wais r reference

WAIS-R: Filipino Adaptation by Dr. Apruebo(Wechler Adult Intelligence Scale – Revised)

MANUAL FOR ADMINISTRATION AND SCORING

GENERAL SCORING. 2, 1, and 0. Information

This is composed of 28 questions of general information. It measures how much the individual has absorbed from his environment, not necessarily how he uses the acquired information.

DIRECTION: Start with item 5 and give credit for items 1-4 if both items 5 and 6 re passed. If either item 5 or 6 is failed, administer items 1-4 before proceeding further.

Read each question exactly as stated. If the responses to a question are incomplete or not clear, you may say.

Explain hat you mean or tell me more about it, but do not ask leading questions or spell the words. Do not alter the wording of any question.

Record, verbatim, the subject’s responses to each item in the appropriate space in the Record form.

DISCONTINUE. After 5 consecutive failures.

SCORING. 1 point for each correct response. Essentials of acceptable answers are not noted below. Where several acceptable answers are listed (separated by three dots), the subject need give only one to receive credit.

MAXIMUM SCORE. 28 point.

Test Questions Acceptable Responses

5. Where does the sun rise? In the east (if the subject point, say Yes, but what direction is that)

8. Who was Louis Armstrong? Musician.. Trumpet.. Player.. Singer.. Entertainer.. Band leader. (if the subject gives some other correct answers such as “Batchmo”, say but what is he famous for?)

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Picture CompletionThis is composed of different pictures printed in twenty five (25) cards. This time is limited. This measures the subject’s ability to identify the missing parts. Brain damage can also be revealed in this test.

MATERIALS. 25 cards with pictures and bound into a booklet.

DIRECTION. Before presenting the first card say:I am going to show you some pictures in which there are some important part missing.

Look at each picture and tell me what is missing. Present card 1 and say,Now look at this picture, what important part is missing?

If the correct response is given, continue with succeeding cards, saying,Now what is missing in this picture?

This question may be shortened or eliminated when the subject clearly understand the task.

If the subject fails card 1 say,You see the doorknob is missing.

Point. If the subject fails card 2 say,You see the person’s racket is missing.

Point. Beginning with card 3, give no such help.

Sometimes a subject mentions an unessential missing part. The first time it occurs, it is permissible to say,

Yes but what is the most important part missing?Do not repeat this comment in any of the remaining cards.

A maximum exposure of 20 seconds is allowed for each card. If the subject does not indicate the missing card within 20 seconds, either by naming or pointing it to the correct spot, the item is scored and a failure and the next card is presented. If the subject responds incorrectly, proceed to the next card even if the full 20 seconds have not elapsed.


SCORING. 1 point for each correct response. The subject is not required to give exact names of the missing part to receive credit, as long as it is clear that the correct feature is described. If the subject gives verbal that you find difficult to score, it is permissible to say,

Show me where.Occasionally, a subject will not give a verbal response, but will point to a part of picture. Consider the item passed if you are certain that the subject is pointing to the right missing part but makes a verbal response that is clearly incorrect, the item is failed.

MAXIMUM SCORE. 25 points

Picture Missing Part

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4. Playing Card Center diamond (if the subject says, “The diamond”, say, Show me where)

11. Mirror Reflection of the arm (if the subject says, “Arm”, say Show me where.)

Digit Span

This has two parts: digit forward and digits backward – digits forward administered first; both consist of seven (7) items. Each item consists of 2 sets of digits. The number of digits increases by one as the number of items increases. The examinee reproduces orally the sets of digits read by the examiner. This measures auditory memory.

DIRECTION. DIGITS FORWARDStart with item 1 say,

I am going to say some numbers. Listen carefully, and when I am through, say them right after me.

The digits should be given at the rate of one per second. Let the pitch of voice drop on the last digit of each trial. Administer both trials of each item, even if the subject passes Trial 1.

DISCONTINUE. After failure on both trials of any item.

