Field Research Examiner Hub
Field Research Examiner Hub
Field Research Examiner Hub
Field Research Examiner Hub
Standardization is a crucial part of the research process during which the normative data is collected, and test items and content are finalized for publication. The BASC-4 standardization is one of our largest data collections and requires participation from a wide variety of candidates, parents, and teachers.
Field Research will collect data through 2025. If your candidates are not selected initially, they may be selected later. It is essential that you continue to recruit candidates throughout this project.
Let’s get started!
Qualified Examiners and Candidates
Examiners will be selected based on their profession, and candidates will be assigned based on project inclusion criteria and demographic needs.
Qualified Professions
- Clinical psychologists
- Clinical social workers
- Educational diagnosticians
- Neuropsychologists
- School psychologists
- Psychiatrists
- Psychometrists
Candidates Needed
- Typically developing ages 2:0–25:11 years
- Clinical candidates diagnosed with
- Emotional disturbance
- Traumatic brain injury
- Intellectual disability (mild or moderate)
- Posttraumatic stress disorder
- Depression
- Autism spectrum disorder (ASD)
- Attention-deficit/hyperactivity disorder (ADHD)
- Special studies
- Candidates ages 19:0–21:11 years still receiving school services
- Candidates ages 6:0–18:11 years being evaluated for any type of behavioral or emotional disorder at the time of testing (e.g., ADHD, ASD, anxiety, depression)
- Candidates ages 2:0–11:11 years being evaluated for ASD at the time of testing
Because of the large scope of the BASC-4 standardization, candidate selection will be staggered, with participants being chosen at various stages throughout the project. Consistent recruitment is essential to ensure we have a robust pool of participants ready when needed. Please review the inclusion and exclusion candidate criteria for additional information.
Test Administration
- Digital: Most BASC-4 standardization assignments will be administered digitally. Candidate, parent, and teacher rating forms will be in a digital format launched from the Assignments tab of the Field Research Portal.
- Paper: A select number of validity assignments will be in a paper format.
- A digital consent form is required and is launched from the Candidate Profile tab of the Field Research Portal to the candidate/parent.
- A digital candidate demographic form is required and is launched from the Assignments tab of the Field Research Portal to the candidate/parent.
To avoid any delays in payments, please ensure that the consent form and candidate demographic form are completed and submitted for each candidate before testing.
Become familiar with and bookmark this page. This is the go-to place for BASC-4 standardization information and updates.
Before You Begin
Complete the required training and receive a passing score on the mandatory quiz.
After Receiving Your First Assignment
- Review the assignment requirements within the Assignments tab of the Field Research Portal.
- Launch and receive the required Annual Consent Form before scheduling testing.
- Launch the BASC-4 standardization Candidate Demographic Form from the Assignments tab of the Field Research Portal. This is required for each candidate.
A mismatch between the information entered in the Field Research Portal and the Candidate Demographic Form could result in a test being unusable. Be thorough and verify that all information entered in the Field Research Portal is accurate.
During Data Collection
- Review assignment due dates in the Field Research Portal. The due date is the day Field Research should receive the completed assignment.
- Request an extension if you are unable to complete tests before the due date by leaving a comment in the Assignments tab of the Field Research Portal or by emailing FRExaminerSupport@pearson.com.
- Decline your assignment in the Field Research Portal if you are unable to complete the assignment or if your candidate is no longer available.
Training
Examiners must complete training and receive a passing score on a mandatory quiz before BASC-4 assignments are released.
Training will take approximately 1 hour. Examiners will be paid $125 for training once they have passed the quiz with a 25/25 score.
- BASC-4 Examiner Training Video: Please thoroughly review the BASC-4 Administration Guidelines. Additional directions can be found in the initial training email.
- BASC-4 Training Quiz: The link to the quiz will be provided to Examiners invited to participate in the BASC-4 Examiner training. The quiz link can be found in the initial training email.
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| Training Pay |
Completion Time | Examiner Pay |
|---|---|---|
| BASC-4 Training | 1 hour | $125 |
If you have any questions, please email the Examiner Relations team at FRExaminerSupport@pearson.com or call us at 800-233-5686 Monday through Friday from 8 a.m. to 5 p.m. (CT).
Because of the large scope of the BASC-4 standardization, candidate and assignment selection will be staggered and pay rates for new studies will be added throughout the project. Please refer to these tables frequently.
All examinee payments will be digital. Examinee payment is now selected on the Candidate Demographic Form; payment will be withheld if the Candidate Demographic Form is not completed before testing. Parents and teachers will enter their email addresses directly on the rating form they complete, and payments will be issued digitally. Please review the Examinee Digital Gift Card FAQs.
Please revisit the Examiner Hub for additional project information, including candidate criteria for the clinical and validity studies that will be added later.
Typically Developing
| BASC-4 standardization typically developing | Age (years) | Admin time (minutes) | Examiner pay | Examinee pay | Parent pay | Teacher pay |
|---|---|---|---|---|---|---|
| BASC-4 Self-Report Rating Form | 8–25 | 25-45 | $75 | $40 | – |
– |
| BASC-4 Self-Report Interview Rating Form | 6–7 | 30 | $75 | $40 | – | – |
| BASC-4 Parent Rating Form | 2–18 | 30 | $25 | – |
$40 | – |
| BASC-4 Teacher Rating Form | 2–18 | 30 | $50 | – |
– |
$50 |
Retest/Other Rater
| BASC-4 standardization retest/other rater |
Age (years) | Admin time (minutes) | Examiner pay | Examinee pay | Parent pay | Teacher pay |
|---|---|---|---|---|---|---|
| BASC-4 Self-Report Form (2nd administration) |
8–25 | 25-45 | $75 | $40 | – |
– |
| BASC-4 Self-Report Interview Rating Form (2nd administration) | 6–7 | 30 | $75 | $40 | – | – |
| BASC-4 Parent Rating Form (same parent, 2nd administration) |
2–18 | 30 | $25 | – |
$40 | – |
| BASC-4 Teacher Rating Form (same teacher, 2nd administration) |
2–18 | 30 | $50 | – |
– |
$50 |
| BASC-4 Parent Rating Form (other parent) | 2–18 | 30 | $25 | – |
$40 | – |
| BASC-4 Teacher Rating Form (other teacher) | 2–18 | 30 | $50 | – |
– |
$50 |
Validities
| BASC-4 standardization validity | Age (years) | Admin time (minutes) | Examiner pay | Examinee pay | Parent pay | Teacher pay |
|---|---|---|---|---|---|---|
| Conners 4 Self Rating Form | 8–18 | 20 | $40 | $25 | – |
– |
| Conners 4 Parent Rating Form | 6–18 | 15 |
$20 | – |
$25 | – |
| Conners 4 Teacher Rating Form | 6–18 | 15 |
$20 | – |
– |
$30 |
| Autism Spectrum Rating Scales (ASRS) Parent Rating Form | 2–18 | 15 |
$20 | – |
$25 | – |
| Autism Spectrum Rating Scales (ASRS) Teacher Rating Form | 2–18 | 12 | $20 | – |
– |
$30 |
| Beck Youth Inventories-II Depression–Self Form | 7–17 | 7 | $10 | $10 | – | – |
| Beck Youth Inventories-II Anxiety–Self Form | 7–17 | 7 | $10 | $10 | – | – |
| Beck Youth Inventories-II Disruptive Behavior–Self Form | 7–17 | 7 | $10 | $10 | – | – |
| Children’s Depression Inventory-2 Self-Report | 7–17 | 15 | $25 | $25 | – | – |
| Children’s Depression Inventory-2 Parent Form | 7–17 | 10 | $20 | – | $25 | – |
| Children’s Depression Inventory-2 Teacher Form | 7–17 | 10 | $20 | – | – | $30 |
