Wechsler intelligence scale

Comprehension Subset

Practical knowledge

Social judgment

generalization

Comprehension

Evaluation Past experiences

Reality awareness Social maturit y

introduction
Comprehension means practical reasoning and judgment in social situations. It requires the ability to understand the situation and provide answer to the specific problem. Success depends on the individuals practical knowledge of societal customs and behaviors. Success on this subtest suggested that an individual has common sense, social judgment and a grasp of social conventionality.

introduction
It requires social problem solving including explaining situations, actions or activities that most individuals are familiar with. Not only the examinee have the necessary information, but he/she also must apply in a coherent or problem oriented manner. The questions cover several content areas, including understanding proverbs, social mores and societal responsibilities, civic and government regulations and health standards

 It has 18 items. It is not Time Test. Somewhat difficult to administer and score because of the open-ended nature of the verbal responses.

Types of items
It has three types of questions.
The first ask the subject what should be done in a given situation. The second type of question ask the subject for some logical explanation for some rules or phenomenon.

The third type ask the subject to define proverbs.

Factors

Emotional difficulties frequently reveal themselves on this subset and lower the persons score. Personality variables especially those related to judgment also lowers the scores.

What to do if you find an injured person?

In each case, the persons emotional disturbance interferes with his/her judgment and results in an inappropriate response. (Goldstein, Minshew, Allen & Seaton, 2002).

changings
Comprehension administration remains largely unchanged. But items content and scoring is noticeably different. All retained items were revised. A few new items involving proverb interpretation were added. The discontinue criteria has been reduces from four to three consecutive 0 on the first item and each of the two reversal items.

Administration
Oral administration. Considerations. Read the verbatim clearly. Repeat each item as often as possible but do not alter the wording in anyway. Record on the record form when you repeat the item. If the examinee is hesitant say, Yes or Go Ahead. But do not define words or give any other help. Record (Q) on the record form each query. If the individual gives one of the specific 0-point responses that require a query, as noted by the asterisk (*) query the individual and record (Q) on the record form.

administration
If the individual gives a response such as Leave it alone give the appropriate prompt. Give the prompting for the second general concept on items 5, 8, 9 and 10. if the first response is incorrect do not ask for the second response. Record (P) on the record form if you give any prompt. If the individual gives only one general concept, say, Tell me some more reasons why (rephrase the item appropriately). If the second response refers to the same general category, do not ask for another response.

Starting consideration.

All individuals ages 16-90 years not suspected of having intellectual disability or general intellectual deficiency start with item 3. All individuals ages 16-90 years suspected of having intellectual disability or general intellectual deficiency start with item 1.

Reverse sequence
The directions of Reverse sequence pertain to individuals who begin the subset with item 3. If the individual does not obtain full credit on the startpoint item. or Obtained a full credit on the start-point item but not on the next item, administer the preceding items in reverse sequence. Continue the reverse sequence until the individual has perfect scores on two consecutive items or until item 1 has been administered, even if the discontinue criteria is met.

Reverse sequencing
When using the reverse sequence, if the discontinue criterion is not met and the individual either has two consecutive items with the perfect scores or has reached item 1, continue administration with the next appropriate item after the start-point item (3).

Discontinue consideration
Count items administered in reverse sequence towards the discontinue criterion. Discontinue the subset when the individual obtains three consecutive scores of zero.

Scoring guidelines
The comprehension subset is difficult to score because individuals may give responses that differ from those provided in the Manual. Score all the items as 0, 1, or 2. an incorrect response receives a score of 0, a less adequate but correct general response receives a score of 1 and a fully adequate general concept response receives a score of 2. Score the response given to your query rather than the initial response. When part of a response vary in quality but none spoil the entire response, score the best part of the response. Give 0 point for the multiple responses.

Scoring guidelines
For items 5, 8, 9 and 10 (items that require two general concepts) give 2 points only to responses that clearly refers to two different general concepts. Give 1 point to responses that refers to same general concept. Added or personalized remarks that do not spoil the response do not affect the score. When the individual earns perfect scores on the first two items at the start point or in a reversal award full credit to all the proceeding items, regardless of the individuals performance on these items if they have been administered. Do not award points for any items administered beyond the last score of 0 required for the discontinue criterion to be met.

Record form
Record the individuals responses verbatim in a record form column for each item administered. Circle 0, 1 or 2 in the score column for each item administered. To note the points awarded for items not administered below the first two items with perfect scores, put a slash mark in the Score column beside the score for the item just preceding the first two items with perfect scores and write the total number of these points to the right of the slash mark.

Record form
To obtain the total raw score, add the points, including the points for the correct answers and the point for items not administered before the first two perfect scores, but not for the items administered after the last discontinue item. Enter the total raw score in the comprehension total Raw Score. The maximum total raw score for comprehension is 36.

What is the thing to do when you cut your finger?

High scores
High scores on Comprehension may indicate good verbal comprehension, good social judgment, good common sense., poor knowledge of rules of conventional behavior, good ability to organize knowledge, good ability to verbalize, social maturity and a wide range of experiences.

Low scores
Low scores on Comprehension, especially if they have 4 or more subscale points below vocabulary may indicate poor verbal comprehension, poor social judgment, poor common sense. Poor knowledge of rules of conventional behavior, poor ability to organize knowledge, poor ability to verbalize, social immaturity and a limited range of experiences.

Validity of profile
The consistent full range of scaled scores from 1 to 19 at all ages aids in profile analysis.

Comprehension subset
WISC- IV Core Subset WAIS IV Supplemental Subset

CORE SUBSET

SUPPLEMENTARY SUBSET

The core subset are used to develop the index scores if it is spoiled or unable to administered by the practitioners, they can use one of the supplementary subtests instead. They can be used to obtained some additional information regarding a clients level of functioning.

Comprehension subscale
WAIS-IV It consisted of 18 items. WISC-IV It consisted of 16 items.

Example items
Why do we wear shoes? What is the thing to do if you see someone drooping a package? What is the thing to do when you cut your finger. What should you do if you see thick smoke coming from the window of your neighbors house. A journey of 100 miles begin with the first step

references
Sattler, J. M., & Ryan J. j (2009). Assessment with the WAIS-IV. United States Of America, USA: Jerome M. Sattler Publishers, Inc. Kaplan M. R., & Sacuuzo P. D. (2009). Psychological testing: principles, applications and issues. United States Of America, USA: WadsWorth Cengage Learning.