WECHSLER’S ADULT

INTELLIGENCE SCALE
PRESENTED BY: VISHAKHA JAISWAL
SUPERVISED BY: MS. GARGI CHAUHAN MEHTA
INTRODUCTION
❏ Individually administered, comprehensive clinical instrument for assessing the
intelligence of examinees ages 16 years 0 months through 84 years 11 months
(16:0-84:11)
❏ Provides:
❏ Composite scores that represent intellectual functioning in specified cognitive
areas:
❏ Verbal Comprehension Index
❏ Perceptual Reasoning Index
❏ Working Memory Index
❏ Processing Speed Index
❏ Composite score that represents general intellectual ability (i.e., Full Scale IQ)
 Wechsler-Bellevue Intelligence Scale (1939)

Wechsler Adult Intelligence Scale (Form I) (1955)

HISTORICAL
WAIS-R (1981)

PERSPECTIVE
WAIS III (1997)

WAIS-IV (2008)
TEST STRUCTURE
VERBAL COMPREHENSION PERCEPTUAL WORKING MEMORY PROCESSING
INDEX (VCI) REASONING INDEX (PRI) INDEX (WMI) SPEED INDEX (PSI)

● Similarities ● Block Design ● Digit Span ● Symbol

● Vocabulary ● Matrix ● Arithmetic Search
Reasoning
● Information ● Coding
● Visual Puzzles

GENERAL ABILITY INDEX (GAI)

FULL SCALE INTELLIGENCE QUOTIENT (FSIQ)

DESCRIPTIONS OF SCALES
FSIQ: FSIQ is the most reliable score and is traditionally the first score to be considered in profile
interpretation. It is derived from the combined sums of scaled scores used to derive the VCI, PRI,
WMI, and PSI

VCI: The VCI is a measure of verbal concept formation, verbal reasoning, and knowledge acquired
from one’s environment.

PRI: The PRI is a measure of perceptual and fluid reasoning, spatial processing, and visual-motor
integration.

WMI: The WMI provides a measure of the examinee’s working memory abilities. Working memory
tasks require the ability to temporarily retain information in memory, perform some mental
operation on, or manipulation of, and produce a result. Working memory involves attention,
concentration, mental control, and reasoning.
PSI: The PSI provides a measure of the examinee’s ability to quickly and correctly scan, sequence or
discriminate simple visual information. This composite also measures short-term visual memory,
attention, and visual-motor coordination. Research indicates a significant correlation between
processing speed and cognitive ability and the sensitivity of processing speed measures to clinical
conditions such as ADHD, learning disabilities, TBI and dementia.

GAI: It offers a summary score that is less sensitive to working memory and processing speed which are
often compromised by neurological disorders.
PROCESS SCORES
WAIS-IVINDIA provides one process score for Block Design and six processes for Digit Span. These scores are designed
to provide more detailed information on the cognitive abilities that provide more detailed information on the
cognitive abilities that contribute to an examinee’s subtest performance.

1. Block Design No Time Bonus (BDN): Performance on BD without additional time bonus points for rapid
completion of items.
2. Digit Span Forwards (DSF)
3. Digit Span Backwards (DSB)
4. Digit Span Sequencing (DSS)
5. Longest Digit Span Forwards (LDSF)
6. Longest Digit Span Backwards (LDSB)
7. Longest Digit Span Sequence (LDSS)

These are used in process analysis

 1. Block Design
2. Similarities
3. Digit Span
4. Matrix Reasoning
5. Vocabulary

TESTING ORDER 6.
7.
Arithmetic
Symbol Search
8. Visual Puzzles
9. Information
10. Coding
GENERAL ADMINISTRATION GUIDELINES
Standard Subtest Administration Order: As far as possible, the testing order should be followed. In some
situations, deviations may be necessary. If an examinee refuses to respond to a particular subset, you may
temporarily suspend the subtest and administer the next one. You should make every effort to administer all the
subtests in one session.

Start Points, Reverse Rules, and Discontinue Rules: Incorporated into a subtest to shorten the testing time and to
avoid unnecessary fatigue or boredom on part of the examinee. These rules appear in the subtest administration
directions and on the Record Form and are indicated by the following icons:

Start: All subtests have a single start point for all ages. Examinees suspected of LD should always begin with
Item 1.

