1 WISC-IV The Wechsler Intelligence Scale for children (WISC-IV) is a cognitive test for children aged 6 years to 16 years and 11 months. Test-retest validity – recommended to wait 2 years before re-administering the WISC-IV if required. When to request an IQ assessment: Concern child may be gifted Child performing below peers academically and unsure why. Could be due to anxiety, behaviour (attention, motivation), or learning disability. What assessment to request: WISC-IV (IQ) versus WIAT-II (academic) Interpreting full scale IQ

2 Four Indices: Verbal reasoning Verbal comprehension Verbal expression1. Verbal Comprehension Index (VCI) measures: Verbal reasoning Verbal comprehension Verbal expression Low scores on Verbal Comprehension Index - difficulty with group discussions, auditory memory, reasoning aloud, reading, writing and expressing their ideas, and multi-step directions.

3 Recommendations: Verbal ComprehensionTeach with visuals, demonstrations, videos etc. as learning solely through verbal information is difficult for this student Encourage the student to paraphrase instructions and directions Encourage the use of graphic organizers Avoid multi-step directions and supplement directions with visuals Supply study guides for text and summaries for novels for high school students Highlight key vocabulary/major concepts in student’s texts or assignments

4 2. Perceptual Reasoning Index (PRI)Ability to think and reason using pictures/visual information To understand and respond, and to organize information in ones head through images To manipulate abstract visual thoughts (visual spatial skills) To reason with rules, generalizations, and logical thinking Low scores on Perceptual Reasoning - difficulty with puzzles, learning to read, learning math facts & formulas, poor visual-spatial skills (hand-eye coordination), gets lost easily, won’t gravitate to a SMART board, uninterested in video games. High scores PRI – Very good at hands on activities, learns well with visuals and demonstrations, good visual-spatial skills.

5 Recommendations: Perceptual ReasoningProvide verbal information along with visual presentations Make an effort to write neatly on the board and on worksheets Reduce the amount of visual information on a page so that the student may more easily focus on the information at hand Use a larger font for printed materials Minimize copying activities by providing information on worksheets or handouts Have the student use graph paper to assist him or her in lining up the numbers/letters properly and for guiding spaces between words Highlight or underline important phrases in the students assigned reading Assign fewer questions, and adjust the level of difficulty to suit the student

6 3. Working Memory (WMI) measures attention, concentration and working memory Low scores on Working Memory: difficulty with self-monitoring, multi-step directions, organization, spelling, reading, & maths.

7 Recommendations: Working MemoryEncourage and teach good listening skills (eyes on teacher, active listening, asking questions, writing notes) Teach memory enhancing techniques such as mnemonics, rehearsal, repetition, visualizing/verbalizing, categorizing, etc Provide frequent opportunities to practice and review newly learned material. Assist student to generate ideas and list them prior to completing writing tasks and projects. Simple step-by-step directions vs. multi-step accompanied with visuals Ask student to paraphrase directions and demonstrate how to do tasks For high school students teach note-taking skills or use a tape recorder during lectures (Use “Smart Notebook” to make a video tutorial of a lecture so the student can watch it on a computer, I-pad, or Smart Board) Allow alternatives to written exams (oral take-home, projects, presentations) for high school students Working memory difficulties can impact on a child’s reading ability therefore accommodations may be required. When setting reading homework, the student may need adjustments to the amount of reading expected of him/her. It would be preferable to assign a certain amount of time for reading rather than a certain number of pages. To enhance the student’s reading comprehension the student would benefit from stopping his reading at intervals to ask him questions to ensure that he has retained and understood what he has read before he continues e.g. ‘who are the main characters’; what is the story about’. At the end of reading you could ask him what he enjoyed about the story and what does he think will happen next (even if the story has finished).

8 4. Processing Speed (PSI) measures:The ability to work at speed and concentrate on a task Visual memory and recognition, and a combination of routine information processing and complex information processing. Low Scores on Processing Speed: difficulties with tasks such as copying notes from the board & working under time pressures, poor perceptual discrimination ability.

