Wechsler Adult Intelligence Scale Third Edition (Wais-Iii)

PSYCHOMETRIC SUMMARY

WECHSLER ADULT INTELLIGENCE SCALE – THIRD EDITION (WAIS-III)

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The WAIS-III is an individually administered, clinical instrument for assessing the intellectual ability of adults aged 16 years, 0 months to 74 years, 11 months.

Confidence

Interval

Processing Speed

Full Scale Intelligence Quotient

The Wechsler Adult Intelligence Scale, Third Edition (WAIS-III) was administered as a measure of intellectual ability. XXXX's overall estimate of intelligence, the Full Scale Intelligence Quotient (FSIQ), places him in the average range. Specifically, he obtained a FSIQ score of 87, which is comprised of a Verbal Intelligence Quotient of 77 and a Performance Intelligence Quotient of 102. Given the significant difference between his verbal and performance abilities, the FSIQ is not an accurate estimate of his overall abilities. Instead, his abilities should be examined in terms of his Verbal Comprehension (standard score = 84) and his Perceptual Organizational ability (standard score = 105). His index scores indicate a significant overall strength in the area of Perceptual Organizational ability and a weakness in Verbal Comprehension. Additionally, his individual subtest scores indicate significant strengths in Gestalt (part-to-whole) and abstract reasoning and a weakness in working memory.

WOODCOCK-JOHNSON TESTS OF COGNITIVE ABILITY: 3RD EDITION/ NORMATIVE UPDATE (WJ-III:COG/NU)

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The WJ-III:COG/NU is a wide-range comprehensive set of individually administered tests measuring cognitive abilities. This test can derive scores that examine verbal and thinking ability as well as cognitive efficiency.

Subtests

DIFFERENTIAL ABILITY SCALES, SECOND EDITION (DAS-II)

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The DAS-II is an individually administered intelligence test for children and adolescents.

Score

Percentile

T-Scores

The Differential Abilities Scales (DAS-II) were administered as a measure of intellectual ability. XXXX's overall estimate of intelligence, the General Cognitive Ability (GCA), places him in the average range. Specifically, he obtained a GCA score of 92, which is comprised of a Verbal cluster score of 99 and a Nonverbal cluster score of 90. There is a 90% chance that his "true" General Cognitive Ability score falls in the 86 to 98 range.

His cluster scores indicate no significant strengths or weaknesses. This means that he does equally well when asked to perform tasks that require verbal skills such as defining and comparing words as he does tasks that require problem-solving skills such as discovering and using patterns to solve puzzles and copying from a picture. Each cluster score can be further broken down into subtest scores. When examined this way, XXXX’s scores indicate no other significant strengths or weaknesses.

DIFFERENTIAL ABILITY SCALES, SECOND EDITION: PRESCHOOL LEVEL (DAS-II)

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The DAS-II is an individually administered intelligence test consisting of 6 "core subtests." These core subtests are used in the calculation of the General Cognitive Ability (GCA) score, an estimate of overall intelligence.

Score

The Differential Abilities Scales (DAS-II) were administered as a measure of intellectual ability. XXXX's overall estimate of intelligence, the General Cognitive Ability (GCA), places him in the average range. Specifically, he obtained a GCA score of 92, which is comprised of a Verbal cluster score of 99 and a Nonverbal cluster score of 90. There is a 90% chance that his "true" General Cognitive Ability score falls in the 86 to 98 range.

His cluster scores indicate no significant strengths or weaknesses. This means that he does equally well when asked to perform tasks that require verbal skills such as defining and comparing words as he does tasks that require problem-solving skills such as discovering and using patterns to solve puzzles and copying from a picture. Each cluster score can be further broken down into subtest scores. When examined this way, XXXX’s scores indicate no other significant strengths or weaknesses.

COMPREHENSIVE TEST OF NONVERBAL INTELLIGENCE, SECOND EDITION (CTONI-2)

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The CTONI-2 is an individually administered intelligence test that is given with basic English or pantomime instructions. All items are nonverbal and require no speech. It is made up of six subtests that provide two composite scores and a Nonverbal IQ score.

