Comprehension

How should the examiner do if a child aged 10 does not obtain a perfect score on Item 3 (his/her starting point)?

• Administer Item 2 then item 1 and look to establish basal age
• Proceed to Item 4 onwards until ceiling is reached
• Restart from item 1
• Repeat item 3 and provide corrective feedback

What action should the examiner say if a child's response during the Comprehension subtest is either unclear, vague, or followed by a (Q) in the manual?

• Say, "What do you mean?"
• Prompt the child with leading questions to guess the correct answer
• Accept the response as it is and score from the manual
• Provide corrective feedback

How should the examiner encourage hesitant children during the Comprehension subtest?

• Use encouraging remarks like "Yes" or "Go ahead"
• Provide corrective feedback immediately after any wrong answer
• Allow the child to take a break between items
• No, the examiner cannot encourage during WISC.

On items indicated by (*) on Comprehension subtest, how is a child's response scored if it reflects a single general concept for an item?

• Scored 2 points
• Scored 1 point
• Scored 0 points
• Depends on the quality of the response

What is the scoring criteria for items with multiple general concepts (those indicated by *) if the child's first and second responses express the same general concept?

• Scored 2 points
• Scored 1 point for the first response and 0 points for the second response
• Scored 1 point for the first response and 1 point for the second response
• Scored 0 points

How is a child's response scored if it contains added remarks that are obviously not part of the general concept on Comprehension subtest?

• Scored 2 points
• Scored 1 point
• Scored 0 points
• Depends on the relevance of the added remarks

What is the scoring for a child's response if it adds a spoiled response along with a 2-point or 1-point response?

• Scored 2 points
• Scored 1 point
• Scored 0 points
• Depends on the quality of the spoiled response

What is the scoring principle for items with multiple general concepts if the child provides several responses of varying quality?

• Score the best response
• Score the response with the most points
• Score all responses equally
• Disregard the additional responses

How should the Comprehension subtest be introduced to the child?

• "Now I am going to ask you some questions, and I would like you to tell me the answers."
• "Now I am going to tell you some answers, and I would like you to ask me the questions."
• "Now I am going to show you some pictures, and I would like you to identify them."
• "Now I am going to read you a story, and I would like you to answer some questions about it."

What should the examiner do if the child does not provide a 2-point response to an item with a cross symbol?

• Provide a brief explanation of why brushing teeth is important.
• Provide a detailed explanation of dental hygiene practices.
• Encourage the child to try again with a different question.
• Proceed to the next item