Wisc v sample

CONFIDENTIAL PSYCHOEDUCATIONAL REPORT

Examinee Name MS Date of Report 22/02/2017

Examinee ID: 001 Grade K

Date of Birth 12/09/2008 Primary Language English

Gender Female Handedness Right

Race/Ethnicity -American Examiner Name xxx xxx

Date of Testing 19/02/2019 Age at Testing 10 years 02 mths Retest? No

TEST ADMINISTERED

Wechsler Intelligence Scale for Children – V (WISC-V)

REASON FOR REFERRAL: Morgan’s parents volunteered her to help with a class project for a cognitive assessment course.

BACKGROUND

Describe age, gender, ethnicity, siblings, parents’ marriage status and education level school, mother’s pregnancy— any complication during pregnancy, delivery, and post natal care. Any developmental delays (such as late in walking, talking, etc), any difficulties in learning, speech, articulation, etc.? Any behavior challenges?

TEST SESSION BEHAVIOR OBSERVATION

Morgan arrived five minutes late for the test session accompanied by her parents. She was appropriately dressed for the weather and her age. She was oriented to person, place, time, and situation. She showed moderate energy level. Additionally, her eye contact was steady. She also was fidgeting with the sleeves on her shirt. These factors may have mildly impacted her ability to show her optimal performance. She did not exhibit difficulties with expressive language during testing.

ABOUT WISC-V SCORES

Morgan was administered 10 subtest from the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) The WISC-V is an individually administered comprehensive clinical instrument for assessing the intelligence of children ages 6:0-16:11. The primary and secondary subtests are on a scaled score metric with a mean of 10 and a standard deviation (SD) of 3. These subtest scores range from 1 to 19, with scores between 8 and 12 typically considered average. The primary subtests scores contribute to the primary indexes, which represent intellectual functioning in five cognitive areas: Verbal Comprehensive Index (VCI), Visual Spatial Index (VSI), Fluid Reasoning Index (FRI), Working Memory Index (WMI), and the Processing Speed Index (PSI). This assessment also produces a Full Scale IQ (FSIQ) composite score that represents general intellectual ability. The primary index scores and the FSIQ are on a standard score metric with a mean of 100 and an SD of 15. The primary index scores range from 45 to 155; the FSIQ ranges from 40 to 160. For both primary index scores and the FSIQ, scores ranging from 90 to 109 are typically considered average.

A percentile rank (PR) is provided for each reported index and subtest score to show Morgan’s standing relative to other same-age children in the WISC-V normative sample. If the percentile rank for Morgan’s Verbal Comprehension Index is 80, for example, it means Morgan performed as well as or better than approximately80% of children her age. This appears in the report as PR= 80.

The scores obtained on the WISC-V reflect Morgan’s true abilities combined with some degree of measurement error. Her true score is more accurately represented by a confidence interval (CI), which is the range of scores within her true score is likely to fall. Composite scores are reported with 95% confidence intervals to ensure greater accuracy when interpreting test scores. For each composite score reported for Morgan, there is a 95% certainty her true score falls within the listed range.

Children exhibit different strengths and weaknesses across areas of performance. When the difference between two scores is statistically significant, it is listed in the report with a base rate to assist in the interpretation. The base rate (BR) provides a basis to estimate how rare a particular score difference was among other children of similar ability in the WISC-V normative sample. For example, a base rate of <=2% is reported if the composite score for the Verbal Comprehensive Index is 28.80 points lower than the mean primary index score (MIS). This appears in the report as VCI

Intellectual abilities can change over the course of childhood. A child’s scores on the WISC-V can be influenced by motivation, attention, interests, and opportunities for learning. All scores may be slightly higher or lower if Morgan were tested on a different day. These test scores are a mere snapshot of her current level of intellectual functioning. When the scores are used in a comprehensive evaluation, they contribute to an understanding of Morgan’s current strengths and any needs that can be addressed.

INTERPRETATION OF WISC-V RESULTS

FSIQ

The FSIQ composite score is derived from seven subtests and summarizes ability across a diverse set of cognitive functions. The score is the most representative indicator of general intellectual functioning. Subtests are drawn from five areas of cognitive ability: verbal comprehension, visual spatial ability, fluid reasoning, working memory, and processing speed. Morgan’s FSIQ is in the high average range when compared to children her age (FSIQ = 112, PR = 79, CI = 106-117). Although the WISC-V measures various aspects of ability, a child’s scores can also be influenced by many other factors not represented in this report. While the FSIQ provides a broad representation of cognitive ability, describing Morgan’s domain-specific performance allows for a thorough understanding of her functioning in distinct areas. Some children perform at the same level in all areas, but most display areas of cognitive strengths and weaknesses.

Verbal Comprehension

The verbal comprehension index (VCI) measured Morgan’s ability to access and apply acquired word knowledge. This score reflects her ability to verbalize meaningful concepts, think about verbal information, and express herself using words. Overall, Morgan’s performance on subtests within the VCI was very high in comparison to most children her age. This was an area of strength in comparison to her overall ability (VCI = 124, PR = 95, Very High, CI=114-130). High scores in this area occur when word knowledge is well developed. Her performance on using logic to solve problems was stronger (VCI>FRI, BR= 11.76%). Additionally her verbal comprehension was stronger than her ability to mentally manipulate information (VCI>WMI, BR = 12.12%). Her performance on verbal comprehension subtests was weaker than her performance on her ability to process and evaluate visual information and to work quickly and efficiently (VCI