Application of main index subtests.

1. Visual puzzles (VR)  The person being tested sees a solved puzzle which they must then
reconstruct by selecting three answer options within a time limit

Instructions

- Provide help only on the practice item.

- It is important to present the puzzles as indicated in the manual.
- The respondent must indicate his/her response options by pointing to or saying the
numbers of the selected responses. If the person being evaluated responds with another
type of verbalization, stop the timer and say: Show me. Please rate the indicated answer.
- If the respondent selects fewer than three response options for an item, make the
following notification as many times as necessary: You must choose three pieces to put
the puzzle together. Do not stop the stopwatch to give this instruction.
- If the respondent selects more than three options for an item or corrects his or her initial
response, score only the response that the respondent considers correct. If it is not clear
what the respondent's answer is  What are the three pieces that you think make up
the puzzle? Don't stop the stopwatch while asking this question.
- If the respondent has not responded after 20 seconds, ask: Do you have any answers?
Don't stop the stopwatch while asking this question.
- Stop the timer when the respondent selects three answer options, says he or she does not
know the answer, or the time limit expires.

INSTRUCTION  SAMPLE ITEM (EVALUATOR)

- I'm going to choose three of these pieces that when put together allow me to put
together this puzzle. The three pieces must be placed side by side, one cannot be placed
on top of the other. After looking carefully at all the pieces, I'm going to choose these
three. If I put them together mentally, they would make this puzzle.

ASSIGNMENT  PRACTICE ITEM

- Now try doing this one. What are the three pieces that make up this puzzle?
 That's correct. If you put these three pieces together, this puzzle becomes a reality.
You need to mentally rotate this piece to put the puzzle together. Let's try a few more.
  (3,5,6) That is not correct. The pieces must go next to each other and not on top of
each other. If you put these three pieces side by side you can put together this puzzle.
You have to mentally rotate this piece to put the puzzle together. Let's try some more
 (Any other combination) That is not correct. If you put these three pieces side by side,
this puzzle can be put together. You have to mentally rotate this piece to put the
puzzle together. Let's try a few more.

TIME TAKING.

- The time is taken right after asking the question: What are the three pieces that make up
this puzzle?
- Time should not be stopped to make notifications.
- When the child has finished saying the 3 options that are considered correct, the time
stops.

NOTIFICATIONS

- If the respondent selects fewer than three response options on an item, make the
following notification as many times as necessary:
You must choose three pieces to put together the puzzle. Do not stop the stopwatch to
give this instruction.
- Notifications are recorded with (N) in the item.

2. Picture Retention (RI)  The examinee views a stimulus page with one or more illustrations
for a specified amount of time and then selects the illustrations he or she remembers (if
possible, in sequential order) from options on a response page. //Visual working memory.
(input)

- If there is suspicion of Intellectual Disability, start from item 1 regardless of age.

Instructions
 - The respondent must indicate his/her response by pointing to or saying the letter(s) of the
selected response option(s). If the person being evaluated responds with another type of
verbalization (e.g. e.g. name the illustration) say: Show me. Favor the visual before the
auditory.
- It is recommended to record the answers while still looking at the stimulus notebook.
- If there are self-corrections or doubts about the answer, the answer that the person
evaluated considers to be correct is recorded.
- If the person being evaluated is learning the pictures in reverse order, after letting him/her
complete the item, he/she is told: You must remember the pictures in order, starting from
this one.
- Items 1, 2, 4, and 5 are learning items indicated with a † in the recording protocol and in
this manual. Provide corrective feedback if the evaluator does not receive a perfect score.
Do not give additional aids on this subtest.
- Avoid saying the names of the images, give preference to the signage.

INSTRUCTION: Practice item A (Intellectual Disability, regardless of age of suspicion)

- Attempt 1: Look at this image (time yourself 3 seconds), turn the sheet over and say:
Point to the image you just saw.
 (B) That's correct. Continue with item 1.
- That's not correct. Let's try again. Apply attempt 2

- Attempt 2: Look at this image (time yourself 3 seconds), turn the sheet over and say: Point
to the image you just saw. TRY AGAIN WITH THE FLOWER.
 (B) That's correct. Continue with item 1.
 That's not correct. You saw this image before (show previous page). So you should
have pointed this one out (points to flower on stimulus page). Continue with item 1.
- Items 1 and 2 are learning items, so feedback should be given according to what the
manual says.

INSTRUCTION: Practice item B (EVERYONE START FROM HERE, EXCEPT SUSPICION OF DI)

- Attempt 1: Go to the Practice Item B stimulus sheet: These pictures are in order. This one
goes first (the sock) and this one goes after (the apple). Remember these images in
order. Time starts at 5 seconds. Go to the Answer sheet for Practice Item B: Point to the
pictures in the order in which I showed them to you.
 That's correct. Continue with practice item C.
 That's not correct. Let's try again. Manage attempt 2.

- Attempt 2: Go to the Practice Item B stimulus sheet: On this page, this goes first (the sock)
and this goes next (the apple). Recall these pictures in order (start timing at 5 seconds).
Go to the Answer sheet for Practice Item B: Point to the pictures in the order in which I
showed them to you.
 That's correct. Continue with practice item C.
  That's not correct. On this page, this goes first and this goes after. Go to the answer
sheet for item B: So you should have marked this one first and this one next. Continue
with practice item C.

