WISC IV Interpretative Worksheet

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WISC IV INTERPRETIVE WORKSHEET

Child Name: Date of Testing: Age:

STEP 1 FSIQ INTERPRETATION

FSIQ FSIQ Score Error Range Percentile Verbal Description

Is the FSIQ Valid?

Index Scaled Score & Description ( |Highest - Lowest | < 23 Points ) VCI

PRI WMI

PSI _{Is the FSIQ Valid?} _{Yes No}

If FSIQ is INVALID, is GAI Valid?

Sum VCI+PRI to get the GAI Sum of Scales Scores and convert it to a Standard Score with the table below

( |VCI - PRI| < 23 Points )

Is the GAI Valid? Yes No

GAI SSS GAI Score Error Range Percentile Verbal Descriptor

FSIQ/GAI/Index Range Description

> 131 Upper Extreme/Normative Strength 116 - 130 Above Average/Normative Strength 85 - 115 Average Range/Within Normal Limits

70 - 84 Below Average/Normative Weakness < 69 Lower Extreme/Normative Weakness

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STEP 2 INDEX INTERPRETATION

Are the indexes unitary?

Index Highest Subscale Lowest Subscale Difference Unitary? (< 5 points) All subscales < 8 or NW? All subscales > 12 or NS? VCI PRI WMI PSI Yes No Yes No Yes No Yes No

---For Unitary Indexes

Only---Index Index Score Average Index Score Client Difference

VCI PRI WMI

PSI

Sum of All Four Indexes = ÷ 4 =

Index Client

Difference Required forDifference Significance1 Difference Required to be Uncommon2 Personal Strength or Weakness? Uncommon? Descriptor3 VCI PRI WMI PSI 14.0 13.5 15.0 17.0 S W NA U S W NA U S W NA U S W NA U LE BA WNL AA UE LE BA WNL AA UE LE BA WNL AA UE LE BA WNL AA UE

1 Based on age from the table below

2 Uncommon Differences all occur at the 10% or less frequency level 3 See FSIQ/GAI/Index Range Table on Page 1

Differences Required for .05 Level Significance by Age

Age VCI PRI WMI PSI Age VCI PRI WMI PSI

6 7.9 7.9 7.6 9.8 12 6.1 6.8 6.8 8.0 7 7.7 7.7 8.2 10.3 13 6.6 6.9 7.5 8.1 8 7.3 7.1 7.6 8.4 14 6.2 7.2 6.9 8.0 9 7.1 10.9 7.7 8.5 15 6.2 7.2 7.2 7.7 10 7.1 10.9 7.7 8.2 16 6.2 7.5 6.9 8.0 11 6.9 6.9 7.2 7.8

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STEP 3 - SUBTEST DISCREPANCIES

Sattler still suggests comparing subtests to either the FSIQ mean, or the VCI and PRI mean to determine a child's personal strengths and weaknesses

Subscale Score Mean

Score DifferenceClient Difference Requiredfor Significance1 2 _WeaknessStrength

Uncommon Similarities (3) S W U Vocabulary (3) S W U Comprehension (3) S W U (Information) S W U (Word Reasoning) S W U Block Design (4) S W U Picture Concepts (4) S W U Matrix Reasoning (3) S W U (Picture Completion) S W U Digit Span (4) S W U Letter Number (4) S W U (Arithmetic) S W U Coding (4) S W U Symbol Search (4) S W U (Cancellation) S W U

Mean Used: VCI and PRI Mean FSIQ Mean

1 Table below includes Difference Required for Significance from whole sample 2 Numbers in parenthesis are seen in 10% or less of the sample

Difference Required for Significance at .05 Level

Subtest Mean of 3 Index Subtests Mean of 4 Index Subtests Mean of 5 Index Subtests Mean of 15 Subtests Similarities 2.23 2.46 2.65 3.22 Vocabulary 2.11 2.28 2.43 3.22 Comprehension 2.41 2.73 2.96 3.06 (Information) 2.51 2.70 3.64 (Word Reasoning) 2.81 3.01 3.40 Block Design 2.22 2.47 2.88 Picture Concepts 2.38 2.70 2.80 Matrix Reasoning 2.09 2.27 2.85 (Picture Completion) 2.57 3.70 Digit Span 2.05 3.83 Letter Number 1.95 3.40 (Arithmetic) 2.03 3.88 Coding 2.46 3.30 Symbol Search 2.61 3.01 (Cancellation) 2.63 3.78

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Flanagan and Kaufman's Planned Comparisons

Cluster 1 Cluster 2 Actual

Difference Difference Required tobe Uncommon Strength? Gf MR PCn A Gv BD PCm Scaled Scores Sum Scaled Scores

Are These Unitary Factors? (< 5 points) Gf highest score - lowest score

Yes No Gv highest score - lowest score

Yes No

Standard

Scores*

-

=

Needed - 21 Sig Non

When Gf (Fluid Reasoning) is higher, it may indicate the child has good verbal reasoning ability and can solve problems most easily when they are able to translate visual into verbal material

When Gv (Visual Reasoning) is higher, it may indicate the child has good basic visual skills, but difficulty using visual information, as when making predictions based on charts and graphs, and integrating visual information to solve a problem

Gf nonverbal MR PCn BD PCmGv Scaled Scores Sum Scaled Scores

Are These Unitary Factors? (< 5 points) Gf nonverbal highest score - lowest score Yes No

Gv highest score - lowest score

Yes No

Standard

Scores*

-

=

Needed - 24 Sig Non

When Gf nonverbal (Nonverbal Fluid Reasoning) is higher, it may indicate that the child may learn best when new information is organized with graphics, charts, drawings, etc...