| Minnesota Multiphasic Personality Inventory-Adolescent-Restructured Form (MMPI-A-RF) | 4–18 | 30 | $75 | $50 | – | – |
| Minnesota Multiphasic Personality Inventory (MMPI-3) | 18–25 | 35 | $75 | $50 | – | – |
| Vineland Adaptive Behavior Scales (Vineland–3) Parent/Caregiver Form | 2–18 | 20 | $20 | – | $25 | – |
| Vineland Adaptive Behavior Scales- (Vineland–3) Teacher Form | 2–18 | 20 | $20 | – | – | $50 |
| BRIEF2 Self-Report Form | 12–18 |
15 | $20 | $20 | – | – |
| BRIEF2 Parent Rating Form | 6–18 | 10 | $20 | – | $25 |
– |
| BRIEF2 Teacher Rating Form | 6–18 |
10 |
$20 | – | – | $30 |
Clinicals
| BASC-4 standardization clinical | Age (years) | Admin time (minutes) | Examiner pay | Examinee pay | Parent pay | Teacher pay |
|---|---|---|---|---|---|---|
| Emotional/behavioral disorder (EBD): BASC-4 Self-Report Form | 8–18 | 25-45 | $75 | $40 | – |
– |
| Emotional/behavioral disorder (EBD): BASC-4 Parent Rating Form | 6–18 | 30 | $25 | – |
$40 | – |
| Emotional/behavioral disorder (EBD): BASC-4 Teacher Rating Form | 6–18 | 30 | $50 | – |
– |
$50 |
| Depression: BASC-4 Self-Report Form | 8–18 |
25-45 |
$75 | $40 |
– |
– |
| Depression: BASC-4 Parent Rating Form | 6–18 | 30 | $25 | – |
$40 |
– |
| Depression: BASC-4 Teacher Rating Form | 6–18 | 30 | $50 | – |
– | $50 |
| Intellectual disability (ID): BASC-4 Parent Rating Form | 6–18 | 30 | $25 | – |
$40 |
– |
| Intellectual disability (ID): BASC-4 Teacher Rating Form | 6–18 | 30 | $50 | – |
– | $50 |
| Posttraumatic stress disorder (PTSD): BASC-4 Self-Report Form | 12–18 | 25-45 |
$75 | $40 |
– | – |
| Posttraumatic stress disorder (PTSD): BASC-4 Parent Rating Form | 12–18 | 30 | $25 | – | $40 |
– |
| Posttraumatic stress disorder (PTSD): BASC-4 Teacher Rating Form | 12–18 | 30 | $50 | – | – | $50 |
| Traumatic brain injury (TBI): BASC-4 Self-Report Form | 8–18 | 25-45 |
$100 | $100 | – | – |
| Traumatic brain injury (TBI): BASC-4 Parent Rating Form | 6–18 | 30 | $50 | – | $50 | – |
| Traumatic brain injury (TBI): BASC-4 Teacher Rating Form | 6–18 | 30 | $50 | – | – | $50 |
| 19–21-year-old high school study: BASC-4 Self-Report Form | 19–21 | 25-45 |
$100 | $100 | – | – |
| 19–21-year-old high school study: BASC-4 Parent Rating Form | 19–21 | 30 | $50 | – | $50 | – |
| 19–21-year-old high school study: BASC-4 Teacher Rating Form | 19–21 | 30 | $50 | – | – | $50 |
| Autism spectrum disorder (ASD): BASC-4 Self-Report Form | 8–18 | 25–45 | $75 | $40 | – | – |
| Autism spectrum disorder (ASD): BASC-4 Parent Rating Form | 2–18 | 30 | $25 | – | $40 | – |
| Autism spectrum disorder (ASD): BASC-4 Teacher Rating Form | 2–18 | 30 | $50 | – | – | $50 |
| Clinical evaluation study: BASC-4 Self-Report Form | 8–18 | 25–45 | $100 | $100 | – | – |
| Clinical evaluation study: BASC-4 Parent Rating Form | 6–18 | 30 | $50 | – | $50 | – |
| Clinical evaluation study: BASC-4 Teacher Rating Form | 6–18 | 30 | $50 | – | – | $50 |
| Autism spectrum disorder evaluation study: BASC-4 Parent Rating Form | 2–11 | 30 | $50 | – | $50 | – |
| Autism spectrum disorder evaluation study: BASC-4 Teacher Rating Form | 2–11 | 30 | $50 | – | – | $50 |
| Autism spectrum disorder evaluation study: Clinician Rating Form | 2–11 | 30 | $10 | – | – | – |
| Attention-deficit/hyperactivity disorder (ADHD): BASC-4 Self-Report Form | 8–18 | 25–45 | $75 | $40 | – | – |
| Attention-deficit/hyperactivity disorder (ADHD): BASC-4 Parent Rating Form | 6–18 | 30 | $25 | – | $40 | – |
| Attention-deficit/hyperactivity disorder (ADHD): BASC-4 Teacher Rating Form | 6–18 | 30 | $50 | – | – | $50 |
Validity and Test–Retest Assignments
The BASC-4 standardization will require some examinees, parents, and teachers to complete additional validity and test–retest forms. These validity and test–retest forms will need to be completed within a specific testing interval. Additionally, other examinee validity assignments will require a secondary parent and teacher to complete a rating form.
Please pay attention to the testing intervals within the requirements listed in the Assignments tab of the Field Research Portal. (To calculate intervals, the day you give the first test is day zero.)
Retests—Completed at least 14 days (or up to 42 days) after the first BASC-4 form
BASC-4 Teacher Rating Form (same teacher, 2nd administration)
BASC-4 Parent Rating Form (same parent, 2nd administration)
BASC-4 Self-Report Form (2nd administration)
Other rater forms—Completed the same day as (or up to 42 days after) the first teacher/parent rating form
BASC-4 Teacher Rating Form (other teacher)
BASC-4 Parent Rating Form (other parent)
Validity tests—Completed the next day (or up to 42 days) after the first BASC-4 rating form
Conners 4 Self, Parent, and Teacher Rating Forms
Autism Spectrum Rating Scales (ASRS) Parent & Teacher Rating Forms
Beck Youth Inventories-II, Self Forms
Children’s Depression Inventory-2
BRIEF-2 Self, Parent, & Teacher Rating Forms
Minnesota Multiphasic Personality Inventory (MMPI)
Vineland Adaptive Behavior Scales-3 (Vineland-3) Parent & Teacher Rating Forms
Typically Developing Candidate Criteria
Inclusion Criteria
Examinees
- Must be able to take a computerized test in a standard fashion
- Must be able to read at approximately a third-grade reading level; no formal test of reading ability is required (applicable to only examinees completing a self-report form)
Parents
- Parents, legal guardians, and/or primary caregivers are eligible to complete a parent form about one child
- Must be able to read at approximately a sixth-grade reading level; no formal test of reading ability is required
Teachers
- Must have a month of daily contact or 6–8 weeks of several-days-a-week contact with the child to be eligible to complete the rating form
- The teacher can complete forms for up to 10 students.
Diagnosis must be documented in the examinee’s profile details within the Field Research Portal.
Emotional/Behavioral Disorder (EBD)
- Ages 6:00–18:11
- Must have an emotional or behavioral disorder (EBD) classification (school-based)
Depression
- Ages 6:00–18:11
- Must be diagnosed with a depression-related disorder
- May be on medication consistent with diagnosis for assessment
- Must be symptomatic (that is, not in remission)
Traumatic Brain Injury (TBI)
- Ages 6:00–18:11
- Must be diagnosed with traumatic brain injury (TBI)
- At least 6 months or less since diagnosis
Intellectual Disability (ID)
- Ages 6:00–18:11
- Must be diagnosed with intellectual disability (mild or moderate severity)
Posttraumatic Stress Disorder (PTSD)
- Ages 12:00–18:11
- Meets DSM-5 criteria for posttraumatic stress disorder
- Must have been diagnosed by a qualified mental health professional
Autism Spectrum Disorder (ASD)
- Ages 2:00–18:11
- Meets DSM-5 criteria for autism spectrum disorder
- For a self-report form (ages 12:00–18:11), must be able to take the test in a standard manner without modifications
Attention-Deficit/Hyperactivity Disorder (ADHD)
- Ages 6:00–18:11
- Meets DSM-5 criteria for a diagnosis of ADHD combined presentation, ADHD predominantly hyperactive/impulsive presentation, or ADHD predominantly inattentive presentation
- Must have been diagnosed by a qualified mental health professional
Special Studies
19–21-Year-Olds in High School
- Ages 19:00–21:11
- Must be receiving high school services (enrolled in high school)
- May or may not have clinical classification
- May be identified as having a diagnosis of ADHD, ASD, depression, anxiety, bipolar disorder, deaf, emotional/behavioral disorder or emotionally disturbed, specific learning disability (math), or TBI
Clinical Evaluation Study
- Ages 6:00–18:11
- Being evaluated for any type of behavioral or emotional disorder at the time of testing (e.g., ADHD, ASD, anxiety, depression).
- The Examiner will complete a form indicating what diagnosis was given.
Autism Spectrum Disorder Evaluation Study
- Ages 2:00–11:11
- Has been referred to a clinic for possible ASD diagnosis
- The Examiner will complete a form indicating what diagnosis was given.
