Adapted from the proven and reliable WISC-V, the WISC-V Spanish provides a culturally and linguistically valid test of cognitive ability in Spanish for use with Spanish-speaking children.
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0158010639 Qualification Level C Includes Manual (English for bilingual examiners with instructions to students in Spanish), WISC-V Technical and Interpretive Manual (Print), Stimulus Book 1 (Print), Stimulus Book 2 (Print), Stimulus Book 3 (Print), 25 Record Forms (Print), 25 Response Booklets (Print), Symbol Search Scoring Key (Print), Coding Scoring Key (Print), and Wechsler Standard Block Set, all in a storage box
0158010647 Qualification Level C Includes Manual (English for bilingual examiners with instructions to students in Spanish), WISC-V Technical and Interpretive Manual (Print), Stimulus Book 1 (Print), Stimulus Book 2 (Print), Stimulus Book 3 (Print), 25 Record Forms (Print), 25 Response Booklets (Print), Symbol Search Scoring Key (Print), Coding Scoring Key (Print), Wechsler Standard Block Set, and soft-sided rolling bag
0158010655 Qualification Level C Includes Manual (English for bilingual examiners with instructions to students in Spanish), WISC-V Technical and Interpretive Manual (Print), Stimulus Book 1 (Print), Stimulus Book 2 (Print), Stimulus Book 3 (Print), 25 Record Forms (Print), 25 Response Booklets (Print), Symbol Search Scoring Key (Print), Coding Scoring Key (Print), Wechsler Standard Block Set, and hard-sided rolling bag
0158010663 Qualification Level C Includes Manual in English for bilingual examiners with instructions to students in Spanish
A103000231375 Qualification Level C For Coding and Symbol Search subtests; This item is to be used for demonstration purposes only by the examiner during an administration, not for examinee use.
0158010736 Qualification Level C Includes Block Design, Similarities, Matrix Reasoning, Digit Span, Coding, and Vocabulary
0158010752 Qualification Level C Includes Picture Span, Symbol Serach, Information, Letter-Number Sequencing, Comprehension, and Arithmetic
A103000196025 Qualification Level C This 3-hour session compares the WISC–V Spanish with the WISC–IV Spanish (2004) and the WISC-V. Presenters will describe the structure of the WISC-V Spanish as well as selected subtests and indexes. Possible clinical applications will be discussed including the application of the WISC–V Spanish to determine cognitive strengths and weaknesses and their impact on academic performance. Price includes up to 40 people per session. Training orders will be processed within 5-7 business days of order placement. A training consultant will contact you to coordinate your training. Training dates are scheduled no earlier than 5 weeks from order placement.
A103000196026 Qualification Level C This 6-hour session is designed for individuals who require a comprehensive understanding of the WISC–V Spanish. The presenters will describe and demonstrate administration and scoring of the subtests and basic interpretation of the results. Using sample data, the presenters will show how to analyze WISC–V Spanish profiles by considering primary, ancillary, and complementary indexes and how to decide which index to use to determine an examinee’s eligibility for direct specialized instruction. Price includes up to 40 people per session. Training orders will be processed within 5-7 business days of order placement. A training consultant will contact you to coordinate your training. Training dates are scheduled no earlier than 5 weeks from order placement.
A103000196027 Qualification Level C This 6-hour session is designed for individuals who require a comprehensive understanding of the WISC–V Spanish. The presenters will describe and demonstrate administration and scoring of the subtests and basic interpretation of the results. Using sample data, the presenters will show how to analyze WISC–V Spanish profiles by considering primary, ancillary, and complementary indexes and how to decide which index to use to determine an examinee’s eligibility for direct specialized instruction. Price includes up to 40 people per session. Training orders will be processed within 5-7 business days of order placement. A training consultant will contact you to coordinate your training. Training dates are scheduled no earlier than 5 weeks from order placement.
A103000196028 Qualification Level C Price includes up to 40 people per session. This 1-hour Q&A session supports participants who have attended a previous session or are familiar with the assessment. A Pearson expert will meet with participants to address follow-up questions and support specific assessment-related needs. To use the hour efficiently, participants may submit questions in advance. Q&A sessions do not include handouts or slides. Training orders will be processed within 5-7 business days of order placement. A training consultant will contact you to coordinate your training. Training dates are scheduled no earlier than 5 weeks from order placement.
- of 21 resultsChildren aged 6:0-16:11
Scores/interpretation:FSIQ, Primary Index Scores and Ancillary Index Scores
Qualification level:Qualification Level
Level A
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Level B
This approval level enables you to buy our assessments requiring A or B qualification levels.
Level C
This approval level enables you to buy all our assessments.
Completion time:Core subtests: ~60 minutes
Administration:Q-interactive (digital) or paper-and-pencil
Scoring options: Q-interactive® Administration and Scoring, Q-global® Scoring & Reporting, or Manual Scoring
The WISC-V Spanish provides flexibility and interpretive power, along with access to new subtests, to deliver a broader view of a child's cognitive abilities.
