1 Case Study: Jane Jane is a 8-year-old Caucasian female who was referred for an evaluation to rule out the possibility of specific learning disorders. This is the first test in that process. She is currently in the second grade. According to her mother, Jane has attended the same school since initial enrollment in school, including pre-kindergarten. She has an excellent attendance record, is extremely well-behaved in school, and has an exemplary conduct record in the past. Regarding her academic performance, Jane has a history of struggling with reading and spelling. The following are Jane’s results from the Weschler Intelligence Scale for Children – 4th Ed (WISC-IV). Assuming that there are no testing variables that invalidate the assessment, look through the results and then answer the following questions. Note: For the WISC-IV, the mean is 100 with a standard deviation of 15. For subtests, the mean is 10 with a standard deviation of 3. For three categories of descriptors: ◦Scaled score from 1-7 is described as a weakness or below average with a corresponding percentile rank of 1-16. ◦Scaled score from 8-12 is described as average with a corresponding percentile rank of 25-75. ◦Scaled score of 13-19 is described as a strength or above average with a corresponding percentile rank of 84-99. Composite Score Percentile Descriptive Classification Verbal Comprehension (VCI) 82 12 Borderline Perceptual Reasoning Index (PRI) 105 58 Average Working Memory Index (WMI) 78 9 Borderline Processing Speed Index (PSI) 97 42 Average Full Scale IQ (FSIQ) 89 23 Low Average Scaled Score Percentile Similarities 6 9 Vocabulary 9 37 Comprehension 13 84 Information 6 9 Word Reasoning 9 37 Block Design 10 50 Picture Concepts 9 37 Matrix Reasoning 10 50 Picture Completion 13 84 Digit Span 6 9 Letter–Number Sequencing 4 6 FSIQ and Index Scores Subtest Scores Verbal Comprehension Subtests Perceptual Reasoning Subtests Working Memory Subtests 2 Arithmetic 8 25 Coding 9 37 Symbol Search 10 50 Processing Speed Subtests 1. Interpret Jane’s Index composite scores and describe what each Index measures. (For example, using her FSIQ score, I would state that Jane has a FSIQ score of 89 which places her within one standard deviation below the mean and in the low average range. The FSIQ score is made up of all Index scores and is considered to be representative of her overall intelligence level.) (20 Points) a. Verbal Comprehension Index – Jane has a Verbal Comprehension Index (VCI) score of 82 which places her within one standard deviation below the mean and in the borderline range. The VCI score is made up of all Index scores and is considered to be representative of her overall verbal comprehension level. b. Perceptual Reasoning Index - Jane's Perceptual Reasoning Index (PRI) score is 105 which places her within one standard deviation above the mean and in the average range. The PRI score is made up of all Index scores and is considered to be representative of her overall perceptual reasoning level. c. Working Memory Index - Jane has a Working Memory Index (WMI) score of 78 which places her within two standard deviations below the mean and in the borderline range. The WMI score is made up of all Index scores and is considered to be representative of her overall working memory level. d. Processing Speed Index - Jane's Processing Speed Index (PSI) score is 97 which places her within one standard deviation below the mean and in the average range. The PSI score is made up of all Index scores and is considered to be representative of her overall processing speed level. 2. Explain what Jane’s percentile rankings mean for each of her Index scores. (5 points) Jane's Full Scale IQ (FISQ) index score results with her scoring higher than approximately 23 out of 100 children her age. Her general thinking and reasoning skills, as assessed by the WISC-IV, are in the Low Average range. Jane's Verbal Comprehension Index (VCI) score results with her scoring higher than approximately 12 out of 100 children her age on tasks that require listening to questions and giving verbal responses. Generally speaking, Jane's skills in understanding verbal information, thinking with words, and expressing thoughts in words are in the Borderline range. Examinations of Jane's performance on individual subtests provides additional information regarding her specific verbal abilities. Jane's Perceptual Reasoning Index (PRI) score results with her scoring higher than approximately 58 out of 100 children her age on tasks that require her to examine and think about designs and pictures, and solve problems without using words. In general, her skills in 3 solving nonverbal problems quickly and efficiently with