Interpretive Report of WAIS–IV and WMS–IV Testing
Examinee and Testing Information
Examinee Name
Sample Examinee
Date of Report
7/1/2009
Examinee ID
12345
Years of Education
11
Date of Birth
3/24/1988
Home Language
English
Gender
Male
Handedness
Right
Race/Ethnicity
White
Examiner Name
Sample Examiner
Test Administered
WAIS–IV (6/23/2009)
Age at Testing 21 years 2 months
Retest? No
WMS–IV (6/23/2009)
21 years 2 months
No
WAIS–IV Comments
Sample Comments.
WMS–IV Comments
The Examinee attended the session alone and was cooperative and gave his best effort
during testing.
Purpose for Evaluation
Sample was referred for an evaluation by Sample Referral, his counselor, secondary to School-Related
difficulties specifically related to learning and attention.
Background
Sample is a 21-year-old single male who lives alone.
Sample completed the 11th grade.
Sample has a current diagnosis of ADHD and is currently being treated with medication. In addition to
his current treatment, he has previously been treated with medication.
Sample has no major medical problems.
Sample is currently employed full-time as a(n) construction worker. It is reported that his work
performance is unsatisfactory.
Test Session Behavior: WAIS–IV
Sample arrived on time for the test session unaccompanied. His appearance was neat. He was oriented
to person, place, time and situation.
Sample exhibited difficulties with attention during testing which may have had a minimal effect on his
ability to attend to the tasks and thus negatively affected his overall performance.
Test Session Behavior: WMS–IV
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Sample Examinee
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Sample Examinee
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Sample arrived on time for the test session unaccompanied. His appearance was neat.
Interpretation of WAIS–IV Results
General Intellectual Ability
Sample��s unique set of thinking and reasoning abilities make his overall intellectual functioning
difficult to summarize by a single score on the Wechsler Adult Intelligence Scale–Fourth Edition
(WAIS–IV). His nonverbal reasoning abilities are much better developed than his verbal reasoning
abilities. Processing complex visual information by forming spatial images of part-whole relationships
and/or by manipulating the parts to solve novel problems without using words is a strength. Making
sense of complex verbal information and using verbal abilities to solve novel problems are less
developed abilities for Sample.
Verbal Comprehension
Sample��s verbal reasoning abilities as measured by the Verbal Comprehension Index (VCI) are in the
average range and above those of approximately 68% of his peers (VCI = 107; 95% confidence
interval = 101-112). The VCI is designed to measure verbal reasoning and concept formation. Sample
performed comparably on the verbal subtests contributing to the VCI, suggesting that the various
verbal cognitive abilities measured by these subtests are similarly developed. Furthermore, he may
experience little or no difficulty in keeping up with his peers in situations that require verbal skills.
Perceptual Reasoning
Sample��s nonverbal reasoning abilities as measured by the Perceptual Reasoning Index (PRI) are in
the superior range and above those of approximately 94% of his peers (PRI =123; 95% confidence
interval = 116-128). The PRI is designed to measure fluid reasoning in the perceptual domain with
tasks that assess nonverbal concept formation, visual perception and organization, visual-motor
coordination, learning, and the ability to separate figure and ground in visual stimuli. Sample presents
a diverse set of nonverbal abilities, performing much better on some nonverbal tasks than others. The
degree of variability is unusual for individuals his age and may be noticeable to those who know him
well. Sample performed much better on the Block Design subtest when speed of performance is
considered (Block Design = 16; Block Design No Time Bonus = 14). This variability is quite unusual
in general, and worthy of further investigation.
Sample��s performance was significantly better on the Visual Puzzles and Block Design subtests than
his own mean score. Furthermore, he performed much better than most of his peers, thus
demonstrating very strong abilities on the Visual Puzzles and Block Design subtests.
The Block Design subtest required Sample to use two-color cubes to construct replicas of two-
dimensional, geometric patterns. This subtest assesses nonverbal fluid reasoning and the ability to
mentally organize visual information. More specifically, this subtest assesses his ability to analyze
part-whole relationships when information is presented spatially. Performance on this task also may be
influenced by visual-spatial perception and visual perception-fine motor coordination, as well as
planning ability (Block Design scaled score = 16). The Visual Puzzles subtest required Sample to view
a completed puzzle and select three response options that, when combined, reconstruct the puzzle, and
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Sample Examinee
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do so within a specified time limit. This subtest is designed to measure nonverbal reasoning and the
ability to analyze and synthesize abstract visual stimuli. Performance on this task also may be
influenced by visual perception, broad visual intelligence, fluid intelligence, simultaneous processing,
spatial visualization and manipulation, and the ability to anticipate relationships among parts (Visual
Puzzles scaled score = 15).
Working Memory
Sample��s ability to sustain attention, concentrate, and exert mental control is in the average range. He
performed better than approximately 30% of his peers in this area (Working Memory Index (WMI) =
92; 95% confidence interval 86-99).
Sample��s abilities to sustain attention, concentrate, and exert mental control are a weakness relative to
his nonverbal and verbal reasoning abilities. A relative weakness in mental control may make the
processing of complex information more time-consuming for Sample, draining his mental energies
more quickly as compared to others at his level of ability, and perhaps result in more frequent errors
on a variety of learning or complex work tasks. Sample was referred for this evaluation because it is
suspected that he may have attention difficulties. His score profile is consistent with this possibility.
The pattern of weaker performance on mental control and processing speed tasks than on reasoning
tasks occurs more often among individuals with attention deficits and hyperactive behavior than
among those without these difficulties.
