Wechsler Intelligence Scale for Children®-Fifth Edition Spanish
Age Range: Children aged 6:0–16:11
Administration: Digital or paper-and-pencil
Completion Time: Core subtests: ~60 minutes
Scores/Interpretation: FSIQ, Primary Index Scores and Ancillary Index Scores
Scoring Options: Q-interactive® Web-based Administration and Scoring, Q-global™ Scoring & Reporting, or Manual Scoring
Publication Date: 2017
Comprehensive, modern, and convenient.
WISC–V Spanish provides a culturally and linguistically valid test of cognitive ability in Spanish for use with Spanish-speaking children ages 6 through 16 years. Adapted from the proven and reliable WISC-V, the WISC-V Spanish brings you more flexibility and content than ever before. Test items have been validated to minimize cultural bias across multiple regions of origin, and modified when needed. While the WISC-V Spanish is given in Spanish, children earn credit for correct answers in either Spanish or English.
Content & Administration
The WISC–V Spanish gives you flexibility and interpretive power, along with access to new subtests, so you get a broader view of a child's cognitive abilities. New subtests are targeted to common referral questions for children such as the presence of a specific learning disability. An expanded factor structure provides new and separate visual spatial and fluid reasoning composites for all ages.
Three new primary subtests extend the content coverage of the WISC-V Spanish and increase its practical application.
Visual Puzzles is a new Visual Spatial subtest that measures the ability to analyze and synthesize information
Figure Weights is a new Fluid Reasoning subtest that measures quantitative reasoning and induction
Picture Span is a new Working Memory subtest that measures visual working memory
Expanded and Updated Factor Structure
The test structure includes new and separate visual spatial and fluid reasoning composites for greater interpretive clarity and a variety of levels of composites for interpretive options.
Primary Index Scales include:
- Verbal Comprehension Index (VCI)
- Visual Spatial Index (VSI)
- Working Memory Index (WMI)
- Fluid Reasoning Index (FRI)
- Processing Speed Index (PSI)
Ancillary Index Scales include:
- Verbal (Expanded Crystallized) Index(VECI)
- Expanded Fluid-3 Index (EFI-3)
- Quantitative Reasoning Index (QRI)
- Auditory Working Memory Index (AWMI)
- Nonverbal Index (NVI)
- General Ability Index (GAI)
- Cognitive Proficiency Index (CPI)
WISC-V Spanish Framework
Features & Benefits
More efficient and user-friendly
The WISC–V Spanish increases construct coverage without increasing testing time. So, you get a more efficient, developmentally appropriate measure—and still have time to assess other domains of interest.
- Efficiently produce all primary index scores
- Significantly reduced testing time to obtain the FSIQ
- Simplified instructions with reduced vocabulary level, shorter discontinue rules, and refined scoring criteria
More interpretive power
- Expanded score analysis approach highlights index- and subtest-level strength and weaknesses analyses
- Separate visual spatial and fluid reasoning composite scores results in greater interpretive clarity
- Expanded selection of process scores, enhancing the depth of interpretation and understanding of performance
- Optional language-environment verbal score adjustments available
Updated psychometric properties
- Developed on children whose primary language is Spanish ages 6:0–16:11, and who have attended schools in the US for less than 5 consecutive years
- Equated to the English normative sample using IRT approach
- Updated normative sample standardized on 2,200 children aged 6:0–16:11
- Normative sample stratified to match current U.S. census data based on sex, race/ethnicity, parent education level, and geographic region for each age group
- Includes additional validity evidence based on Spanish-speaking clinical and validity samples
Users & Applications
School psychologists, clinical psychologists, and neuropsychologists working in schools, clinics, hospitals, universities, and forensics can use the WISC–V Spanish for diverse applications such as:
- identifying intellectual disabilities;
- identifying and diagnosing learning disabilities/disorders;
- evaluating of cognitive processing strengths and weaknesses;
- assessing for giftedness; and
- assessing the impact of brain injuries.
Digital administration with real-time scoring available on Q-interactive
With Q-interactive, administer tests with an intuitive, portable system that uses two iPad®s for first time use connected via Bluetooth®. You use one iPad to access the test administration instructions, score and record responses, and control visual stimuli. The examinee uses the other iPad to view and respond to stimuli. With real-time scoring, see how a client is performing during a session and make immediate adjustments to your battery. WISC-V Spanish scoring and reporting on Q-interactive includes real-time scoring and immediate access to results as well as score reports.
Familiar—Use the tests you know and trust while quickly engaging clients of any age.
Efficient—Real-time results eliminate hand scoring.
