Psychology

WECHSLER INTELLIGENCE SCALE FOR CHILDREN - 3RD ED. - WISC - III

WECHSLER INTELLIGENCE SCALE FOR CHILDREN – 3RD. EDITION

CHARACTERIZATION - ADMINISTRATION - INTERPRETATION (SUMMARY)

REFERENCE
CUNHA, J. A. et al., Psychodiagnosis – 5th ed. Porto Alegre, Artmed, 2000. (Chapters 36 and 37)
WECHSLER, D. Wechsler Intelligence Scale for Children - WISC-III. 3rd ed. Translated by Vera Lucia
Marques de Figueiredo. House of the Psychologist. São Paulo, 2002. (Manual included in the Test).

GENERAL INFORMATION ABOUT WISC-III

WISC-III: It is an instrument that contributes to the understanding of cognitive abilities and that
enables the investigation of the intellectual potential of the child or adolescent, also indicating the
intelligence quotient (IQ). Certain subtests of this scale may require an area of
functioning or a broader and more complex cognitive capacity than another. As
example: verbal abstraction in the Similarities subtest; ability for calculation in the Arithmetic subtest.
The WISC III Scale is used complementarily to other techniques in the psychodiagnostic process.

Intelligence quotient (IQ): Considered an estimate of current intellectual functioning,

measured through tasks that are part of a test battery. This estimate is not fixed or
immutable once it can vary according to: environment, psychopathological framework, situations that
they affect cognitive functions, motivation, comprehension of instruction, and emotional states. Therefore,
IQ corresponds to current intellectual performance. The information acquired from a
IQ assessments can provide subsidies for the formulation of hypotheses regarding a
school or clinical performance and its prognosis.

The WISC-III is a complex and quite comprehensive test, with consistent reliability and validation.
in a significant sample (n = 2,200), popularized in our environment. It enables the psychologist
to quantify IQ, its corresponding range and also to check verbal skills (Verbal IQ -
QIV) and the motor (Execution QI - QIE), that is, to check verbal cognitive aspects and
executives. Their analysis can also be refined through Factorial Indices (FI), that is, indices
which present the levels of Verbal Comprehension (VC), Perceptual Organization (PO), Resistance
Auditory Distractibility (RD) and Motor Processing Speed (VP). [These factors will be
explained below.
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APPLICATION CONDITIONS OF THE WISC-III

• Population: children and adolescents aged 6 years, 0 months and 1 day – 16 years, 11 months and 30 days.

• Material: stopwatch / answer sheet / subtest pieces / additional recording sheets / pen
ballpoint pen. Appropriate room (well-ventilated, quiet, and well-lit).
• Instructions: properly guide the subject (general instruction and for each new subtest; degree of
the difficulty of the tasks is increasing; interruptions can be made by the psychologist; records are
made throughout the application).
• Being familiar with the rules of application and punctuation (knowing when to interrupt, to carry out
additional questions for obtaining answers, to be scored later).
• Application of the test and subtests: the proposal of the WISC-III is that the application takes place in a single

session. Alternate between verbal and performance subtests. This measure aims to not
overload the more challenging cognitive area for the patient (if that is the case), in addition to
dynamize the application by alternating audio-verbal and perceptual-motor channels.
• Annotation (literal): of the subject's answers, of the times required, according to the subtest, of the
questions asked by the examiner, about all the verbal and non-verbal behaviors of the subject.
• Survey: do not immediately accept answers like: 'I don’t know.' They may be reactive.
facing feelings of insecurity, anxiety, or fear of failure. It is essential to encourage
for there to be answers.
• Performance may fluctuate due to difficulty in attention and concentration, lack of motivation or
anxiety, for example.
• The rigor in the handling of subtests (according to the application manual) is necessary for the
obtaining results. Once the psychologist has ensured the proper application, it is possible
use some associated procedures to obtain more qualitative data for analysis. By
example, maintain punctuation based on the time limit, but do not interrupt the execution of the task,
even after the 'deadline'. In this case:
If the examinee intends to continue the item: one can proceed beyond the time, in order to
do not promote frustration in the patient when being interrupted against their will.

