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these templates.
There may be some differences between some of the templates reporting and data in the WAIS-IV Manuals.

The Percentiles reported here are simple SS to Percentile lookups. They are based upon the normal curve distribution.

The Composite and FSIQ ranges are based upon a formula (SEe).

Critical Values for subtest differences are approximations - because there are so many subtest combinations available, the template uses the roun
of all possible critical values.

Gf-Gc configurations were adapted from Appendix A, pp. 445 453, The Intelligence Test Desk Reference (ITDR): Gf-Gc Cross-Battery Assessment
Flanagan, 1998) and Table 8.3, p. 312, The Wechsler Intelligence Scales and Gf-Gc Theory (Flanagan, McGrew & Ortiz, 2000)
DUMONT - WILLIS WAIS-IV Computer Template
Wechsler Adult Intelligence Scale - Fourth Edition The Psychological Corporation., 2008. All Rights Reserved

Dumont-Willis WAIS-IV Interpretive Worksheet


Use the TAB key to navigate to cells requiring input - Text highlighted in red

Name: M C Date of Test: 2/9/2009 Date Analyzed: 2/27/2017

Date of Birth: 3/16/1974 Age: 34 years, 10 months, 23 days

Full
SUBTESTS ss VCI PRI WM PS PR
Scale
Check the subtests used in the Full Scale IQ calculation. Core subtests

Block Design 10 10 10 50

Similarities 16 16 98

Digit Span 12 12 75

Matrix Reasoning 16 16 98

Vocabulary 11 11 63
are those within the border

Arithmetic 16 16 98

Symbol Search 10 10 50

Visual Puzzles 9 9 37

Information 12 12 75

Coding 15 15 95

Letter-Number Sequencing* 11 (11) 63

Figure Weights* 16 (16) 98 The VCI is based upon the


following subtests:
Comprehension 12 (12) 75 SVI

Cancellation* 7 (7) 16 The PRI is based upon the


following subtests:
Picture Completion 10 (10) 50 BD MR VP

Sums of Scaled Scores 39 35 28 25 127 *16 - 69 only

Block Design No Time Bonus 14 91

Digit Span Forward 18 99.6

Digit Span Backward 17 99


Process Scores

Digit Span Sequencing 13 84

Longest Digit Forward (raw score) 9

Longest Digit Backward (raw score) 8

Longest Digit Sequencing (raw score) 7

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Process Scores
DUMONT - WILLIS WAIS-IV Computer Template

Longest Letter-Number (raw score) 8

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WAIS-IV Interpretive Worksheet


Evaluate the Full Scale IQ

90% 95%

Obtained Percentile Confidence


SS Totals IQ Rank Bands Narrative Category

Verbal Comprehension (39) 116 86 111 - 120 Average to Superior


Perceptual Reasoning (35) 109 73 103 - 114 Average to High Average
Working Memory (28) 122 93 115 - 126 High Average to Superior
Processing Speed (25) 86 18 80 - 94 Low Average to Average
Full Scale (127) 111 77 107 - 114 Average to High Average

Is the VCI versus PRI Significantly Different? Note: See Table B.1 for standardization frequency

Significance
Is there a significant difference?
VCI (116) vs PRI (109) Difference (p < .01) (p < .05) none
7 points 12 or more 9 0-8 NO

Because there is no significant differences between the VCI and PRI, explain the meaning of the scales
not being significantly different.

Is the VCI versus PRI Difference Abnormally Large? Note: See Table B.2 for standardization frequency

VCI (116) vs PRI (109) Difference Size of Difference needed for abnormality Is Size of Difference Abnormal?
7 points (V > P) 18 NO

Because no abnormal differences are found, determine if the noted differences are interpretable.

Are the VCI and PRI composites interpretable? Note: See Table B.6 for standardization frequency

A. Is there abnormal VCI scatter?


Is there abnormal scatter?
Verbal Subtests High-Low Difference Normal Abnormal
5 points between 4 subtests 0-5 6 or more NO

B. Is there abnormal PRI scatter?


Is there abnormal scatter?
Perceptual Reasoning Subtests High-Low Difference Normal Abnormal
7 points between 5 subtests 0-7 8 or more NO

Because each answers to A and B was NO, the VCI versus PRI discrepancy is interpretable.

Determine if the Working Memory Index is interpretable. Note: See Table B.4 for standardization frequency

A. Is there a significant difference between the WMI subtests?


Is there abnormal scatter?