SCORING. Each item is scored 2, 1, or 0, or as follows:2 points if the subject passes both trials1 point if the subject passes only 1 trial0 point if the subject fails both trial

MAXIMUM SCORE ON DIGITS FORWARD: 14 points

Item Trial 1 Trial 2

1 5-8-2 6-9-4

2 6-4-3-9 7-2-8-6

3 4-2-7-3-1 7-5-3-8-6

DIRECTION. DIGITS BACKWARDNow I am going to say some more numbers, but this time when I stop, I want you to say

them backwards. For example, if I say 7-1-9, what would you say?Pause for the subject to respond.If the subject responds correctly (9-1-7), say

That’s right.

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And proceed Item 1. As with digits forward, read the digits at the rate of one per second and administer both trials of each item, even if the subject passes trial 1.

However, if the subject fails the example, sayNo, you would say 9-1-7. I said 7-1-9, so to say it backwards you would say 9-1-7. Now

try these numbers. Remember, you are to say them backwards 3-4-8.

Whether the subject succeeds or fails with the second example (3-4-8), proceed to item 1. Give no help on this second example or of any of the items that follow.

DISCONTINUE. After failures on both trials of any item.

SCORING. Each item is scored 2, 1, or 0, or as follows:2 points if the subject passes both trials1 point if the subject passes only 1 trial0 point if the subject fails both trials

MAXIMUM SCORE ON DIGITS BACKWARD: 14 points

Item Trial 1 Trial 2

1 2-4 5-8

2 6-2-9 4-1-5

3 3-2-7-9 4-9-6-8


Picture Arrangement

This consists of ten (10) sets of cards. The subject arranges the picture to form a sensible story out of the arrangement. This test measures visual perception.

MATERIALS. 10 sets of cards printed with pictures, in spiral bound envelopes.

DIRECTION. For each item, the subject is presented with a series of pictures in a mixed-up order and is asked to arrange them in an order that tells a sensible story. The printed numbers on the backs of the cards indicate the order for laying out the cards, from the subject’s left to right. The printed letters provide the code for scoring.

Enter on the Record Form the order in which the subject arranges the cards of each item attempted (and for each trial of item 1).

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Then item limits for each item are shown on the Record form. Timing for each item begins when the last word of the direction is given.

DISCONTINUE. After 4 consecutive failures, starting with item 2,

SCORING. 1:2 points for passing on the first trial, point 1 for passing on the second trial.Item 2-10:2 points for each correct arrangement completed within the time limit. (Note

that there are two to three acceptable variations for item 2,3,4,5,8,9,10 and one acceptable variation for items 1, 6, 7)

Item Time Limit Correct Arrangements Acceptable Variations

1. House 60” CAP -

2. Flirt 60” JANET JNAET or AJNET


Vocabulary This is composed of thirty-five (35) words form easy to the most difficult. The examinee is asked to define orally the list of 35 items. This measures the ability to classify and conceptualize skills related to the subject’s early and later educational performance.

MATERIALS. Word List

DIRECTION. For subjects who seem to have poor verbal ability, start with item 1.

For all other subjects, start with item 4, (Winter) and give full credits for Items 1-3. if the subject passes receives 1 or more points on Items 4-8. if any of these items 4-8 is failed (scored 0), immediately administer items 1-3 before proceeding further. For example, if the subject gives a 0 point answer to item 6, administer item 1, 2, and 3, and then continue with items 7, 8, 9, and so forth, until the subject fails 5 words that are numbered consecutively.

DISCONTINUE. After 5 consecutive failures (responses score 0)

General Scoring Principles2 POINTS

1. A good synonym (“ponder means contemplate”, “ominous means threatening”.)2. A major use (“A bed is to sleep on”.)3. One or more definitive or primary features of objects (“A ship has a sail.” “A sanctuary is

a holy place”.)4. A general classification to which the word belongs (“A penny is a coin”.) This principle

must be applied with particular caution since defining words in terms of general classification is not always acceptable. For example, the statement “Fortitude is a virtue” is not sufficient for credit unless it is appropriately elaborated.