If the examinee can complete the task after the time: they have cognitive ability
related to the test applied, but shows slowness in performance.
If the candidate cannot continue the item: presents a specific difficulty and,
Thus, continuing beyond double the time limit can overload the examinee.
and extend the testing session.

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• Often we may also not stop after the indicated number of errors. Sometimes, the
the subject makes mistakes in a certain subtest more than in the other subtests already applied, and thus,
It is worth noting whether you can perform more difficult items (but do not score).

• Always record the extra procedures on the answer sheet.

• Retesting: It can be performed six months after the first application, in order to avoid responses.
learned, as can occur in the case of retesting with an interval of one month or less.

CORRECTION

For a correct correlation of the child's/adolescent's performance with a specific index (IQs or
IF's), we must always follow the steps indicated below:
1. Correct the subtests, scoring as indicated in the 'Instruction Manual for Application and
Evaluation of the Test and obtaining, thus, the Raw Score.
2. Use the table - by age - to convert the Raw Score into Weighted Score.
3. Add the Weighted Scores obtained in the subtests that make up the calculation of the quotients
QIT,QIVeQIE.
4. Sum the weighted scores to obtain the IF - factor indices: CV, OP, RD, and VP.

LEVELS OF INTERPRETATION OBTAINED

1. Calculation of IQs with their respective Confidence Intervals. Analysis of discrepancies and
consequential implications.
2. Calculation of Factorial Indices with the respective Confidence Intervals. Analysis of discrepancies and
the consequent implications.
3. Identification of dispersion among the subtests and interpretation of the skills that are presented.
discrepancies from the average.

4.

INTERPRETATION OF RESULTS

As mentioned earlier, we can verify the intellectual quotients (QIT, QIV, and QIE), the
specific factorial indices (CV, OP, RD, and VP), and also the performance in each subtest that allows
recognition of cognitive aspects.

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TOTAL INTELLIGENCE QUOTIENT – TIQ

The QIT is the measure of intellectual level, with a reliability coefficient of 0.96 and a standard error of measurement.
(EPM) of 3.20, except when there is a discrepancy between the Verbal and Execution scales (11 points or more),
among the Factorial Indices or among the subtests, or when the subject presents physical problems,
socio-cultural or psychological.

VERBAL IQ - VIQ
• Involves: the ability to deal with abstract symbols; the quality of formal education and stimulation
of the environment; understanding, memory, and verbal fluency.

• The performance in the verbal subtests of the WISC-III is subject to the influence of variables.
socio-cultural.
• Provides information on language processing, reasoning, attention, verbal learning.
and memory, aspects related to verbal comprehension.
• This scale emphasizes auditory and verbal intelligence, assessing the ease of verbal expression and
perception of subtle differences in relation to verbal concepts.
• When a person's performance shows discrepancy between the subtests of the Verbal Scale, the
analysis of the Factorial Index 'Verbal Comprehension' (CV) can provide a more refined understanding.
• Subtests of the VERBAL SCALE (the numbers in parentheses indicate the order of application of the
verbal subtests, which are interspersed with the execution ones:
Information (2nd)
Similarities (4°)
Arithmetic (6th grade)

Vocabulary (8th)
Understanding (10th)
→Digits (12°) – Supplementary subtest*

INTELLIGENCE QUOTIENT EXECUTION – IQE

• Involves: degree and quality of non-verbal contact with the environment; ability to integrate stimuli.
perceptual and relevant motor responses; ability to work in concrete situations;
ability to work quickly; ability to assess visuospatial information.
influenced by formal education.
• We verified the capacity for perceptual organization.
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• Evaluates visual processing, planning ability, non-verbal learning, and skills.

to think and manipulate visual stimuli with speed and quickness.
• Emphasizes visuomotor skill, requiring speed in task performance.
• When a person's performance shows discrepancy between the subtests of the Scale
Execution, the analysis of the Factorial Index 'Perceptual Organization' (OP) can provide understanding
more refined.
• Subtests of the EXECUTION SCALE (the numbers in parentheses indicate the order of
application of execution subtests, which are interspersed with the verbal ones:
Complete Figures (1st)
→Code (3°)
Arrangement of Figures (5th)