Processing Speed
Sample��s ability in processing simple or routine visual material without making errors is in the low
average range when compared to his peers. He performed better than approximately 14% of his peers
on the processing speed tasks (Processing Speed Index [PSI] = 84; 95% confidence interval 77-94).
Processing visual material quickly is an ability that Sample performs poorly as compared to his verbal
and nonverbal reasoning ability. Processing speed is an indication of the rapidity with which Sample
can mentally process simple or routine information without making errors. Because learning often
involves a combination of routine information processing (such as reading) and complex information
processing (such as reasoning), a weakness in the speed of processing routine information may make
the task of comprehending novel information more time-consuming and difficult for Sample. Thus,
this weakness in simple visual scanning and tracking may leave him less time and mental energy for
the complex task of understanding new material. The learning difficulty noticed by Sample��s
counselor may be related to his lower mental control and processing speed abilities. This pattern of
mental control and visual processing speed abilities that are both less developed than the individual��s
reasoning ability is more common among individuals with learning disabilities than among those
without such disabilities.
Summary
Sample was referred for an evaluation by Sample Referral, his counselor, secondary to School-Related
difficulties specifically related to learning and attention. Sample is a 21-year-old male who completed
the WAIS–IV. His overall cognitive ability, as evaluated by the WAIS–IV, cannot easily be
summarized because his nonverbal reasoning abilities are much better developed than his verbal
reasoning abilities. Sample��s reasoning abilities on verbal tasks are generally in the average range
(VCI = 107), while his nonverbal reasoning abilities are significantly higher and in the superior range
(PRI = 123). This pattern of scores is consistent with the learning difficulties noted by Sample��s
counselor. Sample��s ability to sustain attention, concentrate, and exert mental control is in the average
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Sample Examinee
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range (WMI = 92). Sample��s ability in processing simple or routine visual material without making
errors is in the low average range when compared to his peers (PSI = 84).
Interpretation of WMS–IV Results
Sample was administered 10 subtests of the Adult battery of the Wechsler Memory Scale–Fourth
Edition (WMS–IV), from which his index scores were derived. He was also administered the Brief
Cognitive Status Exam (BCSE), an optional procedure measuring global cognitive functioning.
Sample��s scores on the WMS–IV indexes are discussed in the following sections of this report, as are
discrepancies in performance across different modalities and categories of memory processes. In
addition, specific strengths and deficits within modalities are discussed.
When interpreting performance on the WMS–IV, it is important to take into consideration factors that
may have contributed to Sample��s test performance, such as difficulties with vision, hearing, motor
functioning, English language proficiency, and speech/language functioning. In addition, personal
factors, such as physical illness, fatigue, headache, or factors specific to the testing session such as
distractions or a lack of motivation, can affect performance on any given day. According to the
information provided, Sample��s performance may have been affected by the following issue. He
experienced difficulties paying attention during testing, which may have diminished his concentration
and ability to attend to instructions and stimuli and appeared to have a minimal effect on his overall
performance.
Brief Cognitive Status Exam
The Brief Cognitive Status Exam (BCSE) evaluates basic cognitive functions through tasks that assess
orientation to time, incidental recall, mental control, planning/visual perceptual processing, inhibitory
control, and verbal productivity. Sample��s global cognitive functioning, as measured by the BCSE,
was in the Average range, compared to others, ages 16 to 29, with a similar educational background.
This classification level represents 25–100% of cases within his age and education group. Functioning
in this range is not typically associated with global impairments in cognitive functioning.
Auditory Memory
The Auditory Memory Index (AMI) is a measure of Sample��s ability to listen to oral information,
repeat it immediately, and then recall the information after a 20 to 30 minute delay. Compared to other
individuals his age, Sample's auditory memory capacity is in the High Average range (AMI = 115,
95% Confidence Interval = 108-120) and exceeds that of approximately 84 percent of individuals in
his age group. However, it is important to note that the severe attention difficulties that Sample
appeared to experience during the assessment are suspected of having had a minimal effect on his
ability to fully express his auditory memory capacity. In spite of these observed difficulties, Sample
performed in the High Average range, and his scores in this area may have been even higher in the
absence of these difficulties.
The interpretation of Sample��s AMI score should account for the significant inconsistency in
performance on specific measures within this domain. A closer look at these subtests is warranted.
Within auditory memory, Sample exhibited a strength on the Logical Memory II subtest. At the same
time, he displayed a relative weakness on the Verbal Paired Associates I subtest and a relative
weakness on the Verbal Paired Associates II subtest. On Logical Memory II, Sample was asked to
recall specific details of information presented orally in a story format in a single exposure after a 20
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Sample Examinee
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to 30 minute delay. This subtest measures the ability to recall verbal information that is conceptually
organized and semantically related after a delay (Logical Memory II scaled score = 16). Verbal Paired
Associates I required Sample to recall novel and semantically related word pairs. This subtest
measures immediate learning of verbal associations over multiple exposures (Verbal Paired Associates
I scaled score = 10). On Verbal Paired Associates II, Sample was required to recall novel and
semantically related word pairs after a 20 to 30 minute delay. This subtest provides a measure of
delayed cued recall for word associations (Verbal Paired Associates II scaled score = 9).