Scaled Score

The Comprehensive Test of Nonverbal Intelligence (CTONI-2) was given as another measure of intellectual ability. XXXX’s Nonverbal Intelligence Quotient (NIQ) fell in the delayed range (standard score = 77). This score is comprised of a below average Pictorial Nonverbal Intelligence Quotient (standard score = 81) and a delayed Geometric Nonverbal Intelligence Quotient (standard score = 76).

KAUFMAN ASSESSMENT BATTERY FOR CHILDREN, SECOND EDITION (KABC-II)

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The KABC-II is a measure of intelligence and achievement made up of five scales (Sequential, Planning, Learning, Simultaneous, and Knowledge). Scores from all of these scales are combined to form a composite (FCI).

Scale Indices

Confidence

XXXX was given the Kaufman Assessment Battery for Children, Second Edition (KABC-II) as a second measure of intellectual ability due to the discrepancy between his scores on the DAS and his scores on the K-BIT. His composite score on the KABC-II fell in the delayed range (FCI = 75), which was a similar score to that on the DAS-II. Given this, his overall ability appears to fall in the delayed range. Scale scores on the KABC-II indicate that XXXX exhibits a relative cognitive strength in the area of concept learning; however, he has difficulty applying these learned concepts to solve problems.

XXXX was given the Kaufman Assessment Battery for Children, Second Edition (KABC-II) as a measure of intellectual ability. All of the subtests were administered in English or Nonverbally, except the Riddles subtest where he could answer in English or in Spanish. His composite scores (including all verbal subtests, even those that allowed for English-only items) fell in the delayed to below average range (standard score=79). His nonverbal composite score fell in the average range (standard score=86). Cluster scores indicate a significant strength in Simultaneous processing (e.g., tests requiring nonverbal reasoning and visual problem solving) and significant weakness in Sequential processing (e.g., tests requiring short-term memory tasks) and Learning tasks (e.g., tasks requiring long-term verbal memory).

KAUFMAN BRIEF INTELLIGENCE TEST, SECOND EDITION (KBIT-2)

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The KBIT-2 is a screening measure of intelligence comprised of two subtests: Matrices and Vocabulary. Scores from these two subtests are combined to form the IQ Composite, which serves as the measure of intelligence on the KBIT-2.

The Student Support Team administered an intellectual screening using the Kaufman Brief Intelligence Test, Second Edition (KBIT-2) on 1/14/2004. XXXX’s composite score cannot be interpreted given the significant difference between subtest scores. Subtest scores include a very delayed score on the Verbal subtests (standard score = 64) and an average score on the Nonverbal subtest (standard score = 91).

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The Student Support Team administered an intellectual screening using the Kaufman Brief Intelligence Test, Second Edition (KBIT-2) on 4/4/2004. XXXX’s composite score fell in the average range (standard score = 110). This composite score was derived from average scores on the Verbal subtests (standard score = 100) and the Nonverbal subtest (standard score = 119).

UNIVERSAL NONVERBAL INTELLIGENCE TEST (UNIT)

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The UNIT is an individually administered intelligence test that is given with only pantomime instructions. All items are nonverbal and require no speech. It is made up of four subtests that provide four Quotient Scores and a Full Scale IQ score.

Classification

The Universal Nonverbal Intelligence Test (UNIT) was administered as a measure of intellectual ability. XXXX’s estimate of intelligence, the Full Scale IQ (FSIQ), places him in the delayed range. Specifically, he obtained a FSIQ score of 79, which is comprised of a Memory Quotient score of 88, a Reasoning Quotient score of 74, a Symbolic Quotient score of 76, and a Nonsymbolic Quotient score of 85. There is a 90% chance that his "true" Full Scale IQ score falls in the 74 to 86 range. His quotient and scores indicate strength in short-term visual memory.

TEST DE VOCABULARIO DE IMAGINES PEABODY (TVIP)

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The TVIP is a Spanish version of the PPVT-III. It serves two purposes: (1) as an achievement test of receptive (hearing) vocabulary attainment for standard Spanish; and (2) as a screening test of receptive language ability.

