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A final characteristic that was seen throughout the examination was her use of humor. She appeared to be able to use humor both in response to her difficulty with items as well as when facing relatively easy tasks. Via her humor, she was able to effectively break the uncomfortable feelings she may have been experiencing as the testing process began, as well as when the shifts were made to different subtests. For example, when Aim e was drawing a person, she made light of her difficulty with artwork, and was able to make fun of her drawing and laugh about it. She also laughed while she was doing an easier subtest that involved finding what was missing in the picture. She made fun of something related to the picture, which allowed her to proceed through some of the more mundane tasks smiling. Overall, Aim e used humor in a wide variety of situations, and her ability to do so helped her to relax and maintain her motivation. When considering Aim e s observed behaviors during the testing, such as humor, quick processing style, concentration, and determination reflected in many subtests, these results should be interpreted as a valid measure of Aim e s cognitive functioning. Tests Administered (scores are listed in Table 12.8) Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) Kaufman Functional Academic Skills Test (K-FAST) Test Results and Interpretation The Wechsler Adult Intelligence Scale Third Edition (WAIS-III), which is an individually administered test of intellectual ability of a person s strengths and weaknesses, measures two types of abilities. The first ability is measured by the Verbal scale, which assesses both school-learned knowledge as well as problem-solving skills involving words and numbers. The Performance scale measures largely nonverbal abilities that are assessed by tasks that require one to find patterns, complete a sequence or missing elements in pictures, and problem-solve using blocks or symbols. When a 95% confidence interval was used, Aim e obtained a Verbal IQ ranging from 118 128 (IQ = 124; 95th percentile), a Performance IQ ranging from 109 123 (IQ = 117; 87th percentile), and a Full Scale IQ ranging from 118 127 (IQ = 123; 94th percentile). These IQs place her in the High Average to Superior range of cognitive functioning. However, significant variability was present in Aim e s Verbal IQ, Full Scale IQ, and Verbal Comprehension Index, which diminished the meaningfulness of these global scores. Specifically, there was wide disparity within her performance on the subtests comprising the Verbal IQ: She earned a score at the 99.9th percentile on a vocabulary defining task and a score at the 50th percentile on a rote recall task. Similar disparity was seen across her performance on tasks that comprise the Verbal Comprehension Index: Her scores ranged from 99.9th percentile (defining vocabulary) to the 75th percentile (determining how two words are alike). Thus, because neither the Full Scale IQ, Verbal IQ, nor Verbal Comprehension index can be meaningfully interpreted as measures of her global functioning, we focus instead on the remaining three WAIS-III Indexes as well as her unique subtest strengths and weaknesses. The three indexes that meaningfully represent Aim e s global performance were the Perceptual Organization Index (POI), on which she scored 123 (94th percentile), the Processing Speed Index (PSI), on which she scored 114 (82nd percentile), and the Working Memory Index, on which she scored 115 (84th percentile). The POI subtests require one to integrate visual stimuli, reasoning ability, and to apply visual spatial and visual motor skills to solve the kind of problems that are not taught in school. The PSI comprises various tasks that required Aim e to solve nonverbal problems at a rapid pace. Aim e s abilities were consistently Above Average on both the POI and PSI. Aim e also performed at a similar High Average level on tasks that required
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