WECHSLER

INTELLIGENCE
SCALE FOR ADULTS
Presented by: Fatima Jan
 Introduction

O Developed by Dr. David Wechsler, a clinical psychologist

with Bellevue Hospital.
O Scale, published in 1939 and was designed to measure
intellectual performance by adults.
O Since 1939, three scales have been developed and revised,
to measure intellectual functioning of children and adults
 Cont.

O The Wechsler Adult Intelligence Scale-III (WAIS-

III) is intended for use with adults. The Wechsler
Intelligence Scale for Children-IV (WISC-IV) is
designed for children ages 6 - 16, while the
Wechsler Preschool and Primary Scale of
Intelligence-III (WPPSI-III) is designed for
children age 4 - 6 1/2 years.
O All of the Wechsler scales are divided into six verbal and
five performance subtests. The complete test takes 60-90
minutes to administer
 WAIS - I

OWAIS was a revision of the Wechsler

Bellevue Intelligence Scale (WBIS)
OWAIS was first released in February 1955 by
David Wechsler.
O Because the Wechsler tests included non-
verbal items (known as performance scales)
as well as verbal items for all test-takers
 WAIS R

O WAIS-R, a revised form of the WAIS and released in 1981.

O It consisted of six verbal and five performance subtests.
Verbal Test:
Information
Comprehension
Arithmetic
Digit Span
Similarities
Vocabulary
 Cont.

Performance subtests:
Picture Arrangement
Picture Completion
Block Design
Object Assembly
Digit Symbol
OA verbal IQ, performance IQ and full scale
IQ were obtained.
 WAIS III
OWAIS-III, is a revision of the WAIS and the WAIS-
R.
OIt released in 1997.
OIt provided scores for Verbal IQ, Performance IQ,
and Full Scale IQ, along with four secondary
indices (Verbal Comprehension, Working Memory,
Perceptual Organization, and Processing Speed).
Verbal IQ (VIQ):
Included seven tests and provided two sub-indexes; verbal
comprehension and working memory.
 Cont.
OThe Verbal Comprehension Index (VCI)
included the following tests:
Information
Similarities
Vocabulary

OThe Working Memory Index (WMI) included:

Arithmetic
Digit Span
 Performance IQ (PIQ)

O Included six tests and it also provided two sub-indexes;

perceptual organization and processing speed.
The Perceptual Organization Index (POI) included:
Block Design
Matrix Reasoning
Picture Completion
 The Processing Speed Index (PSI)
included:
Digit Symbol-Coding
Symbol Search
Two tests; Picture Arrangement and
Object Assembly were not included in
the indexes. Object Assembly is not
included in the PIQ.
 WAIS IV:

OWAISIV was modified to reduce the

influence of known aging changes on
scores, including processing speed, visual
and auditory acuity, motor skills, and fatigue
OThe WAIS-IV, which was released in 2008,
is composed of 10 core subtests and five
supplemental subtests, with the 10 core
subtests comprising the Full Scale IQ.
Wechsler Intelligence
Scale
Presented By: Waqar
Ahmad
 WISC Introduction
O The Wechsler Intelligence Scale for
Children (WISC) was first developed in
1949 and revised in 1974(WISC-R) The
latest version, the Wechsler Intelligence
Scale for Children-
O Third Edition WISC-III),was published in
1991.It is an individually administered
measure of intelligence intended for
children aged six years to 16years and 11
months.
 Continue....
O The WISC is designed to measure human
intelligence as reflected in both verbal
and nonverbal(performance) abilities.
O The WISC is used in schools as part of
placement evaluations for programs for
gifted children and for children who are
developmentally disabled.
O WISC is used in neuropsychological
evaluation, specifically with regard to
brain dysfunction.
 Continue...
O The test may also serve to better
evaluate children with attention-
deficit/hyperactivity disorder (ADHD)
and other behaviour disorders.
 WISC- R
O The first form of the WISC-R
(Wechsler Intelligence Scale for
Children-Revised) was revised in
1974 as a result of an approximately
25 year-old evaluation.
O The age range was expanded to 6-16
as opposed to the previously used5-
15.
 WISC- III
O WISC III scores yield an overall
intelligence quotient, called the full
scale IQ, as well as a verbal IQ and a
performance IQ.
O The three IQ scores are standardized
in such a way that a score of 100 is
considered average and serves as a
benchmark for higher and lower
scores.
 Verbal IQ
O The child's verbal IQ score is derived
from scores on six of the subtests:
O Information
O Digit span
O Vocabulary
O Arithmetic
O Comprehension,
O Similarities.
O information subtest is a test of general
knowledge, including questions about
geography and literature.
O The digit span subtest requires the
child to repeat strings of digits recited by
the examiner.
O The vocabulary and arithmetic
subtests are general measures of the
child's vocabulary and arithmetic skills.
O The comprehension subtest asks
the child to solve practical problems
and explain the meaning of simple
proverbs.
O The similarities subtest asks the
child to describe the similarities
between pairs of items, for example
that apples and oranges are both
fruits.
 Performance IQ
O The child's performance IQ is derived from
scores on the remaining seven subtests:
O Picture Completion
O Picture Arrangement
O Block Design
O Object Assembly
O Coding
O Mazes
O Symbol Search
O picture completion subtest, the child is
asked to complete pictures with missing
elements
O picture arrangement subtest entails
arranging pictures in order to tell a story.
O The block design subtest requires the child
to use blocks to make specific designs.
O object assembly subtest asks the child to
put together pieces in such a way as to
construct an entire object.
O In the coding subtest, the child
makes pair from a series of shapes
or numbers.
O The mazes subtest asks the child to
solve maze puzzles of increasing
difficulty.
O The symbol search subtest requires
the child to match symbols that
appear indifferent groups.
Wechsler Intelligence
Scale For Children
(WISC IV)
 WISC IV (2003)
O The Wechsler Intelligence Scale for Children
(WISC-IV) is an individually administered IQ
test used with children aged from 6 to 16.
O The WISC-IV was produced in 2003.
O WISC-IV is designed to measure skills and
abilities, rather than grade-level subject
knowledge.
O Individual test; 2-3 hours is a common
amount of time to allow.
O There are 15 subtests on the WISC-IV
 Verbal Comprehension Index
O Similarities (SI):
The child is presented with two words that
represent common objects or concepts and
describes how they are similar.

