There may be some differences between some of the templates reporting and data in the WISC-IV Manuals.
The Percentiles reported here are simple SS to Percentile lookups. They are based upon the normal curve distribution.
These scores act as placeholders and demonstrate what scores are
necessary. The only sheets that require any user input is the
WISC-IV sheet.
All cells, except those requiring entry, are protected. Use the TAB
key to move from input cell to input cell.
****Be sure to delete any scores that do not pertain to your particular
case.****
We (Ron Dumont and John Willis) and The Psychological
Corporation, take no responsibility for any errors made while using
these templates.
The Composite and FSIQ ranges are based upon a formula (SEE, page 37, WISC-IV Technical and Interpretive Manual).
Critical Values for subtest differences are approximations - because there are so many subtest combinations available, the template uses the rounded average of all possible critical values. Please refer to page 265, WISC-IV Administration and Scoring Manual for actual values for the 10 core subtests
Gf-Gc configurations were adapted from Appendix A, pp. 445 – 453, The Intelligence Test Desk Reference (ITDR): Gf-Gc Cross-Battery Assessment (McGrew & Flanagan, 1998) and Table 8.3, p. 312, The Wechsler Intelligence Scales and Gf-Gc Theory (Flanagan, McGrew & Ortiz, 2000)
Name: Tasha Date of Test: 9/15/2003 Date Analyzed: 7/5/2015 ###
Date of Birth: 3/6/1996 Age: 7 years, 6 months, 9 days ###
##
SUBTESTS ss VCI PRI WM PS PR ###
1 1 1 0.1 2 2 2 0.4 3 3 3 1 4 4 4 2 5 5 5 5 6 6 6 9 7 7 7 16 8 8 8 25 9 9 9 37 comp 10 10 10 50 11 (11) 63 12 (12) 75 13 (13) 84 14 (14) 91 15 (15) 95
Sums of Scaled Scores 17 13 10 15 55
P ro c e s s S c o re s
Block Design No Time Bonus 16 98 Digit Span Forward 17 99 Digit Span Backward 18 99.6 Cancellation Random 19 99.9 Cancellation Sequenced 1 0.1 Longest Digit Forward (raw score) 2
Longest Digit Backward (raw score) 3 s
Full Scale C h e c k t h e s u b te s ts u s e d i n t h e F u ll S ca le I Q c a lc u la ti o n ( 7 r e q u ir e d ). C o re s u b te s ts a re t h o s e w it h b o rd e rs
The VCI is based upon the following subtests: S V C
The PRI is based upon the following subtests: BD MR PCn Block Design Similarities Digit Span Picture Concepts Coding Vocabulary Letter-Number Sequence Matrix Reasoning Comprehension Symbol Search ( Picture Completion) (Information) ( Cancellation) (Arithmetic) (Word Reasoning) ✘ ✘ ✘ ✘ ✘ ✘ ✘ ✘ ✘ ✘
WISC-IV Interpretive Worksheet
1. Evaluate the Full Scale IQ c
##
Obtained Percentile Confidence i SS Totals IQ Rank Bands ##wr Verbal Comprehension (17) 100 50 94 - 106 Average to Average ###
Perceptual Reasoning (13) 100 50 94 - 106 Average to Average ### Working Memory (10) 100 50 94 - 106 Average to High Average ### Processing Speed (15) 100 50 92 - 108 Average to Average ### Full Scale (55) 100 50 96 - 104 Average to Average ###dif v scat
2. Is the VCI versus PRI Significantly Different? Note: See Table B.1 for standardization frequenc 1213fs scat 14fs scat Significance
Is there a significant diference? ## VCI (100) vs PRI (100) Diference (p < .01) (p < .05) none ## 0 points 15 or more 11 0 - 10 NO ##
3. Is the VCI versus PRI Difference Abnormally Large? Note: See Table B.2 for standardization frequency ##
VCI (100) vs PRI (100) Diference Size of Diference needed for abnormality Is Size of Diference Abnormal? ##
0 points (V = P) 16 NO V = P
##
Because no abnormal differences are found, determine if the noted differences are interpretable.
