5TH EDITION

• tool for assessing the intellectual abilities of children (IQ test)

• Purpose:
1. to measure a child’s intellectual ability and 5 cognitive domains that
impact performance
2.identify intellectual giftedness and potential learning disabilities
• Significance:
1.Provides a comprehensive measure of overall intellectual ability.
2. Assists in educational planning and tailored interventions.
3.Helps in the diagnosis of cognitive development issues.
 1949
Development of the WISC by
David Wechsler,Romanian-
American psychologist
2014
Introduction of the WISC-V

1974
• WISC-IV, introduced in 2003,
included new subtests and
composite scores.
Publication of the WISC-R
(Revised) • new primary subtests and indices,
enhancing its clinical utility and

1991 alignment with contemporary

intelligence theory.
Release of the • Adjustments were made to reduce
WISC-III language dependency and to
accommodate a wider range of test-

2003 takers

Production of the WISC-IV

Verbal Comprehension Visual Spatial Fluid Reasoning
• Assesses verbal concept • Measures the ability to • capacity to think logically
formation, reasoning, and evaluate visual details and and solve novel problems,
expression. understand visual spatial without relying on
relationships previously acquired
knowledge

Working Memory Processing Speed

• tests the ability to register, • Evaluates the speed and
maintain, and manipulate accuracy of visual
visual and auditory identification, decision-
information in one’s mind. making, and decision
implementation.
• Licensed Psychologist

• 60 minutes
 administered to children who are 6:0 to 16:11 years (from 6
years to 16 years and 11 months).

⚬ late middle school to early

• late elementary to early middle
• early elementary education
high school years
school years
• can reveal insights into a
⚬ Assists in recognizing
• Useful for detecting specific
child’s cognitive development
cognitive aspects related to
learning difficulties
• helps identify strengths and
academic or behavioral
• Can pinpoint areas of strength
weaknesses that may affect
challenges.
that may influence academic
learning
⚬ Beneficial for identifying
success
giftedness and talents in

students.
1.Use Norms and Conversion Tables Administration
2.Scoring Manual Use Scoring Software Q‐Global
• Collect raw scores from the individual’s responses on each
subtest.
• Convert raw scores to scaled scores using the appropriate tables
in the manual. Scaled scores typically have a mean of 10 and a
standard deviation of 3.
• Combine scaled scores from related subtests to calculate index
scores, which have a mean of 100 and a standard deviation of 15.
• Sum the index scores to calculate the FSIQ, which provides an
overall estimate of cognitive abilities.
• Ancillary and Complementary Indexes: If needed, calculate
additional index scores for a more detailed cognitive profile.
Scores available from the WISC‐V include:
• Scaled
• Standard
• Percentile Ranks
• SEMs
• Confidence Intervals
• Multiple cognitive processes
• Number of processes invoked related to
task difficulty
• WISC‐V primary and complementary
measures are specifically designed to
measure complex cognitive processes
while ancillary measures are designed to
measure processes related to learning
difficulties.
 WISC V removed the ff:
Subtest Changes 1. Word Reasoning
2.Picture Completion
subtests to streamline the assessment

Introduced 3 new primary subtests:

1. Figure weights
2.Visual Puzzles
3.Picture Span
New Subtests 5 new complementary subtests:
1. Naming Speed Literacy
2.Naming Speed Quantity
3.Immediate Symbol Translation
4.Delayed Symbol Translation
5.Recognition Symbol Translation

Added:
1. Visual Special Index
Index 2.Fluid Reasoning index (FRI)
Reconfiguration Removed:
1. Perceptual Reasoning Index (PRI)
 Measures the ability to analyze and synthesize visual
information. This subtest is part of the Visual Spatial Index
(VSI) and assesses non-verbal reasoning and spatial
processing

Assesses quantitative reasoning and induction. It is included

in the Fluid Reasoning Index (FRI) and evaluates problem-
solving and mathematical reasoning abilities

Evaluates visual working memory. This subtest is part of the

Working Memory Index (WMI) and measures the ability to
remember and reproduce visual sequences
 The updates align the WISC V with
Theoretical contemporary theories and practices
Alignment in cognitive assessment

