Gracen Cognitive Score

The formulas were developed by Kuder and Richardson in 1937 to calculate the reliability/precision of a test by using a single form and a single test administration, without arbitrarily dividing the test into halves” (Drummond, Sheris, and Jones, 2016, p.100). When Jonathan took the Otis-Lennon School Ability Test, he scored a 90 the first time he took this test, and a 94 the second time. This test measures a client’s reasoning ability and abstract thinking. While the test does not measure one’s ability to learn, it does give us a picture of how well he will do, academically. His scores fall within the average, meaning Jonathan can function intellectually. Even with the slight increase, he still falls in the average category, which is consistent with the reliability of the test. In order for a person to increase their IQ dramatically, he or she has to prepare by increasing their reading and consistent exposure to intellectual activities. The scores that Jonathan received on a differential aptitude test, especially a 49% in abstract reasoning and a 63% in mechanical reasoning, deemed to be extremely reliable and valid, as it relates to what Jonathan has verbalized about his interest. There is, indeed a correlation in these scores and his day to day performance in school, and his career

This paper discusses the pros and cons of the Wechsler Adult Intelligence Scale (WAIS-III). First, important definitional, theoretical issues, including the nature of intelligence, a brief history, and pros and cons are discussed. Next, the development, reliability, validity, and assets and limitations of the WAIS-III are examined. This is followed by discussion of the meaning of IQ scores, use of successive level interpretation and cautions and guidelines for administration. Last, subtests, assessing special population groups, short forms, profile forms, and what a

Verbal score: represented scores on subtests of vocabulary, comprehension, knowledge of general information and other verbal tasks

A major strength of this assessment is that this assessment has a Nonverbal Index. This is beneficial for students who are not yet proficient in the English language or struggle with language. Administering the Nonverbal Index allows the administrator to gain a better understanding of the child’s abilities because their language issues are not working against them with this test. Also, this assessment has two theories of intelligence that can be tested: the Luria neurological processing theory and Cattell-Horn-Carroll (CHC) theory of intelligence. With the Luria Model, you will obtain the Mental Processing Index of Learning Ability, Sequential Processing, Simultaneous Processing, and Planning Ability. With the Cattell-Horn-Carroll model, you will obtain the Fluid-Crystallized Index with the areas of long-term storage and retrieval, short-term memory, visual processing, fluid reasoning, and crystallized ability. This assessment is also more child-friendly because of the visuals throughout the test. A weakness of this assessment is the administrator will not be able to obtain a score for auditory processing and processing speed with this assessment, requiring the administrator to utilize another intelligence assessment. This assessment has two intelligence theories options to choose from: the Luria

Due to concerns regarding T’Niq not having his glasses during the administration of the WISC-, he was administered the CTONI-2 to obtain a measure of his general intelligence utilizing a nonverbal format. T’Niq obtained a full-scale IQ score of 79 on the CTONI-2 which falls at the 8th percentile, indicating that he scored at or above 8 percent of his peers. This score falls within the poor range. T’Niq’s score of 79 on the CTONI-2 is consistent with his score of 73 on the WISC-IV administered at age 9.

On close examination of Jayson’s standard score profile, it revealed that he is performing below average in word reading, sentence comprehension, spelling and reading. He, however, is performing at an average in math computation which suggests that his mathematical skills can be compared to that

The first step in any research is to accurately define the population of interest. Intellectual Disability (ID) has been called by many different terms: mental retardation, learning disability, mental handicap, and developmentally delayed. Generally, these terms are accepted as interchangeable (Schalock, Luckasson & Shogren, 2007). However, over time some of the characteristics required to receive a diagnosis of ID has changed. In the recent past, the Diagnostic Statistical Manual of Metal Disorders Text Revised (DSM IV TR) identified three criteria necessary to be diagnosed with ID. This included: impairments of intellectual functioning (IQ<70) are not necessarily excluded from the diagnosis. By deemphasized the importance of low IQ the as a defining feature of ID the diagnosis expanded its definition to include individual assessed with borderline intelligence and above (fact sheet reference).

Validity is the assessment of the test’s informational construct, content, and criterion (Jarosewich, Pfeiffer, & Morris, 2002). Despite the fact that GATES does not reference any giftedness theory or theory of support, content validity is confirmed for GATES since the test was developed based on literature reviews, critiques of existing rating scales, and academic and test construction experts of the field (Jarosewich, Pfeiffer, & Morris, 2002, p. 330). A combination between federal guidelines on giftedness and a confirmatory item analysis is the basis of GATES creation.

Chloe’s most recent review of cognitive and learning abilities was completed in early 2014. The key findings include stronger verbal intellectual skills (average) than non-verbal intellectual skills (low average); the abstract reasoning that is needed for many maths tasks. Whilst her working memory and processing speed

The reported IQ test score ranges for this group are 50-55 to approximately 70, and individual may reach a fifth or sixth academic grade level. At this level of severity, the individual is an active participant in contributing to family and community, and as an adult will be able to live independently and work in a supported environment. Assistance may be needed in handling of money, planning, and organizing daily activities.

The average IQ score is 100, a score above 130 is labelled as extremely smart while a score below 70 is labelled as developmental delays.

Over time intelligence has been thought to have a major impact on many people’s success throughout their future. In order to accomplish many goals and tasks in life

Based on his performance on certain tasks of full IQ test, the results put him in an average IQ status compared to other people his age, however, the individual IQ subtests found a large difference between his verbal and non-verbal abilities. In regards to his verbal IQ test, James performed average to high average on the IQ tasks indicating consistent on his general knowledge abilities, good vocabulary, verbal reasoning and problem solving skills in compared to age-matched peers. In addition, although he initially experienced memory problems, now his memory tests scores ranked him average to high average for immediate and working memory skills in compare to adults with his age, which was the good indication of improving James' memory abilities.

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

The focus of the assessment is to determine children’s learning abilities and provide insights into their problem –solving strategies (Dale, McIntosh, Rothlisberg, Ward, Bradley, 2011). The assessment is designed for children age 3- 18 years of age (Kaufman & Kaufman, 2004). The test measures specific constructs in learning (long-term retrieval), sequential processing (short-term memory), simultaneous processing (visualization), planning (fluid ability), and verbal knowledge (crystallized ability) (Braden & Thorndike, 2005). The subtests include Atlantis,