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DUMONT WAIS-III Computer Template

Name: Brian G Age: 19.5 Date: 10/23/2019

Age-Adjusted Scaled Scores

SUBTESTS ss VIQ PIQ VCI POI WMI PSI %


Picture Completion 1 1 1 0.1

Vocabulary 2 2 2 0.4

Digit Symbol-Coding 3 3 3 1

Similarities 4 4 4 2

Block Design 5 5 5 5

Arithmetic 6 6 6 9 Scatter

Matrix Reasoning 7 7 7 16 Verbal 11

Digit Span 8 8 8 25 Performance 11

Information 9 9 9 37 Full Scale 12

Picture Arrangement 10 10 50 Means

Comprehension 11 11 63 Verbal 7.6 (7 subtests)

Symbol Search 12 (12) 12 75 Performance 6.3 (6 subtests)

Letter-Number Sequence 13 (13) 13 84 Full Scale 7.0 (13 subtests)

Object Assembly

Sums of Scaled Scores 40 26 15 13 27 15

Full Scale Sum (VIQ = PIQ) 66

Obtained Percentile Confidence


SS Totals IQ Rank Bands

Verbal (40) 100 50 %ile 95 - 105 Average to Average


Performance (26) 100 50 %ile 93 - 107 Average to Average
Full Scale (66) 100 50 %ile 96 - 104 Average to Average

Verbal Comprehension (15) 100 50 %ile 94 - 106 Average to Average


Perceptual Organization (13) 100 50 %ile 93 - 107 Average to Average
Working Memory (27) 100 50 %ile 93 - 107 Average to Average
Processing Speed (15) 100 50 %ile 91 - 109 Average to Average

On this administration of the Wechsler Adult Intelligence Scale Third Edition (WAIS-III) Brian obtained
a Verbal IQ in the range of 95 - 105, a Performance IQ in the range of 93 - 107, which resulted in a
Full Scale IQ of 100. Scoring better than approximately 50% of people this age, the true IQ (95%
confidence) is likely to be in the 96 - 104 range.

There was also a 0 point difference between the Verbal and Performance IQs. Differences of this size
are expected to be found in about 100% of the population. The difference between the two IQ scales
can be considered nonsignificant and normal. This suggests that Brian performs equally well whether through
the use of verbal expression and comprehension or through concrete nonverbal tasks.

The individual subtest scores ranged from a high of 13 to a low of 1, a difference of 12 points found in about
1.9% of the population. On the verbal section alone, the range of 11 points is found in approximately v max
0.6% of the populations, while the 11 point performance difference is found in 1.1% of the population.

1 © Dumont 2001
DUMONT WAIS-III Computer Template

WAIS-III Interpretive Worksheet


1. Evaluate the Full Scale IQ
SS Totals IQ Rank Bands
Verbal (40) 100 50 %ile 95 - 105 Average to Average
Performance (26) 100 50 %ile 93 - 107 Average to Average
Full Scale (66) 100 50 %ile 96 - 104 Average to Average

Verbal Comprehension (15) 100 50 %ile 94 - 106 Average to Average


Perceptual Organization (13) 100 50 %ile 93 - 107 Average to Average
Working Memory (27) 100 50 %ile 93 - 107 Average to Average
Processing Speed (15) 100 50 %ile 91 - 109 Average to Average

2. Are the VIQ versus PIQ or the VCI versus the POI Significantly Different?

Significance
Is there a significant
difference?
VIQ PIQ Diff (p < .01) (p < .05) none

100 100 0 12 or more 9 - 11 0-8 NO

Significance
Is there a significant
difference?
VCI POI Diff (p < .01) (p < .05) none

100 100 0 13 or more 10 - 12 0-9 NO

Because there are not significant differences between EITHER the VIQ and PIQ or the VCI and POI,
explain the meaning of the scales not being significantly different and SKIP to Step 6.

3. Are the VIQ versus PIQ or the VCI versus the POI Differences Abnormally Large?

VIQ versus PIQ Difference Size of Difference needed for abnormality Abnormal?
0 17 NO

VCI versus POI Difference Size of Difference needed for abnormality Abnormal?

0 19 NO

Because an abnormal difference was found, explain the abnormally large V/P difference then GO to
Step 6.

4. Is the VIQ versus PIQ discrepancy interpretable?

Verbal Scale
A. Is there a significant difference between VCI and WMI?

Significance
Is there a significant
difference?
VCI WMI Diff (p < .01) (p < .05) none

100 100 0 13 or more 10 - 12 0-9 NO

B. Is there abnormal verbal scatter?


Is there abnormal scatter?
Verbal Subtests High-Low Difference Abnormal Normal

11 8 or more 0-7 YES

2 © Dumont 2001
DUMONT WAIS-III Computer Template

Performance Scale
C. Is there a significant difference between POI and PSI?

Significance
Is there a significant
difference?
POI PSI Diff (p < .01) (p < .05) none

100 100 0 17 or more 13 - 16 0 - 12 NO

D. Is there abnormal performance scatter?


Is there abnormal scatter?
Performance Subtests High-Low Difference Abnormal Normal

11 8 or more 0-7 YES

Because an answer to A, B, C, or D was YES, the VIQ versus PIQ discrepancy differences should
probably not be interpreted. Examine VCI versus POI discrepancies in Step 5.

