| |
| |
Introduction | |
| |
| |
Preface | |
| |
| |
Contributors | |
| |
| |
| |
The Evolution of the Wechsler Scales | |
| |
| |
| |
Historical Overview of Intelligence and Memory: Factors Influencing the Wechsler Scales | |
| |
| |
| |
Introduction | |
| |
| |
The early 1800s | |
| |
| |
Galton and Cattell | |
| |
| |
Spearman's Two-Factor Theory and Thorndike's Multifactorial Theory | |
| |
| |
Binet and Simon: The Measurement of Intelligence in Children | |
| |
| |
Yerkes and intelligence tests in the Military | |
| |
| |
The Wechsler Scales of Intelligence | |
| |
| |
History of Memory Assessment | |
| |
| |
The Concept of Memory | |
| |
| |
Clinical Assessment of Memory | |
| |
| |
Discussion | |
| |
| |
References | |
| |
| |
| |
Revising a Standard: An Evaluation of the Origin and Development of the WAIS-III | |
| |
| |
| |
Why a Revision Was Necessary | |
| |
| |
Changing Test Scores and Norms | |
| |
| |
Revised Test Structure | |
| |
| |
Goals for the WAIS-III Revision | |
| |
| |
Deciding What to Change | |
| |
| |
Changes and Reactions | |
| |
| |
Emphasis on the Factor Scores | |
| |
| |
Events Leading up to the WAIS-III | |
| |
| |
Wechsler's Unrealized Goal: Measurement of Nonintellective Factors | |
| |
| |
Description of Subtests | |
| |
| |
Vocabulary | |
| |
| |
Information | |
| |
| |
Similarities | |
| |
| |
Comprehension | |
| |
| |
Block Design | |
| |
| |
Picture Completion | |
| |
| |
Matrix Reasoning | |
| |
| |
Picture Arrangement | |
| |
| |
Object Assembly | |
| |
| |
Letter Number Sequencing | |
| |
| |
Digit Span | |
| |
| |
Arithmetic | |
| |
| |
Digit Symbol | |
| |
| |
Symbol Search | |
| |
| |
Summary | |
| |
| |
References | |
| |
| |
| |
The Wechsler Memory Scale, Third Edition: A New Perspective | |
| |
| |
| |
Historical Factors Leading to the Development of the Wechsler Memory Scale | |
| |
| |
The Wechsler Memory Scale | |
| |
| |
The Publication of the WMS-R | |
| |
| |
Development of the WMS-III | |
| |
| |
Description of WMS-III | |
| |
| |
Structure of WMS-III Index and Subtests Scores | |
| |
| |
The Auditory Immediate and Delayed Index Scores | |
| |
| |
Verbal Paired Associates | |
| |
| |
The Visual Immediate and Visual Delayed Indexes | |
| |
| |
Working Memory Index | |
| |
| |
The Auditory Recognition Delayed Index | |
| |
| |
General and Immediate Memory | |
| |
| |
Support for the WMS-III Structure | |
| |
| |
Conclusions | |
| |
| |
References | |
| |
| |
| |
Reducing Variance When Interpreting WAIS-III and WMS-III Scores: Introduction to Chapters 4-8 | |
| |
| |
| |
Assessment of Cognitive Functioning with the WAIS-III and WMS-III: Development of a Six-Factor Model | |
| |
| |
| |
Contemporary Models of Cognitive Functioning | |
| |
| |
Factor-Analytic Studies of the Wechsler Scales | |
| |
| |
Joint WAIS-III/WMS-III Factor-Analytic Studies | |
| |
| |
The Development of New Norms for a Six-Factor Model of Cognitive Functioning | |
| |
| |
Development of New Index Scores | |
| |
| |
Psychometric Properties | |
| |
| |
Reliability Coefficients | |
| |
| |
Conclusion | |
| |
| |
References | |
| |
| |
| |
Demographic Effects and Use of Demographically Corrected Norms with the WAIS-III and WMS-III | |
| |
| |
| |
Demographic Influences and Normative Corrections | |
| |
| |
Sensitivity of Demographically Corrected WAIS/WMS Factor Scores to Neurocognitive Impairment | |
| |
| |
Subject Samples | |
| |
| |
Developing Demographically Corrected T-Scores | |
| |
| |
Age Effects | |
| |
| |
Education Effects | |
| |
| |
Sex Effects | |
| |
| |
Ethnicity Effects | |
| |
| |
Sensitivity of WAIS-WMS-Corrected Scores to Neuropsychiatric Disorders | |
| |
| |
Conclusions | |
| |
| |
References | |
| |
| |
| |
WAIS-III WMS-III Discrepancy Analysis: Six-Factor Model Index Discrepancy Base Rates, Implications, and a Preliminary Consideration of Utility | |
| |
| |
| |
Introduction | |
| |
| |
Understanding Difference Scores: The Logic of Discrepancy Analysis | |
| |
| |
