CONFIDENTIAL
PSYCHOLOGICAL ASSESSMENT REPORT
Identifying Information
Name: Ryan Breaux
Date of Birth: 11/6/89
Age: 23
Date(s) of Evaluation: 10/18/13
Date of Report: 10/27/13
Examiner’s Name: Blaire Howard
Reason for Referral
Ryan has been diagnosed with mild dyslexia and ADD. He wanted to know his individual strengths as
well as his FSIQ.
Tests Administered
-
Clinical Interview with Blaire Howard
Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV)
Background Information
Ryan is a Caucasian male originally from Arlington, Texas, currently residing in Nacogdoches,
Texas since 2010. Ryan lives with two roommates who are close friends and his dog, Abby. He is a
student in the Masters of Accounting program at Stephen F. Austin State University. He describes his
school performance as average.
Developmental History
According to Ryan, there were no known complications during his mother’s pregnancy or at the
birth. He was diagnosed at a younger age with ADD and mild Dyslexia. He developed at the average
pace for a child. He had no delays in walking or talking but was treated for a speech impediment as a
child. In Kindergarten he worked individually with a speech therapist to help him in overcoming his
speech impediment. He has not struggled with this issue in his adult life.
Family History
Ryan was raised by his parents Mitch and Karen in Arlington, TX. He is an only child. His
relationship with his parents is good. Although he no longer lives at home he has maintained a
relationship with his parents.
Educational History
Ryan attended Pantego Christian Academy (a private school) from Kindergarten through 12th
grade. He is currently a Masters student at Stephen F. Austin State University working towards a
Masters in Accounting. He is taking Internal Control, Ethics & Obligations in Accounting, and
Intermediate Cost Accounting this semester. Growing up he says that his favorite subjects were
anything involving math. His least favorite subject was writing, although he feels it is a strength of his.
He understands math well when he concentrates and finds it comes easy to him when he is focusing. He
is strong in oral reading and weak in science. He feels he is also strong in the History field because he is
interested in it. His learning problems that have been identified are ADD and mild dyslexia.
He entered school at age 4. In elementary school he enjoyed school. He was mildly mischievous
but made good grades and maintained multiple sets of friends from school, soccer, baseball, karate,
guitar lessons and basketball. In middle school he felt his grades were lower than elementary school. He
participated in football, baseball and guitar lessons. In High School he enjoyed history, economics, and
his dual credit classes. He competed in the TAPPS academic meet for History and Prose. In College he
has found his strongest suit is math, which led him to pursue a degree in Finance and Accounting.
Medical History
Ryan is currently medicated for his ADD. He takes Adderall for his ADD.
Social History
Ryan describes himself as an introvert. He has always had multiple groups of friends however,
because he feels he is outgoing when comfortable. Ryan feels his individual strengths are that he is
analytical, economically responsible, a good communicator, and rational in heated situations. He has
always enjoyed school and learning new things.
Mental Status Exam
Ryan approached the testing environment with a positive attitude. He was cooperative. His
appearance was general as he looks of average weight for his height. His hygiene was well kept and he
was well groomed. During testing he remained calm and attentive to the tasks at hand. There were no
issues with speech or conversation. His answers were thoughtful.
Test Results
WAIS-IV Behavioral Observations (testing date: October 18, 2013)
Ryan was on time for testing. Lighting and set-up for the test were adequate. He attended well
to the testing processes and appeared motivated. He did not take any breaks, though he was offered
them. He attended well to the testing processes and appeared motivated. During the testing he was
calm and took his time. When faced with a difficult task, he responded well. He approached each task
with attentiveness. There were no signs of any unusual behaviors or verbalizations. Based on Ryan’s
above behaviors, the results of this assessment are considered a valid indication of his current level of
cognitive ability.
WAIS-IV Scores
The Wechsler Adult Intelligence Scale, 4th edition (WAIS –IV) is an individually administered clinical
instrument designed to assess the cognitive ability of adolescents and adults ages 16 years 0 months
through 90 years 11 months.
Index Scores
Index
Score
Verbal Comprehension
(VCI)
Perceptual Reasoning (PRI)
Working Memory (WMI)
Processing Speed (PSI)
Full Scale IQ (FSIQ)
percentile
112
79
95% confidence
interval
126-117
104
128
117
117
61
97
87
87
98-110
120-133
107-124
107-124
Qualitative
Description
High Average
Average
Superior
High Average
High Average
Subscale Scores
VCI
Similarities
Vocabulary
Information
score
11
14
12
PRI
Block Design
Matrix Reasoning
Visual Puzzles
score
8
14
10
WMI
Digit Span
Arithmetic
score
17
13
PSI
Symbol Search
Coding
score
13
13
WAIS-IV Interpretation
The Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV) is an individually administered,
comprehensive clinical instrument for assessing the intelligence of examinees ages 16 years 0 months
through 90 years 11 months. The WAIS-IV provides composite scores that represent intellectual
functioning in specified cognitive areas (Verbal Comprehension, Perceptual Reasoning, Working Memory
and Processing Speed) and a composite score that represents general intellectual ability (Full Scale IQ).
The WAIS-IV includes 10 core subtests and 5 supplemental subtests. Core subtests are administered
when composite scores are desired. Supplemental subtests extend the range of cognitive skills sampled,
providing additional clinical information. When necessary, supplemental subtests can also be used as
substitutes for core subtests when deriving composite scores.
