0:07 Hello and welcome to our webinar, an
0:09 overview of the ways five clinical
0:12 psychometric and structural changes. I'm
0:14 Erin Gunnelsson, senior product manager.
0:17 Our presenter today is Dr. Gail Rhoden.
0:18 Dr. Dr. Rhoden is a clinical
0:20 neurossychologist who majored in
0:23 psychology as an undergraduate at Yale
0:26 University and completed her PhD in
0:28 clinical psychology at New York
0:31 University. In 1994, she opened the
0:34 center for attention learning and memory
0:37 in Rally through which she offered
0:39 clinical assessment services as well as
0:42 training for fellow professionals. She
0:43 worked as an assessment consultant for
0:46 Pearson Clinical Assessment for 22 years
0:48 after which she founded consulting for
0:51 attention learning and memory LLC. Her
0:54 clinical interests include learning disorders,
0:55 disorders,
0:58 psychoppharmacology and the integration
1:00 of scientific findings into public
1:03 policy. This webinar is being presented
1:06 in broadcast audio. Please turn up your
1:08 computer speakers as there are no dialin
1:10 options. We are also presenting with
1:13 closed captioning. The webinar handout
1:16 will be posted in the chat box in a few
1:18 minutes. Please download the document
1:21 during the live presentation. There is
1:24 also a Q&A box in Zoom. Please type your
1:27 questions, concerns, or comments into
1:30 the Zoom Q&A. Questions in the chat box
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1:36 questions live at the end, time
1:39 permitting. If your question is not
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1:45 please fill out the follow-up form in a
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1:50 Webinar certificates of attendance will
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1:54 few days. As noted in the registration,
1:57 you must participate the entire 30
1:58 minutes to be eligible for the
2:00 certificate. With all of that being
2:03 said, I will turn it over to Gail.
2:07 Thank you, Erin. Good morning or good
2:09 afternoon depending on where you're
2:12 logging in from. My name is Gail Rhoden
2:15 and today I'll be covering some of the
2:18 most important clinical, psychometric,
2:22 and structural changes to the new waist
2:25 5. As I'm sure you all know, the waist 5
2:28 is an individually administered test of
2:31 cognitive ability for adults and
2:35 adolescents ages 16 and above. It's the
2:37 leading adult intellectual ability
2:41 measure in the world and now has 20
2:44 subtests measuring five cognitive
2:46 domains as well as producing a measure
2:51 of global intelligence, the full scale
2:54 IQ. Here's an overview of what we'll be
2:57 covering today. So, let's get started. I
2:59 did not put Q&A at the bottom because we
3:01 never quite know how long it's going to
3:03 take to go through this, but I hope
3:06 we'll have at least five minutes at the
3:13 questions. We'll look first at the
3:15 revision goals in moving from the waist
3:18 four to the waist
3:21 five. Here were the major goals. We
3:24 wanted to update the theoretical
3:27 foundations of the test. This includes
3:30 things like reviewing the latest
3:32 neurodedevelopmental and neurocognitive
3:35 research and looking carefully at recent
3:37 models of working
3:40 memory. Increasing developmental
3:43 appropriateness includes improving the
3:47 phrasing of both instructions and items.
3:50 making some changes to scoring criteria
3:52 and improving the test's
3:55 accessibility, especially for older
3:58 adults who may have compromised or
4:01 declining fine motor and/or expressive language
4:03 language
4:06 abilities. Increasing user friendliness
4:09 means making the test easier to navigate
4:13 for both examiners and clients. It
4:15 includes things like improving
4:17 administration and scoring directions
4:19 and reducing testing
4:22 time. We've improved the test
4:25 psychometric properties by updating its
4:29 norms as well as our norming method and
4:31 by providing evidence of strong
4:34 reliability and validity, improving
4:38 ceilings and floors and working hard to
4:41 minimize item bias.
4:44 Increased clinical utility means making
4:47 the test more useful for different types
4:50 of clients and different referral
4:53 questions. Examples include changing the
4:57 test structure to a five factor model,
5:01 developing new ancillary index scores,
5:03 linking to adult measures of
5:06 achievement, and providing new special
5:08 group studies.
5:11 Finally, we've significantly reduced
5:14 testing time. On average, it should now
5:17 take you about 45 minutes to obtain a
5:21 full-scale IQ and about 60 minutes to
5:29 scores. Another feature that will help
5:33 reduce the time to test some clients is
5:37 different, that is later start points.