4. Are the VCI and PRI composites interpretable? Note: See Table B.6 for standardization frequency A. Is there abnormal VCI scatter?
Is there abnormal scatter? Verbal Subtests High-Low Diference Normal Abnormal
13 points between 5 subtests 0 - 5 6 or more YES B. Is there abnormal PRI scatter?
Is there abnormal scatter?
Perceptual Reasoning Subtests High-Low Diference Normal Abnormal ## 10 points between 4 subtests 0 - 7 8 or more YES ##
points
5. Determine if the Working Memory Index is interpretable. Note: See Table B.4 for standardization frequenc A. Is there a significant difference between the Core WMI subtests?
Is there abnormal scatter?
WMI Subtests [ DS (3) LNS (7) ] Diference Normal Abnormal ## 4 points 0 - 4 5 or more NO ##
Because there is no significant differences between the VCI and PRI, explain the meaning of the scales not being significantly different.
Because an answer to either A or B was YES, the VCI versus PRI discrepancy differences should probably not be interpreted.
90% 95%
6. Determine if the Processing Speed Index is interpretable. Note: See Table B.4 for standardization frequen A. Is there a significant difference between the Core PSI subtests?
Is there abnormal scatter?
PSI Subtests [ SS (10) Cd (5) ] Diference Normal Abnormal ## 5 points 0 - 3 4 or more YES ##
Because of subtest differences in the PSI, do not interpret PSI.
7. Interpret significant strengths and weaknesses.
Verbal Comprehension mean 9.0 based on 5 subtests
Perceptual Reasoning mean 6.0 based on 4 subtests
Full Scale mean 8.0 based on 15 subtests
Verbal / Perceptual Statistics Full Scale Statistics ss Crit. Value Deviation Crit. Value Deviation
V e rb a l Similarities 2 2 -7.0 w 3 -6.0 w ## Vocabulary 6 2 -3.0 w 3 -2.0 ## Comprehension 9 2 0.0 3 1.0 ## Information 13 2 4.0 s 3 5.0 s ## Word Reasoning 15 2 6.0 s 3 7.0 s #### P e rc e p tu a l Block Design 1 2 -5.0 w 3 -7.0 w ## Picture Concepts 4 2 -2.0 3 -4.0 w ## Matrix Reasoning 8 2 2.0 3 0.0 ## Picture Completion 11 2 5.0 s 3 3.0 #### W M Digit Span 3 3 -5.0 Letter-Number Sequence 7 3 -1.0 ## Arithmetic 14 3 6.0 s ## P r. S p d . Coding 5 3 -3.0 ## Symbol Search 10 3 2.0 ## Cancellation 12 3 4.0 ##
8. Compare relevant subtest groupings (.05 level of significance)
Word Reasoning (15) > Matrix Reasoning (8) 7 point significant diference
wr/mr
Matrix Reasoning (8) < Block Design (1) 7 point significant diference
mr/bd
Similarities (2) > Picture Concepts (4) 2 point nonsignificant diference
sim/pcm
Information (13) > Comprehension (9) 4 point significant diference i/c Digit Span (3) < Arithmetic (14) 11 point significant diference
ds/a
Digit Span (3) < Letter Number Sequence (7) 4 point significant diference
DS/lns
Arithmetic (14) > Letter Number Sequence (7) 11 point significant diference
a/lns
Coding (10) < Symbol Search (5) 5 point significant diference
cd/ss
Coding (5) < Cancellation (12) 7 point significant diference
cd/ca
9. Process comparisonsBlock Design (1) < Block Design No Time Bonus (16) 15 point significant diference
DS/lns
Digit Span Forward (17) < Digit Span Backward (18) 1 point nonsignificant diference
dsf/dsb
9. WISC-IV Subtests and Proposed Broad and Narrow Abilities and Cultural and Linguistic Demands
Narrow Abilities ss
##
Verbal Comprehension
Similarities Gc Language Development 2 high high Lexical Knowledge