Thank you again for your support with the Spanish study. This Spanish study is now closed, but please continue recruiting candidates for the BASC-4 project overall.
We still need both typically developing and clinical candidates. Be sure to check the weekly needs emails, as those will help you focus your recruitment efforts where they’re most needed.
We appreciate all that you’re doing!
What is the preferred device to use to complete the BASC rating forms?
Forms must be completed using an up-to-date version of any major web browser (e.g. Edge, Chrome, Safari) and a stable wi-fi connection. A PC, MAC, or Chromebook device is recommended and preferred for completing forms. Smartphones are not recommended and should not be used to complete forms.
When can candidates expect payments?
The Field Research payments team sends out digital gift cards once a week (every Tuesday). This is why some of your candidates may receive their gift cards sooner than others. For example, if a candidate is tested on a Saturday, then they will receive payment 2-3 days later (on Wednesday) but if they test on a Tuesday then they will receive their payment the following week (a week later on Tuesday).
Can siblings participate? Who should complete the parent form?
Siblings can participate; however, parents, legal guardians, and/or primary caregivers can complete a parent form for only one child. For example, the mother can complete the form for one child and the father can complete the form for a second child. If an interrater form is also assigned, the mom could complete the interrater form for the second child, while the dad could complete the interrater form for the first child. For any situation where a unique parent or guardian is not available to complete a parent form for an assigned candidate, please decline the parent form assignment.
Can self-report forms be completed remotely?
The self-report forms can be completed remotely. Please do not send the test link until you are connected with the candidate. Do not send a self-report form link to the candidate to complete on their own. The candidate should be able to correspond with you throughout the test and you should be able to see the candidate while they are completing the test. Please use your clinical judgment on whether a candidate can complete the self-report form remotely in a standard fashion.
Can the parent help with remote administration?
For remote administration, please do not send the test link until you are remotely connected with the candidate and parent. If the candidate needs assistance, the parent can launch the form and then leave while the candidate is completing the form.
Can a family member complete the teacher rating form?
No, a family member cannot complete the teacher rating form. The teacher forms are to be completed by an adult who has observed the child or adolescent in a preschool, school, or similar setting. This may be a teacher, teacher’s aide, daycare worker, or other person in a similar role. Review the teacher inclusion criteria on the Examiner Hub.
My candidate is homeschooled, who can complete the teacher form?
A parent/caregiver is not eligible to complete the teacher rating. Candidates participating in a homeschool co-op can have another teacher they interact with complete the teacher rating form.
How do I get the teacher forms if I don’t know the teacher?
Examiners can work with parents to liaise with teachers to collect the teacher form; however, some parents may ask examiners to contact a teacher directly. A BASC-4 teacher letter providing information about the project can be found on the Examiner Hub within Recruitment Collateral. You’ll also find helpful resources to help facilitate communication with the teacher in the BASCpack you received.
How do the participating parent and teacher receive payment?
The teacher and parent will be prompted to enter their email when completing the rating form. The digital gift card will be sent to the email address they provide.
Is there an interview forms for 6-7 year olds?
The self-report interview (SRP-I) form, for 6 –7-year-olds, is part of a study that will begin in 2025. A review-only copy of the Self-Report Form - Interview will be added to the Examiner Hub soon.
My candidate is currently in college. How do I obtain their teacher form?
If an assigned candidate is currently attending college, please DECLINE the assignment and do not launch any forms. A BASC-4 study for college candidates ages 18 to 25 will begin in 2025.
Where can I find recruitment collateral?
Please visit the BASC-4 project page of the Examiner Hub! Under Recruitment Collateral you will find flyers, social media posts, and more! Let us know if we can help in your recruiting efforts!
- General Recruiting Toolkit
- BASCpack Collateral
- BASC-4 Information Sheet
- BASC-4 Flyers
- BASC-4 Social Media Post
- BASC-4 Parent Letters
- BASC-4 Parent Letter – The Importance of Teacher Participation
- BASC-4 Admin Letter
- BASC-4 Teacher Letter
- BASC-4 Parent Video – The Importance of Teacher Participation
- BASC-4 Teacher Video – Participating in the BASC-4 Standardization
Important Project Information
Please check the CELF-6 Updates and Reminders section frequently to stay informed of any new information or required actions. If you have any questions, don’t hesitate to reach out to our team.
Test Administration Updates
Understanding Spoken Paragraphs
Please make the following changes to your Stimulus Book and Record Form 2 before your next CELF-6 administration:
- Stimulus Book 3, Item C. Recycling, page 23
- Edit the title to be: Reduce, Reuse, Recycle
- Edit the first sentence to be: Lin listened to the teacher say, "We've learned a lot about recycling this month, so for your next project, you will be making something using recycled or used materials."
- Record Form 2, page 13: Edit the Item 15 correct responses to be:
- recycling project
- making something using recycled materials
- making something using used materials - NEW
- making something using trash - NEW
- Edit the Item 16 correct responses to be:
- recycled materials
- used materials - NEW
- materials from the trash - NEW
Word Structure
Item set L (items 30-31) should be titled: Uncontractible Copula/Auxiliary. Responses including either an uncontractibe copula or uncontractible auxiliary should be scored correct.
CELF-6 Record Form Reminders
Pragmatic Profile (PP)
- Write the Candidate ID, Examiner Name, and Examiner ID on the Pragmatic Profile.
- Do not staple the Pragmatic Profile back to the record form. Leave it detached OR use a paper clip to keep the record form and PP together.
Record Form
- To avoid delays in payment, be sure that you write the Candidate ID (labeled 'Candidate ID' in the Portal) on the record form. Do not use the ID under the assignment name.
- Leave the Site ID spot on the record form blank unless you and the candidate being tested are affiliated with a registered Pearson Field Research Site.
- To ensure we are able to view all responses, avoid writing notes or verbatim responses near the staples on the record form.
Standardization is a crucial part of the research process during which the normative data is collected, and test items and content are finalized for publication. This is a crucial step in the research process because it ensures our products are reliable and include quality data from all populations.
Qualified examiners and candidates
Examiners will be selected based on their profession, and candidates will be assigned based on project inclusion criteria and demographic needs.
Qualified professions include
- Speech language pathologists
- Certified speech assistants
- Educational diagnosticians
- School psychologists
- Clinical psychologists
Examiners must have been trained and are experienced in the administration and interpretation of standardized language tests.
Candidate groups needed
- Typically developing: ages 5–21
- Clinical groups
- Mixed receptive-expressive language disorder: ages 5–16
- Hearing impairment: ages 5–16
- Autism spectrum disorder with language disorder: ages 5–16
- Specific learning disorder—reading and/or writing: ages 8–21
Test administration
- CELF-6 Standardization assignments will be tested in a paper format.
- Test–retest and validity assignments for the CELF-5 and CELF Preschool-3 will be tested in a digital format using Q-interactive. Pearson will provide you with iPads and access to the Assess app to complete testing. All other test–retest and validity assignments will be tested in a paper format.
- A digital consent form is required and is launched from the Candidate Profile tab of the Field Research Portal.
- A digital candidate demographic form is required and is launched from the Assignments tab of the Field Research Portal.
To avoid any delays in payments, please ensure that the consent form and candidate demographic form are completed and submitted for each candidate prior to testing.
Become familiar with and bookmark this page. This is the go-to place for CELF-6 Standardization information and updates.
Before you begin:
Review candidates within your Portal and ensure that those who are unavailable are marked as such in their candidate profile.
Immediately take inventory of the kit when it arrives using the inventory checklist included in the box.
Review the administration materials, including the CELF-6 Standardization Examiner’s Manual.
Complete the required training and receive a passing score on the mandatory quiz.
After receiving your first assignment:
Review the assignment requirements within the Assignments tab of the Field Research Portal.
If selected to give a digital validity assessment, you will see that two practice tests are included in the Assess app. Do not complete the practice tests with any assigned or potential candidates for the CELF-6 Standardization.
Launch and receive the required parent/guardian or adult candidate annual consent form before scheduling testing.
Launch the CELF-6 candidate demographic form to the parent/guardian or adult candidate from the Assignments tab of the Field Research Portal. This is required for each candidate.
A mismatch between the information entered in the portal and the candidate demographic form could result in a test being unusable. Be thorough and verify that all information entered in the portal is accurate and specific to that candidate.
During the data collection:
Review assignment due dates in the Field Research Portal. The due date is the day we should receive the completed protocols at Pearson.
Request an extension if you are unable to return tests prior to the due date by leaving a comment in the Field Research Portal or emailing FRExaminerSupport@pearson.com.