→Cubes (7°)
Assemble Objects (9°)
→Search Symbols (11°) – Supplementary subtest*
→Mazes – Supplementary subtest*

DISCREPANCIES BETWEEN VCI AND QIE: when there is a difference of 11 points or more between the IQ results.
In this case, one could consider that "the individual does not think, reason or express themselves at an equivalent level,

through the verbal modality of language and through more concrete, non-verbal methods” (Kaufman &
Reynolds, 1983, p.123). In this work by Kaufman & Reynolds (1983), cited by Cunha (in Cunha et al.,
2000, p. 552), some hypotheses are raised for this type of discrepancy:
Sensory deficits;
Differences in verbal and non-verbal intelligence;
Differences in fluid intelligenceversus crystallized intelligence;
Psycholinguistic deficiencies;
Bilingualism;
Motor coordination problems;
Reaction to time pressure on the execution scale;
Differences in field dependence-independence;
Socioeconomic influences.

Note: Check the discrepancy not only in terms of the verbal vs. non-verbal dichotomy, but
considering the person's strengths and weaknesses in order to observe skills and difficulties
specific. The Factor Indices (FI) can assist in this understanding.
FACTORIAL INDICES – FI

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• They arise as an attempt to carry out factor analyses of the scales to isolate factors that best
they would explain the performance.

• They serve as aids in understanding the subject's performance, as it refers to

certain aspects of cognitive ability.
• His analysis is considered by Wechsler (1991) to be more reliable than interpretation.
individual of the subtests, as it encompasses more than one subtest and can provide
clinical and educational information.
• They can be used when the discrepancies between the subtests of a certain scale are
significant. In these cases, for the Verbal Scale we can verify Verbal Comprehension and, for
the Execution Scale, the Perceptual Organization.

Verbal comprehension - VC
→More reliable index to evaluate the verbal abilities of subjects, as it indicates ease of
verbal expression and perception of subtle differences in relation to verbal concepts, regardless of the
distractibility (if QIV > QIE and CV > OP).
This index involves verbal abstraction capacity (Similarities), verbal comprehension, memory
and attention (Understanding), semantic knowledge (Vocabulary) and the extent of knowledge
acquired (Information).
The subtests used to assess this index are: Information / Similarities / Vocabulary /
Understanding

Perceptual organization - PO
→Most reliable index to assess perceptual-motor skills, as it indicates
visuomotor skills and the ability to assess visuospatial information, regardless of
speed of reasoning (if QIE > QIV and OP > CV).
Subtests to assess OP: Completing Figures / Arranging Figures / Cubes / Assembling Objects

Resistance to distractibility – RD
→More complex and controversial construct (Groth-Marnat, 1999), as it falls within the domain
verbal and depend on auditory memory and sequential processing.
It shows a strong correlation with mathematical ability (Arithmetic) and, in addition to attention, it evaluates

concentration and immediate memory (Digits). According to Roid and colleagues (1993), the most correct is to call

Working Memory.
→It can be negatively influenced by anxiety, lack of mental strategies, and poverty of
self-monitoring.
Do not interpret if the difference between the subtest scores is four or more points.
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Composed of the following subtests: Arithmetic and Digits

Processing speed - PS
Evaluate the psychomotor speed (Code) and mental speed (Symbol Search) for
solving non-verbal problems. Assesses the ability to plan, organize, and develop
strategies.
Processing involves cognition and speed and has behavioral and cognitive components.
Low scores in VP indicate poverty in motor control, lack of reflection, or compulsivity.
→Subtests evaluated: Code and Symbol Search. Do not interpret if the difference between the scores
for four or more points.

