Introducing the WISC-V WISCV • The Wechsler Intelligence Scale for Children-Fifth Edition (WISCV) is an individually administered, comprehensive clinical instrument for assessing the intelligence of children ages 6 years 0months through 16 years 11 months (6:0-16:11). There are times when a business needs to take a few minutes and reflect on a major milestone in its history. This is one of those times – and we have THREE milestones! First, this year marks the 75th anniversary of the publication for the original Wechsler-Bellevue Intelligence Scale, authored by David Wechsler and first released in 1939. From this original test evolved a portfolio of products including the WAIS, WISC, and WPPSI tests which have been used to evaluate adolescents and adults, children and young children, respectively. All have been developed based on Dr. Wechsler’s beliefs that intelligence is "... the global capacity of a person to act purposefully, to think rationally, and to deal effectively with his environment." Wechsler believed that intelligence was made up of specific elements that could be isolated, defined, and subsequently measured, but at the same time these elements were all interrelated. This comprises his definition of general intelligence. Aurelio Aurelio Prifitera, PhD Managing Director Clinical Assessment Pearson WISC-V Traditional Format Paper/Pencil Digital Format on Q-interactive Scoring Options Hand score Q-global Scoring & Reporting • Score Report • Combination Reports • Narrative Reports Automatic Scoring & Reporting via Qinteractive Similar score report output as those available on Q-global, plus: • Automatic subtest scoring • Immediate scaled scores WISC-V Scoring Options Q-interactive = Automatic Scoring No Additional Fee Q-Global Scoring and Reporting (paper and pencil) Per use and unlimited use Options available Hand-score (paper and pencil) 6 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. WISC-V Revision Goals – Update theoretical foundations – Increase user friendliness – Increase developmental appropriateness – Improve psychometric properties – Enhance clinical utility Digital Assessment: Introducing the WISC-V on Q-interactive and Q Global 8 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Agenda Are you in a Q Quandary??????? -Q-interactive and Q Global WISC V Revision Highlights –Goals –New Subtests –WISC-V Test Structure –WISC V Interpretation 9 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Agenda The WISC V on Q-interactive Equivalency and Equating Q-interactive Central Q-interactive Assess Q-interactive experience 10 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Disclosure • The presenters today Ellen Murphy M.A. and John A. Hanson, Ph.D. LP are employed by Pearson Clinical Assessment, which developed and sells the Wechlser Intelligence Scale for Children Fifth Edition (WISC V) and Q-interactive the digital assessment system 11 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Pearson Q System • Q Local: the original online system for score reports and test administration (MMPIs) • Q Global: An online system for score reports and test administration of checklists (DREFS) and self report assessments (BASC3,MACI) • Q Interactive: A digital assessment where clinicians through the use of iPads select test batteries and individually administer, score and report clinical assessments. Partnering for the future of assessment: Clinicians, Pearson and Technology www.helloq.com WISC-V Traditional Format Paper/Pencil Digital Format on Q-interactive Scoring Options Handscore Q-global Scoring & Reporting • Score Report • Combination Reports • Narrative Reports Automatic Scoring & Reporting via Qinteractive Similar score report output as those available on Q-global, plus: • Automatic subtest scoring • Immediate scaled scores Why Transition to WISC-V? A choice of traditional paper and pencil or digital format. Increased coverage of cognitive processes related to SLD Identification. Supports a processing strengths and weakness analysis approach. Statistically linked to the KTEA-3 and the WIAT-III, with combination scoring reports available! Presents a 5-Factor structure. Basic training included with the kit. Decreased testing time to obtain FSIQ and primary index scores. Briefer instructions, using developmentally appropriate language. 