5. Is the VCI versus POI difference interpretable?

A. Is there significant VCI scatter?


Is there abnormal scatter?
VCI Subtests High-Low Difference Abnormal Normal

7 5 or more 0-4 YES

B. Is there significant POI scatter?


Is there abnormal scatter?
POI Subtests High-Low Difference Abnormal Normal

6 6 or more 0-5 YES

Because either VCI or POI had significant scatter, do not interpret the VCI versus POI differences.

6. Determine if the WM and PS Indexes are interpretable.

A. Is there significant WMI scatter?


Is there abnormal scatter?
WMI Subtests High-Low Difference Abnormal Normal

7 6 or more 0-5 YES

B. Is there significant PSI scatter?


Is there abnormal scatter?
PSI Subtests High-Low Difference Abnormal Normal

9 4 or more 0-3 YES

Because of scatter in the WMI, do not interpret WMI.


Because of scatter in the PSI, do not interpret PSI.

3 © Dumont 2001
DUMONT WAIS-III Computer Template

7. Interpret Global Verbal and Nonverbal dimensions.

8. Interpret significant strengths and weaknesses.

Because the V/P difference was less than 17 points, use the Full Scale Mean to calculate strengths
and weaknesses.

Verbal mean 7.6 based on 7 subtests


Performance mean 6.3 based on 6 subtests
Full Scale mean 7.0 based on 13 subtests

Verbal/Performance Statistics Full Scale Statistics


SS Crit. Value Deviation Crit. Value Deviation
Vocabulary 2 2.10 -5.6 w 2.30 -5.0 w
Similarities 4 2.77 -3.6 w 3.12 -3.0
Arithmetic 6 2.63 -1.6 2.95 -1.0
Digit Span 8 2.40 0.4 2.67 1.0
Information 9 2.34 1.4 2.59 2.0
Comprehension 11 2.96 3.4 s 3.35 4.0 s
Letter-Number Sequence 13 3.16 5.4 s 3.60 6.0 s
Picture Completion 1 3.16 -5.3 w 3.46 -6.0 w
Digit Symbol-Coding 3 3.04 -3.3 w 3.31 -4.0 w
Block Design 5 2.94 -1.3 3.19 -2.0
Matrix Reasoning 7 2.60 0.7 2.75 0.0
Picture Arrangement 10 3.75 3.7 4.19 3.0
Symbol Search 12 3.54 5.7 s 3.93 5.0 s
Object Assembly

4 © Dumont 2001
DUMONT WAIS-III Computer Template

The following uses separate Verbal and Performance values unless you specify the Full Scale by typing "F" here:
I S A V C Ds Ln PC Cd PA BD OA SS MR
Deviation from mean: 1 -4 -2 -5 3 0 5 -5 -3 4 -1 6 1
Strength or Weakness: w w s s w w s
Positive or Negative: + - - - + + + - - + - + +
INPUT
Attention-Concentration - + s w w s
Auditory-vocal Channel + w - w s + s
Complex Verbal Directions w + - s +
Essential from Non Essential w w + s +
Encoding Information for Processing - + s w s
Simple Verbal Directions w
Understanding Long Questio + - s
Understanding Words w w + s
Visual Motor Channel w w + - s +
Visual Perception of abstract stimuli w - s +
Visual Perception of Complete Meaningful Stimuli w +
Visual Perception of Meaningful Stimuli w +
INTEGRATION/STORAGE
Achievement + w - w s
Acquired Knowledge + - w
Cognition w - w w - +
Common Sense s +
Concept Formation w w -
Convergent Production w + s +
Crystallized Intelligence + w w s +
Culture Loaded Knowledge + s
Evaluation s w w + - s +
Facility with Numbers - + s w
Figural Cognition w - +
Figural Evaluation w - s +
Fluid Intelligence w - + - +
Fund of Information + w
General Ability + w - w s - +
Holistic (right-brain) Processing w w
Integrated Brain Functioning w + - s
Learning Ability w w s +
Long-term Memory + - w
Memory + - + s
Nonverbal Reasoning + +
Planning Ability + s
Reasoning w - w + +
Reproduction of Models w -
Semantic Content + w - w s +
Sequencing - + s w
Simultaneous Processing w - +
Social Comprehension s +
Spatial w -
Spatial Visualization - s +
Symbolic Content - + s w
Trial and error learning -
Verbal Concept Formation w w
Verbal Conceptualization w w s
Verbal Reasoning w s
Visual Memory w w
Visual Processing w - +
Visual Sequencing w +

5 © Dumont 2001
DUMONT WAIS-III Computer Template

OUTPUT
Much Verbal Expression w w s
Simple Verbal expression + - + s
Visual Organization w + +
Visual-Motor Coordination w - s
INFLUENCES
Ability to Respond When Uncertain w +
Alertness to environment + w
Anxiety - + s w s
Attention span - + s s
Field in/dependence w - +
Concentration - s w w s
Cultural opportunities + w s +
Distractibility - + s w s
Flexibility w + s +
Foreign language skill + w
Intellectual curiosity + w
Interests + w w
Learning Disabilities + - w + s w s
Motivation Level w s
Negativism w s + s w
Obsessive Concern with Detail w s
Outside reading + w w
Overly Concrete Thinking w s +
Persistence s w s
Richness of environment + w
School learning + - w
Visual Perceptual Problems w - s +
Working Under Time Pressures - w w + - s

6 © Dumont 2001

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