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ID Number: 000000001
Name: Sample
Age: 9 years 2 months
Gender: Male
Ethnicity: White
This interpretive report for the WISC-IV is designed for use in educational evaluation and
counseling. The user should be familiar with the materials presented in Educational Applications of
the WISC-IVA Handbook of Interpretive Strategies and Remedial Recommendations (WPS
Product No. W-465A). No placement or referral decision should be made solely on the basis of this
report without confirmation from other sources.WISC-IV is a registered trademark of Harcourt
Assessment, Inc., which has not authorized, endorsed, or sponsored this product.
Test Score Profiles
Scaled
Score
18
>99
16
98
14
91
12
75
10
50
25
<1
SI VC CO (IN) (WR) BD PCn MR (PCm) DS LN (AR) CD SS (CA)
Verbal
Perceptual
Working
Processing
Comprehension
Reasoning
Memory
Speed
40
99
98
91
75
50
25
9
2
.4
VCI
PRI
>99.9
140
130
120
110
100
90
80
70
60
99
98
91
75
50
25
9
2
.4
40
<.1
Reading
Mathematics
Written
Language
WMI
Percentile
160
20
%
>99.9
140
130
120
110
100
90
80
70
60
Standard
Score
180
WISC-IV Indexes
IQ & Index
Score
160
FSIQ
VCI
PRI
PSI
FSIQ
<.1
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List of Scores
Individual Subtests
Scaled
Score
Percentile
Rank
12
14
13
12
13
75
91
84
75
84
8
7
7
8
25
16
16
25
10
11
9
50
63
37
Coding (CD)
Symbol Search (SS)
Cancellation (CA)
8
9
10
25
37
50
Similarities (SI)
Vocabulary (VC)
Comprehension (CO)
Information (IN)
Word Reasoning (WR)
Block Design (BD)
Picture Concepts (PCn)
Matrix Reasoning (MR)
Picture Completion (PCm)
Score
Percentile
116
84
102
91
99
86
14
55
27
47
Description
high average
low average
average
average
average
Reading
Mathematics
Written Language
1.5
2.5
1.2
2.0
12.0
2.0
Standard
Score
69
82
68
Standard Score
Difference Between
Index Score and Achievement
FSIQ
VCI
PRI
30*
17*
31*
47*
34*
48*
15*
2
16*
Estimated Mental Age and Expected Grade Equivalent (GE) Achievement Level
Estimated Mental Age (Test Age):
Current Expected GE Achievement Level:
Theoretical GE Achievement Level at Age 16:
FSIQ
VCI
PRI
9.1
3.6
10.3
10.6
5.1
13.1
7.7
2.2
7.9
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Interpretations
average. This score indicates that Sample
Verbal Comprehension Subtests
The Similarities (SI) subtest measures
demonstrates mild problems processing visual
abstract and concrete verbal reasoning abilities.
stimuli and has some difficulties with nonverbal
Samples score of 12 on SI is average. He can
reasoning skills.
usually recognize how objects and concepts are
The Picture Completion (PCm) subtest
alike and what commonalities are present.
measures the ability to recognize familiar items
The Vocabulary (VC) subtest measures
and identify missing parts. This students score
word fluency, ability to understand and use
of 8 is average, and his ability to attend to detail
words, and level of verbal experience. Samples
and visualize part-whole relationships is fair.
VC score is 14, indicating his ability in this area
Working Memory Subtests
is high average. He demonstrates skill in using
Sample obtained a Digit Span (DS) score of
words and understanding their meaning.
10,
which is average. This score indicates typical
Samples score of 13 on the Comprehension
abilities in short-term verbal memory,
(CO) subtest is high average, indicating good
concentration, verbal reorganization ability, and
common sense, social knowledge, and judgment
attention span.
of practical situations.
The Letter-Number Sequencing (LN) subtest
The Information (IN) subtest measures the
is
a
measure of attention span, short-term
ability to recall knowledge acquired through
auditory working memory, and sequencing
cultural exposure. Samples score of 12 on IN is
abilities. Sample obtained a score of 11 on this
average. This suggests that his knowledge of the
subtest, which is in the average range and
general culture and long-term memory for facts
indicates that he has an expected level of skill in
is fair.
this area.
