WJ IV Cognitive Fine Points of Administration

Global Test CLUSTER/Test Measure

GEN AUDITORY 1 Oral Vocabulary INTELLEC COMP-KNOWLEDGE (Gc) PROCESS QUANTITATIVE REASONING TUAL ABIL (Ga) Oral Phonologica 2 Number Series 1 Oral Vocabulary 5 2 Number Series 1 Vocabulary l Processing Number Nonword 3 Verbal Attention 8 General Information 12 15 Analysis-Synthesis 2 Series Repetition Verbal 4 Letter-Pattern Matching 3 Attention Letter- L-TERM 5 Phonological Processing 4 Pattern FLUID REASONING (Gf) - (3) RETRIEVAL NUMBER FACILITY Matching (Glr) Phonologic 6 Story Recall 5 al 2 Number Series 6 Story Recall 10 Numbers Reversed Processing Visual- Story 7 Visualization 9 Concept Formation 13 Auditory 11 Number-Pattern Matching 6 Recall Learning Visualizati 8 General Information 15 Analysis-Synthesis (3) 7 on 9 Concept Formation Gf-Gc VISUAL 10 Numbers Reversed COMPOSIT S-TERM WORK MEM (Gwm) - (3) PROCESSIN PERCEPTUAL SPEED E G (Gv) Oral 11 Number-Pattern Matching* 3 Verbal Attention 7 Visualization 4 Letter-Pattern Matching 1 Vocabulary Number Picture 12 Nonword Repetition 10 Numbers Reversed 14 11 Number-Pattern Matching 2 Series Recognition General 13 Visual-Auditory Learning 8 Informatio 16 Object-Number Sequencing (3) n Concept 14 Picture Recognition COG EFFICIENCY - (Ext) 9 Formation 15 Analysis-Synthesis COG PROCESS SPEED (Gs) 3 Verbal Attention 16 Object-Number Sequencing 4 Letter-Pattern Matching 4 Letter-Pattern Matching 17 Pair Cancellation 17 Pair Cancellation 10 Numbers Reversed 18 Memory for Words* 11 Number-Pattern Matching (EXT)

* Number Pattern Matching and Memory for Words do not contribute to any of the Core Gf-Gc clusters.

Dumont Willis 2014 WJ IV Cognitive Fine Points of Administration

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.

Dumont Willis 2014 WJ IV Cognitive Fine Points of Administration

Global Test CLUSTER/Test Measure

* Number Pattern Matching and Memory for Words do not contribute to any of the Core Gf-Gc clusters.

Dumont Willis 2014 WJ IV Cognitive Fine Points of Administration

Dumont Willis 2014 WJ IV Cognitive Fine Points of Administration 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 needed  Provide paper and pencil at item ii or if needed  1 minute time limit UNLESS subject is actively working toward solution  There are 2 possible starting items depending on grade.

Verbal Attention:  Uses audio recording  Typically ONLY Samples A is provided orally – all other samples and items use audio recording  If necessary, you may present the items orally – see easel for directions  Do not repeat any item  You may pause or stop the audio recording if needed  Do 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 exercise  3-minute time limit  Use a stopwatch  Everyone starts with Samples A and B and the Practice exercise

Phonological Processing: Test 5A: Word Access  Uses audio recording  Responses must be in English  Accept only one-word responses as correct.  You may repeat any item if needed  Samples and items 1 through 3 are presented orally. All others use the audio recording.  You may pause or stop the audio recording if needed  Do not penalize for mispronunciation.  There are 3 possible starting items depending on grade.

Test 5B: Word Fluency  Responses must be in English  You may repeat any item if needed  Each item has a 1-minute time limit  Administer both items to all subjects  Do not count repeated words or words used as examples.  All start with item 1 Test 5C: Substitution  Uses audio recording  Responses must be in English  You may repeat any item if needed  Samples 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 directions  You may pause or stop the audio recording if needed  Do not penalize for mispronunciation.  Start point is determined by raw score earned on 5A.

Dumont Willis 2014 page 5 WJ IV Cognitive Fine Points of Administration Story Recall:  Uses audio recording  Pause or stop the audio recording after each story  If necessary, you may present the items orally – see easel for directions  Scoring is based on key words in elements  There are 4 possible starting items depending on grade.

