Research

CVLT-II: Equivalence of Q-interactive: Administered Cognitive Tasks - CVLT-II and Selected D-KEFS Subtests

This study evaluated the equivalence of scores from Q-interactive and paper-and-pencil versions of the California Verbal Learning Test, Second Edition (2000) and four Delis-Kaplan Executive Function Scale ( 2001). The CVLT-II and the D-KEFS subtests are tests on which the only plausible sources of format effect would be in the recording and scoring process, because the examinee does not interact with a tablet and the examiner does not intervene while the examinee is answering.

NEPSY–I: Equivalence of Q-interactive and Paper Administrations of Cognitive Tasks: Selected NEPSY®–II and CMS Subtests

This study evaluated the equivalence of scores from digitally assisted and standard administrations of three NEPSY®–II (2007) subtests (Memory for Designs—Immediate, Picture Puzzles, and Inhibition) and two Children’s Memory Scale (1997) subtests (Picture Locations and Dot Locations). In this study, there were no format effects that reached the threshold for non-equivalence. Therefore, it was concluded that scores from digital and paper administrations are interchangeable.

WAIS-IV: Equivalence of Q-interactive - Administered Cognitive Tasks

This study evaluated the equivalence of scores from Q-interactive and paper-and-pencil versions of the Wechsler Adult Intelligence Scale, Fourth Edition (WAIS–IV; Wechsler, 2008). Overall, it demonstrated that scores generated from Q-interactive are interchangeable with those obtained from the paper-pencil format.

WIAT–III: Equivalence of Q-interactive and Paper Scoring of Academic Tasks - Selected WIAT-III Subtests

In this study, the equivalence of scores from digitally assisted and standard scorings of two subtests of the Wechsler Individual Achievement Test®—third edition (WIAT®–III; Wechsler, 2009), Oral Reading Fluency and Sentence Repetition, were evaluated.

WISC–IV: Equivalence of Q-interactive - Administered Cognitive Tasks

This study evaluated the equivalence of scores from Q-interactive and paper-and-pencil versions of the Wechsler Intelligence Scale for Children, Fourth Edition (WISC–IV; Wechsler, 2003). Overall, it demonstrated that scores generated from Q-interactive are interchangeable with those obtained from the paper-pencil format.

WISC–V: Equivalence of Q-interactive and Paper Administrations of Cognitive Tasks

In this study, the equivalence of scores from digitally assisted and standard administrations of the Wechsler Intelligence Scale for Children®–fifth edition (WISC®–V; Wechsler, 2014) was evaluated.

WISC–V: Q-interactive Special Group Studies: The WISC-V and Children with Autism Spectrum Disorder and Accompanying Language Impairment or Attention Deficit/Hyperactivity Disorder

In this study, the equivalence of scores from digitally assisted and standard administrations of the Wechsler Intelligence Scale for Children®–fifth edition (WISC®–V; Wechsler, 2014) was evaluated.

WISC–V: Q-interactive Special Group Studies: The WISC-V and Children With Specific Learning Disorders in Reading or Mathematics

This technical report describes the results of two special group studies tested using the Weschsler Intelligence Scale for Children - Fifth Edition

WISC–V: Q-interactive: WISC-V Coding and Symbol Search in Digital Format: Reliability, Validity, Special Group Studies and Interpretation

This technical report provides information about the adaptation of the WISC-V Coding and Symbol Search subtests into digital format for Q-Interactive.

WISC–V: Technical report 1 - Expanded Index Scores

This technical report provides information about the derivation and use of two new ancillary WISC-V index scores.

WISC–V: Technical Report 2: Testing Children Who Are Deaf or Hard of Hearing

This report is intended to shed light on the complexity of assessment with members of the deaf and hard to hear population.

WISC–V: Technical Report 3: Using the WASI-II with the WISC-V

This technical report provides information relevant to using the WASI-II with the WISC-V.

WISC–V: Technical Report 4: Children with Hearing Differences Who Utilise Spoken Language and Have Assistive Technology