Assessment and Interpretation (Essay Sample)

WISC-V Assessment and Interpretation
Name
Institution
WISC-V Assessment and Interpretation
Examinee's Name: Maryam Fahad
Date of Report: 28/11/2015
Examinee ID: Grade 2
Date of Birth: 25/8/2008
Primary Language: Arabic
Gender: Female
Handedness: Right
Race/Ethnicity: Multiracial
Examiner Name: Lomis Hakom
Age at Testing: 7 years 8 months
Background
Maryam Fahad was obliged to pass the psychological test because of her poor performance at school. She is a Saudi Arabian lady who was born and raised in America. She has poor eye vision and uses concave lenses. Her favorite subject is history, but she seems not to enjoy learning sciences as she detests them. She requires help in studying sciences and mathematics if her scores need to be improved at school. Moreover, her abilities to understand concepts are deficient, and with her poor concentration, I believe that she needs help. She has the tendency to work on her assignments alone as she says some of her friends do not like to help her. Her poor vision forces her mother to help her with some concepts that require proper visualization. She has many friends at home and few at school as she likes to have few friends. She is a playful child with riding bicycle being her favorite activity at home. Her hobbies include watching cartoons, reading storybooks, and swimming.
Behavior in Test Day
Maryam Fahad arrived at the test session on time, she was well-groomed, dressed, and in the company of her mother. She was fluent in English despite saying that her first language is Arabic and seemed orient to place, person, situation, and time. She showed low enthusiasm, poor eye contact, and low energy which may have affected her optimal performance. She showed occasional difficulties in pronouncing some words and some areas of vocabulary, finding appropriate words, pragmatics, and syntax.
WAIS-IV Findings
Maryam Fahad’s WAIS-IV composite scores:
ScaleComposite
ScorePercentile
Rank95%
Confidence IntervalQualitative
DescriptionVerbal ComprehensionVCI11177102-118AverageVisual Spatial VSI1025594-109 AverageFluid Reasoning FRI912784-99AverageWorking Memory WMI1076899-114High AverageProcessing SpeedPSI861899-114Full ScaleFSIQ1005094-106
Maryam Fahad’s scaled score results:
SubtestSubtest Scaled ScoreBlock Design10Similarities14Digit Span11Matrix Reasoning8Vocabulary10Figure Weights9Symbol Search7Visual Puzzles11Picture Span 11Coding8
Interpretation
FSIQ
Fahad’s FSIQ showed that she is average on intelligence compared with other children of her age. Her overall results were FSIQ = 100, PR = 50, CI = 94-106. It should be noted that FSIQ is the representative of intellectual functioning of a child. However, scores can be influenced by other factors, namely the need for additional information that is not reflected in this report. This report examined the following areas: visual spatial ability, fluid reasoning, verbal comprehension, processing speed, and working memory.
Verbal Comprehension Index
The verbal comprehension measures the ability of Fahad to apply and access word knowledge; in essence, the scores reflect the capacity to verbalize concepts, think, and express thoughts in words. The overall performance of Fahad was average compared with her age mates as she scored VCI = 111, PR = 77, CI =102-118. The results showed that she had the ability to acquire information about her surroundings.
Visual Spatial Index
The Visual Spatial Index of Fahad measured her ability to assess the visual details and spatial relationships on the visuals that enabled her to construct geometric design. This skill is critical in measuring the spatial reasoning, attentiveness to details, synthesis of whole-part relationships, and motor-visual integration. Her scores for this skill were VSI = 102, PR = 55, CI = 84-99. Her scores were strong when relating with the verbal reasoning roles. It appears that she can be able to solve visual-spatial problems easily despite the fact that she has weak working memory.
Fluid Reasoning Index
Fluid Reasoning Index is administered to establish the Fahad’s ability to identify the conceptual relationship between objects that she can see, as well as to use reasoning abilities to apply the rules. The FRI requires abstract thinking, quantitative and inductive reasoning, simultaneous proces...