Appendix E

Registration protocol
interpretative of the
WISC-IV

STEP 1. Record the child's standard scores

(Total CI and the Indices) and the scalar scores
of the Subtests of the WISC-IV
To obtain the IQ and the Indices, the standard score and the interval must be recorded.
confidence, the percentile rank and the descriptive category. In the case of the subtests, register-
bring only the scalar score and the percentile rank. (See the reference)
request 4-1, 'Location of information in the Application and Evaluation Manual (A and S)'
of the WISC-IV and in the Technical and Interpretative Manual (T & I) of the WISC-IV that is necessary
ta para la conversión de las puntuaciones”, así como la referencia rápida 4-4 para las cate-
descriptive categories.

Category
Index/ Subtest Score IC 95% Descriptive percentile range

Verbal comprehension

Similarities

Vocabulary

Understanding

(Information)

(Words in context-clues)

(continues)

37
Appendix E

Category
Index/ Subtest Scoring CI 95% Descriptive percentile range

Perceptual reasoning

Design with cubes

Concepts with drawings

Matrices

(Incomplete figures)

Working memory

Retention of digits
Sequence of numbers and letters

Arithmetic

Processing speed

Keys

Symbol search

(Records)

CIT

Note: the tests that appear in parentheses are supplementary measures. CI = confidence interval
trust.

STEP 2. Determine the best way to summarize capacity

general intellectual
Step 2a. To determine if the CIT is interpretable, the Index must be subtracted.
lower than the highest
Index name:
_______ ________ _________
Standard index scores: Higher2Lower5Difference

The magnitude of the difference is less than 1.5 standard deviations.

standard (<23 points)? Yes No
If the answer is NO, continue with step 2b.
If the answer is YES, the CIT can be interpreted as a reliable and valid estimate.
of the child's general intellectual capacity.
 Appendix E39

Refer to quick reference 4-5 for an example of how to describe the CIT.
in a psychological report.

Step 2b. To determine if the Overall Capability Index (OCI) can

To summarize general intellectual capacity, it must be calculated.
difference between ICV and IRP
____ ___ _________
Index: ICV2IRP5Difference

Is the magnitude of the difference less than 1.5 standard deviations?

standard (<23 points)? Yes No

If the answer is NO, proceed to step 3.

If the answer is YES, the ICG can be calculated and interpreted as an estimation.
reliable and valid assessment of a child's general intellectual capacity.

To calculate the ICG, add the scalar scores of the child in the three subtests.
of ICV and the three of IRPy, subsequently, look for this sum in appendix F1 to
finish the ICG.
Scalar scores:
___ ___ ___ ___ ___ _____
SE1VB1CM1DC1CD1MT5(Sum of scalar scores)5(ICG)

Consult the quick reference 4-6 for an example of how to describe the ICG in
a psychological report.

STEP 3. Determine if each of the four indices is unitary and,

therefore, interpretable
Step 3a. Calculate the difference between the highest scale score
and the lowest of the Subtests of the ICV
ICV scalar scores: ________ 2 ________ 5 _________
(Higher) (Lower) (Difference)

Is the difference <5? Yes No

If the answer is YES, the ICV represents a unit index.

If the answer is NO, it should not be interpreted that the ICV represents a unit index.

Proceed with Step 3b.

Appendix E

Step 3b. Calculate the difference between the highest scalar score
and the lowest of the IRP subtests
Scalar scores of IRP: ________ 2 ________ 5 _________
(Higher) (Lower) Difference

Is the difference <5? Yes No

If the answer is YES, the IRP represents a unit index.
If the answer is NO, it should not be interpreted that the IRP represents a unit index.

Proceed with Step 3c.

Step 3c. Calculate the difference between the scalar scores of the
subtests of BMI
Scalar scores of BMI: ________ 2 ________ 5 _________
(Higher) (Lower) Difference

Yes No
• If the answer is YES, the IMT represents a unit index.
• If the answer is NO, it should not be interpreted that the IMT represents a unit index.
Proceed with Step 3d.

