NOTE: Italics denote subtests that are the same on the WAIS-III and WISC-IV Indexes. in .NET

Drawer Code 128C in .NET NOTE: Italics denote subtests that are the same on the WAIS-III and WISC-IV Indexes.
NOTE: Italics denote subtests that are the same on the WAIS-III and WISC-IV Indexes.
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Because the WISC-IV does not offer Verbal or Performance IQs, these separate IQs play no part in the WISC-IV interpretive system; hence, Verbal and Performance IQs are excluded from the analog system presented in this Appendix for the WAIS-III. Examiners who find value in the information yielded by the Verbal and Performance IQs may prefer to use the interpretive systems detailed in s 11 and 12 instead of the alternate approach presented here. However, those examiners may also opt to merge the systems from s 11 and 12 with the new system presented in this Appendix. For example, an examiner may choose to use Steps 1 through 7 in the sequential approach to WAIS-III interpretation that are described in depth in 11. However, instead of performing Steps 8 and 9 in
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APPENDIX A
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ALTERNATIVE APPROACH TO INTERPRETING THE WAIS-III
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12, the examiner may prefer to substitute Step 7 in the new system that involves six clinical comparisons derived from CHC theory. For examiners who agree with The Psychological Corporation s decision to abandon Verbal and Performance IQs in favor of the four Indexes for the WISC-IV, and who value the use of the well-validated CHC theory as the foundation for interpreting test profiles, the system presented in this Appendix can easily function as a stand-alone method to replace both WAIS-III interpretive systems presented in s 11 and 12. Appendix A, therefore, provides examiners with either a replacement system or a supplementary system, depending on their preferences, that increases their options for interpreting WAIS-III profiles. The new system includes seven steps, described briefly in the sections that follow. Each step is illustrated by showing a completed interpretive worksheet for either Aim e L., age 26, or Nicole H., age 34, two women who were evaluated on the WAIS-III and whose case reports appear in 12 (pages 496 507). Consult Flanagan and Kaufman (2004, 4) for a more thorough treatment of each step, especially regarding its rationale. As noted, the FlanaganKaufman method links ipsative assessment with normative assessment, rather than focusing exclusively on either one or the other. Previously, Kaufman and colleagues (Kaufman, 1979, 1994; Kaufman & Kaufman, 1977; Kaufman & Lichtenberger, 2000) stressed ipsative methods for identifying areas of strength and weakness, whereas Flanagan and colleagues emphasized normative approaches (e.g., Flanagan, McGrew, Ortiz, & Mascolo, 2002; Flanagan & Ortiz, 2001). In addition to integrating ipsative and normative approaches, the new interpretive approach (a) excludes individual subtest interpretation; (b) uses base rate data to evaluate the clinical meaningfulness of score variability; and (c) grounds interpretation firmly in the CHC theory of cognitive abilities.
REQUIRED INTERPRETIVE STEPS: ANALYZE THE FS-IQ AND THE INDEX PROFILE WHEN THE 13 REQUISITE WAIS-III SUBTESTS ARE ADMINISTERED
Step 1: Report the Person s WAIS-III Standard Scores (FS-IQ and Indexes) and Subtest Scaled Scores
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WAIS-III examiners must administer 11 subtests to obtain a person s FS-IQ, even though two of those subtests (Comprehension and Picture Arrangement) do not contribute to the four Indexes. An additional two subtests (Symbol Search and Letter-Number Sequencing) must be administered to permit examiners to interpret all four Indexes. Consequently, a total of 13 subtests must be administered for examiners who wish to conduct all seven steps in this interpretive system. For Step 1, create a table of the person s standard scores (FS-IQ and four Indexes), as well as the person s scaled scores on all subtests administered. Report the name of each Index and subtest along with the person s obtained score on each one. For the FS-IQ and Indexes only, report the confidence interval, percentile rank, and descriptive category associated with the person s obtained standard scores. For subtests, report the percentile associated with the person s obtained scaled scores. (Reporting the Verbal IQ and Performance IQ, and their confidence intervals, percentile ranks, and descriptive categories is optional, based on examiner preference. These IQs are not included in the interpretive system.) Examiners need to select whether to use the 90% or 95% confidence interval for standard scores, namely the FS-IQ and the four Indexes. Examiners should always report standard scores with their associated confidence intervals.
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