Decline your assignment in the Field Research Portal if you are unable to complete the assignment or if your candidate is no longer available.
Send one test protocol per mailing envelope and save your tracking numbers. You can enter the assignment tracking number in the Field Research Portal within the assignment comment section after you have mailed it in.
Required Training and First Test Review
Training
Examiners must complete training and receive a passing score on a mandatory quiz before CELF-6 assignments are released.
Training will take approximately 2-hours (total video and quiz). Examiners will be paid $200 for training once they have passed the quiz with a 34/34 score. Additional directions can be found in the initial training email.
CELF-6 Examiner Training Video: Please watch the training video in its entirety and thoroughly review the CELF-6 administration manual in the kit before proceeding to the training quiz.
- CELF-6 Test Kit: Please ensure you take inventory of your test kit and review the CELF-6 Standardization Kit Unboxing video to become familiar with the kit materials.
- Please note: There is an error on the CELF-6 Kit Inventory Checklist. The checklist lists Stimulus Book 2 twice. Your CELF-6 kit should have 3 different stimulus books: Stimulus Book 1 (Ages 5–8), Stimulus Book 2 (Ages 5–21), and Stimulus Book 3 (Ages 9–21). Please check your kit and contact us if you are missing items.
- In Word Structure, item set L (items 30-31) should be titled: Uncontractible Copula/Auxiliary. Responses including either an uncontractibe copula or uncontractible auxiliary should be scored correct.
CELF-6 Training Quiz: The link to the quiz will be provided to Examiners with confirmed assignments for the CELF-6. Do not complete the training video until you have 2-5 candidates in your Portal. Only Examiners with confirmed assignments will receive initial training/quiz details. The quiz link can be found in the initial training email.
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| Training Pay | Completion Time | Examiner Pay |
|---|---|---|
| CELF-6 Training | 2 hours | $200 |
If you have not yet received the initial CELF-6 training email, please first ensure you have added at least 2 to 5 test candidates in your Portal. If you have already done so, please contact the Examiner Relations team at FRExaminerSupport@pearson.com and we will review your candidates for assignment.
First test review
Examiners are required to wait for feedback and approval to continue testing after submitting their first test.
- Do not test any other candidates until you have received feedback from Pearson’s Content Development Team (contentdevfeedback@pearson.com).
- Feedback is generally provided via email within 5 business days from when the test is received by Pearson but may vary.
Examinees will be compensated with a digital gift card of their choosing from the following options: Digital Gift Card Catalog. Examinees will select whether to receive payment via text or email when completing the candidate demographic form.
Payment will be withheld if the candidate demographic form and consent form are not completed prior to testing. The demographic form must be completed directly by an adult candidate or the parent/guardian of a child candidate, and must include a phone number or email unique to the participant.
Examinee payments will be sent directly to the candidate or parent/guardian. Examiners are not permitted to receive payments on behalf of candidates or distribute them. Please review the Examinee Digital Gift Card FAQs.
| CELF-6 Standardization study groups |
Age | Administration time in minutes* |
Examiner pay |
Examinee pay |
|---|---|---|---|---|
| CELF-6 typically developing | 5–21 | 135 |
$225 |
$90 |
| CELF-6 typically developing: primary caregiver without a high school diploma/GED** |
5–21 |
135 | $250 |
$115 |
| CELF-6 (2nd administration) | 5–21 | 135 | $225 | $90 |
| CELF-5 validity/counterbalance |
5–16 |
120 | $225 |
$90 |
| CELF-5 Metalinguistics validity/counterbalance |
9–21 |
60 | $100 |
$40 |
| CELF Preschool-3 validity/counterbalance |
5–6 |
60 | $100 |
$40 |
| CCC-2 |
5–16 |
25 | $10 |
$15 |
| Clinical: mixed receptive-expressive language disorder |
5–16 |
135 | $250 |
$115 |
| Clinical: autism spectrum disorder with language disorder |
5–16 |
135 | $250 |
$115 |
| Clinical: specific learning disorder—reading and/or writing |
8–21 | 135 | $250 |
$115 |
| Clinical: hearing impairment | 5–16 | 135 | $275 | $125 |
*Administration time is the average time expected to complete the evaluation including building rapport and allowing breaks. This can fluctuate depending on the candidate's attention level and/or clinical needs.
** For this project, education level is determined by the primary caregiver. For example, if the candidate lives only with their father, we use their father’s education level; if the candidate lives only with their mother OR with both their mother and father, we use the mother's education level. Candidates whose primary caregiver does not have a high school diploma/GED are eligible for a higher pay rate due to potential challenges associated with recruitment.
Test–retest and Validity Assignments
Some examiners may receive test–retest and/or validity assignments along with the CELF-6 Standardization. Some validity assignments are part of a counterbalance study in which the CELF-6 Standardization is administered after the validity test. Should your candidate be selected for one of these assignments, our team will ensure you have the materials needed.
Please carefully review the testing intervals below. You will also find the testing intervals within the Requirements section of the assigned validity/counterbalance test in the Field Research Portal. Tests completed out of interval will be unusable. (To calculate intervals, the day you give the first test is day zero.)
- CELF-6 retest: complete the second administration of the CELF-6 14 to 30 days after the first CELF-6.
- CELF-5 validity: administer the CELF-6 first; administer the CELF-5 14 to 30 days after the CELF-6.
- CELF-5 counterbalance: administer the CELF-5 first; administer the CELF-6 14 to 30 days after the CELF-5.
- CELF-5 Metalinguistics validity: administer the CELF-6 first; administer the CELF-5 Metalinguistics 14 to 30 days after the CELF-6.
- CELF-5 Metalinguistics counterbalance: administer the CELF-5 Metalinguistics first; administer the CELF-6 14 to 30 days after the CELF-5 Metalinguistics.
- CELF Preschool-3 validity: administer the CELF-6 first; administer the CELF Preschool-3 14 to 30 days after the CELF-6.
- CELF Preschool-3 counterbalance: administer the CELF Preschool-3 first; administer the CELF-6 14 to 30 days after the CELF Preschool-3.
- CCC-2 validity: administer the CCC-2 the same day or up to 30 days after the CELF-6.
Typically Developing Candidate Criteria
Inclusion
The candidate must
- be able to respond to test items orally in a standard manner.
- use English as their primary language (speaks and understands 50% or more of the time).
- have a primary caregiver who uses English as their primary language (speaks to the examinee 50% or more of the time).
- receive academic instruction primarily in English. For example, an examinee may be enrolled in a dual language program, but English must be the language of instruction 70% or more of the time.
The candidate may have a diagnosis of stuttering and/or resonance disorder.
Exclusion
The candidate must not have
- any known/documented disorders that negatively impacts language development such as:
- attention-deficit/hyperactivity disorder (ADHD)
- autism spectrum disorder
- brain tumor
- chronic ear infections
- concussion
- developmental delay
- an intellectual disability
- language delay
- language disorder
- seizure disorder/epilepsy
- specific learning disability in reading and/or writing
- articulation disorder
- phonological disorder
- speech motor impairment (i.e., apraxia, dysarthria)
- traumatic brain injury
- any known or documented hearing deficits (with or without correction)
- a diagnosis of color blindness
Additional Information
- For identical twins, one of the twins may participate in the study.
- For fraternal twins, both twins may participate in the study.
- Examiners cannot test family members.
Test scores are required to support the diagnosis to be included in a clinical study. Enter scores in the Field Research Portal within the candidate profile under Clinical Diagnostic Information. Please note that Examiners cannot test family members.
Mixed receptive-expressive language disorder
To be included in the mixed receptive-expressive language disorder study group, a candidate must:
- be age 5–16
- be diagnosed with both a receptive and expressive language disorder
- not have a diagnosis of articulation disorder or phonological disorder
- not have any known/documented hearing deficits
- not have a diagnosis of color blindness
- provide a standard score of 77 or below (mean = 100) on both the receptive language and expressive language composite scores on a general language assessment, such as:
- CELF-5
- CELF Preschool-3
- CELF-5 Metalinguistics
- CASL-2
- OWLS-2
- TACL-4
- TELD-4
- TOLD:1-5
Test scores must be within 2 years of participating in the CELF-6 Standardization.
A candidate in this study group may have comorbid ADHD or stuttering and/or resonance disorder.
Hearing impairment
To be included in the hearing impairment study group, a candidate must:
- be age 5–16
- have hearing loss measured with dB, Pure Tone Average greater than or equal to 20 dB
- be currently considered hearing impaired at a level consistent with IDEA (i.e, permanent hearing loss or fluctuating hearing loss).
