Wechsler intelligence scale for children,

fifth edition: WISC-V

Juan Antonio Amador Campos

Maria Forns i Santacana
Department of Clinical Psychology and Psychobiology
Personality, Evaluation and Psychological Treatment Section
Faculty of Psychology. University of Barcelona
January, 2019
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Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V)

The first Wechsler intelligence scale for children (Wechsler, 1949) was made up of twelve
tests from the Wechsler-Bellevue scale (Wechsler , 1939). This scale has been prototypical
and, under different forms and successive adaptations, has survived to the present day as a
good measure of intellectual abilities. The use of the Wechsler tests has been spreading to
most countries, and versions have been made for different age levels (adults, school ages
and preschoolers). Successive modifications of the Wechsler scales have incorporated
knowledge about intelligence, cognitive development and neurobiological processes. They
have also incorporated advances in psychometric methods, especially structural models of
intelligence, which makes this new version of the scale a very suitable instrument for the
evaluation of intelligence in the general population and in children and adolescents with
characteristics specific: high intellectual capacity, intellectual disability, learning problems,
attention disorders, etc.

General characteristics
The fifth edition of the Wechsler Intelligence Scale for Children, WISC-V (2014), is the
latest update of the scale originally published in 1949 (WISC). The revised version of the
scale (WISC-R) was published in the United States in 1974 and the Spanish adaptation in
1993. In 1991, the third version of the WISC ( Wechsler Intelligence Scale for Children,
WISC-III ) was published, of which there is no Spanish adaptation. The fourth edition of
the scale (WISC-IV) was published in 2005 and its Spanish adaptation in 2011. The
Spanish adaptation of the WISC-V (Wechsler, 2015) can be applied to children and
adolescents between 6 years and 0 months and 16 years and 11 months of age.
The WISC-V has incorporated many technical improvements compared to its predecessors:
administration instructions are easier; The annotation booklet is very clear, has a careful
design and offers ample spaces and visual keys that make it attractive and easy to use; The
administration and scoring rules are more uniform, which reduces scoring errors, which is
one of the most frequent mistakes in the administration of Wechsler scales (Kaufman,
1990), while increasing reliability. between evaluators. The estimated duration of
administration, in a community sample, of the 10 main tests ranges between 56 and 70
minutes; that of the seven tests necessary to obtain the Total Intelligence Quotient, CIT,
between 41 and 50 minutes; that of the 15 tests, between 80 and 103 minutes (US data).

The Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Document from
job. J. TO. Amador and M. Forns. Faculty of Psychology. University of Barcelona, January
2019.
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Description
The Spanish adaptation of the WISC-V is made up of fifteen tests. Twelve come from the
WISC-IV (Cubes, Similarities, Matrices, Digits, Keys, Vocabulary, Symbol Search,
Information, Letters and numbers, Cancellation , Comprehension, and Arithmetic) and the
I

remaining three are on the WISC-V for the first time (Visual Puzzles, Scales, and Picture
Span). Table 1 contains a description of the fifteen WISC-V tests.

Table 1. WISC-V tests, tasks and measurement objectives

Tests, tasks and measurement objectives Category

Similarities (S). The task is to find the similarities between two words, which
refer to common objects, or between two concepts. It measures the ability to
express the relationships between two concepts, associative thinking and the
capacity for verbal abstraction.
Vocabulary (V) . It requires naming an object that is presented visually (naming),
and defining words of increasing difficulty (CIT) - read by the examiner. Reflects
level 2 education, learning ability, concept formation 6
> verbal and the verbal and semantic richness of the environment in which it is
•2 develops the person evaluated. m
5 Information (I) . The task is to answer questions about Optional a. general
knowledge that can be acquired through
5 formal or informal education, in the environment in which the person evaluated
operates. It evaluates the ability to acquire, store and retrieve learned information
and long-term memory.
Comprehension (CO) . The task is to explain what should be done in certain
circumstances or why certain practices are being followed. It evaluates verbal
comprehension and expression, practical judgment, common sense, and the
acquisition and internalization of cultural elements.

Cubes (C) . The task is to build drawings of increasing complexity with cubes
colored in red and white. Evaluates the (CIT) 5 capacity for visual analysis and
synthesis and the reproduction of abstract geometric drawings.
& Visual puzzles (PV) . The task is to choose the three pieces Main 5.
8 that complete a puzzle that is presented complete as a model.
.8 Measures the ability to analyze and synthesize abstract visual stimuli, establish
relationships between parts and non-verbal reasoning.
Matrices (M). The task is to choose the drawing that completes an incomplete
Main series. Measures abstract reasoning and ability (CIT) 0 to process visual
information.
o Scales (B). Scales with two pans are presented: one of Principal S
= there are one or more weights; the task is to select the weight, or (CIT)
, weights, which balance the pans of the scale. Measure the capacity
I In the WISC-IV, Cancellation was called Animals.
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job. J. TO. Amador and M. Forns. Faculty of Psychology. University of Barcelona, January
2019.
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5 to compare, establish analogies and quantitative reasoning.