Discrepancies between Factorial Indices

• Just as a discrepancy between Verbal IQ and Performance IQ indicates that the IQ
It becomes inappropriate as a statistical summary that represents the overall level of ability of
"individual" (Kaufman & Reynolds, 1983, p.123), the same phenomenon occurs when we verify
discrepancies between the Factorial Indices or between the subtests of a scale.
• The fluctuations in the subtest scores that deviate from the average of the total scale scores,
verbal and/or execution should be analyzed in order to identify skills and difficulties
specific to the intellectual functioning of the subject.
• Not only difficulties or cognitive skills interfere with the variability of results among
the tests, but also the affective-emotional aspects of the individual.
• Other factors to be considered in this situation are: sociocultural condition (deprivation or high
cultural level) and situational factors (physical/psychological situation of the subject during the test: always
check if the person slept well, if they ate, or if they are having any physical problems or going through something

due to some specific problem).

• Before formulating interpretative hypotheses, the psychologist should base them on real differences and not
due to errors in management or punctuation or, still, due to analysis based on
halo effect (overestimation of successes and underestimation of failures).
• The Wechsler scales are extremely valuable instruments from a clinical perspective, but
must be used with scientific property" (Cunha et al, 2000, p.563).

SUPPLEMENTARY TEST
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• The supplemental subtests (Digits, Symbol Search, and Maze) are used if there is
availability of time, to obtain subsidiary information or for the calculation of QIs
specific (verbal and executive) in the impossibility of applying the Code (in the case of the scale
executive) and some of the verbal subtests.
• The Maze subtest has not been standardized for our population, so it cannot be used for
the calculations and substitutions.

Observation:
when only four subtests are applied in any of the IQ scales,
check Table A.8 in the Manual to make proportional equivalences.

CHARACTERISTICS OF SUBTESTS AND FUNCTIONS BEING EVALUATED

COMPLETING FIGURES
Features: Set of colorful figures, of common objects and scenes, missing a part
important in each one, which must be identified. Evaluated functions:
Recognition and visual memory, organization and reasoning.
Interest and attention to the environment, concentration, and perception of whole-part relationships.

Discrimination of essential aspects from non-essential ones.

INFORMATION
Features: Questions presented orally that assess the child's knowledge about
general information learned. Functions evaluated:
Extension of acquired knowledge
Quality of formal education and motivation for school performance
Stimulating the environment and/or intellectual curiosity
Interest in the environment
Remote memory

• CODE

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Characteristics: A series of simple shapes or numbers (according to age group) corresponding to

a symbol. The child must, in the shortest possible time, place the symbols in the correct spaces.
Evaluated functions:
Processing speed
Ability to follow instructions under time pressure
Selective attention, concentration (resistance to distractibility) and motor persistence in a task
sequential
→Ability to learn and mental efficiency
Mental flexibility

SIMILARITIES
Features: A series of words in pairs, presented orally, for the child to explain the
similarities of objects or concepts. Functions evaluated:
Logical reasoning and verbal conceptual formation (abstract thinking)
Inductive reasoning, with identification of essential aspects from non-essential ones
Development of language and verbal fluency

• ARRANGEMENT OF FIGURES

Features: A set of colorful figures presented in mixed order that the child
rearrange into a story with a logical sequence. The stories should be ordered so that they have
beginning, middle and end. There is a time count for execution. Evaluated functions:

Ability to organize and integrate complex stimuli logically and sequentially

Understanding the meaning of an interpersonal situation, assessing its implications,
determining priorities and anticipating their consequences, in a certain sociocultural context
Visual processing
Attention to detail

• ARITHMETIC
Characteristics: A set of arithmetic problems to be solved mentally and answered
orally (items 1 to 18: read aloud by the administrator; items 19 to 24: presented on cards for the
child to read aloud, but in case of difficulty in reading or visual problems, one can read to the

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child). The solutions to the problems involve everyday situations that require the use of
fundamental mathematical operations, not exceeding what is learned in school.
Evaluated functions:
Computational capacity and speed in handling calculations
Auditory memory
Background / opportunities / school experiences
Concentration, resistance to distractibility, logical reasoning, abstraction
Contact with reality

• CUBES
Features: A set of geometric patterns made with three-dimensional cubes or printed.
that the child reproduces using the two-colored blocks. There is a time count. Evaluated functions:
Analysis and synthesis skills
→Ability of visuospatial conceptualization
→ Visual-motor and spatial coordination, organization, and perceptual speed
Problem-solving strategy