Vocabulary Gc Language Development 6 high high Lexical Knowledge
Comprehension Gc Language Development 9 high high General Information
Information Gc General Information 13 high high
Word Reasoning Gc Lexical Knowledge 15 high high ### General Information ### ###
Perceptual Reasoning
Block Design Gv Spatial Relations 1 moderate low ###
Visualization ######
Picture Concepts Gc General Information 4 moderate moderate ###
Gf Induction ###
Matrix Reasoning Gf Induction 8 low low ###### Picture Completion Gv Flexibility of Closure 11 low high
Gc General Information ### ###
Working Memory
Digit Span Gsm Memory Span 3 moderate low ###### Letter-Number Sequence Gsm Working Memory 7 high low ###### Arithmetic Gq Math Achievement 14 moderate moderate ### Gf Quantitative Reasoning ### ###
Processing Speed ###
Coding Gs Rate of test taking 5 moderate low ###### Symbols Search Gs Perceptual Speed 10 moderate low ### Rate of test taking ### Cancellation Gs Perceptual Speed 12 low low ### ### ### ### ###
Linguistic
Demand LoadingCultural
Broad Abilities
Adapted from Appendix A, pp. 445 – 453, The Intelligence Test Desk Reference (ITDR): Gf-Gc Cross-Battery Assessment (McGrew & Flanagan, 1998) and Table 8.3, p. 312, The Wechsler Intelligence Scales and Gf-Gc Theory (Flanagan, McGrew & Ortiz, 2000)
Positive or Negative: - - + + + - - + - - + - + +
INPUT
Attention-Concentration + - - s - + +
Auditory-Vocal Channel w - + s s - - s
Complex Verbal Directions w - + +
Essential from Non Essential w + + +
Encoding Information for Processing
s
- - s - + +Understanding Long Questions + s
s
sUnderstanding Words w -
s
--Visual Motor Channel w w + - + +
Visual Perception-Abstr. Stim. w - + +
Visual Perception-Cmpl. Mean. Stim. w +
Visual Perception-Mean. Stim. w + +
INTEGRATION/STORAGE
Achievement w - + s
s
sAcquired Knowledge - s
s
sConcept Formation w -
s
wCrystallized Intelligence w - + s
s
wCulture Loaded Knowledge + s
Evaluation +
s
w w + - + +Facility with Numbers - - s
-Figural Cognition w + + Figural Evaluation w + + + Fluid Intelligence w
s
w w s Fund of Information - s Long-term Memory - s s Memory s - - s Nonverbal Reasoning w Planning Ability + + Reasoning w - w s Semantic Content w - + ss
w s Sequencing - - s -Verbal Conceptualization w - +s
Verbal Reasoning w +s
Visual Memory + -Visual Processing w w + + Visual Sequencing w - + OUTPUTMuch Verbal Expression w - +
Simple Verbal expression s
s
- - sVisual Organization w +
Visual-Motor Coordination w - + +
INFLUENCES
Ability to Respond When Uncertain +
Alertness to environment s +
Anxiety - - s - + +
Motivation Level - + +
Negativism w + + -
S im ila ri tie s V o c a b u la ry C o m p re h e n s io n In fo rm a tio n W o rd R e a s o n in g B lo c k D e s ig n P ic tu re C o n c e p ts M a tr ix R e a s o n in g P ic tu re C o m p le tio n D ig it S p a n L e tte r-N u m b e r S e q u e n c e A ri th m e tic C o d in g S y m bo l S ea rc h C a n c e lla tio n Verbal Perceptual WM Pr. Spd.
S
c
a
le
d
S
c
o
re
B lo c k D e s ig n S im ila ri tie s D ig it S p a n P ic tu re C o n c e p ts C o d in g V oc a b ul a ry L e tt e r-N u m b e r S e q u e n c e M a tr ix R e a s o n in g C o m p re h e n s io n S y m b o l S e a rc h P ic tu re C o m p le tio n C a n c e lla tio n In fo rm a tio n A ri th m e tic W o rd R e a s o n in g 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
