Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V) The Wechsler Intelligence Scale for Children, fifth edition (WISC-V) was administered. The WISC-V is an intelligence test that has been standardized to measure the abilities of children between the ages of 6 years old and 16 years 11 months old. The WISC-IV is made up of 7 core subtests that provide a Full Scale IQ score as well as five additional composite scores. Subtest Block Design Similarities Matrix Reasoning Digit Span Coding Vocabulary Figure Weights Composite Verbal Comprehension Visual Spatial Fluid Reasoning Working Memory Processing Speed Full Scale Standard Score Scaled Score Percentile Rank Range 95% Conf. Interval Range @’s general intellectual ability was evaluated using the Wechsler Intelligence Scale for Children: Fifth Edition (WISC-V). The WISC-V is a norm-referenced, individually administered test of intelligence. It provides a measure of general intelligence as well as more specific measures of verbal comprehension, perceptual reasoning, working memory, and processing speed. @ earned a WISC-IV Full Scale IQ (FSIQ) score of XX, which falls in the XX range and at the XX percentile. There is a 95 percent probability that @’s true FSIQ score falls between XX and XX. However, it should be noted that the WISC-V is heavily language based, and given hisher history of language impairment, it is likely that the scores discussed here are a minimal estimate of hisher abilities. Further, @’s scores in different domains vary widely, so the FSIQ may not be the best descriptor of hisher general abilities. The Verbal Comprehension Index (VCI), a measure of Crystallized Intelligence, represents @’s ability to reason with previously learned information acquired from formal and informal educational opportunities and exposure to mainstream culture. The VCI is comprised of tasks that required @ to define words (Vocabulary), or draw conceptual similarities between words (Similarities). Shhe earned a VCI score of XX (xxth percentile; 95% confidence range = xx-xx), which falls in the xx range. The Visual Spatial Index (VSI) measures the child’s ability to evaluate visual details and to understand visual spatial relationships to construct geometric designs from a model. The ability to construct designs requires visual spatial reasoning, integration, and synthesis of whole-part relationships, attentiveness to visual detail, and visual-motor integration. @ received a standard score of xx, which falls in the xx range. The Fluid Reasoning Index (FRI) measures @’s ability to detect underlying conceptual relationship among visual objects and to use reasoning to identify and apply rules. Identification and application of conceptual relationships in the FRI requires inductive and quantitative reasoning, broad visual intelligence, simultaneous processing, and abstract thinking. @ received a score of xx, which falls within the average range, and indicates that shhe has an adequately developed ability to abstract conceptual information from visual details and effectively apply hisher knowledge. The Working Memory Index (WMI) is a measure of Short-Term Memory and represents @’s ability to encode information, hold it in immediate awareness, and manipulate it mentally. Registration requires attention, auditory and visual discrimination, and concentration. Maintenance is the process by which information is kept active in conscious awareness using the phonological loop or visual sketchpad. @ struggled on this index, and received a standard score of xx, which falls in the xx range. The Processing Speed Index (PSI) is a measure of processing speed and represents @’s ability to perform simple, clerical-type visual-motor tasks quickly. The PSI is comprised of tasks that required @ to copy symbols that were paired with numbers according to a key (Coding). Performance on the PSI is related to visual scanning, visual discrimination, short-term visual memory, visuomotor coordination, and concentration. @ struggled with the PSI, and received a standard score of xx, which falls within the low range. shhe struggled with processing information quickly, choosing instead to excessively focus on each symbol shhe needed to copy.
