1. Test materials.
The Wechsler Intelligence Scale for Children is a widely used individual intelligence test scale recognized by the international psychological community today. This scale was first published in 1949 by Professor D. Wechsler in the United States, and the following is the version revised by Chuan-Ding Lin and Hou-Chong Chang.
The complete set of materials for this test includes
(1) A manual
(2) A copy of the recording form
(3) A set of work box (all the materials for the application of 12 tests)
(4) a maze, decoding quiz paper each
(5) a stopwatch (or a watch with a second hand)
2.Applicable scope
This test is applicable to children and adolescents aged 6 to 16. Urban and rural subjects share the same set of tests.
3.Procedures for administering the test
The subject should fill in the facts provided by the subject on page 1 of the score sheet on behalf of the subject, where the subject’s previous semester’s language and mathematics scores should be ascertained by the subject from the relevant classroom teacher and filled in the appropriate boxes. During the conversation with the child, care should be taken to establish and maintain a friendly relationship and to relieve the child of any nervousness and anxiety.
A comment box is left at the bottom of the cover of the score sheet to record any special problems that may be encountered during the test, such as uncooperative attitudes, reasons for interruptions, speech impediments, left-handedness (left-handedness in writing, fetching objects), etc.
Before the test begins, tell the child: “Today you are going to do some exercises – answer some questions, do some very interesting homework; some of the questions are easy, some are difficult. You may not be able to do the difficult questions or answer them. Just do your best. You are still young, but when you grow up you will be able to do them all. Now, let’s start the first exercise.
When administering the Wechsler Intelligence Scale for Children, the verbal and operational tests are interspersed to make the process more interesting and varied. The instructions and scoring sheets are structured according to this rule.
The following are the specific administration methods for each subtest.
(1) General Knowledge: 30 questions in total. The questions cover a wide range of general knowledge, including astronomy, geography, history, objects, holidays, and other knowledge. Children 6-7 years old and older children who may be mentally handicapped start with question 1; children over 7 years old start with question 5 or later. The test was stopped when five consecutive questions were passed (O score).
(2) Fill in the picture: Also known as the picture to fill in the gaps, there are 26 questions. The subjects were presented with 26 unfinished pictures in the form of picture cards, the contents of which were taken from things they often come into contact with in daily life (see Figure 3-1). Children aged 6 to 7 years and older children with possible mental deficits start with question 1, while children aged 8 to 16 years start with question 5. The time limit for this test is 20 seconds per picture.
(3) Similarity: This subtest consisted of 17 sets of paired nouns, and subjects were asked to state where each pair was similar to both and to summarize what each pair had in common. All children started with question 1 and stopped the test if they could not pass three consecutive questions.
In addition to correctness, these questions were scored in terms of depth of generalization. In general, more points are scored for generalizations at the abstract level than at the concrete level.
(4) Alignment: Also known as picture alignment. There is a set of pictures as an example, and then there are 12 sets of pictures, ranging from 3 to 5 pictures per set, presented to the subject in a disordered order (according to a uniform set), and the child is asked to rearrange each set of pictures in a logical order so that each set of pictures can represent a story, that is, the subject is asked to arrange the order according to the storyline. There is a time limit, and extra points are awarded for speed. 6 to 7 year olds and older children who may be mentally deficient start with the example question, followed by question 1. 8 to 16 year olds start with the example question, followed by question 3. The test will be stopped if three consecutive questions are not passed.
(5) Arithmetic: There were 19 questions. The first four questions were presented on picture cards, while the first 15 questions were to be implemented orally by the examinee according to the text listed in the instruction manual, while questions 16 to 19 were presented on question cards to be read aloud by the examinee. Children 6 to 7 years of age and older children who may be mentally handicapped began with question 1; children 7 years of age and older began with question 5 or later. Subjects were not allowed to use paper or pencil when answering, and could only calculate mentally. The test was stopped when three consecutive questions were not passed.
(6) Building Blocks: Also known as building block patterns. There are 11 questions. Splash test is to 9 blocks (each block is red on two sides, two sides are white, _ curved red and white half) to the child, and then asked to put together the pattern presented to him. There were 11 pattern looks, some of which were posed by 4 blocks and some by 9. Children 6-7 years old and older children who may be mentally handicapped started with question 1; children 8-16 years old started with question 3. The test should be stopped immediately when two consecutive charts cannot be passed.
(7) Vocabulary: 32 small vocabulary cards, each with a word written across the top. Children aged 6-7 years and older children who may be mentally handicapped start with question 1; children aged 7 years and older start with question 4 or later. The test is stopped when five consecutive questions cannot be passed.