Yo Arithmetic (A). The task is to solve mentally Optional
either arithmetic problems and give the answer within a time
8 determined. It evaluates the ability to use abstract numerical concepts, numerical
operations, attention and concentration capacity, and working memory.
Digits (D). It is made up of three tasks: Direct Digits (main consists of repeating
a series of digits, which are presented orally, in the same order that they are
presented) Reverse Digits (repeating a series of digits in the reverse order to that
presented) and Digits in increasing order
5 (repeat the numbers read by the examiner from smallest to largest).
Evaluates attention and resistance to distraction, memory
s immediate auditory and working memory.
S Drawing Span (SD). In this test the child observes during a Principal 2 certain
time a series of drawings; then you must
.S select them, among other drawings, on an answer page, and
I point them out in the same order they were when they were presented to you.
$ Evaluates visual memory and working memory capacity.
Letters and numbers (LN) . In this task, a series of mixed numbers and letters
are presented orally. Then the numbers must be repeated in ascending order and
the letters in alphabetical order.
Evaluates attention, concentration and working memory.
Keys (CL) . The task consists of completing, within a time limit, Main or with
the appropriate symbols, some drawings or digits that appear (CIT) • =
5 .1 paired to a certain symbol. Evaluate the speed and
g€ visual-motor dexterity, handling of pencil and paper and, especially,
i 8 - the capacity for associative learning.
$g> Symbol Search (BS). In this test two main symbols are presented and the person
tested must decide if any of them is present within a set. Evaluates speed and perceptual
precision and speed to process simple visual information.
Cancellation (CA). The task consists of crossing out, within an Optional time
limit, some drawings of animals, mixed with other drawings, in a random or
structured way. It measures vigilance, selective attention, visual processing
speed, and visual-motor speed and coordination.

The total scale is made up of five primary scales and five secondary scales, from which
the corresponding indices are derived, and a total intelligence quotient (CIT). Table 2
shows the scales and derived indices.

Table 2. WISC-V scales and derived indices.

Derived indices Derived indices
Primary scales Secondary scales
Verbal Comprehension Index Reasoning Index of
comprehension
The Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Document from
job. J. TO. Amador and M. Forns. Faculty of Psychology. University of Barcelona, January
2019.
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(CV) verbal, ICV quantitative (RC) Reasoning

quantitative, CRI
Visuospatial (VE) Visuospatial Index, Work memory Memory Index
IVE auditory (MTA) hearing work, IMTA
Reasoning Index of Nonverbal (NV) Nonverbal Index, INV
fluid (RF) fluid reasoning,
IRF
Work memory Memory Index General capacity Capacity Index
(MT) work, IMT (CG) general, ICG
Speed of Speed Index Competence Competition Index
processing (VP) processing, IVP cognitive (CC) cognitive, CCI

The WISC-V provides six core scores, five indices (Verbal Comprehension, ICV;
Visuospatial, IVE; Fluid Reasoning, IRF; Working Memory, IMT; and Processing Speed,
IVP), and a total intelligence quotient (CIT). It also provides five secondary indices:
Quantitative Reasoning, IRC; Auditory working memory, IMTA; Nonverbal, INV;
General ability, ICG, and Cognitive competence, ICC.
The WISC-V distinguishes between main tests (10) and optional tests (5). The 10 main
tests have to be applied to obtain the five main indices; Of the top 10 tests, seven are used
to obtain the CIT. Optional tests can be applied whenever you want to obtain secondary
indices, additional clinical information, or have more detailed information about the
profile of abilities and difficulties of the person evaluated. On occasion, these optional
tests can be used to replace some of the main ones if, for some reason, one of them cannot
be applied or its administration is invalidated. Table 3 shows the tests that make up the
five main indices and the CIT of the WISC-V; Table 4 shows the composition of the
secondary indices and the tests that make them up, and Table 5 shows the substitutions
that are allowed for the calculation of the CIT. It is very important to keep in mind that
only one substitution is allowed in each index. Furthermore, if more than two
substitutions are made, that is, if more than two main tests have been substituted, the CIT
cannot be found.

Table 3. WISC-V primary indices and tests that integrate them

Indices Verbal Spatial Fluid reasoning, Processing speed, Total Scale,
Working
comprehension, view, IVE IRF IVP CIT
memory,
ICV
IMT

Evidence Similarities Cubes Arrays Digits Keys Similarities

main Vocabulary Puzzles Balances Span of Search of Vocabulary

The Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Document from
job. J. TO. Amador and M. Forns. Faculty of Psychology. University of Barcelona, January
2019.
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visuals drawings symbols

Cubes
Matrices
Scales Key
Digits

Evidence Information Arithmetic letters and Cancellation

optional Comprehensio Numbers
n
Note: The main tests are those that make up the corresponding index. The optional ones can replace only one
of the main ones for the calculation of the composite score of the Total Scale (CIT). It is not allowed to
substitute any test of the primary indices.

Table 4. Secondary indices of the WISC-V and tests that integrate them
Indices Quantitative Auditory working Nonverbal, INV General Cognitive
reasoning, IRC memory, IMTA capacity, ICG competence,
ICC
Main tests Balances Digits Cubes Similarities
Visual puzzles Vocabulary Digits
Arrays Cubes Key Drawing
Key Drawing Matrices Span
Span Scales Symbol Search

Evidence Arithmetic letters and

optional Numbers
Note: Substitution of any tests for secondary indexes is not allowed.

The Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Document from
job. J. TO. Amador and M. Forns. Faculty of Psychology. University of Barcelona, January
2019.
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Table 5. Substitutions allowed to obtain the CIT

Tests for calculating the CIT Allowed substitutions
Similarities Information or Understanding
Vocabulary Information or Understanding
Cubes Visual puzzles
Balances Arithmetic
Digits Span of drawings or letters and numbers
Keys Symbol Search or Cancel
Taken from Wechsler, D. (2015). WISC-V. Wechsler Intelligence Scale for Children-V. Application and
correction manual. (p. 29). Madrid: Pearson.

Table 6 shows the primary and secondary indices and the capabilities they measure.

Table 6. WISC-V primary and secondary indices and abilities they assess
Primary indices Capacities that measure
Comprehension It is a measure of crystallized intelligence. Evaluate the capacity
verbal, ICV of verbal reasoning, concept formation and verbal expression.

Spatial vision, IVE

It measures the ability to evaluate visual details, to understand spatial
relationships and to construct geometric designs from a model.

