WISC-IV Integrated

General Subtest / Processing Version- Measures “how” student solves task / Multiple Choice- Content similar to main subtest, but includes 4-5 response choices for each item
Block Design: measures ability to analyze and synthesize abstract visual stimuli, nonverbal concept formation, visual perception and organization, simultaneous processing, learning, and the ability to separate figure and ground / ·  Part B: Child is readministered items that were scored 9 points with a grid overlay
·  Part B: provides clinical information regarding spatial reasoning and ability to analyze & synthesize abstract visual stimuli / ·  Decreases response demands of conveying information to motor channels and reproducing a design utilizing motor skills
·  3D items also evaluate mental imaging
Vocabulary: measures word knowledge & concept formation / N/A / ·  Decreases demands for verbal expression and memory retrieval
Similarities: measures concept formation & verbal reasoning / N/A / ·  Decreases demands of verbal expression & memory retrieval
Picture Vocabulary: measures word knowledge & concept formation / N/A / ·  A group of four pictures in which the child points to the picture that depicts the definition of the word
·  Decreases demands for verbal expression & memory retrieval
·  Also measures visual comprehension & formation of visual-verbal associations
Comprehension / N/A / ·  Measures verbal reasoning and conceptualization, verbal comprehension, and ability to evaluate and use past experiences to demonstrate practical knowledge
·  Decreases demands for verbal expression & memory retrieval
Information: measures the ability to acquire, retain, and recognize general factual knowledge / N/A / ·  Decreases demands for word retrieval and memory retrieval
Coding: measures visual-motor integration, perceptual speed, and graphomotor speed / 1. Coding Recall
·  Without giving the student the key this time, measures incidental learning that occurred during Coding B using cued-recall and free-recall formats
·  Measures learning ability
·  Cued recall tasks- deeper processing
·  Free-recall tasks- procedural learning
2. Coding Copy
·  140 items
·  Copies paired associations from Coding B
·  Measures mental flexibility / N/A
Arithmetic: measures mental manipulation skills, concentration, numerical reasoning ability, and mental alertness / 1. Process Approach
·  Part A: mentally solved that are read and presented in stimulus book
·  Part B: A paper and pencil is provided and items are readministered
·  Decreases demands on attention & auditory working memory
2. Written Process Approach
·  Limits demands on attention and mental efficiency and less emphasis on verbal aspects of word problems / N/A
Letter Number Sequencing: measures sequencing ability, mental manipulation, attention, short-term auditory memory, visuospatial imaging, and processing speed / Embedded word in some trials provides a memory cue, reducing demand on auditory working memory / N/A
Digit Span: measures working memory, registration & sequencing, attention/concentration, and rote learning / 1. Visual Digit Span- 8 items, 2 trials
·  Does not have backward repetition
·  Also measures visual short-term memory and visual processing
2. Letter Span- 8 items, 4 trials
·  Non-rhyming vs rhyming items
·  Different cognitive load
·  Children with reading problems may have difficulties discriminating between letters that have common phonetic features
·  Use with Digit span to assess difference between auditory encoding and auditory-verbal processing of letters vs. numbers
3. Spatial Span- 2 tasks, 7 items each
·  Forward & Backward
·  Child repeats a sequence of tapped blocks in same/reverse order
·  Also measures
·  Spatial processing (forward)
·  Transformation of information, mental manipulation, motor integration & programming (backward)
·  Motor- and self-regulation / N/A
Additional: Elithorn Maze (Perceptual Domain)
·  Seven items
·  Child views a maze and draws a path that passes through a specified number of dots en route to the exit (timed).
·  Measures scanning ability, visual and motor sequential processing, planning, organization, motor execution, and ability to inhibit impulsive responses

Areas of Difference in Performance between General Population & Disability Category Students

Learning Disorders in General

·  Difficulty with acquired knowledge

·  Short-term/working memory

Reading Disorder

·  Primary differences on: Written Arithmetic, Arithmetic Process Approach-Part B, Arithmetic Process Approach- Part A, Coding Copy

·  Secondary differences on: Information Multiple Choice, Digit Span Forward, Letter Span Non-rhyming & rhyming

Reading & Written Expression Disorder

·  Differences in: Verbal & Working Memory Domains

·  Specifically: Written Arithmetic, Vocabulary Multiple Choice, Arithmetic Process Approach- Part B, Comprehension Multiple Choice, Visual Digit Span

Mathematics Disorder

·  Primary differences on: arithmetic subtests (ART, ARPA-A, ARPA-AT, ARPA-B, WA), Information Multiple Choice

·  Lessening working memory demands does not make arithmetic subtests significantly easier for these students

Reading, Written Expression, & Mathematics Disorder

·  Primary differences on: Digit Span Backward, Visual Digit Span, all arithmetic subtests

Learning Disorder & ADHD

·  Primary differences on: Arithmetic subtests, Coding Copy

ADHD

·  Primary differences on: Information multiple choice, arithmetic w/ time bonus, arithmetic process approach- part A, written arithmetic, and coding copy

·  Theoretical: Difficulties in areas of: Verbal memory, auditory working memory, and graphomotor speed

Expressive Language Disorder

·  Difficulties with verbal tasks & working memory

·  Primary differences on- Similarities multiple choice, Vocabulary multiple choice, picture vocabulary multiple choice, visual digit span, letter span non rhyming, letter-number sequencing process approach, arithmetic with time bonus, arithmetic process approach-part B, and coding copy

·  Theoretical: verbal reasoning, drawing conclusions, and sequential reasoning difficulties

Receptive-Expressive Language Disorder

·  Verbal & working memory domains, and coding copy

·  Did comparable only in the areas of block design multiple choice no time bonus and cancellation

Traumatic Brain Injury

Open head injury

·  Primary differences on: block design no time bonus, cancellation structured, and coding copy

Closed head injury

·  Large effect sizes for all process scores in perceptual and processing speed domains (except block design multiple choice), and similarities multiple choice

Based on Wechsler Intelligence Scale for Children, forth edition- Integrated 2004 by E. Kaplan, D. Fein, J. Kramer, D. Delis, R. Morris (Pearson Publishing) Compiled by Allison Hawkins, October 2011