- communicate orally
- be able to complete the test in a standardized manner
- not have a diagnosis of articulation disorder or phonological disorder
- not have a diagnosis of color blindness
- not have any known/documented disorder that negatively impacts language development other than hearing impairment
The candidate may:
- have unilateral or bilateral impairments
- have hearing aids and cochlear implants or other sound amplification
- have comorbid ADHD, stuttering and/or resonance disorder
Autism spectrum disorder with language disorder
To be included in the autism spectrum disorder with language disorder study group, the candidate must:
- be age 5–16
- meet DSM-5 criteria for autism spectrum disorder with language disorder
- be diagnosed with autism spectrum disorder by a qualified mental health professional or developmental pediatrician
- have adequate language skills to complete testing
- be able to take the test in a standard manner without modifications
- respond to test items orally in a standard manner
- use English most frequently
- not have a diagnosis of articulation disorder or phonological disorder
- not have a diagnosis of color blindness
- not have any known/documented disorder that negatively impacts language development other than autism spectrum disorder
- not have any known/documented hearing deficits
The candidate may have comorbid ADHD, oppositional defiant disorder, behavioral disorder/disturbance, conduct disorder, stuttering and/or resonance disorder.
Specific learning disorder—reading and/or writing
To be included in the specific learning disorder—reading and/or writing study group, the candidate must:
- be age 8–21
- be diagnosed with specific learning disorder with impairment in reading and/or writing
- provide scores that display a pattern of strengths and weaknesses in cognitive processing and achievement consistent with specific learning disability in reading and/or writing OR provide scores that show a discrepancy of 15 points or more between cognitive ability and reading and/or writing achievement on comprehensive measures of cognitive ability and achievement
- respond to test items orally in a standard manner
- use English most frequently
- not have a diagnosis of articulation disorder or phonological disorder
- not have a diagnosis of color blindness
- not have any known/documented disorder that negatively impacts language development
- not have any known/documented hearing deficits
The candidate may have comorbid ADHD, specific learning disorder in mathematics, stuttering, and/or resonance disorder.
Important Project Information
Please check the WISC-6 Updates and Reminders section frequently to stay informed of any new information or required actions. If you have any questions, don’t hesitate to reach out to our team.
WISC-6 Q&A Sessions
Administration and Scoring Reminders
Digit Span and Naming Speed Numeracy (Number) and the 6–7 Cultural Trend
- There is a temporary cultural trend in which some children and adolescents laugh or become distracted when hearing or saying the numbers 6 and 7 together. Other pairs of numbers (e.g., 4–1, 6–1, 5-6) are presently emerging on social media and among children at this time.
- Please write the following brief preparatory prompt in your manual and provide it immediately prior to Digit Span and Sample Item B of Naming Speed Numeracy (Number) until the current trend to emphasize 6–7 or other pairs of numbers diminishes.
- Say, This part has numbers, and you could hear or say (six and seven, four and one, [insert appropriate number pair]) together. If you feel like laughing, go ahead and get it out now. Then you can focus and do your best.
Pseudoword Repetition
- Ensure the child does not view the screen of the audio device. Phonetic spellings of the stimuli are printed on the record form. The audio file name can be matched to the printed pseudoword to ensure you use the correct audio stimuli.
- Do not record verbatim responses! Listen and score.
- The entire pseudoword must be pronounced correctly to earn 1 point. See chapter 3 of the manual to ensure that you are scoring accurately.
List Learning: Give credit for the plural or singular form of each word (e.g., “leg” instead of “legs” or “hands” instead of “hand”).
Visual Span: Watch this 30-second video (from the training video) on How to record and score Visual Span performance and review the scoring examples in the manual.
- If there is any incorrect picture/symbol selected the entire item is scored 0 in the Total Score Column. See example from manual.
- If there are no incorrect pictures/symbols selected, score 1 point for every correct picture/symbol that is selected. See the example from the manual.
- The discontinue rule for each task is 3 consecutive scores of 0. Each task should only be discontinued after 3 consecutive scores of 0 in the Total score column. Discontinuation of the subtest is not based on the scores in the Correct order column.
Naming Speed Numeracy and Naming Speed Literacy: If the time expires before the child finishes, record an X over the first unattempted element and record a note on the record form indicating the stop point.
Standardization is a part of the research process during which the normative data is collected, and test items and content are finalized for publication. This step is fundamental to ensuring our products are reliable and include quality data from diverse populations.
Qualified examiners and candidates
Examiners will be selected based on their profession, and candidates will be assigned based on project inclusion criteria and demographic needs.
Qualified professions include
- Clinical psychologist
- Counseling psychologist
- Educational diagnostician
- Neuropsychologist
- Psychometrist
- School psychologist
- Graduate student - psychology
Candidate groups needed
- Typically developing: ages 6–16
- Clinical groups: ages 6–16
- Intellectually gifted
- Mild intellectual disability
- Moderate intellectual disability
- Specific learning disorder-reading
- Specific learning disorder-reading and written expression
- Specific learning disorder-mathematics
- Attention-deficit/hyperactivity disorder (ADHD)
- Autism spectrum disorder with language impairment
- Autism spectrum disorder with no language impairment
- Language disorder with receptive impairment
- Language disorder with expressive impairment
- Motor impairment
- Traumatic brain injury (TBI)
- English learners
Test administration
- WISC-6 Standardization assignments will be tested in a paper and digital format.
- If you are selected to give a digital assignment, Pearson will provide you with iPads and access to the Assess app to complete testing using Q-interactive.
- A digital consent form is required and is launched from the Candidate Profile or the Assignments tab of the Field Research Portal.
- A digital candidate demographic form is required and is launched from the Assignments tab of the Field Research Portal.
To avoid any delays in payments, please ensure that the consent form and candidate demographic form are completed and submitted for each candidate prior to testing.
Required Training and First Test Review
Training
Examiners must complete training and receive a passing score on a mandatory quiz before WISC-6 assignments are released.
Training will take approximately 1 ½ hours (total video and quiz). Examiners will be paid $150 for training once they have passed the quiz with a 30/30 score. Additional directions can be found in the initial training email.
- WISC-6 Examiner Training Video: Please watch the training video in its entirety and thoroughly review the WISC-6 administration manual in the kit before proceeding to the training quiz.
- WISC-6 Test Kit: Please ensure you take inventory of your test kit and review the WISC-6 Standardization Kit Unboxing video to become familiar with the kit materials.
- WISC-6 Training Quiz: The link to the quiz will be provided to Examiners with confirmed assignments for the WISC-6. Do not complete the training video until you have received initial training/quiz details and a kit. The quiz link can be found in the initial training email.
If you have not yet received the initial WISC-6 training email, please ensure you have added at least 2 to 5 test candidates in your Portal for us to review for participation. If you have already done so, please contact the Examiner Relations team at FRExaminerSupport@pearson.com and we will review your candidates for assignment.
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| Training Pay | Completion Time | Examiner Pay |
|---|---|---|
| WISC-6 Training |
1 ½ hours |
$150 |
First test review
Examiners are required to wait for feedback and approval to continue testing after submitting their first test.
- Do not test any other candidates until you have received feedback from Pearson’s Content Development Team (contentdevfeedback@pearson.com).
- Feedback is generally provided via email within 5 business days from when the test is received by Pearson but may vary.
Become familiar with and bookmark this page. This is the go-to place for WISC-6 Standardization information and updates.
Before you begin:
- Review candidates within your Portal and ensure that those who are unavailable are marked as such in their candidate profile.
- Immediately take inventory of the kit when it arrives using the inventory checklist included in the box.
- Review the administration materials, including the WISC-6 Standardization Administration Manual.
- Complete the required training and receive a passing score on the mandatory quiz.
After receiving your first assignment:
- Review the assignment requirements within the Assignments tab of the Field Research Portal.
- If selected to give a digital assessment, you will see that two practice tests are included in the Assess app. Do not complete the practice tests with any assigned or potential candidates for the WISC-6 Standardization.
- Launch and receive the required parent/guardian annual consent form before scheduling testing.
- Launch the WISC-6 candidate demographic form to the parent/guardian from the Assignments tab of the Field Research Portal. This is required for each candidate.
A mismatch between the information entered in the Field Research Portal and the candidate demographic form could result in a test being unusable. Be thorough and verify that all information entered in the Field Research Portal is accurate and specific to that candidate.
During the data collection:
- Review assignment due dates in the Field Research Portal. The due date is the day we should receive the completed protocols at Pearson.