Step 3d. Calculate the difference between the scalar scores

of the subtests of the IVP
Scalar scores of the IVP: ________ 2 ________ 5 _________
(Higher) (Lower) (Difference)
Is the difference <5? Yes No
If the answer is YES, IVP represents a unit index.
If the answer is NO, do not interpret that the IVP represents a unit index.
Proceed with Step 4. If none of the four indices is interpretable, consult the pages-
pages 149 and 150, as well as Step 7 to obtain supplementary interpretation options.

STEP 4. Determine the Regulatory Strengths and Weaknesses

in the Index Profile
Record the name of each interpretable Index in the table below. Register
the standard score for each interpretable Index. Check the box in the cell that
correspond to the appropriate regulatory category for each Index.
 Appendix E 41

Index Punctuation Weakness Fortress

interpretable standard regulation <85 Average 85-115 regulation >115

STEP 5. Determine Personal Strengths and Weaknesses

in the Index Profile
Step 5a. Calculate the average of the child indices and round to the decimal
closer. Observe that all the indices (interpretable and not
interpretable ones are included in the calculation of the average

_____ 1 ____ 1 ____ 1 ____ 5 _____ 445

(ICV) (IRP) (IMT) (IVP) (Sum) Average of the Index

Step 5b. Complete the following table as indicated below:

Register the name of each interpretable Index in column (1).
Record each standard score of the interpretable index in column (2).
• Record the average of all the Indices (obtained in step 5a) in column (3).
• Record the difference (i.e., standard score minus the mean) in column (4).
• Record the critical value necessary for the difference to be considered significant.
Fictitious in Column (5) (these values are included in the Strength Table/
personal ability for ages 6 to 16 years.
If the difference is equal to or greater than the critical value, record a false positive for the difference.
positive (+) or a negative difference (-).

Personal Strength
Index Punctuation Media Personal weakness
standard interpretable Difference Critical value (FP or DP)
+/–
+/–
+/–
+/–
Appendix E

Table of Personal Strengths and Weaknesses forAges 6 to 16

6 7 8 9 10 11 12 13 14 15 16
ICV 7.9 7.7 7.3 7.1 7.1 6.9 6.1 6.6 6.2 6.2 6.2
IRP 7.9 7.7 7.1 10.9 10.9 6.9 6.8 6.9 7.2 7.2 7.5
IMT 7.6 8.2 7.6 7.7 7.7 7.2 6.8 7.5 6.9 7.2 6.9
IVP 9.8 10.3 8.4 8.5 8.2 7.8 8.0 8.1 8.0 7.7 8.0

Note: The critical values listed in this table are at the significance level p<.05. For
obtain the critical values at the significance level p<.01, see Table 4-3.

Are there obvious personal strengths or weaknesses in the child's Index profile? Yes No

If the answer is YES, proceed to Step 5c.

If the answer is NO, proceed directly to Step 6.

Step 5c. Determine if personal strengths and weaknesses are few

common (base rate < 10%) in the general population
Infrequent (IF)
Index Difference (Step 5b) FP or DP (Step 5b) Critical value Frequent (F)
ICV ≥14
IRP ≥13.5
IMT ≥15
IVP 17

Note: The difference recorded in this table is only for the unit indices.
identified as Personal Strengths (PS) or Personal Weaknesses (PW) in Step 5b. The
Differences that are equal to or greater than the critical value listed in the fourth column must be described.
as Infrequent (I). Differences that are less than the critical value should be described as
Frequent (F).

Are there uncommon personal strengths or weaknesses in the child's Index profile? Yes No

If the answer is YES, proceed to Step 5d.

If the answer is NO, continue to Step 6.

Step 5d. Determine if any of the interpretable Indices are Points

Notable or Priority Points
Review the conclusions in Steps 4, 5b, and 5c. In the following box, put a checkmark.
for each relevant index in the column that accurately describes the conclusions for
 Appendix E 43

that Index. An Index that is both a normative Strength and a personal Strength
infrequent should be identified as a Highlight. An index that both a deficit -
Normative reliability as an unusual personal weakness must be identified as a
Priority point.

