Robert Munsch\'s Techniques in Children\'s Literature

Psychology

WISC-IV: Wechsler Intelligence Scale for Children, Fourth Edition

WISC-IV or WISC 4 is the shortened name for the Wechsler Intelligence Scale for Children, Fourth Edition. Prifitera, Saklofske, and Weiss (2004, p. 4) refers to the WISC test as "the most widely used assessment of intellectual functioning of children." It is a general test of intelligence, which measures children based on a definition of intelligence that includes the ability to act purposely, to think rationally, and to deal effectively with their environment. The test is designed for children aged from six years and zero months to 16 years and 11 months. The test is administered individually to children by a psychologist or a trained examiner and takes about 60 to 90 minutes.

Purpose of WISC-IV

The general purpose of the test is to assess the intellectual ability of children. There are also several specific purposes. The first specific purpose is to identify potential learning disorders in children. This is used for children who are performing poorly academically or for children who show signs that they have a learning disorder. The WISC-IV test helps to identify and understand the problem. This information can then be used to take corrective actions. This includes determining if children will benefit from special education or other actions. The second specific purpose is to identify and understand intellectual giftedness. This can be completed for any student who is suspected of being gifted in some area. The test helps to identify the level of giftedness and the nature of the giftedness. This information can then be used to plan programs that assist the student in making the most of their abilities and developing their talents. The third specific purpose is to help identify and diagnose both physiological and psychiatric disorders in children. This includes attention deficit hyperactivity disorder (ADHD), attention deficit disorder (ADD), mental retardation, and others. The test is not able to definitely diagnose these conditions, but it can be used to help determine the likelihood of the disorder being present, with additional tests then used to confirm the diagnosis. The test can also be used on children who are known to have such disorders to assess how their learning abilities are impacted. This information can then be used to help determine an effective program for improving learning abilities.

Description of WISC-IV

The actual test is divided into four parts, with each of these parts also divided into several subtests. The first part is the verbal comprehension index. This part is made up of three subtests: similarities, vocabulary, and comprehension. The second part is the perceptual reasoning index. This part is made up of three subtests: block design, picture concepts, and matrix reasoning. The third part is working memory. This is made up of two subtests: digit span, and letter-number sequencing. The fourth part is the processing speed index. This is made up of two subtests: coding, and symbol search.

An integrated version of the WISC-IV test is also available, which is an expansion to the original WISC-IV test. This expanded version adds several subtests to the four categories. Information and word reasoning is added to the verbal comprehension index. Picture completion is added to the perceptual reasoning index. Arithmetic is added to working memory. Finally, cancellation is added to the processing speed index. This provides additional and more detailed information about the intelligence levels of children.

The WISC-IV test will provide a score showing performance or ability in each of the individual subtests. This can be used to identify ability in specific areas, as well as to identify specific problem areas. Each of the four parts also has a score showing performance or ability in that area. This is used to determine overall ability in a certain area such as verbal comprehension. Finally, the scores for the four parts are combined to provide a score representing overall intelligence. The combination of the three levels of testing allows an overview of the child, as well as a more details look at the source of the problem. For example, consider a child who scores around the average level for overall intelligence. This score would not indicate a learning disorder. The second level of scores might then show that the child scored high for three of the four categories, but scored low on verbal comprehension. This would indicate that the child has the potential for high overall intelligence, but has one weak area limiting their ability. This is likely to indicate the need for action to correct this weak area. The subtests of the verbal comprehension index could then be used to determine the nature of the student's problem, with this information helping to identify the problem and determine effective action to correct the problem.

Case Study of WISC-IV