ASSIGNMENT: Practice item C

- Attempt 1: Remember these images in order. Time starts at 5 seconds. Go to the Answer
sheet for Practice Item C: Point out the pictures in the order in which I showed them to
you.
 (DA) That's correct. Continue with item 4.
 That's not correct. Let's try again. Manage attempt 2.

- Attempt 2: Go to the Practice Item Stimulus sheet C: On this page, this one goes first (the
apple) and this one goes next (the flower). Remember the images in order. Time starts at 5
seconds. Go to the Answer sheet for Practice Item C: Point out the pictures in the order in
which I showed them to you.
 That's correct. Continue with item 4.
 That's not correct. On this page, this one goes first (the apple) and this one goes after
(the flower). Go to the answer sheet for item C: So you should have marked this one
first (the apple) and this one next (the flower). Continue with item 4.

- If the examinee appears confused or does not understand the task, repeat the explanation
and allow the examinee to practice the task again using practice items B and C.
- Proceed with item 4 regardless of the examinee's performance on the practice items.
- Items 4 and 5 are learning items, so feedback must be given as indicated in the manual.

PUNCTUATION.

 Item 1 to 3 (ONLY FOR INTELLECTUAL DISABILITY)

- Award 1 point if the respondent gives a correct answer.
- Award 0 points if the respondent does not select the stimulus illustration, selects an
incorrect illustration, says he or she does not know the answer, or does not respond
within approximately 30 seconds.

 Item 4 to 26
- Award 2 points if the examinee selects all the stimulus illustrations in the correct order.
- Award 1 point if the examinee selects all the stimulus illustrations in the reverse order
(p.151*) or in the incorrect order (p.152*).
- Award 0 points if the respondent does not select all of the stimulus illustrations, selects an
incorrect illustration, says he or she does not know the answer, or does not respond
within approximately 30 seconds.

PROCESS SCORES
• Longest Picture Retention Stimulus Sequence (RImse)= the number of illustrations on the
stimulus pages of the last item on which the subject obtained a perfect score. (the total that I had
to remember)

• Longest Response Sequence on Picture Retention (RImsr)= the number of illustrations on the
response pages of the last item on which the subject obtained a perfect score. (the total that was
on the page)

3. Symbol Search (BS)  The examinee must find one or more target symbols in a search group
containing more symbols within a time limit.

FORM A AND B.

Instructions
 - Use the example item to explain and present the task to the examinee. Repeat it as many
times as necessary so that he understands the activity. Proceed with test items only when
the test taker has understood the task.
- The evaluator manages time and guides the activity. Preventing those being evaluated
from jumping ahead or anticipating tasks  You have to wait for me to say “start” so you
can begin.
- If a respondent skips an item or starts completing items in reverse order  You have to do
it in order. Don't skip any.
- Point to the first skipped item and say: Do this now. Do not stop the stopwatch while
giving this instruction.
- Do not give an eraser
- Allow the person being evaluated to correct himself, unless this behavior becomes
repetitive and begins to take time away from the execution of the task.
- If the examinee reaches the end of a page before the time limit expires and forgets to turn
the page or has difficulty doing so, turn the page instead and say: Keep working as fast as
you can. Do not stop the stopwatch when this instruction is given.

CONSIGNA FORM A

 Sample Items
- If I see that this symbol is here, I mark it like that. If I see that this symbol is not here, I
check the NO box like this. Although this symbol looks similar to this one, I should not
mark it because it is rotated.
 Practice items
- Now make these. If you see the symbol, mark it. If the symbol is not there, check the NO
box. Begin.

 Only slogan
- When I say “start,” do these the same way. Start here and answer them in order without
skipping any. Work as fast as you can, without making mistakes, until I tell you to stop. If
you're done with these, turn the page and continue working on the next one. Are you
ready? Begin.
 - If the examinee receives a perfect score on all 40 test items, use the following table or the
recording protocol to determine the possible performance time bonus. YES OR YES it must
be perfect and it is only for form A.

CONSIGNMENT FORM B

 Sample Items
If I see that any of these symbols are here, I mark it like that. If I see that none of these
symbols are here, I check the NO box like this. Although this symbol looks similar to
this one, I should not mark it because it is rotated.

 Practice item:
Now make these. If you see any of the symbols, mark it.
Check the NO box if you do not see any of the symbols. Begin.

 Only slogan
When I say “start,” do these the same way. Start here and answer them in order
without skipping any. Work as fast as you can, without
make mistakes, until I tell you to stop. If you're done with these, turn the page and
continue working on the next one. Are you ready? Begin.

PUNCTUATION

- If the examinee completes all test items before the time limit expires, stop the stopwatch
and record the completion time in seconds.  In form A, if you have perfect performance
and finish before time you are given a time bonus.
- Use the sheet corresponding to the shape applied in the Symbol Search correction
template.
- If the respondent marked the same symbol that appears in bold on the template, the item
is considered correct.
 - Items that the respondent did not answer (either because they were skipped or because
they were not completed before the time limit was met) should not be considered when
calculating the total number of correct or incorrect items.
- CORRECT ANSWERS ARE COUNTED – (MINUS) INCORRECT ANSWERS.

DESIGN ERRORS AND ROTATION ERRORS.

- These are errors in the response process, either by marking a similar symbol with a
different design or by marking a rotated design.
- In the Symbol Search correction template they are marked with
D or R those items that are considered design or rotation errors. It is a process score that
must be recorded.

CORRECTION AND PUNCTUATION.

