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Interpretive Step (STEP 3) (STEP 4) (STEP 5b) (STEP 5c) Personal Strength (PS) or Personal Weakness (PW) N/A NO NO NO N/A N/A N/A N/A
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Summary of Analyses of WAIS-III Indexes for Aim e, Age 26
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Name: Aimee
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(STEP 5d) Key Asset (KA) or High Priority Concern (HPC) N/A NO NO NO
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WAIS-III Index Is Index Standard Score Interpretable NO N/A YES-NS NO NO YES YES YES 129 123
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Standard Score
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Normative Strength (NS) or Normative Weakness (NW)
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Is PS or PW Uncommon
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Clinical Impressions and Suggested (Post Hoc) Comparisons:
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1. Aimee s VCI is her highest standard score in the profile, but it is uninterpretable. It is, nonetheless, a notable integrity for her because all of the component subtest scaled scores were >12. Analysis of VCI components is warranted to better understand the unusual variability in her VCI subtest scores. Examination of the influence of Gf-nonverbal on VCI tasks may be informative (e.g., examine the Verbal Fluid Reasoning Cluster versus the Nonverbal Fluid Reasoning Cluster Clinical Comparison). In addition, comparisons of Clinical Clusters that are composed of various combinations of verbal subtests might provide insight into Aimee s VCI variability (i.e., Lexical Knowledge vs. General Information and Long-Term Memory vs. Verbal Fluid Reasoning). Certain aspects of Gc should play a prominent role in educational planning to help Aimee deal with her memory concerns.
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2. The 14-point difference between the standard scores Aimee earned on VCI and WMI, along with her self-referral for memory concerns, suggests that it will be useful to make the pertinent Clinical Comparison to compare her Long-Term Memory to her Short-Term Memory.
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Step 7. Conduct Planned Clinical Comparisons
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Based on Flanagan and Kaufman s (2004) knowledge of the abilities measured by the WISC-IV, CHC theory, and relevant research on the relations between specific cognitive abilities and learning/achievement, [they offered] a select number of additional comparisons that... may provide potentially meaningful hypotheses about a [person s] cognitive capabilities beyond the information generated from the Index Profile Anal-
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ysis (p. 145). Flanagan and Kaufman developed eight theory-based clinical clusters, composed of two or three WISC-IV subtests. They then proposed six Planned Clinical Comparisons involving these clusters, which constituted optional Step 7 of their interpretive system. We have adapted those WISC-IV comparisons to the WAIS-III. In some instances, we were able to use the same cluster for the WAIS-III that Flanagan and Kaufman used for the WISC-IV. However, modifications of several clusters were necessary because the WAIS-III and WISC-IV do not contain the same set of subtests. We made these changes with consultation from Dawn P. Flanagan (personal communication, December 15, 2004) to ensure that the CHC abilities presumed to underlie all WAIS-III clusters correspond to the same CHC abilities that are presumed to underlie the WISC-IV clinical clusters. Table A.6 lists the clinical clusters, the subtests that comprise them, and a brief definition of each
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Composition of CHC Clinical Clusters and a List of the Planned Clinical Comparisons
Planned Clinical Comparison 1. Fluid Reasoning versus Visual Processing Fluid Reasoning (Gf) Cluster Matrix Reasoning + Picture Arrangement + Arithmetic
Definition: The Fluid Reasoning (Gf) Cluster consists of three subtests, two of which measure the Broad Gf ability in CHC theory. Gf is defined as encompassing the mental operations that an individual uses when faced with a novel task that cannot be performed automatically. These mental operations include forming and recognizing concepts, perceiving relationships among patterns, drawing inferences, problem solving, and so forth. Matrix Reasoning and Arithmetic measure the narrow Gf ability of General Sequential Reasoning (Deduction), which is defined as the ability to start with stated rules, premises, or conditions, and to engage in one or more steps to reach a solution to a novel problem. Though Picture Arrangement is primarily a measure of Visual Processing (Gv) and Gc (Flanagan, McGrew, & Ortiz, 2000), it also has elements of Gf that are necessary to arrange the pictures in the correct order to tell a sensible story (D. P. Flanagan, Personal communication, December 15, 2004). Like Story Completion on the KABC-II (Kaufman & Kaufman, 2004), Picture Arrangement likely also requires two Gf Narrow Abilities General Sequential Reasoning and Induction, which is defined as (Continues)