XXXX was given the Test de Vocabulario de Imagines Peabody (TVIP) and the Peabody Picture Vocabulary Test- Third Edition (PPVT-III), additional screeners of receptive language (how well she can identify drawings depicting single, spoken words in both English and Spanish). Her scores indicated that she performs in the delayed range in receptive language in both languages.

PEABODY PICTURE VOCABULARY TEST- THIRD EDITION (PPVT-III)

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The PPVT-III is designed for persons aged 2 1/2 through 90+ years. It serves two purposes: (1) as an achievement test of receptive (hearing) vocabulary attainment for standard English; and (2) as a screening test of receptive language ability.

XXXX was given additional screeners of receptive language (how well he can identify drawings depicting single, spoken) and expressive language (how well he provides the verbal label or synonym for another word or a picture).

EXPRESSIVE VOCABULARY TEST (EVT)

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The EVT is designed to measure expressive language ability

XXXX was given additional screeners of receptive language (how well he can identify drawings depicting single, spoken) and expressive language (how well he provides the verbal label or synonym for another word or a picture).

EXPRESSIVE ONE-WORD PICTURE VOCABULARY TEST: SPANISH-BILINGUAL EDITION (EOWPVT: SBE)

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The EOWPVT: SBE is designed to examine expressive language ability across languages. The test consists of a series of pictures, and the test-taker is asked to identify the picture in either English or in Spanish. For this reason, the test yields a combined English/Spanish expressive language score and not a language proficiency score.

In addition to the WJ-R, the Expressive and Receptive One-Word Picture Vocabulary Tests: Spanish-Bilingual Edition (EOWPVT-SBE and ROWPVT-SBE) were given. XXXX was allowed to answer each question on the test in whichever language (Spanish or English) he preferred. When given this option, he performed in the delayed range for receptive language (standard score = 71) and in the average range for expressive language (standard score = 91).

RECEPTIVE ONE-WORD PICTURE VOCABULARY TEST: SPANISH-BILINGUAL EDITION (ROWPVT: SBE)

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The ROWPVT: SBE is designed to examine receptive language ability across languages. The test consists of a series of pictures, and the test-taker is asked to identify the picture in either English or in Spanish. For this reason, the test yields a combined English/Spanish receptive language score and not a language proficiency score.

In addition to the WJ-R, the Expressive and Receptive One-Word Picture Vocabulary Tests: Spanish-Bilingual Edition (EOWPVT-SBE and ROWPVT-SBE) were given. XXXX was allowed to answer each question on the test in whichever language (Spanish or English) he preferred. When given this option, he performed in the delayed range for receptive language (standard score = 71) and in the average range for expressive language (standard score = 91).

EXPRESSIVE ONE-WORD PICTURE VOCABULARY TEST (EOWPVT)

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The EOWPVT is designed to screen for expressive language vocabulary skills.

XXXX was given additional screeners of receptive language (how well he can identify words spoken to him by pointing to a drawing on the word) and expressive language (how well he can state the word that identifies pictures shown to him).

RECEPTIVE ONE-WORD PICTURE VOCABULARY TEST (ROWPVT)

Date administered:

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The ROWPVT is designed to screen for receptive language vocabulary skills.

XXXX was given the Receptive One-Word Picture Vocabulary Test (ROWPVT), an additional test of receptive language (how well he can identify words spoken to him by pointing to a drawing on the word).

WECHSLER PRESCHOOL AND PRIMARY SCALE OF INTELLIGENCE,

THIRD EDITION (WPPSI-III)

Administered by: Kathleen Krach

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The WPPSI-III is an individually administered clinical instrument for assessing the intellectual ability of young children through age 7 years, 3 months.

The Wechsler Preschool and Primary Scale of Intelligence, Third Edition (WPPSI-III) was administered as another measure of intellectual ability. XXXX’s overall estimate of intelligence, the Full Scale IQ score (standard score = 78) places him in the delayed range. This score is made up of a delayed score on Verbal ability (standard score = 74) and a low average score on Performance ability (standard score = 86).