Woodcock Johnson IV COG Test PDF

Preview

Summary

Woodcock-Johnson COG test guide/notes. Dr. Gary Katz...

Description

Woodcock Johnson IV COG          

Cognitive testing battery that makes up ⅓ of the Woodcock Johnson IV. Other Tests are the ACH and OL. WJ IV COG tests Intelligence and Cognition Determining Achievement/Ability Strengths and Weaknesses Nature and extent of impairments Contributes data to inform diagnoses Evaluate or substantiate other test results Design interventions or individualized programs Creates domain-specific scores Research – provides reliable comparable data over an individual lifespan

6 Goals that guided revision to WJ IV 1. 2. 3. 4. 5. 6.

Use cutting edge theory and diagnostics Pushes beyond CHC theory Increased ease and flexibility of use Reframes achievement/ability comparisons Explore individual strengths across cognitive, linguistic, and academic abilities Complements Response to Intervention (RTI)

CHC Theory    

Widely renowned theory for general cognitive and intellectual abilities The Cattell–Horn–Carroll integrates Gf-Gc theory and Three- Stratum theory to create a composite understanding of IQ Three Stratum – intelligence consists of 3 things -Narrow abilities, Broad abilities, General Abilities Gf-Gc: Distinguishes between fluid and crystallized intelligence, recognizes interaction between the two

Differences Between WJ III and WJ IV      

More standard and extended Battery Items 3 Parallel Forms (only 2 before) More Academic Clusters Sentence Writing Fluency Math Facts Fluency Sentence Reading Fluency

General Intellectual Ability - Best predictor of scholastic and global cognitive outcomes.

     

Very reliable measure of general intelligence, cognitive complexity, and predictor of achievement in WJ IV ACH First seven tests of Standard Battery Each test measures one of the seven primary broad CHC abilities Gf, Gc, Gwm, Gs, Ga, Glr Gv Is a measure of psychometric g 1) Oral Vocab 2) Number Series 3) Verbal Attention 4) Letter pattern matching 5) Phonological Processing 6) Story recall 7) Visualization

Brief Intellectual Ability - creates quick intelligence score best used for screening or reevaluating    

Utilizes tests 1-3 (equally weighted to create score) Oral Vocabulary, Number Series, Verbal Attention Very reliable measure of general intelligence Measuring CHC abilities: Gc, Gf,Gwm

Gf - Gc Composite       





Two different types of intellectual ability: crystallized intelligence (Gc) vs fluid intelligence (Gf) Gf and Gc are associated with higher level cognition Gc- Test 1 and Test 8- 50 % Gf- Test 2 and Test 9 - 50% Reliability comparable to GIA reliability SLD evaluations (instead of the GIA or full scale IQ tests)-“special-purpose” Composite allows examiner to interpret ability-achievement discrepancies, with strengths and weaknesses made relative to individual’s crystallized and fluid cognitive functioning. Fluid intelligence measures cognitive ability and reasoning, forms concepts, and problem solving using unfamiliar information or novel procedures. This can measure intelligence independently from academic subjects and knowledge Used in sld evaluations instead of GIA or full-scale IQ because it gives a better idea of intelligence independent from cognitive processing. This is important because cognitive processing is where the majority of people with LD struggle.

Scoring: Comparisons   

Ability/Achievement - compares individual with peers’ academic performance GIA/Achievement - GIA as a predictor can determine presence/severity of discrepancies between full scale Intellectual ability and ACH/ OL scores GF-GC/ Other - determines strengths and weaknesses in ACH/OL (helpful with attenuating factors ie. slow processing speed)

  

Scholastic Aptitude/Achievement - determines discrepancies, can be used to support dx, CANNOT be used as SOLE evidence for Learning Disability Oral Language/Achievement - can be used to substantiate reading/math/writing disability, Academic Knowledge/Achievement - measure of Gc that does not require reading, writing, math; allows examiner to determine if achievement levels are appropriate relative to store of acquired knowledge

Reliability 

 

Evidence suggests that the WJ IV tests and cluster scores are sufficiently reliable and precise for measuring an individual’s cognitive ability, oral language ability, and achievement across most of the age span. Reliability calculations for the non-speeded tests, included data from all norming examinees tested at each age level. The Rasch model provided information to calculate the reliabilities for speeded tests and subtest as well as tests containing multiple-point items.

Clusters and Test Structure     

Table tells us which tests make up each composite I.e- Comprehension- knowledge composite requires Oral Vocabulary and General Information The empty boxes are tests you can administer to get an extension on the composite Includes the seven factors of CHC Theory Composites and clusters

Standard Battery 1-10 1. Oral vocabulary 2. Number series 3. Verbal attention 4. Letter-pattern matching 5. Phonological processing 6. Story recall (new to IV version of COG, used to be in ACH) 7. Visualization 8. General information 9. Concept formation 10. Numbers reversed Extended Battery 11. Number-pattern matching 12. Nonword repetition

13. Visual- auditory learning 14. Picture recognition 15. Analysis- synthesis 16. Object- number sequencing 17. Pair cancellation 18. Memory for words Global Clusters/ Composites:   

Brief Intellectual Ability (BIA) General Intellectual Ability (GIA) Gf-Gc (Fluid and crystallized intelligence)

Other Clinical Clusters and Narrow Ability:      

Quantitative reasoning (RQ) Auditory memory span (MS) Number facility (N) Perceptual speed (P) Vocabulary (VL) Cognitive efficiency

CHC Factors       

Comprehension- knowledge (Gc)* Fluid reasoning (Gf)* Short term working memory (Gwm) Cognitive processing speed (Gs) Auditory processing (Ga) Long-term retrieval (Glr) Visual processing (Gv)

*Considered by most to be the two most important factors because combined they can measure overall intelligence outside of cognitive processing efficiency. Basal and Ceiling Rule  

Ceiling: A specific number of items answered incorrectly in a row used to establish the height of the examinee’s ability. CEILING RULE: If the ceiling is met before the end of a page, you keep testing until you’ve reached the end of the page if the examinee can see the information (i.e has a test booklet in front of them). Any items answered correctly after the ceiling was met are counted toward the examinee’s score AND you keep testing.





 

Basal: A specific number of items are answered correctly in a row used to establish the bottom line(base) of the examinee’s ability. The number in a row is usually stipulated per subtest for both the basal and ceiling. What happens if the basal and ceiling are NOT met? If you reach Item one and the basal has not been met, item 1 becomes the basal. If you reach the last item and the ceiling has not been met, the last item becomes the ceiling. Basal- indicates what question to begin with, while giving points for all questions before the starting point Ceiling- uses a cutoff point/discontinue rule such as examinee must get 5 or fewer correct for questions 1-11. If they get more than 5 correct, testing continues until the next cutoff is met (each cutoff is different, i.e not always “5 or fewer”...