5:39 for examinees you suspect may be
5:42 intellectually gifted. These will allow
5:46 you to administer 30 fewer items across
5:50 the seven subtests used to calculate the
5:53 full scale IQ while following the
6:01 subtest. Because the age ranges of the
6:04 WHISK 5 and waist five overlap for
6:08 examinees age 16, I'm often asked which
6:10 test practitioners should use with this
6:14 age group. For examinees suspected of
6:17 below average cognitive ability, the
6:20 Whisk 5 is generally the better choice
6:22 because of its lower floor for this age
6:26 range. It's also often the better test
6:29 with referral questions like whether a
6:31 client has a specific learning
6:33 disability because of its additional
6:36 composite scores and links to
6:39 achievement tests. By contrast,
6:42 examinees of high cognitive ability are
6:45 generally better served by the waist
6:48 five due to its higher ceiling for this
6:51 age group. For the examinee of average
6:54 ability, the choice between the WHISK 5
6:57 and the waist 5 requires clinical
6:59 judgment from the educational or
7:02 psychological professional will be
7:05 administering the test. Now both the
7:07 whisk five and waist five provide a
7:10 nonverbal index that requires no
7:13 expressive responses which may be useful
7:16 for examinees who are English language
7:20 learners or who have expressive language
7:23 difficulties. But for examinees who are
7:26 primarily Spanish-speaking with limited
7:29 English proficiency and limited exposure
7:33 to American culture, the Whisk 5 Spanish
7:36 is the best choice to reduce the
7:38 confounding effects of language on composite
7:44 scores. Let's turn now to some of the
7:52 First of all, two subtests on the waist
7:55 4 have been dropped. Picture completion and
7:56 and
7:58 cancellation. In addition to
8:01 psychometric issues, picture completion
8:04 was the least used of the subtests on
8:07 waist 4, which made it a good candidate
8:09 for removal. And there were a number of
8:12 reasons why cancellation was removed,
8:16 including its very low G loading and its
8:18 relatively low correlation with the
8:21 other processing speed tasks. And
8:24 importantly, removing cancellation
8:27 opened up a slot to add a
8:34 measure. Here are the new subtests
8:37 you'll find in waist 5. Notice that they
8:40 improve coverage of fluid reasoning,
8:43 working memory, and processing speed,
8:45 while two of them are shared with the
8:49 whims 5 and allow examiners to obtain a
8:52 visual working memory composite score
8:55 from waste 5. This slide is really a
8:58 tease as I'm not going to say anything
9:01 more today about these new subtests
9:03 since we'll be devoting a complete
9:06 webinar next Wednesday. at the same time
9:09 that will cover their administration and
9:15 detail. Now let's move on to changes in
9:18 test structure which are an important
9:21 feature of the new
9:23 revision. Instead of the four factor
9:28 model in waist 4, the waist 5 has five
9:31 primary index scales like the whisk
9:34 five. What was the perceptual reasoning
9:37 scale has been divided into two scales,
9:41 visual spatial and fluid reasoning.
9:45 Again, just as on the Whisk
9:48 5. For those of you who haven't used the
9:51 Whisk 5, it may take a little time to
9:54 get used to this new five factor model
9:57 and understand the differences between
10:01 the two new primary index scales. I find
10:03 this slide helpful in differentiating
10:07 between them. The visual spatial index
10:10 is assessing the skills needed to be a
10:13 good architect. That is the ability to
10:17 take in visual information and use it to
10:21 build a geometric design that matches a
10:25 model. Subtests on this index scale are
10:28 block design and visual puzzles. In
10:31 contrast, to do well in the fluid
10:34 reasoning index, a client needs the
10:37 skills of a detective. That is the
10:40 ability to use visual information to
10:44 identify a common theme or concept and
10:47 then apply that concept to solve a
10:49 problem or select the appropriate
10:57 This slide shows you how the waist 5
11:01 subtests retained from waist 4 align
11:04 with the five primary index scales.
11:07 Notice that digit span has been divided
11:11 into three separate subtests on waist 5.
11:14 One of these new subtests, digits
11:17 forward, must be administered prior to
11:20 digit sequencing, but does not
11:23 contribute to either the full scale IQ
11:27 score or the working memory index scale.