9 Recommendations: Processing SpeedTeach how to skim and scan for information in a text. Give student more time to process information – reduce quantity of questions in order to increase the quality of answers Chunk work so that it is not visually overwhelming Provide time and a half to double time for exams and questions or allow take home exams. Wait for a response to questions and cue if necessary. Avoid timed tasks Photocopy the notes of another student. Copying notes and copying from the board are difficult for these students. Teach computer skills - word processing, text to speech software, speech to text software and programs. Highlight math symbols as they can be easily confused Children with processing speed difficulties can have difficulty processing instructions. Break down instructions into simple steps and ask questions to ensure full understanding. The student may need assistance generating ideas and listing them prior to completing writing assignments and projects.

10 Case Example one * Hugo – Year 2 Year K and Year 1 describedIndex Composite Score Percentile Rank Confidence Interval Qualitative Range Verbal Comprehension Index (VCI) 126 96 116 – 132 Superior Perceptual Reasoning Index (PRI) Block Design (5) Picture Concept (8) Matrix Reasoning (11) *88 21 81 – 97 Below Average Working Memory Index (WMI) 110 75 101 – 117 Above Average Processing Speed Index (PSI) 91 27 83 – 102 Average *FSIQ 106 (NA) * Hugo – Year 2 Year K and Year 1 described as having learning issues and was in Emu intervention Year 1. Year 2 was at reading level 21. Recently diagnosed ADHD High scores – VCI good writing skills and ability to express their ideas, good vocabulary. High scores – WMI good short term memory & ability to sustain attention, good at spelling, reading, and math calculation skills

11 Hugo continued… WIAT – II Academic Results Index Composite ScorePercentile Rank Age Equivalent Qualitative Range Reading  Word Reading Reading Comprehension Pseudoword decoding 126  123 115 122 96  94 87 93  8 years & 8 months 9 years 10 years & 8 months Superior  Superior Above Average Mathematics  Numerical Operations Maths Reasoning 119  122 112 90  93 79  8 years & 4 months 7 years & 8 months Written Language Spelling Written Expression 111  108 109 77  70 73  7 years & 4 months 8 years  Average Average Oral Language Listening Comprehension Oral Expression  112 108  8 years  Above Average WIAT – II Academic Results

12 Case Example 2 *Tim in Year 1 – In YK had significant learning issues and would state that he cannot do tasks and therefore was off task, inattentive and would not start tasks unless the teacher was present. Griffith Developmental assessment was completed when Tim was 4 years and 10 months. The Griffith assesses strength and weaknesses in all developmental areas and is frequently done by Paediatricians to assess the areas in need of early intervention. Assesses language, gross motor skills, social, problem solving skills, fine motor skills, and practical reasoning. Results indicated that overall he has a borderline developmental delay. Recommended that he would have difficulties with the school curricula and may need educational support.

13 Tim’s WISC-IV results Index Composite Score Percentile Rank ConfidenceConfidence Interval Qualitative Range Verbal Comprehension Index (VCI) Similarities Vocabulary Comprehension 128 97 117 – 134 Superior Perceptual Reasoning Index (PRI) Block Design Picture Concepts Matrix Reasoning 104 61 96 – 112 Average Working Memory Index (WMI) Digit Span Letter-Number Sequencing 99 47 91 – 107 Processing Speed Index (PSI) Coding Symbol Search 91 27 83 – 102 Full Scale IQ NA

14 Case Example 3 Index Score Percentile rank Qualitative RangeVerbal Comprehension 87 19 Low Average Perceptual Reasoning 100 50 Average Working Memory 88 18 Processing Speed 121 92 Superior Full Scale NA High scores PSI – very good mental quickness, good computer skills, ability to work under pressure, good motivation, persistence, and perceptual discrimination ability