Wechsler Adult Intelligence Scale | Fifth Edition

Overview

The Wechsler Adult Intelligence Scale®, Fifth Edition (WAIS®-5), the most comprehensive and reliable assessment of cognitive ability now features reduced administration time, updated norms, improved clinical utility, and improved user experience. The WAIS-5 is widely used in clinical, educational, correctional, and pharmaceutical research and in government settings.

As an added benefit, WAIS-5 has been co-normed with WMS®-5 to increase the precision of IQ and memory comparisons.

Features and benefits

• New later start points for those suspected of intellectual giftedness
  • Decreased testing time
• New index scores for examinees with expressive or motor problems
  • Improved interpretive clarity
  • Measure of ability not confounded by expressive language or motor problems
• Separate visual spatial and fluid reasoning indexes
  • Purer measure of both constructs
  • Improved interpretive clarity
• Comprehensive measurement of working memory
  • Auditory, visual, spatial, capacity, and focus of attention
  • Task that mimics real-world rate of speech
• New quantitative reasoning index
  • Strong indicator of general intelligence and predictor of academic and career success
• New crystallized and fluid expanded index scores
  • Broader measures of the two cornerstones of intelligence
• New subtests
  • Running Digits
  • Set Relations
  • Naming Speed Quantity
  • Spatial Addition
  • Symbol Span

Materials

• WAIS-5 Overview Brochure
• WAIS-5 Comparison Flyer
• WAIS-5 Sample Score Report
• WAIS-5 Q-interactive Technical Report
• WAIS-5 Ancillary Index Scores Flyer
• WAIS-5 Infographic

Videos

• WAIS-5 is Now Available
• Overview Video

Blogs

• What’s new with the WAIS-5?
• Introducing WAIS-5 on Q-interactive!
• The Excitement Surrounding the WAIS-5 and Its Importance for You

Test framework, revision goals, and general practice issues

Can instructions be provided in a different language when using the Nonverbal Index?

The Nonverbal Index (NVI) includes subtests from four of the five cognitive domains that contribute to the FSIQ (Verbal Comprehension is not included). It offers a potentially more appropriate estimate of overall ability for examinees with substantial expressive language impairment or other clinical conditions associated with expressive language difficulties. The score may also provide a useful estimate of overall ability for examinees who are English language learners or who are deaf or hard of hearing.

The test was normed on individuals whose primary language is English. However, a special group sample of individuals receiving services for ELL/LEP produced a mean NVI that was comparable to (slightly higher than) that of a matched control group mean. These results are similar to those of other studies that indicate that nonverbal composites can be used to estimate cognitive ability for individuals who are English language learners (Elliott, 2023; Kaufman & Kaufman, 2004, Wechsler, 2012, 2014). The impact of receptive language and culture on scores, however, must be carefully considered. Therefore, these results may not be generalizable to all individuals.

Intellectual assessment of individuals who are English language learners is a complex process that requires knowledge of second language acquisition, the individual’s proficiency in their native and subsequent languages, and familiarity with several models used to tailor such evaluations to the individual’s situation. The summary report should include a caveat that the WAIS-5 was normed on a sample of primary English speakers.

Elliot, C. D. (2023). Differential Ability Scales (2nd ed.; DAS–II): Normative update school-age manual. NCS Pearson

Kaufman, A. S., & Kaufman, N. L. (2004) Kaufman Assessment Battery for Children (2nd ed.). NCS Pearson.

Wechsler, D. (2012). Wechsler Preschool and Primary Scale of Intelligence (4th ed.). NCS Pearson.

Wechsler, D. (2014). Wechsler Intelligence Scale for Children (5th ed.). NCS Pearson.

What is the appropriate composite score to use when evaluating for a specific learning disability using ability-achievement discrepancy analyses?

The FSIQ is generally the first choice for an ability-achievement discrepancy analysis because it provides the broadest sample of behavior. However, there may be other circumstances that influence your choice (e.g., significant discrepancies between index scores when a language disorder is suspected). In these situations, other scores (e.g., VCI, VSI, FRI, GAI, NVI) might be appropriate.

Does the WAIS-5 support the use of a pattern of strengths and weaknesses approach to learning disability evaluation?

Yes, a pattern of strengths and weaknesses approach comparing WAIS-5 and WIAT-4 scores can be used within the WIAT-4 score report on the Q-global^® platform. The data are too complex to provide in a paper format; the scoring software must be used for this purpose.

Is the WAIS-5 quicker to administer than the WAIS-IV?