 STEP 1: Calculation of total raw scores of the primary subtests

- Obtain the raw score for each subtest: add the scores for the administered items and
those not administered.
- Instructions for obtaining raw scores for Keys and Symbol Search are given in Chapter 3 of
the manual.
- After obtaining raw score, go to the table “Converting Raw Scores to Scale Scores”
- Invalidation of subtest scores: Application errors or unexpected events can invalidate a
test. If there is suspicion, it is better to invalidate the test.
- In those assessed between 6 and 7 years of age, failure to respond appropriately to the
rating item results in the cancellation of the RD and SLN scores.
- If the person evaluated obtains a raw score of 0, the score of said test is still considered, it
is not invalidated or considered lost.

 STEP 2: Convert total raw subtest scores to scale scores

- Review Table A.1, according to age, to transform raw scores into scale scores

 STEP 3: Obtain scale score sum

- Add the scale scores to obtain the Scale Score Sum.”
- The Scale Score Sum should be compared with tables A.2 to A.7. to be transformed into a
Composite Score
- The parentheses remind us that these subtests are not included in the Total Scale Sum
(CIT).

- Invalidation of composite scores

 The indices can be obtained from the sum of two subtests. For each index, only 1 total raw
score of zero is allowed (corresponding to half of each main index). A composite index is
invalidated if the two scores that compose it add up to a total gross score of 0  Floor
 effect (it does not allow the evaluation of the skills of the person being evaluated, the test
could not evaluate what it was intended to measure)
 The invalidation criteria depend on the type of composite index. Those with 2 subtests,
with 2 scores 0 are invalidated (50% of the index is required).
 On the CIT, which is composed of seven subtests, up to four total raw scores of 0 are
allowed (including one possible subtest substitution). If the CIT is obtained through the
apportionment of 6 subtests, only up to three total raw scores of 0 are allowed.

 STEP 4: Obtain scores (tables A.2 to A.7)

ICV CALCULATION – TABLE A.2 (PAG. 246)

IVE CALCULATION – TABLE A.3 (PAG. 246)

IRF CALCULATION – TABLE A.4 (PAG. 247)

IMT CALCULATION – TABLE A.5 (PAG. 247)

IVP CALCULATION – TABLE A.6 (PAG. 248)

 STEP 5: Graph scores.

- Profile score scale
- Composite Score Profile
- WHAT DOES EACH INDEX EVALUATE?

 CIT
- It is the measure of the general performance of the person being evaluated.
- Is it the g factor?
- The CIT is an efficient predictor of performance of a wide spectrum of cognitively oriented
behaviors.
- It is a strong predictor of academic achievement, occupational success, and memory
functioning.

 MAIN INDEXES. If intelligence were a company, each index would be a worker:

- ICV would be a librarian
- IVE would be an architect
- IRF would be a detective
- IVP would be the junior/baton
- IMT would be the executive manager

1. VERBAL COMPREHENSION INDEX

- Let's imagine that our brain is like a large library that stores all the verbal knowledge that
has been crystallized over the years. When one needs information, a librarian is able to
help solve a problem by suggesting specific books or information to have on hand to solve
the problem. A good librarian knows what information would help solve problems and
would do so with the least expenditure of resources.
- If the librarian is not effective, the customer will receive information that will not help him
solve the problem at hand, but will be irrelevant and even likely to confuse him. Also, the
librarian could indeed help, but at a resource-intensive and inefficient manner.
- The ICV primarily measures crystallized knowledge and verbal reasoning. It is necessary
for the librarian to have studied and acquired information throughout his life, with
constant study and to know how to distinguish how the information is stored and how to
retrieve it. That is to say, it involves verbal comprehension and requires a preserved
memory for its correct functioning.

- What tests does it include?

 Analogies - Vocabulary
- What does it evaluate?
 The child's ability to access and apply acquired verbal knowledge. This skill involves
concept formation, reasoning, and verbal expression.
- ICV on the WISC-V
 It emphasizes reasoning using verbal knowledge over relative bases of knowledge and
social judgment.

2. VISUOSPATIAL INDEX (planning, designing, manipulating visual schemes)

- Let's imagine that the IVE is an architect. He is in charge of preparing plans to build things.
He has the ability to see how to fit things together to form a whole and how things can be
rearranged to form something different. Sometimes you get your work done by simply
putting pieces together, but other times you need to plan in your mind how to make the
pieces fit together. A good architect designs and uses materials efficiently.
- An ineffective architect makes plans that do not meet construction criteria and create
unstable structures that do not last over time, that are not functional or aesthetically
pleasing.

- What tests does it include?

 Building with cubes (cube manipulation) – Visual puzzles (see diagrams)
- What does it evaluate?
 The child's ability to evaluate visual details and understand visual-spatial relationships to
construct a geometric design from a model. The ability to construct designs requires
visuospatial reasoning, integration and synthesis of part-whole relationships, attention to
visual details, and visual-motor integration.
- IVE on the WISC-V
 Emphasizes visual-perceptual perception and visual-spatial reasoning over conceptual
reasoning

3. INDEX WORKING REPORT

- If we think of the brain as an office, it is a busy office, bombarded with requests for prior
information, new information that needs to be processed, and decisions that need to be
made. All these requirements come as customer orders.
- The executive manager controls which orders the workers must pay attention to. The
manager is also responsible, once the request is completed, for clearing the remainder of
the order so that another one can be made.
- An ineffective manager can slow down order processing by not allocating enough
resources to fulfill the order, not allocating them to the appropriate groups, not allocating
enough space for new orders, or not keeping the workflow organized.
- On the other hand, an effective manager generates strategies to manage low or high
volumes of work, is organized, allows several tasks to be performed simultaneously, and
provides the right amount of resources to complete the task.
- The IMT measures the ability to focus attention on a stimulus and assign it to the
phonological loop (temporary storage of information in verbal format) or to the
visuospatial whiteboard to carry out a task.

