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Untitled

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Kristoffer Loquias
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oa ee ed ees an oe ee PEARSON oom SVVIVIEUT IIH KD ddd ddd IHUHEHUUHHHHS 1% “ECHSLER NONVERBAL * fj Administration and W Scoring Manual ®- NON VERBALE + Jf 3¢ “HSLER NONVERBAL # RNON VERBALE + 4h 30 #t 50 Sor AE 3 TEM * WECHSLER NO-V & - WECHSLER NON BE * WECHSLER NONVERBAL * WECHSLER NON * WECHSLER NO-VERBAL * * WECHSLER NONV VERBAL - §€& VERBALE > 4k XC + WECHSLER NONVERBAL + TEE EE A NONVERBAL * WECHSLER. attobed - His SLER NO-VERBAL + WECHSLE Faectvsd a adtdbe BALE + WECHSLER NONVERBAL : ire ae ftFmedsd aPalsdied * WECHSLER NO-VERBAL + WECHSLER tat + He b-—od PLIERS o VERBALE + AEF AEM WUEA + WECHSLER La eae # aoe Pd OG ETT vuvsvvuveus Horsey -y ypef FISPAM PLE Jenuryy 3ur1039¢ pue uonensturpy wu ALMI@¥ JO 31VDS IWAY3ANON Y31SHDIM, tic-o soy xipueddy teiz-o8 s8y \ How to Care for Your Manual Pearson Executive Office 5601 Green Valley Drive loomington, MN 55437 Copynght © 2006 NCS Pearson, Inc. All rights reserved Normative data copyright © 2006 NCS Pearson, Inc. Warning: No part of this publication may be reproduced or transmitted in any form fr by any means, electronic or mechanical, including photocopy, recording, or any Information storage and retrieval system, without permission in writing from the copyright owner Pearson, tne PST logo, PsychCorp, the W logo, and WNV are trademarks in the US. and/or other countries of Pearson Education, Ine. or its affiliate(s) Printed in the United States of America, uz ecoe PEARSON ——<—, For orders and inquiries: Pearson Clinical Assessment, 19500 Bulverde Road, San Antonio, TX 78259 800.627.7271 www.PsychCorp.com 0G) & OG) @) wanes Wo io iv cio ci aH a ww (=a: il 66) 6,0,0 0 OW —— sees me f= [ala /= == mmm 3 a was De We WSC. 1h who instead ‘Wechsler begin now) tenis Wechvler Nonverbal Scale af Ability (WIN igh 1 am lefichanded) In fact, the WNV reflects the conte ‘Wechsler and Jack ate dl strips to serve ae ‘of his own han re Artangement items, «drawn Picture Completion items, And he had a hal formance subtests inthe suitcase, though he ws nt, He developed a set of > s xipuoddy T r. 2 qt. Perey is fond it» Publisher's Note “The Chinese d aut TT Chinas Jl guas Your mabe™ witha Dr. Wechsler had a ai. Nadeenandimeand sem hay ese eile which ted would ape au.® Jk dele ARCS Mage 7.8 ther subgests that did not make the Final el es =f » Ovedaping Pees Sag a 1 publi on baer Ae In the WNV I see the old fa = ut s 2 tow For cncans the rear of Pate Arann | F Joss that many felt when these tasks were 2 t sooner ed The sl 8 Sone na guage andthe Tt = faire po a ait on at arr es the WHY 0s depaned from : ail 7 1Qsas el 2 poe oad cores Dr Wechlor eects 2 boliever in Spearman's g theory throughout his lifeime. He believed that his Verbal Q tnd Peronmance Sa eprsenedifeen ayn sce bun he ote 2 nonverbal ir gence as being separate from g. Rather, he saw the Performance Scale as the a tno se way to mesure the geen intgece of peopl mah ng tap ey = iginge dire or inl peccy a Engh Aod ar ein ar z mend So 3 ‘The WN has an impresive se of ly dain the manual lng with evden 5 barr ial, wel normed in the US ind Canada, tnd weal ciel stcumen with varied populations, Its builtin if form makes ica flexible instrument fora variety of poses within che 4- 10 21-year age range, and its clever administrative aids make ‘user fiendly instrument whenever itis desirable or exe person's general intel: ligence nonverbal rwo authors, my late mentor and my pried student, make a potent team. Dr. Wechsler would be proue. Swudy Center Yale University School of Medicine wweeeee ee eae Table AS Table As Table AS Table B1 Table B.2 Table B3 Table Bs Table BS Table C1 Table C2 Table C3 Table C4 Table C5 Sample (Base Rates) T Scores and by Age Band. rences Between Single Sub Mean T Score for the 4-Subtest Cumulative Percentages of Norma (Base Rates) 2 Subst Ba WNV®: Differences Required for i (Critical Values) for Comparison of Spatial Span (SSpF) and Spatial Span Backward (SSpB) 7 Scotes WNYV®: Cumulative Percentages of Normative Samy ‘Obtaining Various Raw Scores for Longest 5 (LSSpF) and Longest Spatial Span Back wa Obtaining Vs 148, M9 193 04 195, For Matrices n and Subsequent Item Perfect Score 1 Obtained on Start Point tem Figure 2.8 Example of Disco Figure29_ Example of Dis Figure 2.11 Example of a Completed Analysis Page fot Ages 80-21:11 = — Table of Contents xi 4 18 ieiz-08 sey xipuaddy Introduction sages 4 yeas general cognitive esting the general co the use of pictorial direction: for subtest admis sed to communicate the demands of thes din any language, when appropriate. A tho foals and theoretical rationale that guided of the Technical and Interpretive Manwal is chapter provides a general overview ofthe WNV, witha focus subrest content and organization of thes versions were created forages 4:0-7:11 and nist of a4- and a 2-subvest battery foreach age band, Licey s6™ \ z 14 Subtest Composition of the nd 2-Subtest Batteries, by Age Band ———— ere ne Bem Ages 40-711 ee ‘Seton Baty Sees Baty Mains Sainnnner eennian Coding Object Asembiy WNV Scores ‘There ae two types of scores on the WN: raw scores and standard scores. The raw scores foreach item are point values that reflect the accuracy ofthe examince’s response, These Scores are summed to obtain a total raw score foreach subtest Standard scores enable the clinician to compare an examinees performance to that of his for her peers, and are provided for subtests and for the Full Scale score, Subtest T'sores are ‘obtained by converting che al scores ate available to more closely examine fh normative information provided in appendix Span Forward (SSpF) and Spatial Span Backward (SSpB) are provided, as asa method for comparing these wo scores. Similar comparisons can be made using the PUDVUTUDDIDDTIIH KEK Hoo EEE EEEEEES Lec-o9 soBw \ 7 2 8 8 4 tnvodvetion Materials provide vations, and comments, Many examinen we 2 cxaminec’ view and a books is Manual during 13 WNV Test Kit Materials 308 Seong Marve cetve Mana Stimulus Book Recore Forms Response Bootes Scoring Template or Cosine & Scoring Template for Coding Assembly Pu This Maral for ad n directions in chapter 3 are separated acco ig and scoring the: 1 ages 1), with the se Technical and Interpretive Manual “The Technical and Interpretive Manval include Stimulus Book “The Srimulus Book includes all ofthe visual stim including the pictorial directions forall subtests, and thes and Recognition. Record Form “The Record Form provides spaces for recording responses for each subtest, as wel Summary, Analysis, and Behavioral Observations pages, which are used vo documet test results dl l ae u Ml EOC Oe EEE HY Bb Ge te & pada ip z= 7 SUDDUIDDUINVINVI KKH CE EEEEEES =, (= /S—/—/—/* the examinee’ Picture Arrangement Cards There ae 15s Siandards American Ea Association, & National Cov Messureme 1e APA Guideline for Provider of Pychological Seri dturaly Diverse Po (American Psychologh les of Pychologists and Cade of Cond for Tet Use TAERA ex Linguistic, and in Educa ices to Fahne, tuaz-oe se8y bee sob xipueddy Use and Application Choosing the 4- or 2-Subtest Battery ovides 4 more thorough examin advantages (sce the Techni about 20 minutes nd may be which takes about 45 minutes to administer. (See adm The WNV wil provide a ‘examinees who cannot be adeat nglish-profcient expected to increase about 7 points, regardless within about 7 weeks of each other. Although intervals produce smallet practice effets, the pd) ‘Westervelt, 2000; Nagleri 8 All of ches 2228 88 Lice $06" \ Liiz-08 596 xipuoddy sukation or training if neces Examines Who are Deaf or Hard of Hearing the measurement of general hard of hearing because the dtections are pictorial and aren hod woe re often used as pat of the proces to iden students. The WNV can play an important role in the iden ling (ga the Naglieri Nonverbal Ability Tet-Multilevel: NNAT-Mulilevel, Nag) \ HL S06 iio s8¥ xipuoddy General Testing, Administration, and Scoring Guidelines eo \ teiz-o8 sey xipuaddy ws During administration. some examinees may attempt Book. begin to work and variations lke this