Reasoning Measures the ability to establish relationships between stimuli or

fluid, IRF
visual objects and use reasoning to identify and apply rules.
Memory of Measures the ability to temporarily retain in memory a
work, IMT determined amount of information (visual or auditory), while
working or operating with it.
Speed of Evaluates the ability to explore, order and discriminate
simple visual information quickly and efficiently.
processing, IVP

Capacities that measure

Secondary indexes

Reasoning Measures the ability to operate and reason with numbers and find
quantitative, equivalences between quantities. This index is very useful when
IRC suspects that the person evaluated may have a learning disorder that
affects numerical calculation.
Memory of Measures the ability to temporarily retain in memory a
auditory work, given amount of auditory information, while working
IMTA or operate with it. It is particularly useful in differentiating whether
possible memory problems may be related to

verbal or visual components.

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job. J. TO. Amador and M. Forns. Faculty of Psychology. University of Barcelona, January
2019.
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Nonverbal, INV It measures general intellectual capacity, with little participation of

language. It is very useful in the evaluation of children who have
specific difficulties: hearing problems, deafness, language
impairment or autism spectrum disorders, for example.
General capacity,
ICG It provides a measure of general intellectual aptitude, less dependent
on working memory and processing speed than the CIT. Very useful
in the evaluation of children with attention problems or difficulties
processing information ( slow cognitive tempo )
Cognitive It measures the ability and effectiveness with which information is
competence, ICC processed and manipulated during learning and problem solving.

Goals
The WISC-V is preferably used in clinical, health and educational contexts. Some of the
uses of the WISC-V in these contexts are the following:
Clinical and health field:
1. Collect information that is useful for the differential diagnosis of neurological,
psychological or psychiatric disorders, in order to establish the impact on
intellectual functioning.
2. Describe the intellectual functioning in terms of cognitive abilities and difficulties
of the person evaluated.
3. Prepare intervention programs, according to the strengths and weaknesses of
cognitive functioning, and assess their effectiveness
Related to school:
1. Establish the diagnosis of cognitive abilities in cases that have special educational
needs: learning problems or disorders, attention, giftedness, intellectual disability,
etc.
2. Assess the cognitive skills and difficulties of these people to design intervention
plans.
3. Evaluate the results of the intervention plans.
4. Predict academic performance.

Psychometric characteristics
The sample of the Spanish adaptation of the WISC-V is made up of 1008 children (508
men and 500 women) between 6 years 0 months and 16 years 11 months of age, divided

The Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Document from
job. J. TO. Amador and M. Forns. Faculty of Psychology. University of Barcelona, January
2019.
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into 11 age groups (between n = 79 for the 16-year-old age group and n= 103 for the 7-
year-old age group). The variables that were taken into account to form the groups were:
age, sex, educational level, type of population and geographical area (North, South, East,
Center); Within each geographic region, the area of residence (urban, intermediate or rural)
was also controlled.
The internal consistency of the Spanish adaptation of the WISC-V has been studied using
the two-half method. The reliability of the CIT is 0.95. The primary Indices offer reliability
coefficients that vary between 0.88 (IVP) and 0.93 (IRF); The reliability of the secondary
indices varies between 0.92 (ICC) and 0.95 (INV). The average reliability of the tests is
0.84, and ranges between 0.74 (Comprehension) and 0.93 (Scales). The reliability of Cues,
Symbol Search and Cancellation is based on test-retest correlation.
The typical measurement errors of the WISC-V vary depending on the age group: CIT,
between 3.00 and 3.35. Primary indices: between 3.97 and 6.00 (ICV), between 3.97 and
5.20 (IVE), between 3.35 and 4.74 (IRF), between 3.97 and 5.20 (IMT) , between 4.24 and
6.00 (IVP). Secondary indices: between 3.00 and 4.74 (CRI), between 3.35 and 4.97
(IMTA), between 3.00 and 3.67 (INV), between 3.00 and 3.97 (ICG) , and between 3.67
and 4.50 (ICC).
The WISC-V Technical and Interpretation Manual provides abundant information on
different aspects of the scale's validity: content, response processes, and the internal
structure of the scale. The development of the WISC-V was based on the theoretical
assumption that the scale measures a general cognitive aptitude (general intelligence, g )
that is manifested in five cognitive domains: Verbal Comprehension, Visuospatial, Fluid
Reasoning, Working Memory, and Speech Speed. prosecution. The confirmatory factor
analyzes of the scores of the scale protocols in its Spanish adaptation show that the five-
factor model (Verbal Comprehension, Visuospatial, Fluid Reasoning, Working Memory
and Processing Speed) presents a good fit, both for the 15 tests of the scales as for the 10
main tests and support the proposed structure for the WSC-V.
The Technical and Interpretative Manual also presents data on the relationships between
WISC-V scores with other measures of intellectual ability, adaptive behavior, or conduct
problems. The convergent validity of the Spanish adaptation of the WISC-V has been
studied through the relationship between the scores of this scale and those of the WISC-V
in a sample of 80 participants, between six and 16 years old, during the adaptation process.
Correlations between WISC-V and WISC-IV scores range between 0.59 (IMT) and 0.83
(CIT). The Technical and Interpretative Manual also presents US standardization validity
The Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Document from
job. J. TO. Amador and M. Forns. Faculty of Psychology. University of Barcelona, January
2019.
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data: correlations between WISC-V scores with the Wechsler Preschool and Primary Scale
of Intelligence (WPPSI-IV), the Wechsler Intelligence Scale for Adults (WAIS-IV), the
Kaufman Assessment Battery for Children (KABC-II), the Vineland Scales-II, and some
scales from the Behavioral Assessment System for Children and Adolescents (BASC) for
parents.
Regarding discriminant validity, the Technical and Interpretation Manual presents data on
the sensitivity of the WISC-V scores, in its American and Spanish adaptation, to
discriminate between children belonging to special groups: children with high intellectual
capacity, children with disabilities intellectual disabilities, specific disorders in learning to
read, written expression and mathematics, attention deficit hyperactivity disorder,
disruptive behavior, traumatic brain injury or autism spectrum disorders.