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5. A correct figurative use of the word (“The family is the fabric of society”).6. Several less definitive but correct descriptive features, which cumulatively indicate

understanding of the word (“Remorse is a feeling of sorrow and guilt that you get”.)7. Verbal: a definitive example of an action or causal relation (“You can repair a car so that

it runs right again”. “You can control your weight if you regulate your weight properly”, “You obstruct a person’s right of way when you park in front of his driveway”.)

1 POINTIn general, a response which is not incorrect but shows poverty of content.

1. A vague or less pertinent synonym (“To designate means to nominate”, “Tranquil means easy going’, “Fortitude is persistence”.)

2. A minor use, not elaborated (“Fabric is what pants are made from”, “A sanctuary is a place for praying”.)

3. An attribute which is correct but not definitive or not distinguishing feature (“Winter is when things die down and rest”, “When you’re reluctant, you’re slow to do something”.)

4. An example using the world itself, not elaborated (“You eat breakfast”, “You show compassion when you help someone in need”)

5. A concrete instance of the word, not elaborated (“Some people assembled model airplanes”, “if you really have a good friend, that person is matchless”.)

0 POINTObviously wrong answer.Verbalism (“winter weather”, “Assemble pieces”, “A bird sanctuary”) when no real understanding is shown after the inquiry.Not totally incorrect response, but ones which, even after questioning, are very vague or trivial or show a great poverty of content (“A sentence tells you something”, “Compassion is a feeling you get”, “Perimeter is a measure of something”.)For each item, a general 2 point criterion is given, followed by several sample 2 point responses. For some items, a general criterion is also given for 1 point and 0 point responses, along with the sample responses. For other items, no general criterion seemed appropriate for 1 point or 0 point responses so that only sample responses are given. Needless to say, the most examples illustrate relatively inferior replies rather than clearly edible ones. Thus, 2 point samples tend to be among the poorest obtained which still deserve a score of 2, and a 0 point and 1 point responses are often marginal ones.


Block Design

This performance test consists of nine (9) blocks (cubes) colored red on two sides: red-white on two sides: white on two sides; and the nine (9) cards with printed design in two sides. The examinee is asked to form a design. This measures reasoning ability.

MATERIALS. 9 blocks (cubes) colored red on two sides and red-white on two sides. 9 cards with printed designs, bound into a booklet.

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DIRECTION. The subject works directly from a block model (model constructed by the examiner) for Design 1, and from printed cards for Design 2-9.

Administer Item 2, demonstrating from design card: presented second trial it first is failed. Time each item individually.

Time limits for block design

Design Time Limit

1-2 60” (time each trial separately)

3-5 60”

6-9 120”

DISCONTINUE. After 3 consecutive failures. (A two trial design is considered failed only both trials are failed.)

SCORING.Designs 1-2: 2 points for passing the first trial: 1 point for passing on the second trial.Designs 3-9: 4 points for each design successfully completed within the time limit, plus a maximum of 3 bonus points per design for quick, perfect performance (see table below). No credit is given for partially correct or incomplete performance.

Scores for design 3-9 with time bonuses included

Time Points with Time Bonus

Design Limit 4 5 6 7

3 60” 16-60” 11-15” 1-10”

4 60” 16-60” 11-15” 1-10”

5 60” 21-60” 16-20” 11-15” 1-10”

6 120” 36-120” 26-35” 21-25” 1-20”

7 120” 61-120 46-60” 31-45” 1-30”

8 120” 76-120” 56-75” 41-55” 1-40”

9 120” 76-120” 56-75” 41-55” 1-40”


Arithmetic

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This consists of twenty (20) problems and the subject solves these without using paper or pencil. It has time limit.

DIRECTION. Start with Item 3 and give credits for Item 1 and 2 if the subject passes either Items 3 or Item 4. If both 3 and 4 are failed, administer Items 1 and 2 before proceeding further.

