The Wechsler Adolescent Intelligence Scale Case Study

• Scoring: The inventory uses a 5-point scale of distress (0–4), ranging from “not at all” (0) to “extremely” (4). The DIE yields raw scores and T scores for the Total Score and Primary Dimension scores. Results are hand scored. T scores above 65 on the Total Score and the Primary Dimensions are considered in the “clinical range.”

The administrator must be an individual who has had proper training in administering and interpreting norm-referenced educational and psychological tests; however, it is not required the individuals has a Doctoral degree (Pearson, 2009b). Materials needed to administer, score, and interpret the test include: the stimulus book, record form, response booklet, word card, pseudoword card, audio CD, Oral Reading Fluency, CD player with speakers, stopwatch, blank scratch paper, pencils without erasers, and an optional audio recorder (Pearson, 2009a). The administration instructions are conveniently written in the Record Form, which increase the ease of administration. The instructions were thoroughly analyzed to minimize misinterpretations and misunderstandings that could lead to a lower score (Pearson,

The Beck Youth Inventory Test was developed in 2001 by Judith Beck, Aaron Beck, John Jolly, and Robert Steer. The purpose of this psychological testing tool is a brief self-report to measure the distress in children and adolescents (Flanagan & Henington, 2005). The Beck Youth Inventory includes using five self-administered scales. The five tests include the Beck Depression Inventory, Beck Anxiety Inventory, Beck Anger Inventory, Beck Disruptive Inventory, and the Beck Self-Concept Inventory. These tests can be administered individually or in combination to the youth. The intended population for this test is ages 7-14 years (Flanagan & Henington, 2005). This test is used to assess symptoms of depression, anxiety, anger, disruptive

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

After thinking about my teen 's cognitive strengths and weaknesses and how they are reflected in his or her school grades and activities from 14-16 years of age, her strengths were greater than her weaknesses. For example, Salma got A 's in Spanish, English Honors and History courses starting from when she was 14 years. The English and Spanish teachers of Salma both commented "a pleasure to have in class." I believe her interest and enthusiasm helped her achieve high scores in these classes. She Also received a B in Algebra and a B in both her science courses of Physics and biology, and also, she received B 's in her Fine Arts classes both school years. One of Salam’s weaknesses is when it comes to taking music classes, she got a C in music course her freshman year and said, "I never want to take another music class as long as I live!" the career or courses of study might be best suited to my teen 's abilities and interests is either psychology major, or English professor, because Salma has strong communication skills, very strong interpersonal skills, and is very supportive among her friends. She is always putting other people’s problems into context to understand what they going to through before deciding on solution of any problems. Meaning she doesn’t jump to conclusion when problems arises, she is very clam until she can sum it up the best way to settle things in their best form.

DAS is recommended for this group as it is reliable and gives correct prediction and outcomes regarding depression. This assessment tool is easy to use; it is a self-report scale consisting of 40 items with each item having a statement and 7-point Likert scale. The questions used in this assessment are direct and easy making it efficient for most individuals' use (de Graaf, Roelofs, & Huibers, 2009). Besides,

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

Depression is a major predictor of a myriad of negative outcomes such as poor academic achievement, low self-esteem, decreased pro-social relationships, and higher risks of substance abuse (Healy, 2016). Additionally, these negative outcomes experienced by depressed teens may be even more apparent if the depression remains untreated. Findings mentioned earlier by Jones (2013) have also confirmed that this sensitive period in an individual’s life is particularly vulnerable to depressive symptoms that could lead to dire outcomes. These negative outcomes found by Jones (2013) concur with many of the same outcomes Healy mentioned. Moreover, research by Jaycox, Stein, and Paddock (2009) further delves into the impact of teen depression on these negative outcomes. Their study broadens knowledge on negative outcomes in teen depression by examining them over a long period of time. The data is compared to teens that are not depressed, but experience the same negative consequences. Results from the research concluded that the negative outcomes such as school achievement and poor relationships were significantly more severe in depressed teens. After stating the major consequences depressed adolescents experienced, their study further found that treating adolescents may not only have clinical symptom benefits, but also greatly

intelligence of a person. It is a test taken within a day that determines a person’s level of

J.K was administered Children Depression Inventory (CIDI) to verify the themes found in the projective tests. Children Depression Inventory assesses the presence and severity of depressive symptoms ages 7 to 17 years. It measures Negative Mood, Interpersonal Problem, Ineffectiveness, Anhedonia and Negative Self-Esteem. Her CDI total score was 42. Her scores ranged from below average to average. CDI total score reflects the number and severity of the depressive symptoms. J.K’s CDI profile is considered normal. Her highest T score was on the subscale Ineffectiveness which corresponds with her drawings that suggest that she feels inadequate. J.K’s challenge appears to be related to her view of school and her desire for a stronger relationship

Howard Gardner is a psychologist that developed the multiple intelligence theory. He identified three original domains of functioning, each of which has several more specialized functions. :(a) cognitive or thought area which involves verbal-linguistic intelligence (learning and using language); (b) Logical mathematical intelligence is how a person understands and uses logical mathematics and abstract symbol systems; (c) a sensate area, which helps with auditory components. A few other domains include practical intelligence and creative intelligence. With practical intelligence you may ask questions such as: how does a person relate to the world around them? Do they have the ability to adapt to certain situations? With creative intelligence you may ask questions such as: how quickly can this person solve a new problem when presented with it? Can they automatically apply a new skill when they are presented with the problem again?

The methods they were using to measure intelligence tests were a bit biased towards Western intelligence because Western culture value speed and other culture value perfection even if it means taking long to complete the tests. To address this anomaly, ‘culture free test` was used to take away the things that affected performance due to cultural differences. They also used ‘culture fair test` to measure common skills

Depression is a severe mood disorder and it is the most frequently diagnosed psychiatric disorder amongst adolescents. Depression is a state that adolescents can fall easily into. Teenagers spend more time with their friends than they do with their families which can result is possible rejection of peers. Individuals feel the need to have approval of self-worth by their peers. If they get disapproval, this can lead to brutal symptoms. (Platts, Kadosh, Lau 6). The symptoms can vary from self-worthlessness, anxiety, or a

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