Administration.
The order of administration of the WISC-V follows a similar pattern to its predecessor, the
WISC-IV. The application starts with the Cubes test. Next, the application of the Verbal
Comprehension, Visuospatial, Fluid Reasoning, Working Memory and Processing Speed
tests alternates, which makes the administration of the scale varied and enjoyable and the
effects of fatigue are minimized. The most important aspects of the instructions and
administration rules are the following:

a. There are different starting points, which vary depending on the age of the person
evaluated.
b. Prerequisite, demonstration and learning items are introduced. The prerequisite
items serve to check that the child has the skills to respond to the task (for example,
counting in Digits or counting and saying letters in alphabetical order in Letters and
Numbers).
Most tests include demonstration items, which the administrator performs to
explain and demonstrate to the child how to do the task, and example items, which
the child performs to practice, before answering the scoring items on the test.
c. Help procedures are introduced in some tests (learning items). The examiner gives,
if necessary, the correct answer on the first one or two items of the test, to ensure
that the child has understood the task. These items are clearly indicated in the
recording booklet. It is also clearly specified how to continue when failures occur
in the first items applied.
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job. J. TO. Amador and M. Forns. Faculty of Psychology. University of Barcelona, January
2019.
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d. The start, return, completion and scoring criteria are clearly indicated in the scoring
booklet.
e. The answers are investigated in order to determine whether the tested child really
knows the answer or not, and to check the accuracy and certainty of the answer. In
the correction criteria, the answers that must be, or have been, investigated are
indicated with a P. Indications and acronyms are also provided to record the
answers (see table 7).
f. For items that require two reasons to reach the maximum score, the examiner
should ask for another reason if the child gives only one idea. These elements are
indicated in the administration booklet with an asterisk.
g. Criteria are established to score the answers given after an additional question (P):
(1) If the child, after being asked, gives a more elaborate answer, which improves
the previous one, he obtains a higher score; If the improvement in the answer is not
significant, you are not asked again and are awarded the score you obtained in the
first answer. (2) If the response given after a (P) is of the same range or quality as
the first response, but the two together improve the quality of the response, the
highest score is awarded (for example if the child responds to the item “Umbrella”
from the Vocabulary test: “You carry it when it rains” and after (P) indicates “And
that's why you don't get wet”, it is awarded a higher score, 2 points. (3) If the
child's response after a (P) does not improve or equal the first response, but rather
indicates that he or she has an erroneous understanding of the item, the first
response is considered null and is scored 0.
h. In tests that do not evaluate processing speed, the importance of time in evaluating
responses has been reduced. Thus, it has decreased the

The Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Document from
job. J. TO. Amador and M. Forns. Faculty of Psychology. University of Barcelona, January
2019.
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number of items with a time bonus in the Cubes test and the time bonus in
Arithmetic has been eliminated (as in the WISC-IV).

Table 7. Acronyms for recording answers to the WISC-V.

Acronym Meaning
Q (Question) The child has been asked to clarify his answer
RC (Reminder) The password or some instruction has been remembered
NS (Don't know) The child states that he does not know the answer
NR (No response) The child does not respond to an item
RI (Repetition) The evaluator repeats an item
PR (Ask for The child asks for an item to be repeated
repetition)
AC (Auto Correct) The child corrects himself and gives a new answer
Taken from Wechsler, D. (2015). WISC-V. Wechsler Intelligence Scale for Children-V. Application and
correction manual. (p. 43). Madrid: Pearson.

The training and qualifications that a person using an instrument must have depends on
four factors: (1) the role of the administrator (for example administration, marking and
scoring, reporting), (2) the context, (3) the nature of the test, and (4) the objective of the
evaluation (ACA, 1988; APA, 2002). Evaluators using the WISC-V must have adequate
experience and training in the application, correction, and interpretation of standardized
clinical instruments. They must have a bachelor's degree or university degree in
Psychology, or related fields, and advanced studies (master's degree), related to the areas
in which the test is administered (level C, APA, AERA and NCME, 1966: individually
administered intelligence tests, personality tests and projective methods).

Correction.
The direct scores obtained in each of the tests are transformed into scale scores (mean =
10, standard deviation = 3, range 1 to 19) according to the child's age group. The
Application and Correction Manual provides proportion tables (A1) for the conversion
of direct scores to scalar scores. The tables cover three-month age ranges, from 6 to 16
years and 11 months. The sum of the scale scores corresponding to the Verbal
Comprehension (CV), Visuospatial (VE), Fluid Reasoning (RF), Working Memory
(WM) and Speed scales of The Wechsler Intelligence Scale for Children, Fifth Edition
(WISC -V). Work document. J. TO. Amador and M. Forns. Faculty of Psychology. University of
Barcelona, January 2019.
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processing (VP) and the total scale (CIT) is transformed into Composite Scores, which have
a mean of 100 and a standard deviation of 15, and into percentiles.
The calculation of the CIT is carried out from the sum of the scale scores of seven tests
(Cubes, Similarities, Matrices, Digits, Keys, Vocabulary and Scales), which are clearly
indicated on the summary page of the scoring booklet. The CIT is the most general score
provided by the WISC-V; is a global indicator of cognitive aptitude, which can be interpreted
as a measure of g factor. Discrepancies between the indices, as well as possible fluctuations
in the scale scores of the different tests, decrease the overall explanatory value of the CIT
and invite an in-depth analysis of the significance of the indices, as well as the strengths and
weaknesses of the indices. the person evaluated. Information on procedures and strategies for
the analysis of discrepancies between indices and tests of the WISC-V can be found in Forns
and Amador (2017).
The correction can be done manually, using the tables in the Application and Correction
Manual, or through an optional online application that allows you to calculate the different
test scores.

