Technical and Interpretive Manual Supplement

1 Technical and Interpretive Manual Supplement :Special Group Validity Studies With Other Measures and Additional TablesPsychCorp is an imprint of Pearson Clinical Executive Office 5601 Green Valley Drive Bloomington, MN 2014 NCS Pearson, Inc. All rights reserved. Portions of this work were previously : No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the copyright owner. Pearson, the PSI logo, PsychCorp, the Wechsler Intelligence Scale for Children, and WISC are trademarks, in the and/or other countries, of Pearson Education, Inc. or its affiliate(s). Printed in the United States of Number: 0150015089 Technical and Interpretive Manual Supplement :Special Group Validity Studies With Other Measures and Additional TablesDavid WechslerWISC V Research DirectorsSusan Engi Raiford, PhDJames A.

2 Holdnack, PhDWISC 5 Technical and Interpretive Manual Supplement Copyright 2014 NCS Pearson, Inc. All rights ..1 Brief Descriptions of Other Measures ..3 Vineland III ..3 BASC 2 ADD ..4 Results of Special Group Validity Studies With Other Measures ..4 Intellectual With the Vineland Learning Disorder-Reading and Specific Learning Disorder-Reading and Written Expression ..8 Correlations With the WIAT Learning With the WIAT With the BASC 2 PRS ..17 Correlations With the Brown Behavior ..22 Correlations With the BASC 2 PRS ..22 Traumatic Brain Injury ..24 Correlations With the BASC 2 PRS ..24 Autism Spectrum Disorder With Accompanying Language With the BASC 2 PRS ..26 Autism Spectrum Disorder Without Accompanying Language With the BASC 2 PRS.

3 33 Summary ..39 Appendix F. WISC V Stability Coefficients, by Age G. Intercorrelations of WISC V Scores, by Age Group ..48 Appendix H. Correlations Between the WISC V and the KTEA 3 and WIAT III, by Age Group ..71 References ..84 WISC V Technical and Interpretive Manual Supplement Copyright 2014 NCS Pearson, Inc. All rights of TablesTable 1 Demographic Data for the Validity Studies With Other Measures in Special 2 Correlations Between the WISC V and the Vineland II for the Intellectual Disability Group ..5 Table 3 Correlations Between WISC V Complementary Scores and the Vineland II for the Intellectual Disability Group ..7 Table 4 Correlations Between the WISC V and the WIAT III for the Specific Learning Disorder-Reading and Reading and Written Expression Groups.

4 9 Table 5 Correlations Between WISC V Complementary Scores and the WIAT III for the Specific Learning Disorder-Reading and Reading and Written Expression Groups ..11 Table 6 Correlations Between the WISC V and the WIAT III for the Specific Learning Disorder-Mathematics Group ..14 Table 7 Correlations Between WISC V Complementary Scores and the WIAT III for the Specific Learning Disorder-Mathematics 8 Correlations Between the WISC V and the BASC 2 PRS for the Attention-Deficit/Hyperactivity Disorder 9 Correlations Between WISC V Complementary Scores and the BASC 2 PRS for the Attention-Deficit/Hyperactivity Disorder 10 Correlations Between the WISC V and the Brown ADD for the Attention-Deficit/Hyperactivity Disorder 11 Correlations Between WISC V Complementary Scores and the Brown ADD for the Attention-Deficit/Hyperactivity Disorder Group.

5 21 Table 12 Correlations Between the WISC V and the BASC 2 PRS for the Disruptive Behavior Group ..23 Table 13 Correlations Between WISC V Complementary Scores and the BASC 2 PRS for the Disruptive Behavior Group ..23 Table 14 Correlations Between the WISC V and the BASC 2 PRS for the Traumatic Brain Injury 15 Correlations Between WISC V Complementary Scores and the BASC 2 PRS for the Traumatic Brain Injury 16 Correlations Between the WISC V and the BASC 2 PRS for the Autism Spectrum Disorder With Language Impairment 17 Correlations Between WISC V Complementary Scores and the BASC 2 PRS for the Autism Spectrum Disorder With Language Impairment 18 Correlations Between the WISC V and the BASC 2 PRS for the Autism Spectrum Disorder Without Language Impairment 19 Correlations Between WISC V Complementary Scores and the BASC 2 PRS for the Autism Spectrum Disorder Without Language Impairment Group.

