INTERPRETATION OF SCORES ON THE WISC-R
Translated by Martin Hermosilla
INFORMATION
Capacity:
· Understanding verbal long-term · Memory Size
· knowledge
factors to base:
· natural Feats
· Wealth childhood environment • Degree of schooling
· cultural predilections
· Interests
Possible implications Highscores:
• Good level of information
· Possession of knowledge associated with educational and cultural environment * Good memory
· Environment
· Alerts culturally rich and interest in the environment
· intellectual ambition intellectual
· Curiosity
• Need to know
Possible implications of low scores:
• Little breadth of information
· Forgetfulness
· Hostility toward school tasks similar to those
• Counseling to underachievement
· Trend to easily discouraged
instructional recommendations:
· Ask the child to read newspapers, discuss with him the news and memory exercises
· Perform other activities that enrich, including information about science, animals and their functioning in society
SIMILARITIES
Capacity:
· Understanding verbal
· Training
verbal concepts • Ability to concrete and abstract reasoning
associative thinking • Ability • Ability to separate
essential details of nonessential
· Memory
to the base factors:
• A minimum of cultural opportunities
· Pattern of reading interests and Possible Implications
Highscores:
• Good conceptual thinking • Ability to see relationships • Ability
to use logical and abstract thinking • Ability discriminates
fundamental relations of the superficial
• Ability to select and verbalize appropriate relationship between two objects or concepts
Flexibility of thought processes.
Possible implications of low scores:
· Mal
conceptual thinking • Difficulty in capturing relations
• Difficulty to select and verbalize the appropriate relationships between two objects or concepts
· very concrete way of thinking
· rigidity of thought processes
· Negativism
instructional recommendations:
· To emphasize recognize differences and similarities in shapes, textures and everyday objects.
· Make exercises involving language development, synonyms and antonyms, classifications and generalizations
ARITHMETIC
Capacity:
fifth book of distractibility
· Understanding verbal numerical reasoning • Ability
· Calculation mental
· Application of basic arithmetic processes
• Concentration • Attention
· Memory
factors to base:
· Opportunities to acquire the basic arithmetic processes. Possible implications
Highscores:
· Facility in mental arithmetic
• Ability to apply reasoning skills wing
mathematical problem solving skills • Ability to apply arithmetic in situations of social problem solving and concentration * Good personal
• Capacity to focus attention
• Ability to apply complex thinking patterns (especially in recent items.)
• Student oriented teacher
Low Scores Possible implications: Ability
inadequate mental arithmetic
• Low concentration
· Distractibility
· Anxiety for similar jobs at school
• Low educational achievement (perhaps associated with rebellion against authority or cultural environment)
· Anxiety (eg, concern for personal problems)
Instructional Recommendations: Develop
arithmetic skills Develop concentration skills
· Use concrete objects to introduce concepts
Fifth Army in skills • Present basic child
interesting problems and "real" to be resolved
VOCABULARY
Capacity:
· Understanding verbal
• Development of language learning • Ability to Fund information
·
· Wealth of ideas
· Memory
· Training
concepts to the base factors: • Education
cultural
· Opportunities Possible implications
Props Altos: * Good understanding verbal
· Good verbal skills and language development
• Good cultural and family environment • Good
schooling Ability to conceptualize
· intellectual ambition
Possible implications
low scores: verbal comprehension
• Low
· poor verbal skills and language development
· Comforts limited cultural or family to verbalize
· Difficulties
· Origin abroad
· Culture that does not encourage verbalization
instructional recommendations:
Develop a working vocabulary
• To promote the child to discuss experiences, ask questions and make a dictionary
· Make enrich verbal exercises, such as Scrabble, Boggle, analogies, and other games words.
COMPRENSIÓN
Capacidad :
· Comprensión verbal . Juicio social
· Sentido común
· Uso de conocimiento y juicio práctico en situaciones sociales
· Conocimiento de los estándares de conductas convencionales
· Capacidad de evaluar la experiencia pasada
· Juicio ético y moral
Factores a la base :
· Extensión de las oportunidades culturales
· Capacidad de evaluar y usar la experiencia pasada
· Desarrollo de la conciencia o sentido moral
Posibles implicaciones de Puntajes Altos :
· Buen juicio social y sentido común
· Reconoce las exigencias sociales cuando se necesite practical and common sense view
• Knowledge of the rules of conventional behavior
• Ability to organize knowledge
· social maturity • Ability to verbalize well
• Wide experience
Possible implications of low scores: social
· Poor
trial · failure to assume personal responsibility eg high dependency, immaturity, limited engagement with others.