To determine if Sample��s auditory memory capacity is consistent with his general intellectual ability, a
comparison between his GAI and AMI index scores is recommended. Sample��s performance on the
GAI and AMI indicate that his ability to recall information presented orally is comparable to his level
of general intellectual ability (GAI = 117; AMI = 115). Sample��s ability to recall information
presented orally is in the High Average range when compared others with similar general intellectual
ability (75th percentile). This result indicates no significant difference between his auditory memory
and general intellectual functioning (GAI vs. AMI Contrast Scaled Score = 12).
Sample��s ability to recall information presented orally is in the High Average range when compared to
others with similar verbal comprehension (84th percentile). This result indicates that his auditory
memory is somewhat better than expected, given his level of verbal comprehension (VCI vs. AMI
Contrast Scaled Score = 13).
Sample��s ability to recall orally presented information is in the Superior range when compared to
others with similar auditory working memory capacity (91st percentile). This result indicates that his
auditory memory is much better than expected, given his level of auditory working memory (WMI vs.
AMI Contrast Scaled Score = 14).
Visual Memory
On the Visual Memory Index (VMI), a measure of memory for visual details and spatial location,
Sample performed in the Average range (VMI = 95, 95% Confidence Interval = 90-101). Sample's
visual memory capacity exceeds that of approximately 37 percent of individuals in his age group.
However, it is important to note that the attention difficulties that Sample appeared to experience
during the assessment are suspected of having had a minimal effect on his ability to fully express his
visual memory capacity. In spite of these observed difficulties, Sample performed in the Average
range, and his scores in this area may have been even higher in the absence of these difficulties.
The interpretation of Sample��s VMI score should account for the significant inconsistency in
performance on specific measures within this domain. A closer look at these subtests is warranted.
Within visual memory, Sample exhibited a strength on the Visual Reproduction II subtest. However,
he displayed a weakness on the Designs I subtest.
On Designs I Sample was required to recall designs and their locations in a grid immediately after
seeing them. This subtest measures spatial recall and memory for visual details (Designs I scaled score
= 5). Visual Reproduction II required Sample to recall designs viewed and drawn 20 to 30 minutes
earlier, without any visual cues. This subtest measures the ability to freely recall and reproduce visual
information, without prompting, after a delay (Visual Reproduction II scaled score = 14).
To determine if Sample��s visual memory function is consistent with his general intellectual ability, a
comparison between his performance on the VMI and GAI is recommended. Sample��s ability to recall
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Sample Examinee
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information presented visually is significantly lower than expected when compared to his general
intellectual ability (GAI = 117; VMI = 95). Furthermore, such difference is rare and may be noticeable
to those close to him. Sample��s ability to recall orally presented information is in the Low Average
range when compared to others with similar general intellectual functioning (9th percentile). This
result indicates that his visual memory is lower than expected, given his level of general intellectual
functioning (GAI vs. VMI Contrast Scaled Score = 6).
Sample��s ability to recall information presented orally is in the Borderline range when compared to
others with similar perceptual reasoning ability (5th percentile). This result indicates that his visual
memory is much lower than expected, given his level of perceptual reasoning ability (PRI vs. VMI
Contrast Scaled Score = 5).
Modality-Specific Memory Strengths and Weaknesses
Some individuals are better at recalling visual information than recalling auditory information, while
for others the reverse is true. Compared to individuals with similar auditory memory capacity,
Sample��s visual memory performance is in the Average range (25th percentile), indicating no
significant difference between his levels of visual and auditory memory functioning. The
interpretation of Sample��s modality-specific memory strengths and weaknesses should take into
account the previously mentioned difficulties which may have affected his performance.
Visual Working Memory
On the Visual Working Memory Index (VWMI), a measure of his ability to temporarily hold and
manipulate spatial locations and visual details, Sample performed in the Average range (VWMI = 94,
95% Confidence Interval = 87-102). Sample��s visual working memory ability exceeds that of
approximately 34 percent of individuals in his age group. However, it is important to note that the
attention difficulties that Sample appeared to experience during the assessment are suspected of
having had a minimal effect on his ability to fully express his visual working memory capacity. In
spite of these observed difficulties, Sample performed in the High Average range, and his scores in
this area may have been even higher in the absence of these difficulties.
Sample��s performance on the Symbol Span subtest was significantly better than his performance on
the Spatial Addition subtest, suggesting that his profile of memory functioning within visual working
memory exhibits significant variability. Therefore, a closer look at these two subtests is warranted. On
Spatial Addition, Sample was shown patterns of blue and red circles on two grids presented
consecutively. He was then required to place cards with different colored circles in a grid according to
a set of rules, based on the grids that he had been shown. This subtest measures spatial working
memory and requires storage, manipulation, and the ability to ignore competing stimuli (Spatial
Addition scaled score = 6). Symbol Span required Sample to identify a series of novel symbols, in
order from left to right, immediately after seeing the symbols in their correct order. This subtest
measures the capacity to keep a mental image of a symbol and its relative spatial position on the page
in mind (Symbol Span scaled score = 12).
To determine if Sample��s working memory capacity for visual information is consistent with his
general intellectual ability, a comparison between his performance on the VWMI and GAI is
recommended. Sample��s working memory capacity for visual information is significantly lower than
expected, given his general intellectual ability (GAI = 117; VWMI = 94). Furthermore, such
difference is rare and may be noticeable to those close to him. Sample��s working memory capacity for
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Sample Examinee
Page 7 of 22
visual information is in the Low Average range when compared to others with similar general
intellectual functioning (9th percentile). This result indicates that his working memory capacity for
visual information is lower than expected, given his level of general intellectual functioning (GAI vs.
VWMI Contrast Scaled Score = 6).
