Short Paper: Analyzing A Sample Intelligence-Achievement Report

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.