11:30 The other change in allocation is that
11:33 the arithmetic subtest has been moved
11:35 from the working memory index to the
11:38 fluid reasoning index as it better
11:47 So here again is the factor structure of
11:51 waste 5 which aligns with the clinical,
11:54 theoretical and psychometric information
12:02 test. The subtests you see here in blue
12:05 are those you need to administer to
12:08 obtain a full scale IQ score along with
12:11 digits forward. as I mentioned for which
12:13 the score will not contribute to the
12:17 full scale IQ. The subtests in italics
12:20 are those available should you need to
12:21 make a
12:23 substitution. But note the rule at the
12:26 bottom of the slide. You may make only
12:30 one substitution when deriving the full
12:34 scale score and that substituted subtest
12:37 must come from the same domain as the
12:45 substituting. Excuse me. It's allergy
12:56 This slide shows you the subtests that
12:58 you must administer in order to
13:02 calculate the five primary index
13:05 scores. Those subtests are printed in
13:14 them. This slide showing ancillary index
13:16 scales has a lot of information packed
13:19 into it. So I'm going to break it down
13:22 and go over it in subsequent
13:24 slides. What I want to stress in this
13:27 slide is the fact that the nonmotor
13:32 index scale is also ideal for remote or
13:34 teleaalth administration since its component
13:36 component
13:46 Now let's look at that busy slide, a
13:50 piece at a time. Along the top row, you
13:53 see one type of ancillary index scale.
13:56 There's an expanded index scale for each
13:59 of the five domains. And this slide
14:08 one. Here's a second type of ancillary
14:16 domainspecific. Note that we have scores
14:18 for verbal reasoning, quantitative
14:22 reasoning, and motor reduced processing
14:24 speed, which is not to be confused with
14:28 the non-motor ancillary scale. In the
14:31 working memory column, you'll see three
14:36 new domain specific scores. One measures
14:39 visual working memory. The other two
14:43 look at auditory working memory. One
14:46 specifically at the ability to register
14:50 and briefly retain auditory information.
14:52 The other to evaluate manipulation of
14:55 auditory information after it's been registered.
15:03 Finally, there are four ancillary index
15:05 scores that serve to summarize
15:09 performance across multiple domains.
15:11 Most of you are probably familiar with
15:16 the GAI or general ability index, which
15:18 assesses what I like to call the
15:21 horsepower of an examinees cognitive
15:25 ability without including any subtests
15:27 that measure working memory or
15:30 processing speed. The GI is often
15:34 important to look at for examiners with
15:37 ADHD, a specific learning disability,
15:39 and other conditions that may make
15:43 processing slower or more subject to
15:45 simple errors attributable to working
15:48 memory deficits. It's also the
15:51 appropriate score to compare to other
15:54 components of cognitive functioning such
15:56 as memory.
15:59 Its partner is the cognitive proficiency
16:03 index which looks at how efficiently the
16:06 examinee processes relatively simple
16:09 tasks, those from the working memory and
16:12 processing speed domains.
16:15 The other two summary index scores are
16:18 the nonverbal index for those with
16:21 limited English exposure or expressive
16:25 language disorders and the non-mo index
16:27 helpful when testing individuals with
16:30 motor impairment as well as for remote
16:38 This slide again shows you the subtests
16:41 that contribute to each of these summary
16:44 index scores. And again, a reminder that
16:48 that non-motor index can be used easily
16:55 assessment. Finally, this slide shows
16:58 all the ancillary index scales and the
17:01 subtests that contribute to each of
17:04 them. The important point of this slide
17:07 is near the top in red. It tells us that
17:11 subtest substitution is not permitted
17:14 for any of these ancillary indexes with
17:18 the exception of the nonmo
17:22 index. More information is available in
17:25 the waist 5 administration and scoring manual.
17:31 Let's turn next to a brief look at the
17:34 administration and scoring options for
17:40 5. For administration, you can use the
17:43 traditional paper kit or use Q
17:46 interactive to administer digitally
17:49 using two
17:52 iPads. In addition, there are scoring
17:55 options. If you administered using the
17:57 traditional paper kit, you can either
18:01 score by hand or opt for digital scoring
18:05 using Pearson's online Q Global system.
18:08 If you're administering using Q
18:11 Interactive, digital scoring is included
18:14 in the QI system.
