Wechsler Intelligence Scale for Children - Essay Example

Psychological Testing: Wechsler Intelligence Scale for Children In APA Style In partial fulfillment of the requirements for (Subject) (Professor) (Date) Introduction Intelligence testing in children is necessary for several reasons. By using an intelligence test, school administrators and teachers can determine learning disabilities, access a child’s true ability, and to track a child’s development. I Q tests are not just used by educators, but for clinical use as well. Abnormal and normal IQ results can give testers an idea about problems with children. Cognitive levels can also be determined by an IQ test. Children can be helped due to IQ tests as well. Low scores can be the result of mental disabilities, learning disabilities, or physical disabilities. By detecting low IQ scores in children, an intervention can be put in place to help the child learn. High IQ scores can help place an advance child in a higher learning environment. Normal IQ scores can make sure a child is on their level. Identifying IQ’s in children are important due to these reasons. One intelligence test for children today is the Wechsler Intelligence Scale for Children (WISC). The WISC was created by David Wechsler (Kaplan and Saccuzzo, 2005, p. 7). The WISC was first introduced in 1974, then revised accordingly until today’s version the WISC-IV came into use (Kaplan and Saccuzzo, 2005, p. 10). The WISC produces an IQ number for children ages six to sixteen. Unlike most IQ tests, the WISC does not require a student to read or write. The oral side of the test lets educators determine a true IQ, not just test ability. Although the WISC can be used for various reasons, the WISC is intended to be as an IQ evaluation of children. The Wechsler Intelligence Scale for Children is the test that will be critically reviewed as a standardized psychometric test for this paper. The WISC is an intelligence psychometric test. This paper will discuss the evolution of the WISC into the WISC-IV. The WISC will be evaluated as a tool for determining learning disabilities, accessing a child’s true ability, tracking a child’s development, and as a primary IQ test. In the Literature Review, the WISC’s advantages and disadvantages will be given. Then my personal opinion will be given in the Discussion section. Finally a brief Conclusion will wrap up the paper as a whole. Literature Review WISC Today The WISC-IV is used today. This IQ test is split into two sections, a verbal scale and a performance scale (Carey, n.d.). The test is split into different subtests, but the two main sections are the verbal and performance scales. On the verbal sections of the test, a verbal response from the child is needed. On the performance sections of the test, the children perform an action. After the WISC-IV is administered a verbal scale IQ and a performance scale IQ can be determined. These two scores are combined into a full scale IQ (Flanagan and Kaufman, 2004, p. 96). The full scale IQ score is the IQ score used to measure the child’s intelligence. The WISC-IV full scale scores can be interpreted by the following chart: Scale Score IQ            Intelligence Range/Special Ed Categor 130 and above Exceptionally Able/Gifted 90-110      Average (not a special education category) 70-79 Borderline General Learning Disability 50-68   Mild General Learning Disability 35-49   Moderate General Learning Disability Below 35 Severe/Profound General Learning Disability (Carey, n.d) The verbal and performance scales have subtests. The following subtests are common on the verbal part of the WISC-IV: • Information: factual knowledge, long-term memory, recall. • Similarities: abstract reasoning, verbal categories and concepts. • Arithmetic: attention and concentration, numerical reasoning. • Vocabulary: language development, word knowledge, verbal fluency. • Comprehension: social and practical judgment, common sense. • Digit Span: short-term auditory memory, concentration. (Carey, n.d.)  The performance part of the WISC-IV normally consists of:   • Picture Completion: alertness to detail, visual discrimination. • Coding: visual-motor coordination, speed, and concentration. • Picture Arrangement: planning, logical thinking, social knowledge. • Block Design: spatial analysis, abstract visual problem solving. • Object Assembly: visual analysis and construction of objects. • Symbol Search: visual-motor quickness, concentration, persistence. • Mazes: fine motor coordination, planning, following directions. (Carey, n.d.) As stated before, no reading or writing is involved in these tests. Literacy skills do not have an impact on the IQ level. Children had IQ’s long before reading and writing was taught. This test can help determine if a child has a problem learning due to IQ, but has nothing to do with what knowledge a child possess beyond the IQ level. Each part of the test can be compared to another, including the full scale IQ score. The comparison of the verbal scale and performance scale should balance out. The skills should be equal. “When there is a large difference between the two subtest scores (verbal and performance), it may indicate learning problems” (Carey, n.d). This is one way the WISC-IV helps discover learning disabilities. An uneven score is a warning sign to the tester that the child has problems and may need more testing. An example of how the subtests are compared by Carey (n.d) in a fictional student named Patricia: Verbal Scale                Performance Scale  Information 8              Picture Completion 9 Similarities 3               Coding 10 Arithmetic 9                Picture Arrangement 11 Vocabulary 9               Block Design 2 Comprehension 18      Object Assembly 9 Digit Span 9                Symbol Search 8 Mazes 14    Verbal Scale IQ 109 Performance Scale IQ 113 Full Scale IQ 110  The interpretation of Patricia’s WISC-IV seems to be normal, but she scored low on Block Design and Similarities. These low scores on abstract thinking could mean she is having trouble with abstract thinking, no matter how high she scored on other levels. Thus with other tests and input by teachers, the WISC-IV could identify Patricia’s specific problem. Her specific problem is abstract thinking, not comprehension or vocabulary. This could help identify the problem or at least help the educators decided what other test she needs. The Evolution of the WISC The first WISC was used as an IQ test by Wechsler as early as the 1950’s (Kaplan and Saccuzzo, 2005, p. 10). The second edition was the WISC-R introduced in 1974, the third WISC-III released in 1993, and finally today’s WISC-IV came about in 2003 (Kaplan and Saccuzzo, 2005, p. 10). The reasons for the changes were numerous. The first WISC did not factor in girls, minorities, and had other antique ideas about education. The WISC-III was revised for the same reasons. For example, the WISC-III had difficulties with gifted students: These results are consistent with the hypothesis that subtests that emphasize speed of responding are not valid for gifted children and suggest that an alternative WISC-III composite score, the General Ability Index, may be a better summary of ability for gifted students. (Watkins et al, 1997, p. 309) The WISC-IV was released due to the Flynn Effect. Flynn Effect The Flynn Effect is basically the theory that as technology, history, inventions, and other knowledge grows, so does the human population’s IQ (Flynn, 2007, p.2). For example, if a caveman was given an IQ test it would be less advanced than one taken today. As time passes what an average individual knows should be more advanced. The Flynn Effect has peaked in developed countries, but still grows in third world countries (Flynn, 2007, 3). The Flynn Effect caused the evolution of the WISC over the years. Discussion I believe that the WISC-IV is a tool that can be used with children. Just as any other test can measure a child’s understanding, the WISC-IV measures a child’s IQ. When a teacher, parent, or mentor becomes concerned about a child’s ability to learn, an intervention takes place. A child with dyslexia could take this test and score normal due to the lack of reading ability. On the other hand, another dyslexic child could score low due to incompletion of a task due to problems with seeing things backwards. I believe that the WISC-IV should be used only as a building block in a child’s intervention, if the child is at risk for having a learning disability. However this test has a drawback. For a child that can only learn by auditory senses, this IQ test would be of no value due to the high score the child would receive due to the non literary part of the test. A high functioning autistic child with a photographic memory would also place high on this test, since it is only an IQ test. This test is only one part of a tool to use. I do see the need for an IQ test for children, especially in juvenile justice matters. When a child commits a crime, especially a capital crime like murder, then a court must decide whether to chare them as an adult or juvenile. Children with a lower IQ have a better chance of being charged juvenile court, instead of being charged as an adult. Without the IQ score, the courts would only depend on other expert means to determine this matter. The WISC-IV is a unique IQ test. It relies on no literary skills, which is perfect for the intended target of six to sixteen. The cognitive skills and verbal skills can generate a pretty accurate IQ. The need for IQ tests is genuine. Children and adults need to know their capabilities. A child with a lower IQ score should not be put in advanced education classes, while children with a higher IQ score need to be challenged more. I would recommend the WISC-IV for every child in order they would know their abilities. Conclusion Wechsler created a tool he personally used in the 1950’s. By the 1970’s educators and clinical personnel were using the WISC-R. Then the WISC-III came about leading to the current WISC-IV. This non-literary test that uses verbal and performance response has revolutionized the IQ testing for children. Before this verbal test, the best way to arrive at an IQ was a written exam. Wechsler created a good tool for educators and clinical personnel. The evolution of the Flynn Effect made the Wechsler IQ test change with the times. This test is the best IQ test for children. The WISC-IV and the previous versions is a good tool to determine an intelligence quotient for children, as long as the tester keeps in mind it is just an IQ test. It can help determine if a child has a learning disability, but it cannot define problems by itself. For example ADHD children might not score low on this type of IQ test, other disabilities might not be determined with this test alone as well (Ward et al, 1995, p. 267). By itself, the WISC-IV is just an IQ test. However with the right interpretation, further testing, and good support, the WISC-IV is a piece of a child’s puzzle. The puzzle is a child, how they learn, and what their IQ test reveals. Just like scholastic tests, CRTs, EOIs, and other testing, the WISC-IV can be used as part of understanding a child. Bibliography Carey, D.J. (n.d). Wechsler Intelligence Scale. davidjcarey.com. Accessed 9 June 2009 http://www.davidjcarey.com/Wechsler_Intelligence_Scale_for_Children.html Cooper, S. (1997). The Clinical Use and Interpretation of the Wechsler Intelligence Scale for Children. New York: Charles C. Thomas Publisher. Flanagan, D.P. and A.S. Kaufman. (2004). Essentials of WISC-IV Assessment (Essentials of Psychological Assessment). New York: Wiley. Flynn, J. R. (2007). What is intelligence?: Beyond the Flynn Effect. Cambridge: Cambridge University Press. Kaplan, R.M. & Saccuzzo, D.P. (2005). Psychological Testing: Principles, applications, and issues. Belmont, CA: Thomson Wadsworth. Watkins, M.W. and C.G. Greenawalt, and C.M. Marcell. (2002). Factor structure of the Wechsler Intelligence Scale for Children–Third edition among gifted students. Educational and Psychological Measurement, Vol. 62, No. 1, 164-172. Watkins, M.W., Kush, J., & Glutting, J.J. (1997). Discriminant and predictive validity of the WISC-III ACID profile among children with learning disabilities. Psychology in the Schools, 34(4), 309-319. Ward, S.B., Ward, T. J., Hatt, C.V., Young, D.L, & Mollner, N.R. (1995). The incidence and utility of the ACID, ACIDS, and SCAD profiles in a referred population. Psychology in the Schools, 32(4), 267-276. Read More