The Word Reasoning (WR) subtest is a
The Arithmetic (AR) subtest measures a
measure of verbal abstract reasoning, concept
students
ability to do mental calculations, pay
formation, and expression. Sample obtained a
attention, concentrate on verbal elements of the
score of 13 on this subtest, which is high
problem, remember numbers, and choose a
average, suggesting that he has good verbal
mathematical process to solve the problem at
comprehension and flexible thinking.
hand. The student obtained a score of 9 on the
AR subtest, which is average and indicates that
Perceptual Reasoning Subtests
The Block Design (BD) subtest measures
he can perform these tasks fairly well.
nonverbal concept formation, perceptual skills,
Processing Speed Subtests
and visual-motor integration. Sample performed
The Coding (CD) subtest measures
in the average range on this subtest, with a score
short-term nonverbal memory, short-term
of 8, indicating that he possesses typical skills in
learning of nonverbal symbols, visual perception,
nonverbal reasoning and working well under
and fine-motor coordination. His score of 8 is
time pressure.
average and suggests that he demonstrates an
Sample obtained a score of 7 on the Picture
expected level of performance in these skills
Concepts (PCn) subtest, which is low average
under time pressure.
compared to his same-age peers. In addition to
The Symbol Search (SS) subtest measures
assessing categorical and abstract reasoning, this
the students ability to note detail quickly and
subtest also measures an individuals ability to
make rapid decisions, as well as his perceptual
use verbal mediation to assist with a visual task.
and visual-motor abilities. Samples score of 9
His performance suggests below average
on SS is average, suggesting fair skills in quick
reasoning and visual perceptual capabilities.
and accurate perception.
The Matrix Reasoning (MR) subtest
Cancellation (CA) is a subtest that assesses
measures visual processing and reasoning, as
for
speed
in visual processing and selective
well as concentration and attention to detail.
attention. Sample obtained a score of 10 on CA,
This student obtained a score of 7, which is low
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REMEDIAL RECOMMENDATIONS
Child: Sample
Date: 09/14/06
The interpretive text, recommended
procedures, and suggested materials in this
section have been selected based on Samples
age. A list of vendors for the suggested materials
is supplied at the end of the report.
Verbal Comprehension Index Greater Than
Perceptual Reasoning Index (VCI > PRI)
If a student whose VCI is significantly higher
than his PRI has visual, motor, or perceptual
problems, remediation procedures should
concentrate on these areas. Perceptual training
techniques can often be helpful, although these
techniques are usually more beneficial to the
younger child. Visual-motor training is also
important. Vision should be examined and a
consultation with an ophthalmologist concerning
visual exercises may be necessary. A physician
can be consulted regarding whether certain
medication may improve the motor ability of the
student through a calming effect that will result
in improved functioning. For remedial
instruction to be effective, it must often be
coupled with perceptual training techniques. In
some cases, removal of distractions and
placement in a study carrel can be effective.
Auditory teaching procedures may also be
effective. To hold the students attention,
lessons generally must be of short duration.
Behavior modification techniques can help to
shape and maintain a positive learning set.
Perceptual Reasoning Index (PRI)
The Perceptual Reasoning Index (PRI) is a
measure of the students ability to interpret
and/or organize visually perceived material.
Some subtests utilized in the WISC-IV measure
receptive and expressive visual-motor ability.
Frequently, however, finer evaluation is needed
to determine specific deficits in perceptual
organization, although sometimes this is not
necessary. Other instruments that can be used in
the evaluation of perceptual organization include
the Bender Gestalt Test for Young Children
(Koppitz, 1964), the Revised Visual Retention
Test (Benton, 1974), and the Developmental Test
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END OF REPORT
ID: 000000001
Curriculum Associates
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Phone: 800-445-5985
www.etacuisenaire.com
Page: 8
ID: 000000001
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Individual Subtests
Scaled
Score
Similarities (SI)
Vocabulary (VC)
Comprehension (CO)
Information (IN)
Word Reasoning (WR)
12
14
13
12
13
8
7
7
8
10
11
9
Coding (CD)
Symbol Search (SS)
Cancellation (CA)
8
9
10
116
84
102
91
99
Reading
Mathematics
Written Language
1.5
2.5
1.2
Percentile
Rank
2.0
12.0
2.0
Standard
Score
69
82
68