When Gv (Visual Reasoning) is higher, it may indicate that the child has a good basic visual skills, but has difficulty using visual information, as when making predictions based on charts and graphs, and integrating visual information to solve a problem Gf nonverbal MR PCn Gf verbal SI WR Scaled Scores Sum Scaled Scores

Are These Unitary Factors? (< 5 points) Gf nonverbal highest score - lowest score Yes No

Gv verbal highest score - lowest score Yes No

Standard

Scores*

-

=

Needed - 24 Sig Non

When Gf nonverbal (Nonverbal Fluid Reasoning) is higher, it may indicate that the child may learn best when new information is organized with graphics, charts, drawings, etc...

When Gf verbal (Verbal Fluid Reasoning) is higher, it may indicate the child can reason most easily with verbally-based material; they may do well with "lecture format" classes, so long as they do not include too many pictures, charts, and graphs Gc lexical WR VO Gc general CO IN Scaled Scores Sum Scaled Scores

Are These Unitary Factors? (< 5 points) Gc lexical highest score - lowest score Yes No

Gc general highest score - lowest score Yes No

Standard

Scores*

-

=

Needed - 17 Sig Non

When Gc lexical (Crystalized Lexical Knowledge) is higher, it may indicate that the child can reason with words, but has limited factual information; writing may be hard because they know the words to use, but have little to say, and can read but not understand important points

When Gc general (General Crystalized Knowledge) is higher, it may indicate that the child has good factual knowledge, but difficulty with words; this may mean that on writing assignments, the child knows what to say that does not know how to say it, and may be able to read and understand familiar topics but have difficulty with novel material

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Gc LTM IN VO Gsm WMLN DSp Scaled Scores Sum Scaled Scores

Are These Unitary Factors? (< 5 points) Gc LTM highest score - lowest score Yes No

Gs WM highest score - lowest score Yes No

Standard

Scores*

-

=

Needed - 24 Sig Non

When Glc LTM (Long-Term Memory) is higher, it may indicate that the child has adequate factual knowledge through repeated practice with familiar topics, but when learning new material has difficulty holding information in short-term memory long enough to understand the "big picture"

When Gsm WM (Short-Term Memory or Working Memory) is higher, it may indicate that the child can learn new

information, but has difficulty recalling it with a delay; others may say they know information immediately after studying, but forget it the next day. They likely are not forgetting, but rather are not learning it in a way that they can later recall

Gc LTM IN VO Gf verbalSI WR Scaled Scores Sum Scaled Scores

Are These Unitary Factors? (< 5 points) Gc LTM highest score - lowest score Yes No

Gf verbal highest score - lowest score Yes No

Standard

Scores*

-

=

Needed - 17 Sig Non

When Glc LTM (Long-Term Memory) is higher, it may indicate that the child has adequate factual knowledge through repeated practice with familiar topics, but has difficulty using new information

When Gf verbal (Verbal Fluid Reasoning) is higher, it may indicate the child can reason most easily with verbally-based material, but may have little information to reason with * See Tables 1 through 8 to convert Sum Scaled Scores into Standard Scores

Sattler's Suggested Scale Score Descriptors

Scaled Score Description Percentile Range Scaled Score Description Percentile Range 1 to 4 Exceptional weakness Very poorly developed

Far below average 1st to 2nd 13 to 15

Strength Well developed Above average 84th to 95th 5 to 7 Weakness Poorly developed Below average 5th to 16th 16 to 19 Exceptional strength Very well developed

Superior 98th to 99th

8 to 12 Average 25th to 75th

Average Digits Recalled by Age

Age DSpan Forwards Recalled By DSpan Backwards %tile 6-8 5 9-14 6 15-16 7 50-75% 3₄ 5 50-75% R Niolon

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Sums of Scaled Scores to Cluster Standard Scores

Table 1 Gf (Fluid Reasoning) SSS Stand

Score %tile SSS StandScore %tile SSS StandScore %tile SSS StandScore %tile

3 50 <1 17 75 5 31 102 55 45 131 98 4 52 <1 18 77 6 32 104 62 46 132 98 5 54 <1 19 78 7 33 106 65 47 134 99 6 55 <1 20 80 9 34 109 73 48 136 99 7 57 <1 21 82 12 35 111 77 49 137 99 8 59 <1 22 84 14 36 113 81 50 139 >99 9 61 <1 23 86 17 37 115 84 51 141 >99 10 62 1 24 88 21 38 117 87 52 142 >99 11 64 1 25 90 25 39 119 89 53 144 >99 12 66 1 26 92 29 40 121 92 54 146 >99 13 67 1 27 94 35 41 123 93 55 147 >99 14 69 2 28 96 40 42 125 95 56 149 >99 15 71 3 29 98 45 43 127 97 57 150 >99 16 73 3 30 100 50 44 129 97 95% Conf = + 8