O Ex. Milk Water

Frown Smile
Space Time
 Verbal Comprehension Index
O Vocabulary (VC):
For picture items, the child names pictures
that are displayed in the stimulus book. For
verbal items, the child gives definitions for
words that the examiner reads aloud.

O Ex. (picture) train

(verbal) umbrella, absorb, garrulous
 Verbal Comprehension Index
O Comprehension (CO):
The child answers questions based on his or
her understanding of general principles and
social situations.

O Ex. Why do people brush their teeth?

Other concepts assessed:

apologize, copyrights, democracy
 Verbal Comprehension Index
O Information (IN):
The child answers questions that address a
broad range of general knowledge topics.

O Ex. How many legs does a dog have?

Who was Confucius?
Where does turpentine come from?
 Verbal Comprehension Index
O Word Reasoning (WR):
The child identifies the common concept
being described in a series of clues.

O Ex. This is used to dry yourself after a bath.

These are protected by skin and bones
And can sometimes be replaced.
 Perceptual Reasoning Index
O Block Design (BD):
While viewing a constructed model or a
picture in the stimulus book, the child uses
red-and-white blocks to re-create the
design within a specified time limit.

O E.g.:
 Perceptual Reasoning Index
O Picture Concepts (PC):
The child is presented with two or three rows
of pictures and chooses one picture from
each row to form a group with a common
characteristic.

O E.g.:
 Perceptual Reasoning Index
Matrix Reasoning (MR):
The child looks at an incomplete matrix and
selects the missing portion from five
response options.

Ex.
 Perceptual Reasoning Index
Picture Completion (PCm):
The child views a picture and then points to or
names the important part missing within a
specified time limit.

Ex. pencil without lead tip

pig without nostril
river/bridge without waves on one side
 Working Memory Index
Digit Span (DS):
For digit span forward, the child repeats
numbers in the same order as presented
aloud by the examiner. For digit span
backward, the child repeats numbers in the
reverse order of that presented aloud by
the examiner.

Forward length ranges from 2 to 9.

Backward length ranges from 2 to 8.
 Working Memory Index
Letter-Number Sequencing (LN):
The child is read a sequence of numbers and
letters and recalls the numbers in
ascending order and the letters in
alphabetical order.

Ex. 5-A-2-B AB25 or 25AB

S-3-K-4-Y-1-G 134GKSY or GLSY134

 Working Memory Index
Arithmetic (AR):
The child mentally solves a series of orally
presented arithmetic problems within a
specified time limit.

Ex. (Picture): How many nuts will be left if

each squirrel eats one?
(No picture): If I cut an apple in half, how
many pieces will I have?
 Processing Speed Index
Coding (CD):
The child copies symbols that are paired with
simple geometric shapes or numbers. Using
a key, the child draws each symbol in its
corresponding shape or box within a specified
time limit.
 Processing Speed Index
Symbol Search (SS):
The child scans a search group and indicates
whether the target symbol(s) matches any of
the symbols in the search group within a
specified time limit.

