My School Psychology



TestGlobal MeasureCLUSTER/Test1Oral VocabularyGEN INTELLECTUAL ABILCOMP-KNOWLEDGE (Gc)AUDITORY PROCESS (Ga)QUANTITATIVE REASONING2Number Series1Oral Vocabulary1Oral Vocabulary5Phonological Processing2Number Series3Verbal Attention2Number Series8General Information12Nonword Repetition15Analysis-Synthesis4Letter-Pattern Matching3Verbal Attention5Phonological Processing4Letter-Pattern MatchingFLUID REASONING (Gf) - (3)L-TERM RETRIEVAL (Glr)NUMBER FACILITY6Story Recall5Phonological Processing2Number Series6Story Recall10Numbers Reversed7Visualization6Story Recall9Concept Formation13Visual-Auditory Learning11Number-Pattern Matching8General Information7Visualization15Analysis-Synthesis (3)9Concept Formation10Numbers ReversedGf-Gc COMPOSITES-TERM WORK MEM (Gwm) - (3)VISUAL PROCESSING (Gv)PERCEPTUAL SPEED11Number-Pattern Matching*1Oral Vocabulary3Verbal Attention7Visualization4Letter-Pattern Matching12Nonword Repetition2Number Series10Numbers Reversed14Picture Recognition11Number-Pattern Matching13Visual-Auditory Learning8General Information16Object-Number Sequencing (3)14Picture Recognition9Concept FormationCOG EFFICIENCY - (Ext)15Analysis-SynthesisCOG PROCESS SPEED (Gs)3Verbal Attention16Object-Number Sequencing4Letter-Pattern Matching4Letter-Pattern Matching17Pair Cancellation17Pair Cancellation10Numbers Reversed18Memory for Words*11Number-Pattern Matching (EXT)* Number Pattern Matching and Memory for Words do not contribute to any of the Core Gf-Gc clusters. NOTE: Most Gf-Gc clusters are formed by combining one test from tests 1 through 7 with one test from 8 through 14. For example, Gc is the combination of tests 1 and 8. The exception to these pairing is the Cognitive Processing Speed (Gs) composite that is made by combining tests 4 and 17.TestGlobal MeasureCLUSTER/Test1Oral VocabularyGEN INTELLECTUAL ABILCOMP-KNOWLEDGE (Gc)AUDITORY PROCESS (Ga)QUANTITATIVE REASONING2Number Series1Oral Vocabulary1Oral Vocabulary5Phonological Processing2Number Series3Verbal Attention2Number Series8General Information12Nonword Repetition15Analysis-Synthesis4Letter-Pattern Matching3Verbal Attention5Phonological Processing4Letter-Pattern MatchingFLUID REASONING (Gf) - (3)L-TERM RETRIEVAL (Glr)NUMBER FACILITY6Story Recall5Phonological Processing2Number Series6Story Recall10Numbers Reversed7Visualization6Story Recall9Concept Formation13Visual-Auditory Learning11Number-Pattern Matching8General Information7Visualization15Analysis-Synthesis (3)9Concept Formation10Numbers ReversedGf-Gc COMPOSITES-TERM WORK MEM (Gwm) - (3)VISUAL PROCESSING (Gv)PERCEPTUAL SPEED11Number-Pattern Matching*1Oral Vocabulary3Verbal Attention7Visualization4Letter-Pattern Matching12Nonword Repetition2Number Series10Numbers Reversed14Picture Recognition11Number-Pattern Matching13Visual-Auditory Learning8General Information16Object-Number Sequencing (3)14Picture Recognition9Concept FormationCOG EFFICIENCY - (Ext)15Analysis-SynthesisCOG PROCESS SPEED (Gs)3Verbal Attention16Object-Number Sequencing4Letter-Pattern Matching4Letter-Pattern Matching17Pair Cancellation17Pair Cancellation10Numbers Reversed18Memory for Words*11Number-Pattern Matching (EXT)* Number Pattern Matching and Memory for Words do not contribute to any of the Core Gf-Gc clusters. NOTE: Most Gf-Gc clusters are formed by combining one test from tests 1 through 7 with one test from 8 through 14. For example, Gc is the combination of tests 1 and 8. The exception to these pairing is the Cognitive Processing Speed (Gs) composite that is made by combining tests 4 and 17.Oral Vocabulary: Test by complete group (note marking on record form)Write down what the person says if different from the record form or if incorrect. Do not penalize for mispronunciation. Synonyms: There are 3 possible starting items depending on grade. Accept only one-word responses as correct. Antonyms: There are 4 possible starting items depending on grade. Accept only one-word responses as correct.There are 4 possible starting items depending on grade. Number Series:Provide corrective feedback ONLY