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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
Object Assembly
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
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
Significance
Is there a significant
difference?
VCI POI Diff (p < .01) (p < .05) none
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.
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
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
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.
Because either VCI or POI had significant scatter, do not interpret the VCI versus POI differences.
3 © Dumont 2001
DUMONT WAIS-III Computer Template
Because the V/P difference was less than 17 points, use the Full Scale Mean to calculate strengths
and weaknesses.
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