Cognitive/Intellectual Profile
Differential Ability Scales, Second Edition (DAS-II)
Administered on XX/XX/XX by Michael Walton, School Psychologist
IMP = Impaired; BEL = Below Expected Levels; SBEL = Slightly Below Expected Levels;
WNL = Within Normal Limits; AEL = At Expected Levels; SAEL = Slightly Above Expected
Levels; Above = Above Expected Levels; 130+ = Superior/Markedly Advanced
STDT’s General Cognitive Ability was at expected Percentile Standard
Score/
Rank
levels for his age. SS = XX
T-Score
DAS-II Word Definitions
Crystalized DAS-II Verbal Similarities
Knowledge (Gc) DAS-II Verbal Cluster
IMP BEL SBEL WNL AEL
≤70 <75 <80 <85 <90 90-110
≤30 <33 <37 <40 <43 43-56
X
X X X
X
X
SAEL
111+
57+
X
Above
115+
60+
X
Crystallized intelligence is the breadth and depth of a person’s knowledge of a culture and the effective application of this knowledge. High
crystalized intelligence is the result of experience, schooling, and acculturation and is referenced by overlearned skills and knowledge in a
variety of areas. Crystalized intelligence tends to increase with age as we absorb factual data and use our fluid intelligence to learn from our
environment. Both subtests on the DAS-II Verbal cluster require verbal responses.
DAS-II Matrices
DAS-II Sequential and
Quantitative Reasoning
Fluid Reasoning
DAS-II Nonverbal Cluster
(Gf)
Fluid intelligence is the ability to reason with logic, find solutions to novel problems, and identify relationships or patterns that can be
extrapolated with logic to new situations. Individuals with high levels of fluid intelligence are skilled in recognizing patterns and making
meaning out of confusion. Fluid intelligence is thought to represent a biologically based ability that is referenced, in part, by an ability to learn
new information. When high fluid intelligence and a strong long-term memory is combined with an interest in seeking novel experiences, the
result is an acquisition of a large store of crystallized knowledge over the life span. Damage to the prefrontal cortex severely disrupts fluid
intelligence.
DAS-II Recall of Designs
DAS-II Pattern Construction
Visual
Processing (Gv) DAS-II Spatial Cluster
Visual Processing is the ability to generate, perceive, analyze, synthesize, manipulate, transform, and think with visual patterns and stimuli. The
two subtests contributing to this cluster score are nonverbal and require only simple verbal instructions. Responses require a moderate amount of
eye-hand coordination for drawing or for constructing block patterns.
The diagnostic subtests/composites below were not used in the calculation of General Cognitive Ability.
Processing Speed DAS-II Speed of Information
Processing
(Gs) and
DAS-II Rapid Naming
Long-Term
Retrieval (Glr) DAS-II Processing Speed
Processing Speed is the ability to perform cognitive tasks fluently and automatically, especially when under pressure to maintain focused
attention and concentration. Speed of information processing is related to the activation of information in short-term memory during memory
span tasks but not working memory tasks. The DAS-II Rapid Naming subtest is also a measure of long-term retrieval. Specifically, it measures
the automaticity of integration of visual symbols with phonetically referenced naming, an important skill for reading fluency development.
Short-Term DAS-II
Memory (Gsm)
Includes Memory
Span (MS) and DAS-II
Working
Memory (MW) DAS-II
Recall of Digits
- Forward
- Backward
Recall of Sequential
Order (MW)
Working Memory
Memory Span is the ability to apprehend and hold information in immediate awareness and then reproduce the information in the same sequence
in which it was represented. Working Memory is the ability to direct the focus of attention to perform relatively simple manipulations,
combinations, and transformations of information within primary memory while avoiding distracting stimuli and engaging in strategic/controlled
searches for information in secondary memory. Working Memory is moderately to highly correlated (0.5 - 0.8) with fluid reasoning ability and is
one of the primary cognitive competencies underlying fluid intelligence.
Auditory
DAS-II Phonological
Processing
Processing (Ga)
Rhyming, blending, deleting, and segmenting sounds in spoken words.
*may not be a valid estimate of STDT’s “true” ability. See explanation/s in summary.
