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WorksheetsWISC-IV Question Bank
Total questions: 152
Worksheet time: 1hrs 16mins
Name
Class
Date
1.
What is the procedure if a child aged 8-16 does not obtain a perfect score on either of the first two items on Block Design?
a)
Administer the preceding items in reverse sequence until the child obtains perfect scores on two consecutive items.
b)
Discontinue after 3 consecutive scores of 0.
c)
Restart administration from item 1 until the child obtains perfect scores on the first two items.
d)
Remove all unnecessary blocks from the child's view.
2.
When should the timing for each item begin on Block Design?
a)
After saying the first word of the instructions.
b)
After saying the last word of the instructions.
c)
After placing blocks on the table.
d)
After the child starts working on the item.
3.
How should the examiner introduce the Block Design subtest to 6-7 year-olds?
a)
Show two blocks to the child and say, "These blocks are all alike. They have different colored sides: red, white, and half red and half white."
b)
Show three blocks to the child and say, "These blocks are different. Some sides are red, some are white, and some are half red and half white."
c)
Show one block to the child and say, "These blocks are different. They have different shapes and sizes."
d)
Show two blocks to the child and say, "These blocks are all different. They have different colored sides: red, blue, and green."
4.
What is the procedure for administering Item 1 of the Block Design subtest to 6-7 year-olds?
a)
Place two blocks in front of the child and slowly assemble the model. Then, have the child replicate the design within 30 seconds.
b)
Place one block in front of the child and slowly assemble the model. Then, have the child replicate the design within 45 seconds.
c)
Place four blocks in front of the child and slowly assemble the model. Then, have the child replicate the design within 30 seconds.
d)
Open the booklet and place two blocks in front of the child and ask him to replicate the picture within 30 seconds.
5.
How should the examiner administer Trial 2 of Item 2 of Block Design to 6-7 year-olds if Trial 1 was unsuccessful?
a)
Leave the model intact, reassamble from child's blocks, then dessamble and ask the child to replicate it within 45 seconds.
b)
Show the model again and ask the child to replicate it within 30 seconds.
c)
Show a different model and ask the child to replicate it within 30 seconds.
d)
Leave the model intact, and ask the child to try again within 45 seconds.
6.
How should the examiner administer Item 4 of the Block Design subtest to 6-7 year-olds?
a)
Place four blocks in front of the child and ask them to replicate the model from the booklet as quickly as they can.
b)
Place four blocks in front of the child and assemble the model from the booklet and ask them to replicate as quickly as they can.
c)
Place five blocks in front of the child and ask them to replicate the model from the model as quickly as they can.
d)
Place four blocks in front of the child and ask them to replicate the model within 30 seconds.
7.
What is the maximum number of consecutive incorrect scores that would lead to discontinuation of the Block Design subtest administration?
a)
2
b)
3
c)
4
d)
5
8.
How should the examiner present items 1-2 of the Block Design subtest to the child?
a)
Present as models constructed by the examiner, with each model left intact after construction.
b)
Present as pictures in the Stimulus Book, with the child given freedom to rotate the book for a better view.
c)
Present as a combination of models and pictures, with the child allowed to choose their preferred presentation method.
d)
Present as models constructed by the child, with guidance from the examiner.
9.
What should the examiner do if a child exceeds the time limit for completing a design during the Block Design subtest?
a)
Allow a few additional seconds for the child to complete the item if nearing completion, but do not award credit after the time limit has expired.
b)
Discontinue the administration of the subtest and move on to the next one.
c)
Grant additional time to the child to ensure they complete the design accurately.
d)
Penalize the child by negative scoring for exceeding the time limit.
10.
What action should the examiner take if a child rotates a construction by 30 or more degrees during the Block Design subtest?
a)
Correct only the first rotation error by rotating the blocks to the correct position and continue subtest administration accordingly.
b)
Award bonus points for creative thinking and flexibility in problem-solving.
c)
Discontinue the administration of the subtest due to the significant error in construction.
d)
Ignore the rotation error and allow the child to continue with the next item.
11.
How should the examiner record the completion time for each item in the Block Design subtest?
a)
Record the time in minutes for accurate tracking of the child's progress.
b)
Record the time in hours to ensure precise measurement of the child's speed.
c)
Record the time in seconds for each item on the Record Form.
d)
Record the time in milliseconds for detailed analysis of the child's performance.
12.
Which of the following are possible errors that can result in a score of zero in the Block Design subtest?
a)
Faulty construction
b)
Exceeding the time limit
c)
Constructing before the time limit
d)
Rotation of more than 30 degrees despite correcting for the first time.
13.
After getting the perfect score on item 3, a 10-year-old child makes a mistake on item 4 in the Block Design administration. What should you do next?
a)
Administer another trial of item 4.
b)
Proceed to administer item 5 in the standard order of the subtest.
c)
Administer item 2, if a perfect score, move forward to item 5. or else item 1.
d)
Repeat the instructions to emphasize on the accuracy.