- Request an extension if you are unable to return completed test protocols prior to the due date by leaving a comment in the Field Research Portal or emailing FRExaminerSupport@pearson.com.
- Decline your assignment in the Field Research Portal if you are unable to complete the assignment or if your candidate is no longer available.
- Send one test protocol per mailing envelope and save your tracking numbers. Enter the assignment tracking number in the Field Research Portal within the assignment comment section after you have mailed it in.
Examinees will be compensated with a digital gift card of their choosing from the following options: Digital Gift Card Catalog. Examinees will select whether to receive payment via text or email when completing the candidate demographic form.
Payment will be withheld if the candidate demographic form and consent form are not completed prior to testing. The demographic form must be completed directly by an adult candidate or the parent/guardian of a child candidate, and must include a phone number or email unique to the participant.
Examinee payments will be sent directly to the candidate or parent/guardian. Examiners are not permitted to receive payments on behalf of candidates or distribute them. Please review the Examinee Digital Gift Card FAQs.
WISC-6 Standardization |
Age |
Administration time in minutes* |
Examiner pay |
Examinee pay |
|---|---|---|---|---|
WISC-6: Paper |
6–16 |
190 |
$300 |
$120 |
WISC-6: Paper: average parent education of 8th grade education** |
6–16 |
190 |
$325 |
$145 |
| WISC-6: Digital | 6–16 | 155 | $250 | $100 |
| WISC-6: Digital: average parent education of 8th grade education** | 6–16 | 155 | $275 | $125 |
WISC-6: Paper 2nd administration |
6–16 |
190 |
$300 |
$120 |
WISC-6: Digital 2nd administration |
6–16 |
30 |
$50 |
$50 |
| WISC-V PLUS validity/counterbalance |
6–16 |
160 |
$250 |
$100 |
| WPPSI-IV validity/counterbalance |
6–7:7 |
111 |
$175 |
$75 |
WAIS-5 |
16-16:11 |
150 |
$250 |
$100 |
WIAT-4 validity |
6–16 |
150 |
$250 |
$100 |
KTEA-3 Form A validity |
6–16 |
150 |
$250 |
$100 |
Home Environment Questionnaire |
6–16 |
45 |
- |
$25 |
WISC-6 Standardization |
Age |
Administration time in minutes* |
Examiner pay |
Examinee pay |
|---|---|---|---|---|
WISC-6: Paper - intellectually gifted |
6–16 |
190 |
$325 |
$145 |
| WISC-6: Digital - intellectually gifted | 6–16 | 155 | $275 | $125 |
WISC-6: Paper - mild intellectual disability |
6–16 |
190 |
$325 |
$145 |
| WISC-6: Digital - mild intellectually disability | 6–16 | 155 | $275 | $125 |
WISC-6: moderate intellectual disability |
6–16 |
190 |
$325 |
$145 |
WISC-6: specific learning disorder-reading |
6–16 |
190 |
$325 |
$145 |
WISC-6: specific learning disorder-reading and written expression |
6–16 |
190 |
$325 |
$145 |
WISC-6: specific learning disorder-mathematics |
6–16 |
190 |
$325 |
$145 |
WISC-6: ADHD |
6–16 |
190 |
$300 |
$120 |
WISC-6: autism spectrum disorder with language impairment |
6–16 |
190 |
$325 |
$145 |
| WISC-6: Paper - autism spectrum disorder with no language impairment | 6–16 |
190 |
$325 |
$145 |
| WISC-6: Digital - autism spectrum disorder with no language impairment | 6–16 | 190 | $275 | $125 |
WISC-6: English learners |
6–16 |
190 |
$325 |
$145 |
WISC-6: language disorder with receptive impairment |
6–16 |
190 |
$325 |
$145 |
WISC-6: language disorder with expressive impairment |
6–16 |
190 |
$325 |
$145 |
WISC-6: motor impairment |
6–16 |
190 |
$325 |
$145 |
WISC-6: TBI |
6–16 |
190 |
$400 |
$200 |
WISC-6 Standardization |
Age |
Administration time in minutes* |
Examiner pay |
Examinee pay |
|---|---|---|---|---|
WIAT-4 Validity: specific learning disorder-reading |
6–16 |
150 |
$250 |
$150 |
WIAT-4 Validity: specific learning disorder-reading and written expression |
6–16 |
150 |
$250 |
$150 |
WIAT-4 Validity: specific learning disorder-mathematics |
6–16 |
150 |
$250 |
$150 |
CELF-5 Validity: language disorder with receptive impairment |
6–16 |
45 |
$125 |
$100 |
CELF-5 Validity: language disorder with expressive impairment |
6–16 |
45 |
$125 |
$100 |
WISC-6 Standardization |
Age |
Administration time in minutes* |
Examiner pay |
Parent pay |
|---|---|---|---|---|
Vineland-3 Caregiver Validity: mild intellectual disability |
6–16 |
75 |
$25 |
$50 |
Vineland-3 Caregiver Validity: moderate intellectual disability |
6–16 |
75 |
$25 |
$50 |
Vineland-3 Caregiver Validity: motor impairment |
6–16 |
75 |
$25 |
$50 |
Vineland-3 Caregiver Validity: TBI |
6–16 |
75 |
$25 |
$50 |
BASC-3 Caregiver Validity: ADHD |
6–16 |
45 |
$25 |
$30 |
BASC-3 Caregiver Validity: autism spectrum disorder with language impairment |
6–16 |
45 |
$25 |
$30 |
BASC-3 Caregiver Validity: autism spectrum disorder with no language impairment |
6–16 |
45 |
$25 |
$30 |
*Administration time is the average time expected to complete the evaluation including building rapport and allowing breaks. This can fluctuate depending on the candidate's attention level and/or clinical needs.
** For this project, education level is determined by the average of both parents. See the parent education average table to verify if your candidate qualifies. Candidates whose caregivers have an 8th grade education or less are eligible for a higher pay rate due to potential challenges associated with recruitment.
Test–retest and Validity Assignments
Some examiners may receive test–retest and/or validity assignments along with the WISC-6 Standardization. Some validity assignments are part of a counterbalance study in which the WISC-6 Standardization is administered after the validity test. Should your candidate be selected for one of these assignments, our team will ensure you have the materials needed.
Please carefully review the testing intervals below. You will also find the testing intervals within the Requirements section of the assigned validity/counterbalance test in the Field Research Portal. Tests completed out of interval will be unusable. (To calculate intervals, the day you give the first test is day zero.)
- WISC-6 retest: the second administration of the WISC-6 should be completed 14 to 49 days after the first WISC-6.
- WPPSI-IV validity: administer the WISC-6 first; the WPPSI-IV should be administered 14 to 49 days after the WISC-6.
- WISC-V validity: administer the WISC-6 first; the WISC-V should be administered 14 to 49 days after the WISC-6.
- WAIS-5 validity: administer the WISC-6 first; the WAIS-5 should be administered 14 to 49 days after the WISC-6.
- WPPSI-IV counterbalance: administer the WPPSI-4 first; the WISC-6 should be administered 14 to 49 days after the WPPSI-IV.
- WISC-V counterbalance: administer the WISC-V first; the WISC-6 should be administered 14 to 49 days after the WISC-V.
- WISC-V counterbalance: administer the WISC-V first; the WISC-6 should be administered 14 to 49 days after the WISC-V.
- WAIS-5 counterbalance: administer the WAIS-5 first; the WISC-6 should be administered 14 to 49 days after the WAIS-5.
- KTEA-3 validity: administer the KTEA-3 the same day or up to 49 days after the WISC-6.
- WIAT-4 validity: administer the WIAT-4 the same day or up to 49 days after the WISC-6.
Clinical Validity Assignments
- BASC-3 validity: administer the BASC-3 the same day or up to 49 days after the WISC-6.
- Vineland-3 validity: administer the Vineland-3 the same day or up to 49 days after the WISC-6.
- WIAT-4 validity: administer the WIAT-4 the same day or up to 49 days after the WISC-6.
- CELF-5 validity: administer the CELF-5 the same day or up to 49 days after the WISC-6.
Typically Developing Candidate Criteria
Inclusion
The candidate must
- speak English as their primary language (the language most often spoken).
- have normal vision and hearing or examinee uses corrective aids (e.g., glasses, hearing aids, etc.).
- have normal fine motor and gross motor ability.
Exclusion
The candidate must not
- be a close friend, relative, or ward of the examiner, or child with whom the examiner lives.
- be an identical sibling of another child in the sample.
- have a history of electroconvulsive therapy or radiation treatment of the central nervous system.
- have received chemotherapy in the past 2 months.