Sample��s working memory capacity for visual information is in the Borderline range when compared
to others of similar perceptual reasoning ability (5th percentile). This result indicates that his working
memory capacity for visual information is much lower than expected, given his level of perceptual
reasoning ability (PRI vs. VMI Contrast Scaled Score = 5).
To determine if Sample��s auditor working memory function is consistent with his visual working
memory ability, a comparison between his WMI and VWMI index scores is recommended. Sample��s
working memory capacity for visual information is in the Average range when compared to others
with similar auditory working memory capacity (50th percentile). This result suggests that there is no
significant difference between his working memory capacity for visually or orally presented
information (WMI vs. VWMI Contrast Scaled Score = 10).
Specificity of Episodic Visual Memory Abilities Compared to Visual Working
Memory Abilities
Comparing episodic visual memory to visual working memory performance can help determine the
relative influence of visual memory on visual working memory (e.g., to determine if a low VMI score
is due to deficits in visual working memory or to episodic visual memory deficits). Compared to
individuals with similar visual working memory capacity, Sample��s visual memory performance is in
the Average range (50th percentile), indicating no significant difference between his levels of visual
memory and visual working memory functioning.
Immediate and Delayed Memory
The Immediate Memory Index (IMI) is a measure of Sample��s ability to recall verbal and visual
information immediately after the stimuli is presented. Compared to other individuals his age,
Sample's immediate memory capacity is in the Average range (IMI = 102, 95% Confidence Interval =
96-108) and exceeds that of approximately 55 percent of individuals in his age group. On the Delayed
Memory Index (DMI), a measure of the ability to recall verbal and visual information after a 20 to 30
minute delay, Sample performed in the High Average range (DMI = 110, 95% Confidence Interval=
103-116). Sample's delayed memory capacity exceeds that of approximately 75 percent of individuals
in his age group. However, it is important to note that the severe attention difficulties that Sample
appeared to experience during the assessment are suspected of having had a minimal effect on his
immediate and delayed memory functioning. In spite of these observed difficulties, Sample performed
in the Average range of immediate memory functioning and in the High Average range of delayed
memory functioning, and his scores in these areas may have been even higher in the absence of these
difficulties.
The interpretation of Sample��s IMI score should account for the significant inconsistency in
performance on specific measures within this domain. A closer look at these subtests is warranted.
Within immediate memory, Sample exhibited a strength on the Logical Memory I subtest. He
displayed a weakness on the Designs I subtest. Logical Memory I required Sample to recall specific
details of information presented orally in a story format after only a single exposure. This subtest
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Sample Examinee
Page 8 of 22
measures the ability to recall verbal information that is conceptually organized and semantically
related immediately after hearing it (Logical Memory I scaled score = 15).
To determine if Sample��s immediate memory recall ability is consistent with his general intellectual
functioning, a comparison between his performance on the GAI and IMI is recommended. Sample��s
performance indicates that his ability to recall information immediately after its presentation is
comparable to his level of general intellectual functioning (GAI = 117; IMI = 102). Sample��s ability to
recall information immediately after its presentation is in the Average range when compared to others
of similar general intellectual functioning (25th percentile). This result suggests there is no significant
difference between his immediate memory recall and general intellectual functioning (GAI vs. IMI
Contrast Scaled Score = 8).
In order to determine if Sample��s memory recall after a 20–30 minute delay is consistent with his
general intellectual ability, a comparison between his GAI and DMI index scores is recommended.
Sample��s performance indicates that his ability to recall information after a delay is comparable to his
level of general intellectual functioning (GAI = 117; DMI = 110). Sample��s ability to recall
information after a delay is in the Average range when compared to others of similar general
intellectual ability (50th percentile). This result suggests there is no significant difference between his
delayed memory recall and general intellectual functioning (GAI vs. DMI Contrast Scaled Score =
10).
Retention of Information
Some individuals lose information between immediate and delayed recall, while others actually
improve their memory performance over time. The overall amount of forgetting and consolidation that
occurred between the immediate and delayed tasks is indicated by the level of Sample��s delayed
memory performance given his immediate memory performance. Compared to individuals with a
similar level of immediate memory capacity, Sample��s delayed memory performance is in the High
Average range (84th percentile), indicating that his delayed memory is somewhat better than expected,
given his level of initial encoding.
Specific Auditory Memory Abilities
Auditory Process Scores
On a measure of his ability to answer specific questions about details from a previously heard story,
Sample performed in the high average range (LM II Recognition cumulative percentage = >75%).
Sample performed in the extremely low range on a measure of his ability to identify previously
presented word associations (VPA II Recognition cumulative percentage = ��2%). When asked to
recall as many words as he could remember from a previously presented list of word pairs, without
being required to correctly associate the words, Sample performed in the average range (VPA II Word
Recall scaled score = 8).
Auditory Forgetting and Retrieval Scores
The degree to which Sample may benefit from story details being presented in a recognition format
instead of a free recall format can be determined by comparing his delayed cued recall performance to
that of individuals with a similar level of recognition memory (LM II Recognition vs. Delayed Recall
contrast scaled score = 16). This comparison suggests that Sample may have better free recall than
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Sample Examinee
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recognition for story details. This is unusual, because most individuals perform better when asked
specific questions about a story than when asked to recall story details with no cues. The degree to
which Sample forgot the story details he learned during the immediate condition of Logical Memory I
can be determined by comparing his delayed recall performance to that of others with a similar level
of immediate recall (LM II Immediate Recall vs. Delayed Recall contrast scaled score = 13). This
comparison indicates that Sample has relatively good delayed recall, given his initial level of recall.