14.
If a child provides multiple responses for an item on Similarities, each of which differs in quality and is worth a different point value, how should the examiner score the response?
a)
Score the best response
b)
Score the lowest response
c)
Score the most creative response
d)
Score all responses equally
15.
According to the General Scoring Principles, what score should be assigned to a response that names one or more common properties or functions of the members of a pair in the Similarities subtest?
a)
2 points
b)
1 point
c)
0 points
d)
3 points
16.
If a child describes differences between members of the item pair in the Similarities subtest, what score should be assigned according to the General Scoring Principles?
a)
2 points
b)
1 point
c)
0 points
d)
-1 points
17.
According to the General Scoring Principles, what score should be assigned to a response that constitutes a minor or less pertinent similarity in the Similarities subtest?
a)
2 points
b)
1 point
c)
0 points
d)
-1 points
18.
If a child's response is unclear or too vague to be readily scored in the Similarities subtest, what should the examiner do?
a)
Score the response based on the examiner's interpretation
b)
Ask the child to provide another response
c)
Prompt the child with leading questions to clarify the response
d)
Say "What do you mean?" or "Tell me more about it"
19.
What is the reverse criteria for administering the Similarities subtest to children aged 9-16?
a)
Administer the preceding items in reverse sequence until the child obtains perfect scores on two consecutive items
b)
Administer the first item again if the child does not obtain a perfect score on it
c)
Discontinue the administration after 5 consecutive scores of 0
d)
Administer the subtest starting from the last item
20.
According to the scoring principles, what score should be assigned to a response that provides a major classification pertinent for both members of the item pair in the Similarities subtest?
a)
2 points
b)
1 point
c)
0 points
d)
3 points
21.
If a child provides a response that applies separately to each member rather than to the pair as a whole in the Similarities subtest, how should the response be scored?
a)
Score 2 points for each member's response
b)
Score 1 point for each member's response
c)
Score 0 points for each member's response
d)
Score 3 points for each member's response
22.
How should the examiner introduce the Similarities subtest to the child?
a)
"Now, I'm going to say two words and ask you how they are alike."
b)
"Now, I'm going to give you two words and ask you to explain their differences."
c)
"Now, I'm going to give you two numbers and ask you to add them together."
d)
"Now, I'm going to ask you to recite the alphabet backwards."
23.
What should the examiner say if the child provides an incorrect response or fails to respond during the item 1 administration of Similarities?
a)
"Correct! Milk and water are both liquids."
b)
"Incorrect! Milk and water are both colors."
c)
"Correct! Milk and water are both animals."
d)
"Incorrect! Milk and water are both liquids. And you drink them."
24.
If the child fails to respond or provides an incorrect response during sample item administration, what should the examiner say to proceed to the next appropriate item?
a)
"Red and blue are both colors. Let's try another one."
b)
"Red and blue are both dresses. Let's move on."
c)
"Red and blue are both colors. Let's start again."
d)
"Red and blue are both colors. Let's take a break."
25.
What action should the examiner take if the child scores 0 on both trials of an item in Digit Span Forwards?
a)
Discontinue the subtest and move on to the next assessment.
b)
Repeat the item once more to give the child another chance.
c)
Provide corrective feedback and allow the child to try again.
d)
Discontinue Digit Span Forwards but proceed with Digit Span Backwards.
26.
How many trials does each item in Digit Span consist of?
a)
One trial
b)
Two trials
c)
Three trials
d)
Four trials
27.
When should the examiner provide assistance during the administration of Digit Span?
a)
Only on the sample item of Digit Span Forwards.
b)
Only on the sample item of Digit Span Backwards.
c)
On the sample item of both Digit Span Forwards and Digit Span Backwards.
d)
On all items of both Digit Span Forwards and Digit Span Backwards.
28.
What is the scoring criterion for each trial in Digit Span?
a)
2 points for a correct response and 0 points for an incorrect response.
b)
1 point for a correct response and 0 points for an incorrect response.
c)
3 points for a correct response and -1 point for an incorrect response.
d)
1 point for a correct response and 1 point for an incorrect response.
29.
At what speed should the examiner read aloud the digits on Digit Span?
a)
1 digit per second
b)
1 digit per 2 seconds
c)
2 digits per second
d)
1 digit per 0.5 second
30.
What should the examiner do if a child asks to repeat any item on Digit Span?
a)
Say, "Just make your best guess"
b)
Repeat it only if it's a sample item
c)
Repeat the main instructions instead
d)
Say, "Work as quickly as you can"
31.
What does Digit Span test aim to measure?
a)
Processing Speed
b)
Working Memory
c)
Arithmetic Reasoning
d)
Language Skills
32.
When should the examiner reverse on the Digit Span subtest?
a)
Reverse rule does not apply to Digit Span
b)
When a child gets 0 on either trial of the first item
c)
When a child gets 0 on both trials of the first item
d)
For children 6-7 who can't count up to 3
33.
