Psychological Report

DISCLAIMER: This report and its contents are confidential. Its purpose is for the benefit of the client and its disclosure should be restricted to individuals directly connected to the case who have a current authorization and have knowledge about Psychological Evaluation. Its re-disclosure is strictly prohibited.

Examinee and Testing Information

Examinee Name RK Date of Report 11/28/2011Date of Birth March 1, 2001 Handedness RightSex Male First Language EnglishRace/Ethnicity Caucasian Examiner Lauren Shapiro

Test Administered

WISC-IV 11/28/11 Age at Testing: 10 Years 8 Months Retest? No WIAT-III 11/24/11 Age at Testing 10 Years 8 Months Retest? No WPPSI-III 02/01/06 Age at Testing 4 Years 11 Months Retest? No

Reason for Referral

This evaluation was requested to provide RK's parents with information regarding his

intelligence, cognitive and memory functioning.

Background Information

RK is a 10 year old male Caucasian who lives with his parents in Boca Raton,

Florida1. RK is the youngest of two children; he has a 14 year old sister named LK. RK is

currently enrolled at Del Prado Elementary` where he reportedly obtains straight As. RK

was born in Maryland and moved to Boca Raton in 2004. He reports having a happy

childhood despite constantly fighting with his older sister. Although he recounts having a

strong and healthy relationship with his mother and father, RK says that he sometimes

gets frustrated that they are not always around when he needs them and they don’t

1 For the sake of brevity and without any disrespect intended, NAME is referred to by his first name for the remainder of the report

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always understand his point of view. RK is a very friendly, outgoing person and loves to

tell jokes and make people laugh. RK says that he has a core group of friends whom he

really likes and gets along well with. He claims that he also has several neighbors who he

plays with regularly and is a member of a baseball, basketball and roller hockey teams.

RK says that he enjoys school, reading large chapter books and playing various sports

and that he is generally very happy as long as he does well in school. According to his

parents, RK reached all of his developmental milestones on times and had no birth

complications. RK has had no significant health or psychological problems; although he

does wear corrective lenses for poor vision. RK's parents corroborate his statements,

adding only that they wish he was less hyper at times and less demanding in terms of

presents, like electronics and video games.

Test Behavior

During the WIAT-III testing, RK was highly motivated to do well as he wanted to

know "how smart" he is since he receives straight As in the gifted program at his school

with little effort. RK repeatedly asked how he was doing after every few items and

following each subtest. He admitted to researching IQ testing online and wanted to know

if he had achieved a minimal score of 130. Prior to testing, RK requested that he be

allowed to take a walk or play with his iPhone when he was getting antsy. He requested

two such breaks in addition to two bathroom breaks throughout the three and half hour

testing session. Throughout testing RK requested to attempt the reading passages

specifically labeled for grade 9-12+ and asked what grade level work he was able to

accomplish. RK got frustrated that he could not complete the Math Problem Solving and

Numerical Operations subtests when the test items exceeded his math education and

abilities. RK also complained that the Sentence Building, Sentence Composition and

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Essay Composition subtests were boring and too easy. RK said that he enjoyed the

Pseudoword Decoding subtest because he had never done something like that before.

During the WISC-IV testing, RK indicated that he went to sleep late, at 11 pm, after

a weekend cruise. He also reported that he was awoken early, at 7 am, to disembark the

ship after which he had a long day at school which ended at 2:30 pm. He claimed that he

was "wiped out" but that he'd be "willing to give this a shot" as he wanted to know what

his IQ is. RK often got up and took a one minute walk between subtests. In addition, he

took one bathroom break and one snack break. During the Block Design subtest, RK was

very focused and determined to do well; however, he kept saying "this is impossible" on

harder items that took longer than approximately 30 seconds. During the Digit Span

subtest, RK took his time and recited the cue multiple times to himself over and over

before responding. On the Picture Concepts subtest RK came up with seemingly logical

reasons for grouping certain pictures together; however, he got quickly frustrated when

they were not the target concept. During the Coding and Symbol Search subtests, RK

asked, "do I really have to do this? it's so easy". RK remarked that he found the

Vocabulary and Comprehension subtests too easy at the beginning and seemed more

motivated to answer the harder items during these subtests.