Example of a case
The WISC-V data presented in this section belong to Jan, a boy of 9 years and 3 months, a
student in the 4th year of Primary Education. Jan was evaluated at the request of his parents
and teachers because he was easily distracted, had a hard time paying attention and
concentrating during classes, and had reading problems. The WISC-V was administered,
along with other tests in the assessment process. This section describes the steps necessary to
manually correct, obtain and interpret the score profile. All tables referenced are in the
Application and Correction Manual. More information can be found in chapter 7 of the
Technical and Interpretation Manual and in Forns and Amador (2017) to further analyze and
interpret the results.

Step 1. Calculation of direct test scores

The direct score (PD) of the tests is the sum of the scores given to each of the items that
make up the test. Once the PD of each of the tests has been obtained, according to the
application and scoring criteria, it is noted in the box

The Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Document from
job. J. TO. Amador and M. Forns. Faculty of Psychology. University of Barcelona, January
2019.
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corresponding to each test and is subsequently transferred to the corresponding table on the
summary page of the annotation booklet (Table 1).

Table 1. Jan's WISC-V scores. (Chronological age, 9 years and 3 months)

Proof P.S. Scalar score
Cubes (C) 26 10 10
Similarities (S) 23 9 9
Matrices (M) 20 12 12
Digits (D) 21 9 9
Keys (CL) 32 8 8
Vocabulary (V) 20 7 7
Scales (B) 18 10 10
Visual puzzles (VP) 15 11 (11)
Drawing Span (SD) 21 8 (8 )
Symbol Search (BS) 19 8 (8)
Information (I) 15 (9)
Letters and numbers (LN) 12 (7)
Cancellation (CA) 56 (10)
Comprehension (CO) 22 (11)
Arithmetic (A) 16 (9)
Sum of scalar scores 16 21 22 17 16 65
CV VE RF MT VP Scale
Total

Step 2. Converting direct scores to scale scores

In a normative reference measure the direct score cannot be interpreted directly and must be
transformed into a standardized score. In this case, the direct score is transformed, through
comparison with the group norm, to a scale of mean 10 and standard deviation 3.
Table A.1, corresponding to the age range 9 years 0 months to 9 years 3 months (9:0 9:3)
allows direct scores to be converted into scalar scores. Next, the scale scores of the main
tests that make up the different indices and the CIT are added.

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job. J. TO. Amador and M. Forns. Faculty of Psychology. University of Barcelona, January
2019.
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Step 3. Calculation of the sums of the scalar scores
Similarly, the sum of the scale scores of each index is transformed into composite scores
(mean = 100 and standard deviation = 15), so that the data from the five indices and the CIT
can be comparable.
This transformation is carried out by consulting the tables of A.2, A.3, A.4, A.5, A.6 and
A.7, in which the percentiles and confidence intervals corresponding to the values of the
composite score (Table 2).

Table 2. Converting sums of scale scores to composite scores and percentiles

Index Sum of scalar scores Composite Percentile Confidence Qualitative
score interval 90% or classification
95%

ICV 16 89 23 82-99 Medium-

low
IVE 21 102 55 93-110 Half
IRF 22 106 66 98-113 Half
IM T 17 91 27 84-100 Half
IVP 16 89 23 81-99 Medium-
low
CIT 65 95 37 89-101 Half
ICV = Verbal Comprehension Index; IRF = Perceptual Reasoning Index; IMT Working Memory Index; IVP =
Processing Speed Index; CIT = Total Intelligence Quotient

The total IQ is not the sum or average of the five indices, but comes from the sum of the
scale scores of seven main tests (Cubes, Similarities, Matrices, Digits, Keys, Vocabulary
and Scales, WISC-V. Application and correction manual, pp. 52-53).
Confidence interval. The choice of the confidence interval depends on the objective of the
evaluation and the number of score comparisons to be made. Taking into account the type of
demand for the evaluation, a demanding confidence level (0.5) has been chosen. In the
following section this concept will be explained more fully.
Classification of composite scores . Table 7.3 of the Technical and Interpretation Manual
presents the qualitative classification of the different ranges of WISC-V composite scores.
Table 3 collects this information.

Table 3. Classification of WISC-V composite scores

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Qualitative Percentage of Spanish typing sample (N =
Composite score
classification 1008)
130 and above Very high 2,6
120-129 High 6,1
110-119 Medium-high 16,4
90-109 Half 53,7
80-89 Medium-low 14,4
70-79 Low 4,3
Less than 70 Very low 2,7
Modified from Table 7.3, Qualitative Classification of Composite Scores, in the Technical and Interpretation
Manual, p. 125.

PRIMARY ANALYSIS
A child's performance on an intelligence scale such as the WISC-V can be analyzed from his
profile of scores in the different tests that make up the scale, and from the composite scores
of the primary indices. However, it is very useful to make a comparison of scores from both
an inter-individual perspective (comparing the scores obtained by a child with those of his or
her age reference group, for example) or an intra-individual perspective (comparing the
scores obtained by a child in different indices or tests). These comparisons are very useful to
obtain information about the child's strengths and weaknesses and to design intervention
plans appropriate to their needs. More information can be found in chapter 7 of the Technical
and Interpretation Manual and in Forns and Amador (2017) to delve deeper into this section.
The steps necessary to perform this analysis, using the scores from the Jan case, are
described below.

Step 1. Determination of strengths and weaknesses

Before starting this analysis it is important to choose the significance level of the critical
value, the reference group for the base rate and the comparison score, to calculate the
strengths and weaknesses.