The degree to which Sample may benefit from word associations being presented in recognition
format versus cued recall can be determined by comparing his delayed cued recall performance to that
of individuals with a similar level of recognition memory (VPA II Recognition vs. Delayed Recall
contrast scaled score = 16). Based on this comparison, Sample��s cued recall for word associations may
be better than his recognition memory. This is unusual, and suggests that for Sample, the recognition
format may interfere with memory retrieval. The degree to which Sample forgot the word associations
he learned during immediate recall of Verbal Paired Associates I can be determined by comparing his
delayed recall performance to that of others with a similar level of immediate recall (VPA II
Immediate Recall vs. Delayed Recall contrast scaled score = 8). This comparison indicates that
Sample is able to recall cued word associations after a delay as well as expected, given his level of
immediate recall.
Specific Visual Memory Abilities
Visual Process Scores
Sample��s immediate and delayed memory for visual details are both below average, suggesting that he
may have general difficulties recalling specific visual information when compared to individuals his
age (DE I Content scaled score = 4, DE II Content scaled score = 7). When required to recall designs
and their locations in a grid, Sample��s immediate and delayed memory for the locations of cards
placed in the grid, regardless of his ability to recall the visual details of the cards, are both below
average, suggesting that he may have general difficulty recalling spatial locations when compared to
individuals his age (DE I Spatial scaled score = 3, DE II Spatial scaled score = 7). On a measure of his
ability to recognize designs previously presented and the correct locations for the designs, Sample
performed in the high average range when compared to others his age (DE II Recognition cumulative
percentage = >75%).
When required to simply copy designs as he looked at them, Sample was able to perform the task as
well as or better than 3-9% percent of individuals his age. It should be noted that Sample��s
performance on the memory portions of the Visual Reproduction subtest may be confounded by his
poor copying ability.
Visual Forgetting and Retrieval Scores
Sample��s immediate recall of visual details is below average when compared to others with similar
levels of immediate spatial memory ability. His delayed recall of visual details is average when
compared to others with similar levels of delayed spatial memory ability. Sample��s level of free recall
for visual details and spatial locations relative to his recognition memory for this visual information
can be determined by comparing his delayed recall performance to that of individuals with a similar
level of recognition memory (DE II Recognition vs. Delayed Recall contrast scaled score = 5). This
comparison indicates that his free recall for visual information is lower than expected, given his
recognition memory. The degree to which Sample forgot the visual details and spatial locations he
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Sample Examinee
Page 10 of 22
learned during the immediate condition of the Designs subtest can be determined by comparing his
delayed recall performance to that of individuals with a similar level of immediate memory (DE
Immediate Recall vs. Delayed Recall contrast scaled score = 11). Based on this comparison, Sample is
able to recall visual details and spatial locations after a delay as well as expected, given his level of
immediate recall.
When compared to others with a similar level of simple copying ability, Sample��s ability to
immediately recall and draw the details and relative spatial relationships among elements of a design
is very good considering his level of copying ability (VR II Copy vs. Immediate Recall contrast scaled
score = 15). The degree to which Sample forgot the details and relative spatial relationship among
elements of the designs presented during the immediate recall of the Visual Reproduction subtest can
be determined by comparing his ability to recall and draw the designs after a delay to that of
individuals with a similar level of immediate ability (VR Immediate Recall vs. Delayed Recall
contrast scaled score = 14). Based on this comparison, his delayed recall for this type of visual
information is above average. This suggests that the interval between immediate and delayed recall
may benefit Sample by providing time for him to consolidate his ability to recall and draw the designs.
Summary of WMS–IV Memory Abilities
Sample is a 21-year-old male who completed the WMS–IV. Sample was referred for an evaluation by
Sample Referral, his counselor, secondary to School-Related difficulties specifically related to
learning and attention. When reviewing Sample��s results, it is important to keep in mind the
previously noted factors that may have affected his test performance.
Sample was administered 10 subtests of the Adult battery of the WMS–IV. Sample��s global cognitive
functioning as measured by the BCSE was in the Average range, compared to others ages 16 to 29 and
of a similar educational background. Sample's ability to listen to oral information and repeat it
immediately, and then recall the information after a 20 to 30 minute delay is in the High Average
range. His memory for visual details and spatial location is in the Average range. His ability to
temporarily hold and manipulate spatial locations and visual details is in the Average range. Sample��s
ability to recall verbal and visual information immediately after the stimuli is presented is in the
Average range. His ability to recall verbal and visual information after a 20 to 30 minute delay is in
the High Average range. Sample displayed a notable amount of consolidation between the immediate
and delayed tasks of the WMS–IV. Compared to individuals with a similar level of immediate
memory capacity, Sample��s delayed memory performance is in the High Average range, indicating
that his delayed memory is somewhat better than expected given his level of initial encoding.
Summary of Intellectual and Memory Abilities
A comparison of Sample��s auditory memory ability (AMI) to his results on WAIS–IV revealed that he
performed within the expected range when compared to his general intellectual functioning. The
adjustment of Sample��s AMI result by his verbal comprehension ability generated a contrast scaled
score in the High Average range, indicating that his auditory memory is somewhat better than
expected. The adjustment of Sample��s AMI result by his working memory ability (WMI) generated a
contrast scaled score in the Superior range, indicating that his auditory memory is much better than
expected.
