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A comparison of the WISC-V processing speed subtests: paper-pencil and digital formats
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Ferriola, Amanda Marie. A comparison of the WISC-V processing speed subtests: paper-pencil and digital formats. Retrieved from https://doi.org/doi:10.7282/t3-ssja-8f83

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TitleA comparison of the WISC-V processing speed subtests: paper-pencil and digital formats
NameFerriola, Amanda Marie (author); Kettler, Ryan (chair); Schneider, Kenneth (internal member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2019
Other Date2019-08 (degree)
SubjectProcessing speed, School Psychology, Wechsler Intelligence Scale for Children, Children -- Intelligence testing
Extent1 online resource (vii, 69 pages) : illustrations
DescriptionIn recent years, there has been a movement toward use of digital platforms to administer cognitive, achievement, and neuropsychological assessments. Principal changes were made to the Processing Speed subtests of the Wechsler Intelligence Scale for Children, Fifth edition (WISC-V) - Coding (CD) and Symbol Search (SS) - for adaptation from a paper-pencil format to a digital format. The aim of the current study is to assess whether paper-pencil and digital formats of CD and SS interchangeably measure the same construct: processing speed. The impact of psychomotor coordination on differences in performance between paper and digital versions of subtests was also examined. A total of 41 students between the ages of 13.0 and 16.11 were administered a demographic questionnaire and the Beery-Buktenica Developmental Test of Visual-Motor Integration--Sixth Edition (Beery VMI) full form followed by CD in digital format (CD-D), CD in paper-pencil format (CD-P), SS in digital format (SS-D), and SS in paper-pencil format (SS-P) administered in counterbalanced sequences. Data was analyzed using descriptive statistics, Pearson correlations, and a two-tailed paired t-test to assess relationships between variables. Results of the study indicate correlations between paper-pencil and digital scores on CD, SS, and the Processing Speed Index (PSI) were lower than hypothesized thresholds for equivalence. The Multitrait Multimethod Matrix (MTMM) was applied to examine evidence for convergent and discriminant validity of CD and SS; results were mixed. Finally, examinee's scores on measures of visual-motor coordination did not share a significant relationship with differences between scores on the digital format and on the paper-pencil format. Limitations of the study, as well as implications for practice and future research directions, are discussed.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-ssja-8f83
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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