18:17 Digital scoring, whether from Q Global
18:21 or Q Interactive, is a great timesaver
18:24 and provides quality control because we
18:26 don't have to do all those table lookups
18:30 which are prone to error. Both Q options
18:38 5. I'd like to say just a few words
18:48 As you can see, there were over 2,000
18:51 individuals in the sample, which was
18:55 stratified by sex, education level,
19:02 country. Did you know that we had almost
19:05 half of the sample collected when COVID
19:09 19 hit in March 2020 and we had to pause
19:12 data collection? We hoped that we'd be
19:15 able to continue with examiners and
19:17 examinees wearing
19:20 PPE, personal protective equipment, but
19:23 a pilot study showed that the scores
19:26 collected with PPE were not equivalent
19:29 to those we had collected previously.
19:33 So, we opted to discard the pre2020 data
19:36 and start over in January
19:46 on. Let's talk a little bit about the
19:49 psychometric properties, reliability,
19:52 and validity of the waist
19:56 5. Looking first at reliability for
19:58 composite scores, we want to see values
20:02 of 0.90 or higher. And that's exactly
20:05 what we see for the reliability
20:08 coefficients for the full scale IQ and
20:10 primary index
20:14 scores. For the ancillary scores, all
20:16 had reliability coefficients in the
20:19 excellent range with the exception of
20:22 the motor reduced processing speed index
20:25 which was in the good range. Looking at
20:28 internal consistency, you'll see it was
20:33 0.98 for the full scale IQ and all the
20:37 index scores scored 0.90 or
20:40 above. Test retest stability was
20:43 calculated for both the full scale IQ
20:45 and that was
20:50 93 and for all index and subtest scores.
20:53 We expect these to show more variability
20:58 which they did ranging from 71 to
21:01 0.93. An intercorer agreement was
21:04 evaluated in a special study for the
21:08 verbal comprehension subtests producing
21:18 Turning to validity, we evaluated
21:21 construct validity in a number of ways,
21:24 all of which produce strong results. And
21:27 as you can see here, we found moderate
21:30 to high correlations with other measures
21:33 of cognitive ability and related
21:36 concepts such as academic achievement
21:43 Finally, before we wrap up, let's take a
21:46 look at the special group studies that were
21:47 were
21:50 done. The special group studies are
21:53 important to look at as the Waist 5 is
21:55 one of Pearson's most widely used
21:58 products and is administered by a wide
22:01 variety of psychologists for many
22:03 different purposes.
22:06 Also, it's often a critical part of a
22:09 battery of tests used to assess a person
22:11 being considered for a particular
22:16 diagnosis or status. For example, it's
22:18 frequently used to assess for
22:20 neurocognitive conditions such as intellectual
22:22 intellectual
22:25 disability, dementia, or specific
22:28 learning disorders, or to establish if
22:31 an individual is intellectually
22:34 gifted. The waist 5 can also be used in
22:38 other types of evaluations to understand
22:41 strengths and treatment needs such as
22:43 those for individuals with
22:46 ADHD, those on the autism spectrum, and
22:54 stroke. So, let's sum up some of the
22:57 most important features and changes that
23:00 characterize the waist 5.
23:03 What's great about it? Well, it
23:07 incorporates the five factor model. It
23:10 allows us to comprehensively evaluate
23:13 working memory. It's co-ormed with the
23:16 whims 5, which will publish over the
23:19 summer or in the next few months. It's
23:22 available in both paper and digital
23:26 formats for both administration and
23:29 scoring. And very importantly, it offers
23:34 faster administration time than its
23:38 predecessor. What's new in waste 5? It
23:40 has new subtests which I'll describe in
23:44 detail next at next Wednesday's webinar.
23:47 Three are available only on the waist 5
23:50 while two more are shared with the whims
23:53 5. We have later start points for
23:55 individuals suspected to be
23:58 intellectually gifted. Another
24:02 timesaver. It has a host of new indices
24:05 including expanded indices for all five
24:09 primary domains and new index scores for
24:11 clients with expressive language or
24:14 motor problems with the latter also
24:19 ideal for remote administration.
24:21 And finally, what's better about this
24:25 new revision? First, we've reduced the
24:27 administration time for both the full
24:31 scale IQ and 10 primary
24:33 subtests. We've expanded construct
24:36 coverage for working memory, fluid
24:39 reasoning, and processing speed.
24:42 Administration and scoring directions
24:44 have been simplified and we've focused
24:47 on developmental appropriateness,
24:50 especially for older
24:52 examinees. Of course, the norms have
24:55 been updated and we've added a number of
24:58 ancillary index scores that allow
25:02 examiners a great deal of flexibility in
25:05 administration and interpretation as
25:13 I'd like to finish up by sharing with
25:15 you the types of training that Pearson
25:19 makes available for the waist 5. This
25:21 slide shows the three types of
25:24 offerings. We have per seat sessions
25:27 where you as an individual or a small
25:31 group can sign up. These are a half day.