Reverse

Discontinue: Designed to maintain rapport and minimize testing time. These rules differ for each subtest.
Timing
Unless stated otherwise, the item instructions may be repeated upon request. However, do not stop timing in order to
clarify or repeat instructions. The repetition time is included in the completion time for that item.
Some subtests do not have strict time limits (SS, DS, MR, VC and IN). For these, 30s should be sufficient for most
examinees. This should not be used rigidly.

Demonstration, Sample and Teaching Items

Demonstration items: To explain the task
Sample items: Examinee to practice
Subtests that do not have demonstration or sample items, corrective feedback is provided on initial teaching items.
Corrective feedback does not result in a change in the examinee’s score.

Queries, Prompts, and Repetition

· To clarify the examinee’s responses
· To remind the examinee of the subset task
· To maximize his or her performance

Recording Responses
Q Administered query
P Administered prompt
R Repeated item
DK Examinee indicated that they did not know
NR Examinee did not respond
 1. Scoring Queried Responses
In some cases, elaboration is of the same point value,
but taken together with the original response, the
combination is scored at a higher point value.

2. Determining Spoiled Responses

In a spoiled response, the elaboration reveals a
fundamental misconception about the item. All spoiled
responses are rated 0.

GENERAL SCORING
A poor response is an elaboration that does not improve
the spontaneous response.

3. Scoring Multiple Responses

GUIDELINES
i) If they self-correct, score the intended
response. For timed items, score the last
response given within the time limit.
ii) For VC subtests, if the responses vary
widely in quality with no one answer spoiling the
entire response, score the best response of the
group.
iii) For all other subtests, score only the
intended response.
BLOCK DESIGN
ABOUT THE TEST
Rationale
❏ To measure the ability to analyse and synthesise abstract visual stimuli
❏ Involves nonverbal concept formation and reasoning, broad visual intelligence, fluid intelligence, visual perception
and organization, simultaneous processing, visual-motor coordination, learning, and the ability to separate
figure-ground in visual stimuli

Materials
· Administration and Scoring Manual
· Record Form
· Stimulus Book
· Block design blocks
· Stopwatch
Start
Ages 16-85: Sample item, then item 5
Examinees suspected of LD should start with item 1

Reverse
If the examinee does not obtain a perfect score on either Item 5 or Item 6, administer the preceding items in reverse order until
the examinee obtains perfect scores on two consecutive items.

Discontinue after 2 consecutive scores of 0.

General Directions
· The bound edge of the Stimulus Book and the model (for the sample item and Items 1-4 only) should be parallel
to the examinee’s edge of the table.
· The block designs illustrated on the Record Form are from the examinee’s perspective (upside down).
· Only the tops of the block need to be the same
· Do not allow the examinee to rotate the Stimulus Book for any item.
Standard Presentation Procedures
❏ Model is left intact
❏ Present the blocks with a variety of surfaces facing up. For items with only two blocks, each block should have a
different side facing up. For items with only four blocks, only one block should have a red-and-white side facing up. For
items with nine blocks, only two blocks should have a red-and-white side facing up.
❏ Present only the blocks needed to construct each item. Remove all unnecessary blocks from the examinee’s view.

Score
· Maximum block design total raw score: 66 points
· Maximum block design no time bonus total raw score: 48 points
SIMILARITIES
ABOUT THE TEST
The examinee is presented two words that represent common objects or concepts and describe how they are
similar

Description and Rationale

It is designed to measure verbal concept formation and reasoning. It also involves crystallised intelligence,
abstract reasoning, auditory comprehension, memory, associative and categorical thinking, distinction between
nonessential and essential fatures, and verbal expression.

Materials
❏ Administration and Scoring Manual
❏ Record Form
Start
Ages 16-85: Sample item, then Item 4
Examinees suspected of LD should start with item 1

Reverse
If the examinee does not obtain a perfect score on either Item 4 or Item 5, administer the preceding items in reverse order until
the examinee obtains perfect scores on two consecutive items.