- What tests does it include?

 Digit retention – Image retention
- What does it evaluate?
 The ability to intentionally record, maintain, and manipulate visual and auditory
information. The recording of information depends on the integrity of attentional
processes and visual discrimination. It is divided into information maintenance
(phonological loop or visual sketchpad) and manipulation according to an imposed rule.
(Container where we temporarily place information)
- IMT on the WISC-V
• Emphasizes both visual and verbal working memory.

4. PROCESSING SPEED INDEX

- The courier is an employee who is only required to complete the assigned task as quickly
and accurately as possible. The delivery man does not decide what to work on. You are
not expected to make important decisions, just do what you are asked to do, without
making mistakes. After completing his task, he moves on to the next one given to him by
his boss (executive manager).
- An efficient courier completes tasks quickly and efficiently, identifies errors or missing
information, and adapts to new processes.
- An inefficient courier may fill out paperwork incorrectly, forget to provide important
information, or work very slowly.

- What tests does it include?

 Keys – Symbol search (identification of visual stimuli)
- What does it evaluate?
 Speed and accuracy in visual identification and decision making. Performance on this
index is related to visual scanning, visual discrimination, short-term visual memory, visual-
motor coordination, and sustained attention.
- IVP on the WISC-V
 It is not limited to reaction time or visual discrimination, but the cognitive component of
decision-making and learning is implicit.

5. FLUID REASONING INDEX

- The detective tries to figure things out by considering the facts, makes deductions,
inferences and puts relevant facts together to solve crimes or problems.
- Some information comes from the environment, while other facts are stored in the brain's
library, so the detective depends on the librarian to see the important facts in the library.
The detective also depends on the architect to help him imagine the crime scene. On the
other hand, the detective tells the CEO which steps to take first and which to ignore as
they are irrelevant. The detective depends on the courier to process the facts quickly
before the criminal escapes.
- A good detective knows where to look for clues, integrate complex information, narrow
down the list of possible suspects and try to find the person responsible for the crime.
- A hapless detective fails to focus on relevant information, fails to visualize scenarios, fails
to prioritize or focus on the most relevant facts, fails to process information correctly, and
draws erroneous conclusions from various aspects at hand.

- What tests does it include?

 Reasoning Matrices (inductive reasoning) – Balances (quantitative)
- What does it evaluate?
 The ability to detect underlying conceptual relationships between visual objects, and use
reasoning to identify and apply rules. The above requires quantitative and inductive
reasoning, simultaneous processing and abstract thinking.
- IRF on the WISC-V
 It emphasizes abstract reasoning over constructional skills that require visual-perceptual
integration and visual-spatial reasoning.

BROAD AND SPECIFIC SKILLS OF CHC THEORY IN WISC V.

- The map is not the territory: CIT is not total intelligence, the results are not all the
individual's capabilities/intelligence in full.

Cattell-Horn-Carroll definitions of broad and specific skills by Schneider and McGrew (2018)

Comprehension – knowledge (lexical and general knowledge are the only ones in WISC V)
 Fluid reasoning

Quantitative knowledge (scales)

Visual processing (visualization in WISC V)

Working memory capacity

Processing speed (motor + visual, all three tests require paper and paper to evaluate)

VERBAL COMPREHENSION INDEX

VISUOSPATIAL INDEX

INDEX OF REASONING

(arithmetic is the only one that can replace scales by quantitative reasoning)

WORKING MEMORY INDEX

PROCESSING SPEED INDEX

STRENGTHS AND WEAKNESSES ASSOCIATED WITH EACH MAIN INDEX

ICV

- High score in ICV

 A good development in the verbal reasoning system
 Solid vocabulary acquisition
 Effective information recovery
 Strong ability to reason and solve verbal problems
 Effective knowledge of communication

- Low score in ICV

 Poor development in verbal knowledge
 Difficulty in retrieving previously acquired information
 Difficulties in verbal expression
 General difficulties with reasoning and problem-solving skills.

IVE

- High score in IVE

 Good development of the ability to apply spatial reasoning and analyze visual details.
 - Low score in IVE
 Spatial processing deficit
 Difficulties in visual discrimination
 Difficulties in visual attention processes
 Deficit in visual-motor integration
 Low general reasoning ability

IMT

- High score on IMT

 Good development in the ability to identify visual and auditory information, maintain it in
temporary storage and re-sequence it for problem solving.

- Low score on IMT

 Distractibility
 Visual or auditory discrimination problems
 Difficulty keeping information active consciously
 Low capacity of temporary warehouse
 Difficulty in manipulating information in working memory

IVP

- High score in IVP

 Good development in the ability to identify visual information, make quick and accurate
decisions, and the ability to quickly implement those decisions.

- Low score in IVP

 Problems in visual discrimination
 Distractibility
 Increased latency in decision making
 Motor difficulties (manual coordination problems, psychomotor development problems,
graphomotor problems, disease sequelae)
 Slower overall cognitive speed

IRF

- High score in IRF

 Good development of the ability to abstract conceptual information from visual details
and apply them effectively to knowledge.
 - Low score in IRF
 Difficulty identifying visual information
 Difficulties relating visual information to abstract concepts
 Difficulties in understanding and applying quantitative concepts
 Difficulties in general reasoning skills

COMPARISON BETWEEN SUBTESTS.