should not be permirted during administration. For example, the examiner should not ‘engagement. Table 2 '50% and 90% of the U.S. normative and selected special group samy and 2-subtest batteries. Demographic deals of the normative 3 of the Technical and Interpretive Manual. Si the Technical and Interpretive Manual for the special go complet the nh rode inchapes 5 BEPSIEVIINIUI dss seesseseesS J 5. Normative sample Physical Environment ‘To provide an ideal environment, you xipueddy presented. IF 1 che examine bbe taken to minimize the examinee’ acess assure the parent or guardian that you ion to answer questions and discuss the examinees 1 presence of third-party observ mpact examinee performance and valid i 996; MeSweeny eta, 1998). Cunree [rneien | [rmoteenh see aon Canter Tranrer Figweat ‘Suggested Seating and Materials Arrangement gh o uneven smooth work sure ecards) sould be placed | under the Response Booklet during the administ si l " jing and Maintaining Rapport | ing and maintaining rapport CCCCEETES! be provides an examinee performs por “That wasa hard one,” or COOCE EGOS y VPVIVITHH HEHEHE EEES Se » ai? & bc a eb a b> a be > iiz-08 sy xipuoddy. Genera Testing. Administration and Scoring Guidelines wee Selecting the 4- or 2-Subtest Battery SUCUKOE EET eee eeure yyw 3. Object Assembly CO eee LOG Ge vguvvvvvvvvvIVdHEES recon s08W \ } seiz-o8 sey xipueddy ing. Administration. and Scoring Guidelines 4 z Item Administration . 3 ! 3 a a. 2 i. " — 2h =i 2 > i: 8 ai e at: 2 ale als als - al’ al an at z Table 23. Standard Phrases and Descritions of Adminstration Gestures ae : RES Seater Pireses nd Dascvions of Admistraton Gestures 3 Porase Description or 5 Seeenteutand —_____Ghdeyurtond win you pum upuard nvinojmiaboe he rman lable to perform the t used to provide these statement Testing Administration, and Scoring Guidelines |ae-- = Figure 24 Example of Perfect Scores Obtained on Start-Point Item and Subsequent Item If the examinee does not obtain a perfect score on ether thefts o second item adm papa! =| os he ee S aS 6 ES 9 pas a, VOFAH a , vyPIIIIIIY mie eoUUKeeKEEEEEEEEE \ Lee-09 soby teiz-09 sey xipueddy £22_Gonerai Testing. Administration, and Scoring Gui Matrices san ‘ges €-5 Demonstaton hen, Samp toms A-C. the em ‘ges 15 Demonstsvon tem, Samp tems A tor ‘aes 1-21: Demonsvaton em, Sample ems At, hen Lec-on soy 2 2 2 oF 2 Figure 27 Example of Perfect Scores on Stan Por 2 2 item, Overriding Seores an Previously A & a = 2 Discontinue Rules 2 2 = ‘2 = oh ag G t a Figure 26 "Example of Perfect Score Obtained on Stan Point lem but not Gg hk Subsequent tem 4 Pe er u preceding the agespeifc war po a scr are ebasined an the aeecfic tart po Se Jn Figure 27, the xaminer started PERG —— ‘examinee’ obtained score for those items was 2 (sce C), Recognition was 8 points. wp es - 24 General Testing, Administration, and Scoring Figure 28 Matrices Example of Discontinue Criterion Met During Reversal Procedure examinee obtained scores of ‘Administration Guidelines 25 eeeeeee pe eeee hl igure 29 Example of Discontinue Rule for Spatial Span yas fos fe Sa) svsvavvVIIVVVVVVUEH . § a9 Oe ” as tniz-08 $96 won ety xipueddy tem, Sample ‘thee em? vuvvvoueuuueveeeuesse wevvevVe z q 2 g ‘based only on the accuracy f 3 fou may provide the ask demands teach the examinee how to the examinee one of the the task sto > 24__Gonera Testing. Administration, and Scoring Guidelines t 2 Se _ es Compl Recording Responses v { —— pleting the Record Form 2 1. & 72 & ye Table ile the Record Form de a8 .