WPPSI-IV Comments: WIAT-III Comments:

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1 WPPSI -IV/WIAT -III Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition Wechsler Individual Achievement Test -Third Edition Combination Report Examinee Name Sample Report Date of Report /18/13 Examinee ID Grade Kindergarten Date of Birth 8/9/6 Home Language English Gender Male Handedness Left Race/Ethnicity White Examiner Name Examiner, Sample Test Administered WPPSI-IV, 8/9/1 Age at Testing 6 years months Retest? No WIAT-III, 9/5/1 6 years months No WPPSI-IV Comments: WIAT-III Comments: Copyright 1. All rights reserved. Pearson, the PSI logo, PsychCorp, Wechsler, Wechsler Individual Achievement Test, the Wechsler logo, WIAT and WPPSI are trademarks in the U.S. and/or other countries of Pearson Education, Inc. [ 1. / RE1 / QG1 ]

2 8/9/1, Page Sample Report PRIMARY SUMMARY WPPSI-IV RESULTS Scaled Summary Subtest Name Total Raw Scaled Percentile Rank Age Equivalent Information IN :1 1.4 Similarities SI 1 4 <4:.85 (Vocabulary) VC <4: 1.4 (Comprehension) CO :4 1.4 Block Design BD :8 1. Object Assembly OA : 1.41 Matrix Reasoning MR >7:7.99 Picture Concepts PC >7:7 1. Picture Memory PM >7:7.85 Zoo Locations ZL >7:7 1.1 Bug Search BS >7: Cancellation CA : (Animal Coding) AC >7: Subtests used to derive the FSIQ are bolded. Subtests not typically core for any composite score are in parentheses. SEM Subtest Scaled Profile IN Verbal Comprehension Visual Spatial Fluid Reasoning Working Memory Processing Speed SI VC CO BD OA MR PC PM ZL BS CA AC

3 8/9/1, Page 3 Sample Report PRIMARY SUMMARY (CONTINUED) Composite Summary Composite Sum of Scaled s Composite Percentile Rank Confidence intervals are calculated using the Standard Error of Estimation. 95% Confidence Interval Qualitative Description Verbal Comprehension VCI Extremely Low 3.67 Visual Spatial VSI Average 5.41 Fluid Reasoning FRI Superior 4.5 Working Memory WMI Superior 3.97 Processing Speed PSI Superior 5.61 Full Scale IQ FSIQ Average 3. SEM Composite Profile VCI VSI FRI WMI PSI FSIQ Note. Vertical bars represent the Confidence Intervals.

4 8/9/1, Page 4 Sample Report PRIMARY ANALYSIS Index Level Strengths and Weaknesses Index Comparison score mean derived from the five index scores. Statistical significance (critical values) at the.5 level. Base rate for ability level. Comparison Critical Value Strength or Weakness Base Rate VCI W <1% VSI >5% FRI S 5%-1% WMI S 1%-% PSI S 5%-1% Index Level Pairwise Comparisons Index Comparison 1 Critical Value Statistical significance (critical values) at the.5 level. Base rate for ability level. Significant Base Rate VCI - VSI Y.7% VCI - FRI Y.5% VCI - WMI Y.6% VCI - PSI Y.5% VSI - FRI Y 1.% VSI - WMI Y 7.7% VSI - PSI Y 13.9% FRI - WMI N 38.7% FRI - PSI N WMI - PSI N 3.8%

5 8/9/1, Page 5 Sample Report PRIMARY ANALYSIS (CONTINUED) Subtest Level Strengths and Weaknesses Subtest Comparison score mean derived from the ten core subtest scores. Statistical significance (critical values) at the.5 level. Comparison Critical Value Strength or Weakness Base Rate IN W <1% SI W <1% BD >5% OA >5% MR %-5% PC %-1% PM S %-5% ZL S 1%-5% BS S %-5% CA >5% Subtest Level Pairwise Comparisons Subtest Comparison 1 Critical Value Statistical significance (critical values) at the.5 level. Significant Base Rate IN - SI Y 1.7% BD - OA N 44.1% MR - PC N 45.7% PM - ZL N 43.4% BS - CA N.3%

6 8/9/1, Page 6 Sample Report ANCILLARY SUMMARY Scaled Summary Subtest Name Total Raw Scaled Percentile Rank Age Equivalent Receptive Vocabulary RV : Picture Naming PN :6 1.1 Cancellation Random CAR >7: Cancellation Structured CAS : 1.67 SEM Index Summary Composite Sum of Scaled s Standard Percentile Rank 95% Confidence Interval Qualitative Description Vocabulary Acquisition VAI Borderline 4.5 Nonverbal NVI Superior 3.67 General Ability GAI Low Average 3.35 Cognitive Proficiency CPI Superior 4.4 SEM Ancillary Index Profile VAI NVI GAI CPI Note. Vertical bars represent the Confidence Intervals.