Yes. Substantial efforts were made during development to achieve the shortest testing time possible and still offer greater construct coverage and flexibility. As a result, administration time is shorter than that of the WAIS–IV. For the heart of the test, the primary index scores, the subtests take less time (about 10 minutes) to administer than the WAIS–IV. The FSIQ, now with only seven subtests, can be obtained about 20 minutes faster than the WAIS–IV. Because administration time is determined by the composite scores desired, it varies based on the practitioner's choices. The WAIS-5 provides ten secondary subtests to expand the clinical utility. If you opt to administer these subtests, the testing time will be somewhat longer.

Examinees who are intellectually gifted commonly require long testing times because they meet discontinue rules late in the item order or not at all. The WAIS-5 incorporates special start points for examinees suspected of intellectual giftedness (i.e., SIG start points) that result in testing time reduction of approximately 25% relative to using standard start points with high-ability examinees.

What are the recommendations for using the WAIS-5 over the WISC–V when evaluating examinees aged 16?

Because the age ranges of the WAIS-5 and the WISC–V overlap for examinees aged 16, practitioners have the option of choosing the appropriate measure for an examinee this age.

• For examinees suspected of below average cognitive ability or examinees with clinical diagnoses, the WISC–V should be administered because of its lower floor at this age range.
• For examinees of high ability, however, the WAIS-5 should be considered because of its higher ceiling.
• For the examinee of average ability, the choice between the WAIS-5 and the WISC–V requires clinical judgment from the educational and/or psychological professional.

Both tests require the administration of 10 subtests to calculate the FSIQ and primary index scores, but examinees who have difficulty completing a lengthier assessment may benefit if the WAIS-5 is used because it is somewhat faster to obtain the primary index scores and the FSIQ consists of only seven subtests. The WISC–V provides some additional complementary index scores and more links to achievement tests that may be informative for certain referral questions (e.g., specific learning disability). The reasons for referral, familiarity with the tests, and knowledge of the examinee's characteristics (e.g., attention span) should be taken into consideration.

How long do professionals have to transition from using the WAIS–IV to the WAIS-5?

Publications such as the current American Psychological Association (APA) Ethical Principles of Psychologists and Code of Conduct, the Standards for Educational and Psychological Testing, and Assessment of Children: Cognitive Foundations provide guidance about the use of obsolete tests. Most practitioners make the move to the new edition within 8–12 months of the release. When making the decision, consider your own practice situation and the importance of the evaluations you conduct. For example, in cases where the older edition is used, and an independent educational evaluation is requested, a school system may be at a greater risk of having results called into question. The Standards for Educational and Psychological Testing states that if an older version of a test is used when a newer version is published or made available, test users are responsible for providing evidence that the older version is as appropriate as the new version for that particular use.

How has the test structure changed?

Changes in the test structure include new and separate Visual Spatial and Fluid Reasoning index scores and new measures of verbal reasoning, motor-reduced processing speed and expanded fluid reasoning and working memory. To augment the primary index scores, the GAI and the FSIQ, fourteen new ancillary index scores are also available: verbal (expanded crystallized), verbal reasoning, expanded visual spatial, expanded fluid, quantitative reasoning, expanded working memory, visual working memory, auditory working memory-registration and manipulation, expanded processing speed, motor-reduced processing speed, nonverbal, nonmotor, and cognitive proficiency. Each of the five cognitive domains features an expanded index score which is useful if a closer evaluation of one or more domains is needed (e.g., to provide more information about an unusual discrepancy between two subtests of a primary index) or if a particular application requires it (e.g., learning disability determination in some U.S. states, admission to programs or organizations for intellectually gifted individuals). 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. Four of the new ancillary index scores that sample from multiple cognitive domains can be useful for examinees with special circumstances (e.g., extreme expressive language impairment or decline, extreme motor impairment or decline) or for certain applications (e.g., comparisons with measures of another construct, such as memory or achievement).

Why did the WAIS-5 change the number of subtests needed to derive the FSIQ from 10 to 7?

The decision to change the WAIS full scale IQ on the fifth edition to 7 subtests rather than 10 was based on a variety of factors. Because the test was moving from 4 to 5 factors, there was an option to base it upon 2 subtests from each of the 5 index scores. However, there were a number of advantages to the 7 subtest model, including:

• emphasized important aspects of intelligence that are more predictive of a variety of outcomes and related constructs (e.g., achievement, memory, executive function),
• more related to general intelligence (g) psychometrically,
• more clinically sensitive to a wide variety of clinical conditions,
• more theoretically consistent with what we have learned about effective and efficient brain functioning,
• more consistent with everyday functioning in that language/verbal abilities compose more of the everyday interactions,
• with crystallized and fluid ability, the 10 subtest model would greatly underemphasize their importance,
• this model best minimized racial/ethnic differences in the FSIQ.