FN DN FP DP Infrequent Point Point

Index (Step 4) Step 4 (Step 5b) (Step 5c) Priority Highlight

ICV

IRP

IMT

IVP

Nota:FN = Fortaleza normativa; DN = Debilidad normativa; FP = Fortaleza personal;

Personal weakness.
Continue with Step 6.

STEP 6. Interpret the fluctuations in the profile

of the child index
Use the quick reference 4-10 for the definitions of the various terms used for
classify Indices (e.g., Priority point, Highlight point, among others) and include a paragraph
in its report that defines these terms to the reader. Consult the quick reference 4-11
for the descriptions of the 12 possible combinations that can result from Steps 3 to 5.
Interpret each index in a separate paragraph; starting with the strengths (including-
highlighting the notable points), subsequently the weaknesses (including the points
prioritized) and then describe the indices that are neither strengths nor weaknesses, as
like those that are not interpretable.
Note: the registration protocol from Appendix G may be useful for you to register.
all the results of the WISC-IV, along with their clinical impressions and suggestions for the
clinical comparisons between the new clinical groups of the WISC-IV. If any were applied or
All supplementary subtests of the WISC-IV in order to make clinical comparisons.
planned NICs or, if in accordance with your clinical judgment, you consider that the comparisons
post hoc clinics based on the application of supplementary subtests could yield
useful information, proceed with Step 7.

STEP 7. (Optional) Make selected clinical comparisons

There are six possible clinical comparisons; select which of the six (if any) are
suitable for comparison based on the reason for consultation or the results of the eva-
evaluation (see quick reference 4-12).
Appendix E

Step 7a. Determine if each clinical group is unitary. Use the table that
appears below (to the left), record the scalar score (PE) for
each relevant subtest. In the lines to the right of the box, subtract the
lowest scalar score from the highest to calculate the differences.
If a difference is equal to or greater than 5 points (1.5 SD), the clinical group
related is not unitary and cannot be used for making comparisons
clinics. If the difference is less than 5 points, then the clinical group
It is unitary. Clinical comparisons can only be made when the
groups to compare are unitary

Subtest PE Fluid Reasoning (Gf)

Matrices + Concepts with drawings + Arithmetic _______ ________ ________
MT Higher - Lower = Difference
Visual Processing (Gv)
CD Design with cubes + Incomplete figures
Higher - Lower = Difference
AR Fluid non-verbal reasoning (Gf-nonverbal)
Matrices + Concepts with drawings _______ ________
DC
Higher - Lower = Difference
Verbal fluid reasoning (Gf-verbal)
FI
Similarities + Words in context (clues) _______ ________ ________
Higher - Lower = Difference
Lexical knowledge (Gc-VL)
SE Words in context (clues) + Vocabulary _______ ________
Higher - Lower = Difference
PC General information (Gc-K0)
Comprehension + Information _______ ________ ________
VB Higher - Lower = Difference
Long-term memory (Gc-LTM)
CM
Vocabulary + Information _______ ________ ________
Higher - Lower = Difference
IN
Short-term memory (Gsm-MW)
NL Sequence of numbers and letters + Retention of
digits Higher - Lower = Difference
RD
 Appendix E 45

Step 7b. Only for unit groups, the must be added.

scalar scores of the subtests that make up the group.
Convert the sums of the scalar scores to standard scores
which have an average of 100 and a standard deviation of 15 according to appendix H.
___ __ ___________________________ ___Gf
MT + CD + AR = Sum of scalar scores =
___ __ ___Gv
DC + FI = Sum of scalar scores =
___ ___ ___Gf-no verbal
MT + CD = Sum of scalar scores =
___ ___ ___Gf-verbal
SE + PC = Sum of scalar scores =
___________________________ ___Gc-VL
PC + VB = Sum of scalar scores =
___ __ ___________________________ ___Gc-K0
CM + IN = Sum of scalar scores =
___ __ ___________________________ ___Gc-LTM
VB + IN = Sum of scalar scores =
___ __ ___________________________ ___Gsm-MW
NL + RD = Sum of scalar scores

Step 7c. Conduct planned clinical comparisons

Calculate the difference between the groups in the comparison. If the magnitude of the difference is equal
or greater than the value reported in the following table, then it is infrequent. If the magnitude of the
if the difference is smaller than the value in the table, then the difference is frequent.

