Wechsler Intelligence Scale for Children

Wechsler Intelligence Scale for Children
 
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Abstract
 
According to Wechsler’s approach, testing and evaluate cognitive ability came from his keen clinical skills and knowledge. He conducted many extensive experiments as an examiner and eventually succeeded in his theory. In this text, the concentration will be on the validity reliability of the Wechsler Intelligence scale for children and the advantages of his study as a clinician. Weschler experience and outstanding work in developmental test suggest that the evaluation of cognitive and measure of IQ is important for children. The different models he used have kept on improving over time until the recent and famous fifth model. The ten primary subtests which determine the tests are well discussed, and also the focus of the five secondary subtests is highlighted.
The WISC-V contains numerous subsets that give approximation of the overall and general intelligence consistent with his global capacity. The WISC-V Procedural and Explanatory Manual record the reconsideration goals featured in apprising theoretical foundations, growing developmental suitability, raising the user relationship, taming psychometric belongings, and ornamental scientific and clinical usefulness so that the goals which are based on thoughts of structural representations of intelligence, neurodevelopmental and neurocognitive studies, psychometric findings, scientific usefulness, and clinicians’ applied experimental needs.
Wechsler Intelligence Scale for Children
 
Wechsler intelligence test is the most recognized and practiced test in many schools and communities across the different parts of United States to which they are. They are periodically normed as a means of recalibration. The fourteen subtests of WISC comprise different indices, which are rendered as an IQ score: working memory, processing speed, visual-spatial, fluid reasoning, and verbal comprehension. When these tests are complete, the children receive a score for the five indices and a scale of intelligence quotient score. These tests reflect the person’s intelligence is determined and comprised of many abilities in a number of cognitive realms and aims at the tested children’s mental processes (Weiss et al., 2015). The ultimate question left is how valid and reliable are these intelligence tests. The modern version of the text focuses on the key point which determines the intelligence quotient of the child the verbal competencies.
Technology and the involvement of computers in administering valid and reliable cognitive tests on individuals’ abilities, such as the Wechsler intelligence scale test for children. The introduction of technology has stood in the psychologist and other professionals’ place in streamlining and reducing arguments with a client in the testing process. When the process is fully automated, the paper record forms may still be required for the subsets in using the Q-interactive on the Wechsler child scale test (Weiss et al., 2015). The child’s response to stimuli on the automated machine displays the scores and records them in the system. The use of technology assures accuracy of better timing, scoring and eliminating the use of overload paperwork but may help change planning and attention components of the task. The subsets also could be displayed on an android tablet where the child or the examinee may indicate their responses via a simple process using their fingers to tap the choices rather than using pen and pencils. The use of technology and the automation scoring method is advantageous in more precise timing, the elimination of alteration due to a lot of page-turning. It is also of an advantage since it is relied on instructing at appropriate times during administration where human examiners may fail to offer the subsets.
 
