WISC IV Interpretative Worksheet

WISC IV INTERPRETIVE WORKSHEET Child Name:

Date of Testing:

Age:

STEP 1 FSIQ INTERPRETATION FSIQ

FSIQ Score

Error Range

Percentile

Verbal Description

Is the FSIQ Valid? Index

Scaled Score & Description

VCI PRI WMI PSI

( |Highest - Lowest | < 23 Points )

Is the FSIQ Valid?

If FSIQ is INVALID, is GAI Valid?

GAI Score

FSIQ/GAI/Index Range

No

( |VCI - PRI| < 23 Points )

Sum VCI+PRI to get the GAI Sum of Scales Scores and convert it to a Standard Score with the table below

GAI SSS

Yes

Is the GAI Valid?

Error Range

Percentile

Description

> 131

Upper Extreme/Normative Strength

116 - 130

Above Average/Normative Strength

85 - 115

Average Range/Within Normal Limits

70 - 84

Below Average/Normative Weakness

< 69

Lower Extreme/Normative Weakness

Yes

No

Verbal Descriptor

STEP 2 INDEX INTERPRETATION Are the indexes unitary? Index

Highest Subscale

Lowest Difference Subscale

Unitary? (< 5 points)

VCI PRI WMI PSI

Yes Yes Yes Yes

All subscales < 8 or NW? All subscales > 12 or NS?

No No No No

---For Unitary Indexes Only--Index

Index Score

Average Index Score

Client Difference

VCI PRI WMI PSI Sum of All Four Indexes = Index

Client Difference

Difference Required for Significance1

÷4= Difference Required to be Uncommon2

VCI PRI WMI PSI

Personal Strength or Weakness? Uncommon?

14.0 13.5 15.0 17.0

S S S S

W W W W

NA NA NA NA

U U U U

Descriptor3

LE LE LE LE

BA BA BA BA

WNL WNL WNL WNL

1 Based on age from the table below 2 Uncommon Differences all occur at the 10% or less frequency level 3 See FSIQ/GAI/Index Range Table on Page 1

Differences Required for .05 Level Significance by Age Age

VCI

PRI

WMI

PSI

Age

VCI

PRI

WMI

PSI

6

7.9

7.9

7.6

9.8

12

6.1

6.8

6.8

8.0

7

7.7

7.7

8.2

10.3

13

6.6

6.9

7.5

8.1

8

7.3

7.1

7.6

8.4

14

6.2

7.2

6.9

8.0

9

7.1

10.9

7.7

8.5

15

6.2

7.2

7.2

7.7

10

7.1

10.9

7.7

8.2

16

6.2

7.5

6.9

8.0

11

6.9

6.9

7.2

7.8

Based on Table 4.3 in Flanagan and Kaufman

AA AA AA AA

UE UE UE UE

STEP 3 - SUBTEST DISCREPANCIES Sattler still suggests comparing subtests to either the FSIQ mean, or the VCI and PRI mean to determine a child's personal strengths and weaknesses Subscale Score Mean Client Difference Required Strength Score Difference for Significance1 2 Weakness Uncommon Similarities

(3)

S W U

Vocabulary

(3)

S W U

Comprehension

(3)

S W U

(Information)

S W U

(Word Reasoning)

S W U

Block Design

(4)

S W U

Picture Concepts

(4)

S W U

Matrix Reasoning

(3)

S W U

(Picture Completion)

S W U

Digit Span

(4)

S W U

Letter Number

(4)

S W U

(Arithmetic)

S W U

Coding

(4)

S W U

Symbol Search

(4)

S W U

(Cancellation)

Mean Used:

S W U

VCI and PRI Mean

FSIQ Mean

1 Table below includes Difference Required for Significance from whole sample 2 Numbers in parenthesis are seen in 10% or less of the sample

Difference Required for Significance at .05 Level Subtest

Mean of 3 Index Subtests

Mean of 4 Index Subtests

Mean of 5 Index Subtests

Mean of 15 Subtests

Similarities

2.23

2.46

2.65

3.22

Vocabulary

2.11

2.28

2.43

3.22

Comprehension

2.41

2.73

2.96

3.06

2.51

2.70

3.64

2.81

3.01

3.40

(Information) (Word Reasoning) Block Design

2.22

2.47

2.88

Picture Concepts

2.38

2.70

2.80

Matrix Reasoning

2.09

2.27

2.85

2.57

3.70

(Picture Completion) Digit Span

2.05

3.83

Letter Number

1.95

3.40

(Arithmetic)

2.03

3.88

Coding

2.46

3.30

Symbol Search

2.61

3.01

(Cancellation)

2.63

3.78

Flanagan and Kaufman's Planned Comparisons Cluster 1

Cluster 2

Gf MR PCn A

Gv BD PCm

Actual Difference Required to Difference be Uncommon

Are These Unitary Factors? (< 5 points) Gf highest score - lowest score Yes No Gv highest score - lowest score Yes No

Scaled Scores Sum Scaled Scores

-

Standard Scores*

=

When Gf (Fluid Reasoning) is higher, it may indicate the child has good verbal reasoning ability and can solve problems most easily when they are able to translate visual into verbal material

Gf nonverbal MR PCn

Gv BD PCm

Sig

Non

Are These Unitary Factors? (< 5 points) Gf nonverbal highest score - lowest score Yes No Gv highest score - lowest score Yes No

Sum Scaled Scores

-

Needed - 21

When Gv (Visual Reasoning) is higher, it may indicate the child has good basic visual skills, but difficulty using visual information, as when making predictions based on charts and graphs, and integrating visual information to solve a problem

Scaled Scores

Standard Scores*

Strength?