Clinical Meaning versus Statistical Significance | |
| |
| |
Psychometric Foundations | |
| |
| |
Descriptive versus Inferential Uses of Discrepancy Data | |
| |
| |
Discrepancy Data Provided in This Chapter | |
| |
| |
WAIS-III WMS-III Discrepancy Data Provided with the Tests | |
| |
| |
Generating Six-Factor Model Index Score Discrepancy Base-Rates | |
| |
| |
How Do These Base Rate Differ from Those Already Available? | |
| |
| |
Unidirectional (1-Tail) versus Bidirectional (2-Tail) Discrepancy Base Rates | |
| |
| |
Understanding Discrepancy Base Rates: Clinically Informative Trends | |
| |
| |
The Rarity of a Discrepancy Varies across Comparison Pairs | |
| |
| |
Discrepancies Vary in Size across Intellectual Levels | |
| |
| |
The Direction of Discrepancies Varies with Intelligence Level | |
| |
| |
Which Index Contrasts Are Most Likely to Be Clinically Useful? | |
| |
| |
Sensitivity to Brain Dysfunction per se | |
| |
| |
Conventional Contrasts: Within-WAIS-III | |
| |
| |
Conventional Contrasts: Within WMS-III | |
| |
| |
Working Memory versus Memory Indexes | |
| |
| |
Auditory versus Visual Index | |
| |
| |
WAIS-III-WMS-III Contrasts | |
| |
| |
Traditional IQ-Memory Comparisons | |
| |
| |
VCI as "Best Estimate" of Premorbid Status | |
| |
| |
Discrepancies between the POI and WMS-III Scores | |
| |
| |
Index-to-Index Discrepancies | |
| |
| |
Does Discrepancy Analysis Work? | |
| |
| |
| |
Brain Impairment | |
| |
| |
| |
Subtest Variability | |
| |
| |
| |
Reliability | |
| |
| |
| |
False Negatives for Co-occuring Intellectual-Memory Declines | |
| |
| |
| |
Sensitivity | |
| |
| |
| |
False Positives with High-IQ Subjects | |
| |
| |
| |
False Negatives with Low-IQ Subjects | |
| |
| |
| |
Demographics | |
| |
| |
Concluding Comments | |
| |
| |
References | |
| |
| |
| |
Diagnostic Validity | |
| |
| |
| |
Overview | |
| |
| |
Group versus Individual Statistics | |
| |
| |
Asking the Right Question | |
| |
| |
Diagnostic Validity Indices | |
| |
| |
Odds Ratios | |
| |
| |
Diagnostic Validity Indices and the WAIS-III and WMS-III | |
| |
| |
From Diagnostic Validity to Clinical Utility | |
| |
| |
Understanding Base Rates | |
| |
| |
Likelihood Ratios | |
| |
| |
Likelihood Ratios and WAIS-III and WMS-III Indices | |
| |
| |
Clinical Application | |
| |
| |
References | |
| |
| |
| |
Use of the WAIS-III and WMS-III in the Context of Serial Assessments: Interpreting Reliable and Meaningful Change | |
| |
| |
| |
Serial Assessment and Evidence-Based Health Care | |
| |
| |
Case Examples | |
| |
| |
Factors Affecting Test-Retest Performances | |
| |
| |
Bias | |
| |
| |
Error | |
| |
| |
Methods for Assessing Reliable Change | |
| |
| |
Reliable Change Indices | |
| |
| |
Standardized Regression-Based Change Scores | |
| |
| |
Meaningful and Reliable Test-Retest Change on the WAIS-III and WMS-III | |
| |
| |
Application of the SRB Approach | |
| |
| |
Using Demographically Corrected Scores in the Context of Serial Assessments | |
| |
| |
Impact of Serial Assessments on Base Rates of Discrepancy Scores | |
| |
| |
Summary and Conclusions | |
| |
| |
References | |
| |
| |
| |
Dealing with "curveballs" when using the WAIS-III and WMS-III: The interpretation of an unstandardized administration | |
| |
| |
| |
Assessment of the Non-Native English Speaker: Assimilating History and Research Findings to Guide Clinical Practice | |
| |
| |
| |
Introduction | |
| |
| |
Ellis Island and the Assessment of the Immigrant | |
| |
| |
Assessment of Military Recruits During World War 1 | |
| |
| |
Advances, Current Approaches and Opinions | |
| |
| |
The Relationship between Acculturation and Cognitive Functioning | |
| |
| |
The Relation between Acculturation and WAIS-III and WMS-III Scores | |
| |
| |
Discussion | |
| |
| |
References | |
| |
| |
| |
Accuracy of WAIS-III--WMS-III Joint Factor Scores When One or More Subtests Is Omitted or an Alternate Subtest Is Employed | |
| |
| |
| |
Background | |
| |
| |
