The's Overall Level Of Intelligent Functioning On The Wisc Iv

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

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,

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 Fluid Reasoning Index measures the EE104’s ability to think logically. This index is composed of the Matrix Reasoning and Figure Weights subtests. On these tests, EE104 was asked to solve new problems independent of previous knowledge. Fluid Reasoning is a strength for EE104. Additionally, the Matrix Reasoning subtest was a strength for EE104, which implies that he has relative strength in inductive reasoning (ability to take multiple facts, and then, make an educated hypothesis) relative to quantitative reasoning (ability to apply mathematical concepts and skills to solve real-world problems). On the Fluid Reasoning Index, EE102 obtained a standard score of 100, which falls within the average range and at the 50th percentile.

DaNa’s receptive language skills were assessed during conversation, during a reading task after which DaNa responded to comprehension questions, as well as following complex directions in a naturalistic setting. DaNa exhibited excellent receptive language skills by demonstrating ability to understand and complex concepts.

The WISC-IV is a test of cognitive abilities that measures four global areas and combines them to provide a full-scale intelligence quotient. The four areas include Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed. The Full Scale IQ (FSIQ) is derived from a combination of ten subtest scores and is considered the most representative estimate of global intellectual functioning. The results of the current test conducted on Leo Marcelynas indicate that his Full Scale IQ (FSIQ) is 101. It can be stated with 95% confidence that Leo’s FSIQ falls between 96-106, indicating that he is functioning in the Normative Average Range of intellectual ability. Given the consistency among his scores on Verbal

Rosslynn presented as a Caucasian female who was of average stature and normal build. She appeared her stated age of nine. The youth was casually dressed and exhibited adequate grooming and hygiene. No gross abnormalities were noted in ambulation, posture, and/or coordination, nor did Rosslynn exhibit difficulties with fine or gross motor skills. The youth’s expressive speech appeared normal in rate/rhythm and tone. Rosslynn was cooperative with the examiner and the evaluation process. Rosslynn displayed no severe cognitive deficits or impediments in need of neuropsychological/neurological attention, as grossly assessed by the Mental Status Examination. She maintained appropriate eye contact throughout the interview. Rosslynn was oriented in all spheres. The youth presented with appropriate immediate and short-term memory, as she was able to recall what she had for dinner the night before the interview, and recalled three words presented to her orally. Remote memory also appeared intact, as Rosslynn was able to recall historic information when she was two year of age. No gross impairments in attention or concentration skills were noted. The youth appeared to have adequate abstract thinking abilities. Rosslynn appeared performed fairly in the serial seven task as she was able to complete three of the seven. She was able to recall digits presented to her orally, both forward and

As per Reitan and Wolfson (1993) raw test scores must be interpreted by adhering to the following method: the WAIS-Information, Comprehension, Similarities and Vocabulary score must be weighed against pre-morbid intellectual competence. Poor scores are more receptive to biological condition and it might indicate brain damage. Next the Halstead Impairment Index is calculated based on the CT, Trail-Making Test B, and Localisation score of the TPT. In case these scores show significant decrease compared to Wechsler result, or the obtained ratio of 0.5 or greater suggests brain damage which resulted in neuropsychological impairment. This is followed by examining the WAIS Verbal versus Performance, bilateral disparity on the FTT and TPT, dysphasia, constructional dyspraxia and deficiency on the Sensory Perceptual Examination which lead to finding the location and orientation of the cerebral damage. Closing step is integrating all the input and interpreting the results concerning the neurological irregularity, predicting the progression of the injury and diagnosing the neurological condition (Reitan & Wolfson, 1993). Various index numbers serve to detect improper brain function. Russsell et al (1970) formulated Average Impairment Rating based on 12 weighted average subtest scores. The General Neuropsychological Deficit Scale (Reitan &

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

Lifespan development is a field of study that examines patterns of growth, change, and stability in behavior that occur throughout the entire life span. The purpose of field being that one can determine the average maturation levels both physically and mentally in humans being born today (Feldman, 2006). This paper will delve into the human development of a twenty-one year old fictional character named Sara Jones, in a way that is similar to people who are living today. Sara’s life will be explained and discussed from prenatal development through newborn and preschool up until middle childhood and adolescence. Although she is a fictional character her stages of development will be presented in a way that is probable for a young

We tested five subjects with GTC epilepsy (n=5, Women, over 19 year old) and five controls. All subjects were matched in gender, age and education. Importantly, they were all matched in terms of educational levels and seizures onset. All GTC patients were on treatment since early age, between 12 and 16 years old. Their ages were above 19 and up to 41 years old and their controls are matching them. Additionally, we screened them for the absence of any neurological or psychiatric disorders that could interfere with epileptic symptoms. We allowed our subjects to perform AEALT, (Myers, et al., 2000, Myers, et al., 2003, Herzallah, et al., 2010 and Myers, et al., 2011), after they passed the average scores of several Intelligence Quotient (IQ) subtests, which represented Wechsler Intelligence Scale for Children, (WISC). The original WISC (Wechsler, 1949) is an adaption of several of the subtests used for the Wechsler Bellevue Intelligence Scale (Wechsler, 1939), which also proposed several specific subtests. These subtests were organized into Verbal and Performance scales, and provided scores for Verbal

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 Wechsler Adult Intelligence Scale Fourth Edition (WAIS-IV) is a psychological test administered individually as a measure of cognitive ability for people in the age range of 16 to 90 years of age (Climie & Rostad, pp. 581-586, 2011). The administration of this assessment may be performed by trained technicians, however, the Administration and Scoring Manual states that it is imperative that all interpretation should be done by professionals to which have adequate training in and experience with standardized clinical instruments (Wechsler, 2008). The WAIS-IV was published by Pearson in 2008, and was meant to provide comprehensive and modified developmental norms, improve psychometric properties and clinical usefulness, and improve the easiness

Woodcock Johnson Test of Psycholinguistic Abilities Revised. It has good high level tasks for specific drill down areas and strong norms including pediatrics /grade level equivalents but is not normed for ABI or other disease categories.