Exploring cognition with Woodcock and Johnson IV tests of Cognitive Abilities

Exploring cognition with Woodcock and Johnson IV tests of Cognitive Abilities

Exploring cognition with Woodcock and Johnson IV tests of Cognitive Abilities

Reviewed by Dr Anna Smith, Head of The Dyslexia Guild.

 

This set of 18 tasks is, at first sight, very welcome as an alternative way of evaluating aspects of cognition. The bag feels hefty and while the number of subtests seems large, there is very little likelihood that you will feel the need to carry out all of these tests. In fact, SpLD Assessment Standards Committee (SASC) guidance assures us that this is not required.

The battery offers several different combinations of subtest that can be used for a measure of ability, but SASC appears to favour the Gf-Gc composite (so named for combining comprehension knowledge and fluid reasoning). For verbal ability, SASC advises that you can use tests 1 and 8 (Oral Vocabulary and General Information) and for non-verbal ability, you can consider using tests 9 and 7 (Concept Formation and Visualisation).

I have tried to explore all the subtests available in the table below, and SASC suggests that you can switch some of these subtests with those you are currently using from other batteries: firstly, if you want an alternative for measuring auditory working memory, consider using tests 3 (Verbal Attention) and 10 (Numbers Reversed), and if you are seeking out other tests for phonological processing consider using tests 5 (Phonological Processing) and 12 (Nonword Repetition), but do note that you will still need to use other rapid naming tasks as there is no test for this within this battery. If you are particularly interested in exploring visual processing you can do this via tests 4 (Letter-Pattern Matching) and 17 (Pair Cancellation). There is normative data from aged 2 years old to 90 years old and most of the tests have good reliability of over r = .83, with many in the .9 range, with the notable exception of Test 14 (Picture Recognition) which is low at r = .71 to .73, depending on the age range.

Descriptions of subtests

 

1. Oral Vocabulary

This is a two part approach to testing vocabulary. In the first part, the examinee is asked for a synonym for a given word and then in the second part an antonym. Note that those on the test record are not the only correct responses (and some are not too accurate e.g., 23B). Some children will doubtless find it difficult to come up with a single word response.

 

2. Number Series

A task that measures the ability to spot a sequence in a set of numbers. This might be a good test for exploring numeracy skills, e.g., 12 14 16 __ (a made up example)

 

3. Verbal attention

This is described as a test of attention but certainly loads onto sequential short term memory. This may be easier for some examinees because it contains semantic information and so visualisation might provide an advantage. Examinees have to name items that occurred in particular positions in a list that is read to them.

 

4. Letter-Pattern matching

This is a useful exercise where identical pairs of letter clusters have to be identified at speed: this may key into word recognition skills as some of the letter combinations are those used in the English language and there is a version with numbers too (subtest 11) so these might be interesting to compare. This is a useful alternative to well-known symbol matching tasks.

 

5. Phonological Processing

Word access is quite different to any CTOPP 2 subtest: a made up example might be that

the examinee has to say a word that has the /n/ sound in the middle, and so might offer the response ‘money’. The assessor has to judge the responses which could be tricky for the final more subtle sounds.

Word fluency is a classic task (the very similar FAS is often used in medicine for quick and easy cognitive test of fluency). The respondent is asked to name all the words they can think of beginning with a specified sound. It is worth recording answers on a device as there is often not time to write them all down.

Substitution: This test involves switching sounds within words and so a made up example might be say ‘change the /t/ in bat to /n/. The correct answers feel inaccurate at times and may not work with some accents (Item 11). Note that this subtest title is misleading since not all aspects of phonological processing are measured.

 

6. Story Recall

Short term semantic memory is engaged for this task, where examinees must recall brief sentences and paragraphs. The audio is not too American with the exception of ‘candy’. There are different start points which is good in terms of reducing testing time.

 

7. Visualisation

Again, this is a two part subtest and consists of the following:

Spatial Relations: Somewhat similar to items within a matrix-style task where an image is presented and the pieces have to be identified from a range.

Block rotation: This will be quite a challenge for some, I should think, as building block structures are presented in various rotational planes and the right one has to be identified with a target image. The block details are quite small on some of the later items.

 

8. General Information

‘Where’ subtest: A made-up example of this might be the question, ‘where would you find a pillow?’ A test of vocabulary but requiring expressive and receptive language skills as well as a bit of general knowledge. The final items have a curious link with each other which may disadvantage some examinees. This subtest is then followed by ‘what’ questions.