A comparison of Sample��s visual memory (VMI) to his results on WAIS–IV revealed that he
performed significantly outside the expected range when compared to his general intellectual
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Sample Examinee
Page 11 of 22
functioning. The adjustment of Sample��s VMI result by his general intellectual ability (GAI) generated
a contrast scaled score in the Low Average range, indicating that his visual memory is lower than
expected. The adjustment of Sample��s VMI result by his perceptual reasoning (PRI) generated a
contrast scaled score is in the Borderline range, indicating that his visual memory is much lower than
expected.
A comparison of Sample��s visual working memory (VWMI) to his results on WAIS–IV revealed that
he performed significantly outside the expected range when compared to his general intellectual
functioning. The adjustment of Sample��s VWMI results by his general intellectual ability generated a
contrast scaled score is in the High Average range, indicating that his visual working memory is lower
than expected. The adjustment of Sample��s VWMI result by his perceptual reasoning ability (PRI)
generated a contrast scaled score in the Borderline range, indicating that his visual working memory is
much lower than expected.
A comparison of Sample��s immediate memory recall (IMI) to his results on WAIS–IV revealed that he
performed within the expected range when compared to his general intellectual functioning. A
comparison of Sample��s delayed memory recall (DMI) to his results on the WAIS–IV revealed that he
performed within the expected range when compared to his general intellectual functioning.
Recommendations
Sample is encouraged to study or work in an area with few visual and auditory distractions.
Provide Sample with a mixture of tasks that are of both high- and low-interest to him.
This report is valid only if signed by a qualified professional:
_______________________________________________
Copyright ©
2009 by NCS Pearson, Inc.
Normative data copyright ©
2008 by NCS Pearson, Inc.
All rights reserved.
Sample Examinee
Page 12 of 22
Score Report
WAIS–IV Results
Composite Score Summary
Scale
Sum of
Scaled Scores
Composite
Score
Percentile
Rank
95%
Confidence
Interval
Qualitative
Description
Verbal Comprehension
34
VCI 107
68
101-112
Average
Perceptual Reasoning
42
PRI 123
94
116-128
Superior
Working Memory
17
WMI 92
30
86-99
Average
Processing Speed
14
PSI 84
14
77-94
Low Average
Full Scale
107
FSIQ 104
61
100-108
Average
General Ability
76
GAI 117
87
112-121
High Average
Confidence Intervals are based on the Overall Average SEMs. Values reported in the SEM column are based on the examinee��s
age.
The GAI is an optional composite summary score that is less sensitive to the influence of working memory and processing
speed. Because working memory and processing speed are vital to a comprehensive evaluation of cognitive ability, it should be
noted that the GAI does not have the breadth of construct coverage as the FSIQ.
Composite Scores and
Standard Error
of Measurement
Composite Score
SEM
VCI
107
3
PRI
123
3.67
WMI
92
4.24
PSI
84
4.74
FSIQ
104
2.12
GAI
117
2.6
Composite Score Profile
The vertical bars represent the standard error of measurement (
SEM).
Index Level Discrepancy Comparisons
Comparison
Score 1
Score 2
Difference
Critical
Value
.05
Significant
Difference
Y / N
Base Rate
Overall Sample
VCI - PRI
107
123
-16
9.29
Y
11.9
VCI - WMI
107
92
15
10.18
Y
12.2
VCI - PSI
107
84
23
10.99
Y
8
PRI - WMI
123
92
31
10.99
Y
1.3
PRI - PSI
123
84
39
11.75
Y
0.6
WMI - PSI
92
84
8
12.46
N
30.1
FSIQ - GAI
104
117
-13
3.5
Y
0.4
Base rate by overall sample.
Statistical significance (critical value) at the .05 level.
Copyright ©
2009 by NCS Pearson, Inc.
Normative data copyright ©
2008 by NCS Pearson, Inc.
All rights reserved.
Sample Examinee
Page 13 of 22
Copyright ©
2009 by NCS Pearson, Inc.
Normative data copyright ©
2008 by NCS Pearson, Inc.
All rights reserved.
Sample Examinee
Page 14 of 22
Verbal Comprehension Subtests Summary
Subtest
Raw
Score
Scaled
Score
Percentile
Rank
Reference Group
Scaled Score
SEM
Similarities
24
10
50
10
1.16
Vocabulary
39
12
75
11
0.73
Information
16
12
75
12
0.9
Perceptual Reasoning Subtests Summary
Subtest
Raw
Score
Scaled
Score
Percentile
Rank
Reference Group
Scaled Score
SEM
Block Design
63
16
98
16
1.2
Matrix Reasoning
21
11
63
12
1.04
Visual Puzzles
23
15
95
15
0.95
(Figure Weights)
21
13
84
13
1.04
Working Memory Subtests Summary
Subtest
Raw
Score
Scaled
Score
Percentile
Rank
Reference Group
Scaled Score
SEM
Digit Span
24
8
25
8
0.9
Arithmetic
13
9
37
9
1.2
Processing Speed Subtests Summary
Subtest
Raw
Score
Scaled
Score
Percentile
Rank
Reference Group
Scaled Score
SEM
Symbol Search
26
7
16
7
1.31
Coding
53
7
16
7
1.16
Subtest Level Discrepancy Comparisons
Subtest Comparison
Score 1
Score 2 Difference
Critical Value
.05
Significant
Difference
Y / N
Base
Rate
Digit Span - Arithmetic
8
9
-1
2.57
N
42.2
Symbol Search - Coding
7
7
0
3.41
N
Statistical significance (critical value) at the .05 level.