7 8/9/1, Page 7 Sample Report ANCILLARY ANALYSIS Index Level Pairwise Comparisons Index Comparison 1 Critical Value Statistical significance (critical values) at the.5 level. Base rate for ability level. Significant Base Rate GAI - FSIQ Y.% GAI - CPI Y.% Subtest and Process Level Pairwise Comparisons Subtest Comparison 1 Critical Value Statistical significance (critical values) at the.5 level. Significant RV - PN N Base Rate CAR - CAS N.5%

8 8/9/1, Page 8 Sample Report WIAT-III RESULTS Subtest Summary Subtest Raw Standard 95% Confidence Interval Percentile Rank Normal Curve Equiv. Stanine - Indicates a subtest with multiple raw scores (shown in the Subtest Component Summary). 1 Indicates a raw score that is converted to a weighted raw score (not shown). Indicates that a raw score is based on a below grade level item set. Grade Equiv. Age Equiv. Listening Comprehension pk.6 4:4 417 Early Reading Skills pk.9 5: 4 Math Problem Solving k. 5:4 31 Alphabet Writing Fluency k.5 5:4 466 Numerical Operations k.9 6: 311 Oral Expression <1 1 <pk. <4: 37 Spelling <k. <5: 7 Growth

9 8/9/1, Page 9 Sample Report Subtest Profile Oral Lang Reading Written Expression Mathematics LC OE ERS WR PD RC ORF AWF SC EC SP MPS NO MFA MFS MFM Note. The vertical bars represent the confidence interval at 95%. Subtest Component Summary Subtest Component Listening Comprehension Raw Standard Percentile Rank Normal Curve Equivalent Stanine Qualitative Description Receptive Vocabulary Below Average Oral Discourse Comprehension Average Oral Expression Expressive Vocabulary Low Oral Word Fluency Low Sentence Repetition Low

10 8/9/1, Page 1 Sample Report Composite Summary Composite Sum of Subtest Standard s Standard 95% Confidence Interval Percentile Rank Normal Curve Equiv. Stanine Qualitative Description Oral Language Low Written Expression Average Mathematics Average Total Achievement Below Average Composite Profile Oral Language Total Reading Basic Reading Reading Comp Written Expression Math Math Fluency Note. The vertical bars represent the confidence interval at 95%. s Between Composite Standard s Comparison Critical Value (Significance Level.1) Significant Y/N Note. A negative difference indicates that the second composite has a higher score than the first composite listed in the comparison. Base Rate Oral Language vs. Written Expression Y >15% Oral Language vs. Mathematics Y <=1% Written Expression vs. Mathematics N >15%

11 8/9/1, Page 11 Sample Report ABILITY-ACHIEVEMENT DISCREPANCY ANALYSIS Ability Type: WPPSI-IV FSIQ Ability : 99 Predicted Method WIAT-III Subtest Predicted WIAT-III Actual WIAT-III Critical Value.1 Significant Y/N Note. Base rates and standard deviation discrepancies are not reported when the achievement score equals or exceeds the ability score. *Indicates that the achievement score exceeds the ability score. Base Rate Standard Deviation Discrepancy > 1. SD Listening Comprehension Y <=1% Y Early Reading Skills Y <=1% Y Math Problem Solving Y <=1% Y Alphabet Writing Fluency N >5% N Numerical Operations N >5% N Oral Expression Y <=1% Y Spelling Y <=1% Y WIAT-III Composite Oral Language Y <=1% Y Written Expression Y <=15% Y Mathematics N <=% N Total Achievement Y <=3% Y

