The WPPSI-III

A Summary of the WPPSI-III
David Profitt
University of Dayton

The WPPSI-III is one of the newest editions to the Weschler family of intelligence tests. This test, which was normed on a nationwide sample of 1700 children from the ages of two years, two months to seven years, three months serves children in the range of two years six months to seven years three months (Dumont/Willis, 2001 and Wechsler, 2003). It must always be considered, however, when comparing tests to national norms, that each child is unique, and may have individual patterns of strengths and weaknesses. These individualities should be considered when interpreting test results. This test does not require reading or writing on the part of the child.

New to this edition are the processing speed quotient for older children, an expanded age range with improved floors and ceilings, improved practicing of each subtest for improved understanding, and improved readability of the test materials (Wechsler, 2003). The changes made to the WPPSI-III were results of advisory panels, field professionals, customers, and children who have been a part of the testing process (www.wppsi-iii.com).

The WPPSI-III contains the following 14 subtests: Block Design, Information, Matrix Reasoning, Vocabulary, Picture Concepts, Symbol Search, Word Reasoning, Coding, Comprehension, Picture Completion, Similarities, Receptive Vocabulary, Object Assembly, and Picture Naming (Wechsler, 2003). The subtests can be combined to measure verbal IQ, performance (fluid) IQ, processing speed quotient, general language composite and a full scale IQ (Dumont/Willis, 2001). The verbal IQ, performance IQ and full scale IQ are taken from the core subtests. The other scores involve optional or supplemental subtests and are not required (Wechsler, 2002).

According to the Buros Center for Testing website (Buros Institute, n.d.), the reviews for the third edition of the WPPSI are pending for the upcoming Sixteenth Mental Measurements Yearbook. Since the current reviews are pending, they are not available for individual purchase online. The site offers the WPPSI-R reviews at this time.

Historically, the WPPSI series of tests has been held as the standard of measurement when comparing preschool intelligence tests (Kramer & Conoley, 1992). They are considered to be among the most reliable and valid intelligence tests designed for preschool children. The test is normed on a census based sample and is stratified with respect to age, gender, geographic region, ethnicity, and parental occupation and education. Similar to the WPPSI-R, the WPPSI-III’s normed population of 1,700 children is divided into nine age groups (Wechsler, 2002).

Because younger children have a short attention span, breaks should be offered during test administration. Additionally, the tests may be administered in separate sittings (Kramer & Conoley, 1992). Because of the complexity of some of the subtests, the scores are considered more accurate and reliable, but require more expertise on the part of the examiner when compared to many other quickly administered tests available. It is recommended that the administrator thoroughly read through the subtest administration instructions and in the case of the oral tests, all possible test questions and answers before using the test with children. It is also important to note that each subtest has unique baseline and ceiling rules, and several subtests have a possible layering of scores (0, 1 or 2 points).

The WPPSI-III has the advantages of being colorful, current, and interesting for children. Subtests rules offer multiple samples and often second chances (querying) to assure the child performs at the best of his or her abilities. The layered scoring allows partial credit, for intermediate knowledge and rewards detailed or extensive knowledge on subject matter.

One of the obvious drawbacks of using a test such as the WPPSI-III for evaluating younger children is the fact that the test scales expect IQ to increase in very sudden increments every two to three months. A sample score from a five year, three month, five day old child would have been ten IQ points higher if the child had been tested just six days earlier. Such differences in IQ scores could differentiate between qualification and non-qualification for borderline children. Test users could schedule testing to make it either most likely, or least likely that a child would qualify for supplemental services.

For children who have already taken the WPPSI-III, the Administration manual warns that it could take up to two years for test-retest factors to dissipate. For this reason, a child who has been given the WPPSI-III and needs re-evaluated should be given another test (Wechsler, 2002). It should also be noted that the WPPSI-III is very similar to the WISC-IV on several subtests. It is important to choose which test should be given to children who would qualify in the age ranges of both tests, as the similarities could create practice effects. Children suspected of giftedness should be given the WISC-IV, and children suspected of academic difficulty should be given the WPPSI-III.

References

Buros Institute (n.d.). Mental Measurement Yearbook Test Reviews Online. Retrieved November 11, 2003 from http://buros.unl.edu/buros/jsp/search.jsp

Dumont/Willis (2001). Wechsler Preschool and Primary Scale of Intelligence, 3rd. ed. (WPPSI-III). Retrieved November 10, 2003, from Fairleigh Dickinson University Web site:
http://alpha.fdu.edu/psychology/WPPSI_DESCRIPTION.htm

Kramer, J. J. & Conoley, J. C. (1992). The Eleventh Mental Measurements Yearbook. Lincoln, NE: Nebraska-Lincoln Press.

The Psychological Corporation (2003). Retrieved November 10, 2003 from www.wppsi-iii.com.

Wechsler, D. (2002). WPPSI-III Administration and scoring manual, TX: The Psychological Corporation.

Wechsler, D. (2002). WPPSI-III Technical and Interpretive Manual, TX: The Psychological Corporation.

Filed under: EDC 512-513 Cognitive Assessment and Practicum
Copyright: November, 2003 - David Profitt