for Samples A and B Test by complete group (note marking on record form)Use paper or hand to show items one at a time if neededProvide paper and pencil at item ii or if needed1 minute time limit UNLESS subject is actively working toward solutionThere are 2 possible starting items depending on grade. Verbal Attention:Uses audio recordingTypically ONLY Samples A is provided orally – all other samples and items use audio recordingIf necessary, you may present the items orally – see easel for directionsDo not repeat any itemYou may pause or stop the audio recording if neededDo not penalize for mispronunciation.There are 2 possible starting items depending on grade. Accept only one-word responses as correct.Letter-Pattern Matching:Provide error correction only for Samples A and B and the Practice exercise3-minute time limitUse a stopwatch Everyone starts with Samples A and B and the Practice exercisePhonological Processing:Test 5A: Word AccessUses audio recordingResponses must be in EnglishAccept only one-word responses as correct.You may repeat any item if neededSamples and items 1 through 3 are presented orally. All others use the audio recording.You may pause or stop the audio recording if neededDo not penalize for mispronunciation.There are 3 possible starting items depending on grade.Test 5B: Word FluencyResponses must be in EnglishYou may repeat any item if neededEach item has a 1-minute time limitAdminister both items to all subjectsDo not count repeated words or words used as examples.All start with item 1Test 5C: SubstitutionUses audio recordingResponses must be in EnglishYou may repeat any item if neededSamples and items 1 and 2 are presented orally. All others use the audio recording.If necessary, you may present the items orally – see easel for directionsYou may pause or stop the audio recording if neededDo not penalize for mispronunciation.Start point is determined by raw score earned on 5A.Story Recall: Uses audio recordingPause or stop the audio recording after each storyIf necessary, you may present the items orally – see easel for directionsScoring is based on key words in elementsThere are 4 possible starting items depending on grade.Visualization:7A: Spatial RelationsUse paper or hand to show items one at a time if neededTest by complete group (note marking on record form)All start with Introduction7B: Block Rotation:Use paper or hand to show items one at a time if neededTest by complete group (note marking on record form)Use a stopwatch Provide corrective as directedThere are 2 possible starting items depending on grade.General Information:Know exact pronunciation of wordsResponses must be in EnglishDo not penalize for mispronunciationIf a subject responds to a What question with a Where response, give reminder (this is allowed only once)For both the Where and What questions, there are 3 possible starting items depending on grade.Concept Formation:You may cover up lines of items if it appears that the multiple lines confuse the person.Acknowledge correct responses for all items through item 35.On all but the last 5 items, if the subject makes an error, they are told the correct answer. Cutoff scores are based on the running total of errors.Items 1 through 26 have no time limits. Items 27 through 40 have a 1-minute time limit.Answers that are synonyms are allowedThere are 2 possible starting items depending on grade. Numbers Reversed:Uses audio recordingSamples A, B, and C and Items 1 through 10 are given orallyIf necessary, you may present the other items orally – see easel for directionsDo not repeat any itemYou may pause audiotape if necessaryIf presented orally, items are presented at a rate of one digit per secondThere are 3 possible starting items depending on grade.Number-Pattern Matching:Provide error correction only for Samples A and B and the Practice exercise3-minute time limitUse a stopwatch Everyone starts with Samples A and B and the Practice exerciseNonword Repetition:Uses audio recordingSamples A and B and Items 1 through 7 are given orallyIf necessary, you may present