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These template
scores actsheets come withand
as placeholders some scores already
demonstrate whatentere
score
necessary. The only sheets that require any user input is the W
sheet.
All cells, except those requiring entry, are protected. Use the
move from input cell to input cell.
****Be sure to delete any scores that do not pertain to your particu
The Percentiles reported here are simple SS to Percentile lookups. They are based upon the normal curve distribution.
The Composite and FSIQ ranges are based upon a formula (SEe).
Critical Values for subtest differences are approximations - because there are so many subtest combinations available, the template uses the roun
critical values.
Gf-Gc configurations were adapted from Appendix A, pp. 445 – 453, The Intelligence Test Desk Reference (ITDR): Gf-Gc Cross-Battery Assessment
and Table 8.3, p. 312, The Wechsler Intelligence Scales and Gf-Gc Theory (Flanagan, McGrew & Ortiz, 2000)
DUMONT - WILLIS WAIS-IV Computer Template
Wechsler Adult Intelligence Scale - Fourth Edition© The Psychological Corporation., 2008. All Rights Reserved
Full
SUBTESTS ss VCI PRI WM PS PR
Scale
Check the subtests used in the Full Scale IQ calculation. Core subtests
10 10 10 50
16 16 16 98
12 12 12 75
16 16 16 98
11 11 11 63
are those within the border
16 16 16 98
10 10 10 50
9 9 9 37
12 12 12 75
5 5 5 5
11 (11) 63
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Process Scores
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Is the VCI versus PRI Significantly Different? Note: See Table B.1 for standardization frequency
Significance
Is there a significant difference?
VCI (116) vs PRI (109) Difference (p < .01) (p < .05) none
7 points 12 or more 9 0-8 NO
Because there is no significant differences between the VCI and PRI, explain the meaning of the scales not being
significantly different.
Is the VCI versus PRI Difference Abnormally Large? Note: See Table B.2 for standardization frequency
VCI (116) vs PRI (109) Difference Size of Difference needed for abnormality Is Size of Difference Abnormal?
7 points (V > P) 18 NO
Because no abnormal differences are found, determine if the noted differences are interpretable.
Are the VCI and PRI composites interpretable? Note: See Table B.6 for standardization frequency
Because each answers to A and B was NO, the VCI versus PRI discrepancy is interpretable.
Determine if the Working Memory Index is interpretable. Note: See Table B.4 for standardization frequency
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DUMONT - WILLIS WAIS-IV Computer Template
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DUMONT - WILLIS WAIS-IV Computer Template
Determine if the Processing Speed Index is interpretable. Note: See Table B.4 for standardization frequency
Matrix Reasoning (16) > Block Design (10) 6 point significant difference
Block Design (10) > Visual Puzzles (9) 1 point nonsignificant difference
Digit Span (12) > Letter Number Sequence (11) 4 point significant difference
Arithmetic (16) > Letter Number Sequence (11) 5 point significant difference
Block Design (10) < Block Design No Time Bonus (14) 4 point significant difference
Digit Span Forward (18) > Digit Span Backward (17) 1 point nonsignificant difference
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DUMONT - WILLIS WAIS-IV Computer Template
Digit Span Forward (18) > Digit Span Sequencing (13) 5 point significant difference
Digit Span Backward (17) > Digit Span Sequencing (13) 4 point nonsignificant difference
Longest Digit Span Forward (9) > Longest Span Backward (8) 1 point nonsignificant difference
Longest Digit Span Forward (9) > Longest Span Sequencing (7) 2 point nonsignificant difference
Longest Digit Span Backward (8) > Longest Span Sequencing (7) 1 point nonsignificant difference
WAIS-IV Subtests and Proposed Broad and Narrow Abilities and Cultural and Linguistic Demands
Linguistic
Broad Abilities Narrow Abilities ss Demand Cultural Loading
Verbal Comprehension
Similarities Gc Language Development 16 high high
Lexical Knowledge
Vocabulary Gc Language Development 11 high high
Lexical Knowledge
Information Gc General Information 12 high high
Comprehension Gc Language Development 12 high high
General Information
Perceptual Reasoning
Block Design Gv Spatial Relations 10 moderate low
Visualization
Matrix Reasoning Gf Induction 16 low low
Working Memory
Digit Span Gsm Memory Span 12 moderate low
Processing Speed
Symbols Search Gs Perceptual Speed 10 moderate low
Rate of test taking
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)
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DUMONT - WILLIS WAIS-IV Computer Template
The General Ability Index (GAI) is computed from the sum of scaled scores for the VCI and PRI subtests. Unlike the DWI-2 tables, the GAI tables are
based directly on the WAIS-IV normative data.
The Dumont-Willis DWI-2 Index is based on the sum of scaled scores for the Digit Span and Arithmetic (WMI) and Symbol Search and Coding (PSI)
subtests. It should be computed and considered only when the four WMI and PSI subtest scores are close to one another and substantially separate
from the VCI and PRI subtests. In those cases, the GAI and DWI-2 scores may be an efficient alternative means of summarizing the 10 WAIS-IV core
subtests, but they must never be confused with normative WAIS-IV factor and IQ scores.