- Although the two subtests that make up the indexes evaluate a specific construct, they
present differences between them, which are important to analyze.
- Determine whether there are statistically and clinically significant differences and, based
on this comparison, analyze only those that present differences.

ICV
- Analogies – Vocabulary
Both assess verbal and crystallized skills, but analogies may be more related to abstract
and conceptual reasoning, as well as cognitive flexibility, compared to vocabulary, which is
more related to lexical knowledge.

IVE
- Building with cubes – Visual puzzles
Both tasks involve visual-perceptual and spatial reasoning skills, however, building with
cubes involves the manipulation of more stimuli, in addition to having a greater demand
at the motor level. In comparison, Visual Puzzles requires you to solve problems mentally,
without any visual feedback.
 IMT
- Digit retention – image retention
Although both tests assess working memory, the type of stimulus presented differs in both
tasks. In RD, information is presented verbally, while in RI it is done through illustrations.

IVP
- Keys – Symbol Search
Both tests assess performance on processing speed tasks. Keys
requires skills involved in graphomotor learning and speed, while Symbol Search requires
precision in visual scanning and discrimination with less motor demand than Cues.

IRF
- Reasoning matrices – Balances
Both tests involve fluency in reasoning, however Reasoning Matrices involves more
inductive reasoning, compared to Balances, which requires quantitative reasoning.

ANALYSIS OF MAIN INDEXES

- Determine the presence of strengths and weaknesses.

 What information can we extract from these analyses?

Pairwise difference comparison: contrast between two indices. This analysis is to check how
the skills are between them.

Strengths and weaknesses: They allow to draw a profile.

Determine strengths and weaknesses

- WISC-V incorporates a strengths and weaknesses analysis with statistical calculations (t-
test, Ttest).
- The values are compared with averages obtained from different scoring samples to then
determine, through the “rarity” of the differences found, whether the data are clinically
relevant to analyze.
- In other words, the information that can be extracted from the test is no longer random or
guided by common sense, but rather from a comparison of an individual with a reference
group.
 Scores and the normal distribution  When we find a significant finding, it is when the finding
is between 2%, 5%, 10% of the population. How strange the scores obtained by the person
being evaluated may be and where on the curve they are located.

Select Score Comparisons: Comparison Scores and Differences

- The scores of each index alone give us only a relative location on the normal curve.
- To determine a profile of strengths and weaknesses we need to compare those indices
with a reference value that allows us to estimate differences and quantify them. For this
we will need a comparison score.
- We take the index value, subtract it from the comparison score, and get a score called
difference.
- The scores are subtracted from an average to see how different they are.

 In order to continue.
- We must make certain decisions A PRIORI in order to determine what will be the
comparison basis that we will use to contrast the performance of our evaluated person:
1. Comparison score (which we will use to subtract the scores): I can use the average
score of the main indexes or the CIT.
2. Significance level of critical value
3. Base rate of the reference group.

 THREE-STAGE PROCESS

1st. Analyze strengths and weaknesses at the index level

- It is necessary to select the score comparisons to be performed prior to the evaluation of

strengths and weaknesses, as well as the selection of the level of significance and the
reference groups for the base rate.

Select Score Comparisons: Comparison Score and Differences

- It is recommended that the Leading Index Average (PIA) be used as the comparison score
for index-level score comparison if all five valid major index scores are available.
- The CIT may be used as a comparison score for index-level score comparison if any of the
main indices are invalid or could not be obtained.
 - Then, we subtract the obtained score (indexes) from the comparison score that was
defined (PIP or CIT) and note the difference.

Select score comparisons: Significance level critical value

- To determine the presence of a significant difference, we must compare the differences

with a score that is the threshold, the limit that indicates the presence of a relevant score.
- We will call critical value that numerical value (threshold) that will tell us if there is a
statistically significant difference.
- By contrasting the difference obtained with the critical value, it is determined whether it
exceeds the expected value or not, constituting a statistically rare finding.
- The critical value is obtained in the tables and will change depending on the level of
significance chosen for the test (standard error). The demands we will have on the test
and how much we will accept error in our evaluation.
- WISC-V results can be analyzed under different levels of challenge.
- The level of significance reflects the level of demand established by the evaluator to
consider that there is a significant difference. The smaller the value, the greater the
requirement.
- Each significance level has different critical values. The more demanding, the higher the
critical values  This way false positives are avoided.

0.01
0.05
0.10
0.15

 The decision of which level to use is made based on the objective of the evaluation, while
achieving an adequate selection based on a balance between statistical power and type 1 errors
(false positives). It is important to consider that the higher the requirement (0.01 or 0.05), the
fewer significant differences are obtained (the threshold is higher).

Criteria:

1. Assessment objectives
2. Number of comparisons to be made between the different scores

- Low risk assessment 0.10 – 0.15 (type 1 error is not the primary concern). Evaluation of
children and adolescents who do not have any cognitive problems.
- High risk assessment 0.01 – 0.05 (type 1 error is the primary concern). When multiple
comparisons are made between scores. (FOR EXAMPLE, DI)

How is the critical value obtained? (TABLE B.1, p.256)

- It will differ depending on the age of the person being evaluated, the comparison score we
use, and the level of significance. There we find for each index.
- We must determine the level of significance of the critical value (evaluator). WE SEARCH
IN THE TABLE AND PUT IT IN THE CRITICAL VALUE COLUMN, BEFORE WE DID THE
DIFFERENCE SUBTRACTION.
- SCORE – COMPARISON SCORE – DIFFERENCE

DIFFERENCES BETWEEN SCORES: CRITICAL VALUE.