Significance level of the critical value. The critical value is the minimum value that the
difference between the index scores, or tests, and the comparison score must reach for this
difference to be considered significant and not due to chance. The choice of the confidence

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interval for the critical value depends on the objective of the evaluation and the number of
score comparisons to be made. When few comparisons are made, or in low-stakes evaluation
situations, in which it is not too important that type I errors (false positives) can be made,
less strict significance levels can be used, for example, 0.10 or 0. ,fifteen. When a significant
number of comparisons must be made at the same time (for example, the comparison
between the scores of all the primary indices) or the possibility of type I errors must be
minimized, then it is better to use more demanding significance levels (0, 05 or 0.01). In this
case, the level of 0.05 has been chosen.

Reference group for the base rate. The base rate is the observed prevalence or frequency of a
difference in the general population. Indicates whether the difference between two scores is
frequent or infrequent, regardless of whether it is statistically significant or not. Choosing the
normal sample, or the aptitude level, as the reference group for the base rate depends on the
objectives of the evaluation and the expected level of cognitive aptitude. If the expected
aptitude is at a medium level (or medium high/low), it is most appropriate to choose the total
sample as the reference group. If the child's aptitude is expected to be at high or low levels,
or belongs to special populations, it is better to choose the aptitude level as the reference
group. Any base rate ≤ 15% is considered uncommon (Sattler, 2008).

The comparison score. It is the average score chosen to calculate the strengths or weaknesses
of the indices and tests. When the scores of the five primary indices are available, it is
recommended to use the mean of the primary indices (MIP) as a comparison score to
calculate the strengths and weaknesses of the indices.

If test scores for the primary indices are not available or valid, the CIT should be used as a
comparison score. Regarding the determination of the strengths and weaknesses of the tests,
it is recommended to use the mean of the scale scores of the tests (MPE-P) as a comparison
score. If the scores for the top 10 tests are not available or are not valid, the average of the
seven tests from which the CIT (MPE-CI) is calculated should be used.
In this case, the MIP has been chosen as the comparison score, the significance level of the
chosen critical value is 0.05 and the reference group for the base rate is the total sample
(Table 4).
For the comparison of the tests, the MPE-P and a significance level of the critical value of

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0.05 have been chosen (Table 5).

Table 4. Index comparison options

Index comparison options
Comparison Score
Sum of scores
of the 5 indices
primary
IPM
■ IPM 477 ÷5 = 954

CIT
—
CIT
—

Critical value significance level

0,01 ■ 0,05 0,10 0,15
Base Rate Reference Group
■ Total sample Fitness level

Table 5. Test comparison options

Test comparison options
Comparison Score

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Sum of the
scale scores of the top 10 tests
MPE-P
MPE-P
92
÷ 10 9,2

Sum of scale scores of the 7 CIT tests

CIT ÷7 MPE-CI
MP-CI

Critical value significance level

0,01 ■ 0,05 0,10 0,15

Table 6 shows the calculation of the strengths and weaknesses of the five indices and the 10
main tests of the WISC-V, with the scores obtained by Jan. To analyze the strengths and
weaknesses, tables B.1, B.2, B.3 and B.4 of the Application and Correction Manual must be
consulted.

Table 6. Strengths and weaknesses of Jan's WISC-V scores

Comparison Punctuat Rate Differen Worth Strong Base rate
ion tion of ce critical or weak
comparison point

ICV 89 ‒ 95,4 = - 6,4 9,44 F or D

IVE 102 ‒ 95,4 = 6,6 10,34 F or D
0 106 ‒ 95,4 = 10,6 8,44 F or D ≤ 15/10
.2 IRF
IM T 91 ‒ 95,4 = - 4,4 10,76 F or D
IVP 89 ‒ 95,4 = - 6,4 12,31 F or D
Similarities 9 ‒ 9,2 = - 0,2 2,57 F or D
e Vocabulary 7 ‒ 9,2 = - 2,2 2,97 F or D
5 Cubes 10 ‒ 9,2 = 0,8 3,07 F or D
3
TO Puzzles 11 ‒ 9,2 = 1,8 2,97 F or D
visuals

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Arrays 12 ‒ 9,2 = 2,8 2,34 F or D ≤ 10/5
Balances 10 ‒ 9,2 = 0,8 1,94 F or D
Digits 9 ‒ 9,2 = - 0,2 2,46 F or D
Span of 8 ‒ 9,2 = - 1,2 3,50 F or D
drawings
Keys 8 ‒ 9,2 = - 1,2 3,57 F or D
Search of 8 ‒ 9,2 = - 1,2 3,50 F or D
symbols

Step 2. Comparison between indices/tests

This second step of the primary analysis is used to determine whether the differences
between different indices, and tests, are significant or not. As in step 1, it is possible to select
different comparison options (Tables 7 and 8). In this case, the significance level of 0.05 has
been selected, both for the comparison between indices and between tests. To analyze the
comparison between scores, tables B.5, B.6, B.7 and B.8 of the Application and Correction
Manual must be consulted.

