Wechsler Standardized Administration Procedures Questions and Answers 1 — Questions and Answers
Question 1: An examiner is administering a WISC-V subtest with an age-based starting point to a 9-year-old. The child scores 0 on the first item administered (Item 5). What is the correct next step according to standardized administration?
- Administer the next item in sequence (Item 6) to see if it was a careless error.
- Discontinue the subtest immediately as the child is clearly below the required ability level.
- Administer the preceding items in reverse order until two consecutive perfect scores are obtained. (Correct answer)
- Re-teach the instructions for Item 5 and allow the child to attempt it a second time.
Correct answer: Administer the preceding items in reverse order until two consecutive perfect scores are obtained.
When an examinee does not achieve a perfect score on the initial items at an age-based starting point, the 'reverse rule' must be applied. The examiner administers earlier items in reverse sequence until a 'basal' is established, which is typically two consecutive perfect scores. This ensures the examinee's foundational ability level is correctly identified before proceeding.
Question 2: When administering a Verbal Comprehension subtest, an examiner receives an ambiguous response from the examinee. According to standard procedure, which of the following is the most appropriate way to prompt for clarification?
- Ask a leading question such as, "So, by that, do you mean it's important for safety?"
- Rephrase the original question using simpler vocabulary.
- Provide an example of a 2-point response to guide the examinee.
- Say, "Can you tell me more about that?" or repeat the examinee's answer with a questioning tone. (Correct answer)
Correct answer: Say, "Can you tell me more about that?" or repeat the examinee's answer with a questioning tone.
Standardized querying procedures require the use of neutral, non-leading prompts to elicit more information without shaping the response. Saying "Tell me more" or using a simple reflective question encourages elaboration while maintaining the integrity of the test item. Rephrasing, leading, or providing examples are all violations of standardized administration.
Question 3: During the administration of the Similarities subtest, why is it essential for the examiner to record the examinee's responses verbatim?
- To provide detailed, qualitative feedback to the examinee's parents or teachers.
- To allow for accurate post-test scoring and analysis of conceptual quality. (Correct answer)
- To help the examiner remember the answers when writing the final report.
- To ensure the testing session takes the minimum required amount of time.
Correct answer: To allow for accurate post-test scoring and analysis of conceptual quality.
Recording responses verbatim is critical for accurate and objective scoring. Many verbal items, such as those on the Similarities subtest, are scored based on the nuance, precision, and abstract quality of the answer (e.g., 2, 1, or 0 points). Paraphrasing or summarizing can introduce examiner bias and lead to significant scoring errors.
Question 4: Which of the following actions best represents a standardized procedure for managing test materials during an assessment?
- Keeping the test manual open on the table for quick and easy reference.
- Laying out all subtest materials on the table before starting to familiarize the examinee.
- Positioning the stimulus book so the examinee cannot see upcoming items or examiner-only text. (Correct answer)
- Allowing the examinee to handle the blocks or puzzles from other subtests to build rapport.
Correct answer: Positioning the stimulus book so the examinee cannot see upcoming items or examiner-only text.
Proper management of materials is a key part of standardized administration. Stimulus books must be positioned to prevent the examinee from seeing anything other than the current item. Materials not in use should be kept out of sight to avoid distraction and maintain the novelty and integrity of each task.
Question 5: An examiner is administering the Block Design subtest. The examinee fails to correctly replicate the design for three consecutive items. According to the standardized discontinue rule for this subtest, what should the examiner do?
- Discontinue the subtest. (Correct answer)
- Administer one more item to confirm the ceiling.
- Return to the last correctly answered item and provide a demonstration.
- Continue administration but provide hints for the next few items.
Correct answer: Discontinue the subtest.
Most Wechsler subtests have a 'discontinue rule' or 'ceiling' to maintain standardization and avoid undue frustration for the examinee. For many performance subtests like Block Design, this rule is to stop administration after a specified number of consecutive scores of 0, which is typically two or three depending on the specific test version.
Question 6: For a timed subtest such as Coding or Symbol Search, when must the examiner start the stopwatch to ensure standardized administration?
- As soon as the examiner finishes saying the last word of the instructions. (Correct answer)
- After the examinee has completed the sample items and confirmed they understand.
- Immediately after placing the response booklet in front of the examinee.
- The moment the examinee makes the first mark on the page.
Correct answer: As soon as the examiner finishes saying the last word of the instructions.
Timing for speeded subtests must be precise. The administration manuals for Wechsler scales specify that timing begins immediately after the examiner reads the final word of the instructions and gives the signal to begin. Any deviation from this procedure violates standardization and invalidates the normative comparison of the score.
Wechsler Standardized Administration Procedures Questions and Answers 1
An examiner is administering a WISC-V subtest with an age-based starting point to a 9-year-old.
The child scores 0 on the first item administered (Item 5).
What is the correct next step according to standardized administration?