visual information are in the Average range. Jane's Working Memory Index (WMI) score results with her scoring higher than approximately 9 out of 100 children her age on tasks that require learning and retaining information in memory while utilizing the learned information to complete a task. In general, her skills in attention, concentration, and mental reasoning are in the Borderline range. Jane's Processing Speed Index (PSI) score results with her scoring higher than approximately 42 out of 100 children her age on tasks requiring her to quickly scan symbols and make judgments about them. In general, her skills in speed of mental problem-solving, attention, attention, and eye-hand coordination are in the Average range. 3. In evaluating Jane’s subtests which areas would be considered strengths and weakness based on her scaled scores? (5 points) Based on Jane's scaled scores in the Verbal Comprehension area, she showed weakness in the Similarities and Information subtests, she scored average in the Vocabulary and Word Reasoning subtests, and she showed strength in the Comprehension subtest. Based on Jane's scaled scores in the Perceptional Reasoning area, she showed weakness in 0 subtests, she scored average in the Block Design, Picture Context, and Matrix Reasoning subtests, and she showed strength in the Picture Completion subtest. Based on Jane's scaled scores in the Working Memory area, she showed weakness in the Digit Span and Letter-Numbering Sequencing subtests, she scored average in the Arithmetic subtests, and she showed strength in the 0 subtests. Based on Jane's scaled scores in the Processing Speed area, she showed weakness in 0 subtests, she scored average in the Coding and Symbol Search subtests, and she showed strength in 0 subtests. 4. Based on your understanding of intelligence tests – and as part of the diagnostic team, what suggestions would you make as far as further testing, instructional strategies, and parent help, to address Jane’s strengths and weaknesses in intelligence? (10 points) Jane is an 8-year-old female in the second grade. According to her mother, Jane has attended the same school since initial enrollment in school, including pre-kindergarten. She has an excellent attendance record, is extremely well-behaved in school, and has an exemplary conduct record in the past. Regarding her academic performance, Jane has a history of struggling with reading and spelling. Jane completed the WISC-IV for the first time. Her overall ability, as evaluated by the WISC-IV, shows Jane in the low average range for the Full Scale IQ composite score, average range in Perceptional Reasoning and Processing Speed, and borderline range in Verbal Comprehension and Working Memory composite scores. This results with her cognitive ability not easily being summarized because her nonverbal reasoning abilities are much better developed than her verbal reasoning abilities. Jane's reasoning abilities on her nonverbal tasks 4 are generally in the Average range (PRI = 105), while her verbal reasoning abilities are significantly lower in the Borderline range (VCI = 82). Generally speaking, Jane struggles in understanding verbal information, thinking with words, and expressing thoughts in words. In the Verbal Comprehension subtests, Jane showed weakness in the areas of Similarities and Information. Weakness in the subtest Similarities show that she struggles with abstract thinking, verbal reasoning, perception of relationships between things and ideas, distinction between nonessential and essential features and verbal expression. Weakness in the subtest Information shows that she struggles with general knowledge, education, exposure to relevant information, and long-term memory of her experience. Jane could benefit from your support and encouragement in helping her skills in Reading. Speaking with the regular education teacher and letting her know which specific areas that Jane is struggling with most, may provide the teacher with better knowledge to teach Jane in the classroom. A reading recovery program being available and that could be scheduled so that Jane can visit that classroom at least twice a week to receive extra guidance on verbal comprehension would be a great start. A weekly trip to the library to pick out books that she likes to read at home to you, and then you could ask her questions about what she has read to check her verbal comprehension would be beneficial. Requesting Janes teacher to test and re-test Jane on a monthly basis, just in the area of Verbal Comprehension, to see if she is making any progress would be good progress monitoring. If she shows progress, great. If not, meet again to discuss the next steps to be taken.