(8) Puzzles: Also known as object matching. There are 4 questions (plus one example). The subject is presented (as required) with a set of puzzle pieces cut into curves that are required to be combined to form a complete object (i.e., girl, horse, car, and face,). The subjects were told the names of the examples and questions 1 and 2, and were not told the names of questions 3 and 4. All children started with the example questions and then took the quiz in Figure 1. All children were given the puzzle test with all four questions.
(9) Comprehension: There were 17 questions, and the questions covered a number of situations related to nature, interpersonal relationships, and social activities, etc. It required the subjects to explain why they had to follow certain social rules and why they had to do so in certain situations, and other events in their daily lives. All children start with question 1 and should stop the test when they cannot pass four consecutive questions.
(10) Decoding: This is a symbolic substitution test. It is divided into two forms: Code A is a “figure-to-symbol” test (for children under 8 years old). Code B is a “number-to-symbol” test (for children 8 years old and older). This test requires the participant to fill in the symbols underneath the corresponding numbers or in the middle of the figure as given, both correctly and quickly. Once the example exercises were completed, the children began the formal test. The time limit for both Decode A and Decode B was 120 seconds.
(11) Number memorization: A series of randomly arranged groups of numbers were read to the subject at a rate of 1 digit per second by the principal examiner, requiring immediate repetition, including 8 groups (from 3 to 10 digits in a straight line) and 7 groups (from 2 to 8 digits) in a backward line. There are two test forms for each question, and the test is stopped if any one question is not passed in two trials.
This test is an alternative (supplemental) test to the language scale, but it should also be included as a subtest for implementation if diagnostic needs arise, especially when factor analysis is applied to interpret the results.
(12) Misty: This is an alternative (supplemental) test to the operational scale. There is one sample question plus 9 formal questions.
The subject is required to start from the central portrait of the maze, without crossing the wall line (and must walk to the exit in a continuous line drawing), and is required to find the exit correctly with a pencil. 6-7 year olds and older children who may be mentally deficient, start from the example figure, followed by the test of the maze 1; 8-16 year olds start from the maze 4. The test was stopped after two consecutive failures.
(B) Scoring of the test
1. Calculation of the actual age.
The actual age should be calculated accurately, must be implemented to a few years, months and days, the absence of one. Calculation is: first write down the year, month, day and test date of birth, Ran from the test date minus the date of cattle, that is, the actual age. The age was calculated as 30 days per month for each month of debit.
The exact age of the subject (age, months, days) is the basis for calculating the IQ quotient, and if this information is not available, the subject’s IQ is never found. Subjects should not neglect this.
2. Conversion of scale scores and IQ.
In each subtest, the questions are arranged in order of difficulty. There is a time limit on the fill-in-the-blank, alignment, arithmetic, blocks, puzzles, decoding, and alternate tests, and no time limit on some tests. For items with time limits, the speed and correctness of the responses are used as the basis for scoring, and O scores are recorded even if they pass after the specified time. Those completed ahead of schedule are scored with bonus points according to the length of the advance time. For items with no time limit, different scores were given according to the quality of responses. Some items were scored 1 point for passing and 0 point for failing, such as questions 1 to 4 of general knowledge and similarity; some items were scored O, L or 2 points for the quality of responses, such as vocabulary, similarity and comprehension tests.
The score of each test according to the scoring rules is called the raw score (rough score). The examiner should enter these scores in the appropriate raw score column on the cover of the score sheet. The crude score can be converted into a scale score with a mean of 10 and a standard deviation of 3 according to the corresponding table in the manual. The verbal and operational scale scores were added separately to obtain the verbal and operational scale scores. The full scale scores were obtained by adding them together. Finally, the verbal IQ, operational IQ, and total IQ were converted according to the corresponding scales.
In addition, unlike the adult scale, the WISC-RC provides scale scores that are converted within the child’s own age group.
(III) Interpretation of the results
As with the procedure for interpreting the results of the Wechsler Adult Intelligence Scale, the intelligence levels can be divided into a number of classes according to the level of IQ, which can be used as a basis for clinical diagnosis as follows.
Table 1 Distribution of IQ levels
IQ levels
Range of IQ
Ratio of theoretical distribution in the population (%)
Extremely hyperactive
≥130
2, 2
Extraordinary
120 to 129
6.7
Higher than usual
110～119
16.1
Normal
90～109
50.0
Less than normal
80～89
16.1
Boundary
70～79
6.7
Intellectual deficiency
≤69
2, 2
Table 2 Grading and percentile of intellectual deficiency
Grade of IQ deficiency
Classification of IQ
Percentage of IQ deficits (%)
Mild
50 to 69
85
Moderate
35～49
10
Severe
20～34
3
Very severe
0～19
2