15 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. DEVELOPMENT OF THE WISC-V: REVISION GOALS – A SUMMARY 16 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. WISC-V Revision Goals • • • • • Update theoretical foundations Increase user friendliness Increase developmental appropriateness Improve psychometric properties Enhance clinical utility • What do these revision goals really mean? 17 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. DEVELOPMENT OF THE WISC-V: NEW SUBTESTS AND RETAINED CONTENT WITH REVISION 18 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Dropped WISC–IV Subtests • Word Reasoning – Redundant measure of verbal comprehension (high correlation with Information) • Picture Completion – Construct not as representative of visual spatial ability as others (secondary verbal loading) • And we needed the space for new subtests… WISC-V Subtest Modifications 20 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Changes: New Subtests • Visual Spatial subtest – Visual Puzzles • Fluid Reasoning subtest – Figure Weights • Working Memory subtest – Picture Span – Digit Span Sequencing task added to Digit Span • Ancillary Subtests – – – – – Naming Speed Literacy Naming Speed Quantity Immediate Symbol Translation Delayed Symbol Translation Recognition Symbol Translation 21 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Visual Puzzles • Child views a completed puzzle and selects three response options that would combine to reconstruct the puzzle • Item time limit of 30 seconds • Measures ability to analyze and synthesize abstract information Figure Weights Picture Span Stimulus Page Response Page Naming Speed Literacy Color-Object Naming (age 6) Size-Color-Object Naming (ages 6–8) Letter-Number Naming (ages 7–16) Naming Speed Quantity 1–4 (age 6) 1–5 (ages 7–16) Symbol Translation Immediate Delayed Recognition “Tell me what each one means.” “A man is on a boat” WISC-V TEST STRUCTURE 28 Copyright © 2013 Pearson Education, Inc. or its affiliates. All rights reserved. Test Structure – Full Scale IQ 29 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Test Structure – Primary Index Scales 30 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Test Structure – Ancillary Index Scales New Ancillary Indexes to WISC-V 31 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Test Structure – Complementary Scales and Subtests 32 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. New Terminology Subtest BD SI MR DS CD VC FW VP PS SS Score Type Scaled Scaled Scaled Scaled Scaled Scaled Scaled Scaled Scaled Scaled Category Primary (FSIQ) Primary (FSIQ) Primary (FSIQ) Primary (FSIQ) Primary (FSIQ) Primary (FSIQ) Primary (FSIQ) Primary Primary Primary 33 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. New Terminology Subtest IN PC LN CA CO AR Score Type Scaled Scaled Scaled Scaled Scaled Scaled Category Secondary Secondary Secondary Secondary Secondary Secondary 34 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. New Terminology Subtest NSL NSQ IST DST RST Score Type Standard Standard Standard Standard Standard Category Complementary Complementary Complementary Complementary Complementary 35 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. WISC-V SCORING AND INTERPRETATION 36 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Section Details • Substitution • Proration • Invalidation • Interpreting new composites and subtests 37 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Rules for SUBSTITUTION AND PRORATION 38 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Rules are Simplified FSIQ 39 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. FSIQ – permissible substitutions • • • • • • • IN or CO for SI or VC CO for SI or VC VP for BD PC for MR or FW AR for FW PS or LNS (LN) for DS SS or CA for CD 40 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Simplified Rules • NO Proration for anything but FSIQ • In calculation of FSIQ – May prorate to 6 subtests 41 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Warning - reminder 42 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Handling Raw Scores of Zero INVALIDATION 43 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Maximum Number of Raw Scores = 0 Permitted is: FSIQ = FOUR out of SEVEN Primary Index Scores = 1 out of 2 Ancillary Index Scores (QRI, AWMI) = 1 out of 2 NVI = 3 out of 6 GAI = 3 out of 5 CPI = 2 out of 4 STI = 2 out of 3 44 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. How to Report and Describe Performance 45 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Basic Steps to Interpretation • Report & describe FSIQ • Report and describe Primary Index Scores – – – – – VCI VSI FRI WMI PSI 46 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Descriptive Classifications Composite Score RangeScore Range Composite and above 130 and130 above 120–129 120–129 110–119110–119 90–10990–109 80–89 80–89 70–79 70–79 and below 69 and 69 below Traditional Descriptive Classification (“Old”) WISC–V Descriptive Classification Very Superior Extremely High Superior Very High High HighAverage Average Average Average Low LowAverage Average Borderline Very Low Extremely Extremely Low Low 47 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. WISC–V Score Summary Scaled Score Subtest Standard Score Score Similarities 15 Naming Speed Literacy 109 Vocabulary 17 Naming Speed Quantity 109 Information 18 Symbol Translation Immediate 112 Comprehension 18 Symbol Translation Delayed 118 Block Design 16 Symbol Translation Delayed Recognition 115 Visual Puzzles 15 Matrix Reasoning 15 Verbal Comprehension Index 133 Figure Weights 15 Visual Spatial Index 131 Picture Concepts 14 Fluid Reasoning Index 129 Arithmetic 17 Working Memory Index 129 Digit Span 15 Processing Speed Index 108 Picture Span 15 Full Scale IQ 138 Letter-Number Sq 17 Quantitative Reasoning Index 135 Coding 13 Auditory Working Memory Index 133 Symbol Search 10 Nonverbal Index 135 Cancellation 9 General Ability Index 137 Cognitive Proficiency Index 123 COMPOSITE SCORES Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. 48 Choosing the Level of Significance More stringent Less stringent 49 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Primary Analysis Index-Level Strengths and Weaknesses Comparison Score ✓ MIS FSIQ Sum of 5 Index Scores 630 MIS ÷5 = 126 FSIQ Critical Value Significance Level .01 ✓.05 .10 .15 Base Rate Reference Group Index Level Overall Sample ✓Ability Level Difference Critical Value Strength or Weakness Base Rate 126 7 8.95 S or W ns 131 126 5 10.97 S or W ns FRI 129 126 3 9.76 S or W ns WMI 129 126 3 10.55 S or W ns PSI 108 126 -18 12.55 S or W 5–10% Score Comparison Score VCI 133 VSI 50 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Basic Steps to Interpretation • Evaluate Index-Level Pairwise Comparisons – Examples VCI / FRI VSI / FRI VCI/VSI WMI / PSI 51 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Basic Steps to Interpretation • Evaluate Subtest-Level Strengths and Weaknesses • Compare subtest scores with either the mean scaled score based on the Primary Index subtests OR the FSIQ – Why choose one over the other? 52 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Analyze Subtest Variability 53 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Optional ANCILLARY PROFILE ANALYSIS 54 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. 56 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. When should I consider deriving the GAI? • a significant and unusual discrepancy exists between the WMI and MIS or FSIQ • a significant and unusual discrepancy exists between the PSI and MIS or FSIQ, • a significant and unusual discrepancy exists between the VCI and WMI, • a significant and unusual discrepancy exists between the VCI and PSI, 57 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. When should I consider deriving the GAI? • a significant and unusual discrepancy exists between the VSI and WMI, • a significant and unusual discrepancy exists between the VSI and PSI, • a significant and unusual discrepancy exists between the FRI and WMI, • a significant and unusual discrepancy exists between the FRI and PSI, 58 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. When should I consider deriving the GAI? • a significant and unusual discrepancy exists between the WMI and PSI, • a significant and unusual discrepancy exists between subtests that contribute to either the WMI or to the PSI, or • a significant and unusual discrepancy exists between a Working Memory or Processing Speed subtest and the MSS-I or MSS-F. 59 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. GAI vs. FSIQ 60 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Optional COMPLEMENTAY PROFILE ANALYSIS 61 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Report and Describe Complementary Scores 62 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. 