6 37 Table Stability Coefficients of Subtest, Process, and Composite Scores, by Age Group ..41 Table Stability Coefficients of Complementary Subtest and Composite Scores, by Age Group ..46 WISC V Technical and Interpretive Manual Supplement Copyright 2014 NCS Pearson, Inc. All rights Intercorrelations of Subtest, Process, and Composite Scores for Age Correlations of Complementary Scores With All Subtest, Process, and Composite Scores for Age 6 ..50 Table Intercorrelations of Subtest, Process, and Composite Scores for Age Correlations of Complementary Scores With All Subtest, Process, and Composite Scores for Age 7 ..52 Table Intercorrelations of Subtest, Process, and Composite Scores for Age Correlations of Complementary Scores With All Subtest, Process, and Composite Scores for Age 8.

7 54 Table Intercorrelations of Subtest, Process, and Composite Scores for Age Correlations of Complementary Scores With All Subtest, Process, and Composite Scores for Age 9 ..56 Table Intercorrelations of Subtest, Process, and Composite Scores for Age Correlations of Complementary Scores With All Subtest, Process, and Composite Scores for Age 10 ..58 Table Intercorrelations of Subtest, Process, and Composite Scores for Age Correlations of Complementary Scores With All Subtest, Process, and Composite Scores for Age 11 ..60 Table Intercorrelations of Subtest, Process, and Composite Scores for Age Correlations of Complementary Scores With All Subtest, Process, and Composite Scores for Age 12 ..62 Table Intercorrelations of Subtest, Process, and Composite Scores for Age Correlations of Complementary Scores With All Subtest, Process, and Composite Scores for Age 13.

8 64 Table Intercorrelations of Subtest, Process, and Composite Scores for Age Correlations of Complementary Scores With All Subtest, Process, and Composite Scores for Age 14 ..66 Table Intercorrelations of Subtest, Process, and Composite Scores for Age Correlations of Complementary Scores With All Subtest, Process, and Composite Scores for Age 15 ..68 Table Intercorrelations of Subtest, Process, and Composite Scores for Age Correlations of Complementary Scores With All Subtest, Process, and Composite Scores for Age 16 ..70 Table Correlations Between the WISC V and the KTEA 3, by Age Correlations Between WISC V Complementary Scores and the KTEA 3, by Age Correlations Between the WISC V and the WIAT III, by Age Correlations Between WISC V Complementary Scores and the WIAT III, by Age V Technical and Interpretive Manual Supplement Copyright 2014 NCS Pearson, Inc.

9 All rights Wechsler Intelligence Scale for Children Fifth Edition (WISC V) is often used with other clinical instruments in evaluations of children with various clinical diagnoses. In the early stages of WISC V development, practitioners were asked to identify special groups of children they frequently tested with the Wechsler Intelligence Scale for Children Fourth Edition (WISC IV; Wechsler, 2003) and other measures they frequently used in conjunction with the WISC IV. Based on this feedback, a number of the special group samples were administered additional measures in addition to the WISC V during the scale s supplementary document provides the results of the special group studies with other measures that were collected as part of the WISC V standardization but not reported in the WISC V Technical and Interpretative Manual (Tech Manual ).

10 Results from these studies provide practitioners additional information about the construct and ecological validity of the WISC V subtest, process, and composite scores. The Tech Manual provides information on the relation between intellectual and cognitive abilities as measured by the WISC V with other tests in typically developing children. This information illustrates the cognitive skills associated with developing academic skills, psychosocial development, and behavioral regulation. However, the studies in the Tech Manual do not indicate how impairments in cognitive ability may impact functioning in other psychosocial domains. The studies reported in this Supplement provide some information about the impact of cognitive deficits on aspects of academic performance, adaptive functioning, and behavioral issues in children with known neurodevelopmental special group studies were targeted for validity studies using the WISC V in conjunction with other measures, including Intellectual Disability (ID, both Mild and Moderate severity), combined Specific Learning Disorder-Reading and Specific Learning Disorder-Reading and Written Expression (SLD-R/RW), Specific Learning Disorder-Mathematics (SLD-M), Attention-Deficit/Hyperactivity Disorder (ADHD), Disruptive Behavior (DB), Traumatic Brain Injury (TBI)