Discontinue after 3 consecutive scores of 0.

General Directions
❏ Read each verbatim to the examinee
❏ May be repeated as often as necessary but do not alter the wording in any way

Score
❏ Record the examinee’s response verbatim
❏ If the examinee provides multiple responses for an item, refer to the following:
❏ Added remarks, obviously not part of the examinee’s answer, do not affect the score (e.g., “A horse and tiger both
have eyes and tails. I ride horses sometime.”)
❏ If the responses vary in quality with no one answer spoiling the entire response, score the best response. For
example, if the examinee responds with, “Animals with four legs,” the best response, “Animals” is scored.
❏ A 2- or 1- point response accompanied by a spoiled response is scored 0.
❏ Maximum: 36 points
General Scoring Principles
· 2 points
o Any major classification
· 1 point
o Any specific property that constitutes a less pertinent similarity
o Any major classification that is less pertinent
“A piano and drum are noisemakers.”
· 0 point
o Too general
o Any clearly incorrect response
DIGIT SPAN
ABOUT THE TEST
Rationale
The shift from one Digit Span task to another requires cognitive flexibility and mental alertness.
DSF involves rote learning and memory, attention, encoding, and auditory processing.
DSB involves working memory, transformation of information, mental manipulation, and visuospatial imaging.
DSS is designed to measure working memory and mental manipulation.

Materials
· Administration and Scoring Manual
· Record Form

General Directions
· Each test item is composed of two trials
· Read each trial verbatim at the rate of one digit per second, dropping your voice slightly on the last digit in the sequence. Pause
to allow the examinee to respond.
· If the examinee begins to respond before you have finished reading the trial, present the remainder of the trial and allow the
examinee to respond. Award appropriate credit for the response and then say, “Remember to wait until I’ve finished before you start.”
· Do not repeat any trial. If the examinee asks you to repeat a trial, say, “I cannot repeat the sequence. Just take your best guess.”
· If an examinee provides multiple responses or self-correct, score only the intended response.
Score

❏ Score 0 if they do not respond within approximately 30s.

❏ Digit Span total raw score is obtained by summing the Forwards, Backwards, and Sequencing item scores.
❏ Maximum Digit Span Total Raw Score: 48 points
❏ Maximum Digit Span Forwards Total Raw Score: 16 points
❏ Maximum Digit Span Backwards Total Raw Score: 16 points
❏ Maximum Digit Span Sequencing Total Raw Score: 16 points
❏ Longest Digit Span Forwards (LDSF) score is the number of digits recalled on the last Forwards trial scored 1
point. Maximum LDSF Total Raw Score is 9 points.
❏ Longest Digit Span Backwards (LDSB) score is the number of digits recalled on the last Backwards trial scored
1 point. Maximum LDSB Total Raw Score is 9 points.
❏ Longest Digit Span Sequence (LDSS) score is the number of digits recalled on the last Sequencing trial scored
1 point. Maximum LDSF Total Raw Score is 9 points.
MATRIX REASONING
ABOUT THE TEST
Examinee views an incomplete matrix or series and selects the response option that completes it.

Rationale
It involves fluid intelligence, broad visual intelligence, classification and spatial ability, knowledge of part-whole relationships,
simultaneous processing, and perceptual organization.

Materials
· Administration and Scoring Manual
· Record Form
· Stimulus Book

General Directions
❏ The examinee must indicate their choice by either pointing to or saying the number of the selected response option.
If the examinee responds with any other type of verbalization, say, “Show me.”
❏ Select the intended response
❏ Follow the general 30s guideline
VOCABULARY
ABOUT THE TEST
For picture items, the examinee names the object presented visually.
For verbal items, the examinee defines words that are presented orally and visually.

Rationale
❏ To measure an examinee’s word knowledge and verbal concept formation.
❏ To measures an examinee’s crystallised intelligence, fund of knowledge, learning ability, long-term memory, and
degree of language development.
❏ Other abilities may include auditory comprehension and verbal expression.