There were many other factors, but these are some of the major ones.

Is color-blindness a factor on the WAIS-5?

Color-blindness occurs in approximately 10% of the general population, and more commonly in males. We have made every effort to ensure our items, including those on the WISC–V, WPPSI–IV, WASI–II, WAIS–IV, WISC–IV, WPPSI–III, and WASI, are free of bias against these individuals. Items are reviewed by color-blindness experts as well as individuals with color-blindness during early stages of test development. In addition, acetate overlays have been utilized to give the test developers a visual representation of the stimuli as it appears to individuals with the various types of color-blindness. Items are also copied in greyscale to check appearance to those with monochromatic color-blindness. All items are also subjected to a color-blindness simulation to check item appearance with every type of color-blindness and to ensure that the intensity and saturation of colors are not overly similar and do not suggest different responses.

Can the WAIS-5 be administered remotely?

The WAIS-5 Nonmotor Index (NMI) can be easily applied in remote testing situations. All testing can take place in the remote environment because no manipulatives or response booklets are required. The testing time required to obtain the NMI is slightly less than that of the FSIQ, which is desirable in tele-assessment situations. A similar nonmotor score developed by Raiford (2017) has been recommended for remote assessment (Wright & Raiford, 2021).

The NMI can be interpreted similarly to the FSIQ as a measure of general intellectual ability that eliminates the requirement for motor production. There are some differences in task demands across the two scores that might result in slightly different conceptualization of the FSIQ and the NMI. The cognitive processes involved in Visual Puzzles, unlike Block Design, do not involve visual-motor integration or trial-and-error problem-solving with feedback. Furthermore, Visual Puzzles may place slightly greater demands on mental rotation. Coding and Naming Speed Quantity each involve cognitive speed and visual scanning. Coding involves encoding and rapidly retrieving newly encoded associations and graphomotor speed, but Naming Speed Quantity involves rapid retrieval of frequently used and overlearned long-term associations and very simple expressive responses.

Is substitution allowed for the FSIQ?

In some clinical situations, such as when an examinee’s sensory limitations or physical condition interferes with performance, you may choose to substitute another subtest for one of the FSIQ subtests and/or for one of the subtests that contributes to the Nonmotor Index (NMI). If a subtest is invalidated for any reason, substitution may be necessary. It is not appropriate to substitute a subtest for the sole purpose of changing the FSIQ or the NMI.

Subtest substitution may increase measurement error in derived scores, so there are restrictions to its use. The subtests represent different abilities; therefore, substitution is limited to subtests measuring similar constructs. Only one substitution is permitted when deriving the FSIQ or the NMI, and the substituted subtest must be for another subtest from the same domain. For example, a Verbal Comprehension subtest may be substituted for a missing or invalid Verbal Comprehension subtest, but not for a missing or invalid Visual Spatial, Fluid Reasoning, Working Memory, or Processing Speed subtest. Subtest substitutions for the NMI must not require motor production.

Substitution is not allowed for any primary or ancillary index except for the NMI.

What is a good way to interpret the WAIS-5 longest span, longest sequence and error process scores?

For all these process scores, a high base rate corresponds to best performance and a low base rate corresponds to worst performance. See page 51 of the WAIS-5 Technical Manual.   

The LDq, LRd, LDf, LDb, LLNs, BDde, BDre, SSse, SSre, and NSQe process scores are reported only as cumulative percentages. Tables C.17–C.18 in the WAIS-5 Administration and Scoring Manual present the cumulative percentages that correspond to raw scores for the longest span and sequence scores and the error scores, respectively. For longest span and sequence scores, the highest percentages are associated with the longest spans and sequences. For error scores, the lowest percentages are associated with a greater number of errors. 

Cumulative percentages (base rates) range from 1 to 100, with 50 as the median and reflect the percentage of examinees in the normative sample scoring below that score. For example, an examinee with a percentile rank of 15 performs better than 15% of other examinees the same age (or performs lower than 85% of other examinees the same age). Using table C.17 as a further example:  

A longest sequence for Digit Sequencing (LDq) of four digits at age 16-17 would only be seen in the bottom 18.9% of the population. For a high score, eight digits at age 16-17 would only be seen in the top 96.1% of the population.

Subtests

What is the purpose of the Recalibration items on the Running Digits subtest?

