Fsiq Score

Grace’s school performance suggests that she is capable of learning. This is confirmed by her scores on Verbal Comprehension, Perceptual Reasoning, and Processing Speed scores from the Wechsler Intelligence Scale for Children, Fourth Edition. The Woodcock-Johnson III Test of Achievement further demonstrates these abilities with scores in the average range for Letter-Word Identification, Reading Fluency, Calculation, Writing Fluency and Writing Samples.

Bob Schmoe is a 34-year-old Caucasian male who was referred by his Department of Rehabilitation caseworker for an evaluation. His intelligence was measured using the Wechsler Abbreviated Scales of Intelligence (WASI). There were four subtests measured, two of which were verbal and the other two were non-verbal. Bob’s nonverbal abilities, specific analyses of subtest scores and math computation skills showed both fell within the low average range. Bob’s visual spatial skills fell within the low average range as well. In addition, Bob’s spelling skills fell within the borderline range. Lastly, Bob scored highest in his verbal comprehension and word reading even though both fell within the average percentile of his age group. Altogether,

The Woodcock-Johnson III (WJIII) test is full battery of tests that when administered together provide a comprehensive, norm-referenced assessment of specific cognitive abilities, oral language, academic achievements, and general intellectual ability (Blackwell, 2001). The WJIII authors are Woodcock, McGrew and Mather (2001) and is published by Riverside. The WJIII is the third revision of the original Woodcock-Johnson Psycho-Educational Battery developed by Richard Woodcock and Mary E. Bonner Johnson (R. W. Woodcock & Johnson, 1977) and its revision the Woodcock-Johnson Psycho-Educational Battery-Revised (R. W. Woodcock & Johnson, 1989). The Woodcock-Johnson is currently in its fourth revision published in 2014

This self-assessment focuses on attendance, knowledge acquisition, and academic achievement. Since this class is based online the score would be based on online participation in Zoom sessions and completion of assignments. I have not missed a Zoom session and actively engage in the discussions presented. Also, all of the assignments due have been completed before the end of the due date. Therefore, according to the rubric I would be considered proficient in the category of attendance. The next category is knowledge acquisition; at which I would be considered competent in this area. I engage between two to four hours average a week on Blackboard and the Connect site. I try to complete the Learn Smarts at least twice a week to understand the material

The WAIS-IV is an assessment designed to measure cognitive functioning and intelligence in adults. The WAIS-IV generates composite, index, and subtests scores based on performance on verbal, non-verbal, processing speed, and working memory tasks. These scores reflect the individual’s performance at the time of testing and can be predictive of future functioning within a confidence interval of 95%. The composite full scale IQ score is a global representation of the individual’s functioning, the index scores represent their ability on a specific grouping of tasks, and the subtests scores indicate their ability within the specific cognitive functions. The composite and index scores have a mean of 100 and a standard deviation

Gustave’s cognitive abilities were assessed through the use of Wechsler Adult Intelligence Scales, 4th Edition (WAIS-IV). The areas of cognitive processing ability measured include crystallized intelligence, short-term memory, visual-spatial processing, fluid reasoning and processing speed. The subtests measure different cognitive processing abilities and when combined they form four index scores: Verbal Comprehension, Perceptual Reasoning, Working Memory and Processing Speed which all together make up the Full-Scale IQ (FSIQ) score. To further clarify Gustave’s cognitive skills, separate composites were calculated for visual processing and fluid reasoning using the Cross-Battery Assessment Software System (X-BASS).

In order to adequately assess Darren, it is important that both cognitive and adaptive tests are conducted. These two diagnostic criteria will give the psychologist a better understanding of whether or not Darren has an intellectual disability, what it could be and its severity. IQ tests are important as they measure several mental abilities. More specifically, they focus on a person’s judgment, problem solving skills, reasoning, abstract thinking, experiential learning and academic learning (Reynolds, Zupanick, & Domebeck, 2015). Although IQ tests have many positive implications and are fairly accurate in evaluating the intellectual performance of an individual, they have several drawbacks. IQ tests are beneficial when assessing what a child has already learned, but are not as helpful in determining how they might benefit from

In order to assess Jason’s stage of cognitive development, he was asked to participate in a number of Piaget tests.

The score I applied for my Intellectual score/evaluation was a 6. The ultimate goal is to complete my bachelor’s degree in the next year and a half. My concisions in accomplishing this goal was balancing the time for work and school to maintain my very best in both areas of my life. I’ve been successful to this point managing my time with the unit III weekly timetable to dedicate time for my success in school. The one item needing improvement is spending more time with the

Students who are classified as gifted must obtain scores above the 90th percentile through the administration of a Kaufman Brief Intelligence Test, 2nd Edition (the screening instrument), and either a Reynolds Intellectual Assessment scale (RIAS) or the Woodcock-Johnson III Test of Achievement Scale – Form A (WJIII, a broadly perceived government sanctioned test that measures accomplishment in the zones of Reading, Math, Written Language, Oral Expression, Listening Comprehension, Academic Knowledge, and Phoneme-Grapheme Knowledge), by an instructive

results the highest standard score he received in the Artistic area was for Attorney because the attorney’s responses in the sample reflected alignment with the Artistic theme. We then discussed how the code was REC and I steered us back to our sticky note exercise where his C and S were tied. He felt this was consistent and we moved forward. We examined the graphs next. I explained any score above 40 suggested he shared similar interests to men in that occupation that were sampled. Here we discussed his Realistic again had strong representation, social came next and enterprising third. He was a little surprised Law Enforcement Officer had the highest score, but I pointed out it was his responses to this area that most aligned with the

On the Structural Analysis Assessment, Michael demonstrated mastery on 5a1, correctly identifying 27/27 words. On 5a2, Michael also demonstrated mastery, correctly identifying 48/53 words. In total, Michael scored 75/80 or 94%.

7th Grade EOG: Level I in both Reading and Math. Fabian grew 4 points in Reading and 2 points in Math. Fabian's current grade in Math: 47% and in Science:

Wechsler Intelligence Scale for Children (WISC-IV; Wechsler, 1949). This seminal intelligence scale assesses a child 's general intellectual ability across four domains, producing four corresponding index scores: (1) the Verbal Comprehension Index (VCI), (2) the Visual Spatial Index (VSI), (3) the Working Memory Index (WMI), and finally (4) the Processing Speed Index (PSI). The VCI measures verbal concept formation, specifically assessing children 's ability to listen to a question, draw upon learned information from both formal and informal education, reason through an answer, and express their thoughts aloud. An example item from this index is similarities, vocabulary, and comprehension. Next, the VSI measures non-verbal and fluid reasoning and assesses children 's ability to examine a problem, draw upon visual-motor and visual-spatial skills, organize their thoughts, create solutions, and then test them. An example item from this index is solving a 3D puzzle. The WMI measures working memory and assesses children 's ability to memorize new information, hold it in short-term memory, concentrate, and manipulate that information to produce some result or reasoning processes; an example item would be letter-number sequencing. This measure is particularly important for higher-order thinking, learning, and achievement. Finally, the PSI measures the speed of information processing and assesses children 's abilities to focus attention and quickly scan, discriminate between, and

able to use their logic in 3 tasks originally set out by Piaget. A Lab