· Thought extremely concrete
• Difficulty in expressing ideas verbally
· Individuals seeking creative solutions
rare instructional recommendations:
• To help the child understand the customs social, teaching children how others react, how the government, banks, etc.
• Discuss the actions of others to help children become aware of social relations and what is expected of them.
· Conduct role playing situations, such as a fire alert, call the police or get help with household problems. DIGIT
Capacity:
fifth book of distractibility
· Memory short term mechanical
· Memory
· Memory immediate hearing
• Concentration • Attention Sequence hearing
·
factors to base:
• Ability to passively receive stimuli
Possible implications Highscores:
* Good memory * Good mechanical ability
immediate recall
• Ability to deal well in testing situations
• Ability to respond to auditory stimuli
Possible implications Scores Netherlands:
· Anxiety
· Distractibility
· Neglect
learning · Deficit Difficulty in hearing
sequence
instructional recommendations:
· emphasize listening skills, undertake stream, read a short story and ask the child to remember details
• Give short, simple instructions and repeat them when necessary
· Making memory exercises and memory games
COMPLETION OF TABLES
Capacity:
· Organization
perceptual detail • Ability to distinguish essential from nonessential
• Identification of objects family (visual recognition)
• Concentration in visually perceived material
· Reasons
· Organization
· Perception visual visual (close)
· Memory visual.
factors to base:
· Experience
· Alerts
the environment
Possible implications Scores Altos:
• Good perception and attention
* Good
alert to details • Ability to quickly establish a "learning set"
• Ability to differentiate between essential and nonessential details
Possible implications of low scores:
· Anxiety that affects concentration and attention
· Concern by irrelevant details
· Negativism (nothing missing)
instructional recommendations:
· Insist on visual learning techniques with emphasis on the parts that make up the whole perceptual
· Perform activities that focus on and object recognition attention to detail (maps and artwork)
Improve techniques to identify missing elements in drawings
MANAGEMENT OF TABLES
Capacity:
· Organization perceptual
• Capacity planning
· Interpretation of social situations • Ability
nonverbal reasoning
• Attention to detail
· Alerts
· visual sequence
common sensibles
factors to base:
• A minimum of cultural opportunities
Possible implications Highscores:
• Capacity planning • Ability
anticipate significantly the results to be expected from various behaviors
· Alerts to detail
• Process of sequential thinking
• Ability to synthesize all parties understood
Possible implications of low scores: Difficulty in organizing
visual sequential
• Difficulty to anticipate events and its consequences
• Low attention
· Anxiety
· Failure to use and capture key instructional
Recommendations:
· Focus on cause and effect, logical sequence presentations and part relationships - everything.
· Make exercise completion of stories
• Discuss alternative behaviors and alternative endings to stories and facts
CUBES
Capacity:
· Organization
· Coordination visuomotor perceptual
· Display spatial concentration
• Ability to abstract
• Analysis and synthesis
factors to base:
· rate of motor activity Color
· Vision Possible implications
Highscores:
• Good spatial visual-motor integration
* Good ability to conceptualize
• Good spatial orientation with speed, precision and persistence
• Ability to analyze and synthesize
· Speed \u200b\u200band precision in capturing a problem
* Good hand - eye coordination
* Good verbal reasoning ability
• Good method of trial work - error
Possible implications of low scores:
· Poor visual-motor integration space visoperceptivos
· Problems
· Poor spatial orientation
instructional recommendations:
· Make visuospatial tasks, puzzles, build legos and other perceptual tasks involving arm and disarm and work with geometric shapes. Focusing on relationships
· part - whole and work with models
assemblages
Capacity:
· Perceptual Organization
· Coordination visuomotor
• Ability to synthesize specific parts in all meaningful
· Relations
space to the base factors:
· rate of motor activity
· Familiarity with figures
• Ability to persist in a task
· hand experience with relationships - all
• Work towards an unknown goal
Possible implications of the High Scores:
* Good hand-eye coordination
• Ability to visualize a whole from its parts
• Ability to perceive a whole, with critical understanding relations of the individual parts
· Successful trial and error
• Experience in putting together puzzles
· Persistence
Possible implications of low scores:
· Difficulties visuomotor
· Problems visoperceptivos
• Low planning capacity
Difficulty in perceiving a whole
· Minimum experience with tasks Construction
· Little interest in tasks of collecting
• Low persistence
instructional
Recommendations: Develop
perceptual and psychomotor skills through guided practice in assembling parts to form family configurations
• To promote activities by trial and error
• Strengthen the persistence
• Work with puzzles and activities that focus on the recognition of missing parts
· Perform activities cutting, gluing and building.
