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Holistic (right-brain) processing Integrated brain function Language development (CHC) Learning ability Lexical knowledge (CHC) Long-term memory Memory Nonverbal reasoning Planning ability Reasoning Reproduction of models Semantic cognition Semantic content Sequential Short-term memory (auditory or visual) Simultaneous processing Social comprehension Spatial Spatial relations (CHC) Spatial visualization Symbolic content Synthesis Trial-and-error learning Verbal concept formation Verbal conceptualization Verbal reasoning Visualization (CHC) Visual memory Visual processing Visual sequencing
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Output Much verbal expression Simple vocal expression
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TABLE 12.3 (Continued)
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Verbal Subtests Performance Subtests D LN PC Cd PA BD OA SS MR I S A V C Reliabilitya rxx r12
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Output Visual organization Visual motor coordination PC Cd BD OA OA Cd BD Cd PA Cd OA SS D D LN LN OA SS SS SS PC PC A A A LN V A S C I PC PC D D LN LN SS PA
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I I I I S A S I V C LN I I C D D LN LN V V V V S S A A V V
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Influences Affecting Scores Ability to respond when uncertain Alertness to environment Anxiety Attention span Cognitive style (field dependence) Concentration Cultural opportunities Distractibility Flexibility Foreign language background Intellectual curiosity and striving Interests Learning disabilities Motivation level Negativism Obsessive concern with detail & accuracy Outside reading Overly concrete thinking Persistence Rate-of-test-taking (CHC) Richness of early environment School learning Visual perceptual problems Work under time pressure Cd Cd BD BD
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= Split-Half reliability; r12 = Test-Retest Reliability From Essentials of WAIS-III assessment, by A.S. Kaufman & E. O. Lichtenberger, 1999, New York: Wiley.
WAIS-III PROFILE INTERPRETATION: STEPS 8 AND 9
To simplify this process of generating hypotheses, the information presented in Table 12.3 has been converted into worksheet forms (see Examiner Forms 12.1 12.14 on pp. 460 473), which may be photocopied without permission of the authors or publisher. The guidelines presented here will help identify potential strong and weak abilities evident from the WAIS-III profile. We will walk you through the process with Ryan N. s subtest profile (see Table 12.2).
on your own list of shared abilities, by writing the following next to each subtest: (indicating performance below the individual s mean subtest scaled score) + (indicating performance above the individual s mean subtest scaled score) 0 (indicating performance exactly at the individual s mean subtest scaled score). Continuing with the example of Ryan s relative weakness in Digit Symbol-Coding, Figure 12.3 demonstrates how to fill in the empty squares with plus (+), minus ( ), or zero (0). For example, in the first row, Attention concentration is listed as a hypothesized weak ability. The first blank square is found under the Arithmetic column, and, because Ryan s Arithmetic scaled score was one point above his Verbal scale mean scaled score (see Table 12.2), a + is placed in the box. Also listed with Attention concentration are Digit Span, Letter-Number Sequencing, Picture Completion, and Digit Symbol-Coding. These boxes are filled with the appropriate pluses, minuses, or zeros according to the difference between each of Ryan s subtest scores and his mean scaled score. Figure 12.3 demonstrates this process further by showing this table partially completed.
Guideline 1
Choose one of the strengths (S) or weaknesses (W) determined in Step 8. Write down all shared abilities (and influences affecting performance) that involve this subtest. If you choose to use the Examiner Forms on the following pages of this chapter, the shared abilities are outlined for you for each subtest. We will go through each of these Guidelines using Ryan N. s first relative weakness that was found in Step 8: Digit Symbol-Coding (p. 451). Figure 12.2 shows part of the Shared Abilities Worksheet for Digit Symbol-Coding that is incomplete.