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Extra info for Essentials of WMS(r)-III Assessment (Essentials of Psychological Assessment Series)
Tulsky and Ledbetter (2000) review several points to consider when switching from the WMS-R to the WMS-III, and Hawkins (1998) provides data from the WMS-III standardization sample that help to delineate the clinical utility of the WMS-III indexes. 4 provides basic information on the WMS-III and its publisher. OVERVIEW 15 S TEST YOURSELF S 1. ” On the WMS-R it refers to a measure of global immediate memory, but on the WMS-III it is a measure of (a) (b) (c) (d) global auditory memory. global visual memory.
2 Accommodations for a Client’s Special Needs • Add printed words to facilitate comprehension of directions for hard-ofhearing individuals (note that this will result in potential problems in the use of the norms, which are obtained under standardized procedures, and this must be addressed in the report text), administer the test in closer proximity to the client than usual, and deliver instructions in a loud tone. • Administer only auditorily delivered subtests for blind or low-vision individuals.
While this is not required in test instructions, it allows the examiner to see whether the client used a strategy for production (this can be deduced by the meanings and whether the words are always presented together in sequence). Recording helps the examiner hypothesize how the information is learned. • Circle errors that represent intrusions from the word-pair list. This represents source confusion that is of clinical signiﬁcance. The examiner should write confabulations (words that do not appear on the list) on the protocol where allowed.