Administration error in presenting the WAIS—R blocks: Approximating the impact of scrambled presentations.

Thompson, Andrew; Bulow, Cathy A.

doi:10.1037/0735-7028.25.1.89

Cited by 9 publications

(7 citation statements)

References 9 publications

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“…It remains to be determined whether this conclusion generalizes to the elderly, intellectually impaired, or otherwise adaptively compromised individuals. It is noted that the present results using the WAIS-IV Block Design are in line with those of Thompson and Bulow (1994), who evaluated 60 individuals with the WAIS-R version of the subtest. Thompson and Bulow included in their investigation college students (72%) along with healthy adults who had not completed high school (28%).…”

Section: Discussionsupporting

confidence: 88%

“…The Thompson and Bulow (1994) study should be of interest to professionals and students concerned with identifying sources of error variance in intelligence assessment. However, their conclusions may not generalize to the WAIS-IV Block Design subtest because it differs substantially from the previous versions.…”

mentioning

confidence: 99%

“…Moreover, in response to corrective feedback, trainees often fail to appreciate the importance of adhering to the surface requirements specified in the test manual. Thompson and Bulow (1994) studied the effect of scrambling errors on the Wechsler Adult Intelligence Scale-Revised (WAIS-R; Wechsler, 1981) Block Design subtest using an extreme departure from standard surface requirements. Because random scrambling produced correct surface varieties 30% of the time on four-block items and 26% of the time on nine-block items, the Thompson and Bulow modified administration involved presenting the blocks with only red surfaces facing up.…”

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confidence: 99%

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WAIS-IV Administration Errors: Effects of Altered Response Requirements on Symbol Search and Violation of Standard Surface-Variety Patterns on Block Design

Ryan

Swopes-Willhite

Franklin

et al. 2013

Applied Neuropsychology: Adult

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This study utilized a sample of 50 college students to assess the possibility that responding to the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) Symbol Search subtest items with an "x" instead of a "single slash mark" would affect performance. A second sample of 50 college students was used to assess the impact on WAIS-IV Block Design performance of presenting all the items with only red surfaces facing up. The modified Symbol Search and Block Design administrations yielded mean scaled scores and raw scores that did not differ significantly from mean scores obtained with standard administrations. Findings should not be generalized beyond healthy, well-educated young adults.

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Section: Discussionsupporting

confidence: 88%

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confidence: 99%

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confidence: 99%

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WAIS-IV Administration Errors: Effects of Altered Response Requirements on Symbol Search and Violation of Standard Surface-Variety Patterns on Block Design

Ryan

Swopes-Willhite

Franklin

et al. 2013

Applied Neuropsychology: Adult

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“…However, administration errors involving the incorrect presentation of test materials or failure to read the instructions verbatim would only be evident from direct observation of the testing session. It should also be noted that administration errors do not always have an effect on test scores, as demonstrated by Thompson and Bulow (1994).…”

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confidence: 96%

Wppsi-r aDministration, Clerical, and Scoring Errors By Student Examiners

Holley

1999

Journal of Psychoeducational Assessment

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The purpose of this study was to examine the most frequent clerical and scoring errors made by student examiners who administer the WPPSI-R. Besides reporting the various types of errors made, a further goal was to document the impact of these errors on the obtained IQ values. Also, because WPPSI-R items taken by a particular child may be partially determined by that child's age, an analysis of these errors by age group was performed.

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“…Predominantly, attention has been directed at reducing administration and scoring errors on the Wechsler scales, perhaps because such errors occur most frequently. However, less frequent clerical and computational errors can have a more substantial impact on IQs than scoring errors which may cancel each other out (Cummings & Moscato, 1982) or administrative errors which may be of no consequence (Thompson & Bulow, 1994). We directed our efforts at reducing clerical and computational errors on the Wechsler Adult Intelligence Scale-Revised or WAIS-R (Wechsler, 1981).…”

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confidence: 99%

Evaluation of a checking procedure for reducing clerical and computational errors on the WAIS-R.

Thompson¹,

Hodgins²

1994

Canadian Journal of Behavioural Science / Revue canadienne des

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Examiners make mistakes administering and scoring Wechsler intelligence tests. Such errors can have a substantial impact on IQ. We produced a Compu-Check Form (CCF) of verification algorithms for checking WAFS-R clerical and computational procedures. Senior undergraduates and M.A. graduate students were trained to score fictitious WAIS-R protocols. Sixty percent of the students made errors and approximately 30% of the protocols contained errors. These errors frequently resulted in IQ discrepancies. Most IQ inaccuracies were small, although 10% of the summary IQs on protocols with errors deviated between 4 and 12 points. A subsample of the students were also trained to use the CCF. Fewer subjects made errors after applying the CCF. Changes in error rates and corrections to summary IQs also supported the utility of the CCF. In a field trial, 6 of 7 practitioners who used the CCF detected errors on 15 of 47 WAIS-R protocols selected from their clinical files. Only one of these clinician errors resulted in a substantial IQ error. Methodological issues and implications of the results are discussed. ResumeLes examinateurs font des erreurs en administrant et en notant les tests d'intelligence. Ces erreurs peuvent avoir des effets considerables sur l'evaluation du Qi. Nous avons cre£ une formule de controle informatique (Compu-Check Form, CCF) d'algorithmes de verification pour controler les procedures d'ecriture et d'informatique dans le cas du test WAE-R. Des etudiants en terminate du premier cycle et des Etudiants du deuxieme cycle ont recu la formation necessaire pour noter des tests WAIS-R fictifs. Dans le groupe d'^tudiants, 60 p. 100 ont fait des erreurs et environ 30 p. 100 des protocoles de test contenaient des erreurs, et ces crreurs entrainaient souvent des inexactitudes relativement au QI. La plupart des inexactitudes de QI etaient minimes, mais 10 p. 100 des Qi sommaires figurant sur les protocoles errones deviaient de 4 a 12 points. Un sous-echantillon d'e'tudiants a aussi et£ forme 1 a l'utilisation de la formule de contrfile informatique. Un plus petit nombre de sujets ont commis des erreurs apres avoir applique la formule. Les changements dans le taux d'erreurs et les corrections apportees aux Qi sommaires sont aussi venus appuyer l'utilite de la formule de controle informatique. Dans un essai sur le

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Administration error in presenting the WAIS—R blocks: Approximating the impact of scrambled presentations.

Cited by 9 publications

References 9 publications

WAIS-IV Administration Errors: Effects of Altered Response Requirements on Symbol Search and Violation of Standard Surface-Variety Patterns on Block Design

WAIS-IV Administration Errors: Effects of Altered Response Requirements on Symbol Search and Violation of Standard Surface-Variety Patterns on Block Design

Wppsi-r aDministration, Clerical, and Scoring Errors By Student Examiners

Evaluation of a checking procedure for reducing clerical and computational errors on the WAIS-R.

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