63 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Perform (Optional) PROCESS ANALYSIS 64 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Scaled/Standard Process Scores Scaled or Standard Process Score Block Design No Time Bonus Block Design Partial Score Digit Span Forward Abbreviation Score Type BDn Scaled BDp Scaled DSf Scaled Digit Span Backward DSb Scaled Digit Span Sequencing DSs Scaled Cancellation Random CAr Scaled Cancellation Structured CAs Scaled Naming Speed ColorObject Naming Speed SizeColor-Object Naming Speed LetterNumber NSco Standard NSsco Standard NSln Standard 65 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Longest Span Process Scores Longest Span and Sequence Score Longest Digit Span Forward Longest Digit Span Backward Longest Digit Span Sequence Longest Picture Span Stimulus Longest Picture Span Response Longest Letter–Number Sequence Abbreviation LDSf LDSb LDSs LPSs LPSr LLNs 66 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Error Process Scores Error Score Abbreviation Block Design Dimension Errors BDde Block Design Rotation Errors BDre Coding Rotation Errors CDre Symbol Search Set Errors SSse Symbol Search Rotation Errors SSre Naming Speed Literacy Errors NSLe Naming Speed Color–Object Errors NScoe Naming Speed Size–Color–Object Errors Naming Speed Letter–Number Errors NSscoe Naming Speed Quantity Errors NSlne NSQe 67 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Process Observations - Examples • Don’t Know Responses • No Response • Item Repetition & Requests for Repetition • Subvocalization • Self-correction 68 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Process Observations • Don’t Know Responses • No Response • Item Repetition & Requests for Repetition • Subvocalization • Self-correction 69 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Evaluate (Optional) ANCILLARY CONTRAST SCORES 70 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Process-Level Contrast Scaled Scores • DSf vs. DSb • DSf vs. DSs • DSs vs. LN • CAs vs. CAr 71 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Subtest-Level Contrast Scaled Scores • IST vs. DST • RST vs. DST 72 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Using Results for SLD IDENTIFICATION 73 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Conducting a PSW with WISC-V • Steps – Select the subtest or composite score corresponding to the primary achievement weakness. <85 suggested – Select the WISC–V standard score that represents the processing weakness – Select the WISC–V standard score that represents the processing strength 74 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. What’s the Difference Between AAD and PSW? • WISC–V standard scores, some of the ancillary index scores, and some of the subtest and process standard scores are used in the PSW analysis as measures of processing strengths and weaknesses; and the FSIQ, NVI, and GAI scores are not used. • Two score comparisons are required to meet the criteria of the PSW model, rather than the single comparison used in the AAD analysis. 75 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. What’s the Difference Between AAD and PSW? • Statistical evidence of a processing weakness is an essential requirement of only the PSW analysis. 76 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. WISC-V on Q-interactive 77 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Q-interactive A digital system for individually-administered tests consisting of two primary components CENTRAL: ASSESS: Browser-based function for generating client profiles, building test batteries, creating assessment sessions, and sharing results. Application that lets an examiner administer a test via two tablets connected by Bluetooth. What You Need 2x Apple® iPads® (Generation 2 or newer) Stylus Internet Connection Q-Central How does it work? 1 Access iTunes App Store to download free Q-interactive Assess app 2 Log into app using Q-interactive ID 3 Test Content is delivered to the device upon authentication to the Q-interactive Web Application. System Retrieves Content based on user ID and corresponding qualifications 4 Data are stored securely using encryption on the iOS file system What is Q-interactive? Create assessment session 5 1 Send securely to iPad application Test! 3 2 4 Store long-term Send securely back to Central Q-interactive Digital system for individually-administered tests consisting of two primary components CENTRAL: ASSESS: Secure, browser-based function for generating client profiles, building test batteries, creating assessment sessions, and sharing results. Application that lets an examiner administer a test via two tablets connected by Bluetooth. Digital Assessment vs Paper and Pencil Assessment: Are we comparing apples to apples? Why study equivalency? Verify that tests were developed in a way that minimizes digital effects and maintains construct equivalency Supports use of original normative data and application of pre-existing reliability and validity data Equivalency process 1 Develop efficient study designs