- The difference is the actual value obtained, the critical value is a reference value.
- Critical value: The maximum difference classically observed at your age in relation to the
Index and the comparison base (PIP or CIT)
- It allows to determine the value from which a difference is considered significant.
- Consider absolute value of the difference
- If the value of “Difference” exceeds the value of “Critical Value” in absolute value (if the
difference in the critical value is greater), there is a statistically significant difference,
which may be a Strength or Weakness.
- If it is lower, it is not counted as a significant difference.
- Whether it is Strength or Weakness will depend on the sign of the difference value.
• ( + ) Strength
• ( - ) Weakness (negative number in the difference and higher critical value)
 (How many units is it away from 0).

Selecting Score Comparisons: Choosing the Base Rate Reference Group

- We will analyze those strengths and weaknesses that are statistically significant.
- The base rate is a percentage. It is used to see in what percentage of the population the
difference found is observed.
- Only when there are statistically significant differences is it necessary to assess how rare
those differences are in relation to a group of people. There are two options for reference
groups.
- To compare our subject with a group of individuals with the same chronological age, we
will use the Total Sample as a reference group.
- To compare our evaluator with a group of individuals with a similar cognitive level, we will
use Skill Level (performance)
- Base rate information for the entire sample makes it possible to compare, for example, a
child's performance with other children regardless of cognitive ability.
- The base rate by ability level allows a child's performance to be compared with others of a
similar cognitive ability level.
- In general, the base rate for score differences varies more at the extremes of
performance, suggesting that it is preferable to select the base rate by ability level if a test
taker's CIT deviates from the mean of 100. (90-109)
- Average CIT, we will compare it with the total sample. CIT below or above average, I will
compare by skill level (intellectual level or cognitive skills)

Select Score Comparisons: Choosing the Base Rate Reference Group.

 STEP 1A: Analyze strengths and weaknesses at the index and subtest level.

- Base rate of the reference group:

• Table B.2 is used to determine how the index-level score differences obtained by the
assessee compare with the same score differences obtained by various percentages (ie:
≤2%, ≤5%, ≤10%, ≤15% and ≤25%) of the normative sample.  This is an indicator of how
rare a significant difference is. And if it deserves our attention to analyze it.
• A base rate ≤15% (≤2%, ≤5%, ≤10%) is rare enough to be considered a clinically
significant difference. 15 will be the cut-off point.

How do I get the base rate at the sub-index level?

(TABLE B.1, P. 258)

- It will be different depending on the reference group we will use, Total Sample or Skill
Level
- Indexes are divided into two columns. One for the indices with the PIP and another for
when we use the CIT as a comparison score. Furthermore, it is divided into + and – of the
difference.

STEP 1B: Analyze strengths and weaknesses at the subtest level

• It is necessary to select the score comparisons to be performed prior to the evaluation of

strengths and weaknesses, as well as the selection of the level of significance and the reference
groups for the base rate.

• Select score comparisons: comparison and difference score

• The Primary Subtest Scale Score Average (PPE-P) is recommended to be used as the comparison
score for subtest-level score comparisons if valid scores from all 10 primary subtests are available.
(equivalent of PIP)

• You may also use the CIT Subtest Scale Score Average (PPE-C) as a comparison score for subtest-
level comparisons. (CIT equivalent)

• To determine whether there is a strength or weakness, one must look at whether the difference
value exceeds the critical value or not. If it exceeds it, it means that there is a statistically significant
difference. WE USE THE SAME CRITICAL VALUE AS BEFORE, the conditions remain the same.

• The direction (symbol) of the difference will indicate whether that difference is a Strength or
Weakness. As appropriate, either F or D should be circled.

• You must report the base rate for all statistically significant differences.

SELECT SCORE COMPARISONS: LEVEL OF SIGNIFICANCE.

• The level of significance reflects the level of demand established by the evaluator to consider
that there is a significant difference. The smaller the value, the greater the requirement.

• The choice of critical value must be consistent throughout the analysis. I must perform all
indicator analyses with the same level of significance throughout the protocol.

- HOW DO I GET THE CRITICAL VALUE?

(TABLE B.3, P-261)

- It will differ depending on the age of the person being evaluated, the comparison score we
use, and the level of significance.
- Same conditions for establishing F or D.

What differences are clinically significant?

STEP 1B: Analyze strengths and weaknesses at the subtest level

- Base rate:
- • Tables B.4 are used to determine how the subtest-level score differences obtained by
the examinee compare with the same score differences obtained by various percentages
(ie: ≤2%, ≤5%, ≤10%, ≤15%, and ≤25%) of the normative sample.  This is an indicator of
how rare a significant difference is. And if it deserves our attention to analyze it.
• A base rate ≤15% (≤2%, ≤5%, ≤10%) is rare enough to be considered a clinically
significant difference.

How do I get the base rate at the subtest level?

(TABLE B.3, P. 263)

• It will be different depending on the comparison score we will use, PPE-P or PPE-C, as well as the
sign of the difference

How to get the base rate:

1. Find the appropriate section of Tables B.2 and B.4 to find the information for the person being
evaluated (see whether the total sample or ability level will be used)

2. Read horizontally to the left or right column to determine the base rate. If the difference in
scores obtained by the evaluator is in the column, record the corresponding percentage in the base
rate column

3. If the score difference is not in the column, start reading from the bottom of the column up
until you find the first score difference that is less than the score difference obtained. (the one
with the least difference from the one we are looking for).