· Focusing on the interpretation of all minimal keys from
SYMBOLS
Capacity:
fifth book of distractibility
· Coordination
· Fast visuomotor mental operation
• Speed \u200b\u200bpsychomotor
· Memory short term visual
• Remember
· Care Skills Partnership Skills
·
symbol to the base factors:
· rate of motor activity
Possible implications Highscores :
· Buena coordinación visomotora
· Buena concentración
· Persistencia
· Capacidad de aprender nuevo material asociativamente y reproducirlo con velocidad y precisión.
· Buena motivación o deseo de logro
Posibles implicaciones de Puntajes Bajos :
· Dificultades en la coordinación visomotora
· Distractibilidad
· Problemas o defectos visuales
· Mal control del lápiz
· Desinterés en una tarea similar a las escolares
· Excesiva preocupación por el detalle a fin de reproducir los símbolos exactamente
Recomendaciones instruccionales :
· Realizar ejercicios de visual-motor learning such as asking a child to develop a code by matching geometric shapes and numbers to learn Morse code and work on drawing activities.
LABERINTOS
Capacity:
· Organization perceptual
• Capacity planning
·
• Control visual-motor anticipation
· Coordination eye - hand
• Attention and concentration
factors to base:
· Organization visuomotor
Possible implications Highscores:
perceptual organization • Good planning
· Efficiency
• Speed \u200b\u200band accuracy
· Ability to follow instructions
Possible implications of low scores:
· Poor visual-motor organization
• Low efficiency in planning
Difficulty in postponing action
instructional recommendations:
· Focusing on planning skills, directionality, visual discrimination and other paper and pencil activities that emphasize the planning and anticipation.
• To help the child to evaluate answers before giving them.
The compilation which is this document has been made by the educator and psychologist Carmen Gloria Muñoz, Consultant Educational Consultants Axxion.
Translated by Martin Hermosilla
INFORMATION
Capacity:
· Understanding verbal long-term · Memory Size
· knowledge
factors to base:
· natural Feats
· Wealth childhood environment • Degree of schooling
· cultural predilections
· Interests
Possible implications Highscores:
• Good level of information
· Possession of knowledge associated with educational and cultural environment * Good memory
· Environment
· Alerts culturally rich and interest in the environment
· intellectual ambition intellectual
· Curiosity
• Need to know
Possible implications of low scores:
• Little breadth of information
· Forgetfulness
· Hostility toward school tasks similar to those
• Counseling to underachievement
· Trend to easily discouraged
instructional recommendations:
· Ask the child to read newspapers, discuss with him the news and memory exercises
· Perform other activities that enrich, including information about science, animals and their functioning in society
SIMILARITIES
Capacity:
· Understanding verbal
· Training
verbal concepts • Ability to concrete and abstract reasoning
associative thinking • Ability • Ability to separate
essential details of nonessential
· Memory
to the base factors:
• A minimum of cultural opportunities
· Pattern of reading interests and Possible Implications
Highscores:
• Good conceptual thinking • Ability to see relationships • Ability
to use logical and abstract thinking • Ability discriminates
fundamental relations of the superficial
• Ability to select and verbalize appropriate relationship between two objects or concepts
Flexibility of thought processes.
Possible implications of low scores:
· Mal
conceptual thinking • Difficulty in capturing relations
• Difficulty to select and verbalize the appropriate relationships between two objects or concepts
· very concrete way of thinking
· rigidity of thought processes
· Negativism
instructional recommendations:
· To emphasize recognize differences and similarities in shapes, textures and everyday objects.
· Make exercises involving language development, synonyms and antonyms, classifications and generalizations
ARITHMETIC
Capacity:
fifth book of distractibility
· Understanding verbal numerical reasoning • Ability
· Calculation mental
· Application of basic arithmetic processes
• Concentration • Attention
· Memory
factors to base:
· Opportunities to acquire the basic arithmetic processes. Possible implications
Highscores:
· Facility in mental arithmetic
• Ability to apply reasoning skills wing
mathematical problem solving skills • Ability to apply arithmetic in situations of social problem solving and concentration * Good personal
• Capacity to focus attention
• Ability to apply complex thinking patterns (especially in recent items.)
