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Summary and Diagnostic Impressions Aim e is a 26-year-old female self-referred because of concern with her performance in one of her graduate courses that demands much rote recall of information. She wanted to identify cognitive strengths and weaknesses to determine how she can utilize her skills to overcome her deficits. Aim e was motivated and focused throughout the examination. She also tended to work very quickly and prided herself on this aspect of her work. She used humor as a means to relax herself and maintain her focus. On the WAIS-III, Aim e obtained a Perceptual Organization Index of 117 (94th percentile), a Processing Speed Index of 114 (82nd percentile), and a Working Memory Index of 115 (84th percentile). These scores placed her in the High Average to Superior range of cognitive functioning. The three WAIS-III IQs and Verbal Comprehension Index did not meaningfully represent Aim e s global cognitive abilities due to significant variability in her performance on subtests that comprise these scales; therefore, our interpretation focused on the three remaining Indexes and her relative subtest strengths and weaknesses. Aim e s relative strengths included her acquired knowledge, long-term memory, and her learning ability. These strengths also relate to her strong academic ability, which was apparent from her Average to Superior performance on the K-FAST. She earned an overall K-FAST Composite standard score of 114 (82nd percentile), Arithmetic standard score of 108 (70th percentile), and Reading standard score of 111 (77th percentile). These verbal strengths were in contrast to her only relative weakness: rote recall. Although she performed in the High Average range overall on tasks of short-term memory and tasks requiring mental manipulation of information, she had more difficulty on a specific task that demanded rote recall of a series of numbers. She was not able to implement her strong verbal ability to facilitate her performance on this task. Her unique weakness in rote recall on the WAIS-III supports her reported problems in her graduate course that also requires rote memorization of facts. From all indications, Aim e appeared to be an engaging, humorous, and personable woman whose abilities are in the Average to Superior range of intelligence and achievement. She is a verbal woman, who is particularly good at using verbal mediation, which helps her performance. She appeared to thrive when engaged in a wide variety of tasks, and was very determined and focused on some of the tasks that caused her difficulty. Her reported difficulties at school have been validated by this assessment. Recommendations are made below to help Aim e utilize her strengths to help her compensate for her areas of deficit. Recommendations The following recommendations are suggested to assist Aim e with her difficulties on tasks of rote recall, such as those in her challenging graduate course: 1. Aim e should try to use her strong verbal ability when learning and memorizing information. By verbalizing her thought processes, it may help her performance on a wider variety of tasks. 2. Tasks that are tedious or boring to Aim e, such as memorizing seemingly needless or unrelated facts or figures, should be worked on in small increments of time. For example, instead of memorizing 10 pages of information at one sitting, Aim e should focus on one or two pages at a time. Then, before she moves on to new material, she should review what she has learned. Such distributed review will lessen the monotony of rote memorization. 3. Mnemonic devices, such as pairing a word or fact with another more meaningful word, may benefit Aim e. For example, when trying to memorize a list of 10 facts, Aim e should try pairing each fact with a more meaningful word or list.
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