based on interfaces and test constructs 2 Set an a priori standard for equivalence (effect size < .20) 3 Extensive training of examiners 4 Video recording of testing sessions 5 Investigations into any format effects (review video, analyze user interface, explore data in greater detail) Summary Implications of results • In general, digital presentation did not affect performance of nonclinical examinees on these tests • Small benefit of digital presentation for children on WISC-IV Matrix Reasoning and Picture Concepts • These effects should be kept in mind when interpreting results, but no score adjustment recommended • Overall effects on subtest very low (.5 - .75 scaled score points) • Impact on index scores and FSIQ minimal (0.1 point lower on WAIS-IV, 1.5 points higher on WISC-IV) Equivalence versus Equating • Equivalence: Are the raw scores on the two forms the same? – Subtests with little change (all except Processing Speed) – Paper norms, reliability, and validity applicable to digital results – Previously shown on WISC-IV and others (Qi technical reports: www.helloq.com/research.html) • Equating: The raw scores on the two forms are different, but how can the raw scores on one form (digital) be transformed to equal raw scores on a base form (paper)? – For Processing Speed subtests (Coding, Symbol Search, Cancellation) only – Need additional validity evidence beyond paper format 87 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. Practice using your iPad • Your iPad is a touchscreen where you can interact by using your finger or stylus. • For taking notes, it is recommended that you use a stylus. 88 | Cop yrig Assessing Clients with Q-interactive Q-i Central: The Office Setting up Clients, Batteries, and Assessments in Central Central basics Clients: Set up profiles for individuals you will be testing Batteries: Manage your test library Assessments: Track the workflow of your assessment sessions Support: Video tutorials and other information on Q-i Q-interactive Central 92 | Cop yrig Log in to Q-interactive Central 93 | Cop yrig Support Tab – includes key materials Accessing Q-interactive Assess * | Copyright © 2013. All rights reserved. Assess basics What makes up a subtest? 2. Instructions Card 3. Capture Card 1st screen for each item where instructions are read, images shown on client device, and timer started. 2nd screen for each item where responses and behaviors are captured and scored and the timer stopped. 1. Cover Card Signifies the beginning of a new subtest 4. End of Subtest Card Signifies the end of a subtest and summarizes subtest scores. Assess basics System features Home Button Test Sidebar ‘I’ Pop-over Discontinue Notes Help Instructions Pop-over Global Bar Item Bar Event Buttons Q-interactive Components of Assess Examiner records and scores responses Examiner controls client’s device and reads instructions 3 1 2 Client responds Accessing Q-interactive Assess cont. * | Copyright © 2013. All rights reserved. Use the sync button to pull down assessment batteries that have been sent while you are logged in to Qinteractive Assess. * | Copyright © 2013. All rights reserved. Home Screen - Assessment Status * | Copyright © 2013. All rights reserved. Home Screen - Interview Tab * | Copyright © 2013. All rights reserved. Home Screen - Test Tab • 1 3 2 4 * | Copyright © 2013. All rights reserved. Home Screen – Test Tab Subtest Screen types - Cover * | Copyright © 2013. All rights reserved. Assessment Tools Global Navigation Tools • • Wi-Fi Signal Indicator • Assess Home Screen • Side Bar • Information • Discontinue • Connectivity Indicator • Pencil icon • Picture-in-Picture * | Copyright © 2013. All rights reserved. Assessment Tools – Audio Recording * | Copyright © 2013. All rights reserved. Assessment Tools – Timer Total allotted time for test item Timer counts up Timer counts down Elapsed time. (Timer will continue to track the time once allotted time as been reached. Time will display in red when it is within 10 seconds of the time limit.) Timer Control- Start/Stop. When time is stopped, button will read “Resume.” Adjust time by tapping on the “Elapsed Time”. Up/Down arrows will appear. Tap on either arrow until desired time displays. * | Copyright © 2013. All rights reserved. Assessment Tools – Instructions * | Copyright © 2013. All rights reserved. Alert Messages Alert Messages • During the assessment session, your actions may prompt an alert message to display on the screen. There are various alert messages that guide you through a standard administration of each subtest. As the