The Wechsler Intelligence Scale for Children-IV (WISC-IV) is an intelligence test used to measure the mental skills of children between the ages of 6 years 0 months and 16 years 11 months. The test provides clues about the child's strong and weak mental skills as well as intelligence level. By discovering all the mental abilities in which the child is proficient or behind, it is possible to move strong skills forward or support weak skills. The data we obtain as a result of WISC-IV helps us to learn how far behind or ahead of their peers the child's intellectual activities are, and has the function of raising awareness on children with superior intellectual potential. On the other hand, it can be ensured that appropriate support programs for weak cognitive skills that need to be developed can be prepared without wasting time.
As the fourth member of the Wechsler Intelligence Scale for Children family, the WISC-IV was adapted by Öktem et al. (2008-2012) in 2008 with commercial and scientific copyrights held by the Turkish Psychological Association (TPD). It is the most recent child and adolescent intelligence scale whose validity and reliability studies were completed in Turkey in 2013.
General Information about WISC-IV
The WISC-IV consists of a total of 15 subtests, 10 core and 5 substitute subtests, distributed across 4 mental skills clusters. In cases where it is not appropriate to administer the basic subtests for various reasons, substitute subtests are utilized, and the recommended administration for each child is all 10 basic subtests. The estimated administration time varies between 90 and 120 minutes depending on the child's work speed.
Although it is preferred to complete the application in a single session, a short break may be given depending on the child's needs and performance in the process. It is necessary to wait at least 1 year for a second WISC-IV assessment of the same child.
The test consists of four main sections:
1. Verbal comprehension (consists of 5 separate subtests): Reasoning, comprehension, concept formation, verbal knowledge and verbal expression skills are used. Each task requires the ability to understand the auditory stimulus, to access information encoded verbally in long-term memory, and to verbalize responses. Verbal knowledge represents crystallized reasoning that reflects learned knowledge and skills. It predicts language and cultural competence and school success.
2. Perceptual reasoning (consists of 4 separate subtests): Measures fluent and perceptual reasoning and perceptual organization. Each task requires skills used in visual perception and organization, reasoning using visually presented nonverbal material, and manipulative-managerial functions.
3.Working memory (consists of 3 separate subtests): Measures short-term auditory memory, attention, concentration, working memory. Each task requires the ability to select and monitor attention, mental manipulation.
4. Processing speed (consists of 3 separate subtests): Mental processing speed measures letter-motor processing speed. Each task requires the efficient production of multiple motor responses such as visual perception and organization, visual scanning, competent control of attention, maintenance of effort, speed. A child who will take the WISC-4 intelligence test should be ensured that some of the necessary conditions are met before the administration begins. It is recommended to arrive on a rested, sleepy, full stomach and on a normal day in terms of motivation. Comfortable clothes should be preferred. In addition, the child should not be told that he/she is being taken for an intelligence test as this may cause anxiety, tension, worry and threat perception. The child should not hear terms such as "test, intelligence test, exam" while being brought to the application. In addition, anxiety-increasing commands such as "Do well, do carefully, listen well" should not be given to the child. The necessary explanations are given to the child by the psychologist before the application.