You will analyze and consider a diagnosis based off the results of the intelligence and achievement tests.

You will analyze and consider a diagnosis based off the results of the intelligence and achievement tests. Think about how viewing results from both tests can help a practitioner better understand the test-taker’s functioning and provide a more comprehensive recommendation.

Utilize your understanding of intelligence and achievement testing to assign a diagnosis to Bob from the Sample Intelligence Achievement Report 

Bob 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

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.

“Write about” Bob’s strengths and weaknesses as they relate to his intelligence and achievement testing. Consider the following questions:

• Which areas in the Wide Range Achievement Test 4 (WRAT-4) and Wechsler Abbreviated Scale of Intelligence 2 (WASI-2) would be considered strengths for Bob? Which areas would be considered weaknesses?
• Assess Bob’s strengths and weaknesses and consider how both impact his overall functioning.
• Based upon his identified areas of limitations, what are some suggestions or recommendations for Bob?