=

Needed - 24

Sig

Non

When Gf nonverbal (Nonverbal Fluid Reasoning) is When Gv (Visual Reasoning) is higher, it may indicate that higher, it may indicate that the child may learn the child has a good basic visual skills, but has difficulty best when new information is organized with using visual information, as when making predictions based graphics, charts, drawings, etc... on charts and graphs, and integrating visual information to solve a problem

Gf nonverbal MR PCn

Gf verbal SI WR

Are These Unitary Factors? (< 5 points) Gf nonverbal highest score - lowest score Yes No Gv verbal highest score - lowest score Yes No

Scaled Scores Sum Scaled Scores

-

Standard Scores*

=

Needed - 24

Sig

Non

When Gf nonverbal (Nonverbal Fluid Reasoning) is When Gf verbal (Verbal Fluid Reasoning) is higher, it may higher, it may indicate that the child may learn indicate the child can reason most easily with verbally-based best when new information is organized with material; they may do well with "lecture format" classes, so graphics, charts, drawings, etc... long as they do not include too many pictures, charts, and graphs

Gc lexical WR VO

Gc general CO IN

Are These Unitary Factors? (< 5 points) Gc lexical highest score - lowest score Yes No Gc general highest score - lowest score Yes No

Scaled Scores Sum Scaled Scores Standard Scores*

-

When Gc lexical (Crystalized Lexical Knowledge) is higher, it may indicate that the child can reason with words, but has limited factual information; writing may be hard because they know the words to use, but have little to say, and can read but not understand important points

=

Needed - 17

Sig

Non

When Gc general (General Crystalized Knowledge) is higher, it may indicate that the child has good factual knowledge, but difficulty with words; this may mean that on writing assignments, the child knows what to say that does not know how to say it, and may be able to read and understand familiar topics but have difficulty with novel material

Gc LTM IN VO

Gsm WM LN DSp

Are These Unitary Factors? (< 5 points) Gc LTM highest score - lowest score Yes No Gs WM highest score - lowest score Yes No

Scaled Scores Sum Scaled Scores

-

Standard Scores*

=

When Glc LTM (Long-Term Memory) is higher, it may indicate that the child has adequate factual knowledge through repeated practice with familiar topics, but when learning new material has difficulty holding information in short-term memory long enough to understand the "big picture"

Gc LTM IN VO

Gf verbal SI WR

Non

Are These Unitary Factors? (< 5 points) Gc LTM highest score - lowest score Yes No Gf verbal highest score - lowest score Yes No

Sum Scaled Scores

-

Sig

When Gsm WM (Short-Term Memory or Working Memory) is higher, it may indicate that the child can learn new information, but has difficulty recalling it with a delay; others may say they know information immediately after studying, but forget it the next day. They likely are not forgetting, but rather are not learning it in a way that they can later recall

Scaled Scores

Standard Scores*

Needed - 24

=

Needed - 17

Sig

Non

When Glc LTM (Long-Term Memory) is higher, it When Gf verbal (Verbal Fluid Reasoning) is higher, it may may indicate that the child has adequate factual indicate the child can reason most easily with verbally-based knowledge through repeated practice with familiar material, but may have little information to reason with topics, but has difficulty using new information * See Tables 1 through 8 to convert Sum Scaled Scores into Standard Scores

Sattler's Suggested Scale Score Descriptors Scaled Score

Description

Percentile Range

Scaled Score

Description

Percentile Range

1 to 4

Exceptional weakness Very poorly developed Far below average

1st to 2nd

13 to 15

Strength Well developed Above average

84th to 95th

5 to 7

Weakness Poorly developed Below average

5th to 16th

16 to 19

Exceptional strength Very well developed Superior

98th to 99th

8 to 12

Average

25th to 75th

Average Digits Recalled by Age Age

DSpan Forwards

6-8

5

9-14

6

15-16

7

Recalled By

50-75%

DSpan Backwards 3 4

%tile

50-75%

5 R Niolon

Sums of Scaled Scores to Cluster Standard Scores Table 1 Gf (Fluid Reasoning) SSS 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Stand Score 50 52 54 55 57 59 61 62 64 66 67 69 71 73

%tile

SSS

99 >99

95% Conf = + 8

Table 2 Gv (Visual Reasoning) SSS 2 3 4 5 6 7 8 9 10 11

Stand Score 50 53 56 59 62 65 67 70 72 75

%tile

SSS

99 >99

95% Conf = + 8

Table 5 Gc lexical (Crystalized Lexical Knowledge) SSS 2 3 4 5 6 7 8 9 10 11

Stand Score 50 53 56 59 62 65 68 71 74 76

%tile

SSS

99 >99 >99

95% Conf = + 8