5-2 Short Paper-Analyzing a Sample Intelligence Achievement Report

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Jan 9, 2024

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1 Megan Davis 10/20/2023 PSY 550 SNHU Regina Alston 5-2 Short Paper: Analyzing a Sample Intelligence Achievement Report

2 Sample is a 34-year-old Caucasian male who was referred by his caseworker from the Department of Rehabilitation for an evaluation. Bob was administered the Wechsler Abbreviated Scales of Intelligence-2 nd Edition (WASI-2) and the Wide Range Achievement Test-Revision 4 (WRAT-4). On the WRAT-4, the composite and subtest summaries found that Bob’s work reading skills were within the average range, indicating he has good strength and experience in this area. His sentence comprehension also showed good strength. Previous learning experiences may account for his strengths in this area. Bob scored within the average range of reading composite scores which may also indicate that prior experiences have Bob well exercised in targeted reading skills. On the subtest using written spelling, bob scored in the borderline area which indicates he scored significantly lower than peers his age. This demonstrates the need for Bob to continue to work to progress this skill. On the mathematical calculation test, Bob scored in the below average to low range. Bob will need some assistance with mathematical calculation skills and should probably utilize training and support services. These are Bob’s weaknesses for the WRAT-4. Bob’s intelligence was also measured using the Wechsler Abbreviated Scales of Intelligence (WASI). The WASI-2 was administered in the four-subtest form, which consists of two verbal and two non-verbal subtests, yielding a Full-Scale IQ Score (FSIQ). The average composite score on the WASI ranges from 90-109. Individual subtest scores range from 40-60. Based on Bob’s scores, his strengths and weaknesses are as follows. Bob’s verbal reasoning abilities as measured by the Verbal Comprehension Index (VCI) are within the average range when compared to his peers in the same age range. The VCI is meant to measure verbal reasoning and concept formation. Bob was able to perform equally on the subtests, which suggests that his skills in this area are comparably developed. Bob should not have too much

3 difficulty with keeping up with his peers in situations that require verbal skills because of his strengths in this area. Bob’s nonverbal reasoning was measured with the Perceptual Reasoning Index (PRI). The PRI is used to measure fluid reasoning in the perceptual domain with tasks that assess nonverbal concept formation and Bob scored with the average range. Bob’s performance on the subtests where his visual spatial skills were measured fell within the low average range. However, his non-verbal problem-solving abilities fall within the average range. This area serves as both a strength and a weakness for Bob. Overall, Bob has average cognitive abilities as evaluated by the WAIS-2. His verbal and non- verbal skills are well developed. Bob’s reasoning abilities on verbal tasks were average (VCI=99), and his non-verbal reasoning abilities were also average (PRI=91). Bob’s block design fell on the below average range with a score of 43. Based off his scores, I would recommend Bob should regularly review information that must be remembered to improve his abilities in this area. He may benefit from associative links when learning and processing new information. By linking new information to information, he has previously learned, he might be able to gain more of an understanding of the information and improve recall (block design). He may also benefit from using verbal labels when necessary. Bob should consider career choices that would utilize verbal skills and that minimize hands-on or manipulative types of activities and visuo- spatial skills. Due to his below average math skills, Bob should try to solve problems using visual/nonverbal information. He may also benefit from support services such as tutoring in this area.

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