25:33 those scheduled for a private group of
25:37 up to 40 clinicians with your choice of
25:40 date, time, and modality, either
25:42 web-based or in
25:45 person, and custom trainings that we put
25:49 together to meet special learning
25:52 needs. And here are the half-day and
25:55 fullday trainings available today. A
25:58 much more detailed overview of waste 5,
26:03 a half day. Waist 5 on Q interactive,
26:06 also a half day. A full day on
26:09 administration, scoring, and basic
26:12 interpretation. And finally, a half-day
26:15 session on interpretation and intervention
26:17 intervention
26:20 decisionmaking. Here are the next
26:23 halfhour webinars that I'll be hosting
26:25 on the next two Wednesdays. So I hope
26:28 you'll mark your calendars and sign up.
26:30 One will introduce you to the new waist
26:33 five subtests in detail and the other
26:36 will be an overview of using the waist 5
26:39 and whims 5 together to assess both
26:43 cognition and memory.
26:45 We have just a few minutes left to
26:47 address a couple of the many questions
26:49 that I think have come in. And if I
26:52 don't get to your question now, as Erin
26:54 told you up top, you'll have an
26:57 opportunity to ask to get in touch with
27:01 your assessment consultant with the uh
27:04 questionnaire that comes up after this
27:07 webinar is completed. And I've also put
27:12 here a URL where you can go to find the
27:15 assessment consultant for your state and
27:17 your type of practice and you can
27:19 contact them for the information you
27:21 need. So, do we have a couple questions
27:24 we can sneak in? Yes, thank you so much,
27:27 Gail. Uh, one question had come in about
27:29 the recording of this webinar. So, yes,
27:31 we will be posting the recording of this
27:36 webinar um out to our our website and so
27:39 check in for that in a few days. Um we
27:41 usually get those posted pretty quickly.
27:43 Um I thought I'd go ahead and answer
27:45 that one. Um one question that came in,
27:48 are we still allowed to administer this
27:51 test uh on paper or are only the digital
27:54 options available? Oh, no. Absolutely.
27:58 You can purchase a a typical traditional
28:01 paper and pencil kit. You can administer
28:04 it using paper and pencil. You can score
28:07 it by hand if you like. But as I
28:10 mentioned, using digital scoring, which
28:13 would be Q global for the paper kit, is
28:17 a great way to improve quality control
28:20 because it skips all of those uh table
28:24 lookups and also um it's a big
28:26 timesaver. But yes, absolutely, you can
28:28 do digital or you can do paper administration.
28:31 administration.
28:33 Great. Thank you so much. Uh there also
28:35 was a question on how long customers
28:38 should be allowed to take to to move to
28:41 the new version. So uh what is the
28:43 recommendation typically to adopt the
28:45 new version of a test? Oh, that's always
28:50 a question and and I hate to um not give
28:53 you a hard and fast answer, but I and a
28:55 couple of colleagues researched this a
28:56 few years ago and we actually wrote a
29:00 paper on it and it turns out um there's
29:05 no absolute rule from APA or your state
29:08 psychology boards. Um, sometimes school
29:13 districts do have a a time frame and
29:16 typically that's one year. Other places
29:18 I've seen one to two years, but I would
29:21 recommend you get on board. Now, this
29:24 test has been around for a while. We
29:26 want to be sure that Flynn effects are
29:28 not interfering with getting in um
29:32 accurate scores. So I would recommend
29:35 that you switch to this test within the
29:38 next the year from the time it was
29:42 published which was tell me again last
29:44 August August. Yeah. Oh my gosh. So
29:45 we're coming up coming up on us. Yeah.
29:48 Yep. All right. Uh there was a couple of
29:50 questions about training. So we
29:53 definitely recommend um the per seat
29:55 training or looking into those training
29:57 options. um that will give you a really
29:59 good idea of all the different pieces
30:02 that are included in ways five. Um so
30:04 check out our options for training um or
30:06 reach out to your assessment
30:08 representative to talk through options
30:10 that might uh work best for you. Uh with
30:12 that being said, Gail, thank you so much
30:14 for being here. We're looking forward to
30:16 your webinar next week to dive into the
30:19 new subtest more. Um and thank you
30:20 everybody for joining us to participate
30:22 today. Thanks so much and have a great