Enhancements increase the clinical

ClinicalUtility utility of the test, especially for
special populations

Changes reflect rapid brain

development in children, such as
Neurodevelopmen neurofunctional changes in prefrontal
tal Research cortex, changes in brain connectivity,
and myelinization
• Robust Five-Factor Structure: The WISC-V
has a robust five-factor structure that
improves the measurement of cognitive • designed to have greater clinical utility for
constructs and covers Long-Term Storage special populations, making it a more
and Retrieval versatile tool in clinical settings

• Alignment with Theory: There is greater

alignment with the Cattell-Horn-Carroll
theory, which is a widely recognized
framework in cognitive psychology • more applicable to neuropsychological
assessment, aiding in the evaluation of
cognitive processing strengths and
weaknesses

• exhibits exemplary psychometric

properties, ensuring the reliability and • can be delivered and scored digitally,
validity of the assessment which enhances the efficiency and
accuracy of administration
• These new subtests extend the content coverage of the
WISC-V and increase its practical application. They provide
a broader assessment of cognitive abilities, particularly in
visual-spatial processing, fluid reasoning, and working
memory
• The addition of these subtests allows for a more nuanced
understanding of a child’s cognitive profile, which can be
crucial for identifying specific learning difficulties or areas
of strength
 The authors question the five-factor
structure of the WISC-V, which is based The review criticizes the scoring and
The critique discusses the
on the Cattell-Horn-Carroll (CHC) theory. interpretation system of the WISC-V,
implications of these findings for
They argue that the data might actually implying that the interpretive and
clinical practice, emphasizing the
support a four-factor model more diagnostic conclusions derived from the
need for careful consideration when
consistent with previous editions of the structure suggested by the publisher may
using WISC-V profiles for diagnostic
WISC. not be accurate
and interpretive

he authors highlight methodological

Canivez and Watkins express concerns
issues in the studies used to support the
about the construct validity of the WISC-
WISC-V’s structure, suggesting that
V. They suggest that the factor index
alternative models might provide a
scores may not be well-defined
better fit for the data
indicators of their underlying constructs
1. The Test Tutor. (n.d.). Differences between the WISC-IV and WISC-V. Retrieved from https://www.the-test-
tutor.com/blogs/news/89990278-differences-between-the-wisc-iv-and-wisc-v
2.Pearson Clinical Canada. (n.d.). WISC-V Integrated: Frequently Asked Questions. Retrieved from
https://www.pearsonclinical.ca/content/dam/school/global/clinical/ca/assets/wisc -v-cdn/wiscv-integrated-
faqs-can.pdf
3.Pearson. (n.d.). WISC-V Research Report. Retrieved from https://www.pearson.com/content/dam/one -dot-
com/one-dot-com/global/Files/efficacy-and-research/reports/WISC-V-Research-Report-v5.pdf
4.Raiford, S. E., Drozdick, L. W., & Zhang, O. (2023). WISC-V use in neuropsychological assessment: Promises and
pitfalls. Journal of Psychoeducational Assessment, 41(1), 3-18. https://doi.org/10.1177/07342829221150868
5.Pearson Assessments. (n.d.). Telepractice and the WISC-V. Retrieved from
https://www.pearsonassessments.com/content/dam/school/global/clinical/us/assets/telepractice/guidance -
documents/telepractice-and-the-wisc-v.pdf
6.Pearson Assessments. (n.d.). Q-global Web-based Administration, Scoring, and Reporting. Retrieved from
https://www.pearsonassessments.com/store/usassessments/en/Store/Professional -Assessments/Q-global-
Web-based-Administration%2C-Scoring%2C-and-Reporting/p/100000680.html
7.TestingMom.com. (n.d.). WISC Test (Wechsler Intelligence Scale for Children). Retrieved from
https://www.testingmom.com/tests/wisc-test/
8.Kimbell, L. (n.d.). WISC-V: Advances in the Assessment of Intelligence. Retrieved from
https://nspa.wildapricot.org/resources/Documents/kimbell__wisc-v_nspa_handout.pdf
9.Canivez, G. L., & Watkins, M. W. (2016). WISC-V Review. Retrieved from
https://www.ux1.eiu.edu/~glcanivez/Adobe%20pdf/Publications -
Papers/Canivez%20&%20Watkins%20(2016)%20WISC-V%20Review.pdf