Subtest Scaled Score Profile
The vertical bars represent the standard error of measurement (
SEM)
Determining Strengths and Weaknesses
Differences Between Subtest and Overall Mean of Subtest Scores
Subtest
Subtest
Scaled
Score
Mean
Scaled
Score
Difference
Critical Value
.05
Strength or
Weakness
Base
Rate
Block Design
16
10.70
5.3
2.85
S
1-2%
Similarities
10
10.70
-0.7
2.82
>25%
Digit Span
8
10.70
-2.7
2.22
W
15-25%
Matrix Reasoning
11
10.70
0.3
2.54
>25%
Vocabulary
12
10.70
1.3
2.03
>25%
Arithmetic
9
10.70
-1.7
2.73
>25%
Symbol Search
7
10.70
-3.7
3.42
W
10-15%
Visual Puzzles
15
10.70
4.3
2.71
S
5%
Information
12
10.70
1.3
2.19
>25%
Coding
7
10.70
-3.7
2.97
W
10%
Overall: Mean = 10.7, Scatter = 9, Base rate = 16.7.
Base Rate for Intersubtest Scatter is reported for 10 Full Scale Subtests.
Statistical significance (critical value) at the .05 level.
Copyright ©
2009 by NCS Pearson, Inc.
Normative data copyright ©
2008 by NCS Pearson, Inc.
All rights reserved.
Sample Examinee
Page 15 of 22
Perceptual Reasoning Process Score Summary
Process Score
Raw
Score
Scaled
Score
Percentile
Rank
SEM
Block Design No Time Bonus
48
14
91
1.31
Working Memory Process Score Summary
Process Score
Raw
Score
Scaled
Score
Percentile
Rank
Base
Rate
SEM
Digit Span Forward
10
9
37
--
1.34
Digit Span Backward
8
9
37
--
1.34
Digit Span Sequencing
6
6
9
--
1.27
Longest Digit Span Forward
5
--
--
97.5
--
Longest Digit Span Backward
4
--
--
92
--
Longest Digit Span Sequence
3
--
--
98.5
--
Process Level Discrepancy Comparisons
Process Comparison
Score 1 Score 2 Difference
Critical
Value
.05
Significant
Difference
Y / N
Base
Rate
Block Design - Block Design No Time Bonus
16
14
2
3.08
N
3.1
Digit Span Forward - Digit Span Backward
9
9
0
3.65
N
Digit Span Forward - Digit Span Sequencing
9
6
3
3.6
N
21.1
Digit Span Backward - Digit Span Sequencing
9
6
3
3.56
N
20.5
Longest DS Forward - Longest DS Backward
5
4
1
--
--
83.5
Longest DS Forward - Longest DS Sequence
5
3
2
--
--
34.5
Longest DS Backward - Longest DS Sequence
4
3
1
--
--
15
Statistical significance (critical value) at the .05 level.
Copyright ©
2009 by NCS Pearson, Inc.
Normative data copyright ©
2008 by NCS Pearson, Inc.
All rights reserved.
Sample Examinee
Page 16 of 22
Copyright ©
2009 by NCS Pearson, Inc.
Normative data copyright ©
2008 by NCS Pearson, Inc.
All rights reserved.
Sample Examinee
Page 17 of 22
WMS–IV Results
Brief Cognitive Status Exam Classification
Age
Years of Education
Raw Score
Classification Level
Base Rate
21 years 2 months
11
53
Average
100.0
Index Score Summary
Index
Sum of
Scaled Scores Index Score Percentile Rank
95%
Confidence
Interval Qualitative Description
Auditory Memory
50
AMI
115
84
108-120
High Average
Visual Memory
37
VMI
95
37
90-101
Average
Visual Working Memory
18
VWMI
94
34
87-102
Average
Immediate Memory
41
IMI
102
55
96-108
Average
Delayed Memory
46
DMI
110
75
103-116
High Average
Index Score Profile
The vertical bars represent the standard error of measurement (
SEM).
Index Scores and
Standard Error of
Measurement
Index
Score
SEM
AMI
115
3.35
VMI
95
3
VWMI
94
3.67
IMI
102
3.35
DMI
110
3.35
Primary Subtest Scaled Score Summary
Subtest
Domain
Raw Score
Scaled Score
Percentile Rank
Logical Memory I
AM
39
15
95
Logical Memory II
AM
39
16
98
Verbal Paired Associates I
AM
40
10
50
Verbal Paired Associates II
AM
11
9
37
Designs I
VM
53
5
5
Designs II
VM
52
7
16
Visual Reproduction I
VM
41
11
63
Visual Reproduction II
VM
40
14
91
Spatial Addition
VWM
10
6
9
Symbol Span
VWM
32
12
75
Copyright ©
2009 by NCS Pearson, Inc.
Normative data copyright ©
2008 by NCS Pearson, Inc.
All rights reserved.
Sample Examinee
Page 18 of 22
Primary Subtest Scaled Score Profile
Auditory Memory Process Score Summary
Process Score
Raw Score
Scaled Score
Percentile Rank
Cumulative Percentage
(Base Rate)
LM II Recognition
29
-
-
>75%
VPA II Recognition
26
-
-
��2%
VPA II Word Recall
16
8
25
-
Visual Memory Process Score Summary
Process Score
Raw Score
Scaled Score
Percentile Rank
Cumulative Percentage
(Base Rate)
DE I Content
26
4
2
-
DE I Spatial
9
3
1
-
DE II Content
30
7
16
-
DE II Spatial
10
7
16
-
DE II Recognition
21
-
-
>75%
VR II Copy
40
-
-
3-9%
Copyright ©
2009 by NCS Pearson, Inc.