12 8/9/1, Page 1 Sample Report Pattern of Strengths and Weaknesses Analysis Area of Achievement Weakness WIAT-III Oral Expression: 59 Area of Processing Weakness WPPSI-IV VCI: 63 Area of Processing Strength WPPSI-IV FRI: 11 A B Comparison Processing Strength/ Achievement Weakness Processing Strength/ Processing Weakness Relative Strength Relative Weakness Critical Value.1 Significant Y/N Supports SLD hypothesis? Yes/No Y Yes Y Yes The PSW model is intended to help practitioners generate hypotheses regarding clinical diagnoses. The analysis should always be used within a comprehensive evaluation that incorporates multiple sources of information. Pattern of Strengths and Weaknesses Model Processing Strength WPPSI-IV Fluid Reasoning Index SS = 11 A. Discrepant? B. Discrepant? Yes Yes Achievement Weakness WIAT-III Oral Expression SS = 59 Processing Weakness WPPSI-IV Verbal Comprehension Index SS = 63

13 8/9/1, Page 13 Sample Report WIAT-III SKILLS ANALYSIS REPORT Early Reading Skills Total Errors Max. Errors % Correct Feature Skill by Skill by Skill By Skill By Feature Naming Letter-Sound Correspondance Phonological Awareness Word Reading Comprehension Naming Letters: Vowels Naming Letters: Consonants Matching Single Letters and Sounds Matching Letters and Sounds: Consonant Digraphs Matching Letters and Sounds: Consonant Blends Recognizing Rhyming Words Producing Rhyming Words Recognizing Initial Sounds in Words Recognizing Initial Two Sounds in Words Recognizing Ending Sounds in Words Blending Sounds % 8% Matching Words with Pictures 1 5 8% 8%

14 8/9/1, Page 14 Sample Report WIAT-III INTERVENTION GOAL STATEMENTS REPORT Early Reading Skills Matching Letters and Sounds: Consonant Digraphs Items with Errors: 7 Annual Goals - When shown consonant digraphs one at a time, the student will say the sound(s) that corresponds to each consonant digraph with no more than errors. Consonant digraphs will include the following (circle/enter): ch, sh, th, wh, ng, dg, gh,. - When shown a list of (circle/enter: two, three, ) consonant digraphs, the student will listen to a sound and then point to the consonant digraph that corresponds to each sound with no more than errors. Consonant digraphs will include the following (circle/enter): ch, sh, th, wh, ng, dg, gh,. Short-Term Objectives - The student will listen to a list of words and raise his/her hand each time a word is spoken that (circle: begins, ends) with a target consonant digraph with no more than errors. Consonant digraphs will include the following (circle/enter): ch, sh, th, wh, ng, dg, gh,. Example: "Raise your hand when you hear a word that begins with \sh\ ": shark... trash... chill...bath... short. Note: Testing (and teaching, if necessary) auditory phonemic discrimination is an important prerequisite to matching letters and sounds. - Given a target consonant digraph and a list of visually similar letter blends/digraphs with some instances of the target digraph, the student will silently read/scan the list of letter groups and circle all instances of the target digraph within the list with no more than errors. Consonant digraphs will include the following (circle/enter): ch, sh, th, wh, ng, dg, gh,. Note: Testing (and teaching, if necessary) visual letter discrimination is an important prerequisite to matching letters and sounds. - When shown a list of (circle: one, two) -syllable words, each containing a consonant digraph in the (circle: initial, medial, final) position that has been omitted and the student is shown a choice of (circle: two, three) consonant digraphs, the student will listen to the words and then circle/point to the correct consonant digraph with no more than errors. Consonant digraphs will include the following (circle/enter): ch, sh, th, wh, ng, dg, gh,. List example: "chop": ch ck sh op Matching Words with Pictures Items with Errors: 3 Annual Goal - Given pictures of common objects, animals, or colors, each with a choice of (circle: two, three, four) one-syllable words with only one word correctly labeling the picture, the student will listen to each picture's name read aloud (or the student will say what is in the picture), and then point to or circle the word that corresponds to the picture with no more than errors. Example: Show a picture of a book with the following three words below the picture: book, bug, duck

15 8/9/1, Page 15 Sample Report Short-Term Objective - Given picture cards that show common objects, animals, or colors with the same number of one-syllable word cards that label each picture, the student will physically match up each picture with the correct word with no more than errors. Examples of pictures/words: book, bug, bike, dog, cat, car, red, blue End of Report