The Wais Iv Is An Assessment Designed Measure Cognitive Functioning And Intelligence

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

This study examined administration and scoring errors made by graduate students when administering the Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG). In the past studies have been conducted on graduate student errors made on other assessment of cognitive abilities, such as the Wechsler Scales. This study's findings were similar to previous studies.

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

The Queendom Verbal IQ Test comprised of 70 items which includes items on analogies, idioms and expressions, vocabulary and reading comprehensions, with the objective assessing verbal abilities. With a sample size of approximately 120,000 (M = 100, SD = 15), the reliability as internal consistency

TEST RESULTS: Ms. Glass' performance on the Verbal Scale of the WASI places her at the 73rd percentile in the Average Range of Intellect.

The WAIS-IV (Wechsler, Coalson & Raiford, 2008) was chosen for the neuropsychological evaluation because it is a widely used instrument to assess cognitive function in individuals who have experienced a traumatic brain injury (TBI) (Carlozzi, Kirsch, Kisala & Tulsky, 2015). The WAIS-IV measures general intelligence by assessing independent abilities, such as processing speed, memory, language skills, visual-motor coordination and attention. These abilities are sometimes impacted by TBIs (Carlozzi et al., 2015). By measuring these abilities independently through the administration of ten subtests, the WAIS-IV enables the researcher to conduct a pattern analysis, and explore major differences in scores between the domains tested (Kaplan & Saccuzzo, 2018).

Remote memory also appeared intact. The client presented with appropriate semantic and episodic memory, as she was able to provide reasonable general information, as well as personal anecdotes. No gross impairments in attention or concentration skills were noted. However, the youth struggled with completing the serial sevens task. Importantly, Alexandra was able to recall a normal range of digits, both presented to her orally. When asked to identify similarities between objects, the youth’s responses tended to be concrete in nature. The youth demonstrated appropriate judgment when asked to provide appropriate responses to a set of social dilemmas.

Tiyana’s performance on tasks assessing working memory fell within the lower end of the average range. A task on the WAIS-IV (Digit Span) required Tiyana to complete three different skills with a sting of numbers. She was asked to remember and repeat a list of numbers back. The second task required her to hold the list of numbers in her memory, manipulate the numbers and repeat them backwards. The third task, required

One more study was designed by Shook, Christina Berchock, 2010 to investigate the relationship between the frequency of cognitive distortions, as

The revised notion of the Triad of Impairments by Pellicano (2007) was particularly motivating, including the Theory of Mind, Executive Functioning and Central Coherence. This new revised

They examines the rate of learning over repeated trials in the studied clinical populations. The purpose of the examination was to further inform our understanding of the learning mechanism in Autism children and those with other disorders such as ADHD and VCF but also examine whether learning styles can be prevalent and children with significant impairments in some areas. For example, VCF is a genetic disorder for which nonverbal learning disability (NLD) profile has been consistently reported in the past. Results showed that in ADHD and Autism learners, they demonstrated slower visual learning over trials based on visual inspection. While Autistic children typically display relative strengths in visual learning, it's unclear whether this translates to efficiency in long-term learning is unclear. While some preferences are clear according to some cognitive strengths, the researchers found no consistent differences between visual and verbal means of instruction(Erodi,

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 Woodcock-Johnson III (WJ-III) is a complete battery intelligence assessment is based off of the Cattell, Horn, and Carrol model in that its studies cognitive ability. The WJ-III consists of two battery exams (WJJ-III COG, & WJJ-III- ACH) of intelligent tests, which mean that it is able to assess general intellectual abilities and specific cognitive abilities such as, scholastic aptitude, academic achievement, and oral language of the individuals ranging in ages from two through ninety. W-JIII COG that specifically measures cognitive abilities consists of 10 sublets e.g., spatial relations, verbal comprehension, auditory working memory, the concept formation, etc., which measure general and specific cognitive functions. Whereas, the WJ-III-ACH determines academic strengths and limitations, and both batteries combined make up the WJ-III.

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Part three, the questioning section of my interview, solidified my analysis of N.G.’s cognitive functioning. N.G. was asked numerous questions, six specifically, that were to differentiate her recognition of factual and imaginary information. Over the course of the questioning I received a variety of answers that showed no correlation between one another. N.G. was able to logically respond to the following questions: