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Wechsler Intelligence Scale for Children - Fifth UK Edition

Wechsler Intelligence Scale for Children - Fifth UK Edition

WISC-V UK
Wechsler Intelligence Scale for Children® Fifth Edition (WISC®-V) is an intelligence test that measures a child’s intellectual ability and 5 cognitive domains that impact performance. Guidance on using this test in your telepractice. 
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WISC-V UK Stimulus Book 2 (Print)
9780749171636 Qualification Level C

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£212.00

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Overview

Publication date:
2016

Age range:
Children aged 6:0–16:11

Qualification level:
C

Qualification Level

 

Level A

This approval level enables you to buy our assessments that require no professional degree, accreditation, organization membership, or license/certificate.

Level B

This approval level enables you to buy our assessments requiring A or B qualification levels.

Level C

This approval level enables you to buy all our assessments.

Telepractice:
Guidance on using this test in your telepractice

Product Details

The WISC-V UK gives school psychologists, clinical psychologists and neuropsychologists flexibility and interpretive power to get a broader view of a child's cognitive abilities.

Benefits:

More efficient and user-friendly

  • The WISC–VUK increases construct coverage without increasing testing time. So, you get a more efficient, developmentally appropriate measure – and still have time to assess other domains of interest
  • Efficiently produce all primary index scores
  • Significantly reduced testing time to obtain the FSIQ
  • Simplified instructions with reduced vocabulary level, shorter discontinue rules, and refined scoring criteria
  • Five primary index scores, the FSIQ as well as three of the five ancillary index scores can be obtained through the ten primary subtests

More interpretive power

  • WISC–VUK provides statistical links to the WIAT-III, to support more flexible evaluation of specific learning disabilities and two major approaches to specific learning disability identification: pattern of strengths and weaknesses analyses and ability-achievement discrepancy analyses
  • Expanded score analysis approach highlights index- and subtest-level strength and weaknesses analyses
  • Separate visual spatial and fluid reasoning composite scores results in greater interpretive clarity
  • Selection of process scores has been greatly expanded to enhance the depth of interpretation and understanding of performance

Updated psychometric properties

  • Updated normative sample standardised on UK children aged 6:0–16:11
  • Normative sample stratified to match current UK census data based on gender, ethnicity, parent education level, and geographic region for each age group
  • Strong subtest floors and ceilings facilitate accurate measurement at the extremes of cognitive ability
  • Comparable or improved reliability for subtest and composite scores

Updated studies

  • Updated special group studies
  • Updated validity studies with other measures including WISC–IV, WPPSI–IV, WAIS–IV, WIAT–III, KTEA-3, Vineland-II, and BASC-2
  • Expanded validity evidence for the Q-interactive version, including construct validity studies and equivalence of Q-interactive and paper/pencil formats, and special group studies to examine patterns of performance of children from frequently-tested populations

WISC®–V UK and WIAT®–III UK - Working together for a fuller picture

A linking sample comprising the WIAT®-III UK and WISC®-V UK has been collected, allowing you to conduct an Ability-Achievement Discrepancy Analysis with full confidence in the results.

Additional Benefits

  • Increases construct coverage without increasing testing time.
  • Efficiently produce all primary index scores
  • Significantly reduced testing time to obtain the FSIQ
  • Simplified instructions with reduced vocabulary level, shorter discontinue rules, and refined scoring criteria

Additional Features

Three new primary subtests extend the content coverage of the WISC®–VUK and increase its practical application.

  • Visual Puzzles is a new Visual Spatial subtest that measures the ability to analyse and synthesise information
  • Figure Weights is a new Fluid Reasoning subtest that measures quantitative reasoning and induction
  • Picture Span is a new Working Memory subtest that measures visual working memory

About Q-Global

Q-global® is our secure and affordable web-based platform for test administration, scoring and reporting. It houses the industry's gold standard in assessment tools and is accessible from any computer connected to the Internet. Q-global helps you quickly and efficiently organise examinee information, generate scores, and produce accurate comprehensive reports.

WISC-V UK Reports available on Q-global:

Score Reports

  • Automatically converts total raw scores to subtest scaled scores
  • Automatically converts sums of scaled scores to composites scores, including the FSIQ and numerous index scores
  • Performs score comparisons at the index and subtest levels
  • Generates score reports with tables and graphs.

Interpretive Reports

In addition to the full scoring information available in the WISC–V UK Score Report, the WISC–V UK Interpretive Report includes narrative interpretation of scores, including:

  • Narrative summary of the child’s background, history, and test behaviors
  • Interpretation of the Full Scale IQ and all primary, ancillary and complementary index scores
  • Integration of the reason for referral in test score interpretation
  • Recommendations based on WISC–V UK performance
  • Optional Parent Summary Report.