The recalibration items are there because they lessen further the likelihood that rehearsal will be used. They are this length because at that level we are starting to reach limits of some people’s working memory. They help to prevent rehearsal because examinees then realize that they might be tested on the first few digits at any point so cannot merely ignore the first few digits. The examinee is not aware they are not being scored on those items so they cannot merely ignore the first few digits and then rely on rehearsal. Some people have a span of 10 or even more if they have an alphabet that makes them accustomed to memorizing vast numbers of symbols (e.g., Mandarin Chinese). This means that they could use a strategy of just trying to ignore the first few digits then rehearse the rest. This way they are limited to that different working memory process that we are trying to capture as opposed to the one tapped with the other auditory WM tasks which use rehearsal all the time.

Why were Cancellation and Picture Completion dropped?

Two WAIS–IV subtests were removed for this revision: Picture Completion and Cancellation. Picture Completion was removed to decrease the emphasis on speed in the battery and to allow other measures of interest (i.e., Set Relations, Running Digits, Symbol Span, and Spatial Addition) to be included. Cancellation was removed in favor of a new, motor-free Processing Speed subtest, Naming Speed Quantity.

Are the Comprehension items updated?

The questions remain the same, but the sample responses were updated slightly to account for societal and language changes. The scoring criteria for all items are revised.

Are the WAIS-5 items different from WAIS-IV on Coding and Symbol Search?

Coding did not change. The Symbol Search items and the font and spacing are different. Both subtests are administered on paper with the response booklet and are not available digitally on Q-interactive.

What are the new subtests?

Set Relations: New Fluid Reasoning subtest designed to measure logical deductive reasoning, fluid intelligence, and simultaneous processing. It may also involve working memory and crystallized knowledge.

Running Digits: New Auditory Working Memory subtest designed to measure registration and maintenance, including refreshing and updating information held in short term storage while processing additional stimuli. It is designed to measure aspects of the central executive and episodic buffer and the focus of attention.

Naming Speed Quantity: New Processing Speed subtest designed to measure numerical processing fluency and the ability to recognize and label quantities efficiently (subitizing).

Spatial Addition: A measure of Visual Working Memory designed to measure visual spatial working memory and requires storage, manipulation, and ability to ignore competing stimuli (also included on WMS®-IV and WMS-5).

Symbol Span: A measure of Visual Working Memory designed to measure the capacity to hold a mental image of a design in mind and the relative spatial position on the page (also included on WMS-IV and WMS-5).

Why do Visual Puzzles and Figure Weights have strict time limits, and Matrix Reasoning does not?

Similar to Block Design, higher ability examinees tend to perform Visual Puzzles and Figure Weights items more quickly. Given enough time, low ability examinees can eventually respond to items correctly. This is not the case with Matrix Reasoning. The 30 second guideline was established because completion time data indicated that the vast majority of examinees who will respond correctly do so within 30 seconds, but giving additional time to low ability examinees did not result in correct scores. A strict time limit is therefore unnecessary: Grant additional time if the examinee has established a pattern of providing delayed but correct responses as the item difficulty increases.

Why is Digits Span Forward, a secondary subtest, placed early in the subtest order?

Digits Forward should be administered before Digit Sequencing or Digits Backward, as omitting Digits Forward results in lower Digit Sequencing and Digits Backward scores for some examinees, possibly due to the loss of instructional progression.

What is the specific query on some of the verbal comprehension subtests?

Queries in general are used to elicit additional information when a child’s response is incomplete, vague, or unclear. For example, if a child’s response is unclear, you can request clarification by saying, What do you mean?, Tell me more about it, or some other neutral inquiry. Queries are included in the Item Administration section of relevant subtests in Chapter 3. The use of a query is typically indicated by recording a Q next to the written verbatim response on the Record Form. Select items with sample responses that require a specific query are noted with an asterisk (*) on the Record Form and in this manual. Provide the specific query as indicated.

NEW Index Scores

Is the NVI recommended for individuals with varying degrees of communication deficits? Can you use the NVI to determine eligibility for students who are nonverbal?

The NVI may be especially useful in these types of situations. Refer to the special group studies in Chapter 5 and to the appropriate interpretive section in Chapter 6 of the WAIS-5 Technical and Interpretive Manual for more information.

Ability-achievement discrepancy analyses using the NVI with the WIAT-4 can be conducted using the tables in Appendix A of the WAIS-5 Technical and Interpretive Manual.

Why isn’t substitution allowed on any of the composite scores with the exception of the Full Scale IQ and the Nonmotor Index (NMI)?

Subtest substitution is limited because it may introduce measurement error into derived composite scores. Because the FSIQ and the NMI are derived from more subtests than the other composite scores, the risk of such error is lessened. If a secondary subtest substitutes for a primary subtest, the Q-global scoring software will not calculate the primary index score that the primary subtest contributes to because substitution implies that the subtest was not a valid estimate of the examinee’s cognitive ability.

