WISC-4 INTELLIGENCE TEST

The WISC-R Intelligence Test is an intelligence test applied to children between 6 years and 0 months and 16 years and 11 months in our country, and it is one of the tests with the highest validity and reliability. 

WISC-IV (WISC-4) is the fourth version of the Wechsler Intelligence Scale for Children. With the decrease in the effectiveness of the Wisc-r test, the WISC-4 Intelligence Test has been updated to evaluate children more comprehensively according to the conditions of their situation. It evaluates their skill levels within their age group, as well as their strengths and weaknesses and skills that need to be supported.  

The WISC-4 Intelligence Test also helps to understand the intelligence status of the child, to distinguish between diagnostic conditions such as learning difficulties, attention deficit and hyperactivity disorder, problems related to self-confidence, school adaptation problems, course failure, exam anxiety, comprehension difficulties, stubbornness, aggression, oppositional impulse control disorders.

The test consists of 10 basic subtests and 5 additional tests. There are four different areas measured in the test. 10 basic sub-tests are solved by children during practice. If deemed necessary, some or all of the 5 additional tests can be applied.

COGNITIVE DOMAINS MEASURED IN THE WISC 4 INTELLIGENCE TEST

·          Verbal Information

·          Verbal Expression

·          Perceptual Reasoning and Organization

·          Social Studies

·          Short-Term Auditory Memory

·          Attention

·          Concentration

·          Mental Processing Speed

·          Visual-Motor and Fine Motor Coordination Skills

APPLICATION OF THE TEST

Before coming to the test, the child should come rested, sleepy and with a full stomach. The family should not tell the child that he will take the intelligence test when he goes to the test. This information can cause anxiety in the child. It should be said that he will only enter into a study.

 The first step before starting the application is to interview the family. Detailed information about the child is obtained from the family. Information about the child's developmental history, family communication, relationship, situation at school, and why testing is needed is obtained. After this stage, the application begins. The test is carried out individually.  The Wisc 4 intelligence test takes approximately 2 hours. Not every child's speed of solving the test will be the same, and some may need it in a shorter time, while others may need more time. In this case, it may cause the period to be shorter or longer. In cases where the child is very bored and does not want to continue, it is preferred to divide the test into 2 sessions in order to achieve a healthier result. The second session is held in the same week.

HOW TO EVALUATE THE WISC 4 INTELLIGENCE TEST

The evaluation of the WISC 4 Intelligence Test is examined in all aspects with behavioral observations, information from the school and family, regardless of the test scores. During the test evaluation, children are evaluated comprehensively both according to the norms and according to the distribution of success among themselves. Scores are never shared in order to protect the child from labeling. Instead of scores, children's orientation, areas of success and propensity, as well as their strengths are shared.

 If the request for the evaluation of the intelligence test is made by the child's psychiatrist or school, the evaluation report is delivered to the doctor or institution with the knowledge and approval of the family.

 The WISC 4 Intelligence Test must be taken once in the same year. In order to repeat it, 1 year after the test was applied will provide the most accurate result.

1)    Verbal Comprehension: It is associated with comprehension, concept formation, verbal knowledge and verbal expression abilities. Each task; It requires the ability to understand auditory stimuli, access information in memory, and verbally express reactions. In addition to verbal knowledge, it represents learned knowledge and abilities. Language and cultural proficiency provide insight into school success. Abstract and concrete verbal reasoning; understanding and using words; It measures common sense, social knowledge, and decision-making abilities on practical issues.

2)    Perceptual Reasoning: It measures fluent and perceptual reasoning and perceptual organization. Each task requires abilities used in functions related to visual perception and organization, reasoning using visually presented material, and directing. Tasks require visual motor coordination and speed, visuospatial and fluid reasoning. It measures nonverbal concept formation, perceptual abilities, visual processing, focus and attention, categorical and abstract reasoning, and the ability to use verbal cues in visual tasks.

3)    Working Memory: It measures short-term auditory memory, attention, concentration, working memory. Each task requires the ability to select and watch attention, mental direction, verbal restructuring, remembering, putting in order.

4)    Processing speed: It measures the speed of mental processing, the speed of letter-motor processing. Each task requires efficient production of multiple motor responses such as visual perception and organization, visual scanning, control of attention, maintenance of effort, speed, etc. Short-term nonverbal memory measures the ability to retain nonverbal symbols, notice details in a short time, visual processing speed, selective attention, visual perception, and fine motor coordination abilities.