The WISC-V Spanish increases construct coverage without increasing testing time so you get a more efficient, developmentally appropriate measure — and still have time to assess other domains of interest.
Get a closer look at the benefits and features of this product.
The following resources and sample reports are available.
Available With
Subtest Pricing
Scoring and Reporting
Materials Needed
Annual Q-interactive licenses can be purchased using our online order form or by calling Customer Support at 1-800-627-7271. See the Q-interactive pricing tab for more information on license options.
If you want to add the WISC-V Spanish to your account, visit our online order form and select the "Add test(s) to existing account" option. You may also call Customer Support at 1-800-627-7271.
Select a question below to see the response.
WISC-V Frequently Asked Questions
For all general WISC–V FAQs (most of which also apply to WISC–V Spanish), click here.
Q-interactive Frequently Asked Questions
What is the WISC–V Spanish?
The Wechsler Intelligence Scale for Children–Fifth Edition, Spanish (WISC–V Spanish) is a Spanish adaptation of the Wechsler Intelligence Scale for Children–Fifth Edition. It is an individually administered measure of intellectual ability for children aged 6 years 0 months through 16 years 11 months who speak primarily Spanish, many of whom are in the process of acculturating to the U.S.
Do I have to administer the test in Spanish?
Yes, the WISC–V Spanish is designed to be administered in Spanish. Instructions to the examiner are in English on all test materials, and instructions to the child and sample responses are in Spanish. A child may provide responses in either language, and credit is awarded for correct responses, regardless of the language they were provided in. However, you cannot translate the items into English. If, in your clinical judgment, you determine that the items need to be administered in English to a particular child, you should administer the WISC–V instead.
What if a child responds in English, Spanish, or a mix of both?
Correct responses are awarded credit, regardless of the language they were provided in. However, you cannot translate the items into English (or any other language).
What about Spanish-speaking children who have or are approaching English language proficiency?
The most salient guideline in this situation is that the WISC–V Spanish was primarily designed for Spanish-speaking children who have been in the U.S. school system no more than 5 consecutive years. This is because children who have been in the U.S. school system longer than 5 years may be approaching mastery of the English language and are likely receiving classroom instruction in the English language, including exposure to vocabulary and verbal concepts. Therefore, it is recommended that those children first be administered the WISC–V (English). If in doubt, and you are assessing a “bilingual” child who has not completed more than 5 consecutive years in the U.S. school system, you may choose to test in both languages. One approach would be to give the complete WISC–V Spanish, and then administer the Verbal subtests from the WISC–V, and compare scores. Keep in mind that the cognitive functioning of some bilingual children may be higher than tests in either language suggest. In these cases it is always important to use your clinical judgment and consult with a specialist in cross-cultural assessment when needed.
How has the test structure changed from WISC–IV Spanish to WISC–V Spanish?
Changes in the test structure include new and separate Visual Spatial and Fluid Reasoning index scores and new measures of visual spatial ability, quantitative fluid reasoning, and visual working memory. To augment the primary index scores and the FSIQ, a number of new ancillary index scores are also available, such as Quantitative Reasoning and Auditory Working Memory. The changes were influenced by contemporary structural models of intelligence, neurodevelopmental theory and neurocognitive research, clinical utility, and factor-analytic studies.
The separation of Visual Spatial and Fluid Reasoning index scores results in greater interpretive clarity. The addition of visual working memory enhances the scale’s clinical utility due to domain-specific differentiation of working memory abilities.
What type of information is located in the WISC–V Technical and Interpretive Manual and the WISC–V Spanish manual?
he information that appears in the WISC–V Technical and Interpretive Manual is applicable to the subtests and composites available in the WISC–V Spanish because of the adaptation and equating procedures that were utilized. The WISC–V Technical and Interpretive Manual is included with the WISC–V Spanish kit and also within Q-interactive (a Pearson digital administration and scoring platform) and Central (Q-interactive’s online web-based portal).
Administration (i.e., presenting stimuli, responding, and scoring) is available in both paper and digital formats. The WISC-V Spanish Manual provides information about:
Where was the WISC–V Spanish equating sample collected?
The equating sample was collected in the United States, including Puerto Rico. It included individuals with countries of origin in the Caribbean, Mexico, Central, and South America. Most participants in the Special Group studies (Intellectual Disability and High Cognitive Ability) were residing in Mexico or Puerto Rico.
Does the WISC–V Spanish use the same norms as the WISC–V?
Six subtests (i.e., Block Design, Visual Puzzles, Matrix Reasoning, Figure Weights, Coding, and Symbol Search) required translation of instructions to the child, but the stimuli, subtest administration rules, and scoring rules remained identical to the WISC–V. Performance across the English- and Spanish-speaking groups was comparable (see Chapter 5 of the WISC–V Spanish manual). For these six subtests, the WISC–V raw score to scaled score conversions were applied directly to the WISC–V Spanish. Total raw scores obtained on either the English or Spanish version involve the same response processes and are assumed to represent the same level of performance on the constructs measured, and the constructs measured are unchanged.