Customizable—Edit your test battery in session to fit your client’s needs.
Accurate—Eliminate human error with automated start points, discontinue rules, and real-time scoring. Audio recording allows playback of client responses.
Secure—Meets security requirements through data encryption.
Portable—Easily access your entire test library with two iPads without the need for an internet connection.
Cost effective—No more upfront kit costs or sharing test kits.
Automated scoring and reporting for your paper administrations available on Q-global. Select from two options:
Pay per report. You may prefer this option if you administer the WISC-V Spanish only a few times each year or want the flexibility to "pay as you go."
"Unlimited use" subscription. Individuals can purchase WISC-V Spanish scoring subscriptions, which offer unlimited scoring and reporting for a one, three, or five year term. Subscriptions are a great option for customers who complete more than 35 test administrations each year—and don't want to worry about frequent re-orders of individual score reports.
Important note: Each scoring subscription is per user for the WISC-V Spanish only and will begin on the date of order processing unless otherwise requested.
Portable—Scoring and reporting from any device connected to the internet.
Economical—Purchase report usages as needed or save with unlimited-use scoring subscriptions for paper administrations.
Comprehensive—Reliable, online reporting solutions including interpretative and group reports.
Secure—Meets security requirements with data encryption.
Score Reports are available on either Q-interactive or Q-global:
Automatically converts total raw scores to subtest scaled scores
Automatically converts sums of scaled scores to composite scores, including the FSIQ and numerous index scores
Performs score comparisons at the index and subtest levels
Generates score reports with tables and graphs
Parent Summary Report (available in English or Spanish)
For more information visit HelloQ.com
Five Reasons Why You'll Love the WISC®–V Spanish on Q-interactive
The new WISC®–V Spanish provides a culturally and linguistically valid test of cognitive ability in Spanish for use with Spanish-speaking children ages 6 through 16 years.
This brief, pre-recorded session has been developed to familiarize you with the WISC-V Spanish. All you need is access to the Internet and the sound enabled on your computer. Please keep in mind that the session may take a few minutes to load.
Introducing WISC-V Spanish
Presenter: Gloria Maccow, Ph.D., and James Henke
The Wechsler Intelligence Scale for Children–Fifth Edition Spanish (WISC-V Spanish) will be available soon! The WISC-V Spanish is a culturally and linguistically valid test of cognitive ability for use with Spanish–speaking children ages 6 through 16 years. Combining the power of the Wechsler scales and the technology of Pearson’s Q-interactive system, the WISC-V Spanish will be offered in digital and paper format.
This session will describe the structure of the WISC-V Spanish and how clinicians can use touch-screen digital technology for administration and scoring. Participants will be able to examine features of the digital assessment platform through a live demonstration.
Date: May 25, 2017
Culturally and Linguistically Diverse Students: Best Practice for Cognitive Assessments
Presenter: Alexander Quiros, PhD
This 2-hour introductory workshop will cover basic information all psychologists should know about bilingual assessments: proper selection of bilingual assessment, language disorders vs. language differences, use of an interpreter, and important language and cultural issues that should be considered when working with bilingual clients. Although many of the examples will draw from work with Spanish-English bilinguals, the information shared during this presentation applies to all multi-lingual individuals.
- Learn about issues unique to cognitive and language development in bilingual individuals with a focus on children.
- Learn proper use of assessment tools and results of bilingual individuals.
- Learn about assessment tools available in languages other than English.
Date: Mar 22, 2017
- Learn about issues unique to cognitive and language development in bilingual individuals with a focus on children.
Introducing WISC-V Spanish
Presenter: Gloria Maccow, PhD, James Henke
The Wechsler Intelligence Scale for Children–Fifth Edition Spanish (WISC-V Spanish) will be available soon! The WISC-V Spanish is a culturally and linguistically valid test of cognitive ability for use with Spanish–speaking children ages 6 through 16 years. The instrument combines the power of the Wechsler scales and the technology of Pearson’s Q-interactive system, and will be available exclusively in a digital format.
This session will describe the structure of the WISC-V Spanish and the use of touch-screen digital technology for administration and scoring. Participants will be able to examine features of the digital assessment platform through a live demonstration.
Date: Dec 14, 2016
Frequently asked questions follow. Click on a question to see the response.
WISC-V Frequently Asked Questions
For all general WISC–V FAQs (most of which also apply to WISC–V Spanish), click here.
Q-interactive Frequently Asked Questions
For general Q-interactive FAQs, click here
What is the WISC–V Spanish?