Learn more about -Q-global

 

Resources

WISC-V UK: Sample score report
Factsheet 1: A more flexible and comprehensive assessment 
Factsheet 2: Providing greater clinical insight 
Factsheet 3: Meeting today's clinical needs
Sample interpretive report
White paper
WISK-V UK Brouchure
Introducing A Smarter Future of Assessment - WISC-V UK

 

Q-interactive

About Q-Interactive

Q-interactive® is a revolutionary digital system that delivers the world’s most advanced assessment tools you can take with you anywhere. Administer interactive assessments with an intuitive, portable system that uses two iPads connected to each other via Bluetooth. 

*Please note: Registered users with a qualification code of C are eligible to purchase assessments from the Standard Q-interactive Licence. You can view the list of available assessments and place your order on our Q-interactive page.
 

Introducing A Smarter Future of Assessment - WISC-V UK 

 

FAQs

Does WISC-V UK have complementary subtests?

he U.S. edition of the WISC–V has complementary subtests that are not included in international versions of the WISC–V. The subtests are: Naming Speed Literacy, Immediate Symbol Translation, Naming Speed Quantity, Delayed Symbol Translation and Recognition Symbol Translation. These subtests from the U.S. edition are available for use through Q–interactive. Please contact customer services if you would like to access to them. The results must be interpreted accordingly, as these subtests are not adapted for local populations and do not use normative data based on local populations.

Why are the sample sizes smaller in the WISC-V UK than in the previous edition?

Technical advances in norming procedures, such as inferential norming, allow today's researchers to accomplish high quality norms with fewer cases when re-validating a new edition of an existing test that measures the same constructs as the previous edition. This is especially true when the revised test has already been validated in a country with a similar language and culture, such as other English speaking countries

References: Zhu, J. & Chen, H-Y. (2011), Utility of Inferential Norming With Smaller Sample Sizes. Journal of Psychoeducational Assessment 29(6) 570-580, SAGE Publications

Bridges, A.J. & Holler, K.A. (2007), How Many Is Enough? Determining Optimal Sample Sizes For Normative Studies in Pediatric Neuropsychology. Child Neuropsychology, iFirst: 1-11, Psychology Press, Taylor & Francis Group

Information on UK validation study:

A UK validation study provides UK normative data on 415 children aged 6:0 to 16:11.

• The sample is stratified to match 2011 UK Census data based on gender, ethnicity, parental education level, and geographic region. •

Is the WISC-V UK linked to the WIAT-III UK?

The WIAT-IIIUK is linked to WISC-VUK through a sample of 387 children who were administered both tests.

The WIAT-III UK is linked to WISC-V UK through a sample of 387 children who were administered both tests. Although there is recent debate about the necessity of co-norming (Rohling, et al, 2015), measurement experts have often stressed the importance of using co-normed or linked ability and achievement batteries in clinical diagnosing and assessing special learning disabilities (Reynolds, 1990; Wechsler 2009).

Co-normed or linked test batteries use identical or mostly identical normative samples that are representative of the population of interest, which ensures the pattern of strengths and weaknesses analysis or ability-achievement analysis are based on the same or similar reference groups.

References:

Reynolds, C. R. (1990). Conceptual and technical problems in learning disability diagnosis.

C. R. Reynolds & R. W. Kamphaus (Eds.), Handbook of psychological and educational assessment of children: Intelligence and achievement (PP. 571-592). New York: Guilford Press.

Rohling, M. L., Miller, R. M., Axelrod, B. N., Wall, J. R., Lee, A. J. H., & Kinikini, D. T. (2015). Is co-norming required? Archives of Clinical Newropsychology, 30, 611-633.Wechsler, D. (2009). Wechsler Individual Achievement Test-Third edition. San Antonio, TX: Pearson.

On Visual Puzzles, some children seem confused by the instructions that refer to a piece being on top of another piece. They seem to think that a piece cannot appear above another piece on the puzzle, rather than thinking that the instruction refers to stacking the pieces in layers. Can I give them additional help?

The demonstration and the sample item are used together to teach how the task and items are completed. The "on top of" direction is to teach the child not to stack the pieces on top of each other in layers to complete it, but that the pieces have to fit next to each other. In the demonstration item you are actually teaching the child what "next to" means when you show them the correct response, because there is one piece that is above another. The child also gets additional feedback during the sample item explicitly if he or she is stacking the pieces "on top of" each other to get a solution.

If, after you show them on the demonstration item that choosing those three answers constitute "next to," and the child asks what "on top of" means, it's fine to explain more using the demonstration and the sample item. The demonstration item would be a perfect place to emphasize this point. The WISC–V Administration and Scoring Manual states that demonstration and sample items are used to explain the task and allow the child to practice.