Score Report. Percentile Rank. Composite Score
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1 Report Student Name Date of Report 10/02/2011 Student ID Grade 6 Date of Birth 01/09/1998 Home Language English Gender Female Handedness Right Race/Ethnicity White/Caucasian Examiner Name Sample Examiner Test Administered WISC IV Core/Supplemental (14/09/2010) Age at Testing 12 years 0 months Retest? No WIAT III (14/09/2010) 12 years 0 months No WISC IV Comments WIAT III Comments WISC IV Results Composite s Summary Sum of s Composite Percentile Rank 95% Confidence Interval Qualitative Description Scale Verbal Comprehension (VCI) Low Average Perceptual Reasoning (PRI) Low Average Working Memory (WMI) Low Average Processing Speed (PSI) Low Average Full Scale (FSIQ) Low Average Page 1 of 15
2 WISC IV Composite Profile Note. Vertical bar represents the Standard Error of Measurement (SEM). WISC IV Composite s and Standard Error of Measurement Composite SEM VCI PRI WMI PSI FSIQ Page 2 of 15
3 Composite Differences 1 2 Critical Value Sig. Diff. Y / N Base Rate Index Comparisons Diff. VCI - PRI N VCI - WMI N 44.6% VCI - PSI N 41.4% PRI - WMI N 44.3% PRI - PSI N 38.7% WMI - PSI N 45.5% Note. Base Rate by Overall Sample Statistical Significance (Critical Values) at the.05 level Differences between Subtest and Mean of Subtest s Subtest Subtest Mean Critical Value Base Rate Diff. S / W Block Design >25% Similarities >25% Digit Span >25% Picture Concepts >25% Coding >25% Vocabulary >25% Letter-Number Sequencing >25% Matrix Reasoning >25% Comprehension >25% Symbol Search % Note. Overall: Mean = 7.90, Scatter = 5, Base Rate = 88.4% Statistical Significance (Critical Values) at the.05 level Subtest Differences 1 2 Critical Value Sig. Diff. Y / N Base Rate Discrepancy Comparisons Diff. Digit Span - Letter-Number Sequencing N 40.8% Coding - Symbol Search Y 5.8% Similarities - Picture Concepts N 44.0% Digit Span - Arithmetic N 29.8% Letter-Number Sequencing - Arithmetic N 42.3% Coding - Cancellation N 33.6% Symbol Search - Cancellation N 22.4% Note. Statistical Significance (Critical Values) at the.05 level Page 3 of 15
4 Verbal Comprehension Subtest Summary (Total Raw to Conversions) Subtest Raw Percentile Rank Similarities Vocabulary Comprehension (Information) (Word Reasoning) Perceptual Reasoning Subtest Summary (Total Raw to Conversions) Subtests Raw Percentile Rank Block Design Picture Concepts Matrix Reasoning (Picture Completion) Working Memory Subtest Summary (Total Raw to Conversions) Subtests Raw Percentile Rank Digit Span Letter-Number Sequencing (Arithmetic) Processing Speed Subtest s Summary (Total Raw to Conversions) Subtests Raw Percentile Rank Coding Symbol Search (Cancellation) Page 4 of 15
5 WISC IV Subtest Profile Note. Vertical bar represents the Standard Error of Measurement (SEM). WISC IV Subtest s and Standard Error of Measurement Subtest SEM Similarities (SI) Vocabulary (VC) Comprehension (CO) Information (IN) Word Reasoning (WR) Block Design (BD) Picture Concepts (PCn) Matrix Reasoning (MR) Picture Completion (PCm) Digit Span (DS) Letter-Number Sequencing (LN) Arithmetic (AR) Coding (CD) Symbol Search (SS) Cancellation (CA) Page 5 of 15