Table 2 Gv (Visual Reasoning) SSS Stand

2 50 <1 12 78 7 22 106 65 32 135 99 3 53 <1 13 80 9 23 108 71 33 138 99 4 56 <1 14 83 13 24 111 77 34 140 >99 5 59 <1 15 86 17 25 114 83 35 143 >99 6 62 1 16 88 21 26 117 87 36 145 >99 7 65 1 17 91 27 27 120 91 37 148 >99 8 67 1 18 94 35 28 123 93 38 150 >99 9 70 2 19 97 43 29 126 96 10 72 3 20 100 50 30 130 98 11 75 5 21 103 57 31 133 99 95% Conf = + 8

Table 3 Gf nonverbal (Nonverbal Fluid Reasoning) SSS Stand

2 50 <1 12 77 6 22 106 65 32 135 99 3 53 <1 13 79 8 23 109 73 33 138 99 4 55 <1 14 82 12 24 112 79 34 140 >99 5 58 <1 15 85 16 25 115 84 35 143 >99 6 61 <1 16 88 21 26 118 88 36 145 >99 7 64 1 17 91 27 27 121 92 37 148 >99 8 67 1 18 94 35 28 124 95 38 150 >99 9 69 2 19 97 43 29 127 97 10 71 3 20 100 50 30 130 98 11 74 4 21 103 57 31 133 99 95% Conf = + 8

Table 4 Gf verbal (Verbal Fluid Reasoning) SSS Stand

2 50 <1 12 78 7 22 105 65 32 135 99 3 52 <1 13 81 11 23 108 71 33 137 99 4 55 <1 14 84 14 24 111 77 34 140 >99 5 58 <1 15 86 17 25 113 81 35 142 >99 6 61 <1 16 89 21 26 116 86 36 145 >99 7 63 1 17 92 29 27 120 91 37 147 >99 8 66 1 18 94 35 28 123 93 38 150 >99 9 69 2 19 97 43 29 126 96 10 72 3 20 100 50 30 129 97 11 75 5 21 102 55 31 132 98 95% Conf = + 8

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Table 5 Gc lexical (Crystalized Lexical Knowledge) SSS Stand

2 50 <1 12 79 8 22 105 65 32 135 99 3 53 <1 13 81 11 23 108 71 33 137 99 4 56 <1 14 84 14 24 110 75 34 140 >99 5 59 <1 15 86 17 25 113 81 35 142 >99 6 62 1 16 89 21 26 116 86 36 145 >99 7 65 1 17 91 27 27 120 91 37 147 >99 8 68 2 18 94 35 28 123 93 38 150 >99 9 71 3 19 96 40 29 126 96 10 74 4 20 99 48 30 129 97 11 76 5 21 102 55 31 132 98 95% Conf = + 8 Table 6 Gc general (General Crystalized Knowledge)

SSS Stand

2 50 <1 12 78 7 22 105 65 32 133 99 3 53 <1 13 81 11 23 108 71 33 136 99 4 56 <1 14 83 13 24 111 77 34 139 >99 5 59 <1 15 85 16 25 114 83 35 142 >99 6 62 1 16 88 21 26 117 87 36 145 >99 7 65 1 17 91 27 27 120 91 37 148 >99 8 68 2 18 94 35 28 123 93 38 150 >99 9 71 3 19 97 43 29 126 96 10 73 3 20 99 48 30 129 97 11 76 5 21 102 55 31 131 98 95% Conf = + 8 Table 7 Gc LTM (Long-Term Memory/Retrieval)

SSS Stand

2 50 <1 12 79 8 22 105 65 32 133 99 3 54 <1 13 81 11 23 108 71 33 136 99 4 57 <1 14 84 14 24 111 77 34 138 99 5 60 <1 15 87 19 25 113 81 35 141 >99 6 63 1 16 89 21 26 116 86 36 144 >99 7 66 1 17 91 27 27 119 89 37 148 >99 8 69 2 18 94 35 28 122 92 38 150 >99 9 72 3 19 97 43 29 125 95 10 74 3 20 99 48 30 127 97 11 77 6 21 102 55 31 130 98 95% Conf = + 8 Table 8 Standard Scores for Gsm WM

SSS Stand

2 50 <1 12 77 6 22 104 62 32 135 99 3 52 <1 13 80 9 23 107 67 33 138 99 4 54 <1 14 83 13 24 110 75 34 141 >99 5 56 <1 15 86 17 25 113 81 35 144 >99 6 59 <1 16 88 21 26 116 86 36 146 >99 7 62 1 17 91 27 27 120 91 37 148 >99 8 65 1 18 94 35 28 123 94 38 150 >99 9 68 2 19 97 43 29 126 96 10 71 3 20 99 48 30 129 97 11 74 4 21 102 55 31 132 98 95% Conf = + 8