Step 2: Determine the Best Way to Summarize Overall Intellectual Ability in .NET

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APPENDIX A
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ALTERNATIVE APPROACH TO INTERPRETING THE WAIS-III in 12 on pages 501 507; her scores are also presented in Table 12.8). Aim e s examiner used the 95% confidence interval. Although most of the information contained in this table is found on the cover of the WAIS-III Record Form, examiners may choose to create a similar table for inclusion in a psychological report, using the blank interpretive worksheet for Step 1 in Appendix B.
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Traditional descriptive category systems consider Average functioning to be 90 109 and include other categories such as Low Average (80 89) and Superior (120 129). A traditional category system is included in the WAIS-III Administration and Scoring Manual (Wechsler, 1997, Table 2.3), and those descriptive labels appear frequently in case reports (see, for example, Lichtenberger, Mather, Kaufman, & Kaufman, 2004). Flanagan and Kaufman (2004) offer an alternative category approach known as the Normative Descriptive System (shown in Table A.2) that is based on the distance, in standard deviation (SD) units, from the mean. The Average Range in the Normative system is 85 to 115, which corresponds to 100 1 SD. Although either system may be used to classify a person s overall intellectual functioning on the WAIS-III, Flanagan and Kaufman (2004) recommend the Normative Descriptive System, a general approach that is commonly used by neuropsychologists and is becoming more widespread among clinical and school psychologists (p. 123). Figure A.1 provides an illustration of Step 1 of the interpretive system. It presents a table of scores for Aim e L., a 26-year-old woman who referred herself for evaluation because of concerns about her memory (see Aim e s case report
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Step 2: Determine the Best Way to Summarize Overall Intellectual Ability
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Two composites are available for the WAIS-III the traditional FS-IQ and the General Ability Index (GAI), composed only of the subtests that constitute the VCI and POI (Tulsky, Saklofske, Wilkins, & Weiss, 2001). The GAI, which excludes subtests associated with a person s working memory and processing speed, has also been used as an alternate measure of global intelligence for the WISC-III (Prifitera, Weiss, & Saklofske, 1998) and WISC-IV (Flanagan & Kaufman, 2004). The three VCI and three POI subtests that compose the WAIS-III GAI are generally the best measures of g, whereas the Working Memory and Processing Speed subtests are among the worst measures (Tulsky et al., 2001). Because the GAI is composed of strong measures of general ability, it is especially useful for estimating general ability for individuals whose scores on memory and speed subtests deviate significantly from their scores on measures of verbal and nonverbal tasks (Prifitera et al., 1998). These basic principles about the GAI influenced Flanagan and Kaufman when they developed Step 2 of the WISC-IV interpretive system and, therefore, they also provide the rationale for Step 2 of this analogous WAISIII system. Steps 2a and 2b, described next, help determine whether the FS-IQ or GAI provides the best measure of a person s global intellectual ability (or whether neither global score should be used).
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TABLE A.2
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Standard Score Range 131+ 116 to 130 85 to 115 70 84 69
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Alternative Normative Descriptive System for WAIS-III Alternative Description of Performance Upper Extreme/Normative Strength Above Average/Normative Strength Average Range/Normal Limits Below Average/Normative Weakness Lower Extreme/Normative Weakness
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NOTE: Table A.2 from Rapid Reference 4.4 in Essentials of WISC-IV Assessment (Flanagan & Kaufman, 2004), reprinted with permission.
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APPENDIX A
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ALTERNATIVE APPROACH TO INTERPRETING THE WAIS-III
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FIGURE A.1 Illustration of Step 1 from the WAIS-III Interpretive Worksheet using Aim e L. s profile of scores (see Aim e s case report in 12, pages 501 507).
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Step 1. Report the Person s WAIS-III Standard Scores (FS-IQ and Indexes) and Subtest Scaled Scores For IQ and Indexes, report standard score, confidence interval, percentile rank, and descriptive category. For subtests, report scaled scores and percentile ranks only (see Table A.2 for descriptive categories). Index Subtest Verbal Comprehension Vocabulary Similarities Information (Comprehension) Perceptual Organization Picture Completion Block Design Matrix Reasoning (Picture Arrangement) Working Memory Arithmetic Digit Span Letter-Number Sequencing Processing Speed Digit Symbol Coding Symbol Search Full Scale IQ Optional Verbal IQ Performance IQ Score
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129 19 12 14 14 123 15 12 14 11 115 14 10 14 114 11 14 123 124 117 [118 127] [118 128] [109 123] [103 121] [107 121] [114 129]
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