6 Process Summary and Discrepancy Analysis Process s Raw Digit Span Forward Digit Span Backward 5 6 Cancellation Random 35 9 Cancellation Structured 35 7 Process Discrepancy Comparisons Subtest / Process 1 2 Diff. Critical Value Sig. Diff. Y / N Digit Span Forward - Digit Span Backward Y 7.1% Base Rate Cancellation Random - Structured N 24.5% Note. Statistical Significance (Critical Values) at the.05 level WISC IV Total Raw s Subtest Range Raw Block Design 0 to Similarities 0 to Digit Span 0 to Picture Concepts 0 to Coding 0 to Vocabulary 0 to Letter-Number Sequencing 0 to Matrix Reasoning 0 to Comprehension 0 to Symbol Search 0 to Picture Completion 0 to Cancellation 0 to Information 0 to Arithmetic 0 to Word Reasoning 0 to Process Range Raw Block Design No Time Bonus 0 to 50 Digit Span Forward 0 to Digit Span Backward 0 to 16 5 Cancellation Random 0 to Cancellation Structured 0 to Longest Digit Span Forward 0,2 to 9 Longest Digit Span Backward 0,2 to 8 Page 6 of 15
7 WIAT III Results Subtest Summary 95% Normal Raw Standard Confidence Percentile Curve Subtest Interval Rank Equiv. Stanine Grade Equiv. Age Equiv. Growth Listening Comprehension :6 487 Reading Comprehension 8* :4 450 Math Problem Solving < :4 381 Sentence Composition :8 489 Word Reading :4 447 Essay Composition :6 510 Pseudoword Decoding :4 461 Numerical Operations :0 517 Oral Expression :4 459 Oral Reading Fluency 81* :4 507 Spelling :8 448 Math Fluency Addition :0 442 Math Fluency Subtraction :4 430 Math Fluency Multiplication :8 479 Indicates a subtest with multiple raw scores (shown in the Subtest Component Summary). * 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. Page 7 of 15
8 Subtest Profile Note. The vertical bars represent the confidence interval at 95%. Supplemental Subtest Summary Raw Standard 95% Confidence Percentile Interval Rank Normal Curve Equiv. Stanine Grade Equiv. Age Equiv. Growth Name Essay Composition: Grammar and Mechanics <3.0 <8:0 N/A Oral Reading Accuracy 386* :4 N/A Oral Reading Rate 300* :8 N/A * Indicates a raw score that is converted to a weighted raw score (not shown). Page 8 of 15
9 Cumulative Percentages Word Reading Speed Pseudoword Decoding Speed The score is the same as or higher than the scores obtained by 10% of students in the normative sample; 90% of students in the normative sample scored higher than this score. The score is the same as or higher than the scores obtained by 25% of students in the normative sample; 75% of students in the normative sample scored higher than this score. Subtest Component Summary Subtest Component Raw Standard Percentile Rank Normal Curve Equivalent Stanine Qualitative Description Listening Comprehension Receptive Vocabulary Below Average Oral Discourse Comprehension Below Average Sentence Composition Sentence Combining Below Average Sentence Building Low Essay Composition Word Count Below Average Theme Development and Text Organization Average Oral Expression Expressive Vocabulary Below Average Oral Word Fluency Below Average Sentence Repetition Low Composite Summary Sum of Subtest 95% Normal Standard Standard Confidence Percentile Curve Qualitative Composite s Interval Rank Equiv. Stanine Description Oral Language Low Total Reading Below Average Basic Reading Below Average Reading Comprehension and Fluency Below Average Written Expression Below Average Mathematics Low Math Fluency Low Total Achievement Low Page 9 of 15
10 Composite Profile Note. The vertical bars represent the confidence interval at 95%. Page 10 of 15