• VOCABULARY
Features: A series of words presented orally, which the child also defines orally.
Seek to obtain the best performance from the subject, without providing answers or hints. Evaluated functions:

Development of language
Semantic knowledge
General (verbal) intelligence
Stimulation of the environment and/or intellectual curiosity

Educational background

• ASSEMBLE OBJECTS
Features: Six puzzles of common objects, in which the child must assemble the pieces to
to form a meaningful whole. Evaluated functions:
Ability to synthesize an integrated set
Ability to recognize family configurations (formation of visual concepts) and
anticipate part-whole relationships (visuospatial organization)

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Visual processing, perceptual and manipulative speed

• UNDERSTANDING
Characteristics: A series of questions presented orally, requiring problem-solving.
daily or understanding of social rules and concepts. Functions evaluated:
Ability of common sense, social judgment, practical knowledge, and social maturity
Knowledge of sociocultural norms
Ability to evaluate past experience
Verbal comprehension, memory, and attention
→Proverbs: abstract thinking / general intelligence (verbal). The difficulty in interpretation of
proverbs can appear on the frontal boards or involving the right hemisphere.

• SEARCH FOR SYMBOLS

Characteristics: The examinee must observe, within a time limit, if the model symbol(s)
Displayed on the left of the Register Sheet are or are not in another group of symbols.
presented on the right. Evaluated functions:
Perceptual discrimination
Ability to explore visual stimuli

Speed and accuracy

Attention, concentration
Short-term memory

• DIGITS
Features: A series of numerical sequences, presented orally, for the child to repeat.
literally, in direct order and reverse order, as indicated in the Record Sheet. Functions
evaluated:
Attention extension
Retention of immediate memory (digits in direct order)
Memory and reversibility capacity (digits in reverse order)
Concentration
Stress tolerance

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• LABYRINTH
Features: A set of progressively more difficult mazes, printed on a protocol,
that the child solves with the pencil. The child must complete each maze within a time limit.
Evaluated functions:
Visuospatial skills

Fine motor coordination

Anticipatory planning
Visual tracking
Speed in information processing

GENERAL INSTRUCTIONS FOR SUBTESTS

GENERAL INSTRUCTION:

I will present some games and ask some questions to see what you have already learned in school.
Some tasks are easy and others are difficult. If you don't know how to do or answer something, it's okay.
Well, it's because you haven't learned yet. Sometimes, I will use the clock to mark the time it takes.
to respond and jot down the answers so as not to forget. Can we start?

1. COMPLETE FIGURES
Test characteristics: It is a set of colored figures, of common objects and scenes, missing a part.
important in each one, which must be identified by the child.

Instruction: 'I will show you some figures and each one is missing an important part, look and say
what is missing.

Start:
For all ages: example
6 years: item 1
7 - 9 years: item 3 *
10 - 16 years: item 6 *

If the child makes 2 consecutive mistakes, return in reverse order until getting 2 consecutive correct answers.
Interrupt: after 9 consecutive errors.

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Evaluation:
1 point for each correct answer. / Maximum Score: 30 points.

2. INFORMATION
Features:
Questions presented orally that assess the child's knowledge about common events,
objects, places, people.

Instruction: "I will ask you some questions and I would like you to answer me."

Questions:
Item 1: Pointing to the nose ask: "What is this?"
Item 2: "How many ears do you have?"

Start:
6 – 7 years: item 1
8 - 13 years: item 6
14 - 16 years: item 12
Interrupt: after 8 consecutive mistakes.
1 point for each correct answer.

3. CODE
Characteristics:
Use of stopwatch: only after executing the example.
A series of simple shapes (Part A: children aged 6 to 7) and numbers (Part B: children / adolescents of
8 to 16 years old), corresponding to a symbol.
The child must, in the shortest time possible, place the symbols in the correct squares.

Instruction:
Part A:
Look, there is a STAR, a BALL, a SQUARE, a TRIANGLE, and other shapes. Look
(pointing): inside the star there is a LINE, on the ball there are TWO LITTLE LINES (pointing). I would like you to

Put the same sign inside each one of these as quickly as you can.

