Study Document
Wechsler Intelligence Scales: An Overview Thesis
Pages:2 (818 words)
Sources:2
Document Type:Thesis
Document:#36114281
Explain the Global Ability Index and when to use it
The alternative global score, the General Ability Index (GAI) is calculated when the test-taker "meets certain criteria that involve variability with respect to the cognitive factors of working memory and processing speed" (Cheramie 2008). For example, learning-disabled children often have lower levels of processing speed, thus the GAI is an acceptable scoring alternative to the usual method which does take memory and processing speed into account when norming the results.
Discuss the main uses for the WAIS-IV and WISC-IV
All forms of the Wechsler Intelligence Scales are standardized tests, "meaning that as part of the test design, they were administered to a large representative sample of the target population, and norms were determined from the results" (Encyclopedia of Children's Health, 2010). All IQ tests are limited in their ability to describe the individual's full range of ability and should be used in conjunction with other measures. However, the inclusion of the performance section in the Wechsler scales is especially helpful in assessing the cognitive ability of non-native speakers and children with speech and language disorders. "The test can be of particular value to school psychologists screening for specific learning disabilities because of the number of specific subtests that make up each section" that relate to various types of information processing (Encyclopedia of Children's Health, 2010).
Give an explanatory outline of the successive-level interpretation procedure for interpreting WAIS and WISC test data.
Level I: Interpret full-scale IQ -- a generalized summary of the results as a whole
Level II: Interpret index scores (such as verbal comprehension) and CHS groupings (such as fluid reasoning) -- subcomponents of ability
Level III: Interpret subtest variability -- assess test responses, such as memory or thinking fluidity
Level IV: Qualitative/process analysis -- assess general behavior when taking the test and level of comfort
Level V: Analyze intrasubset variability -- suggest implications of test result for everyday life and schooling (Groth-Marnat 2009, p.139).
References
Cheramie, Gail M., Mary E. Stafford, & Sarah S. Mire. (2008). The WISC-IV General Ability
Index in a non-clinical sample. Graduate Journal of Education and Human
Development. 2.2. Retrieved February 03, 2010 at http://www.scientificjournals.org/journals2008/articles/1416.pdf
Groth-Marnat, Gary. (2009). Handbook of psychological assessment. Wiley.
Wechsler Intelligence Test. (2010.). Encyclopedia of Medicine. Retrieved February 03, 2010,
from Answers.com Web site: http://www.answers.com/topic/wechsler-intelligence-test
Wechsler Intelligence Test. (2010). Encyclopedia of Children's Health. Retrieved February 03,
2010, from Answers.com Web site: http://www.answers.com/topic/wechsler-intelligence-test
What is IQ (2009).…
Sample Source(s) Used
References
Cheramie, Gail M., Mary E. Stafford, & Sarah S. Mire. (2008). The WISC-IV General Ability
Index in a non-clinical sample. Graduate Journal of Education and Human
Development. 2.2. Retrieved February 03, 2010 at http://www.scientificjournals.org/journals2008/articles/1416.pdf
Groth-Marnat, Gary. (2009). Handbook of psychological assessment. Wiley.
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