Table 7. Index comparison options

Indices comparison options Level of significance of the
critical value
0,01
■ 0,05 0,10 0,15
Base Rate Reference Group
Total sample Fitness level

Table 8. Test comparison options

Test comparison options
Critical value significance level
0,01 ■ 0,05 0,10 0,15

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Table 9. Comparison between indices/tests of Jan's scores on the WISC-V
Comparison Rate Rate They differ Worth Rate Difference
tion 1 tion 2 Inc critical to base
meaning

ICV-IVE ICV89 ‒ IVE 102 = - 13 11,76 Yeseither N

20,7
ICV-IRF ICV89 ‒ IRF 106 = -17 10,18 Yeseither N
12,1
ICV-IMT ICV89 ‒ IM T 91 = -2 12,12 Yeseither N
Indices

ICV-IVP ICV89 ‒ IVP 89 = 0 13,47 Yeseither N

IVE-IRF IVE 102 ‒ IRF 106 = -4 11,00 Yeseither N
IVE-IMT IVE 102 ‒ IMT 91 = 11 12,81 Yeseither N
IVE-IVP IVE 102 ‒ IVP 89 = 13 14,10 Yeseither N
IRF-IMT IRF 106 ‒ IMT 91 = 15 11,38 Yeseither N
16,7
IRF-IVP IRF 102 ‒ IVP 89 = 17 12,81 Yeseither N
Similarities - S 9 ‒ V7 = 2 3,50 Are
Vocabulary
Cubes - C 10 ‒ PV 11 = -1 3,31 Are
Puzzles
visuals
Arrays - M 12 ‒ B 10 = 2 2,74 Are
Evidence

Balances
Digits - D9 ‒ SD 8 = 1 2,96 Are
Span of
drawings
Keys - CL 8 ‒ BS 8 = 0 3,63 Are
Symbol Search

SECONDARY ANALYSIS
This analysis is very useful in the case of evaluating children who belong to special
populations. Depending on the reason for the evaluation, only a few steps of this analysis
may need to be performed. In chapter 7 of the Technical and Interpretative Manual and in
Forns and
Amador (2017) more information can be found to go deeper in this section. The steps

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necessary to perform this analysis are described below.

Step 1. Calculation of sums of scalar scores

The first step of this analysis is to calculate the sum of scale scores of the tests that form each
of these secondary indices (Table 10).

Table 10. Sum of scale scores of the tests that form the secondary indices

Proof Scalar score

Cubes (C) 10 10
Similarities (S) 9
Matrices (M) 12 12
Digits (D) 9 9
Keys (CL) 8 8
Vocabulary (V) 7
Scales (B) 10 10 10
Visual puzzles (VP) 11
Drawing Span (SD) 8 8
Symbol Search (BS) 8
Information (I)
Letters and numbers (LN) 7
Cancellation (CA)
Comprehension (CO)
Arithmetic (A) 9
Sum of scalar scores 19 16 59 48 33
IRC IMTA INV ICG ICC
CRI = Quantitative Reasoning Index; IMTA = Auditory Working Memory Index; INV= Non-verbal index;
GCI = General ability index; ICC = Cognitive Competence Index.

Step 2. Calculation of secondary indices

These scores are then added and the sum of scalar scores is converted into composite scores
of the indices, centiles and range of the composite score of the indices, according to the
chosen confidence interval (Table 11). In this case, a 95% confidence interval has been
chosen for the comparison of the secondary indices (Table 11). To convert the sum of the
scalar scores to composite scores of the indices, tables C.1, C.2, C.3 must be consulted. C.4

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and C.5 of the Application and Correction Manual.

Table 11. Converting the sum of scalar scores to composite scores

of secondary indexes
Scale Index Percentile Confidence
Sum of scalar
interval 90% or
scores
95%

Quantitative reasoning 19 CRI =97 42 90-104

Auditory working memory 16 IMTA = 89 23 82-98
Non verbal 59 INV = 98 45 92-104
General capacity 48 ICG = 98 45 91-105
Cognitive competence 33 ICC = 87 19 80-96

Step 3. Comparison between composite/test scores

This step aims to examine whether the differences between secondary indices, and between
tests, are significant or due to chance. Before making the comparison and analysis, the level
of significance of the critical value and the reference group must be chosen for the base rate
of the comparison between indices (Table 12) and the level of significance of the critical
value for the comparison between tests ( Table 13). In this case, 0.05 has been chosen as the
significance level, in both cases, and the total sample has been chosen as the reference group
for the base rate.

Table 12. Composite Score Comparison Options

Critical value significance level
0,01 0,05 0,10 0,15
Base Rate Reference Group
Total sample Fitness level

Table 13. Test comparison options

Critical value significance level

0,01 ■ 0,05 0,10 0,15

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Table 14 shows the results of the comparison between composite scores of the secondary
indices and the scale scores of the tests. To carry out this analysis, tables B.7, B.8, C.6, C.7
and C.8 of the Application and Correction Manual must be consulted.

Table 14. Comparison between composite scores and between scale scores of the tests. Jan's
WISC-V results
Comparison Rate Rate They differ Worth
Difference Rate
tion 1 tion 2 Inc critical significant base
ICG – CIT ICG 98 ‒ CIT 95 = 3 3,75 Yeseither
N
Indices

21,4
ICG – ICC ICG 98 ‒ ICC 87 = 11 10,18 Yeseither
N
IMT -IMTA
Balances- BIMT
10991 ‒‒ At
IMTA
9 == 12 8,74
2,99 Yeseither
Yes or N
Arithmetic
Evidence

Digits – D9 ‒ LN 7 = 2 3,04 Yes or N

letters and
numbers

PROCESSING ANALYSIS
Processing analysis allows you to analyze the scores obtained in certain tests from an
information processing approach. This analysis can be useful to measure how quickly and
accurately certain information is processed and analyze possible strengths and weaknesses.
The analysis is carried out based on the scores of four tests: Cubes, Digits, Drawing Span
and Cancellation. More information can be found in chapter 7 of the Technical and
Interpretation Manual and in Forns and Amador (2017) to delve deeper into this section. The
scores used in this analysis are defined below and the steps to perform it are described.