- be primarily nonverbal or uncommunicative.
- have tested on any intelligence measure in the previous 6 months (not applicable to the ID study).
- have tested on the WISC-6 pilot edition.
- be currently admitted to a hospital or psychiatric facility.
- be currently taking medication that might impact cognitive test performance (e.g., anticonvulsants, antipsychotics, some antidepressants and anxiolytics. View Excluded Medication List here.
- have a history of a period of unconsciousness not related to surgery or greater than 20 minutes related to a medical condition.
- be previously or currently diagnosed or identified with any physical condition, neurological condition, psychological condition, or illness that might depress test performance, such as
- intellectual disability (not applicable to the ID study).
- specific learning disorder
- attention deficit/hyperactivity disorder
- autism spectrum disorder
- language disorder
- stroke
- epilepsy
- traumatic brain injury
- mood disorder
Test scores are required to support the diagnosis to be included in a clinical study. Enter scores in the Field Research Portal within the candidate profile under Clinical Diagnostic Information.
Intellectually Gifted
To be included in the intellectually gifted study group, a candidate must:
- be ages 6 to 16
- provide a full-scale score ≥ 2 standard deviations (SDs) above the mean on a comprehensive, individually administered measure of intellectual ability (e.g., IQ ≥ 130).
- For candidates ages 6–9, the score must be ≤ 2 years old.
- For candidates ages 10–14, the score must be ≤ 3 years old.
- For candidates ages 15–16, the score must be ≤ 5 years old.
- presently or in the past received services for intellectual giftedness in school.
Additional information:
The candidate must not meet any exclusion criteria as outlined in the Typically Developing Candidate Criteria section.
Mild Intellectual Disability
To be included in the mild intellectual disability study group, a candidate must:
- be ages 6 to 16.
- be diagnosed with intellectual disability, mild severity.
- provide a full-scale score 2–3 SDs below the mean (e.g., FSIQ 55–70) on a comprehensive, individually administered measure of intellectual ability such as: WPPSI, WISC, WAIS, KABC, DAS, Stanford Binet 5, WJ-IV or WJ-5. Screeners such as WASI, RIAS, CAS, and KBIT are not acceptable.
- For candidates ages 6–9, the score must be ≤ 2 years old.
- For candidates ages 10–14, the score must be ≤ 3 years old.
- For candidates ages 15–16, the score must be ≤ 5 years old.
- have adaptive deficits that limit functioning in one or more of the activities of daily life identified by DSM–5 (e.g., communication, social participation, and independent living) across multiple environments (e.g., home, school, work, and recreation).
Additional information:
The candidate must not meet any exclusion criteria as outlined in the Typically Developing Candidate Criteria section, except those related to a clinical diagnosis as described here.
- The candidate may have comorbid ADHD, depression, and anxiety disorders.
- The candidate may currently be taking antidepressants or psychostimulants.
Moderate Intellectual Disability
To be included in the moderate intellectual disability study group, the candidate must:
- be ages 6 to 16.
- be diagnosed with intellectual disability, moderate severity.
- provide a full-scale score 3–4 SDs below the mean (e.g., FSIQ 40–55) on a comprehensive, individually administered measure of intellectual ability such as: WPPSI, WISC, WAIS, KABC, DAS, Stanford Binet 5, WJ-IV or WJ-5. Screeners such as WASI, RIAS, CAS, and KBIT are not acceptable.
- For candidates ages 6–9, the score must be ≤ 2 years old.
- For candidates ages 10–14, the score must be ≤ 3 years old.
- For candidates ages 15–16, the score must be ≤ 5 years old.
- have adaptive deficits that limit functioning in one or more of the activities of daily life identified by DSM–5 (e.g., communication, social participation, and independent living) across multiple environments (e.g., home, school, work, and recreation).
Additional information:
The candidate must not meet any exclusion criteria as outlined in the Typically Developing Candidate Criteria section, except those related to a clinical diagnosis as described below.
- The candidate may have comorbid ADHD, depression, and anxiety disorders.
- The candidate may currently be taking antidepressants or psychostimulants.
Specific Learning Disorder-Reading
To be included in the specific learning disorder-reading study group, the candidate must:
- be ages 6 to 16.
- be diagnosed with specific learning disorder with impairment in reading (most recent DSM) or identified with learning disability in reading or dyslexia.
- provide a full-scale score on a standardized, individually administered measure of cognitive ability that is greater than or equal to 80 OR submit documentation that a psychologist has estimated IQ as greater than or equal to 80.
- For candidates ages 6–9, the score must be ≤ 2 years old.
- For candidates ages 10–14, the score must be ≤ 3 years old.
- For candidates ages 15–16, the score must be ≤ 5 years old.
- provide scores that display a pattern of strengths and weaknesses in cognitive processing and achievement consistent with specific learning disability in reading OR submit scores that show a discrepancy of 15 points or more between cognitive ability and reading achievement on comprehensive measures of cognitive ability and achievement.
- For candidates ages 6–9, the score must be ≤ 1 year old.
- For candidates ages 10–14, the score must be ≤ 2 years old.
- For candidates ages 15–16, the score must be ≤ 3 years old.
Additional information:
The candidate must not meet any exclusion criteria as outlined in the Typically Developing Candidate Criteria section. See exceptions and specific notes related to the clinical diagnosis below.
- Reading comprehension cannot be the only reading skill impairment.
- The candidate must not have a comorbid disorder of SLD-written expression, SLD-math, or ADHD.
Specific Learning Disorder-Reading and Written Expression
To be included in the specific learning disorder-reading and written expression study group, the candidate must:
- be ages 6 to 16.
- be diagnosed with specific learning disorder in reading and written expression (most recent DSM) or identified with learning disorder with impairment in reading and written expression.
- have comorbid diagnoses or identification of both specific learning disorders in reading and written expression.
- provide a full-scale score on a comprehensive, individually administered measure of cognitive ability that is greater than or equal to 80 OR submit documentation that a psychologist has estimated IQ as greater than or equal to 80.
- For candidates ages 6–9, the score must be ≤ 2 years old.
- For candidates ages 10–14, the score must be ≤ 3 years old.
- For candidates ages 15–16, the score must be ≤ 5 years old.
- provide scores that display a pattern of strengths and weaknesses in cognitive processing and achievement consistent with specific learning disability in reading and written expression OR submits scores that show a discrepancy of 15 points or more between cognitive ability and reading and written expression on standardized measures of cognitive ability and achievement.
- For candidates ages 6–9, the score must be ≤ 1 year old.
- For candidates ages 10–14, the score must be ≤ 2 years old.
- For candidates ages 15–16, the score must be ≤ 3 years old.
Additional information:
The candidate must not meet any exclusion criteria as outlined in the Typically Developing Candidate Criteria section. See exceptions and specific notes related to the clinical diagnosis below.
- Reading comprehension cannot be the only reading skill impairment.
- The candidate must not have comorbid SLD-math or ADHD.
Specific Learning Disorder-Mathematics
To be included in the specific learning disorder-mathematics study group, the candidate must:
- be ages 6 to 16.
- be diagnosed with specific learning disorder with impairment in mathematics (most recent DSM) or identified with learning disability in mathematics or dyscalculia.
- provide a full-scale score on a comprehensive, individually administered measure of cognitive ability that is greater than or equal to 80 OR submit documentation that a psychologist has estimated IQ as greater than or equal to 80.
- For candidates ages 6–9, the score must be ≤ 2 years old.
- For candidates ages 10–14, the score must be ≤ 3 years old.
- For candidates ages 15–16, the score must be ≤ 5 years old.
- provide scores that display a pattern of strengths and weaknesses in cognitive processing and achievement consistent with specific learning disability in mathematics OR submit scores that show a discrepancy of 15 points or more between cognitive ability and mathematics achievement on comprehensive measures of cognitive ability and achievement.
- For candidates ages 6–9, the score must be ≤ 1 year old.
- For candidates ages 10–14, the score must be ≤ 2 years old.
- For candidates ages 15–16, the score must be ≤ 3 years old.
Additional information:
The candidate must not meet any exclusion criteria as outlined in the Typically Developing Candidate Criteria section, including those listed below.
- The candidate must not have a comorbid disorder of SLD-reading, SLD-written expression or ADHD.
Attention-deficit/hyperactivity disorder
To be included in the attention-deficit/hyperactivity disorder study group, the candidate must:
- be ages 6 to 16.
- meet DSM-5 criteria for a diagnosis of ADHD combined presentation or ADHD predominantly inattentive presentation.
- have been evaluated for ADHD by a qualified mental health professional (psychologist or psychiatrist).