PRESENT COGNITIVE/INTELLECTUAL EVALUATION DATA
A cognitive/intellectual evaluation was not completed in the original evaluation and was not needed for the
current evaluation.
Intellectual functioning was assessed using formal instruments. Select subtests from the Differential Abilities
Scales-Second Edition (DAS-II) and the Developmental Neuropsychological Assessment - Second Edition
(NEPSY-II) were administered to assess STDT’s general range of intellectual functioning and to determine
whether he demonstrated cognitive deficits related to the referral concern.
Testing Observations: Conditions for testing were considered adequate. STDT did not wear glasses or hearing
aids during testing. He appeared to be able to see all testing materials and hear all directions/comments.
Distractions were minimal and insignificant. STDT was friendly and cooperative during testing. His attentive
body language and occasional eye contact with the examiner suggested adequate levels of effort and attention.
Unless otherwise indicated, these assessment results are considered valid estimates of STDT’s ability.
Differential Abilities Scales School Age Battery (DAS-II)
The Differential Abilities Scales-Second Edition (DAS-II) core battery was administered as a measure of
intellectual ability. STDT's overall estimate of intelligence, the General Cognitive Ability (GCA), was at
expected levels for his age. STDT’s cluster scores indicate no significant strengths or weaknesses. This means
that he does equally well when asked to perform tasks that require verbal skills such as defining and comparing
words as he does tasks that require problem-solving skills such as discovering and using patterns to solve
puzzles and copying from a picture. Each cluster score can be further broken down into subtest scores. When
examined this way, STDT’s scores indicate no other significant strengths or weaknesses.
Verbal (Crystallized) Ability
STDT demonstrated slightly below expected levels of English language development when asked to explain the
common concepts linking clusters of orally-presented words (e.g. apples, bananas, and grapes are... “Fruit;”
cars, bicycles, and busses are… “Modes of transportation”), STDT demonstrated slightly below expected levels
of lexical knowledge when asked to define a series of orally presented words. In general, STDT demonstrated
slightly below expected levels of acquired verbal knowledge, verbal concepts, and verbal reasoning ability.
Nonverbal Reasoning (Fluid) Ability
STDT demonstrated slightly below expected levels of nonverbal reasoning ability when asked figure out the
relationship between figures in cells of a matrix and then, based on that relationship, pick a design from the
choices that completed the matrix. This subtest is a measure of STDT’s ability to discover the underlying
characteristics that govern a problem or set of materials (Induction). STDT demonstrated slightly below
expected levels of quantitative reasoning ability when asked to inductively and deductively reason with
concepts involving mathematical relations and properties. In general, STDT demonstrated slightly below
expected levels of ability to reason with logic, find solutions to novel problems, and identify relationships or
patterns that can be extrapolated with logic to new situations.
Spatial (Visual Processing) Ability
STDT demonstrated slightly below expected levels of short-term visual and spatial recall when tasked with
reproducing abstract figures from immediate memory with paper and pencil. STDT demonstrated slightly below
expected levels of nonverbal reasoning and spatial visualization ability when required to reproduce pictured
designs with colored blocks as quickly as he could. In general, STDT demonstrated expected levels of ability to
generate, perceive, analyze, synthesize, manipulate, transform, and think with visual patterns and stimuli.
Processing Speed
STDT demonstrated slightly below expected levels of perceptual speed when asked to scan rows of figures or
numbers and mark the figure with the most parts or the greatest number in each row. STDT demonstrated
slightly below expected levels of naming facility speed when naming pictures printed in rows on a page, color
swatches printed in rows on a page, and colored pictures printed in rows on a page. This rapid automatic
naming subtest is a measure of the automaticity of integration of visual symbols with phonetically referenced
naming, an important skill for reading development (especially reading fluency). In general, STDT
demonstrated slightly below expected levels of ability to perform simple cognitive tasks fluently and
automatically.
Short-Term Memory
Auditory Memory Span
STDT demonstrated expected levels of short-term auditory memory span when requested to repeat an
increasingly long series of digits in the same sequence dictated by the examiner. STDT was able to repeat X
digits dictated by the examiner at two digits per second.