the other items orally – see easel for directionsDo not repeat any itemYou may pause audiotape if necessaryWords must be pronounced smoothly to receive credit There are 2 possible starting items depending on grade.Visual-Auditory Learning: This is a controlled learning task. On all errors or no response, point to the symbol and say the correct word. There is a 5 second response time for each symbol. You may cover up lines of symbols if it appears that the multiple lines confuse the person.Do not accept synonyms as correct responsesCutoff scores are based on the running total of errors.All start with Introduction 1Picture Recognition:Exactly 5 second exposureOne point if the subject correctly identifies the correct picture(s)For items with multiple pictures, the subject must name all the picturesOrder of response is not importantBoth pointing to the picture(s) or naming the letter(s) associated with the picture(s) are acceptableThere are 2 possible starting items depending on grade.Analysis-Synthesis:Acknowledge correct responses on Items A through 28Correct errors on Items A through 28On all but the last 7 items, if the subject makes an error, they are told the correct answer. Cutoff scores are based on the running total of errors.Items 1 through 28 have no time limits. Items 29 through 35 have a 1-minute time limit.All subjects start with the color pretestObject-Number Sequencing:Uses audio recordingSample A is given orally, all others should use the audio recordingIf necessary, you may present the other items orally – see easel for directionsDo not repeat any itemYou may pause audiotape if necessaryIf presented orally, items are presented at a rate of one digit per secondResponses that rhymes with or sounds like to the test word is scored as correctTo score as correct, the words must be repeated in correct order followed by the numbers in correct orderDo not penalize for mispronounciationAll subjects start with Sample A after which there are 2 possible starting items depending on gradePair Cancellation:Three minute time limitRecord exact timeDo not cover linesUse pencil with eraserTo be correct, the pair must be a ball followed by a dog in the same row.All subjects start with Sample A and the practice exerciseMemory for Words:Uses audio recordingYou may pause audiotape if necessarySample A is given orally, all others should use the audio recordingIf necessary, you may present the other items orally – see easel for directionsDo not repeat any itemYou may pause audiotape if necessaryIf presented orally, items are presented at a rate of one word per secondWords must be repeated in correct orderScore as correct words that rhyme with or sound like the test wordDo not penalize for mispronunciationAll subjects start with Sample A after which there are 2 possible starting items depending on gradeWJ IV Cognitive Tests Decision PointsTestDecision PointOral Vocabulary (VL, LD)6 lowest correct & 6 highest incorrect - Page rule (test by complete page)Number Series (RQ, I)5 lowest correct & 5 highest incorrect - Page rule (test by complete page)Verbal Attention ( WM, AL )Cutoff for items 1-8,or 6 lowest correct & 6 highest incorrectLetter-Pattern Matching ( P )TimePhonological Processing ( PC, LA )5A and 5C: 6 lowest correct & 6 highest incorrect, 5B: 1 minute each itemStory Recall ( MM, LS )Cut-offVisualization (VZ, SR)5 lowest correct & 5 highest incorrectGeneral Information (K0)4 lowest correct & 4 highest incorrectConcept Formation (I)Cut-off – Controlled learningNumbers Reversed (MW)5 lowest correct & 5 highest incorrectNumber-Pattern Matching (P)TimeNonword Repetition (UM)6 lowest correct & 6 highest incorrectVisual-Auditory Learning (MA)Cut-offPicture Recognition (MV)Cutoff for items 1-5,or 6 lowest correct & 6 highest incorrectAnalysis-Synthesis (RG)Cut-off – Controlled learningObject-Number Sequencing (MW)5 lowest correct & 5 highest incorrectPair Cancellation (P, AC)TimeMemory for Words (MS)4 lowest correct & 4 highest incorrect ................
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