Dimensions of the WAIS III

Learning Disabilities Assessment Center

Tel: (650) 574-6433 Fax: (650) 358-6803

Student: Sample Fall 2007 Learning Disabilities Specialist: Marie Paparelli

Based on the California Community College eligibility process this student has been evaluated and qualifies for learning disability services at the College of San Mateo.

The evaluation outlined below is based upon the following assessment data, which were used for the purpose of eligibility for learning disability services only.

Assessments: Wechsler Adult Intelligence Scale (WAIS-III)

Woodcock Johnson Achievement Battery Revised III

Nelson Denny

Cognitive Abilities: Students with learning disabilities demonstrate average to above average abilities in one or more area.

Cognitive Areas Weak Average Strong

Requires auditory listening skills to

respond to questions

Visual-Performance Ability ______

Full Scale Ability ______

A measure of general or overall ability

Processing Information: Describes particular strengths and weaknesses and how one takes in, analyzes, stores, and retrieves information.

Information Processing Factors

Aptitude-Achievement Discrepancy (ies) compares a student’s particular potential to an expected level in an area/s of achievement. When a learning disability exists, the student is not achieving at a level one would expect based on his or her aptitude.

KEY: - Indicates weakness

Referral/Background

During the Spring 2007, Donna initially self referred to the LD Center. She completed the Intake and several recommendations were made to address her test anxiety. At the start of the Fall 2007 semester, two nursing instructors referred Donna for an LD evaluation. While she grasps lecture concepts and performs well in clinic, her test scores were below expected levels. Donna does not report any special education placement but reports that it is difficult to “pull the information out effectively for tests”. The nursing instructors encouraged her to work with a reading instructor to address any reading or test taking issues. The LD evaluation was administered and the following is a summary of the findings.

Test Results

The Wechsler Adult Intelligence Scale (WAIS-III) provides a measure of cognitive functions in Verbal, Performance (non-verbal), and Full Scale abilities. Various subtests comprise index scores yielding a profile of individual strengths and weaknesses. Scores are expressed in Standard Scores, where average is 100. Scale scores are also used where the average range is 10. Achievement scores are reported as standard scores where 100 is average. Please refer to attached scoring reports for cognitive and achievement test results.

On the Wechsler Adult Intelligence Scale (WAIS-III), a measure of Verbal and Performance abilities, Donna is functioning within average ranges. She demonstrates a significant processing deficit in Working Memory abilities that negatively affects both verbal and nonverbal abstract problem solving. Within the verbal domain, scores fell within the average range. Within the nonverbal domain, scores fell from average to high average. An aptitude–achievement discrepancy is noted between Perceptual Organization (nonverbal abstract reasoning) ability and Broad Math and Math Reasoning achievements. She demonstrates strengths in vocabulary, broad reading, and written language and written expression achievements.

The Verbal-Auditory scale is comprised of Verbal Comprehension and Working Memory clusters, and on the verbal scale, we note the following:

Strengths

·  Vocabulary – knowledge of the meaning of words, and verbal expression

·  Understanding verbal concepts –recognizing the relationship between words and ideas

·  Grasping how to use practical reasoning and judgment in social situations

Weaknesses

·  Less developed short term/working memory for information shared auditorily

·  Long term recall for previously learned information

The Visual Performance scale of the WAIS III is comprised of Perceptual Organization and Processing Speed clusters. On the performance scale there is variability on subtests and we note the following:

Strengths

·  Attention to visual detail, visual analyses

·  Fluid reasoning

·  Visual sequence

Weaknesses

·  Short term visual memory

·  Motor coordination for speed and accuracy

·  Timed spatial reasoning

Testing Summary

Donna exhibits excellent verbal abilities, with well-developed abstract thinking skills. Her short-term memory is not as well developed and while she can remember basic information, she does not demonstrate developed memory for reordering and retaining information for future recall. This weakness affects verbal reasoning, especially for retrieval for examinations.

On the Visual Performance testing, she had difficulty completing spatial tasks and while she was able to reach accurate solutions, she lost points for not completing tasks within time limits. She needs time in those settings requiring perception and decision making with complex visual details. She did not always demonstrate the skill to learn a new strategy and generalize it for items that are more difficult. While her reading skills are well developed, she needs time to visualize and understand complex reading materials. When she is in a testing situation, her deliberate and careful review of print materials will require time for her to re-read and fully grasp the test questions.

She is encouraged to use both verbal and nonverbal strategies and techniques to process, remember, and retrieve information. She may want to break down new visual information into meaningful parts, locate an appropriate starting point, highlight important pieces, and then write down or outline steps. Then, she can verbalize and talk though the process and steps. Where possible, she can relearn by “teaching” another person and as well refer to written notes.

Academic Summary

Woodcock Johnson provides actual performance in specific academic areas (basic skills such as reading, spelling, and math); the Nelson Denny Reading, test provides information about timed reading skills

Overall, Donna’s academic skills and her ability to apply those skills are both within the average range. Her fluency with academic tasks is high average. Donna performs at the high average ranges in reading (especially with familiar topics), written language, and written expression. However, she performs less well on timed reading comprehension tasks. She is at the average range in math calculation skills and math reasoning. Spelling and writing fluency are at high average ranges; however, she required more than 45 minutes for the writing sample subtest.

Summary

Information gathered during this evaluation indicates that Donna is functioning well within the average range for both verbal and nonverbal abilities. She demonstrates a processing deficit in Working Memory that affects her Perceptual Organization (nonverbal abstract reasoning) and Verbal Comprehension (verbal abstract reasoning) abilities. Achievements in reading and writing are at expected levels. When using Perceptual Organization abilities as a predictor of achievement, Donna demonstrates discrepancies in broad math and math reasoning skills. While her reading skills are not discrepant, she needs time for visualization strategies for print/reading materials in order to answer accurately. She is significantly below her intellectual abilities supporting the presence of a specific learning disability. The discrepancy between ability and achievement is not due to environmental, cultural, or economic factors.

The educational limitations are included on the California Community College LD eligibility process.

Impact on Education

Areas in which you may have difficulties

___Note Taking ___Basic Reading Skills

___Listening Comprehension ___Comprehending Textbooks

___Copying from board, overheads ___Reading Vocabulary

___Basic Calculations ___Reading Rate

___Math Reasoning ___Test Taking

___Math/Science Classes ___Oral Language Expression

___Retaining new information ___Attention

___In class writing/Essays ___Concentration

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Strategies Handouts