An example might be, ‘What would you do with secateurs?’

 

9. Concept information

This subtest involves identifying a ‘rule’ that explains why a shape is singled out. This is a challenging test of information processing that will be difficult for those with learning difficulties. It is important that your feedback is accurate for this task as any false hints from an assessor could impact upon learning.

 

10. Numbers reversed

Familiar to many of us, this is an auditory working memory task and the title speaks for itself.

 

11. Number pattern matching

This is a test of visual processing speed where identical pairs of number clusters have to be identified at speed and as such this is another handy substitute for well-known symbol matching tasks.

A made up example is: 831 138 831 183 108 801

 

12. Non-word repetition

This task involves the use of a recording much like another phonological memory test we are familiar with and repetition by the examinee is requested, but what is quite strong about this test is that the words are more realistic: a made up example might be ‘extranspondatory’. This may make the task easier than other tests where the words are less standard in their construction.

 

13. Visual Auditory Learning

This is an unusual task, loading heavily onto visual working memory where symbols are paired with words and the pairing is learned throughout the task. The examinee is then asked to produce sentences based on the symbols shown to them. Again, it is important that feedback is accurately given and for this reason lots of practice is recommended.

 

14. Picture recognition

The examinee has to pick out target line drawings from similar ones. For example, a particular piece of furniture from a range of three sometimes very similar images and sometimes several correct items have to be identified out of a range. This is quite a useful visual memory task and is really challenging at the end.

 

15. Analysis-synthesis

This is a coding task where rules are presented and need to be followed in order to gain the correct response. The authors suggest that this taps into learning unique information or symbols, such as might happen in chemistry.

 

16. Object-number sequencing

This is essentially a working memory task: a set of digits and words have to be listened to and then reordered, maintaining the original sequence but within each category, objects first and then digits:

A made-up correct response might be:

Assessor: train 5 2 apple 7 dog

Examinee: train apple dog 5 2 7

 

17. Pair cancellation

A timed visual processing task that may well produce an extra piece of evidence alongside other visual processing tasks in this battery. The examinee is presented with a sheet consisting of rows of repeating symbols and a target pair is identified at the beginning of this sheet. Any repetition of this target pair of images must be identified amongst the rows of stimuli.

 

18. Memory for words

A sequence of unrelated words has to be reproduced in the correct sequence. An example might be:

say then book chair went put

This is another useful test for short term sequential auditory memory but with a semantic component.

 

General points for the assessor

Examples are always given to the examinee and this feels so much more accessible than tests that use very simple statements like ‘what picture belongs here?’. This means understanding is established and a more accurate estimate of skill is probably acquired.

The easels are cumbersome and heavy to carry around if you are travelling to an appointment. You could take the cards that you don’t intend to use out of the easels to make life easier. Also, the cards often snag on the binding rings as you turn them over, which sounds minor but if you have paid a lot for this kit, you won’t want it to look tatty and then fall apart – you could consider buying punch hole reinforcers to protect the cards.

Several of the tasks require audio files and having to do this for any test is a disadvantage. It takes extra time to set up, it involves carrying more test kit and the issue of an American accent is raised, although it seems likely that these days children are able to cope with this. Happily, the audio files are very easy to download from the registration site and can be played on a wide range of devices.

Last but not least is the issue of online scoring. This is a major disadvantage as you must pay each time you generate a set of scores. This is not ideal as it is often important to understand the normative data that lies at the heart of a set of tasks. In contrast to this inconvenience, the record forms are actually well designed. Firstly, if you want an approximate guide to what you might expect in terms of performance, there are tables alongside each subtest data entry point which give the typical score you might expect for each age group and secondly, at the top of each subtest data entry point, you are reminded of basal and ceiling rules.

In summary, the Woodcock and Johnson IV has real appeal and this might mean the initial and ongoing outlay is worth paying. We do have a copy of this battery in the library here at the Dyslexia Guild and while we are not able to offer it for use as a tool, there is an opportunity to explore the subtest before making any investment.

 

 'First appeared in Volume 32, Number 2, Autumn/Winter 2022 edition of Dyslexia Review, the Journal of The Dyslexia Guild. Reprinted with permission'

You can purchase this test here.