Visualization: 7A: Spatial Relations  Use paper or hand to show items one at a time if needed  Test by complete group (note marking on record form)  All start with Introduction

7B: Block Rotation:  Use paper or hand to show items one at a time if needed  Test by complete group (note marking on record form)  Use a stopwatch  Provide corrective as directed  There are 2 possible starting items depending on grade.

General Information:  Know exact pronunciation of words  Responses must be in English  Do not penalize for mispronunciation  If 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 allowed  There are 2 possible starting items depending on grade.

Numbers Reversed:  Uses audio recording  Samples A, B, and C and Items 1 through 10 are given orally  If necessary, you may present the other items orally – see easel for directions  Do not repeat any item  You may pause audiotape if necessary  If presented orally, items are presented at a rate of one digit per second  There are 3 possible starting items depending on grade.

Number-Pattern Matching:  Provide error correction only for Samples A and B and the Practice exercise  3-minute time limit  Use a stopwatch  Everyone starts with Samples A and B and the Practice exercise

Nonword Repetition:  Uses audio recording  Samples A and B and Items 1 through 7 are given orally  If necessary, you may present the other items orally – see easel for directions  Do not repeat any item  You may pause audiotape if necessary  Words must be pronounced smoothly to receive credit  There are 2 possible starting items depending on grade.

Dumont Willis 2014 page 6 WJ IV Cognitive Fine Points of Administration 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 responses  Cutoff scores are based on the running total of errors.  All start with Introduction 1

Picture Recognition:  Exactly 5 second exposure  One point if the subject correctly identifies the correct picture(s)  For items with multiple pictures, the subject must name all the pictures  Order of response is not important  Both pointing to the picture(s) or naming the letter(s) associated with the picture(s) are acceptable  There are 2 possible starting items depending on grade.

Analysis-Synthesis:  Acknowledge correct responses on Items A through 28  Correct errors on Items A through 28  On 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 pretest

Object-Number Sequencing:  Uses audio recording  Sample A is given orally, all others should use the audio recording  If necessary, you may present the other items orally – see easel for directions  Do not repeat any item  You may pause audiotape if necessary  If presented orally, items are presented at a rate of one digit per second  Responses that rhymes with or sounds like to the test word is scored as correct  To score as correct, the words must be repeated in correct order followed by the numbers in correct order  Do not penalize for mispronounciation  All subjects start with Sample A after which there are 2 possible starting items depending on grade

Pair Cancellation:  Three minute time limit  Record exact time  Do not cover lines  Use pencil with eraser  To 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 exercise

Memory for Words:  Uses audio recording  You may pause audiotape if necessary  Sample A is given orally, all others should use the audio recording  If necessary, you may present the other items orally – see easel for directions  Do not repeat any item  You may pause audiotape if necessary  If presented orally, items are presented at a rate of one word per second  Words must be repeated in correct order  Score as correct words that rhyme with or sound like the test word  Do not penalize for mispronunciation  All subjects start with Sample A after which there are 2 possible starting items depending on grade

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Dumont Willis 2014 page 8 WJ IV Cognitive Fine Points of Administration WJ IV Cognitive Tests Decision Points Test Decision Point Oral 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 incorrect Letter-Pattern Matching ( P ) Time Phonological Processing ( PC, LA ) 5A and 5C: 6 lowest correct & 6 highest incorrect, 5B: 1 minute each item Story Recall ( MM, LS ) Cut-off Visualization (VZ, SR) 5 lowest correct & 5 highest incorrect General Information (K0) 4 lowest correct & 4 highest incorrect Concept Formation (I) Cut-off – Controlled learning Numbers Reversed (MW) 5 lowest correct & 5 highest incorrect Number-Pattern Matching (P) Time Nonword Repetition (UM) 6 lowest correct & 6 highest incorrect Visual-Auditory Learning (MA) Cut-off Picture Recognition (MV) Cutoff for items 1-5,or 6 lowest correct & 6 highest incorrect Analysis-Synthesis (RG) Cut-off – Controlled learning Object-Number Sequencing (MW) 5 lowest correct & 5 highest incorrect Pair Cancellation (P, AC) Time Memory for Words (MS) 4 lowest correct & 4 highest incorrect

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