Example:
 Processing Speed Index
Cancellation (CA):
The child scans both a random and a
structured arrangement of pictures and
marks target pictures within a specified time
limit.

In this exercise, a page is covered with

pictures of animals and other common
objects, either randomly scattered on the
page or arranged in rows and columns. The
child then marks through - or cancels - the
animals as quickly as possibly.
 WISC IV
O The theoretical foundation of the
WISC-IV is derived from Wechslers
original Verbal-Nonverbal theory of
intelligence (1939).

O The WISC-IV reflects an increased

attention to the importance of
working memory and processing
speed in the importance of cognitive
functioning.
Wechsler Intelligence
Scale for Children
(WISC V)
 WISC V (2014)
O The WISC-V was published in 2014.
O The WISC-V takes 4565 minutes to administer.
O It is the latest edition to replace the existing
WISC-IV assessment tool.
O It has more interpretive power, is more efficient
and more user-friendly version of the Wechsler
test.
O The WISC-V provides subtest and composite
scores that represent intellectual functioning in
specific cognitive domains, as well as a
composite score that represents the general
intellectual ability.
 WISC- V
O It also provides five primary index scores:
Verbal Comprehension Index, Visual Spatial
Index, Fluid Reasoning Index, Working
Memory Index, and Processing Speed Index.

O The WISC-V is composed of 16 subtests

O Subtests can be grouped into two general
categories: primary or secondary.
 WISC V
O Administration of the 10 primary subtests is
recommended for a comprehensive
description of intellectual ability.
O The 6 secondary subtests can be
administered in addition to the primary
subtests to provide a broader sampling of
intellectual functioning and to yield more
information for clinical decision making.
Wechsler Preschool and
Primary Scale of
Intelligence (WPPSI)
 WPPSI (1967)
O For children ages 2 years 6 months to 7
years 7 months

O The WPPSI can be used in several ways, for

example:
As an assessment of general intellectual
functioning.
As part of an assessment to identify
intellectual giftedness.
To identify cognitive delay and learning
difficulties.
 WPPSI (1967)
O The test is divided into six verbal and five
performance subtests.
O The eleven subtests are presented in the
following order:
information, animal house and animal house
retest, vocabulary, picture completion,
arithmetic, mazes, geometric design,
similarities, block design, comprehension, and
sentences.
 WPPSI R
O WPPSI-R was revised in 1989
O The WPPSI-R expanded the age range to 37
years 3 months.
O Introduced a new subtest, Object Assembly.
O The norms were updated, the appeal of the
content to young children was improved, and
the age range was expanded.
 WPPSI III (2002)
O The test has been extensively reviewed for
bias at all levels and has 15 subtests, with
different core subtests for ages
O 2 years 6 months 3 years 11 months & 47
years 3 months.
O This was done in recognition of the
substantial changes in cognitive development
that occur during early childhood.
O The artwork has been updated, and some the
test material has been made more child-
friendly and engaging.
 WPPSI III
O New subtests such as Picture Naming,
Receptive Vocabulary, Matrix Reasoning,
Picture Concepts, Symbol Search, and
Coding are designed to measure abilities
such as verbal and non-verbal fluid
reasoning, receptive versus expressive
vocabulary, and processing speed.
O Excellent reliability and validity data.
O Examiner instructions and scoring
procedures have been simplified to ease
administration
 WPPSI IV (2012)
O The Wechsler Preschool and Primary Scale of
Intelligence, or WPPSI is often used as part
of the entrance process for students
identified as potentially gifted and talented.
O The current version of the recently
restructured intelligence test, WPPSIIV,
features shorter, more game-like activities
and simplified scoring procedures.
 WPPSI IV
O The Wechsler Preschool and Primary Scale
of Intelligence consist of 14 subtests.
O They are designated as one of three types:
core, supplemental, or optional.
O The core subtests are required for the
computation of the Verbal, Performance,
and Full Scale IQ.
 WPPSI IV
O The WPPSI-IV score summary is divided into five main
areas:

Full Scale IQ (FSIQ) most reliable and representative of

general intellectual functioning. (Information, Vocabulary,
Word Reasoning)
Verbal IQ (VIQ) acquired knowledge, verbal reasoning
and comprehension, and attention to verbal stimuli
Performance IQ (PIQ) fluid reasoning, spatial processing,
attentiveness to detail, and visual-motor integration
(Block Design, Matrix Reasoning, Picture Concepts)
Processing Speed (PSQ) ability to quickly and correctly
scan, sequence, and discriminate simple visual
information
Global Language (GLC) expressive and receptive
language abilities
 WPPSI IV
O The scale is now broken out into two
age bands, 2 and half years old to 3
years, 11 months; and 4 years old to 7
years, 3 months.
O There are 5 subtests on the WPPSI-IV
(age band 2:6-3:11 years).
O There are 14 subtests on the WPPSI-IV
(age band 4:0-7:3 years).
 WPPSI IV
Five Subtests in the first band (Ages 2:6
to 3:11) Assess
O Receptive Vocabulary measures an
individuals ability to identify correct
responses to spoken words, for instance, at a
picture that represents the word spoken by
the examiner. Heres one subtest in which
prior word knowledge does play a role.