* . a 2 2 ‘ ‘ ‘ s 4 2 2 2 a a a B a a 2 2 a ” a a n ) provides asec «©. SSpF, SSpB, LSSpF, and LSSpB) section, Scoring procedures for following symbol: mh fe rg a ee the Technical and tion of sores, Determining Spoiled Responses Ss xipuaddy Completing the Summary Page lowing discussion ‘mance of an examinee whi Sem wes 9 OOOO EOE SEGHEGOEECEE ECCLES =! t ded appro- only 18 For timed items, score ch last response given within the imi 3m of Examinee’s Age box on, }). Subtract the date of birth from the date of resting. Record Form Figure 2.10 Example of @ Completed Summary Page =x IIIIIIVIIVOUE LEEK EEE EK EEEEEE oe vvvy Step 2. Indicating the Selected Test Battery tiiz-o8 sey tec-on sey xipuaddy 32_Gonora Testing. Administration. and Scoring Guidelines sum of T scones fo single subtest, 2-Subtest Battery The Full Scale score fr the 2 -subrest artery is derived from the su subtests dating the Full Scale Score {an examinees total raw score is 210 on a subtest, che score docs ‘examinee entirely lacks the ability measuted by che subtest ability cannot be determined by the particular set of subtest lingness to respond, che dif If an examince obtains ey of the tal raw scores of zero on two oF more subtests of the not be derived (i. the examinee ean obtain 2 ral raw score of zero on only one of the four subtests to derive a Full Scale score without proration). Similarly, an examinee obtains a total raw score of 1 er of the subtests that compose the 2-subtest battery: the Full Scale score should not be derived (i the 2-subtest battery, no total raw scotes of zero can be obtained to de Seale score). “Transfer the sum of T score obtained in step 5 to the Sum of T'S T Scores to Full Scale Score Conversion table (see Fin Figure 2 “Table A.2 to determine the values forthe 4-subtest version ofthe F PUIG T THE EEKEEEEEEEEEE yuvuvuuuuusd 4-Subtest Battery Table A.2, locate che examinees sum of Ts read actoss the row Step 7. Plotting the Subtest TScores he subtest T scores can he ind (see H in Figure the point on the Subtest TScore we selected the re berwcen the dots, as shown in the igure 1 berwer subtests were administered Step 8. Plotting the Full Scale Score Scale score can be Scale score. simply desired, you m 10). To pk that corresponds tothe Fi anges to reflect the confer Completing the Analysis Page Figure 2.11 shows an example ofa complet Anal ld. The tues the scores presented battery to Page with the perinene sector these label 10, which are based on a ‘examinee who is 10 years 5 y cred. The sections of age band and choice of subtest battery labeled. Be sre rouse the appropriate sections. econ soy z 3M_Generl Testing. Administration. and Scoring Guidelines _ 1), W che 2-subtest of Tables B3 and B.A wo complete the Subtest Comparison befor 4-Subtest Battery: Subtest Strengths and Weaknesses ‘Tansfer the subtest T scores from the Summary Page to he appr T Scote column of the Subtest Suengths and Weaknesses table (ace A in Figure 2.11). Enter the sum of bottom of che Subtest Strengths and Weakn ‘of T scores by four and enter the res four T scores yesses table (se B in every oval in the Mean T Score column ofthe Subtest Strengths and Weaknesses table. OCC CCC UCT HS wees “ sane a yn BeVIVIVIVIVIVIVUWUOEUE the shaded area) and .05 (below \ 1eL-o soy tiiz-08 sey xipuaddy ‘%_Goneral Testing, Administration. and Scoring Guidelines in the unshaded aca) levels. Ini either the.15 or 05 in the C appropriate section of the ‘optional analysis is presented atthe bortom ofthe A Figure 2.11). Tables C.1-C.5 ate used to complete age in the shaded area (see Ein ‘Step 22. Converting the Total Raw Scores for SSpF and SSpB to TScores “Transfer che total raw scores for SSpF and SSpB from pages 6 and 7 of the Record Form to the appropriate boxes in che Raw Score column ofthe Total Raw Se 1s able (sce F in Figure 2.11). Using the age-appropriate page of Table C. SSpF in the SSpF column and read across the row tothe left tothe shaded is number isthe T score equivalent ofthe total raw score for SSpF. Enter Table C.2 provides che required differences berween the SSpF and SSpB T’sco ical significance (critical values) atthe .15 and .05 levels of confidence. Indicate the cal Value col center the exceeds the critical val, the box labeled Significant Difference. If the absolute value ofthe diffrence score does not . jammer i. vsuvssIuN = UIUKHHUKHEEEEEEEEEEE sv IIIII Percentage of the ined the same or greater difference between the LSS ‘column and read actos the row to the the di Com Determi se pfrmance aan age the WNV. ei Leiz-o sey Lec soy sipuoddy ws i 3 - _2 _® _* 2 y ‘ a ‘ 3 a 2 2 2 3 3 3? a > 2 > a > a a ° °° » » °

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