Which of the ancillary index scores can be used when comparing IQ with achievement to determine eligibility for special services under SLD?

All ancillary index scores are used either in the ability achievement or the pattern of strengths and weaknesses model, in some manner, with the exception of the CPI.

When would you report the Expanded Index Scores?

Five of the new ancillary index scores are expanded index scores, which offer broad measures of verbal comprehension, visual spatial ability, fluid reasoning, working memory, and processing speed. Additional subtests from the desired domains must be administered to obtain the expanded index scores.

The expanded index scores may be of interest for various purposes. They provide broader assessment of a cognitive domain to clarify the examinee’s ability if a statistically significant or unusual discrepancy is present between two subtests that contribute to the corresponding primary index score. They offer the opportunity to obtain an expanded assessment of abilities for examinees with clinical conditions or intellectual giftedness to better understand strengths, needs, or areas for enrichment. They are useful for ability-achievement and PSW analyses for specific learning disability identification, particularly if the two subtests that contribute to the corresponding primary index score that represents a processing strength or weakness are discrepant to a large degree. They also have utility when conducting evaluations in settings, institutions, or areas that require composite scores derived from more than two subtests (e.g., to perform comparisons with achievement scores in some U.S. states, to submit for admission to scholar programs).

Why is Visual Puzzles not included in the GAI?

The GAI has always been conceptualized as the same subtests as the FSIQ but removing subtests explicitly contributing to the WMI or PSI, so that it can be directly compared to the FSIQ. Visual Puzzles does not contribute to the FSIQ. Therefore, it does not contribute to the GAI.

Kit materials

How many stimulus books are in the WAIS-5

There are three stimulus books, but only two of them (i.e., Stimulus Books 1 and 2) are required to administer the subtests that are used to derive the five primary index scores, the FSIQ, and 12 of the 15 ancillary index scores. Stimulus Book 3 contains the Spatial Addition subtest, which is needed to derive the remaining three ancillary index scores.

How many response booklets are in the WAIS-5?

There is only one response booklet containing the Coding and Symbol Search subtests.

Will digital assets be available on Q-global®?

Yes, both the Administration and Scoring Manual and the Technical and Interpretive Manual will be available in the Q-global Resource Library for purchase, as well as the Response Booklet (for demonstration purposes) and all three Stimulus Books.

Q-global and Q-interactive scoring and reporting

What is Q-global?

Q-global is a web-based scoring and reporting platform that offers accessibility from any device connected to the Internet. It allows for quick and automatic organization of examinee information and the ability to generate scores and produce accurate and detailed results. Reports are available in a .pdf or .doc format.

When you purchase Q-global scoring, can you access it from any computer connected to the Internet or only one computer in the office?

Because Q-global is web-based, you may access it from any device that is connected to the Internet.

What is Q-interactive®?

Q-interactive is a 1:1 iPad®-based testing system that helps administer, score, and report on our commonly used clinical assessments. You use the first iPad to access the test administration instructions, score and record responses, and control visual stimuli. The examinee uses the other iPad to view and respond to stimuli. Q-interactive testing does not require a Wi-Fi connection during administration.

To use Q-interactive®, do I need to purchase iPad devices?

Administering the WAIS-5 on Q-interactive does require the purchase or rental of two iPad devices if you do not already have them.

Related instruments

Was the WAIS-5 co-normed with the WMS®-5, as it has been with previous editions?

Like their predecessors, the WAIS-5 and the forthcoming Wechsler Memory Scale® (5th ed.; WMS®–5; Wechsler, in press) research programs overlapped during the standardization stages to allow for co-norming. The linkage provides a more complete picture of cognitive functioning in the areas of intellectual ability and memory and enables a direct comparison of intelligence and memory through normative information. The linkage additionally enables prediction of memory scores on the basis of intellectual ability scores and interpretation of memory scores in the context of intellectual ability scores. Information regarding the co-normative sample, correlations between measures, and analyses relevant to concurrent use of the two scales (e.g., ability-memory discrepancy comparisons and ability-memory contrast scores) will be reported in the WMS-5 Technical and Interpretive Manual (Wechsler, in press).

When will the WMS-5 be available?

The WMS-5 is expected to be available for purchase in the latter half of 2025. More information will be shared when the final publication date is confirmed.

When will the Advanced Clinical Solutions (ACS) be available?

There will be a staggered release of the ACS components after the WMS-5.

When will the Test of Premorbid Functioning (TOPF) for WAIS-5 be available?

The TOPF-2 will be published after the WMS-5.