The remaining eight subtests produced different total raw scores across the English and Spanish versions in the initial subtest-level comparisons: Similarities, Vocabulary, Information, Comprehension, Arithmetic, Digit Span, Picture Span, and Letter–Number Sequencing. Each of these subtests required translation of instructions to the child, modifications to item scoring rules, and/or content changes based on the language differences between English and Spanish. Working Memory subtests presented a unique challenge across languages, as longer word lengths in Spanish increased working memory load even when the same number of stimuli was used. Although Picture Span does not require expressive responses, the differences are meaningful because children often verbally rehearse the stimuli prior to producing a response.
To ensure user-friendliness, the tables provided in the WISC–V Spanish manual already reflect the Spanish-to-English conversion for the revised subtests. No additional adjustments are needed after using Table A.1 to obtain the scaled scores.
How were the WISC–V Spanish scores equated to the WISC–V?
Due to language and cultural differences, the seven subtests contributing to the VCI and WMI domains, plus the Arithmetic subtest were equated using the WISC–V Spanish equating sample (sample 1, N = 220), and the English normative sample (sample 2, N = 2,200). Both samples were stratified according to the most recent census of the target populations.
To ensure the accuracy of equating at the extremely low and high score ranges, two clinical validity samples were collected: Intellectual Disability-Mild Severity and High Cognitive Ability (samples 3 and 4, respectively). In addition, a non-clinical validity sample (sample 5) was established by randomly matching the Spanish and English speaking samples (i.e., matched sample 1 and sample 2) by key demographics.
Both IRT and conventional equipercentile equating methods were used to equate the WISC–V Spanish and English editions. First, IRT joint-calibration with the common items design was applied to equate the two editions. This method has been widely used and well-evaluated in the literature as a trustworthy and appropriate equating method (Elliott, 2012; Kolen & Brennan, 2004; Mardell & Goldenberg, 2011; Woodcock, 2011 [see the complete reference list in the WISC–V Spanish Manual]). Second, the conventional equipercentile equating method was employed to equate the WISC–V Spanish and English editions. Third, the results of the two methods were compared using the data of the validity samples (i.e., samples 3, 4, and 5) to determine which method produced the best equating results that were mostly consistent with the theoretical, clinical, and psychometric expectations. Last, minor adjustments were made to the best equating results to ensure consistent equating results within the age bands.
Why did you provide equated norms instead of developing separate norms for the WISC–V Spanish?
The overarching goal for the WISC–V Spanish was to develop a Spanish-language instrument equivalent to the WISC–V in the scores produced, response processes evoked, and constructs measured. It was important to ensure that the measure was clinically appropriate for use with Spanish-speaking children of diverse backgrounds living in the U.S., and that the psychometric properties were comparable to those of the WISC–V. Because children tested with this measure will be compared to the same standards as those tested with the WISC–V, the preferred methodology was to produce a version that could be equated to and had the same reference group as the WISC–V.
What are the optional language-environment verbal score adjustments and why are they used?
The adjusted scores do not represent the child’s intellectual ability. Rather, they provide an estimate (not a precise measure) of the degree to which personal (e.g., language use and preferences) and environmental (e.g., home, neighborhood, school) realms may have influenced the child’s performance. In some situations, practitioners may wish to utilize the adjusted scores to evaluate the hypothesis that a child’s Verbal Comprehension scores were influenced by the child’s Spanish proficiency. Appendix D in the WISC–V Spanish Manual includes comprehensive information about these adjustments including the procedures, applications, interpretation and use cases.
What information is necessary to gather for the score adjustments?
If it is determined that adjusted scores for the WISC–V Spanish would inform interpretation, additional demographic information from the child’s parent or guardian is necessary. The reproducible parent letter (available in English and Spanish) may be used to inform the parent why the information is necessary and how it will be used. A reproducible language questionnaire (also available in English and Spanish) can be used to gather the additional demographic information from the child’s parent or guardian, which can then be entered into Q-global or Q-interactive. The reproducible forms are located in Appendix D of the WISC–V Spanish Manual, in the Resource Library on Q-global, and under the Support Tab on Q-interactive Central.
Can I use the Adjusted Verbal Scores to calculate a child’s FSIQ?
The adjusted scores do not qualify as normative data because the data were not specifically sampled to provide a representative sample with respect to census targets. The standard age-adjusted norms are recommended to calculate a child’s FSIQ. Additionally, the adjusted scores do not represent the child’s intellectual ability. Rather, they provide an estimate (not a precise measure) of the degree to which personal (e.g., language use and preferences) and environmental (e.g., home, neighborhood, school) realms may have influenced the child’s performance.
The following training events are available for WISC-V Spanish.
This brief orientation training has been pre-recorded session has been developed to familiarize you with the WISC-V Spanish. All you need is access to the Internet and the sound enabled on your computer. Please keep in mind that the session may take a few minutes to load.
