Short Paper: Analyzing A Sample Intelligence-Achievement Report
To complete this short paper, you will analyze and consider a diagnosis based off the results of the intelligence and achievement tests. Think about how viewing results from both tests can help a practitioner better understand the test-taker’s functioning and provide a more comprehensive recommendation.
Utilize your understanding of intelligence and achievement testing to assign a diagnosis to Bob Schmoe from the Sample Intelligence Achievement Report. (Attached)
Write about Bob’s strengths and weaknesses as they relate to his intelligence and achievement testing. Consider the following questions:
- Which areas in the Wide Range Achievement Test 4 (WRAT-4) and Wechsler Abbreviated Scale of Intelligence 2 (WASI-2) would be considered strengths for Bob? Which areas would be considered weaknesses?
- Assess Bob’s strengths and weaknesses and consider how both impact his overall functioning.
- Based upon his identified areas of limitations, what are some suggestions or recommendations for Bob?
To complete this assignment, review the Module Five Short Paper Guidelines and Rubric document. (Attached)
Sample Intelligence-Achievement Report
Bob Schmoe is a 34-year-old Caucasian male who was referred by his Department of Rehabilitation
caseworker for an evaluation.
Cognitive/Intellectual Functioning
Wechsler Abbreviated Scale of Intelligence-2nd Edition (WASI-2)
Bob’s intelligence was measured with the Wechsler Abbreviated Scales of Intelligence (WASI). Average
composite scores on the WASI range from 90 to 109. Individual average subtest scores on the WASI
range from 40–60. Bob was administered the four-subtest form. This form consists of four subtests,
two verbal and two nonverbal, yielding a FSIQ. Bob achieved the following composite and subtest
scores:
Scale Score (95%
CI)
Percentile
Rank
Descriptive
Category
Full Scale (FSIQ-4) 94 (89–99) 34 Average
Block Design 43 – Low Average
Vocabulary 47 – Average
Matrix Reasoning 46 – Average
Similarities 51 – Average
Verbal Comprehension
Index
99 (93–105) 47 Average
Perceptual Reasoning
Index
91 (85–98) 27 Average
Bob achieved a Full Scale IQ Score (FSIQ-4) within the average range. His overall cognitive abilities
appear to be similar to his typical peers.
Bob’s Verbal Comprehension Index falls within the average range when compared to his typical peers.
With respect to his verbal abilities, specific analyses of subtest scores showed that Bob’s knowledge of
English word definitions and verbal reasoning abilities both fall within the average range relative to his
same aged peers.
Bob’s Perceptual Reasoning Index falls within the average range when compared to his typical peers.
With respect to his nonverbal abilities, specific analyses of subtest scores showed that Bob’s visual-
spatial skills fall within the low average range, while his nonverbal problem-solving abilities fall within
the average range relative to his same aged peers.
Achievement
Wide Range Achievement Test-Revision 4 (WRAT-4)
The WRAT-4 is a psychometrically sound measure of fundamental academic skills. It is helpful in
diagnosing learning disabilities, assessing academic progress over time, evaluating achievement/ability
discrepancies, checking progress in remedial programs, determining instructional needs, and assessing
children whose performance is below that of their peers. The WRAT-4 includes four subtests: Word
Reading (measures letter and word decoding through letter identification and word recognition);
Sentence Comprehension (measures an individual’s ability to gain meaning from words and to
comprehend ideas and information contained in sentences through the use of a modified cloze
technique); Spelling (measures an individual’s ability to encode sounds into written form through the use
of a dictated spelling format containing both letters and words); and Math Computation (measures an
individual’s ability to perform basic mathematics computations through counting, identifying numbers,
solving simple oral problems, and calculating written mathematics problems). In addition to providing
derived scores and interpretive information for the subtests, the WRAT-4 also yields a Reading Composite
score, obtained by combining the Word Reading and Sentence Comprehension standard scores. Average
scores range from 90–110, with an average score of 100.
Subtest/Composite Standard
Score
95%
Confidence
Interval
Percentile
Rank
Grade
Equivalent
Word Reading 99 91-107 47 12.5
Spelling 78 70-88 32 11.5
Math Computation 83 74-94 7 5.5
Sentence
Comprehension
93
85-101
13
6.1
Reading Composite 95 89-101 37 –
Based on Bob’s Word Reading standard score of 99, it appears that his word reading skills fall within
the average range when compared to his same aged peers. This achievement score may suggest that
Bob is likely to perform similar to his same aged peers on tasks involving English language reading.
Based on Bob’s Spelling standard score of 78, it appears that his spelling skills fall within the borderline
range when compared to his same aged peers. This achievement score may suggest that Bob is likely to
perform much worse than his same aged peers on tasks involving English word spelling tasks.
3
Based on Bob’s Math Computation standard scale of 83, it appears his math computation skills fall within the
low average range when compared to his same aged peers. This achievement score may suggest that Bob is
likely to perform slightly worse than his same aged peers on tasks involving increasingly complex
mathematics problems.
Based on Bob’s Sentence Comprehension standard score of 93, it appears that his sentence completion
skills fall within the average range when compared to his same aged peers. This achievement score may
suggest that Bob’s performance on tasks involving reading, writing and completion of English sentences is
similar to his same aged peers.
Based on Bob’s Reading Composite standard score of 95, it appears that his reading comprehension and
verbal expression skills fall within the average range when compared to his same aged peers. This
achievement score may suggest that Bob’s performance on tasks involving English reading comprehension
and formulation may be similar to his same aged peers.