How should the examiner prompt the child if they select more than one picture in a single row during the Picture Concepts subtest?
a)
"You can give only one answer. Just choose the best one."
b)
"Pick one picture from each row, one here and one here."
c)
"What do you mean? Can you clarify your response?"
d)
"Point to the picture you mean."
34.
How should the examiner prompt the child if they do not select a picture in each row during the Picture Concepts subtest?
a)
"Pick one picture from each row, one here and one here."
b)
"You can give only one answer. Just choose the best one."
c)
"What do you mean? Can you clarify your response?"
d)
"Point to the picture you mean."
35.
What does the examiner instruct the child while administering items of the Picture Concepts subtest?
a)
"Pick one here that goes with one here."
b)
"Look up here and look down here."
c)
"Why do they go together?"
d)
"This shade tree goes with this pine tree."
36.
If the child's response to Sample A is incorrect, what does the examiner do?
a)
Say, "This shade tree goes with this pine tree. They are both trees." Let's try another one.
b)
Administer Sample B.
c)
Jump to age appropriate starting point.
d)
Readminister Sample A.
37.
When should the examiner discontinue the Coding subtest?
a)
After the child completes all the rows within 120 seconds.
b)
After the child completes all the rows, regardless of time.
c)
After 120 seconds, regardless of whether the child has completed all the rows.
d)
After the child completes all the rows or after 120 seconds, whichever comes first.
38.
What should the examiner do if the child asks what to do in case of a mistake during the Coding subtest?
a)
Encourage the child to erase any mistakes and try again.
b)
Provide an eraser to the child to correct any mistakes.
c)
Reassure the child to keep working and not worry about mistakes.
d)
Tell the child to keep working as fast as possible and not worry about mistakes.
39.
How should the examiner assist a child who omits an item or begins to complete a row in reverse order during the Coding subtest?
a)
Point to the next item and remind the child to complete it next.
b)
Provide the correct responses for the omitted items.
c)
Skip the omitted item and proceed to the next row.
d)
Discontinue the subtest and provide corrective feedback to the child.
40.
What action does the examiner take if the child makes a mistake during the sample items on Coding?
a)
Let the child continue without correction
b)
Correct the mistake immediately and use the item to review the use of the key
c)
Skip the item and proceed to the next one
d)
Offer hints to guide the child's response
41.
How does the examiner determine when to proceed to the actual test items in Coding?
a)
When the child understands the task and completes the sample items correctly
b)
No need to determine. Administer the test items regardless of child's understanding of sample items.
c)
When the child says, "He/She is ready".
d)
When the child's body language reflects confidence and understanding of the task
42.
What instructions does the examiner give to the child before starting the actual test items in Coding?
a)
Say, "When I say Go, do these the same way. Start here, go in order, and don't skip any. Work as fast as you can without making mistakes until I tell you to stop. Are you ready?"
b)
Say, "Take your time to carefully complete each box."
c)
Say, "Ask for help if you are unsure of what to do."
d)
Say, "Try to complete as many items as possible within 120 seconds."
43.
When does the examiner stop the child's work on the test items in Coding?
a)
When the child completes all the boxes
b)
After 120 seconds have elapsed
c)
When the child completes the first page
d)
When the child completes the sample items
44.
Which of these is a 2-point response for STRENUOUS?
a)
Requiring great effort
b)
Hard
c)
Tough
d)
Exhausting
45.
Which of these is a 1-point response for UNANIMOUS?
a)
Everyone decides on one thing
b)
Almost everyone agrees
c)
Clearly decided
d)
Everyone shares the same view
46.
Which of these is a 2-point response for IMMINENT?
a)
Obvious
b)
Inevitable
c)
Unavoidable
d)
Something bad is about to happen
47.
Which of these is a 1-point response for AMENDMENT?
a)
An addition
b)
A law; A bill
c)
Rights; Freedom
d)
Modification; Alteration
48.
Which of these is a 2-point response for COMPEL?
a)
Make someone do something
b)
Persuade; Convince
c)
Encourage; Motivate
d)
Try to get someone to do something
49.
Which of these is a 0-point response for GARRULOUS?
a)
Argues too much
b)
Boring; Exhausting
c)
Talkative and irritating
d)
Talks a lot
50.
Which of these is a 1-point response for ABERRATION?
a)
Foolish
b)
A departure from typical
c)
A deviation from normal
d)
Abnormal
51.
Which of these is a 0-point response for DILATORY?
a)
Slow; Sluggish
b)
Can’t make up your mind
c)
A problem; A trial
d)
Has to do with eyes: Dilating eyes
52.
Which of these is a 1-point response for AFFLICTION?
a)
Some kind of disorder
b)
Misfortune
c)
A handicap
d)
There's something wrong with you
53.
Which of these is a 2-point response for SELDOM?
a)
Rarely
b)
Once in a while
c)
Not regularly
d)
Very few
54.