- not be in partial remission, as defined by the DSM-5 criteria.
- complete a 24-hour washout period if prescribed stimulant medication for ADHD symptoms. Non-stimulant drugs like Strattera, Intuniv, or Kapvay are acceptable.
Additional information:
The candidate must not meet any exclusion criteria as outlined in the Typically Developing Candidate Criteria section. See exceptions and specific notes related to the clinical diagnosis below.
- The candidate may be diagnosed with oppositional defiant disorder or conduct disorder.
- The candidate must not be diagnosed with any psychiatric condition other than ADHD combined presentation or ADHD predominantly inattentive presentation.
Autism spectrum disorder with language impairment
To be included in the autism spectrum disorder with language impairment study group, the candidate must:
- be ages 6 to 16.
- meet DSM-5 criteria for autism spectrum disorder with language impairment.
- be diagnosed with ASD by a qualified mental health professional or developmental pediatrician.
- have adequate language skills to complete testing.
- be able to take the test in a standard manner without modifications.
- have an FSIQ or general cognitive ability score on a comprehensive test of intellectual ability to verify cognitive functioning greater than or equal to 70.
Additional information:
The candidate must not meet any exclusion criteria as outlined in the Typically Developing Candidate Criteria section. See exceptions and specific notes related to the clinical diagnosis below.
- The candidate must not have a comorbid diagnosis of:
- autism spectrum disorder with catatonia
- intellectual disability
- Down syndrome
- Rett disorder
- fragile X syndrome
- Turner syndrome
- Williams syndrome
- The candidate must not have a diagnosis of fetal alcohol syndrome, fetal alcohol effects, or other prenatal drug/alcohol exposure.
- Comorbid diagnoses of attention-deficit/hyperactivity disorder, oppositional defiant disorder, conduct disorder, and other disruptive, impulse-control, and conduct disorders are acceptable as long as compliance with testing is sufficient to ensure a valid assessment.
- If the candidate is prescribed stimulant medication for ADHD symptoms, a 24-hour washout period is required. (Non-stimulant drugs like Strattera, Intuniv, or Kapvay are acceptable.)
Autism spectrum disorder with no language impairment
To be included in the autism spectrum disorder with no language impairment study group, the candidate must:
- be ages 6 to 16.
- meet DSM-5 criteria for autism spectrum disorder without language impairment.
- be diagnosed with ASD by a qualified mental health professional or developmental pediatrician.
- have adequate language skills to complete testing.
- be able to take the test in a standard manner without modifications.
- have an FSIQ or general cognitive ability score on a comprehensive test of intellectual ability to verify cognitive functioning greater than or equal to 70.
Additional information:
The candidate must not meet any exclusion criteria as outlined in the Typically Developing Candidate Criteria section. See exceptions and specific notes related to the clinical diagnosis below.
- The candidate must not have a comorbid diagnosis of:
- autism spectrum disorder with catatonia
- intellectual disability
- Down syndrome
- Rett disorder
- fragile X syndrome
- Turner syndrome
- Williams syndrome
- The candidate must not have a diagnosis of fetal alcohol syndrome, fetal alcohol effects, or other prenatal drug/alcohol exposure.
- Comorbid diagnoses of attention-deficit/hyperactivity disorder, oppositional defiant disorder, conduct disorder, and other disruptive, impulse-control, and conduct disorders are acceptable as long as compliance with testing is sufficient to ensure a valid assessment.
- If the candidate is prescribed stimulant medication for ADHD symptoms, a 24-hour washout period is required. (Non-stimulant drugs like Strattera, Intuniv, or Kapvay are acceptable.)
Language Disorder with Receptive Impairment
To be included in the language disorder with receptive impairment study group, the candidate must:
- be ages 6 to 16.
- be diagnosed or identified with a language disorder with receptive language impairment.
- be receiving speech-language services.
- provide scores that are 1.5 SDs or greater below the mean on the total language or core index score AND the receptive scores of a standardized test of language abilities such as the CELF or PLS.
- For candidates ages 6–9, the score must be within 1 year of test date.
- For candidates ages 10–14, the score must be within 2 years of test date.
- For candidates ages 15–16, the score must be within 3 years of test date.
Additional information:
The candidate must not meet any exclusion criteria as outlined in the Typically Developing Candidate Criteria section. See exceptions and specific notes related to the clinical diagnosis below.
- Comorbid diagnoses of social (pragmatic) communication disorder and expressive language disorder are acceptable.
- The candidate must not have a diagnosis of ADHD.
Language Disorder with Expressive Impairment
To be included in the language disorder with expressive impairment study group, the candidate must:
- be ages 6 to 16.
- be diagnosed or identified with an expressive language disorder.
- be receiving speech-language services.
- provide scores that are 1.5 SDs or greater below the mean on the total language or core index score AND the expressive scores of a standardized test of language abilities such as the CELF or PLS.
- For candidates ages 6–9, the score must be within 1 year of test date.
- For candidates ages 10–14, the score must be within 2 years of test date.
- For candidates ages 15–16, the score must be within 3 years of test date.
Additional information:
The candidate must not meet any exclusion criteria as outlined in the Typically Developing Candidate Criteria section. See exceptions and specific notes related to the clinical diagnosis below.
- The candidate must not have a diagnosis of receptive language disorder or ADHD.
- Comorbid diagnoses of social (pragmatic) communication disorder is acceptable.
Motor Impairment
To be included in the motor impairment study group, the candidate must:
- be ages 6 to 16.
- have a diagnosis of mild to moderate cerebral palsy, developmental coordination disorder, or has a documented motor delay in educational or medical records.
- be able to participate fully in testing without the use of an assistive device for mobility/walking.
Additional information:
The candidate must not meet any exclusion criteria as outlined in the Typically Developing Candidate Criteria section, including those listed below.
- The candidate must not have a diagnosis of Down syndrome, intellectual disability, ADHD or autism spectrum disorder.
- The candidate’s primary diagnosis must not be developmental delay or drug/alcohol exposure.
- The candidate must not have a physical condition, health condition (e.g. recent surgeries, doctor's orders to restrict activity), illness, or impairment that would preclude participation in testing.
- The candidate must not be taking medications that would impact performance areas addressed by the assessment (e.g. balance, coordination, memory).
Traumatic Brain Injury
To be included in the traumatic brain injury study group, the candidate must:
- be ages 6 to 16.
- be diagnosed with traumatic brain injury (TBI).
- have had a premorbid or estimated premorbid IQ greater than 70 (i.e., did not fall in the intellectual disability range prior to injury).
Additional information:
The candidate must not meet any exclusion criteria as outlined in the Typically Developing Candidate Criteria section. See exceptions and specific notes related to the clinical diagnosis below.
- The candidate cannot be diagnosed with a concussion.
- Oppositional–defiant disorder, conduct disorder, and other disorders in the disruptive, impulse–control, and conduct disorders category are acceptable as long as compliance with testing is sufficient to ensure a valid assessment.
- The candidate can be on medication consistent with TBI diagnosis.
English Learners
To be included in the English learners study group, the candidate must:
- be ages 6 to 16.
- be identified as an English Learner through one of the following:
- is receiving school services for Limited English Proficiency (LEP).
- is identified as an English Language Learner (ELL) by parent report.
- is identified as preferring to communicate in a language other than English in a variety of settings (e.g., home, community, school setting when not in the classroom).
- understand and speak other language more frequently than English, based upon parent/guardian report.
- be able to take the test in a standard manner without modifications.
Additional information:
The candidate must not meet any exclusion criteria as outlined in the Typically Developing Candidate Criteria section, including those listed below.
- The candidate must not have a primary diagnosis that negatively impacts language abilities (e.g., ID, ASD).
- The candidate must not have a diagnosis of hearing impairment, aided or unaided.
- The candidate must not have a diagnosis of ADHD.
Project Tutorials and Important Documents
Training
Audio Files
- How to Download and Access WISC-6 Standardization Audio Files
- WISC-6 Standardization Audio Files
- WIAT-4 Audio Files
- KTEA-3 Audio Files
WISC-6 Q&A Sessions
Other
Examiner Newsletter
Catch up on the latest news and project updates.
Updates
Current Projects
- Behavior Assessment System for Children (BASC) | Fourth Edition Standardization
- Clinical Evaluation of Language Fundamentals | Sixth Edition Standardization (CELF-6)
- Wechsler Intelligence Scale for Children | Sixth Edition Standardization (WISC-6)
Upcoming Projects
- Vineland Adaptive Behavior Scales | Fourth Edition Pilot