Normative data copyright ©
2008 by NCS Pearson, Inc.
All rights reserved.
Sample Examinee
Page 19 of 22
Copyright ©
2009 by NCS Pearson, Inc.
Normative data copyright ©
2008 by NCS Pearson, Inc.
All rights reserved.
Sample Examinee
Page 20 of 22
Auditory Memory Index
Subtest
Scaled Score
AMI Mean
Score
Difference from Mean Critical Value
Base Rate
Logical Memory I
15
12.50
2.50
2.64
15%
Logical Memory II
16
12.50
3.50
2.48
2-5%
Verbal Paired Associates I
10
12.50
-2.50
1.90
15%
Verbal Paired Associates II
9
12.50
-3.50
2.48
5%
Statistical significance (critical value) at the .05 level.
Visual Memory Index
Subtest
Scaled Score
VMI Mean
Score
Difference from Mean Critical Value
Base Rate
Designs I
5
9.25
-4.25
2.38
2%
Designs II
7
9.25
-2.25
2.38
15-25%
Visual Reproduction I
11
9.25
1.75
1.86
>25%
Visual Reproduction II
14
9.25
4.75
1.48
2-5%
Statistical significance (critical value) at the .05 level.
Immediate Memory Index
Subtest
Scaled Score
IMI Mean
Score
Difference from Mean Critical Value
Base Rate
Logical Memory I
15
10.25
4.75
2.59
2-5%
Verbal Paired Associates I
10
10.25
-0.25
1.82
>25%
Designs I
5
10.25
-5.25
2.42
1-2%
Visual Reproduction I
11
10.25
0.75
1.91
>25%
Statistical significance (critical value) at the .05 level.
Delayed Memory Index
Subtest
Scaled Score
DMI Mean
Score
Difference from Mean Critical Value
Base Rate
Logical Memory II
16
11.50
4.50
2.44
5%
Verbal Paired Associates II
9
11.50
-2.50
2.44
15-25%
Designs II
7
11.50
-4.50
2.44
5%
Visual Reproduction II
14
11.50
2.50
1.57
15-25%
Statistical significance (critical value) at the .05 level.
Subtest Discrepancy Comparison
Comparison
Score 1 Score 2 Difference Critical Value Base Rate
Spatial Addition – Symbol Span
6
12
-6
2.74
8.4
Statistical significance (critical value) at the .05 level.
Copyright ©
2009 by NCS Pearson, Inc.
Normative data copyright ©
2008 by NCS Pearson, Inc.
All rights reserved.
Sample Examinee
Page 21 of 22
Logical Memory
Score
Score 1
Score 2
Contrast Scaled Score
LM II Recognition vs. Delayed Recall
>75%
16
16
LM Immediate Recall vs. Delayed Recall
15
16
13
Verbal Paired Associates
Score
Score 1
Score 2
Contrast Scaled Score
VPA II Recognition vs. Delayed Recall
��2%
9
16
VPA Immediate Recall vs. Delayed Recall
10
9
8
Designs
Score
Score 1
Score 2
Contrast Scaled Score
DE I Spatial vs. Content
3
4
6
DE II Spatial vs. Content
7
7
8
DE II Recognition vs. Delayed Recall
>75%
7
5
DE Immediate Recall vs. Delayed Recall
5
7
11
Visual Reproduction
Score
Score 1
Score 2
Contrast Scaled Score
VR Copy vs. Immediate Recall
3-9%
11
15
VR Immediate Recall vs. Delayed Recall
11
14
14
Index-Level Contrast Scaled Scores
WMS–IV Indexes
Score
Score 1
Score 2
Contrast Scaled Score
Auditory Memory Index vs. Visual Memory Index
115
95
8
Visual Working Memory Index vs. Visual Memory Index
94
95
10
Immediate Memory Index vs. Delayed Memory Index
102
110
13
Copyright ©
2009 by NCS Pearson, Inc.
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2008 by NCS Pearson, Inc.
All rights reserved.
Sample Examinee
Page 22 of 22
Ability-Memory Analysis
Ability Score Type: GAI
Ability Score: 117
Predicted Difference Method
Index
Predicted
WMS–IV
Index Score
Actual WMS–
IV Index
Score
Difference Critical Value
Significant
Difference
Y / N
Base
Rate
Auditory Memory
109
115
-6
9.35
N
Visual Memory
110
95
15
8.95
Y
10-15%
Visual Working Memory
111
94
17
10.61
Y
5-10%
Immediate Memory
111
102
9
9.78
N
Delayed Memory
110
110
0
9.57
N
Statistical significance (critical value) at the .01 level.
Contrast Scaled Scores
Score
Score 1
Score 2 Contrast Scaled Score
General Ability Index vs. Auditory Memory Index
117
115
12
General Ability Index vs. Visual Memory Index
117
95
6
General Ability Index vs. Visual Working Memory Index
117
94
6
General Ability Index vs. Immediate Memory Index
117
102
8
General Ability Index vs. Delayed Memory Index
117
110
10
Verbal Comprehension Index vs. Auditory Memory Index
107
115
13
Perceptual Reasoning Index vs. Visual Memory Index
123
95
5
Perceptual Reasoning Index vs. Visual Working Memory Index
123
94
5
Working Memory Index vs. Auditory Memory Index
92
115
14
Working Memory Index vs. Visual Working Memory Index
92
94
10