Cubes without time bonus (Cs). It is calculated from the direct Cube score without including
time bonuses, if any. Jan's direct score is 26.
Partial cubes (Cp). It is calculated from the number of cubes correctly placed on all items
(including return items) and the points awarded as a time bonus on items 10 to 13. To
calculate the score of the items with a time bonus (10 to 13), table 7.7 of the Application and
Correction Manual must be consulted. Jan's direct score is 35.
Digits in direct order (Dd). It is obtained by adding the scores obtained in all the Digits items

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in direct order. Jan's direct score is 9.
Digits in reverse order (Di). It is obtained by adding the scores obtained in all the Digits
items in reverse order. Jan's direct score is 7.
Digits in increasing order (Dc). It is obtained by adding the scores obtained in all the Digits
items in increasing order. Jan's direct score is 5.
Random cancellation (CAa). It is the direct score obtained in the random presentation of the
stimuli. Jan managed to cross out 25 stimuli correctly, so his direct score is 25.
Structured cancellation (CAe). It is the direct score obtained in the structured presentation of
the stimuli. Jan managed to correctly cross out 31 stimuli, so his direct score is 31.
Span of Digits in direct order (SpanDd). It is the number of digits remembered in the last
direct order attempt scored with 1 point. In Jan's case, the last sequence that he managed to
remember well has six digits, so his direct score is 6.
Span of Digits in reverse order (SpanDi). It is the number of digits remembered in the last
reverse order attempt scored with 1 point. In Jan's case, the last sequence that he managed to
remember well has four digits, so his direct score is 4.
Span of Digits in increasing order (SpanDc). It is the number of digits remembered in the
last attempt of increasing order scored with 1 point. For example, in Jan's case, the last
sequence he managed to remember well has four digits, so his direct score is 4.
Span of stimuli from Span of pictures (SpaneSD). It is the number of drawings of the
stimulus page shown in the last item scored with a maximum score (2). In Jan's case, the last
item scored 2 has three stimuli, so his direct score is 3.
Span Answers Span Drawings (SpanrSD). It is the number of drawings on the answer page
shown in the last item scored with a maximum score (2). In Jan's case, the last item scored 2
has six stimuli on its response page, so his direct score is 6.
Span of Letters and Numbers (SpanLN). It is the number of letters and numbers remembered
in the last attempt scored with 1 point (maximum score). In Jan's case, the last item scored
with 1 point has three letters and numbers, so his direct score is 3.

Step 1. Converting Direct Scores to Scalar Processing Scores

The first step of this analysis is to transform the direct scores obtained on the Cubes, Digits
and Cancellation tests into scalar scores. To carry out this analysis, table C.9 of the
Application and Correction Manual must be consulted (Table 15).

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Table 15. Converting direct scores to scalar processing scores

Processing score P.S. Scalar score

Cubes without time bonus (Cs) 26 11
Partial Cubes (Cp) 35 10
Digits in direct order (Dd) 9 12
Digits in reverse order (Di) 7 8
Digits in increasing order (Dc) 5 7
Random cancellation (CAa) 25 10
Structured cancellation (CAe) 31 10

Step 2. Comparison between scalar processing scores

Once the direct processing scores are transformed into scalar scores, these scores must be
compared. Before the comparison, the significance level of the critical values for this
comparison must be chosen (Table 16). In this case, the value 0.05 has been chosen.

Table 16. Processing Score Comparison Options

Critical value significance level
0,01 ■ 0,05 0,10 0,15

Next, the different processing scores are subtracted, the critical values are noted, whether the
differences are significant and the base rate of these differences are established (Table 17).
To compare the scalar processing scores, consult tables C.10 and C.11 of the Application and
Correction Manual (Table 17).

Table 17. Comparison between scalar processing scores

Comparison Punctuation Punctuation Difference Worth Significant Base
1 2 critical difference rate

C – Cs C 10 ‒ Cs 11 = -1 3,66 Are
C – Cp C 10 ‒ Ch 10 = 0 3,40 Are
Dd – Say Dd 12 ‒ Say 8 = 4 3,90 Are 10
Dd – Dc Dd 12 ‒ DC 7 = 5 3,80 Are 6,6
Di – Dc Say 8 DC 7 1 3,52 Are
LN – Dc LN 7 ‒ DC 7 = 0 3,42 Are

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CAa – CAe ACa 10 ‒ CAe 10 = 0 3,59 Are

Step 3. Converting Direct Processing Scores to Base Rates

Table 18 shows the direct scores and the base rates corresponding to the processing scores.
To obtain the base rates corresponding to the direct processing scores, consult Table C.12 of
the Application and Correction Manual (Table 18).

Table 18. Converting Direct Processing Scores to Base Rates

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Processing score P.S. base rate

Digit Span in direct order (SpanDd) 6 27,3
Digit Span in Reverse Order (SpanDi) 4 67,0
Digit Span in increasing order (SpanDc) 4 94,3
Span of drawings Span stimuli (SpaneSD) 3 98,9
Span Answers Span Drawings (SpanrSD) 6 95,5
Span of Letters and Numbers (SpanLN) 3 98,9

Step 4. Comparison between direct processing scores

To carry out this comparison, the direct processing scores that are in table 18 are noted, their
difference is found and the base rate corresponding to this difference is found, according to
the reference group (Total sample or Age group). In this case, the total sample has been
chosen as the reference group. To obtain the base rates corresponding to the differences
between the direct processing scores, consult tables C.13, C.14 and C.15 of the Application
and Correction Manual (Table 19).

Table 19. Comparison between direct processing scores

Base Rate Reference Group
■ Total sample Age group
Punctuation from PD 1 PD 2 Difference Base rate
prosecution
SpanDd ‒ SpanDi 6 ‒ 4 = 2 33,0
SpanDd ‒ SpanDc 6 ‒ 4 = 2 10,2

SpanDi ‒ SpanDc 4 ‒ 4 = 0 28,4

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The Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Document from
job. J. TO. Amador and M. Forns. Faculty of Psychology. University of Barcelona, January
2019.