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Part B:
Look at these divided squares and see that each one has a specific NUMBER and a SYMBOL.
specific (pointing). I would like you to put the corresponding symbols in the empty squares.
Pay close attention not to skip any drawing, and the sequence of the drawings.

interrupt: after 120 seconds.

Bonus for Part A according to the execution time (see table on the Record Sheet)
Pontuação Máxima:Parte A: 65 pontos /Parte B: 119 pontos

4. SIMILARITIES
Features: A series of word pairs, presented orally, for the child to explain the similarities.
of two objects or two concepts.

Instructions: "I will say two words and I would like you to tell me how they are similar, what they...
they have in common. For example: if I ask what red and blue have in common? You would tell me that
they are.... Colors.

Start: Item 1 (all ages)

Interrupt: after 8 consecutive mistakes
Assessment: Items 1 to 5 – 0 or 1 point / Items 6 and 7 – 0, 1, or 2.
Encourage the child to produce 2-point responses.

Notes:
Score 2 points for the response in which the child describes the general classification of the objects.
and/or concepts.
The degree of abstraction of the answer is an important determinant in scoring.
Example: Elbow and Knee: They are joints - 2 points / They can move - 1 point / They are on the arm and

on the leg – 0 points. Maximum Score: 33 points

5. ARRANGEMENT OF FIGURES
Characteristics:
Use of stopwatch.
A set of colorful figures presented in mixed order that the child rearranges into a story
with logical sequence.

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Stories should be organized so that they have a beginning, middle, and end.
Instruction: "I will show you a sequence of figures that would create a story, but this sequence
it is not correct. I would like you to arrange the figures so that they tell a story with a beginning, middle
and the end.

Start: Example and item 1 (all ages)

Interrupt: after 6 consecutive errors
Notes: The NUMBERS printed on the back of each card indicate the order in which they should be
presented for the child: always from LEFT to RIGHT.
Gather the stories from beginning to end, and note the sequence of LETTERS.
Ask to tell the story and write it down on a sheet for qualitative analysis.

Evaluation: Assign 0, 1, or 2 according to the correct sequence and give a bonus for execution time.
Maximum Score: 64 points

6. ARITHMETIC
Features:
Use of TIMER.
A set of arithmetic problems that the child solves mentally and answers orally.
Items 1 to 18 are read aloud by the administrator.
Items 19 to 24 are presented on cards for the child to read aloud. If the child has difficulty with
reading or visual problem, one can read to the child.

Instructions:
Items 1 to 18: 'Now I'm going to read some math problems for you to answer.'
1 – "How many birds are here? Count these birds with your finger and out loud."
2 – "How many trees are here? Count with your finger and out loud?"
Items 2 to 4: use the same card from the Stimulus Book.
Items 5 to 18: read aloud to the child.
Items 19 - 24: 'Now read these problems carefully aloud, solve them mentally, and give the answer'
orally." Use the Stimulus Book.

Start:
6 - 7 years: item 1
8 – 9 years: item 8
10 – 13 years: item 10

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14 - 16 years: item 13
Interrupt: after 3 consecutive errors
0 and 1 point for questions 1 to 18. / 0, 1 or 2 for questions 19 to 24, and assign bonuses in
function of time.

7. CUBES
Characteristics:
Use of TIMER.
A set of two-dimensional geometric patterns, made with cubes or printed, that the child reproduces.
using two-colored cubes.
Instructions:
Look at these cubes, some of the sides are red, others are white and others are red and white.
I will put them together to do something with them (combine them into the described model). Now I want you to
do the same with these cubes, as fast as you can. The child uses the colored cubes to
reproduce the model similar to that of the examiner.
To build the models presented in the Book of Stimuli, the child uses a specific number of cubes.
(2, 4, 9)

Start:
Item 1 – 6 to 7 years
Item 3 – 8 to 16 years

Notes: If the child aged 8 to 16 makes a mistake on Item 3, apply the 2nd attempt for Item 3, and even if the
child correct, apply Items 1 and 2 in the normal sequence.
Models 1 and 2: The child builds directly from the examiner's model.
Models 3 to 12: The child builds from the Stimulus Book
Always say the number of cubes that the child will use (2, 4, 9)
For models 1, 2, 3, apply 1ª e 2ª attempt. The others, apply only once.