Clinical Comparisons Critical valueDifference (use Frequent (F)

the values of Step 7b) Infrequent (IF)

GfvsGv ≥21
Gf-no verbal vs Gv ≥24
Gf-non verbal vs Gf-verbal ≥24
Gc-VL vs Gc-K0 ≥17
Gc-LTM vsGsm-MW ≥24
Gc-LTM vs Gf-verbal ≥17

Note: the differences that are equal to or greater than the critical values listed in the third
The column of this table should be indicated as Infrequent (IF). The differences less than these
Critical values should be indicated as Frequent (F).
Appendix E

Step 7d. Describe the results of the planned clinical comparisons

Regardless of the outcome of Step 7c, it is necessary to review the quick reference.
4-13 to identify an example of an interpretative statement that describes the results
two of the comparisons of groups of child clinicians. If the child showed a weakness
regulations in any of the clinical groups, see quick reference 4-14 for
the hypotheses about the meaning of such discoveries. The quick reference 4-14
it also presents suggestions for educational interventions and instructional strategies
that may be useful for children who show unusual patterns of performance
in the clinical groups of the WISC-IV.

STEP 8. (Optional) Compare the General Capability Index (GCI)

with the Cognitive Competence Index (CCI)
This step requires that both the ICG and the ICC be interpretable.

Step 8a. Determine if the GCI and the CCI are unitary
Score index: ____25_________
(ICV) (IRP) (Difference)

Answer the following question: What is the magnitude of the difference between the ICV and the IRP?
less than 1.5 DEs (<23 points)? (If this question has already been answered in Step 2b,
then that result should be used for Step 8a.)

If the answer is YES, then it is possible to calculate the ICG and interpret that it is a
reliable and valid estimate of a child's general intellectual ability. Proceed
with the following part of this step to determine if it is possible to interpret the ICC.
• If the answer is NO, then it is not possible to make the comparison between the ICG and
the ICC.

Index scores: ____2____ 5_________

(IMT) (IVP) Difference

For the ICC, answer the following question: What is the magnitude of the difference between the IMT
and the IVP is less than 1.5 SDs (<23 points)?

If the answer is YES, then it is possible to calculate both the ICG and the ICC and inter-
to assume that both are reliable and valid estimates of the child's functioning.
Proceed with Step 8b.
If the answer is NO, then it is not possible to make the comparison between the ICG and
the ICC.
 Appendix E 47

Step 8b. Calculate the ICG and the ICC. (If the ICG has already been calculated in Step 2b,
use that value for this step and calculate the ICC
To calculate the ICG: add the scalar scores of the child in the three Subtests.
essentials of ICV and in the three essential subtests of IRP and look for this sum in the
appendix F1 to determine the ICG.

Scalar scores:
___ ___ ___ ___ ___ ___ ____________________________ ____
SE + VB + CM + DC + CD + MT (Sum of scalar scores) (ICG)

To calculate the ICC, add the scalar scores of the child in the two subtests.
IMT and the two from IVP, then look for this sum in appendix F2 to determine the ICC.

Scalar scores:
___ ___ ___ __ ___________________________ ____
RD + NL + CL + BS (Sum of scalar scores) (ICC)

Step 8c. Determine if the magnitude of the difference between the ICG and the ICC
(regardless of direction) is unusually large or infrequent and
it occurs in less than 10% of the WISC-IV standardization sample
____ – ___ = _________
ICG ICC (Difference)

Answer the following question: Is the difference greater than 20 points?

If the answer is YES, the difference is infrequent (Weisset et al., 2006).

If the answer is NO, the difference is frequent.