O Information measures general cultural

knowledge, long-term memory, and acquired
facts. Heres another subtest that challenges
students to remember what has been taught
previously in school.
O Block Design measures an individuals ability to
analyze and synthesize an abstract design and
reproduce that design from colored plastic blocks.
Spatial visualization and analysis, simultaneous
processing, visual-motor coordination, and nonverbal
concept formation are involved. The students use logic
and reasoning to successfully complete the items.

O Object Assembly measures an individuals ability to

analyze and bring meaning to pieces of a basic puzzle.
Students must arrange the pieces together to form a
meaningful whole image within a specified period of
time. Spatial visualization and analysis, simultaneous
processing, visual-motor coordination and nonverbal
concept formation are involved. The students use
inductive and deductive reasoning to successfully
complete the assembly.
O Picture Naming assesses an
individual's ability to name pictorial
stimuli. The student's task is to
separate essential and nonessential
parts from the whole. It is necessary
to observe each item closely and
concentrate on picture detail.
Students must name or indicate the
missing part by saying the name of
the part or by pointing to it.
14 Subtests in the second band (Ages 4:0 to
7:3) Assess
O Block Design measures an individuals ability to
analyze and synthesize an abstract design and
reproduce that design from colored plastic blocks.
Spatial visualization and analysis, simultaneous
processing, visual-motor coordination, dexterity,
and nonverbal concept formation are involved. The
students use logic and reasoning to successfully
complete the items.

O Similarities measures logical thinking, verbal

concept formation and verbal abstract reasoning.
Two similar but different objects or concepts are
presented, and the student is asked to tell how
they are alike or different.
O Picture Concepts measures categorical,
abstract reasoning, and the items here
increase in difficulty. Students are asked to
look at two (or three) rows of pictured
objects and indicate (by pointing) the single
picture from each row that shares a
characteristic in common with the single
picture(s) from the other row(s).

O Coding measures visual-motor dexterity,

associative nonverbal learning, and
nonverbal short-term memory. Fine motor
dexterity, speed, accuracy and ability to
manipulate a pencil contribute to task
success; perceptual organization is also
important.
O Vocabulary measures the students verbal fluency
and concept formation, word knowledge, and word
usage. Heres one subtest in which prior
knowledge does play a role.

O Matrix Reasoning measures visual processing and

abstract, spatial perception and may be influenced
by concentration, attention, and persistence.

O Comprehension is not just ordinary reading

comprehension; this subtest measures the
students common-sense social knowledge,
practical judgment in social situations, and level of
social maturation, along with the extent of
development of their moral conscience.
O Symbol Search requires the student to determine
whether a target symbol appears among the symbols
shown in a search group. Memory is not a primary
requirement for success on this task; perception and
recognition are the two prime requirements, in
addition to speed, accuracy, attention, and
concentration. The symbols are geometric forms,
rather than familiar letters or numbers.

O Picture Completion measures a student's ability to

recognize familiar items and to identify missing parts.
The student's task is to separate essential and
nonessential parts from the whole. It is necessary to
observe each item closely and concentrate on picture
detail. Students must name or indicate the missing
part by saying the name of the part or by pointing to
it.
O Information measures general cultural knowledge,
long-term memory, and acquired facts. Heres
another subtest that challenges students to
remember what has been taught previously in
school.

O Word Reasoning measures verbal abstract reasoning

requiring analogical and categorical thinking, as well
as verbal concept formation and expression.

O Receptive Vocabulary measures an individuals

ability to identify correct responses to spoken words,
for instance, at a picture that represents the word
spoken by the examiner. Heres one subtest in which
prior word knowledge does play a role.
O Object Assembly measures an
individuals ability to analyze and bring
meaning to pieces of a basic puzzle.
Students must arrange the pieces
together to form a meaningful whole
image within a specified period of time.
Spatial visualization and analysis,
simultaneous processing, visual-motor
coordination and nonverbal concept
formation are involved. The students use
inductive and deductive reasoning to
successfully complete the assembly.
Thank you !