Which of these is a 2-point response for FORESIGHT?
a)
Predict
b)
Anticipate
c)
Preview
d)
Future
55.
Which of these is a 2-point response for RIVALRY?
a)
Competition
b)
Conflict
c)
Fight
d)
Fighting between two families
56.
Which of these is a 2-point response for MIGRATE?
a)
Leaving your country to work in a new place
b)
Go somewhere
c)
Leave one place to go to another
d)
Immigrate
57.
Which of these is a 2-point response for FABLE?
a)
A story
b)
A lesson
c)
Fiction
d)
A true story
58.
Which of these is a 1-point response for MIMIC?
a)
Act like someone
b)
Imitate
c)
Copy
d)
Repeat what somebody does
59.
Which of these is a 2-point response for PRECISE?
a)
Accurate
b)
Very detailed
c)
To the point
d)
Perfect
60.
Which of these is NOT a 2-point response for TRANSPARENT?
a)
Clear
b)
You can see through it
c)
Not opaque
d)
Like a window
61.
Which of these is a 2-point response for ABSORB?
a)
Bring in moisture
b)
Absorb wetness
c)
Like a sponge
d)
Consume
62.
Which of these is a 2-point response for NONSENSE?
a)
Stupidity
b)
Stupid
c)
Foolish
d)
Irrelevant
63.
Which of these is a 2-point response for ISLAND?
a)
Land in the middle of the water
b)
Surrounded by water
c)
Land in the water
d)
An area in the middle of the ocean
64.
Which of these is a 2-point response for OBEY?
a)
Follow instructions
b)
Follow
c)
Respect
d)
Do what your parent says
65.
Which of these is NOT a 2-point response for BRAVE?
a)
Courageous
b)
Bold
c)
Facing your fears
d)
Save someone in danger
66.
Which of these is a 2-point response for PEST?
a)
Someone who annoys you
b)
Annoying
c)
Someone you don't like
d)
Mosquitoes; Flies
67.
Which of these is a 2-point response for ANCIENT?
a)
Something from the past
b)
Historical
c)
Prehistoric
d)
An old person
68.
What is the discontinue criterion for the Letter-Number Sequencing subtest?
a)
Discontinue if the child is unable to respond correctly to either Qualifying Item or after scores of 0 on all three trials of an item.
b)
Discontinue if the child fails both trials of the sample item.
c)
Discontinue after 5 consecutive scores of 0.
d)
Discontinue after scores of 0 on both trials of an item.
69.
How many trials are there for each item in the Letter-Number Sequencing subtest?
a)
One trial
b)
Two trials
c)
Three trials
d)
Four trials
70.
What is the scoring criteria for the Letter-Number Sequencing subtest?
a)
Score 1 point if the child recalls all the numbers and letters in their correct sequence on any trial of an item.
b)
Score 1 point if the child recalls all the numbers and letters in their correct sequence on any item.
c)
Score half points if the child recalls the letters before the numbers.
d)
Score 0 points if the child asks to repeat a trial.
71.
What to do if a child fails either of the qualifying items on Letter-Number Sequencing?
a)
Discontinue the subtest and proceed to the next subtest.
b)
Discontinue the subtest and administer arithmetic subtest.
c)
Discontinue the subtest and administer Picture Completion subtest.
d)
Discontinue the subtest and administer Digit Span again to obtain WMI score.
72.
How are the Qualifying Items administered in the Letter-Number Sequencing subtest?
a)
Administer the Counting and Alphabet Qualifying Items to evaluate whether the child 6-7 years of age correctly counts to three or recites the alphabet to the letter C.
b)
Administer the Qualifying Items on children of 8 years and beyond only.
c)
Administer Qualifying Items on only non native speakers of English.
d)
Correct response to either Alphabets or Numbers is sufficient to proceed to the sample items.
73.
What does a prompt in the black background and white text on the Record Form indicate in the Letter-Number Sequencing subtest?
a)
Indicates the need to remind the child of the correct sequence in case the child fails to sequence either letters or numbers in his/her response.
b)
Indicates the need to remind the child of the correct sequence regardless if the child's response was in the correct sequence.
c)
Indicates the need to do an inquiry on child's response.
d)
Indicates that these are teaching items and corrective feedback must be given.
74.
How many points can a child score for each item in the Letter-Number Sequencing subtest?
a)
1 point
b)
2 points
c)
3 points
d)
4 points
75.
How should the Alphabet Qualifying Item be administered in the Letter-Number Sequencing subtest?
a)
By asking the child to recite the letters of the alphabet
b)
By asking the child to recite from A to C
c)
By asking the child to recite the letters from Z to A in the backward sequence
d)
By asking the child to recite alphabets with one digit per second speed
76.