The bigger the difference, the more ''rare'' it is.

STEP 2A: Analyze differences between pairs at the index level.

WE SUBTRACT. We make a contrast between the skills evaluated.

We have two scores, we subtract them and we have the difference. We don't get F or D, but it
indicates whether there are clinically significant differences.

The comparison between pairs is made at the level of subindexes and subtests.

• Select the significance level of the critical value for the score comparison at both levels. Also
select the reference group for the base rate at the index level. Check these selections before
completing the “Pairwise Difference Comparison” table.

• Table B.5 has the critical values necessary to identify statistically significant differences between
the scores of the main indexes. Locate the age of the person being evaluated and the selected level
of significance in the table.

• If the comparison difference exceeds the critical value, there is a significant difference. S or N
should be marked with circles, as appropriate.

Differences between scores: critical value.

- If the value of “Difference” exceeds the value of “Critical Value” in absolute value, there is
a statistically significant difference.
- In this section there are no strengths and weaknesses, it only works if the crossing of two
indices is statistically significant.

How do I get the critical value of pairwise comparisons at the index level?
TABLE B.5,P. 264.

- They are chosen according to the level of significance and age.

Step 2a: Comparing Differences Between Pairs Index Level

• The base rate of those evaluated in the normative sample who obtained a difference equal to or
greater than this appears in Table B.6. The base rate is calculated in the same way as in the
strengths and weaknesses analysis.

Base Rate: (choose whether to compare by total sample or skill level)

• Tables B.6 are used to determine how the subtest-level score differences obtained by the
examinee compare with the same score differences obtained by various percentages (ie: ≤2%, ≤5%,
≤10%, ≤15%, and ≤25%) of the normative sample.  This is an indicator of how rare a significant
difference is. And if it deserves our attention to analyze it.

• A base rate ≤15% (≤2%, ≤5%, ≤10%) is rare enough to be considered a clinically significant
difference.

How do I get the base rate for index-level peer comparisons?

(TABLE B.6, P. 266)

 - It will be different depending on the comparison score used: Total sample or skill level and
sign of the difference ( + or - )

STEP 2B: Analyze differences between pairs at the subtest level.

• Table B.7 provides critical values for pair analysis at the primary and complementary subtest
level. This table has a different format because it includes critical values for all possible pairwise
comparisons. It is on two pages according to the level of significance.

up is 0.5 (blue), down 0.1

Difference between scores: Critical value.

- If the value of “Difference” exceeds the value of “Critical Value” in absolute value, there
is a statistically significant difference.
- In this section there are no strengths and weaknesses, it only works if the crossing of
two indices is statistically significant.

- Using the appropriate section of Table B.7, locate the comparison of interest and enter
that number in the critical value column. The absolute value of the score difference must
be greater than or equal to the critical value to be statistically significant. Circle Y or N in
the significant difference column as appropriate.

What differences are clinically significant?

Base rate:

• Table B.8 is used to determine how the subtest-level score differences obtained by the examinee
compare to the same score differences obtained by various percentages (ie: ≤2%, ≤5%, ≤10%,
≤15%, and ≤25%) of the normative sample.  This is an indicator of how rare a significant
difference is. And if it deserves our attention to analyze it.
• A base rate ≤15% (≤2%, ≤5%, ≤10%) is rare enough to be considered a clinically significant
difference.

• The base rates of the normative sample examinees who obtained an equal or greater difference
in the selected pairs of subtests are found in Table B.8. Read horizontally to the column that
corresponds to the score comparison and the direction of the difference (e.g.: CLA < BS). Enter this
value in the base rate column for significant differences.

How do I get the critical value for pairwise comparisons at the Subtest Level?

(TABLE B.8, P. 280)

- They are chosen according to the sign of the difference

- Less than 15 is significant.
STEP 2: Analyze differences between pairs at the index and subtest levels

PEER COMPARISONS.

- Differences that are clinically significant, i.e. less than or equal to 15% of the base rate, are
analyzed.
- It is necessary to explain which skill(s) are above or below the other(s) and based on that,
make clinical hypotheses that would explain this finding.
- There is no predetermined formula; interpretations of differences must be made based on
what was observed both in the evaluation and in the interview.
- Analyze F and D. And comparisons.

ICV and IVE

- The ICV and the IVE can be compared to obtain information about
visual-perceptual/visuo-spatial abilities versus verbal reasoning abilities.
- Unlike the IRF, the IVE does not specifically assess aspects of cognitive reasoning linked to
the semantic/linguistic component. Therefore, comparing the ICV and the IVE represents
the comparison between the mental processing of visual information with that of verbal
information.
- A higher score on the ICV than on the IVE indicates a relative strength in the use of
verbal stimuli to solve problems compared to solving visuospatial problems.
- A higher score on the IVE than on the ICV indicates a strength in the ability to
understand and use visual-perceptual/visuo-spatial information compared to verbal
reasoning skills.