Method | |
| |
| |
Sample | |
| |
| |
Conversion of Scores to a Common Metric | |
| |
| |
Evaluation of Estimation Accuracy | |
| |
| |
Determining the Accuracy of Prorated Estimates of Full Scale IQ and General Memory Index | |
| |
| |
Determining the Accuracy of Subtest Substitution-Based Estimates of the Factor Scores | |
| |
| |
Impact of Subject Characteristics on The Accuracy of Estimates | |
| |
| |
Examining Sensitivity and Specificity | |
| |
| |
Results | |
| |
| |
Organization of the Results Tables and Text | |
| |
| |
Summary of Results by Factor Score | |
| |
| |
Predicting Full Scale IQ and General Memory Index from the Subtests within the WAIS-III and WMS-III Factor Scores | |
| |
| |
Sensitivity and Specificity: Selected Examples | |
| |
| |
Discussion | |
| |
| |
Verbal Comprehension | |
| |
| |
Perceptual Organization | |
| |
| |
Processing Speed | |
| |
| |
Working Memory | |
| |
| |
Auditory Memory factor | |
| |
| |
Visual Memory factor | |
| |
| |
Full Scale IQ and General Memory Index | |
| |
| |
Caveats and Limitations | |
| |
| |
Conclusions | |
| |
| |
References | |
| |
| |
| |
Accommodating Clients with Disabilities on the WAIS-III and WMS | |
| |
| |
| |
The Challenge of Clients with Disabilities | |
| |
| |
Decision-Making Framework for Accommodations | |
| |
| |
Construct-Irrelevant Variance | |
| |
| |
Construct Underrepresentation | |
| |
| |
Representing the Construct of Intelligence | |
| |
| |
Deleting Subtests When Estimating Intelligence | |
| |
| |
A Model for Accommodation Decision Making in Assessment | |
| |
| |
Legal Issues in Accommodations | |
| |
| |
How Should Accommodations Affect Test Scores? | |
| |
| |
Summary | |
| |
| |
Research on Accommodations | |
| |
| |
Deafness | |
| |
| |
Visual Disabilities | |
| |
| |
Motor Impairments | |
| |
| |
Learning Disabilities | |
| |
| |
Neuropsychological Assessment and Accommodations | |
| |
| |
Research on Clinicians with Disabilities | |
| |
| |
Conclusions | |
| |
| |
Practices to Promote | |
| |
| |
Practices to Avoid | |
| |
| |
References | |
| |
| |
| |
Training Others to Administer the WAIS-III and WMS-III: A Guide to Practical Issues | |
| |
| |
The WAIS-III and WMS-III: Practical Issues and Frequently Asked Questions | |
| |
| |
| |
Introduction | |
| |
| |
Why Use the WAIS-III and WMS-III If You Already Have the WAIS-R and WMS-R? | |
| |
| |
Administration | |
| |
| |
Teaching the Basics | |
| |
| |
Introduction of Tests and Establishing and Maintaining Rapport | |
| |
| |
Testing the Impaired Patient | |
| |
| |
Repeating Instructions/Items | |
| |
| |
When and How to Query | |
| |
| |
Testing the Limits | |
| |
| |
Practical Issues with WAIS-III Subtests | |
| |
| |
Vocabulary | |
| |
| |
Similarities | |
| |
| |
Arithmetic | |
| |
| |
Information | |
| |
| |
Comprehension | |
| |
| |
Digit Span and Letter-Number Sequencing | |
| |
| |
Picture Completion | |
| |
| |
Digit-Symbol and Coding | |
| |
| |
Block Design | |
| |
| |
Matrix Reasoning | |
| |
| |
Picture Arrangement | |
| |
| |
Symbol Search | |
| |
| |
Object Assembly (optional) | |
| |
| |
Practical Issues with the WMS-III | |
| |
| |
Logical Memory I and II | |
| |
| |
Verbal Paired Associates I and II | |
| |
| |
Faces I and II | |
| |
| |
Family Pictures I and II | |
| |
| |
Spatial Span | |
| |
| |
Word List I and II (optional) | |
| |
| |
Visual Reproduction I and II (optional) | |
| |
| |
Information and Orientation (optional) | |
| |
| |
Mental Control (optional) | |
| |
| |
Frequently Asked Questions | |
| |
| |
FAQ Regarding WAIS-III/WMS-III Administration | |
| |
| |
FAQ Regarding WAIS-III and WMS-III Scoring | |
| |
| |
FAQs Regarding WAIS-III and WMS-III Interpretation | |
| |
| |
Conclusions | |
| |
| |
Acknowledgements | |
| |
| |
References | |
| |
| |
| |
Pioneer's in the Assessment of Intelligence and Memory | |
| |
| |
| |
| |
Reviews and Promotional Material for the Wechsler-Bellevue and Wechsler Memory Scale | |
| |
| |
| |
Index | |