Full Scale IQ (FSIQ)
The Full Scale IQ (FSIQ) measures an individual’s general intellectual ability and is comprised
from the sum of the 10 subtests that compose the four scales/indexes: 3 subtests from the Verbal
Comprehension Index, 3 from the Perceptual Reasoning Index, 2 from the Working Memory Index and 2
from the Processing Speed Index. Ryan obtained a composite score of 117, which is in the 87th
percentile rank. The chances that his true IQ is between 107-124 are about 95 out of 100. His overall
performance is in the High Average range and her IQ is equal to or higher than 87% of same-aged
individuals. These results appear to be reliable and valid.
Verbal Comprehension Index
The Verbal Comprehension Index (VCI) measures verbal concept formation, verbal reasoning,
and knowledge acquired from one’s environment. This index is of composed of three subtests:
Similarities, Vocabulary and Information. Ryan obtained a VCI composite score of 112, which is in the
79th percentile rank. His overall performance was in the High Average range. For the Similarities subtest,
the examinee is presented with two words that represent common objects or concepts and describes
how they are similar. In the Vocabulary subtest, when presented with verbal items, the examinee
defines words that are presented visually and orally. For the Information subtest, the examinee answers
questions that address a broad range of general knowledge topics.
Perceptual Reasoning Index
The Perceptual Reasoning Index (PRI) measures perceptual and fluid reasoning, spatial
processing, and visual-motor integration. Ryan obtained a PRI composite score of 104, which is in the
61st percentile rank. His overall performance was in the Average range. This index is composed of three
subtests: Block Design, Matrix Reasoning and Visual Puzzles. In Block Design, the examinee works within
a specified time limit, viewing a model and a picture or a picture only and uses red-and-white blocks to
recreate the design. He obtained a scaled score of 8, which is in the 25th percentile rank and performed
within the Average range. For Matrix Reasoning, the examinee views an incomplete matrix or series and
selects the response option that completes the matrix or series. He obtained a scaled score of 14, which
is in the 91st percentile rank and this shows to be a normative/personal strength. In the Visual Puzzles
Index, the examinee works within a specified time limit viewing a completed puzzle and selects three
response options that, when combined, reconstructs the puzzle.
Working Memory Index
The Working Memory Index (WMI) measures the ability to temporarily retain information in
memory, perform some mental operation on, or manipulation of, it and produce a result. This index also
measures attention, concentration, mental control, and reasoning. Ryan obtained a WMI composite
score of 128, which is in the 97th percentile rank. His overall performance was in the Superior range. This
index includes the subtests of Digit Span and Arithmetic. The subtest Digit Span has three parts, forward,
backward and sequencing. For Digit Span Forward, the examinee is read a sequence of numbers, and
recalls the numbers in the same order. For Digit Span Backward, the examinee is read a sequence of
numbers and recalls that numbers in reverse order.
Processing Speed Index
The Processing Speed Index (PCI) measures the ability to quickly and correctly scan, sequence,
or discriminate simple visual information. This index also measures short-term memory, attention, and
visual-motor coordination. Ryan obtained a PCI composite score of 117, which is in the 87th percentile
rank. His overall performance was in the High Average range. This index includes the subtests of Symbol
Search and Coding. For Symbol Search, the examinee works within a specified time limit scanning a
search group and indicates whether one of the symbols in the target group matches. In Coding, the
examinee uses a key to copy symbols that are paired with numbers within a specified time limit.
Diagnosis
At this time, there is no known diagnosis based on test results.
Summary
Ryan, who is 23 years old, referred himself because of curiosity of his personal strengths and
weaknesses. His medical history showed developmental delays in speech and his only learning obstacles
are ADD and mild dyslexia. His speech and language were adequate for his age. He was cooperative
and attentive during test administration. Ryan obtained a WAIS-IV Full Scale IQ of 117, which is in the
87th percentile ranking in the High Average range. The indexes of perceptual reasoning indicated
average ability. The indexes of verbal comprehension and processing speed indicated high average
ability. The index of working memory indicated superior ability. He displayed personal strengths on the
Digit Span, Matrix Reasoning and Vocabulary subtests. Ryan may have difficulties with visual puzzles
and perceptual reasoning, as these subtests seemed to be a personal weakness for Ryan. The time limit
may have been the main challenge for him in the case of these two particular subtests. He
demonstrates average range functioning in the areas of verbal fluid reasoning, lexical knowledge and
general information. He is strong in long-term and short-term memory. The test results appear to be
valid and reliable.
Ryan reported that he feels that he is strong in analyzing things and this was evident in his
subtests that required that particular skill. He feels that he has found something he is good at in his
studies of finance and accounting, which is supported by his strong ability in digit-span and arithmetic.
He feels he has a good solid group of friends and has no problem getting along with people. He is an
introvert but extroverted when he feels it is necessary. Ryan is enjoying school and pursuing his Masters
in Accounting.
Recommendations
It is recommended that Ryan pursue a career that capitalizes on his strengths in memory and arithmetic.
It is also recommended that Ryan take a self-assessment to identify the areas in which he excels.
Ryan should pursue a career in analysis. He should also work in a career that works with numbers.
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Examiner
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Supervisor
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