Interrupt: after 2 consecutive errors

Evaluation:
Models 1 to 3: assign 2 points for the 1st attempt (within the time limit)
assign 1 point to 2ª attempt (within the time limit)
assign 0 points when the child is unable to construct the model

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Models 4 to 12: assign 4 points for correct construction within the time limit.

According to the execution time, a bonus is assigned according to the table.

Maximum Score: 69 points

8. VOCABULARY
Characteristics: A series of words presented orally, which the child defines orally.

Instructions: 'I will say some words and you tell me what they mean. Tell me in words what
is....?” (if you notice that the child understood the instructions, pronounce only the requested word)
If the child makes a mistake, say: "Listen carefully. What does ..... mean?"
If you have doubts about scoring, ask the child for further explanations.
Assist with items 1, 2, 3 if the child has given a score of 0 or 1 point.

Start: Item 1 for all ages

Interrupt: after 6 consecutive errors
Evaluation: 0, 1, or 2 points, being:
2 points for synonyms, important use, general classification, descriptive characteristics of the object.
1 point for a vague synonym, not very elaborate usage, correct attribute but not essential.
0 points for wrong answers, not understanding the meaning
Maximum Score: 60 points.

9. ASSEMBLE OBJECTS
Characteristics:
Use of TIMER.
Six puzzles, made of common objects, where the child must combine the parts to form a whole.
significant.

Start:
Item 1 – 6 to 16 years
Term:
After the application of all items.
DO NOT INTERRUPT

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Notes: Stimulate the child only in the model and item 1. / With the use of the barrier, set up the figures of
agreement with the presentation diagram.
correct joints completed within the deadline.

Instructions:
First, arrange the pieces according to the diagram, behind the screen.
Remove the barrier and say:
If these pieces are joined they form an APPLE. See how I do it.
Assemble the pieces and place them in front of the child for approximately 10 seconds and then proceed to item 1.

Now I will ask you to put together some puzzles. Try to fit the pieces and they will form a
drawing. Let me know as soon as you finish.
If incomplete, note the number of correct joints within the time limit and assist him.
Organize the other items and tell the child to assemble as quickly as they can.

Evaluation:
The score is given according to the number of correct connections made within the execution time limit.

Notes:
Record the execution time on the Register Sheet.
To note the number of correct junctions (X), regardless of being isolated from the total set.
For perfect arrangements within the time limit, bonus points are awarded according to the table.
For partial arrangements, multiply the number of joints by 1 or ½ as indicated in the Protocol.
Record.
For items 2 and 5, round the ½ point up before obtaining the total score of the test.
Number of joints (maximum 6)
Item 2: Number of joints (maximum 9)
Item 3: Number of joints (maximum 5)
Item 4: Number of joints (maximum 13)
Number of joints (maximum 7)
Maximum Score: 45 points

10. COMPREHENSION
Features: A series of orally presented questions that require the child to solve.
daily problems or understand the rules and social concepts.

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Start: Item 1 for all ages.

Interrupt: After 6 consecutive errors
Instructions: "I will ask you some questions and I would like you to answer me in the best way that
powder.
Repeat the question without abbreviating or altering it, if the child forgets or does not respond in 10 or 15.
seconds.
Assist only with item 1.
Always encourage the child to answer the questions.
If the answer is ambiguous or borderline - between 0 and 1 - ask for a better explanation.