Materials
❏ Administration and Scoring Manual
❏ Record Form
❏ Stimulus Book
General Directions

❏ Picture Items
There are four general response situations that require further query:
● Marginal responses: Such as responding “Reader” to the book, ask them to clarify by saying, “Yes, but what else
is it called?”
● Appropriate generalized response: Such as responding “Container” to the basket, ask them to clarify by saying,
“Yes, but what what kind of [insert examinee’s response] is it?”
● Functional description: “It flies in the air” to the aeroplane, ask them to clarify by pointing to the picture and
saying, “Yes, but what is it called?”
● Hand gestures: Such as pretending to turn pages with their hand in response to the book, ask them to clarify by
saying, “Yes, but what is it called?”

❏ Verbal Items
❏ Read each verbatim to the examinee. Point to the word in the Stimulus Book as you pronounce it so the
examinee can read along.
❏ Each word may be repeated as often as necessary, but do not alter the word in any way.
Score
Record the examinee’s responses verbatim.
Sample responses are provided
Not an exhaustive list
Range from relatively inferior to more creditable

2 POINTS 1 POINT 0 POINT

● A good synonym “Ponder means ● Vague or less pertinent synonym ● No real understanding even
contemplate” “Fortitude is persistent”
● A major use “A bed is to sleep on” ● A minor use, not elaborated after query “Assemble the
● A general classification to which the “Breakfast is a meal”
word belongs pieces”
● An attribute that is correct but not a
● One or more definitive or primary
features “Breakfast is food eaten in the definitive or a distinguishing feature ● Vague, trivial or
morning” and is not improved after query
“When you are reluctant, you are not
demonstrate a poverty of
● A correct figurative use of the word “He
consumed every bit of information in the ready to do something” content “Compassion is a
book” ● An example using the word itself
● Several less definitive but correct “You have compassion when you feeling you get”
descriptive features that cumulatively help someone in need”
indicate understanding of the word
● Regionalisms and slangs
● A concrete instance, not elaborated
“Remorse is a feeling of sorrow and guilt
“there are acute angles” ● Demonstration not
you get.”
● For verbs, a definitive example of action ● A correct definition of a related form elaborated in words
or causal relations “You can confide in of the word (Defining termination
someone you trust” instead of terminate) ● Clearly incorrect response
ARITHMETIC
ABOUT THE TEST
Rationale
It involves mental manipulation, concentration, attention, short- and long-term memory, numerical reasoning ability, and mental
alertness. It may also involve sequential processing, fluid, quantitative and logical reasoning, and quantitative knowledge.

Materials
· Administration and Scoring Manual
· Record Form
· Stimulus Book
· Stopwatch

General Directions
Items 6-22 are verbal items that are read verbatim to the examinee.
Remove the Stimulus Book from the examinee’s view when administering verbal items.
The examinee may not use a pencil or paper for any item, but do not discourage the examinee from writing on the table with a finger
Each item may be repeated once only. This repetition is provided at the examinee’s request. However, do not stop time during
repetition.
Score
· Record the completion time in seconds for each item
· Record the examinee’s response verbatim
· Count a response as correct if it is numerically correct, even if the examinee does not give the units.
SYMBOL SEARCH
ABOUT THE TEST
The examinee scans a search group and indicates whether one of the symbols in the target group matches.

Rationale
In addition to processing speed, the subtest involves short-term visual memory, visual-motor coordination, cognitive
flexibility, visual discrimination, psychomotor speed, speed of mental operation, attention, and concentration. It may also
measure auditory comprehension, perceptual organization, fluid intelligence, and planning and learning ability.

Materials
· Administration and Scoring Manual
· Record Form
· Response Booklet
· Pencil without Eraser
· Stopwatch
· Symbol Search Scoring Key

Discontinue after 120s

General Directions
● Each item contains two target symbols and a search group composed of five symbols
● Point to the target symbols and search group when you explain the task to the examinee
● Use the demonstration items to explain and illustrate the task to the examinee to practice by completing the sample items
● If the examinee omits an item or begins to complete a page in reverse order, say, “Do them in order. Don’t miss any.”