What should the child do after hearing each item from the examiner in the Letter-Number Sequencing subtest?
a)
Say the letters first in aphabetical order, then the numbers in order.
b)
Repeat the examiner's sequence to demonstrate shortterm memory
c)
Say the numbers first in order, then the letters in aphabetical order
d)
Say the numbers first in descending order, then the letters in reverse order
77.
What is the examiner supposed to do if the child responds incorrectly to the Sample Item trial 1 in the Letter-Number Sequencing subtest?
a)
The examiner provides corrective feedback and proceeds to trial 2
b)
The examiner discontinues the subtest and administers Cancellation subtest to obtain WMI and FSIQ
c)
The examiner repeats the trial until the child responds correctly
d)
The examiner moves to the next sample trial without providing any feedback
78.
What should the child do if he/she fails to state the number first on Trial 1 of items 1-2 in the Letter-Number Sequencing subtest?
a)
The examiner moves to the next item
b)
The examiner repeats the given sequence
c)
The examiner provides corrective feedback and proceeds to Trial 2
d)
The examiner discontinue the subtest and administers Arithmetic to obtain WMI and FSIQ
79.
When should the examiner discontinue the Matrix Reasoning subtest?
a)
After 4 consecutive scores of 0 after sample items.
b)
After 4 consecutive scores of 0 including sample items.
c)
After 5 consecutive scores of 0 after sample items.
d)
After 5 consecutive scores of 0 including sample items.
80.
How should the child indicate his or her choice in the Matrix Reasoning subtest?
a)
By either naming the picture, pointing to the picture, or saying the number of the correct picture
b)
By ONLY naming the picture
c)
By drawing the missing portion on the piece of paper
d)
By pointing to the box with the question mark
81.
What should the examiner do if the child gives more than one answer in the Matrix Reasoning subtest?
a)
Remind the child that there is only one correct answer to each problem
b)
Accept both answers and score the correct answer only
c)
Provide feedback on each answer given
d)
Accept both answers and score the incorrect answer only
82.
How many scores of 0 should the child obtain consecutively to discontinue the Matrix Reasoning subtest?
a)
4
b)
3
c)
5
d)
2
83.
How should the examiner position the Stimulus Book during Sample A administration in the Matrix Reasoning subtest?
a)
Place the coil-bound edge of the closed Stimulus Book toward the child
b)
Place the open Stimulus Book flat on the table
c)
Hold the Stimulus Book vertically and show it to the child
d)
Place the Stimulus Book upside down on the table
84.
What should the examiner do if the child selects an incorrect response during administration of Sample Items in the Matrix Reasoning subtest?
a)
Explain why the selected response is incorrect and point out the correct response with explanation
b)
Accept the child's response and proceed to the next sample item
c)
Prompt the child to choose another response option from the grid
d)
Readminister the same sample item
85.
How should the examiner introduce Sample Items in the Matrix Reasoning subtest?
a)
Turn to Sample Item and ask, "Which one here goes here?"
b)
Say, "Let's look at these pictures. Which of these butterflies goes here?"
c)
Say, "Here are some boxes. Choose the one that fits here."
d)
Say, "Pick the box that belongs in this space."
86.
What should the examiner do if a child aged 10 does not obtain a perfect score on Item 3 (his/her starting point) on Comprehension?
a)
Administer Item 2 then item 1 and look to establish basal age
b)
Proceed to Item 4 onwards until ceiling is reached
c)
Restart from item 1
d)
Repeat item 3 and provide corrective feedback
87.
What 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?
a)
Say, "What do you mean?"
b)
Prompt the child with leading questions to guess the correct answer
c)
Accept the response as it is and score from the manual
d)
Provide corrective feedback
88.
How should the examiner encourage hesitant children during the Comprehension subtest?
a)
Use encouraging remarks like "Yes" or "Go ahead"
b)
Provide corrective feedback immediately after any wrong answer
c)
Allow the child to take a break between items
d)
No, the examiner cannot encourage during WISC.
89.
On items indicated by (*) on Comprehension subtest, how is a child's response scored if it reflects a single general concept for an item?
a)
Scored 2 points
b)
Scored 1 point
c)
Scored 0 points
d)
Depends on the quality of the response
90.
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?
a)
Scored 2 points
b)
Scored 1 point for the first response and 0 points for the second response
c)
Scored 1 point for the first response and 1 point for the second response
d)
Scored 0 points
91.
What is the scoring for a child's response if it adds a spoiled response along with a 2-point or 1-point response?
a)
Scored 2 points
b)
Scored 1 point
c)
Scored 0 points
d)
Depends on the quality of the spoiled response
92.
What is the scoring principle on Comprehension for items with multiple general concepts if the child provides several responses of varying quality?
a)
Score the best response
b)
Score the response with the most points
c)
Score all responses equally
d)
Disregard the additional responses
93.
How should the Comprehension subtest be introduced to the child?
a)
"Now I am going to ask you some questions, and I would like you to tell me the answers."
b)
"Now I am going to tell you some answers, and I would like you to ask me the questions."
c)
"Now I am going to show you some pictures, and I would like you to identify them."
d)
"Now I am going to read you a story, and I would like you to answer some questions about it."