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Tests Administered (10 years 7 months)

WIAT-III Score WISC-IV ScoreOral Language 142 Verbal Comprehension 144

Total Reading 132 Perceptual Reasoning106 (117)

Basic Reading 130 Working Memory 141Reading Comprehension and Fluency

128 Processing Speed 106

Written Expression 141 Full Scale IQ 131Mathematics 139Math Fluency 133Total Achievement 143

Previous Tests Administered (4 years 11 months)

WPPSI ScoreVerbal IQ 127Performance IQ 123Processing Speed 104Full Scale IQ 125

Interpretation of WIAT-III Results

General Intellectual Ability

The Wechsler Individual Achievement Test - Third Edition (WIAT-III) assesses a

broad range of academic skills and areas, especially reading, math, writing and oral

language. RK scored superiorly on the WIAT-III. RK's level of intelligence exceeds

approximately 99.8% of his peers (Total Achievement = 143; 95% confidence interval =

139-147). RK's results demonstrate a strength in Oral Language, Written Expression and

Mathematics; however, his other scores on Total Reading, Basic Reading, Reading

Comprehension & Fluency, and Math Fluency are nearly of equal superiority.

Reading Ability

RK's reading abilities as measured by the Total Reading, Basic Reading and

Reading Comprehension and Fluency indices were in the superior range and above those

of approximately 97-98% of his peers (TR = 132; BR = 130; RC&F = 128). The reading Page 4 of 13

indices were designed to assess phonological awareness and decoding skills through the

oral recitation of printed word lists, as well as reading comprehension skills through word

and picture pairings, oral sentence reading, silent speed reading and orally responding

to questions about reading passages. Within the reading indices, RK achieved his best

performance on the Pseudoword Decoding subtest but also performed similarly on the

Oral Reading Fluency subtest. In addition, RK scored in the superior range on the

Reading Comprehension and Word Reading subtest. High scores on these subtests

suggest that RK has very developed reading fluency and comprehension skills.

The Pseudoword Decoding subtest required RK to read nonsense words aloud from

a list while the Word Reading subtest required to read a range of real words from a

printed list. The Oral Reading Fluency and Reading Comprehension subtests required RK

to read several passages aloud and to orally answer comprehension questions regarding

the texts read.

Mathematical Ability

RK's mathematical abilities as measured by the Mathematics and Math Fluency

indices were in the very superior range and above those of approximately 99-99.5% of

his peers (MA = 139; MF = 133). The math indices were designed to assess RK's ability

to reason mathematically as well as identify and write numbers. RK obtained consistently

superior scores on four of the five subtests that contribute to the mathematical indices.

Although he scored high, RK's performance on the Math Fluency - Subtraction Subtest

was relatively weaker than his performances on the Math Fluency - Addition, Math

Fluency - Multiplication, Math Problem Solving and Numerical Operations subtests. High

scores on these subtests suggest that RK has developed strong abilities to verbally and

nonverbally reason mathematically.

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The Math Fluency subtests required RK to speedily complete a series of addition,

subtraction and multiplication problems within an allotted period of time (45 seconds)

while the Numerical Operations and Math Problem Solving subtests required RK to solve

math problems verbally and nonverbally.

Written Language Ability

RK's written language abilities as measured by the Written Expression index was in

the very superior range and above those of approximately 99.7% of his peers (WE =

141; 95% Confidence Interval = 135-147). The Written Expression index was designed to

assess RK's ability to spell, compose sentences and organize thoughts into a meaningful

essay. RK achieved his best performance on the Sentence Composition subtest,

although, his scores on the Spelling and Essay Composition subtests were also in the

superior range. High scores on these subtests suggest that RK is highly capable of

expressing himself through writing.

The Spelling subtest required RK to spell target words from sentences that were

read aloud while the Sentence Composition subtest required RK to combine multiple

statements into one meaningful sentence and compose a complete sentence from

specific words. In addition, RK was asked to write an essay about his favorite game and

was assessed on essay length, correct word strings, thought organization and sentence

mechanics.

Oral Language Ability

RK's oral language abilities as measured by the Oral Language index was in the

very superior range and above those of approximately 99.7% of his peers (OL = 142;

95% Confidence Interval = 133-151). The Oral Language index was designed to assess

RK's ability to use oral language effectively and his ability to listen for details. RK

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achieved his best performance on the Oral Expression subtest, although, his score on the

Listening Comprehension subtest was of equal superiority. High scores on these subtests

suggest that RK is very capable of using oral language effectively as well as clueing into

essential details.

The Listening Comprehension subtest required RK to match a picture from an array

of illustrations to a target word read aloud while the Oral Expression subtest required RK

to deduce a target word from a hint read aloud.

Interpretation of WISC-IV Results

RK was administered 10 core and 5 supplemental subtests of the Wechsler

Intelligence Scale for Children - Fourth Edition (WISC-IV). When interpreting RK's

performance on the WISC-IV, it is important to note any factors that may affect his test

performance. RK relayed that he was exhausted from a weekend cruise, sleep

deprivation and a long day at school. These factors may have contributed to a

diminished concentration and motivation to complete certain tasks which might have

affected his true abilities.