There is a time limit of each problem. Begin timing immediately after each problem has been read. A problem may be repeated once if the subject requests it, or if it is apparent that the subject did not understand. However, the timing always begins at the end of the first reading problem.

The subject may not use pencil and paper for any problem. However, the subject should not be discouraged from using a finger to “write” on the table.

For each item, enter the subject’s answer in the appropriate space in the Record Form. For items 10-14, record the time the subject takes to answer the item. (For these items, time bonuses are given for rapid responses).


Comprehension

This has eighteen (18) items. The subject is required to give his explanations on what to do under certain circumstances. This measures practical judgment.

DIRECTION. Start with Item 1. read each questions slowly to the subject. Some subjects find it difficult to remember the entire question. You may repeat the question, but do not alter the wording or abbreviate it. It is good practice to repeat the question if no response is obtained after 10 or 15 seconds, but no further urging should be given.

DISCONTINUE. After 4 consecutive failures (responses scored 0)

SCORING. Each item is scored 2, 1, or 0, depending on the degree of understanding expressed and the quality of the responses. In scoring each item, the examiner should match subject’s response against general criteria and the sample answers given below for each question. Undoubtedly, some subjects will give unusual responses, which are not typified by simpler answers. In such instances, the score should be determined by the examiner’s own judgment.

Digit Symbol

The digit symbol test wherein a different symbol is assigned to each number 1-9. The subject is asked to write the symbols corresponding to the numbers given at random. The activity is timed 1 ½ minute.

MATERIALS. Digit Symbol worksheet, printed on the last page of the Record form, 2 pencils without erasers (for use of the subject and examiner). Digit symbol scoring stencil.

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DIRECTION. Administer sample items. Instruct subject to complete as many items as possible within 90 seconds time limit.

SCORING. 1 point for each item filled correctly. The seven samples are not included in the subject’s core. Credit is not given for items completed out of sequence.


Similarities

This has nineteen (19) items. This subtest is consists of good synonyms that are compared to each other. This measure the intellectual ability in terms of associative thinking and conceptual judgment.

DIRECTION. Start with Item 1. Give help on item 1 if full credit (2 points) is not earned.

DISCONTINUE. After 4 consecutive failures (responses scores 0)

SCORING2 POINTS: any general classification which is primarily pertinent for both members of the pair (“An eye an ear are sense of organs”)

1 POINT: any specific property or function which is common to both and constitutes a relevant similarity (“An egg and a seed both have shells”.) Also give 1 point to less pertinent but correct, general classification (“An eye and an ear are parts of the body”.)

0 POINT: specific properties of each member of the pair, generalizations which are incorrect or not pertinent, differences between the members of the pair, or clearly wrong responses.


Direction for Obtaining Scaled Scores and IQsAfter the items on each of the test of the WAIS-R have been scored, the examinee must

follow certain procedures to determine the raw score, and IQs for the subject. Although these steps are simple and primarily clerical in nature, the consequences of error may be great for these reason, these task must be carefully performed and checked for accuracy. The following reminders may be helpful:

1. Record the score accurately and legibly for each item administered on each test.2. For Information, Vocabulary, and Arithmetic, record points score for any of the easy

items that were not administered.3. When time bonuses are awarded, use the tables printed on the Record Form and

consult the corresponding tables in chapter of the manual.4. In determining raw scores on the test, check the addition for item points (Note in

particular the two columns of item scores must be summed for Picture Arrangement and Arithmetic)

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5. Carefully transfer the raw score for each test to the appropriate space in the summary section on the cover of the Record Form.

TESTING AREA. Lighted and well ventilated. A well ventilated room is a must to do testing. This will help the examinee to think well and be calm. This can help the examinee to think more clearly for better result.

TESTING POSITION. The examinee and the examiner should be face to face to gain more rapport. This would also help the examinee to focus more on the test that is ongoing.

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