Data sheet

 Name: Wechsler Intelligence Scale for Children and Adolescents 5 (WISC-V)

 Author: David Wechsler
 Publication editor and year of publication: Pearson Education, Inc. 2015
 Materials: Note books #1 and #2, answer sheet (Keys, search for symbols, cancellation),
Stimulus notebooks 1 and 2, set of 9 bicolor cubes, 5 correction templates, Application and
correction manual, Technical Manual and interpretation
 Objective: Assessment of the intellectual capacity of boys, girls and adolescents
 Population: Childhood from 6 years and 0 months of age to adolescence 16 years and 11
months of age
 Form of administration: Individual
 Application time: 120 minutes full scale
 Typification: Scales by age groups

WISC-V Components

 The WISC-V consists of 15 subtests which allow two analyzes to be carried out,
one primary and one secondary, made up of 11 indices through which the analysis
of intelligence is carried out:
o Primary Analysis
 IQ: It is the most representative score of general intellectual
functioning, whose calculation consists of the sum of scalar scores of
7 main subtests (Cubes, Similarities, Matrices, Digits, Keys,
Vocabulary, Scales)
 Verbal Comprehension Index: Measures logical-verbal skills,
judgment-reasoning and declarative knowledge. It is calculated with
the sum of 2 main tests (Similarities and Vocabulary), it has 2
optional tests in case of substitution (Comprehension and
Information)
 Visuospatial index: Measures spatial processing and construction
skills. It is calculated with the sum of 2 main tests (Cubes and Visual
Puzzles)
  Fluid Reasoning Index: Measures complex reasoning skills as well as
induction and deduction processes. It is calculated with 2 main tests
(Matrices and Scales), it also has an optional one in case of
substitution (Arithmetic)
 Working Memory Index: Measures the ability to retain and
manipulate information. It is calculated with 2 main ones (Digits and
Drawing Span). It has an option for substitutions (Numbers and
Letters)
 Processing speed index: Measures attentional processes. It is
calculated using 2 main ones (Keys and Symbol Search), it also has 1
optional for substitutions (Cancellation)
o Secondary Analysis
 Quantitative Reasoning Index: Measures numerical skills as well as
creativity. It is calculated with a main one (Scales) and an optional
one (Arithmetic)
 Auditory working memory: Measures the auditory canal in terms of
retention and manipulation of verbal information. It is calculated
with a main one (Digits) and an optional one (Numbers and Letters)
 Non-Verbal Index: It is used when there are deficiencies at the verbal
level, therefore measuring visual and constructive skills of complex
reasoning. It is calculated using 6 main ones (cubes, matrices, keys,
scales, visual puzzles, drawing span)
 General ability index: Measures the aptitude for general reasoning,
both crystallized and fluid, without the interference generated by
working memory and processing speed. It is calculated with 5 main
ones (cubes, similarities, matrices, vocabulary and scales)
 Cognitive competence index: Measures the effectiveness and
efficiency of processing, calculated using 4 main ones (Digits, Keys,
Drawing Span and Symbol Search)
 WISC-V Subtests (P=Main; O=Optional)

Cubes (P): Within a time limit, the Process: This subtest measures analysis
patient must construct, using a set of 9 and synthesis as well as visual
two-color cubes, various designs that construction as well as motor
form a square coordination, planning and organization
Similarities (P): The patient must say the Process: Logical-verbal reasoning,
similarity between a pair of words read crystallized intelligence, flexibility and
by the examiner conceptualization
Matrices (P): The patient observes an Process: Problem solving, induction and
incomplete sequence of elements and deduction, visual reasoning
must complete it by indicating the correct
option
Digits (P): The patient repeats some Process: Retention, immediate attention
numbers, then in reverse order and and auditory working memory
finally organizes them from lowest to
highest
Keys (P): In 120 seconds/2 minutes, the Process: Visual-motor coordination,
patient must complete rows of numbers sustained and divided attention
to which a symbol corresponds
Vocabulary (P): The patient must define Process: Lexical knowledge, construction
concepts of concepts
Scales (P): Within a limited time, the Process: Symbolic quantitative
patient observes a balanced scale, then reasoning, fluid functioning, induction
analyzes another and must find out, by and deduction processes
selecting the correct option, which
element balances the scale.
Visual Puzzles (P): The patient observes Process: Non-motor construction, visual
within a limited time a design which he integration, analysis of a whole and its
must mentally construct, selecting 3 parts, mental rotation
options out of six.
Drawing Span (P): The patient observes Process: Visual working memory, visual
one or several drawings for a few short-term memory, visual retention
seconds, then must recognize them
among a group of other drawings, either
in order or out of order.
Search for Symbols (P): The patient, in Process: Focused and selective attention,
an interval of 120 seconds/2 minutes, concentration, decision making
must indicate whether a figure is
repeated or not repeated in a group of
several
Information (O): The patient answers Process: Declarative memory
general culture questions
Letters and Numbers: The patient listens Process: Auditory working memory,
to numbers that he orders according to visual discrimination, sequential
the numerical hierarchy, and then orders processing, concentration
the letters alphabetically
Cancellation: In 45 seconds the patient Process: Selective attention, visual
must point to animals in an established tracking and concentration
order, then point to more animals at
random for another 45 seconds. Total
time: 90 seconds
Comprehension: The patient answers Process: Judgment and Reasoning
questions from everyday life, arguing his
answers
Arithmetic: The patient answers Process: Short-term memory, quantitative
mathematical problems, within a limit of reasoning
30 seconds per item.
Qualification and Interpretation

Step 1: In the application and correction Step 6: Choose one of the two subtest
manual, convert the direct scores of the comparison options: The first, the MPE-IQ
subtests to scale scores according to the [according to the IQ] which is calculated
scale by age group by dividing the IQ by 7. The second, the
MPE-P, which consists of adding the 10
tests used to calculate the five indices and
then dividing them by 10
Step 2: Subsequently, add the scale scores Step 7: In the application and correction
to calculate the main and secondary indices manual, look for the critical values table,
as well as the IQ according to age group, choosing the level
of significance (0.1-0.5-.10-.15)
Step 3: Choose one of the two index Step 8: Subtract the subtest score with the
comparison options: The first, the CIT MPE-P or MPE-CI, and said difference is
[Intelligence Quotient], which is calculated compared with the critical value according
by adding the 7 main subtests. The second, to its valence: if the difference is smaller
the MIP, which consists of adding the 5 and negative with respect to the critical
main indices (Verbal Comprehension, value, it is a Weakness. If the difference is
Visuospatial, Fluid Reasoning, Working positive and greater than the critical value
Memory and Processing Speed) and then it is a strength. If the result is positive but
dividing them by 5 less than the critical value, it is not
significant
Step 4: In the application and correction Step 9: Calculate indices from the
manual, look for the critical values table, secondary analysis and compare them with
according to age group, choosing the level each other using subtraction, search for the
of significance (0.1-0.5-.10-.15) tables of the critical values corresponding
to the secondary analysis. According to the
valence, following the same principle,
 determine whether the difference is
significant or not.
Step 5: Subtract the index score with the Step 10 : Go to chapter 7 of the technical
MIP or CIT, and said difference is and interpretation manual in order to carry
compared with the critical value according out the appropriate analysis of intellectual
to its valence: if the difference is smaller functioning.
and negative with respect to the critical
value, it is a Weakness. If the difference is
positive and greater than the critical value
it is a strength. If the result is positive but
less than the critical value, it is not
significant