General Intellectual Ability

The Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV) is a

comprehensive assessment of verbal and non-verbal cognitive ability assessing

vocabulary, abstract reasoning , perceptual-motor reasoning, problem solving and

several aspects of memory. RK scored superiorly on the Wechsler Intelligence Scale for

Children - Fourth Edition (WISC-IV). RK's level of intelligence exceeds approximately 98%

of his peers (FSIQ = 131; 95% confidence interval = 125-135); however, RK's exhaustion

may have affected his scores and a supplemental test was substituted for an outlying

score. This substitution increased RK's Full Scale IQ score to exceed that of

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approximately 99% of his peers (FSIQ = 136; 95% confidence interval = 130-140). RK's

results demonstrate a strength on the Verbal Comprehension and Working Memory tasks

and a relative weakness on the Perceptual Reasoning and Processing Speed tasks.

Verbal Comprehension

RK's verbal reasoning abilities as measured by the Verbal Comprehension

Index (VCI) were in the very superior range and above those of approximately 99.8% of

his peers (VCI = 144; 95% confidence interval = 135-148). The VCI was designed to

assess verbal reasoning, abstract reasoning and concept formation. RK achieved his best

performance of the VCI on the Comprehension subtest but also performed in the superior

ranges on the Similarities and Vocabulary subtests, the other two core subtests of the

index. RK scored in the above average range on the Information and Word Reasoning

subtests; however, these were relative weaknesses for RK. High scores on this subtest

suggest that RK has a developed fund of knowledge and strong abilities to use social

reasoning and deductive reasoning with vocabulary.

The Similarities subtest required RK to reason abstractly by identifying the

similarities between two items. The Information subtest required RK to answer questions

based on general knowledge acquired over the course of his life. The Vocabulary subtest

required RK to define certain items based on previous learning. The Comprehension

subtest required RK to explain abstract concepts reflecting social conventions, rules and

expressions. The Word Reasoning subtest required RK to listen to hints and cues to

deduct the target word.

Perceptual Reasoning

RK's nonverbal reasoning abilities as measured by the Perceptual Reasoning Index

(PRI) were in the average range and above those of approximately 66% of his peers (PRI

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= 106; 95% confidence interval = 98-113); however, an analysis of subtest performance

suggests that RK's true abilities are significantly higher than those obtained. In order to

more accurately depict RK's true abilities, the Picture Concept subtest was replaced by

the equivalent supplemental subtest, Picture Completion. With this supplementation,

RK's Perceptual Reasoning Index score was in the above average range and above those

of approximately 87% of his peers (PRI = 117; 95% confidence interval = 108-123).

The PRI was designed to assess fluid reasoning in the perceptual realm with tasks

that measured nonverbal concept formation, visual perception organization, spatial

reasoning and visual-motor coordination. RK's performance on the perceptual reasoning

subtests that contributed to the PRI are fairly variable but within normal limits.

Perceptual Reasoning appears to be a relative weakness for RK in comparison to his

superior scoring on the Verbal Comprehension and Working Memory indices. An

examination of his individual subtest results suggest that RK has average spatial

reasoning abilities as demonstrated on the Block Design, Matrix Reasoning, and Picture

Completion tasks but a relative weakness for Picture Concepts tasks which measures

concept formation, abstract reasoning and problem solving using vocabulary.

The Block Design subtest required RK to arrange colored blocks according to a

visual prompt. The Matrix Reasoning subtest required RK to identify the missing design

that completes a pattern from multiple designs. The Picture Completion subtest required

RK to examine a picture and identify the missing element or detail that was absent from

the picture.

Working Memory

RK's ability to sustain attention, concentration and exert mental control as

measured by the Working Memory Index (WMI) was in the very superior range and above

those of approximately 99.7% of his peers (WMI = 141; 95% confidence interval = 130-

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145). The WMI was designed to assess working memory through tasks of concentration

and attention. RK's abilities to sustain attention, concentration and exert mental control

are a strength relative to his perceptual reasoning and processing speed abilities. RK's

subtest results were consistently superior and indicates a significant strength at

completing mental arithmetic tasks, as found in the Arithmetic subtest, and holding and

sequencing numbers and letters in his mind, as found in the Digit Span and Letter-

Number Sequencing subtests.

The Arithmetic subtest required RK to solve oral arithmetic problems. The Letter-

Number Sequencing subtest required RK to sequence letters and numbers that were

recited orally. The Digit Span subtest required RK to repeat a set of numbers in a specific

order after an oral recitation.

Processing Speed

RK's ability to complete problems and reason quickly without making errors as

measured by the Processing Speed Index (PSI) was in the average range and above

those of approximately 66% of his peers (WMI = 106; 95% confidence interval = 96-

114). The PSI was designed to assess visual discrimination, attention to detail, fine-motor

skill coordination, short-term memory and learning ability. RK demonstrated consistent

and average performance in these domains as indicated by his average Symbol Search,

Coding and Cancellation subtest scores. Processing Speed is a relative weakness for RK

when compared to his superior Verbal Comprehension and Working Memory index

scores.

