PART IV in .NET

Encoder Code 128 Code Set B in .NET PART IV
PART IV
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INTERPRETATION OF THE WAIS-III PROFILE
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(OA can substitute for a Performance subtest for ages 16 74)
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FIGURE 11.5
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WAIS-III structure: Four-tier hierarchy
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Although examination of Steps 1 through 6 is crucial in determining what scores to interpret, this process is different from actually interpreting them. Step 7 leads examiners to explore a variety of interpretive hypotheses derived from diverse theoretical, clinical, and research-based interpretations. The next few pages outline some of the possible interpretations of these global dimensions (also see s 8 and 9 for information on global profiles in unique populations). We organize Step 7 into the following areas: (1) general interpretation of WAIS-III Indexes, and (2) Horn and Bannatyne formulations to interpret global verbal, global nonverbal, working memory, and processing speed dimensions.
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GENERAL INTERPRETATION OF WAIS-III INDEXES
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Verbal Comprehension Index
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The VCI, comprised of Vocabulary, Similarities, and Information, measures verbal reasoning and verbal acquired knowledge. Through answering questions, defining words, and determining how
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words are alike, the VCI provides a measure of factual knowledge, word knowledge, and verbal reasoning, as well as one s ability to express his or her ideas in words. The VCI is most similar to the Crystallized (Gc) dimension of the fluid crystallized dichotomy (Horn, 1989). Although other subtests can be categorized under Gc, in addition to the three VCI subtests (most notably Comprehension), the VCI embodies the concept of crystallized skills (knowledge that is dependent on school-learned knowledge and acculturation). The VCI also shares conceptual similarities with two of Bannatyne s constructs: Verbal Conceptualization Ability and Acquired Knowledge. The Horn and Bannatyne constructs were discussed in more depth in 10 and formulas for creating standard-score comparisons of these constructs are provided later in this chapter.
Perceptual Organization Index
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The POI, comprised of Picture Completion, Block Design, and Matrix Reasoning, measures visual spatial problem solving, nonverbal reasoning, and visual motor skills. Through copying three-dimensional designs, completing visual
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WAIS-III PROFILE INTERPRETATION: STEPS 1 7
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Because the PIQ cannot be meaningfully interpreted, the FSIQ is also not a meaningful construct to interpret
Step 2
Because the POI and POI vs. PSI discrepancy is uninterpretable, the PIQ is also not meaningful to interpret The POI vs. VCI discrepancy is no longer interpretable The POI vs. PSI discrepancy is no longer interpretable
Steps 2, 3, 4
Abnormal scatter among the POI subtests impacts the meaningfulness of the POI
Steps 5, 6
A DS LN
PC BD MR
CD SS
FIGURE 11.6
Impact of POI Subtest Scatter on the other Tiers of the WAIS-III Hierarchy
puzzles, and determining what is missing from a stimulus picture, the POI assesses one s ability to visually integrate information, motorically manipulate objects, and apply visual spatial skills to problems that are not school-taught. The POI is most similar to the Broad Visualization (Gv) and Fluid (Gf ) dimensions of Horn s expanded Gf Gc model (Horn, 1989; Horn & Hofer, 1992; Horn & Noll, 1997). As we discuss elsewhere in this book, we don t view the POI as a pure measure of fluid ability, as visual spatial abilities and visual motor abilities are inextricably intertwined with the fluid components of the POI subtests. The POI also shares conceptual similarities with Bannatyne s Spatial Ability construct. Again, the
Horn and Bannatyne constructs were discussed in more depth in 10, and formulas for creating standard score comparisons of these constructs are provided later in this chapter.
Working Memory Index
The Arithmetic Digit Span Letter-Number Sequencing triad forms the WAIS-III Working Memory Index (WMI). It is similar to the WISC-III Freedom from Distractibility Factor, but contains an additional subtest and is more reliable. The name of this index, Working Memory, conveys one possible interpretation of the
PART IV
INTERPRETATION OF THE WAIS-III PROFILE
index s score. However, interpretation of the WMI score cannot be done on the basis of its name alone. Accurate interpretation of this index, and any other score, must integrate behavioral observations during testing, background information collected on the examinee, and the person s nuances of test performance (e.g., forward versus backward span on Digit Span). A wide range of interpretations may be applied to the WMI in addition to working memory, including attention, concentration, anxiety, sequencing ability, sequential processing, number ability, planning ability, short-term memory, executive processing or planning, and even visualization. The diverse interpretations of the WMI encompass both the cognitive and behavioral domains (see Table 11.12). Behavioral explanations for a person s low WMI score (e.g., distractibility, inattention, low concentration, hyperactivity, anxiety) require clinical support. For example, if examinees frequently ask you to repeat questions during the testing session because they are unable to maintain attention, this observation would provide good clinical data to support an interpretation of inattention or distractibility. Additional sources of information to support interpretations may include the client s reason for referral or back-