Client Results – Intelligence and Achievement Testing

Client Results – Intelligence and Achievement Testing

Bob, your intelligence and achievement tests are now ready. I will go over these with you, in terms of ranges compared to peers of the same age. It is important to note that WASI-II is a short-form test and therefore does not contain working memory and processing speed indexes.

Intelligence Test Results

Your full-scale intelligence score falls within the average range. This is a strong indication that you possess general cognitive abilities comparable to many of your peers. Specifically, you scored within the average range on both the vocabulary and similarities subtests, which together make up your verbal comprehension index. Vocabulary measures your general intelligence through your ability to define words, while similarities assess your ability to think logically and abstractly by analyzing relationships between concepts (Achaa-Amankwaa et al., 2023).

Based on perceptual reasoning, you obtained an average score on matrix reasoning and then a less-than-average score on block design. However, your overall perceptual reasoning index is within what we will call the normal range. Matrix reasoning evaluates your capacity to understand and organize visual information and to solve new problems using visual skills. Block design assesses your perceptual-motor and spatial skills, as well as your ability to synthesize and analyze information (Finders et al., 2023).

It’s worth noting that various factors, such as color perception and frustration tolerance, can influence performance on these tasks. If you are aware of any color perception issues or have taken a test for color blindness, this might provide additional context for your block design score.

Achievement Test Results

Next, there is the Wide Range Achievement Test (WRAT), which determines academic ability in terms of reading, spelling, mathematics, and comprehension relative to students of similar age. In the word reading section that assesses your ability to pronounce words by understanding letters and words, you performed on average (Ahmady & Shahbazi, 2020). The outcome of your test for sentence comprehension, which indicates how you handle written information, is average. Altogether, these scores form your reading composite score, which falls within the normal range or average.

The results of the spelling subtest, where you are tested on your ability to spell as per the sounds with the keyboard and type them, were significantly low compared to the average population. It may, therefore, be worthwhile to seek another opinion from a doctor in order to eliminate some of the conditions, such as dyslexia, that may be affecting your performance in spelling (BAILEY et al., 2020). In the numeracy computation area, which includes recognizing numbers and solving arithmetic computations, your performance was moderately low. Once more, more testing could reveal other problems or perhaps learning disabilities such as dyscalculia, which could cause havoc in math.

Recommendations and Strengths

It’s important to note that neither dyslexia nor dyscalculia are measure of intelligence; they are neurobiological disorders that affect specific cognitive processes. Identifying these conditions through further testing can provide you with the necessary support and tools to improve in these areas. However, most of your intelligence and achievement quotients are represented as average for your age level. This means that there is potential for excellence in almost every sphere of cognition and academics if one receives the necessary help. The average scores in the areas of verbal comprehension and perceptual reasoning represent general intellectual and practical reasoning abilities (Brini et al., 2020). These are valuable assets that can be further developed and used in both academic and practical scenarios.

Conclusion

In conclusion, Bob, the tests that have been conducted are designed to give a full picture of your learning capabilities and intelligence. Although there are domains that would need further assessment, the overall results suggest average performance given your age. There is no reason why you cannot overcome any obstacles or barriers and further strengthen your assets with the right approach and interventions. In case of any questions or issues, I am available to address and explain them to you.

References

Achaa-Amankwaa, P., Ekaterina Kushnereva, Miksch, H., Stumme, J., Heim, S., & Ebersbach, M. (2023). Multilingualism is associated with small task-specific advantages in the cognitive performance of older adults. Scientific Reports, 13(1). https://doi.org/10.1038/s41598-023-43961-7

Ahmady, S., & Shahbazi, S. (2020). Impact of social problem-solving training on critical thinking and decision making of nursing students. BMC Nursing, 19(1), 1–8. https://doi.org/10.1186/s12912-020-00487-x

BAILEY, C., VENTA, A., & LANGLEY, H. (2020). The bilingual [dis]advantage. Language and Cognition, 12(2), 1–57. https://doi.org/10.1017/langcog.2019.43

Brini, S., Sohrabi, H. R., Hebert, J. J., Forrest, M. R. L., Laine, M., Hämäläinen, H., Karrasch, M., Peiffer, J. J., Martins, R. N., & Fairchild, T. J. (2020). Bilingualism Is Associated with a Delayed Onset of Dementia but Not with a Lower Risk of Developing it: a Systematic Review with Meta-Analyses. Neuropsychology Review, 30(1), 1–24. https://doi.org/10.1007/s11065-020-09426-8

Finders, J., Wilson, E. M., & Duncan, R. J. (2023). Early childhood education language environments: considerations for research and practice. Frontiers in Psychology, 14(14). https://doi.org/10.3389/fpsyg.2023.1202819

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For this assignment, you will build on the short paper you wrote in Module Five, in which you analyzed the results of Bob’s intelligence and achievement testing. This week, you will communicate the results of the assessment in an ethical and strength-based manner to the patient.

Intelligence and Achievement Testing

Submit your assignment here. Make sure you’ve included all the required elements by reviewing the guidelines and rubric.

READING RESOURCES

Textbook: Psychological Testing and Assessment, Chapter 2, pp. 61-79

https://eds-p-ebscohost-com.ezproxy.snhu.edu/eds/detail/detail?vid=0&sid=21ee8dc0-04a3-4fbf-88c1-b1f8754599df%40redis&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=000301561400002&db=edswss

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https://positivepsychology.com/strengths-based-interventions/