to an extraordinary depth. If general ability is low, learning is di⁄cult and the rate of acquiring new information is slow. General ability allows us to understand verbal as well as mathematical concepts, remember facts, work with sequences of information, and so forth. The content of the questions may be visual or verbal, requiring memory or recognition. But general ability is the foundation of all items.

INTERPRETATION OF THE WNV SCORES

Detailed descriptions of the score types and descriptive categories can be found in the WNV Technical and Interpretive Manual.The essential elements are as follows. 

Raw scores are calculated at the subtest level and are generally sums of the number of items correct. Subtest-speci¢c calculation directions were described in the scoring chapter (Chapter 3) in this book.

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56 ESSENTIALS OF WNV ASSESSMENT 







Tscores are standardized transformations of the raw scores with a mean of 50 and a standard deviation of 10.Tscores are recorded for each subtest administered.Tscores enable practitioners to compare an examinee’s performance on a subtesttohis or her performance on other subtestswithinthe scale, as well as to performance of same-age peers on the same subtest. Note that theTscore (as opposed to a traditional scaled score with a mean of 10 and SD of 3) was selected for two reasons. First, the individual subtests on theWNV had su⁄cient range of rawscores, allowing for the use of Tscores, which have a greater range than scaled scores:The WNV Tscores range from 10 to 90, yielding 81 possible di¡erent scores, whereas a scaled score typically ranges from 3 to 20, yielding only 18 di¡erent scores. Second, the use of theT score provides greater variability and more precision on each subtest, allowing for higher reliability coe⁄cients of the Full Scale score. Full Scale scores are standard scores with a mean of 100 and a standard deviation of15. Full Scale scores are available for both the 4- and 2-subtest batteries and provide an estimate of general ability in relation to the norm sample. Con¢dence intervals are o¡ered around the Full Scale scores. Because the con¢dence interval is based upon the estimated true score, the range of scores that will be obtained are only symmetrical around the obtained score when the Full Scale score is at or very close to the mean (100).The further away from the mean the more asymmetrical the con¢dence interval is around the obtained score. For example, aWNV Full Scale score of 132 has a con¢dence interval of 122 to 136, which is not equidistant from the obtained score.The 122 is 10 points lower, and the 136 is 4 points higher than the obtained score. Percentile ranks provide the examinee’s rank, or relative standing, compared to the examinees inthe nationalstandardizationsample oftheWNV. Percentile ranks are not standardized and cannot be compared across examinees of di¡erent ages.There are three major limitations to percentile ranks: First, they are based on the normal curve and most examinees will fall near the mean. So, a minimal change in Full Scale score could result in aseeminglylarge change inpercentilerank.Second,the percentileranks are not equal units of measurement and should not be used to compare examineesexceptrelativerelationshipsbetweenthem(e.g.,itisappropriate to say ‘‘Johnny has a higher percentile rank than Susie’’).Third, percentile ranks are commonly confused with percent correct and thus need to be carefully explained and interpreted. A comprehensive list of corresponding Full Scale scores,Tscores, and percentile ranks is inTable 4.1.

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Table 4.1. Full Scale Score and T Score Correspondence to Percentile Ranks Full Scale Score

Percentile Rank

T Score

Full Scale Score

Percentile Rank

>160 160 159 157 156 154 153 151 150 148 147 145 144 142 141 139 138 136 135 133 132 130 129 127 126 124 123 121 120 118 117 115 114 112 111

>99.9 >99.9 >99.9 >99.9 >99.9 >99.9 >99.9 >99.9 >99.9 99.9 99.9 99.9 99.8 99.7 99.7 99.5 99 99 99 99 98 98 97 96 96 95 94 92 91 88 87 84 82 79 77

 90 89 88 87 86 85 84 83 82 81 80 79 78 77 76 75 74 73 72 71 70 69 68 67 66 65 64 63 62 61 60 59 58 57

99 97 96 94 93 91 90 88 87 85 84 82 81 79 78 76 75 73 72 70 69 67 66 64 63 61 60 58 57 55 54 52 51 49 48

47 42 39 34 32 27 25 21 19 16 14 12 10 8 7 5 5 4 3 2 2 1 1 1 1 0.5 0.4 0.3 0.2 0.1 0.1 0.1 0.1