The WMS®-IV Flexible Approach (2010) uses core and supplemental memory measures to expand the utility of the Wechsler Memory Scale®, Fourth Edition (WMS-IV; Wechsler, 2009). It enables clinicians to identify memory difficulties by using alternate indexes derived from new subtest configurations. These alternate indexes and supplemental subtests were designed to create shorter or alternate memory assessments for use with the standard WMS-IV kit. The Wechsler Abbreviated Scale of Intelligence-II (WASI-II: 2011) is a brief, reliable measure of intelligence that is used in clinical, educational, and research settings. The four-subtest battery provides an accurate estimate of an individual’s verbal, nonverbal, and general cognitive functioning. The subtests are fully integrated with the WISC-IV and WAIS-IV.
This workshop will provide an overview of the WMS®–IV Flexible Approach and the WASI-II. The presenter will use case examples to illustrate how data from these instruments can help psychologists answer specific referral questions.
As a result of this workshop, participants will
- Describe the components of WMS®–IV Flexible Approach and WASI-II;
- Describe the referral questions for which specific short batteries would be appropriate;
- Select short batteries from WMS®–IV Flexible Approach to answer specific referral questions;
- Analyze assessment data to develop treatment goals based on the demands of the individual’s functional environment.
About the Presenter
Dr. Maccow is an Assessment Training Consultant with Pearson. She was trained as a school psychologist at Texas A&M University and at the University of Florida. She worked for two years as Supervisor of Psychological Services and for several years as a school psychologist with Guilford County Schools in North Carolina. She provided training for graduate students in school psychology at Indiana State University and at Illinois State University, and she worked as a psychologist in private practice in Greensboro, NC.
Dr. Maccow has conducted research on assessment methods and instruments, early intervention, and Response to Intervention. Her publications include a chapter on Prematurity in Children’s Needs, an article on Full-Service Schools published in School Psychology Review, and several test reviews for the Buros Mental Measurement Yearbook. She is a member of the National Association of School Psychologists and has presented on different topics at national and state conferences.