The Wechsler Intelligence Scale for Children–Fifth Edition, Spanish (WISC–V Spanish) is a Spanish adaptation of the Wechsler Intelligence Scale for Children–Fifth Edition. It is an individually administered measure of intellectual ability for children aged 6 years 0 months through 16 years 11 months who speak primarily Spanish, many of whom are in the process of acculturating to the U.S.
Do I have to administer the test in Spanish?
Yes, the WISC–V Spanish is designed to be administered in Spanish. Instructions to the examiner are in English on all test materials, and instructions to the child and sample responses are in Spanish. A child may provide responses in either language, and credit is awarded for correct responses, regardless of the language they were provided in. However, you cannot translate the items into English. If, in your clinical judgment, you determine that the items need to be administered in English to a particular child, you should administer the WISC–V instead.
What if a child responds in English, Spanish, or a mix of both?
Correct responses are awarded credit, regardless of the language they were provided in. However, you cannot translate the items into English (or any other language).
What about Spanish-speaking children who have or are approaching English language proficiency?
The most salient guideline in this situation is that the WISC–V Spanish was primarily designed for Spanish-speaking children who have been in the U.S. school system no more than 5 consecutive years. This is because children who have been in the U.S. school system longer than 5 years may be approaching mastery of the English language and are likely receiving classroom instruction in the English language, including exposure to vocabulary and verbal concepts. Therefore, it is recommended that those children first be administered the WISC–V (English). If in doubt, and you are assessing a “bilingual” child who has not completed more than 5 consecutive years in the U.S. school system, you may choose to test in both languages. One approach would be to give the complete WISC–V Spanish, and then administer the Verbal subtests from the WISC–V, and compare scores. Keep in mind that the cognitive functioning of some bilingual children may be higher than tests in either language suggest. In these cases it is always important to use your clinical judgment and consult with a specialist in cross-cultural assessment when needed.
How has the test structure changed from WISC–IV Spanish to WISC–V Spanish?
Changes in the test structure include new and separate Visual Spatial and Fluid Reasoning index scores and new measures of visual spatial ability, quantitative fluid reasoning, and visual working memory. To augment the primary index scores and the FSIQ, a number of new ancillary index scores are also available, such as Quantitative Reasoning and Auditory Working Memory. The changes were influenced by contemporary structural models of intelligence, neurodevelopmental theory and neurocognitive research, clinical utility, and factor-analytic studies.
The separation of Visual Spatial and Fluid Reasoning index scores results in greater interpretive clarity. The addition of visual working memory enhances the scale’s clinical utility due to domain-specific differentiation of working memory abilities.
What type of information is located in the WISC–V Technical and Interpretive Manual and the WISC–V Spanish manual?
The information that appears in the WISC–V Technical and Interpretive Manual is applicable to the subtests and composites available in the WISC–V Spanish because of the adaptation and equating procedures that were utilized. The WISC–V Technical and Interpretive Manual is included with the WISC–V Spanish kit and also within Q-interactive (a Pearson digital administration and scoring platform) and Central (Q-interactive’s online web-based portal).
Administration (i.e., presenting stimuli, responding, and scoring) is available in both paper and digital formats. The WISC-V Spanish Manual provides information about:
- content and structure;
- administration and scoring guidelines;
- development and adaptation of the scale from English to Spanish;
- description of the sample and the equating procedures that were employed;
- the results from the reliability and validity studies collected to validate the adaptation and equating procedures; and
- the procedures followed for generating optional language–environment adjusted scores, which can be obtained on Q-global and Q-interactive
- content and structure;
Where was the WISC–V Spanish equating sample collected?
The equating sample was collected in the United States, including Puerto Rico. It included individuals with countries of origin in the Caribbean, Mexico, Central, and South America. Most participants in the Special Group studies (Intellectual Disability and High Cognitive Ability) were residing in Mexico or Puerto Rico.
Does the WISC–V Spanish use the same norms as the WISC–V?
Six subtests (i.e., Block Design, Visual Puzzles, Matrix Reasoning, Figure Weights, Coding, and Symbol Search) required translation of instructions to the child, but the stimuli, subtest administration rules, and scoring rules remained identical to the WISC–V. Performance across the English- and Spanish-speaking groups was comparable (see Chapter 5 of the WISC–V Spanish manual). For these six subtests, the WISC–V raw score to scaled score conversions were applied directly to the WISC–V Spanish. Total raw scores obtained on either the English or Spanish version involve the same response processes and are assumed to represent the same level of performance on the constructs measured, and the constructs measured are unchanged.