11 Differences Between Composite Standard s Comparison Difference Critical Value (Significance Level.01) Significant Difference Y/N Base Rate Oral Language vs. Total Reading N >15% Oral Language vs. Basic Reading N >15% Oral Language vs. Reading Comprehension and Fluency N >15% Oral Language vs. Written Expression N >15% Oral Language vs. Mathematics N >15% Oral Language vs. Math Fluency N >15% Total Reading vs. Basic Reading N >15% Total Reading vs. Reading Comprehension and Fluency N >15% Total Reading vs. Written Expression N >15% Total Reading vs. Mathematics N >15% Total Reading vs. Math Fluency N >15% Basic Reading vs. Reading Comprehension and Fluency N >15% Basic Reading vs. Written Expression N >15% Basic Reading vs. Mathematics N >15% Basic Reading vs. Math Fluency N >15% Reading Comprehension and Fluency vs. Written Expression N >15% Reading Comprehension and Fluency vs. Mathematics N >15% Reading Comprehension and Fluency vs. Math Fluency N >15% Written Expression vs. Mathematics N >15% Written Expression vs. Math Fluency N >15% Mathematics vs. Math Fluency N >15% Note. A negative difference indicates that the second composite has a higher score than the first composite listed in the comparison. Page 11 of 15
12 Differences Between Subtest Standard s Comparison Difference Critical Value (Significance Level.01) Significant Difference Y/N Base Rate Listening Comprehension vs. Reading Comprehension N >15% Oral Expression vs. Word Reading N >15% Word Reading vs. Pseudoword Decoding N >15% Oral Reading Fluency vs. Word Reading N >15% Essay Composition vs. Numerical Operations N >15% Essay Composition vs. Math Fluency Multiplication N >15% Math Problem Solving vs. Listening Comprehension Y >15% Math Problem Solving vs. Oral Expression N >15% Numerical Operations vs. Math Fluency Subtraction N >15% Note. A negative difference indicates that the second subtest has a higher score than the first subtest listed in the comparison. Page 12 of 15
13 Ability Achievement Discrepancy Analysis Ability Type: WISC IV FSIQ Ability : 84 Predicted Difference Method WIAT III Subtest Predicted WIAT III Actual WIAT III Expected Difference Critical Value.01 Significant Difference Y / N Base Rate Standard Deviation Discrepancy 1.5 SD Listening Comprehension Y 10% N Reading Comprehension Y 5% Y Math Problem Solving Y 1% Y Sentence Composition Y 10% Y Word Reading Y 5% N Essay Composition N >15% N Essay Composition: Grammar and Mechanics Y 5% N Pseudoword Decoding Y 10% N Numerical Operations Y >15% N Oral Expression Y 5% N Oral Reading Fluency Y >15% N Oral Reading Accuracy N >15% N Oral Reading Rate Y >15% N Spelling Y 5% N Math Fluency Addition Y 5% Y Math Fluency Subtraction Y 5% Y Math Fluency Multiplication Y 5% Y WIAT III Composite Oral Language Y 5% N Total Reading Y 5% N Basic Reading Y 10% N Reading Comprehension and Fluency Y 5% N Written Expression Y 10% N Mathematics Y 5% Y Math Fluency Y 5% Y Total Achievement Y 5% N Note. Base rates and standard deviation discrepancies are not reported when the achievement score equals or exceeds the ability scores. Page 13 of 15
14 Pattern of Strengths and Weaknesses Analysis Area of Achievement Weakness WIAT III Mathematics: 66 Area of Processing Weakness WISC IV PSI: 85 Area of Processing Strength WISC IV PRI: 89 Comparison Relative Strength Relative Weakness Difference Critical Value.01 Significant Difference Y / N Supports SLD hypothesis? Yes / No Processing Strength / A Achievement Weakness Y Yes Processing Strength / B Processing Weakness N No The PSW model is intended to help practitioners generate hypotheses regarding clinical diagnoses. This analysis should always be used within a comprehensive evaluation that incorporates multiple sources of information. Pattern of Strengths and Weaknesses Model Processing Strength WISC IV Perceptual Reasoning Index SS = 89 A. Discrepant? Yes B. Discrepant? No Achievement Weakness WIAT III Mathematics SS = 66 Processing Weakness WISC IV Processing Speed Index SS = 85 Page 14 of 15
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