94.
What should the examiner do if the child does not provide a 2-point response to an item with a cross symbol on Comprehension?
a)
Provide a brief explanation of a 2-point response from the manual.
b)
Provide a detailed list of all 2-point responses from the manual
c)
Encourage the child to try again with a different question.
d)
Proceed to the next item
95.
What should the examiner do if the child's response to an item with a * symbol reflects only one general idea? For example on item about Smoke.
a)
Ask for a second response by saying, "Tell me another thing to do if you see thick smoke coming from the window of your neighbour's house"
b)
Accept the single response, score as 1, and proceed to the next item.
c)
Ask the child to repeat the response for clarity.
d)
Say, "Tell me more about it", or "What do you mean?"
96.
What action should the examiner take for items marked with a * symbol if the child's second response reflects the same general idea even after asking for a second response?
a)
Accept the single response and provide partial credit.
b)
Say, "Tell me some more (reasons that, advantages of, problem with…)
c)
Disregard the response and move on to the next item.
d)
Provide a leading prompt to help the child generate a different response.
97.
When should the examiner begin timing for the Symbol Search subtest?
a)
After the child completes the first item.
b)
After the examiner demonstrates the practice items but before the child begins the practice items.
c)
After saying the last word of the instructions after the child is done with the practice items.
d)
When the child starts explaining the task.
98.
How many forms of the Symbol Search subtest are there, and what are their age specifications?
a)
Two forms: Symbol Search A for ages 6–7 and Symbol Search B for ages 8–16.
b)
Three forms: Symbol Search A for ages 6–8, Symbol Search B for ages 9–11, and Symbol Search C for ages 12–16.
c)
One form: Symbol Search for ages 6–16.
d)
Two forms: Symbol Search A for ages 6–12 and Symbol Search B for ages 13–16.
99.
What should the examiner do on Symbol Search if the child reaches the end of a page before the time limit expires?
a)
Turn the page for the child and encourage them to keep working.
b)
End the test session and record the results.
c)
Allow the child to take a break before continuing.
d)
Give the child an eraser to correct any mistakes.
100.
What should the examiner do if the child omits an item or begins to complete a page in reverse order on Symbol Search?
a)
Remind the child to do them in order and point to the item to be completed next.
b)
Allow the child to skip items if they find them difficult.
c)
Provide the child with an eraser to correct any mistakes.
d)
Stop the test session and record the results.
101.
What should the examiner do if the child asks what to do if they make a mistake during the Symbol Search ?
a)
Assure the child that mistakes are okay and encourage them to continue working.
b)
Provide the child with an eraser to correct any mistakes.
c)
Allow the child to skip the item if they make a mistake.
d)
Discontinue the test session and record the results.
102.
What should be done if the child does not complete all Symbol Search test items within 120 seconds?
a)
Record the completion time as 120 seconds and move on.
b)
Readminister the subtest to allow another chance for a better score
c)
Ask the child to redo the missed items in between before recording the completion time.
d)
Administer Symbol Search B or A, whichever is still not administered
103.
How should an item be scored on Symbol Search if both YES and NO are marked without a clear indication of self-correction?
a)
Consider the response incorrect.
b)
Consider the response correct.
c)
Disregard the response for scoring purposes.
d)
Ask the child to clarify their response before scoring.
104.
What should be done if the child marks the NO box, crosses it out, and then marks the YES box for the same row on Symbol Search?
a)
Consider the response as YES.
b)
Consider the response as NO.
c)
Disregard the response for scoring.
d)
Consider the response as incorrect.
105.
How should the total raw score on Symbol Search be calculated if the child did not attempt certain items?
a)
Subtract the number of incorrect responses from the number of correct responses.
b)
Include the skipped items in the total raw score calculation.
c)
Disregard the skipped items when calculating the total raw score.
d)
Count the skipped items as incorrect responses.
106.
How should the child respond to the practice items on Symbol Search if a matching symbol is present in the search group?
a)
Mark the YES box.
b)
Mark the NO box.
c)
Mark both the YES box and circle the matching symbols
d)
Circle the correct symbol in the search group.
107.
What corrective action should the examiner take if the child incorrectly marks the NO box on the first practice item despite the matching symbols present on Symbol Search?
a)
Explain that none of the shapes in the search group match the target shape.
b)
Point out that the shapes in the target and search groups are identical.
c)
Offer praise for attempting the practice item.
d)
Encourage the child to redo the practice item without providing feedback.
108.
How should the examiner correct the child if they incorrectly mark the YES box on the second practice item despite no matching symbol present in Symbol Search?
a)
Point out that none of the shapes in the search group match the target shapes.
b)
Explain that one of the shapes in the search group matches the target shape.
c)
Offer praise for attempting the practice item.
d)
Encourage the child to redo the practice item without providing feedback.
109.