The remaining eight subtests produced different total raw scores across the English and Spanish versions in the initial subtest-level comparisons: Similarities, Vocabulary, Information, Comprehension, Arithmetic, Digit Span, Picture Span, and Letter–Number Sequencing. Each of these subtests required translation of instructions to the child, modifications to item scoring rules, and/or content changes based on the language differences between English and Spanish. Working Memory subtests presented a unique challenge across languages, as longer word lengths in Spanish increased working memory load even when the same number of stimuli was used. Although Picture Span does not require expressive responses, the differences are meaningful because children often verbally rehearse the stimuli prior to producing a response.
To ensure user-friendliness, the tables provided in the WISC–V Spanish manual already reflect the Spanish-to-English conversion for the revised subtests. No additional adjustments are needed after using Table A.1 to obtain the scaled scores.
How were the WISC–V Spanish scores equated to the WISC–V?
Due to language and cultural differences, the seven subtests contributing to the VCI and WMI domains, plus the Arithmetic subtest were equated using the WISC–V Spanish equating sample (sample 1, N = 220), and the English normative sample (sample 2, N = 2,200). Both samples were stratified according to the most recent census of the target populations.
To ensure the accuracy of equating at the extremely low and high score ranges, two clinical validity samples were collected: Intellectual Disability-Mild Severity and High Cognitive Ability (samples 3 and 4, respectively). In addition, a non-clinical validity sample (sample 5) was established by randomly matching the Spanish and English speaking samples (i.e., matched sample 1 and sample 2) by key demographics.
Both IRT and conventional equipercentile equating methods were used to equate the WISC–V Spanish and English editions. First, IRT joint-calibration with the common items design was applied to equate the two editions. This method has been widely used and well-evaluated in the literature as a trustworthy and appropriate equating method (Elliott, 2012; Kolen & Brennan, 2004; Mardell & Goldenberg, 2011; Woodcock, 2011 [see the complete reference list in the WISC–V Spanish Manual]). Second, the conventional equipercentile equating method was employed to equate the WISC–V Spanish and English editions. Third, the results of the two methods were compared using the data of the validity samples (i.e., samples 3, 4, and 5) to determine which method produced the best equating results that were mostly consistent with the theoretical, clinical, and psychometric expectations. Last, minor adjustments were made to the best equating results to ensure consistent equating results within the age bands.
Why did you provide equated norms instead of developing separate norms for the WISC–V Spanish?
The overarching goal for the WISC–V Spanish was to develop a Spanish-language instrument equivalent to the WISC–V in the scores produced, response processes evoked, and constructs measured. It was important to ensure that the measure was clinically appropriate for use with Spanish-speaking children of diverse backgrounds living in the U.S., and that the psychometric properties were comparable to those of the WISC–V. Because children tested with this measure will be compared to the same standards as those tested with the WISC–V, the preferred methodology was to produce a version that could be equated to and had the same reference group as the WISC–V.
What are the optional language-environment verbal score adjustments and why are they used?
The adjusted scores do not represent the child’s intellectual ability. Rather, they provide an estimate (not a precise measure) of the degree to which personal (e.g., language use and preferences) and environmental (e.g., home, neighborhood, school) realms may have influenced the child’s performance. In some situations, practitioners may wish to utilize the adjusted scores to evaluate the hypothesis that a child’s Verbal Comprehension scores were influenced by the child’s Spanish proficiency. Appendix D in the WISC–V Spanish Manual includes comprehensive information about these adjustments including the procedures, applications, interpretation and use cases.
What information is necessary to gather for the score adjustments?
If it is determined that adjusted scores for the WISC–V Spanish would inform interpretation, additional demographic information from the child’s parent or guardian is necessary. The reproducible parent letter (available in English and Spanish) may be used to inform the parent why the information is necessary and how it will be used. A reproducible language questionnaire (also available in English and Spanish) can be used to gather the additional demographic information from the child’s parent or guardian, which can then be entered into Q-global or Q-interactive. The reproducible forms are located in Appendix D of the WISC–V Spanish Manual, in the Resource Library on Q-global, and under the Support Tab on Q-interactive Central.
Can I use the Adjusted Verbal Scores to calculate a child’s FSIQ?
The adjusted scores do not qualify as normative data because the data were not specifically sampled to provide a representative sample with respect to census targets. The standard age-adjusted norms are recommended to calculate a child’s FSIQ. Additionally, the adjusted scores do not represent the child’s intellectual ability. Rather, they provide an estimate (not a precise measure) of the degree to which personal (e.g., language use and preferences) and environmental (e.g., home, neighborhood, school) realms may have influenced the child’s performance.