Score
● If the test is completed within 120s, record the completion time on the Record Form.
● Otherwise, record completion time as 120s.
● Use the Symbol Search Scoring Key to score the responses
● Items that the examinee did not attempt should not be counted in the correct or incorrect total
● Record the number of correct and incorrect responses in the spaces labelled C (Correct) and I (Incorrect) at the bottom of
each page
● Sum the number of correct and incorrect responses across all pages. Transfer these totals to the Record Form.
● The total raw score is the number of correct responses minus the number of incorrect responses
● If the total raw score is <=0, enter 0 as the total raw score.
VISUAL PUZZLES
ABOUT THE TEST
The examinee views a completed puzzle and selects three response options that, when combined, reconstruct the puzzle.

Rationale
It is designed to measure nonverbal reasoning and the ability to analyse and synthesise abstract visual stimuli.

Materials
· Administration and Scoring Manual
· Record Form
· Stimulus Book
· Stopwatch

Timing
Stop timing when the examinee selects three response options, indicates that they do not know the answer, or the time limit
has expired
General Directions
● It is essential to point to the completed puzzle and across the response options as instructed in the administration
directions
● “You may have to turn a piece in your mind to make it fit the puzzle.”
● The examinee must indicate their choices by either pointing to or saying the numbers of the selected response options. If
they respond with any other type of verbalization, say, “Show me.”
● “The pieces you choose do not have to be in order.”
● “You need to choose three pieces.” Provide the prompt as often as necessary.
● “Do you have an answer?” Provide the prompt after 10s on Items 1-7 and after 20s on Items 8-26

Score
● Record the completion time in seconds for each item
● Circle the numbers corresponding to the examinee’s responses for each item on the Record Form.
INFORMATION
ABOUT THE TEST
The examinee answers questions that address a broad range of general knowledge topics

Rationale
It is designed to measure an examinee’s ability to acquire, retain, and retrieve general factual knowledge. It involves crystallised
intelligence and long-term memory. Other skills that may be used include verbal perception, comprehension, and expression.

Materials
● Administration and Scoring Manual
● Record Form

General Directions
● Read each verbatim to the examinee
● Each item may be repeated as often as necessary, but do not alter the wording in any way
● If the examinee’s response is unclear or too vague to be readily scored or is followed by a (Q) in the sample responses,
say, “What do you mean?” or, “Tell me more about it.”
● If the examinee gives a verbal and nonverbal response that are contradictory (e.g., says, “Sixty” but holds up 10 fingers),
ask the examinee to clarify by saying, “Which one do you mean?”
● Items with specific sample responses that require query are noted with an asterisk (*) on the Record Form and in this
manual.
Score
● Record the examinee’s response verbatim
● If an examinee provides multiple responses for an item, refer to the following:
o Added remarks do not affect the score (e.g., “There are 60s in a minute, but I used to think there were
30.”)
o If the examinee’s responses vary in quality, with no one answer spoiling the entire response, score the
best response.
o A 1-point response accompanied by a spoiled response is scored 0.
● Maximum Score: 26 points
CODING
ABOUT THE TEST
Using a key, the examinee copies symbols that are paired with numbers within a specified time limit.

Rationale
It measures processing speed, short-term visual memory, learning ability, psychomotor speed, visual perception,
visual-motor coordination, visual scanning ability, cognitive flexibility, attention, concentration, and motivation. It may also
involve visual sequential processing and fluid intelligence.

Materials
● Administration and Scoring Manual
● Record Form
● Response Booklet
● Pencil without Eraser
● Stopwatch
● Coding Scoring Template
General Directions
● Use the demonstration items. If the examinee appears confused, repeat the explanation and demonstrate the task again.
Proceed only when the examinee understands the task
● If a left-handed examinee partially blocks the key with their left hand, stop the administration. Place an extra Response
Booklet to the right of the examinee’s Response Booklet. Position it so the extra key is aligned with the key the and is
blocking. Have the examinee complete the remaining sample items using the extra key, so they will be accustomed to
the arrangement when completing the test items.
● Do not discourage an examinee from making spontaneous corrections unless he or she does so repeatedly and it
impedes performance.
● If the examinee omits and item or begins to complete a row in reverse order, say, “Do them in order. Don’t miss any.”