What is the primary instruction given to the child before starting the actual test items on Symbol Search?
a)
Say, "When I say Go, do these the same way. Start here, go in symbol search order, and don't skip any. Work as quickly as you can without making mistakes. When you finish the first page, go the second page, and the following page. Are you ready?"
b)
Say, "That's not quite right. Look here. Here is the shape. Now look over here. Here is the same shape. The shapes are the same, so you should mark the YES box."
c)
Say, "Look at these shapes. This shape here is the same as this shape here, so I will mark the YES box like this. Now look at these shapes. This shape here is not in these shapes here, so I will mark the NO box like this."
d)
Say, "These blocks are all alike. On some sides they are all red, on some sides they are all white, and on some sides they are half red and half white."
110.
When should the examiner instruct the child to stop working on the test items?
a)
After the child completes all the items on the first page.
b)
When the child reaches the end of the allotted time (120 seconds).
c)
After the child completes all the items on the second page.
d)
Do not stop the child until he/she has completed all items.
111.
What action should the examiner take if the child is still working after 120 seconds on Symbol Search?
a)
Stop the child and record 120 seconds as the completion time.
b)
Allow the child to continue working until all items are completed.
c)
Offer additional time to complete the remaining items.
d)
120 second do not matter as it is not a timed test.
112.
Which of these is a 2-point response for STRENUOUS?
a)
Requiring great effort
b)
Hard
c)
Tough
d)
Exhausting
113.
Which of these is a 1-point response for UNANIMOUS?
a)
Everyone decides on one thing
b)
Almost everyone agrees
c)
Clearly decided
d)
Everyone shares the same view
114.
Which of these is a 2-point response for IMMINENT?
a)
Obvious
b)
Inevitable
c)
Unavoidable
d)
Something bad is about to happen
115.
Which of these is a 1-point response for AMENDMENT?
a)
An addition
b)
A law; A bill
c)
Rights; Freedom
d)
Modification; Alteration
116.
Which of these is a 2-point response for COMPEL?
a)
Make someone do something
b)
Persuade; Convince
c)
Encourage; Motivate
d)
Try to get someone to do something
117.
Which of these is a 0-point response for GARRULOUS?
a)
Argues too much
b)
Boring; Exhausting
c)
Talkative and irritating
d)
Talks a lot
118.
Which of these is a 1-point response for ABERRATION?
a)
Foolish
b)
A departure from typical
c)
A deviation from normal
d)
Abnormal
119.
Which of these is a 0-point response for DILATORY?
a)
Slow; Sluggish
b)
Can’t make up your mind
c)
A problem; A trial
d)
Has to do with eyes: Dilating eyes
120.
Which of these is a 1-point response for AFFLICTION?
a)
Some kind of disorder
b)
Misfortune
c)
A handicap
d)
There's something wrong with you
121.
Which of these is a 2-point response for SELDOM?
a)
Rarely
b)
Once in a while
c)
Not regularly
d)
Very few
122.
Which of these is a 2-point response for FORESIGHT?
a)
Predict
b)
Anticipate
c)
Preview
d)
Future
123.
Which of these is a 2-point response for RIVALRY?
a)
Competition
b)
Conflict
c)
Fight
d)
Fighting between two families
124.
Which of these is a 2-point response for MIGRATE?
a)
Leaving your country to work in a new place
b)
Go somewhere
c)
Leave one place to go to another
d)
Immigrate
125.
Which of these is a 2-point response for FABLE?
a)
A story
b)
A lesson
c)
Fiction
d)
A true story
126.
Which of these is a 1-point response for MIMIC?
a)
Act like someone
b)
Imitate
c)
Copy
d)
Repeat what somebody does
127.
Which of these is a 2-point response for PRECISE?
a)
Accurate
b)
Very detailed
c)
To the point
d)
Perfect
128.
Which of these is NOT a 2-point response for TRANSPARENT?
a)
Clear
b)
You can see through it
c)
Not opaque
d)
Like a window
129.
Which of these is a 2-point response for ABSORB?
a)
Bring in moisture
b)
Absorb wetness
c)
Like a sponge
d)
Consume
130.
Which of these is a 2-point response for NONSENSE?
a)
Stupidity
b)
Stupid
c)
Foolish
d)
Irrelevant
131.
Which of these is a 2-point response for ISLAND?
a)
Land in the middle of the water
b)
Surrounded by water
c)
Land in the water
d)
An area in the middle of the ocean
132.
Which of these is a 2-point response for OBEY?
a)
Follow instructions
b)
Follow
c)
Respect
d)
Do what your parent says
133.
Which of these is NOT a 2-point response for BRAVE?
a)
Courageous
b)
Bold
c)
Facing your fears
d)
Save someone in danger
134.
Which of these is a 2-point response for PEST?
a)
Someone who annoys you
b)
Annoying
c)
Someone you don't like
d)
Mosquitoes; Flies
135.
