Cognitive
Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV)
Woodcock-John (3RD Edition) Test of Cognitive Ability
Differential Ability Scales, Preschool Form (DAS)
Test of Nonverbal Intelligence-Third Edition (TONI-3)
Kaufman Assessment Battery for Children-Second Edition (KABC-II)
Achievement/Concept Scales
Bracken Basic Concept Scale – Revised
Wechsler Individual Achievement Test (2ND Edition) (WIAT-II)
Woodcock-Johnson-III Tests of Achievement
Kaufman Test of Educational Achievement, Second Edition (K-TEA II)
Specific Scales
Test of Written Language, Third Edition
Comprehensive Test of Phonological Processing (CTOPP)
Informal Writing Sample
Curriculum-based mathematics assessment
Curriculum Based Assessment in Reading
Behavior Rating Scales
Behavior Assessment System for Children-Parent Rating Scale (BASC-PRS-A) Behavior Assessment System for Children-Teacher Rating Scale (BASC-TRS-A Behavior Assessment System for Children- Self-Report Scale(BASC-SRP)
Conner’s Teacher Rating Scale
Vineland Adaptive Behavior Scales
Achenbach System of Empirical Based Assessment- (ASEBA)
Child Behavior Checklist for Ages 6 though 18 (ASEBA-CBCL 6-18)
Vineland Adaptive Behavior Scales
Personality Inventory for Youth (PIY)
Personality Inventory for Children- 2 (PIC-2)
Kinetic Family Drawing Kinetic School Drawing
COGNITIVE
Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV)
The Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) is an individually administered instrument for assessing the cognitive ability of children ages 6 years through 16 years, 11 months. The WISC-IV includes the Full Scale Intelligence Quotient (FSIQ), which assesses overall cognitive abilities. The WISC-IV also includes four index scores which are combined to form the FSIQ. The Verbal Comprehension Index measures an individual’s verbal reasoning and knowledge. It includes tasks such as describing how two things are alike, providing definitions of words, and verbally responding to questions about social situations or general principles. The Perceptual Reasoning Index measures an individual’s ability to understand visual analogies and patterns. It includes tasks such as visually looking at a picture and then recreating the picture with blocks, identifying missing items from pictures, and identifying the response that completes a visual pattern. The Working Memory Index measures the ability to temporarily retain information in memory, perform some operation on the information, and produce a response based on the manipulation of the information. It includes tasks such as remembering a series of numbers presented orally and then reproducing the number series either forward or backward and remembering a series of numbers and letters presented orally and then reproducing the number-letter series in a specified sequence (e.g., all numbers in numerical order followed by all letters in alphabetical order). The Processing Speed Index measures an individual’s ability to produce correct responses quickly. It includes tasks such as transferring symbols that are paired with numbers from a key as quickly as possible, identifying matching symbols as quickly as possible, and crossing out specific items on a page with several distraction items as quickly as possible.
The WISC-IV provides standard scores with a mean or average score of 100 and a standard deviation, or unit of distance from the mean, of 15. The test also provides a confidence interval for the standard scores. A confidence interval provides a range for understanding and interpreting each score, and for ______, it indicated that there is a 95% chance that his true score falls within this range. Confidence intervals will be presented in parentheses following all standard scores. Finally, the test provides percentile ranks, which tell how many individuals the same age obtained the same score or lower.
Wechsler Intelligence Scale for Children IV (WISC-IV)
Test Clusters (Subtest) SS(CI) PR Classification
Verbal Comprehension Index 83(77-91) 13 Low Average
Perceptual Reasoning Index 119(110-125) 90 High Average
Working Memory Index 99(91-107) 47 Average
Processing Speed Index 75(69- 87) 5 Borderline
Full Scale IQ 91(87-97) 30 Average
Woodcock-John (3RD Edition) Test of Cognitive Ability
The Woodcock-Johnson (3rd Edition) Test of Cognitive Ability (WJ-III COG) is an individually administered intelligence scale for ages 2 years to 90+ years. The WJ-III COG provides a measure of General Intellectual Ability (GIA), which assesses the overall performance on the test and is the best predictor of overall school achievement.
The WJ-III COG also consists of several clusters of cognitive ability including the 1) Visual-Spatial Thinking cluster, which measures the ability to perceive, analyze, synthesize, and think with visual patterns; 2) Executive Processes cluster which measures three aspects of executive functioning, including: strategic planning, proactive interference control, and the ability to shift repeatedly one’s mental set; 3) Thinking Ability cluster, which measures different thinking ability processes including visual-spatial thinking, auditory processing, and fluid reasoning; 4) Verbal Ability cluster, which measures language development that includes the comprehension of individual words and the compression of relationships among words; 5) Cognitive Efficiency cluster, which measures the capability of the cognitive system to process information automatically; 6) Comprehension-Knowledge cluster, which measures the breadth and depth of a person’s acquired knowledge, the ability to communicate one’s knowledge, and the ability to reason using previously learned experiences or procedures; 7) Long-Term Retrieval cluster, which measures the ability to store information and fluently retrieve it later in the process of thinking; 8) Auditory Processing cluster, which measures the ability to analyze, synthesize, and discriminate auditory stimuli, including the ability to process and discriminate speech sound that may be presented under distorted conditions; 9) Fluid Reasoning cluster which measures the broad ability to reason, form concepts, and solve problems using unfamiliar information or novel procedures; 10) Processing Speed cluster, which measures the ability to perform automatic cognitive tasks under pressure to maintain focused attention; 11) Short-Term Memory cluster, which measures the ability to apprehend and hold information and then use it within a few seconds; 12) Phonemic Awareness cluster, which measures the knowledge and skills related to analyzing and synthesizing speech sounds; 13) Working Memory cluster, which measures the ability to hold information in immediate awareness while performing a mental operation on the information; 14) Broad Attention cluster, which measures focused or selective attention, sustained attention, divided attention, and attention capacity or working memory; and a 15) Cognitive Fluency cluster, which measures the ease and speed by which an individual performs a cognitive task.
The WJ-III COG provides standard scores with a mean or average of 100 and a standard deviation of 15, which is a unit of distance from the mean. The test also provides a confidence interval for the standard scores, which means that there is 95% chance that the Brandon’s true scores falls within a certain range around the standard score (these scores are in parentheses immediately following the standard score in the results section). Finally, the test provides percentile ranks, which tells how many individuals the same age obtained the same score or lower.
A summary of ______’s scores on the WJ-III COG is listed on the table below.
Test Cluster (Subtest) SS(CI) %Rank Classification
GIA 102 (97- 107) 56 Average
Vis- Spatial Thinking 115 (102- 129) 84 High Average
Spatial Relations 100 (91- 109) 50 Average
Picture Recognition 124 (105- 142) 94 Superior
Thinking Ability 108 (100- 115) 69 Average
Visual-Auditory Learning 87 (78- 95) 18 Low Average
Spatial Relations 100 (91- 109) 50 Average
Sound Blending 112 (102- 122) 79 High Average
Concept Formation. 104 (95- 114) 61 Average
Retrieval Fluency 94 (84- 105) 36 Average
Picture Recognition 124 (105- 142) 94 Superior
Auditory Attention 104 (88- 120) 61 Average
Analysis-Synthesis 100 (87- 114) 51 Average
Exec. Processes 105 (98- 111) 62 Average
Concept Formation 104 (95- 114) 61 Average
Planning 101 (84- 119) 54 Average
Pair Cancellation 103 (99- 107) 58 Average
Verbal Ability 106 (99- 114) 66 Average
Verbal Comprehension 103 (93- 112) 57 Average
General Information 109 (98- 120) 73 Average
Cog. Efficiency 99 (92- 106) 46 Average
Visual Matching 101 (92- 109) 52 Average
Numbers Reversed 85 (75- 95) 16 Low Average
Decision Speed 111 (101- 121) 76 High Average
Memory for Words 101 (86- 115) 52 Average
Comp-Knowledge 106 (99- 114) 66 Average
Verbal Comprehension 103 (93- 112) 57 Average
General Information 109 (98- 120) 73 Average
L-T Retrieval 87 (79- 95) 19 Low Average
Vis-Aud- Learning-Delay 88 (76- 101) 21 Low Average
Retrieval Fluency 94 (84- 105) 36 Average
Auditory Processing 112 (102- 122) 79 High Average
Sound Blending 112 (102- 122) 79 High Average
Auditory Attention 104 (88- 120) 61 Average
Fluid Reasoning 103 (93- 113) 58 Average
Concept Formation 104 (95- 114) 61 Average
Analysis-Synthesis 100 (87- 114) 51 Average
Processing Speed 106 (99- 114) 66 Average
Visual Matching 101 (92- 109) 52 Average
Decision Speed 111 (101- 121) 76 High Average
S-T Memory 92 (82- 101) 29 Average
Numbers Reversed 85 (75- 95) 16 Low Average
Memory for Words 101 (86- 115) 52 Average
Phonemic Aware 122 (112- 132) 93 Superior
Sound Blending 112 (102- 122) 79 High Average
Incomplete words 133 (115- 151) 99 Very Superior
Working Memory 86 (79- 94) 18 Low Average
Numbers Reversed 85 (75- 95) 16 Low Average
Auditory Working Memory 94 (87- 101) 35 Average
Broad Attention 92 (85- 98) 29 Average
Numbers Reversed 85 (75- 95) 16 Low Average
Auditory Working Memory 94 (87- 101) 35 Average
Auditory Attention 104 (88- 120) 61 Average
Pair Cancellation 103 (99- 107) 58 Average
Cognitive Fluency 111 (105- 117) 77 High Average
Retrieval Fluency 94 (84- 105) 36 Average
Decision Speed 111 (101- 121) 76 High Average
Rapid Picture Naming 109 (105- 113) 72 Average
SUBTESTS:
Spatial Relations 100 (91- 109) 50 Average
Picture Recognition 124 (105- 142) 94 Superior
Visual-Auditory Learning 87 (78- 95) 18 Low Average
Sound Blending 112 (102- 122) 79 High Average
Concept Form. 104 (95- 114) 61 Average
Retrieval Fluency 94 (84- 105) 36 Average
Auditory Atten. 104 (88- 120) 61 Average
Analysis-Synthesis 100 (87- 114) 51 Average
Planning 101 (84- 119) 54 Average
Pair Cancellation 103 (99- 107) 58 Average
Verbal Comprehension 103 (93- 112) 57 Average
General Information 109 (98- 120) 73 Average
Visual Matching 101 (92- 109) 52 Average
Numbers Reversed 85 (75- 95) 16 Low Average
Decision Speed 111 (101- 121) 76 High Average
Memory For Words 101 (86- 115) 52 Average
Visual Auditory Learning-D 88 (76- 101) 21 Low Average
Auditory Attention 104 (88- 120) 61 Average
Rapid Picture Naming 109 (105- 113) 72 Average
Incomplete words 133 (115- 151) 99 Very Superior
Differential Ability Scales, Preschool Form (DAS)
The Differential Ability Scales is an individually administered intelligence test for ages 2 years and 6 months to ages 17 years and 11 months. The DAS contains a preschool test and a school age test. Due to ______’s age, the preschool battery was used. The preschool test includes measures of verbal and nonverbal composites. The verbal composite includes items that require the examinee to name objects, indicate knowledge of words by following verbal instructions, and to find similarities between two or more objects. The nonverbal composite includes items that require the examinee to copy patterns using multi-colored pieces of foam, to copy shapes and symbols onto paper, and to recognize and indicate knowledge of early number concepts. The DAS yields scores for both the verbal and nonverbal composites. These scores are then combined together to give an overall score, the General Conceptual Ability (GCA). This score is the most general score provided by this test because it combines the verbal and nonverbal composites to give an overall score.
The DAS utilizes standard scores which have a mean of 100 and a standard deviation of 15. The mean or average is the middle 50% of scores. For example, if an individual obtained a standard score of 100. They would be in the middle of the distribution, in other words, they would be average. Standard deviation is a unit of distance away from the mean. The DAS also utilizes confidence intervals. Confidence intervals are used because all psychological tests contain some error. Confidence intervals provide a range of scores, which tell us where an individual score is likely to fall 95% of the time. Confidence intervals are represented below in parenthesis. The last type of information the DAS provides is called Percentile Ranks. Percentile ranks are the percentage of individuals in the population who score less than a given score. It is commonly phrased as: Mellanie scored as high as or higher than __% of her peers.
Summary of Scores for DAS
Cluster SS (CI) PR Classification
GCA 82 (75-90) 12 Low Average
Verbal 101 (91-111) 53 Average
Nonverbal 76 (68-87) 5 Borderline
Test of Nonverbal Intelligence-Third Edition (TONI-3)
The Test of Nonverbal Intelligence- Third Edition (TONI-3) is a language-free, motor reduced, and culture reduced measure of intellectual functioning in individuals’ ages 6 years through 89 years, 11 months. There are two equivalent forms of the test containing 45 items each. All of the items require abstract and figural problem solving. The individual looks at the stimulus items and responds by means of pointing or some other meaningful gesture. The TONI-3 was selected for administration to _____ because it provides a method for screening cognitive ability. Based on information from interviews, it was believed that ______’s cognitive abilities were not a concern.
The TONI-3 measures a specific component of intelligent behavior by testing an individual’s ability to solve problems without using language. The examinee is required to use complex reasoning strategies in order to supply answers to novel, abstract problems. Problem solving is identified as a general component of intelligence.
Throughout producing answers to the items on the TONI-3 the examinee must understand the material that is being presented, be able to identify the different strategies that they already have and which of these strategies will work best to solve the problem presented. The items gradually become more complicated and difficult, so that many different strategies must be used at one time, as well as being able to understand and use the characteristics of shape, position, direction, rotation, contiguity, shading, size, and movement of abstract objects.
The TONI-3 provides a quotient score with a mean or average score of 100 and a standard deviation, or unit of distance from the mean, of 15. The test also provides a standard error of measurement for the quotient score. A standard error of measurement provides a calculation of upper and lower limits of the range in which Eric’s true score lies. The standard error of measurement indicates that there is a 95% chance that ______’s true score falls within a specific range. The standard error of measurement will be presented in parentheses following the quotient score. Finally, the test provides a percentile rank, which tells how many individuals the same age obtained the same score or lower.