Analyzing a Sample Intelligence-Achievement Report

Analyzing a Sample Intelligence-Achievement Report

Overview

This evaluation offers a broad perspective of Bob’s current cognitive and academic abilities as assessed by the Wechsler Abbreviated Scale of Intelligence 2nd Edition (WASI-2) and Wide Range Achievement Test 4th Edition (WRAT-4) (Beaujean & Parkin, 2022). Comprehensive scores in these tests assist in arriving at a conclusion and advising the necessary action that is best suited for him.

WASI-2: Cognitive/Intellectual Functioning

Strengths

Verbal Comprehension Index (VCI)

Bob’s average VCI score is 99. This shows good verbal comprehension and reasoning skills, which are important in learning and communication processes.

Vocabulary and Similarities

Bob got 47 points for Vocabulary and 51 points for Similarities, both of which are on the average level. The scores in working memory are indicative of good verbal knowledge and the capacity to comprehend as well as generate working relationships between concepts (Ackerman, 2022).

Weaknesses

Perceptual Reasoning Index (PRI)

Bob’s PRI score is 91, which also falls under the average score. However, he obtained an average of 43 on the Block Design subtest, which also relates to a low average. In spatial awareness, difficulties can be expected in visual-spatial skills, specifically things like spatial orientation and visual-motor coordination.

WRAT-4: Academic Achievement

Strengths

Word Reading

Bob scored 99 in word reading, which is within the average range, suggesting his ability to decode letters and words is on par with his peers.

Sentence Comprehension

With a score of 93, Bob’s ability to understand and derive meaning from sentences is average, indicating good comprehension skills.

Reading Composite

Bob’s Reading Composite score is 95, reflecting strong combined skills in reading and comprehension.

Weaknesses

Spelling

Bob’s Spelling score is 78, placing him in the borderline range. This indicates significant difficulties in encoding sounds into written form, affecting his written communication.

Math Computation

Bob’s Math Computation score is 83, within the low average range. This score reflects challenges in performing basic mathematical computations and problem-solving (Gomides et al., 2021).

Impact on Overall Functioning

The comprehension and two sub-tests assessment suggest that Bob is capable of learning from written and spoken word, which is an essential facet of learning and social interaction. However, this student may be poor in visual-spatial skills and in computation, and this may affect his performance in activities that require these skills, such as performing spatial manipulations and mathematical calculations. These deficits could possibly affect his school work and his daily activities, especially tasks that involve mathematics and spatial appraisal.

Recommendations

Spelling and Writing Support

Bob should be made to participate in spelling skill-boosting exercises and employ technologies such as spell-check applications in writing.

Mathematical Skills Improvement

Non-formal lessons in mathematics and the main skills needed to achieve good results should be facilitated, and problem-solving should be included in his daily routine.

Visual-Spatial Skills Enhancement

Bob should be engaged in cognitive training exercises and occupational therapy considered to improve visual-motor integration skills (Fricke et al., 2021).

Ongoing Assessment and Support

More frequently, Bob should be observed and educators, therapists, and psychologists should engage in the holistic approach.

References

Ackerman, P. L. (2022). Intelligence Process vs. Content and Academic Performance: A Trip through a House of Mirrors. Journal of Intelligence, 10(4), 128. https://doi.org/10.3390/jintelligence10040128

Beaujean, A. A., & Parkin, J. R. (2022). Evaluation of the Wechsler Individual Achievement Test-Fourth Edition as a Measurement Instrument. Journal of Intelligence, 10(2), 30. https://doi.org/10.3390/jintelligence10020030

Fricke, M., Kruse, A., Schwenk, M., Jansen, C.-P., Muehlbauer, T., Gramann, K., & Wollesen, B. (2021). Requirements of a cognitive-motor spatial orientation training for nursing home residents: an iterative feasibility study. German Journal of Exercise and Sport Research (Online), 51(4), 443–456. https://doi.org/10.1007/s12662-021-00762-2

Gomides, M. R. de A., Starling-Alves, I., Paiva, G. M., Caldeira, L. da S., Aichinger, A. L. P. N., Carvalho, M. R. S., Bahnmueller, J., Moeller, K., Lopes-Silva, J. B., & Haase, V. G. (2021). The quandary of diagnosing mathematical difficulties in a generally low-performing population. Dementia & Neuropsychologia, 15(2), 267–274. https://doi.org/10.1590/1980-57642021dn15-020015

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Prompt: To complete this short paper, you will analyze and consider a diagnosis based on the results of the intelligence and achievement tests. Think about how viewing results from both tests can help a practitioner better understand the test-taker’s functioning and provide a more comprehensive recommendation.

Utilize your understanding of intelligence and achievement testing to assign a diagnosis to Bob from the Sample Intelligence Achievement Report.

Write about Bob’s strengths and weaknesses as they relate to his intelligence and achievement testing. Consider the following questions:

Which areas in the Wide Range Achievement Test 4 (WRAT-4) and Wechsler Abbreviated Scale of Intelligence 2 (WASI-2) would be considered strengths for Bob? Which areas would be considered weaknesses?
Assess Bob’s strengths and weaknesses and consider how both impact his overall functioning.
Based on his identified areas of limitations, what are some suggestions or recommendations for Bob?
Submit your assignment here. Make sure you’ve included all the required elements by reviewing the guidelines and rubric.