• Student oriented teacher
Low Scores Possible implications: Ability
inadequate mental arithmetic
• Low concentration
· Distractibility
· Anxiety for similar jobs at school
• Low educational achievement (perhaps associated with rebellion against authority or cultural environment)
· Anxiety (eg, concern for personal problems)
Instructional Recommendations: Develop
arithmetic skills Develop concentration skills
· Use concrete objects to introduce concepts
Fifth Army in skills • Present basic child
interesting problems and "real" to be resolved
VOCABULARY
Capacity:
· Understanding verbal
• Development of language learning • Ability to Fund information
·
· Wealth of ideas
· Memory
· Training
concepts to the base factors: • Education
cultural
· Opportunities Possible implications
Props Altos: * Good understanding verbal
· Good verbal skills and language development
• Good cultural and family environment • Good
schooling Ability to conceptualize
· intellectual ambition
Possible implications
low scores: verbal comprehension
• Low
· poor verbal skills and language development
· Comforts limited cultural or family to verbalize
· Difficulties
· Origin abroad
· Culture that does not encourage verbalization
instructional recommendations:
Develop a working vocabulary
• To promote the child to discuss experiences, ask questions and make a dictionary
· Make enrich verbal exercises, such as Scrabble, Boggle, analogies, and other games words.
COMPRENSIÓN
Capacidad :
· Comprensión verbal . Juicio social
· Sentido común
· Uso de conocimiento y juicio práctico en situaciones sociales
· Conocimiento de los estándares de conductas convencionales
· Capacidad de evaluar la experiencia pasada
· Juicio ético y moral
Factores a la base :
· Extensión de las oportunidades culturales
· Capacidad de evaluar y usar la experiencia pasada
· Desarrollo de la conciencia o sentido moral
Posibles implicaciones de Puntajes Altos :
· Buen juicio social y sentido común
· Reconoce las exigencias sociales cuando se necesite practical and common sense view
• Knowledge of the rules of conventional behavior
• Ability to organize knowledge
· social maturity • Ability to verbalize well
• Wide experience
Possible implications of low scores: social
· Poor
trial · failure to assume personal responsibility eg high dependency, immaturity, limited engagement with others.
· Thought extremely concrete
• Difficulty in expressing ideas verbally
· Individuals seeking creative solutions
rare instructional recommendations:
• To help the child understand the customs social, teaching children how others react, how the government, banks, etc.
• Discuss the actions of others to help children become aware of social relations and what is expected of them.
· Conduct role playing situations, such as a fire alert, call the police or get help with household problems. DIGIT
Capacity:
fifth book of distractibility
· Memory short term mechanical
· Memory
· Memory immediate hearing
• Concentration • Attention Sequence hearing
·
factors to base:
• Ability to passively receive stimuli
Possible implications Highscores:
* Good memory * Good mechanical ability
immediate recall
• Ability to deal well in testing situations
• Ability to respond to auditory stimuli
Possible implications Scores Netherlands:
· Anxiety
· Distractibility
· Neglect
learning · Deficit Difficulty in hearing
sequence
instructional recommendations:
· emphasize listening skills, undertake stream, read a short story and ask the child to remember details
• Give short, simple instructions and repeat them when necessary
· Making memory exercises and memory games
COMPLETION OF TABLES
Capacity:
· Organization
perceptual detail • Ability to distinguish essential from nonessential
• Identification of objects family (visual recognition)
• Concentration in visually perceived material
· Reasons
· Organization
· Perception visual visual (close)
· Memory visual.
factors to base:
· Experience
· Alerts
the environment
Possible implications Scores Altos:
• Good perception and attention
* Good
alert to details • Ability to quickly establish a "learning set"
• Ability to differentiate between essential and nonessential details
Possible implications of low scores:
· Anxiety that affects concentration and attention
· Concern by irrelevant details
· Negativism (nothing missing)
instructional recommendations:
· Insist on visual learning techniques with emphasis on the parts that make up the whole perceptual
· Perform activities that focus on and object recognition attention to detail (maps and artwork)
Improve techniques to identify missing elements in drawings
MANAGEMENT OF TABLES
Capacity:
· Organization perceptual
• Capacity planning
· Interpretation of social situations • Ability
nonverbal reasoning
• Attention to detail
· Alerts
· visual sequence
common sensibles
factors to base:
• A minimum of cultural opportunities
Possible implications Highscores:
• Capacity planning • Ability
anticipate significantly the results to be expected from various behaviors
· Alerts to detail
• Process of sequential thinking
• Ability to synthesize all parties understood
Possible implications of low scores: Difficulty in organizing
visual sequential
• Difficulty to anticipate events and its consequences
• Low attention
· Anxiety
· Failure to use and capture key instructional
Recommendations:
· Focus on cause and effect, logical sequence presentations and part relationships - everything.