The reliability of the psychological test is evident since from its original version founded on Wechsler’s views of some basic clinical work which are more indicative of intelligence and has evolved, shined to reflect the models of children and adults mental and cognitive functions measuring that may affect learning and understanding. Wechsler’s intelligence scale for children has expanded from a mare intelligence quotient test mechanism into testing a variety of cognitive abilities that determines the functioning of behaviors of children. The five-scale structure is the essential key player in determining the full-scale IQ in average (Watkins et al., 2016).  The regular improvement of these scales and its consistency in measuring the children’s intelligence over the years make it meaningful and relevant. The reliability was derived using internal consistency, stability and the interscorer agreement. The produce’s internal consistency came and the split-half correlations across all the subsets, excluding a few like symbol search, coding and symbol translation. Short-term stability and test-retest criteria was used to estimate the test reliability. Interscorer treaty was projected by double-scoring many WISC-V subtests for all calibration trial record forms by more than one sovereign scorers (Weiss et al, 2015).
Exhibition of indication for Wechsler intelligence scale for children validity was planned about the Morals, which replicated incorporated validity theory that recommends indication based on the contents of the test, response processes, inside construction, relatives with different variables costs of challenging. The evidence collected on the internal structure may be one of the most crucial determinants for contrast validity to learn and understand the interrelationship between the theoretical constructs and the subsets. The exploratory factor analysis method extracts separate the latent factors from the matrix of correlation indicator on the divergent relationship and the convergent. These models are higher than others on a wide intelligence factor that influences subtest through full five-first order determinant. Model-based reliability should be considered and included to enable the clinicians to judge the advantages and interpretability of the latent factors (Watkins et al, 2016). The other issue consists of Enciphering and Representation Search, and is mentioned to as the Dispensation Speed factor. Occupied together, the Verbal Understanding and Perceptual Party factors provide firm and strong support for the concept validity of the Verbal and Performance intelligence quotients, and important unrotated first factor supports the construct underlying Wechsler’s Full-Scale intelligence quotient.
Technology has also improved the structures like multiple-choice, such as the ruth or false test question, to determine a child’s intelligence quotient. Computerization also measures and helps improve the validity and reliability of a test in that the biasness of individuals will not be experienced in the machines. Hence, a quality intelligence report will be written. The subset scores weaknesses and strength can be compared using all the ten primary subsets. Interscorer contract was projected using the method of double scoring where most Wechsler intelligence subtests for some adjustment sample record formed using two independent scorers. Since many WISC-V subtests contains simple objective criteria, interscorer organization ranged from 89 to 93, which is considered very high (Watkins et al, 2016). The unknown remains to be the grade on which physicians with less or no training at all or employed by the test publisher attain such remarkable contract when they issue and score the Wechsler intelligence because there are countless causes of error in giving and scoring cognitive tests. The changes in the administration standards of mental tests have many influences in the final test results or the outcome of the test score. Many clinicians affect the outcome of the child’s final test score; therefore, it is advantageous and might be a solution to the outcome of the results if the proper usage automation of machines and modern technology is used.
As much as the structural validity gets support from the factor analysis study, it does not provide the essential information concerning the stability of some of the factors and the structures across the age of six to sixteen. The corporation also did not provide the factor correlation of factor analysis’s approval; hence, the nature of the cognitive and mental construction measured remains unclear, making it a disadvantage. Additionally, some neuroimaging evidence supports the functions of the tests on the importance of processing auditory, verbal, and crystalized measures (Watkins et al., 2016). On the other hand, visual-spatial processes are important in the organization and reasoning in the essence of psychological process tapped by the subtests. Based on the comparison between the five and the four-factor models, research has shown that the latest model provides a more accurate result as far as the cognitive evaluation of children’s IQ is concerned.
In conclusion, the Wechsler intelligence scale for children gives many countries a better opportunity to conduct an intelligence test. It also helps in knowing whether the child is in a normal mental condition or has some disabilities. Administration of the ten basic subtests is suggested for an all-inclusive explanation of intellectual ability. The six minor subtests may be issued or provided in support of the basic subtests to provide a larger sample of intellectual operatives and give more data for clinical decision making. This test has a lot of advantages as compared to the disadvantages discussed above. It is of great significance to perceive test scores as a picture of children’s present state of intellectual functioning. When these scores are used as part of a comprehensive evaluation, they contribute to an understanding of a child’s current strengths and any needs that can be addressed.
 
References
Canivez, G. L., Watkins, M. W., & Dombrowski, S. C. (2016). Factor structure of the Wechsler Intelligence Scale for Children–Fifth Edition: Exploratory factor analyses with the 16 primary and secondary subtests. Psychological Assessment, 28(8), 975.
Chen, H., Zhang, O., Raiford, S. E., Zhu, J., & Weiss, L. G. (2015). Factor invariance between genders on the Wechsler intelligence scale for children–fifth edition. Personality and Individual Differences, 86, 1-5.
Gomez, R., Vance, A., & Watson, S. D. (2016). Structure of the Wechsler Intelligence Scale for Children–Fourth Edition in a group of children with ADHD. Frontiers in , 7, 737.
Reynolds, M. R., & Keith, T. Z. (2017). Multi-group and hierarchical confirmatory factor analysis of the Wechsler Intelligence Scale for Children—Fifth Edition: What does it measure?. Intelligence, 62, 31-47.
Sadeghi, A., Rabiee, M., & Abedi, M. R. (2011). Validation and reliability of the Wechsler Intelligence Scale for Children-IV. Developmental : Journal of Iranian Psychologists.
Thaler, N. S., Barchard, K. A., Parke, E., Jones, W. P., Etcoff, L. M., & Allen, D. N. (2015). Factor structure of the Wechsler Intelligence Scale for Children: in children with ADHD. Journal of attention disorders, 19(12), 1013-1021.
Watkins, M. W. (2010). Structure of the Wechsler Intelligence Scale for Children—Fourth Edition among a national sample of referred students. Psychological Assessment, 22(4), 782.
Watkins, M. W., & Smith, L. G. (2013). Long-term stability of the Wechsler Intelligence Scale for Children—Fourth Edition. Psychological assessment, 25(2), 477.
Wright, A. J. (2020). Equivalence of remote, digital administration and traditional, in-person administration of the Wechsler Intelligence Scale for Children, (WISC-V). Psychological assessment.

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