WAIS-III PROFILE INTERPRETATION: STEPS 1 7 in .NET

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WAIS-III PROFILE INTERPRETATION: STEPS 1 7
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form the first line of profile attack. Supplementary systems such as Horn s and Bannatyne s are useful when they add to the information yielded by the IQs and indexes, not when they merely echo the same results.
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Assessment of Verbal Skills by the Two Approaches
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The two interpretive approaches are similar. The WAIS-III factor indexes and Bannatyne categories each include two scales that assess, in pure form, the verbal and nonverbal dimensions of intelligence that Wechsler intended to measure when he first developed the WechslerBellevue. The Verbal scale measures a person s ability to understand the spoken word and to respond orally. However, only four of the seven WAIS-III tasks Comprehension plus the three (Information, Similarities, Vocabulary) that comprise the Verbal Comprehension Index assess the essence of verbal intelligence: the ability to comprehend verbalizations, verbally mediate during the problem solving or retrieval process, and express one s thoughts in words. These same four subtests constitute Horn s crystallized intelligence grouping. In Bannatyne s system, only three subtests comprise his Verbal Conceptualization factor (Vocabulary, Comprehension, Similarities), because he legitimately considers Information to be more of a memory and achievement-oriented test than a measure of concept formation.
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Spatial Ability (Bannatyne also includes Object Assembly), simultaneous processing (Kaufman & Lichtenberger, 1999), and analytic thinking (field dependence/field independence cognitive style; Goodenough & Karp, 1961). Regardless of label, the combination reflects the blend of visual perceptual skills, visual motor coordination, and nonverbal reasoning that Wechsler probably intended to measure when he first sought to elevate nonverbal intelligence to the same exalted plateau as verbal intelligence. The Horn model does not have a nonverbal component, but it does yield a scale with a distinct nonverbal flavor: fluid intelligence. This category intends to measure the kind of learning that is not specifically dependent on schooling and formal training, but one that is acquirable in less structured ways. To some extent, Wechsler considered Performance IQ to measure this type of fluid thinking, but Horn focused more on the process than the content of Wechsler s tasks when assigning them to be fluid or crystallized domains. Consequently, four of the Performance subtests are measures of fluid intelligence, but so are two Verbal tasks, namely Similarities and Arithmetic. Similarities is included in the crystallized grouping as well because of the verbal concepts that must be learned before one can uncover their relationships. Arithmetic is a complex task that is not only included in Horn s fluid grouping, but also in his quantitative reasoning (Gq) category and short-term memory (Gsm).
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Assessment of Nonverbal Skills by the Two Approaches
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Within the Performance domain, the WAIS-III factor indexes and the Bannatyne system both abbreviate the seven-subtest Performance Scale by deleting the factorially complex Picture Arrangement subtest, while retaining three tasks that cluster together conceptually and empirically: Picture Completion, Block Design, and Matrix Reasoning. This combination has been given various labels: Perceptual Organization (factor index),
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Assessment of Additional Skills by the Two Approaches
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Both interpretive systems include a third component that involves memory to some extent and that fits well with the third WAIS-III factor index. The WAIS-III Working Memory index is composed of Letter-Number Sequencing, Arithmetic, and Digit Span. In our categorization of the WAIS-III subtests into Bannatyne s categories, Digit Symbol-Coding plus the Working Memory subtests triad form Bannatyne s Sequential Ability
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PART IV
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INTERPRETATION OF THE WAIS-III PROFILE
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category, and our formulation of Horn s ShortTerm Acquisition and Retrieval or short-term memory (Gsm) category is comprised of the same subtests as the Working Memory index. Both Bannatyne s and Horn s systems have a fourth category. Horn s is a speed factor, analgous to the WAIS-III PSI but composed of three subtests Digit Symbol-Coding, Symbol Search, and Object Assembly. Bannatyne s fourth category, Acquired Knowledge, represents a subgrouping of Verbal subtests, the ones that are most like achievement tests on other batteries (e.g., the Peabody Individual Achievement TestRevised Normative Update; Markwardt, 1997). The combination of these three subtests (Information, Arithmetic, Vocabulary) does not emerge as a separate dimension in factor analysis (Sattler & Ryan, 1999), but it is, nonetheless, included in the Bannatyne interpretive system because it seems to be especially valuable in identifying an area of weakness in adults with dyslexia or learning disabilities, including females and those attending college (see 9).
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