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Test Review: Review of the Wechsler Abbreviated Scale of Intelligence, Second Edition (WASI-II)

Authors :
McCrimmon, Adam W.
Smith, Amanda D.
Source :
Journal of Psychoeducational Assessment. Jun 2013 31(3):337-341.
Publication Year :
2013

Abstract

The Wechsler Abbreviated Scale of Intelligence, Second Edition (WASI-II; Wechsler, 2011), published by Pearson, is a newly updated abbreviated measure of cognitive intelligence designed for individuals 6 to 90 years of age. Primarily used in clinical, psychoeducational, and research settings, the WASI-II was developed to quickly and accurately estimate cognitive intelligence when administration of a full battery is not feasible or necessary. The WASI-II is classified as a Level C measure, and can be administered and interpreted by individuals with a doctorate degree in psychology or a related discipline. Although the Examiner's Manual states that the WASI-II can be administered by individuals with a bachelor's degree under appropriate supervision due to the ease of administration, it is important to note that ideally the same person would administer and interpret the results of the measure, preferably an individual with appropriate training and certification (e.g., an individual with master's or doctoral training). Administration time is approximately 30 min for the four-subtest form or 15 min for the two-subtest form. Overall, the WASI-II as found to be an economical and easy-to-administer brief intelligence measure. Its simple administration, quick administration time, and broad age range make it a measure of choice when time is limited. Although the measure does present with limitations, including reduced clinical accuracy and restricted evaluation of general intelligence, it remains a useful and economical tool for both research and clinical work.

Details

Language :
English
ISSN :
0734-2829
Volume :
31
Issue :
3
Database :
ERIC
Journal :
Journal of Psychoeducational Assessment
Publication Type :
Academic Journal
Accession number :
EJ1011833
Document Type :
Journal Articles<br />Reports - Evaluative
Full Text :
https://doi.org/10.1177/0734282912467756