Evaluation: 0, 1 or 2 points
Assign 2 points if the answer is a general characteristic of the item. Some questions present a
general category, therefore the child, to obtain 2 points, needs to reflect on this single concept.
Other questions (*) will include two general categories, so for the child to obtain 2 points, it is necessary
that she attributes two of the general concepts. For this to happen, the other concept must be stimulated. Ex. Say
another thing you would do ....
Maximum Score: 36 points

11. SEARCH FOR SYMBOLS (SUPPLEMENTARY TEST)

Characteristics:
Use of the STOPWATCH.
A series of paired symbols: each pair comprises a stimulus group and a search group.
The child examines the 2 groups and indicates whether a stimulus symbol appears or not in the search group.
Part A: 6 to 7 years/Part B: from 8 to 16 years

Interrupt: after 120 seconds

Instruction:
Look at these figures. This figure is in this group of symbols (search group). So I will mark it.
'YES' (make a mark on the word 'YES'). Now, look: this figure is not in this group of symbols,
so I will mark 'NO'. You should mark a 'YES' if the figure is the same as any of these
figures, and mark 'NO' if the figure is not the same. Did you understand?

Alert to execute the test in sequence, without skipping any items, as quickly as possible.
Training Items: Do the first of the training items to ensure that the child understood the activity.

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Assessment: Place the sieve, ensuring it is correctly adjusted. Mark C (correct) or I

Add the subtotals of the correct and incorrect answers and transfer them to the Registration Protocol.
Maximum Score: Part A: 45 points/Part B: 45 points

12. DIGITS (SUPPLEMENTARY TEST)

Characteristics:
A series of numerical sequences, presented orally, for the child to repeat literally, in order.
straight and reverse order, as indicated in the Record Sheet.
Start: Item 1 for all ages.
Interrupt: When there is an error in both attempts on the same item

Instruction: Apply the two parts, Direct Order and Inverse Order separately.
DIRECT ORDER: "I will say some numbers. Listen carefully and when I finish you must
repeat them in the same way.
REVERSE ORDER: "I will say some numbers. Listen carefully and when I finish you must
repeat them backwards. For example, if I say 8-2, what would you say?
If the child makes a mistake, we should assist by saying: 'If I said 8-2, you would say 2-8. Remember: it's to speak in
opposite order.
If the child answers correctly or incorrectly, move on to item 2 of the example: 5-6.
After the items from the examples are no longer helpful.

Evaluation:
2 points for two correct attempts
1 point for a correct attempt
0 points for error in both attempts
Sum the points of the Direct and Inverse Order separately, by attempt, and sum in the column of 'points of
item.
The Total Score of the subtest is the sum of the points from the Direct Order and the Inverse Order.

Pontuação máxima: 30 pontos.Ordem Direta– 16 pontos /Ordem Inversa– 14 pontos

13. LABYRINTH (ADDITIONAL SUBTEST)

Characteristics:
Use of Stopwatch.

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A set of progressively more difficult mazes, printed on a protocol, that the child solves.
with the pencil. The child must complete each maze within a time limit.

Instruction:
See the boy who is here in the middle must leave the Labyrinth. If he goes this way, he will get trapped.
(show on the example sheet); he cannot go past the wall, so he has to go through this
path to be able to leave (follow on the Protocol sheet). I will ask you to take the boy to
out of the labyrinth.
6 to 7 years: Example and Maze 1 / 8 to 16 years: Maze 4 (do not apply the example)
If the child aged 8 to 16 has made a mistake on Maze 4, apply the example and items 1 to 3 in sequence.
normal. If the child aged 8 to 16 has not achieved full score in item 4, apply items 1 to 3.
in the normal sequence.

Interrupt: after 2 consecutive errors.

Observations: The Maze Response Protocol has an arrow and the letter E printed in the corner. The letter E
it should face the examiner. / Fold the protocol so that only one page is visible to the
child. / The warnings can be given throughout the activity. / Remember that the child cannot take the pencil out of
paper. / Note the number of errors in the Registration Protocol. / The possible scores according to the number
errors for each Maze are in the Evaluation Section and in the Recording Protocol. / Show that the child
must start from the character in the center of the Maze.

Reminders:
You cannot lift the pencil off the paper. You cannot cross the wall.
You cannot restart the activity, you must continue from the point you finished and find the exit.

Evaluation:
Labyrinths 1 to 6: 0 to 2 points (table) Labirinto7: 0 to 3 points (table)
Labyrinths 8 and 9: 0 to 4 points (table) 10: 0 to 5 points (table)

Maximum Score: 28 points

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