clinician, you can either choose to proceed with the recommended action stated within the alert message or ignore the message. * | Copyright © 2013. All rights reserved. Alert Message – Discontinue Rule * | Copyright © 2013. All rights reserved. Alert Message – Starting Point * | Copyright © 2013. All rights reserved. Alert Message – Back to Previous Item * | Copyright © 2013. All rights reserved. Alert Message – Transferring Assessment Battery to Q-interactive Central * | Copyright © 2013. All rights reserved. Reviewing Results in Central, Archiving and Exporting Assessment Batteries Begin at Q-interactive Central * | Copyright © 2013. All rights reserved. Reviewing Assessment Results in Central * | Copyright © 2013. All rights reserved. Reviewing Assessment Results in Central – Option 1 – Export SLK File . * | Copyright © 2013. All rights reserved. Reviewing Assessment Results in Central – Option 2 – Item Level Scores Reviewing Assessment Results in Central – Option 3 – Battery and Results Reviewing Assessment Results in Central cont. * | Copyright © 2013. All rights reserved. Reviewing Assessment Results in Central cont. . * | Copyright © 2013. All rights reserved. Archiving a Completed Assessment * | Copyright © 2013. All rights reserved. Let’s go live! Q-interactive Training Tools Webinar Series • • Basics of Q-interactive and the Proper iPad settings & Setting up Clients and Batteries in Q-interactive Central. Assessing Clients with Q-interactive, Reviewing Scores, Archiving, and Exporting data. On Your Own Video Tutorials found on www.qiactive.com User Guide for Step-by-Step overview of Q-interactive Q interactive Summary • A digital assessment system • Brings clinical assessment into the world of the child • Portability • Saves time with organization and scoring • Improved quality control Thank You! We appreciate your time and your attention. Ellen and John Questions/ Comments Additional Information [email protected] 760.634.0385 [email protected] • • • 7 715.410.05760 PEARSON Customer Technical Support Team 1-800-249-0659, option 2 [email protected] www.HelloQ.com/support www.Qiactive.com www.pearsonassessments.com Selected References Benson, N., Hulac, D., & Kranzler, J. H. (2010). Independent examination of the Wechsler Adult Intelligence Scale–Fourth Edition (WAIS–IV): What does the WAIS–IV measure? Psychological Assessment, 22, 121–130. doi:10.1037/a0017767 Blalock, L. D., & McCabe, D. P. (2011). Proactive interference and practice effects in visuospatial working memory span task performance. Memory, 19, 83-91. Carroll, L. M., Jalbert, A., Penney, A. M., Neath, I., Surprenant, A. M., & Tehan, G. (2010). Evidence for proactive interference in the focus of attention of working memory. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 64 (3), 208-214. Keith, T. Z., Fine, J. G., Taub, G. E., Reynolds, M. R., & Kranzler, J. H. (2006). Higher order, multisample, confirmatory factor analysis of the Wechsler Intelligence Scale for Children–Fourth Edition: What does it measure? School Psychology Review, 35, 108–127. Kolen, M. J., & Brennan, R. L. (2014). Test equating, scaling, and linking: Methods and practices. New York: Springer. Korkman, M., Kirk, M., & Kemp, S. (2007). NEPSY–Second Edition. Bloomington, MN: Pearson. 132 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. References (continued) Pauly, H., Linkersdörfer, J., Lindberg, S., Woerner, W., Hasselhorn, M. (2011). Domain-specific Rapid Automatized Naming deficits in children at risk for learning disabilities. Journal of Neurolinguistics, 24 (5), 602-610. Rosenbaum, P. R., & Rubin, D. B. (1983). The central role of the propensity score in observational studies for causal effects. Biometrika, 70, 41–55. Ward, L. C., Bergman, M. A., & Hebert, K. R. (2012). WAIS-IV subtest covariance structure: Conceptual and statistical considerations. Psychological Assessment, 24, 328-340. Weiss, L. G., Keith, T. Z., Zhu, J., & Chen, H. (2013a). WAIS–IV and clinical validation of the four- and five-factor interpretive approaches. Journal of Psychoeducational Assessment, 31, 94–113. Weiss, L. G., Keith, T. Z., Zhu, J., & Chen, H. (2013b). WISC–IV and clinical validation of the four- and five-factor interpretive approaches. Journal of Psychoeducational Assessment, 31, 114–131. Willburger, E., Fussenegger,B., Moll,K., Wood,G., & Landerl,K. (2008). Naming speed in dyslexia and dyscalculia. Learning and Individual Differences, 18 (2), 224– 236. 133 Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved.
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