Working Memory
STDT demonstrated expected levels of verbal and pictorial working memory by mentally reorganizing and
orally repeating a list of orally-presented words in a pre-specified order determined by their position in a
picture. STDT demonstrated expected levels of auditory working memory by repeating in reversed sequence
series of digits dictated by the examiner at a rate of two digits per second. In general, STDT demonstrated
expected levels of ability to store temporarily and perform a set of cognitive operations with information that
required divided attention and the management of the limited capacity of short-term memory.
Short and Intermediate-Term Visual/Verbal Recall
STDT demonstrated expected levels of short-term recall of verbal and pictorial information when viewing a
page of 20 pictures, hearing them named by the evaluator, trying to name the pictures from memory, seeing
them again, trying again to name all the pictures, and repeating the process once more. STDT demonstrated
expected levels of intermediate-term free recall ability when asked to recall these pictures again on a surprise
retest 15 to 20 minutes later.
Additional Diagnostic Subtests
Phonological Processing
STDT demonstrated expected levels of ability to rhyme, blend, delete, and segment sounds in spoken words.
STDT demonstrated expected levels of ability to answer oral math questions with illustrations that included
counting, number concepts, and simple arithmetic. STDT demonstrated expected levels of ability to match
shapes similar to letters. STDT demonstrated expected levels of picture recognition ability when shown one,
two, or three pictures for five seconds or four pictures for ten seconds and then asked to find those pictures
within a group of four to seven similar pictures.
Cognitive/Intellectual Summary
Strengths
STDT demonstrated above expected levels of short-term visual, spatial, and pictorial recall ability. He
demonstrated expected levels of ability to generate, perceive, analyze, synthesize, manipulate, transform, and
think with visual patterns and stimuli. STDT’s acquired verbal knowledge, verbal concepts, and verbal
reasoning ability were within normal limits for his age. STDT’s general cognitive ability is within normal
limits.
Concerns
STDT demonstrated variable performance on measures of nonverbal (fluid) reasoning ability: He demonstrated
expected levels of inductive reasoning when required to perceive and apply relationships among abstract figures
in a series of matrices but demonstrated below expected levels of inductive and quantitative reasoning when
required to detect and apply sequential patterns involving number sequences.
STDT demonstrated below expected levels of working memory capacity. Working Memory is the ability to
direct the focus of attention to perform relatively simple manipulations, combinations, and transformations of
information within primary memory while avoiding distracting stimuli and engaging in strategic/controlled
searches for information in secondary memory. Working memory capacity is related to reading, math, and
advanced writing skills at all ages.
STDT demonstrated impaired levels of short-term auditory memory span. STDT’s performance on this subtest
was significantly lower than his mean performance on the core cognitive subtests and a difference of this
magnitude is only found in 2-5% of a national sample of his same-age peers. Auditory memory span is
important to writing, especially spelling skills.
STDT demonstrated below expected levels of processing speed, with significant variance in his performance
across task demands. STDT demonstrated normal limits of perceptual speed when asked to scan rows of
numbers and mark the highest number in each row as quickly as he could. Perceptual speed is important for
academic achievement in all academic areas, especially at the early elementary level. STDT demonstrated
impaired speed of long-term retrieval on a task designed to measure the automaticity of integration of visual
symbols with phonetically referenced naming (rapid automatic naming). STDT’s performance on this subtest
was significantly lower than his mean performance on the core cognitive subtests and a difference of this
magnitude is only found in 2-5% of a national sample of his same-age peers. This naming facility ability is
highly related to reading achievement in the elementary school years (especially reading fluency) and has
demonstrated relations with writing fluency.
Working memory and the writing process:
Working memory capacity has been directly related to the planning, translating, and revision stages of the
writing process. Planning (and revision to a lesser extent) places a higher demand on verbal working memory
than translation (text production) processes. The lighter working memory demand of translating can be
explained by noting that translating sub-processes are also involved in the production of spoken language. The
linguistic encoding of sentences requires activation of verbal working memory but these processing demands
are reduced when the writer has a high degree of familiarity with the topic. Other situation-specific factors that
affect processing demands and activation of the writing process include the medium of production (dictation,
keyboarding or handwritten expression) and the writing strategy employed (detailed outline planning vs.
unorganized initial draft and proactive revision).