· Make exercise completion of stories
• Discuss alternative behaviors and alternative endings to stories and facts
CUBES
Capacity:
· Organization
· Coordination visuomotor perceptual
· Display spatial concentration
• Ability to abstract
• Analysis and synthesis
factors to base:
· rate of motor activity Color
· Vision Possible implications
Highscores:
• Good spatial visual-motor integration
* Good ability to conceptualize
• Good spatial orientation with speed, precision and persistence
• Ability to analyze and synthesize
· Speed \u200b\u200band precision in capturing a problem
* Good hand - eye coordination
* Good verbal reasoning ability
• Good method of trial work - error
Possible implications of low scores:
· Poor visual-motor integration space visoperceptivos
· Problems
· Poor spatial orientation
instructional recommendations:
· Make visuospatial tasks, puzzles, build legos and other perceptual tasks involving arm and disarm and work with geometric shapes. Focusing on relationships
· part - whole and work with models
assemblages
Capacity:
· Perceptual Organization
· Coordination visuomotor
• Ability to synthesize specific parts in all meaningful
· Relations
space to the base factors:
· rate of motor activity
· Familiarity with figures
• Ability to persist in a task
· hand experience with relationships - all
• Work towards an unknown goal
Possible implications of the High Scores:
* Good hand-eye coordination
• Ability to visualize a whole from its parts
• Ability to perceive a whole, with critical understanding relations of the individual parts
· Successful trial and error
• Experience in putting together puzzles
· Persistence
Possible implications of low scores:
· Difficulties visuomotor
· Problems visoperceptivos
• Low planning capacity
Difficulty in perceiving a whole
· Minimum experience with tasks Construction
· Little interest in tasks of collecting
• Low persistence
instructional
Recommendations: Develop
perceptual and psychomotor skills through guided practice in assembling parts to form family configurations
• To promote activities by trial and error
• Strengthen the persistence
• Work with puzzles and activities that focus on the recognition of missing parts
· Perform activities cutting, gluing and building.
· Focusing on the interpretation of all minimal keys from
SYMBOLS
Capacity:
fifth book of distractibility
· Coordination
· Fast visuomotor mental operation
• Speed \u200b\u200bpsychomotor
· Memory short term visual
• Remember
· Care Skills Partnership Skills
·
symbol to the base factors:
· rate of motor activity
Possible implications Highscores :
· Buena coordinación visomotora
· Buena concentración
· Persistencia
· Capacidad de aprender nuevo material asociativamente y reproducirlo con velocidad y precisión.
· Buena motivación o deseo de logro
Posibles implicaciones de Puntajes Bajos :
· Dificultades en la coordinación visomotora
· Distractibilidad
· Problemas o defectos visuales
· Mal control del lápiz
· Desinterés en una tarea similar a las escolares
· Excesiva preocupación por el detalle a fin de reproducir los símbolos exactamente
Recomendaciones instruccionales :
· Realizar ejercicios de visual-motor learning such as asking a child to develop a code by matching geometric shapes and numbers to learn Morse code and work on drawing activities.
LABERINTOS
Capacity:
· Organization perceptual
• Capacity planning
·
• Control visual-motor anticipation
· Coordination eye - hand
• Attention and concentration
factors to base:
· Organization visuomotor
Possible implications Highscores:
perceptual organization • Good planning
· Efficiency
• Speed \u200b\u200band accuracy
· Ability to follow instructions
Possible implications of low scores:
· Poor visual-motor organization
• Low efficiency in planning
Difficulty in postponing action
instructional recommendations:
· Focusing on planning skills, directionality, visual discrimination and other paper and pencil activities that emphasize the planning and anticipation.
• To help the child to evaluate answers before giving them.
The compilation which is this document has been made by the educator and psychologist Carmen Gloria Muñoz, Consultant Educational Consultants Axxion.
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