Block Design
Student must reproduce designs with blocks with
two red sides, two white sides, and two sides with
surfaces divided diagonally into half red and half
white
◦ Items 1, 2, 3– child watches evaluator construct
model before constructing model
◦ Items 4-13– child constructs model based on
picture of 2D design.
◦ # of blocks:
◦ 2 for item 1
◦ 4 for items 2-9
◦ 9 for items 10-13
Block Design Basal
2 consecutive maximum scores
Block Design Ceiling
2 consecutive scores of zero
How often repeat items/instructions for BD
◦ As often as needed, but do not stop timing and
do not reconstruct the model
◦ Also repeat directions if student hasn’t
responded in 5-10 seconds
Time for BD
How much time does student get for each
item?
◦ Varies based on item: 30 seconds for item 1, 45
seconds for items 2-5, 75 seconds for items 6-9,
120 seconds for items 10-13
Verbal Subtests
- Measures verbal knowledge and understanding and reflects the
application of verbal skills to new situations- responses can be
challenging to score! - Similarities = Students are required to state how two
common objects or two concepts are
alike
One sample item and 23 test items
Untimed - Vocabulary = Students are required to look at a picture
and gives the names of objects OR
define words read aloud
29 items
Untimed
Similarities Basal
2 consecutive maximum scores
Similarities Ceiling
3 consecutive scores of 0
Similarities repeat items/instructions?
◦ As often as needed. Repeat item if child’s
response indicates they misheard the word.
Similarities Query
◦ When items are unclear or vague, and
when sample items are marked by a “Q”
Similarities give correct answer?
◦ Yes, JUST on sample item and items 1, 2, 5,
6, 8, and 9
Similarities Scoring Responses
◦ 0 pts = Response has been spoiled or is not pertinent
to both objects or terms, is too general or
overinclusive, simply provides a definition of
each word, or reflects a difference in the
objects or terms rather than a similarity (e.g.,
You ride horses and you milk cows)
◦ 1 pts = Response reflects a concrete relationship
(i.e., a specific property common to both
objects or terms) or a minor classification
(e.g., horses and cows both eat grass
◦ 2 pts = Response reflects a conceptual relationship,
such as a major classification (e.g., horses
and cows are both animals”
Similarities Poor vs. Spoiled Responses After Querying
◦ Poor: the elaboration is low in quality; Retains score value if elaboration is lower
in points
◦ Spoiled: the elaboration reveals a clear
misunderstanding of the item; Scored zero points even if initial response
seemed credible
Vocabulary Basal
2 consecutive maximum scores
Vocabulary Ceiling
3 consecutive scores of 0
Vocabulary how often repeat items/instructions
As often as needed, but do not change wording
in any way.
Repeat item if child’s response
indicates they misheard the word
Vocabulary when query?
When items are unclear or vague, and when
sample items are marked by a “Q”
Vocabulary can give items correct answer?
◦ Yes, JUST on sample item and items 5, 6, 9, and 10
Querying Situations for Picture Items
◦ Marginal response: marginal but appropriate
◦ E,g., saying “trash can” to stimulus word “bucket”
→ “yes, but what else is it called?”
◦ Generalized: saying “fruit” for stimulus word
“pear” → “yes, but what kind of [word child
used] is it?”
◦ Functional: saying “holds water” for stimulus
word “bucket” → “yes, but what is it called?”
◦ Gestures: pretending to eat for stimulus word
“pear” → “yes, but what is it called?”
◦ If child doesn’t elaborate, scored zero
Timed subtests that use student response booklet
Coding:
- Child copies symbols that are paired with other
symbols or numbers in a key
Different coding sheets based on age.
Coding A: 6:0 to 7:11: Two demonstration
items, three sample items, 75 test items
Coding B: 8:0 to 16:11: Three demonstration
items, six sample items, 117 test items
Timed
no basal
ceiling = 120 seconds if completed before, record elapsed time
◦ If child continues after timer has
stopped, record where they were at
the time limit
Can you repeat directions?
◦ Make sure that student understands
task prior to starting subtest. Don’t stop
timing to give prompts
Symbol Search:
- Child looks at one or two target symbols and
then scans an array of symbols to determine if
any target symbol is included.
Different sheets based on age.
Symbol Search A: 6:0 to 7:11: One target
symbol and five symbols in the search
group. Two demonstration items, three
sample items, 42 test items
Coding B: 8:0 to 16:11: Two target symbols
and five symbols in the search group. Two
demonstration items, three sample items,
60 test items
Timed
no basal
◦ If child continues after timer has
stopped, record where they were at
the time limit
Can you repeat directions?
◦ Make sure that student understands
task prior to starting subtest. Don’t stop
timing to give prompts
visual puzzles
Child views a completed
puzzle and selects three
response options that would
combine to reconstruct the
puzzle
One demonstration item,
one sample item, and 29
test items
Timed task
basal = two consecutive maximum scores
ceiling = Three consecutive scores of zero
matrix reasoning
Child is required to select
from an array of four or five
choices the one pattern
that best completes the
matrix.
Two sample items, 32 items
Untimed task
basal = two consecutive maximum scores
ceiling = Three consecutive scores of zero
figure weights
Child is presented with
pictures of one to three
scales with weights. For
each item, one of the scales
has weights on the tray on
one side and weights
missing from the tray on the
other side. Student is
required to select from an
array of five choices the
option that will balance the
scale.
Two sample items, 34 items
Timed task
basal = two consecutive maximum scores
ceiling = Three consecutive scores of zero
before testing
◦ Dress comfortably yet professionally, limit
accessories
◦ Materials (Have a digital stopwatch/timer,
test audio ahead of time, have appropriate
pencils, incentives)
◦ Select an appropriate test environment
(limit distractions, consider time of day,
ensure you have time to complete full test)
◦ Know the test well and prepare test
materials!
◦ Learn about the child ahead of time
◦ Avoid having others present in your testing
session