Which of these is a 2-point response for ANCIENT?
a)
Something from the past
b)
Historical
c)
Prehistoric
d)
An old person
136.
What action does the examiner take if a child provides a marginal response to a Picture Item on Vocabulary subtest?
a)
Asks the child to clarify the response by saying, "Yes, but what else is it called?"
b)
Provides corrective feedback immediately
c)
Moves to the next item without further clarification
d)
Asks the child to describe the picture in more detail
137.
How does the examiner prompt the child if a generalized response is given for a Picture Item on Vocabulary?
a)
Asks the child to clarify the response by saying, "Yes, but what kind of [Insert child's response] is it?"
b)
Encourages the child to provide another response
c)
Provides corrective feedback immediately
d)
Moves to the next item without further clarification
138.
What does the examiner do if a child provides a functional description for a Picture Item on Vocabulary?
a)
Asks the child to clarify the response by pointing to the picture and saying, "Yes, but what is it called?"
b)
Provides corrective feedback immediately
c)
Encourages the child to provide another response
d)
Moves to the next item without further clarification
139.
How does the examiner handle a situation where a child uses hand gestures to respond to a Picture Item on Vocabulary?
a)
Asks the child to clarify the response by saying, "Yes, but what is it called?"
b)
Encourages the child to provide another response
c)
Provides corrective feedback immediately
d)
Moves to the next item without further clarification
140.
What does the examiner do if a child responds incorrectly to a Verbal Item on Vocabulary by mistaking a different word?
a)
Asks the child, "Listen carefully, what does [Insert stimulus word] mean?"
b)
Provides corrective feedback immediately
c)
Encourages the child to try again
d)
Moves to the next item without further clarification
141.
What instruction does the examiner give if a child aged 6-8 responds non-verbally to a Verbal Item on Vocabulary?
a)
Says, "Tell me in words what a [Insert stimulus word] is."
b)
Asks the child to point to the word in the Stimulus Book
c)
Encourages the child to respond orally
d)
Provides corrective feedback immediately
142.
What type of responses are scored 0 points in the Picture Items section on Vocabulary?
a)
Marginal responses
b)
Personalized responses
c)
Generalized responses
d)
Functional responses
143.
What action should be taken if a child makes a personalized response in the Picture Items on Vocabulary?
a)
Award 1 point for the response.
b)
Award 0 points for the response.
c)
Prompt the child to provide a correct response.
d)
Give partial credit.
144.
What does a spoiled response accompanying a 2- or 1-point response result in scoring on Vocabulary subtest?
a)
0 points
b)
1 point
c)
2 points
d)
No points deducted
145.
How are multiple responses handled in the Verbal Items section on Vocabulary?
a)
The highest quality response is scored.
b)
All responses are scored equally.
c)
The average score of all responses is taken.
d)
The examiner decides which response to score.
146.
What type of response earns 2 points in the scoring of verbal items of Vocabulary?
a)
Providing a vague definition.
b)
Stating a minor use of the word.
c)
Listing only one definitive feature.
d)
Describing several descriptive features that cumulatively show understanding.
147.
What type of response is likely to earn 2 points in the scoring of verbal items on Vocabulary?
a)
Providing a broad category to which the word belongs.
b)
Mentioning only one primary feature.
c)
Listing only one descriptive feature.
d)
Offering a minor synonym for the word.
148.
According to the guidelines, what earns 2 points in the scoring of Vocabulary items when referring to verbs?
a)
Providing a vague example of action.
b)
Describing a minor characteristic of the action.
c)
Stating a general function of the verb.
d)
Offering a definitive example of action or causal relations related to the verb.
149.
What type of response in the scoring of Vocabulary items might earn 1 point but lacks elaboration according to the provided guidelines?
a)
Stating a correct but minor use of the word.
b)
Providing an example using the word itself.
c)
Describing a concrete interpretation of the word.
d)
Offering a correct definition of a related form of the word.
150.
When administering Vocabulary Items, how should the examiner handle responses that are clearly incorrect?
a)
Do not query them
b)
Repeat the question
c)
Provide queries as often as necessary
d)
Provide corrective feedback
151.
How does the examiner introduce the Verbal Items of Vocabulary subtest for children aged 6-16?
a)
By saying, "I am going to show you some spellings from the booklet. Tell me what each word means."
b)
By asking, "What does [Hat} mean in Urdu?"
c)
By saying, "I am going to say some words. Listen carefully and tell me what each word means."
d)
By opening the Stimulus Book to the appropriate item and pointing to the item on the page while reading the question aloud
152.
What is the appropriate method for introducing the Verbal Items of Vocabulary to children aged 9-16?
a)
By opening the Stimulus Book to the appropriate item and pointing to the item on the page while reading the question aloud
b)
By saying, "I am going to show you some spellings from the booklet. Tell me what each word means."
c)
By showing the child a series of pictures and asking what each represents
d)
By providing a definition for each word before asking the child to respond
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