ICV and IRF

 - The ICV and IRF can be compared to gain insight into reasoning skills using verbal and
visual stimuli, as well as crystallized versus fluid aptitude. If the ICV and the IRF are not
significantly different, it suggests that crystallized aptitude corresponds to fluid aptitude,
just as conceptual reasoning with verbal information corresponds to visual aptitude.
- A higher score on the ICV than on the IRF indicates a strength in crystallized skills
relative to fluid reasoning skills;
- A higher score on the IRF than on the ICV indicates a strength in fluid rather than
crystallized skills. To clarify whether the difference is mainly related to the type of
stimulus (visual or verbal), the IVE can be analyzed.

IVE and IRF

- The IVE and the IRF can be compared to obtain information about the visuo-perceptual
and visuospatial reasoning with respect to the abstract conceptual reasoning of the
person being evaluated, through visual stimuli.
- The differences between these measures suggest that there is variability in children's
ability to use visual information. If the IVE and IRF are not significantly different, it
suggests that visuospatial processing and visual reasoning are in agreement.
- A higher score on the IVE than on the IRF indicates that the child has a very high visual-
perceptual reasoning compared to fluid reasoning. (very specific visual thinking,
difficulty in relating visual information to semantic content)
- A higher score on the IRF than on the IVE indicates that the child has a greater ability to
understand the relationship between visual information and abstract concepts than to
use visual and spatial information to build designs (he can associate semantic content
and concepts to images, but does not achieve visuospatial precision tasks).

 If ICV is a relative strength, the child can verbally mediate tasks (e.g. e.g., transforming
visual information into verbal information by describing the problem quietly or silently
to oneself) in order to successfully solve IRF tasks.

ICV, IVE and IRF. (SOFTWARE TYPE, programs that solve tasks)

- These three index scores can be used together to enhance understanding of strengths and
weaknesses in a child's reasoning ability.
- In cases where the ICV is greater than the IVE and the IRF, and the IVE and the IRF are
similar, there is evidence to suggest a consistent weakness in the ability to use visual
information in problem solving, or a strength in verbal reasoning.
- If the ICV is less than the IVE and the IRF, and the IVE and the IRF are similar, there may
be a general weakness in the child's language functioning (verbal comprehension skills),
word problem solving, and verbal reasoning.
- When the IVE is greater than the ICV (i. fluid) and the IRF (i. crystallized), and the ICV
and IRF are similar, the child shows a strong point in visual-perceptual/visuo-spatial
processing with respect to conceptual and abstract thinking.
 - If the IVE is lower than the ICV and the IRF, and the ICV and the IRF are similar, there is a
relative weakness in visual-perceptual and spatial reasoning skills compared to conceptual
reasoning skills.
- When the IRF is greater than the ICV and the IVE, and the ICV and the IVE are similar,
the child shows a strong point in the ability to link visual information to semantic and
quantitative constructs with respect to visual-spatial and verbal conceptual reasoning.
- If the IRF is lower than the ICV and the IVE, and the ICV and the IVE are similar, there is a
relative weakness in the ability to link visual information to semantic and quantitative
constructs with respect to visual-spatial and verbal conceptual reasoning.
- When there is large variability between these three scores, it is recommended that other
instruments assess visuospatial and language functioning to clarify any observed
discrepancies.

IMT and IVP (skills that could influence the ability to solve problems//effectiveness with which
information is processed)

- The IMT and IVP identify different components of information processing effectiveness.
While the ICV, IRF and IVE are strongly associated with reasoning and problem solving, the
IMT and IVP favor problem-solving ability. Working memory and processing speed are
related because working memory involves identifying, recording, and manipulating
information in short-term memory storage, and processing speed supports rapid
identification and recording of information in short-term memory for decision making.
- If the IMT and IVP are not significantly different, it suggests that working memory and
processing speed are in agreement.
- A higher score on the IMT than on the IVP indicates that the ability to identify and record
information in short-term memory is a strength relative to the speed of making decisions
using this information (visual scanning).
- A higher score on the IVP than on the IMT suggests that the child may be more
competent in making rapid decisions using information stored in short-term memory than
in manipulating this information. However, the fact that the stimuli of the processing
speed tests are present during the completion of the tasks may help the child to overcome
certain limitations in the functioning of working memory (retention).

IMT vs. ICV, IVE and IRF

- Working Memory tests measure the ability to manipulate information in conscious

awareness to support the resolution of complex problems. The ICV, IVE and IRF represent
more complex skills whose effectiveness theoretically requires the involvement of working
 memory skills. In other words, low working memory can interfere with or inhibit the
ability to perform more complex mental operations.
- When the IMT is greater than the ICV, the IVE or the IRF, the ability to mentally
manipulate information is greater than the ability to solve complex problems. In this case,
working memory deficits may not be limiting performance on these tasks.
- If the IMT is lower than the ICV, IVE, or IRF, the child's relatively lower working memory
may not interfere with complex problem solving.

IVP vs. ICV, IVE and IRF

- Processing Speed tests measure a child's ability to quickly identify, register, make, and
implement decisions about visual stimuli. The ICV, IVE and IRF represent more complex
skills that can be aided by the ability to think quickly and make sound decisions.
- Slow cognitive processing speed may interfere with or inhibit the ability to perform more
complex mental operations, especially in the Visuospatial and Balance tests, whose scores
may be affected by speed.
- When the IVP is greater than the ICV, the IVE, and the IRF, the ability to quickly evaluate
visual information and make decisions is superior to the ability to solve complex problems.
In this case, it is possible that processing speed deficits are not limiting performance on
these tasks.
- If the IVP is lower than the ICV, IVE, and IRF, the child can solve complex problems
despite having a relatively lower processing speed aptitude.