Score
● Score 1 point if the examinee, after realizing a mistake, spontaneously draws the correct symbol next to or on top of the
incorrect response.
● Do not include responses to the sample items in the examinee’s score.
● Items that the examinee did not attempt should not be counted.
● Maximum Score: 135 points
FINAL SCORING
Completing the Record Form

Calculating the Examinee’s Test Age

Not rounded up
69 years 11 months 22 days is considered to be 69 years 11 months

Completing the Summary Page

1. Calculating Subtest Raw Scores

Simply add the scores for each item, including reversal items and unadministered items prior to the start point if
applicable

2. Converting Total Raw Scores to Scaled Scores

Using Table A.1 in Appendix A.
Based on the examinee’s age as determined in the Calculation of Examinee’s Age table (see A). The examinee’s test
age determines which page of Table A.1 should be used.

3. Obtaining Sums of Scaled Scores

4. Prorating Sums of Scaled Scores
Proration allows for derivation of a composite score when all necessary subtest scaled scores are not available. It
should be avoided wherever possible.
The sums of scaled scores for VC and PR scales can be prorated if two of the three core subtest scaled scores are
valid.
Table A.8 provides prorated sums of scaled scores for VC and PR scales.
Record PRO in the margin to indicate that the score was prorated.
It is not possible to prorate the sums of scaled scores for WM or PS scales.
Proration of FSIQ may be possible. Table A.9

5. Invalidating Composite Scores

If an examinee obtains a total raw score of 0 on a subtest, that score does not indicate that the examinee entirely
lacks the ability measured by the subtest. It indicates rather that the examinee’s ability cannot be determined by
the particular set of subtest items.
If an examinee obtains total raw scores of 0 on two of the three tests that contribute to the VCI, no VCI, GAI, or
FSIQ can be derived.

6. Determining the Composite Scores

Use tables A.3 to A.7 to derive the VCI, PRI, WMI, PSI, AND FSIQ, respectively. Each table also includes percentile
ranks and confidence intervals.

7. Plotting the Score Profiles

INTERPRETATION OF WAIS-IV
Composite Score Range Descriptive Classification

130 and above Vey Superior

120-129 Superior

110-119 High Average

90-109 Average

80-89 Low Average

70-79 Borderline

69 and below Extremely Low

APPLICATIONS
WAIS-IVINDIA can be used to obtain a comprehensive assessment of general cognitive functioning.
It can be used as part of an assessment to identify learning difficulties, intellectual giftedness, and
cognitive strengths and weaknesses.
Although Wechsler did not originally intend for his scales to be used as neuropsychological
instruments, they are recognized as an integral part of neuropsychological batteries.

Research purposes
SAMPLE
 Scale Sum of Scaled Composite Percentile Rank
Scores Scores

Verbal 35 109 73
Comprehension

Perceptual 28 96 39
Reasoning

Working Memory 17 92 30

Processing 25 107 68
Speed

Full Scale 103 102 55

On WAIS, the patient got a total score of 103 in Full Scale IQ, yielding a composite score of 102
suggesting that his cognitive abilities and intellectual capacity falls in the average range.
Verbal Comprehension
Verbal subtests contributing to the Verbal Comprehension Index are Similarities, Vocabulary and
Information in which the patient got a scaled score of 35 and a composite score of 108 suggesting that
the various verbal cognitive abilities measured are average and he has the skills required for verbal
concept formation, verbal reasoning and knowledge acquired from one’s environment.

Perceptual Reasoning
The Perceptual Reasoning Index has the subtests Block Design, Matrix Reasoning and Visual Puzzles in
which the patient got a scaled score of 28 and a composite score of 96 which is average suggesting that
he has the ability of perceptual and fluid reasoning, spatial processing and visual - motor integration.
Working Memory
Working Memory Index consists of Digit Span and Arithmetic substests in which he has a scaled score
of 17 and composite score of 92 which falls in the average range suggesting that he has the ability to
temporarily retain information in memory, perform some mental operation and produce a result.
Processing Speed
Processing Speed Index has two subtests which are Symbol Search and Coding in which the patient got
a scaled score of 23 and a composite score of 107 which falls in the average range and assesses his
ability to scan quickly and correctly and discriminate simple visual information.
THANK YOU