The Symbol Search subtest required RK to identify a symbol within a set of

symbols. The Coding subtest required RK to recode a series of numbers with a

predetermined series of symbols. The Cancellation subtest required RK to ignore

distracting stimuli while marking a specific combination of colors and shapes.

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Summary of Intellectual and Achievement Abilities

RK's overall intellectual abilities have remained relatively stable in the five and a

half years since his previous testing (FSIQ WPPSI = 125, FSIQ WISC = 131); however, RK

did make considerable gains in his vocabulary abilities (VIQ = 127, VCI = 144). Since

2006, RK's perceptual reasoning abilities declined noticeably (PIQ = 123, PRI = 117)

while his processing speed abilities remained constant (Processing Speed = 104, PSI =

106).

RK has superior vocabulary abilities as demonstrated by the Similarities,

Vocabulary and Comprehension subtests on the WISC and Essay Composition, Listening

Comprehension and Sentence Composition subtests on the WIAT. Furthermore, RK

demonstrates superior comprehension skills as established by the Vocabulary,

Comprehension, Similarities and Information subtests on the WISC and Listening

Comprehension, Reading Comprehension and Oral Reading Fluency subtests on the

WIAT. RK also demonstrates superior problem-solving abilities as demonstrated by his

Block Design, Matrix Reasoning, Arithmetic and Picture Completion subtests on the WISC

and Math Fluency, Math Problem Solving and Numerical Operation subtests on the WIAT.

RK demonstrates superior working memory abilities as demonstrated by the Digit Span,

Letter-Number Sequencing and Arithmetic subtests of the WISC and Math Problem

Solving, Numerical Operations and Math Fluency subtests on the WIAT.

DSM Diagnosis

AXIS I No diagnosisAXIS II No diagnosisAXIS III Corrected visionAXIS IV None

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AXIS V 85

Discussion and Summary

Given his superior scoring, RK's test results revealed a discrepancy between his

perceptual reasoning and processing speed in comparison to his vocabulary

comprehension and working memory. Interestingly, RK excelled at tasks that, at face

validity, appeared to measure intelligence whereas tasks like Block Design, Picture

Concepts, Matrix Reasoning, Coding, Symbol Search and Cancellation which constitute

the Perceptual Reasoning and Processing Speed indices are less likely to be associated

with measures of intelligence.

RK demonstrates average processing speed abilities on the Symbol Search,

Cancellation and Coding subtests of the WISC; however, his Math Fluency Addition,

Subtraction and Multiplication subtests on the WIAT suggest that RK has superior

processing speed abilities. This discrepancy might be attributed to RK's reported

exhaustion while taking the WISC.

RK's improvement on the VCI from his VIQ scores is attributed to his maturity and

admission into the gifted program at school. Furthermore, RK reported reading large

chapter books which likely enhanced his vocabulary skills. Since taking the WPPSI in

2006, RK's perceptual reasoning abilities have decreased slightly. While it is possible

that this discrepancy is attributable to his reported exhaustion, there is also a fair

likelihood that RK exerted exceptional pressure on himself to excel on the IQ test and as

a result of all this self-inflicted pressure and anxiety, performed poorly in comparison to

his true abilities. RK reported that he was determined to do very well on the IQ test and

wanted a superior score of at least 130 which might have led to self-inflicted anxiety and

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pressure to excel. As a result, this incongruity might be attributable to anxiety and self-

inflicted pressure.

Recommendations

Psychological testing is probabilistic and inferential by its nature and provides

hypotheses that should be explored with data from clinical interviews and other sources.

Conclusions about an individual are not reached on the basis of psychological testing

alone. Application of these instruments to the understanding of the individual must take

into consideration the person's history, clinical presentation, present life circumstances,

and other pertinent information. These tests results are only an estimate of NAME's true

cognitive and memory functioning. In all likelihood, if these tests were administered on

alternative day under different circumstances, the obtained scores may be somewhat

discrepant from the ones detailed in this report.

1) Rule out anxiety

2) Additional testing to clarify the nature of the discrepancy between his average perceptual reasoning and processing speed scores relative to his obvious higher potential in other areas.

3) Based on his superior cognitive functioning and achievement abilities, RK appears to be a good candidate for Advanced Placement (AP) classes or a high school gifted program should he desire to pursue this path.

4) RK should attempt to improve his perceptual reasoning by doing puzzles like Rubik's cubes, chess and Sudoku puzzles

5) RK should attempt to improve his processing speed by practicing activities like the Stroop Test and other speed-timed activities.

6) RK should continue to challenge himself by reading books above his reading level and practicing his math fluency by doing math worksheets.

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