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DUMONT - WILLIS WAIS-IV Computer Template
The Psychological Corporation., 2008. All Rights Reserved
Interpretive Worksheet
requiring input - Text highlighted in red
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etive Worksheet
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DUMONT/WILLIS WAIS-IV Computer Template
The following uses separate Verbal and Perceptual values unless you specify the Full Scale by typing "F" here:
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DUMONT/WILLIS WAIS-IV Computer Template
Processing Speed
CA
-4.5
w
-
w
w
w
w
w
w
w
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DUMONT/WILLIS WAIS-IV Computer Template
Subtest Score
Similarities 16
Information 12
Vocabulary 11
Comprehension 12
VISUAL PROCESSING (Gv) is the ability to generate, perceive, analyze, synthesize, manipulate, transform, and think with v
stimuli.
Subtest Score
Block Design 10
Visual Puzzles 9
Picture Completion 10
SHORT-TERM MEMORY (Gsm) is the ability to apprehend and hold information in immediate awareness and then use it wit
Subtest Score
PROCESSING SPEED (Gs) is the ability to perform cognitive tasks fluently and automatically, especially when under pressu
attention and concentration.
Subtest Score
Symbol Search 10
Coding 5
Cancellation 7
FLUID INTELLIGENCE (Gf) is the ability to use and engage in various mental operations when faced with a relatively novel
performed automatically.
Subtest Score
Matrix Reasoning 16
Figure Weights 16
QUANTITATIVE KNOWLEDGE (Gq) represents an individual’s store of acquired quantitative declarative and procedural kno
the ability to use quantitative information and manipulate numeric symbols.
Subtest Score
Arithmetic 16
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DUMONT/WILLIS WAIS-IV Computer Template
Narrow Ability
(Language Development)
(General (Verbal) Information)
(Lexical Knowledge)
(Language Development)
v) is the ability to generate, perceive, analyze, synthesize, manipulate, transform, and think with visual patterns and
Narrow Ability
(Spatial Relations)
(Visualization)
(Flexibility of Closure, General (Verbal) Information)
Gsm) is the ability to apprehend and hold information in immediate awareness and then use it within a few seconds.
Narrow Ability
(Memory Span)
(Working Memory)
(Working Memory)
(Working Memory)
s) is the ability to perform cognitive tasks fluently and automatically, especially when under pressure to maintain focused
n.
Narrow Ability
(Perceptual Speed)
(Rate-of-Test-Taking)
(Perceptual Speed)
f) is the ability to use and engage in various mental operations when faced with a relatively novel task that cannot be
Narrow Ability
(Inductive Reasoning)
(Quantitative Reasoning)
DGE (Gq) represents an individual’s store of acquired quantitative declarative and procedural knowledge. It involves
ve information and manipulate numeric symbols.
Narrow Ability
(Math Achievement)
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DUMONT/WILLIS WAIS-IV Computer Template
16 11 12 12 10 16 9 16 10 12 16 11 10
Full Scale Intelligence Quotient
16 11 12 12 12 16 11 10 10 10 16 9 16
Verbal Nonverbal/Perceptual
GAI / DWI
16 11 12 12 7 16 9 16 10 12 16 11 10
GAI: Emphasizing verbal and nonverbal thinking DWI-2: Emphasizing short-term memory and processing speed
INDICES
16 11 12 12 12 16 11 16 10 10
Subtests emphasizing Subtests emphasizing Subtests emphasizing school- Subtests with pictorial
Subtests with abstract desig
word meanings factual knowledge acquired knowledge stimuli
SI CO VC IN SI VC IN CO AR SI
16 12 11 12 16 11 12 12 16 16
SI VC IN AR VC CO DS F DS B DS S LN [AR?]
16 11 12 16 11 12 18 17 13 11 16
Subtests with
Subtests with relatively short answers relatively long Memory Span Working Memory
answers
BD MR BDN VP FW PCm AR SS CD CA
7 16 14 9 16 10 16 10 5 7
Speed bonus No time limits Time limits
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GROUPS TO BE C
DUMONT/WILLIS WAIS-IV Computer Template
BD vs BND DS F vs DS B DS F vs DS S DS B vs DS S
7 14 18 17 18 13 17 13
Process Comparisons
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DUMONT/WILLIS WAIS-IV Computer Template
CD (CA)
5 7
SS CD (CA)
10 5 7
l/Perceptual
CD (CA)
5 7
m memory and processing speed
SS CD (CA)
10 5 7
Processing Speed
MR VP
16 9
MR FW SS CA
16 16 10 7
CA
7
Vigilance
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DUMONT/WILLIS WISC-IV Computer Template
19
18
17
16
Scaled Score
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
Letter-Number Sequence
Information
Comprehension
Block Design
Digit Span
Symbol Search
Coding
Cancellation
Matrix Reasoning
Picture Completion
Visual Puzzles
Vocabulary
Figure Weights
Arithmetic
Similarities
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DUMONT/WILLIS WAIS-IV Computer Template
Picture Completion 10
Comprehension 12 Standard Score: 110
Information 11
###
Level Cultural Loading
Moderate
Moderate Cultural
Average: 16.0
Arithmetic 16
Standard Score: 130
Letter-Number Sequencing 11
Symbol Search 10 Figure Weights 16 Standard Score: 103
Coding 5 Cancellation 7 ###
###
Adapted from Dawn Flanagan, Samuel Ortiz, and Vincent Alfonso's Essentials of Cross-Battery Assessment (Wiley, 2007) Append D.
DUMONT/WILLIS WISC-IV Computer Template
19
18
17
16
15
14
13
12
11
10
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