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Introduction to Testing Children and Administration of the WISC-IV. November 3, 2004. Tips for Interacting with Children. Before meeting the child, take a minute to think about the child’s age (or developmental level) and the interests that children have at that age.

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tips for interacting with children
Tips for Interacting with Children
  • Before meeting the child, take a minute to think about the child’s age (or developmental level) and the interests that children have at that age.
  • Allay the child’s concerns before separating him/her from the parent.
    • Who are you and why are they here?
    • Where will parent wait?
  • Spend a few minutes building rapport before you start testing.
tips for interacting with children encourage motivate
Tips for Interacting with Children: Encourage/Motivate
  • Adjust your style to fit the child’s developmental level.
  • Adjust your style to fit the child’s temperament.
  • Praise effort, not answers.
  • Don’t forget to smile!
  • Encourage children to “guess” when they say they don’t know.
  • Tell the child it is o.k. if they don’t know an answer.
pay attention to the child s behavior i e stay in control
Pay Attention to the Child’s Behavior (i.e., Stay in Control!)
  • Give clear simple directions (don’t ask, tell)
  • Set limits when necessary
    • When can the child talk?
    • When can the child take a break?
    • When can the child leave his/her seat.
  • If necessary, use a behavioral chart.
verbal comprehension index
Verbal Comprehension Index

Measures verbal knowledge and understanding acquired through both informal and formal education and reflects application of verbal skills to new situations.

  • Similarities
  • Vocabulary
  • Comprehension
  • (Information)
  • (Word Reasoning)*
    • Supplemental subtest that measures verbal comprehension, reasoning, and abstraction.
    • Ex: This is an animal that goes with “woof.”
perceptual reasoning index
Perceptual Reasoning Index

Measures the ability to interpret and organize visually perceived material and to generate and test hypotheses.

  • Block Design
  • Picture Concepts*
    • Core perceptual reasoning subtest that measures fluid reasoning and abstract category knowledge.
    • Ex: chooses picture of an animal from each row.
  • Matrix Reasoning
  • (Picture Completion)
working memory index
Working Memory Index

Measures immediate memory and the ability to sustain attention, concentrate, and exert mental control.

  • Digit Span
  • Letter-Number Sequencing
  • (Arithmetic)
processing speed index
Processing Speed Index

Measures the ability to process visually perceived nonverbal information quickly, with concentration and rapid eye-hand coordination.

  • Coding
  • Symbol Search
  • Cancellation*
    • Supplemental processing speed subtest that measures visual selective attention.
wisc iv standardization
WISC-IV Standardization
  • N = 2,200 children
  • 11 age groups from 6 years 0 mos. to 16 years 11 mos.
  • 200 children in each age group (100 boys, 100 girls)
  • Matched to 2000 US Census Data on race, geographic region, and parent education.
  • Four geographic regions:
    • Northeast
    • South
    • Midwest
    • West
administration hints
Administration Hints
  • Administration time for core battery: 1 – 1 ½ hours (90%) with more time needed for individuals with higher IQ.
  • If you suspect that the child has an intellectual deficiency, begin at the 6 year old level except for Coding and Symbol Search (use appropriate age form for these two subtests).
  • Reverse sequence of administration (when child does not get two in a row correct) is allowed for all VCI, PRI, and Arithmetic subtests. Other WMI and PSI tests do not use reverse sequence administration.
administration hints cont
Administration Hints (cont.)
  • Start-Point Scoring Rule
  • Discontinue-Point Scoring Rule
administration hints cont1
Administration Hints (cont.)
  • Examinee familiarity with examiner
    • 11 point difference for ethnic minority children
  • Be careful to avoid creating expectation about a child!
parent reactions to the diagnosis
Parent Reactions to the Diagnosis
  • Some view the diagnosis as similar to that of a “fatal” disease.
  • Stages of Reaction to Diagnosis:
    • Denial
    • Anger – aimed at professional or self
    • Mourning
    • Acceptance
providing feedback to parents
Providing Feedback to Parents
  • Frame your feedback to answer the referral questions.
  • Explain IQ in terms that the parent can understand. Can draw a normal curve.
  • Don’t estimate what the child will be like as an adult!
  • It is o.k. to tell parents when you don’t know an answer.
  • Use people-first language – the child is not defined by his/her diagnosis.