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Is there abnormal scatter?


WMI Subtests [ DS (12) AR (16) ] Difference Normal Abnormal
4 points 0-3 4 or more NO

The WMI may be interpreted.

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DUMONT - WILLIS WAIS-IV Computer Template

Determine if the Processing Speed Index is interpretable. Note: See Table B.4 for standardization frequency

A. Is there a significant difference between the PSI subtests?


Is there abnormal scatter?
PSI Subtests [ SS (15) Cd (10) ] Difference Normal Abnormal
5 points 0-3 4 or more YES

Because of subtest differences in the PSI, do not interpret PSI.

Interpret significant strengths and weaknesses.


Compute Means by Core subtests
Verbal Comprehension mean 12.75 based on 4 subtests
Compute Means by All subtests Perceptual Reasoning mean 12.20 based on 5 subtests
Full Scale mean 12.20 based on 15 subtests

Verbal / Perceptual Statistics Full Scale Statistics


ss Crit. Value Deviation Crit. Value Deviation
Similarities 16 1.91 3.25 s 3.09 3.80 s
Verbal

Vocabulary 11 1.58 -1.75 w 2.18 -1.20


Information 12 1.64 -0.75 2.33 -0.20
Comprehension 12 2.00 -0.75 3.09 -0.20

Block Design 10 2.05 -2.20 w 3.09 -2.20


Matrix Reasoning 16 1.92 3.80 s 2.74 3.80 s
Perceptual

Visual Puzzles 9 1.99 -3.20 w 2.86 -3.20 w


Figure Weights 16 2.00 3.80 s 2.74 3.80 s
Picture Completion 10 2.00 -2.20 w 3.40 -2.20

Digit Span 12 2.33 -0.20


WM

Arithmetic 16 2.97 3.80 s


Letter-Number Sequence 11 2.97 -1.20
Pr. Spd.

Symbol Search 10 3.69 -2.20


Coding 15 3.20 2.80
Cancellation 7 3.96 -5.20 w

Compare relevant subtest groupings (.05 level of significance)

Matrix Reasoning (16) > Block Design (10) 6 point significant difference mr/b
Matrix Reasoning (16) = Figure Weights (16) 0 point nonsignificant difference mr/f
Block Design (10) > Visual Puzzles (9) 1 point nonsignificant difference BD/V
Information (12) = Comprehension (12) 0 point nonsignificant difference

Digit Span (12) < Arithmetic (16) 1 point nonsignificant difference

Digit Span (12) > Letter Number Sequence (11) 4 point significant difference DS/ln
Arithmetic (16) > Letter Number Sequence (11) 5 point significant difference

Coding (15) > Symbol Search (10) 5 point significant difference

Coding (15) > Cancellation (7) 3 point nonsignificant difference

Process comparisons (.05 level of significance)

Block Design (10) < Block Design No Time Bonus (14) 4 point significant difference bd/bd
Digit Span Forward (18) > Digit Span Backward (17) 1 point nonsignificant difference dsf/ds

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Digit Span Forward (18) > Digit Span Sequencing (13) 5 point significant difference dsf/ds
Digit Span Backward (17) > Digit Span Sequencing (13) 4 point nonsignificant difference dsb/ds
Longest Digit Span Forward (9) > Longest Span Backward (8) 1 point nonsignificant difference ldf/ld
Longest Digit Span Forward (9) > Longest Span Sequencing (7) 2 point nonsignificant difference ldf/ld
Longest Digit Span Backward (8) > Longest Span Sequencing (7) 1 point nonsignificant difference ldb/ld

Examine "Ways to Sort" Tab

WAIS-IV Subtests and Proposed Broad and Narrow Abilities and Cultural and Linguistic Demands
Linguistic
Broad
Narrow Abilities ss Demand Cultural Loading
Abilities
Verbal Comprehension
Similarities Gc Language Development 16 high high
Lexical Knowledge

Vocabulary Gc Language Development 11 high high


Lexical Knowledge
Information Gc General Information 12 high high

Comprehension Gc Language Development 12 high high


General Information

Perceptual Reasoning
Block Design Gv Spatial Relations 10 moderate low
Visualization
Matrix Reasoning Gf Induction 16 low low
Visual Puzzles Gv Vizualization 9 moderate moderate
Figure Weights Gf Quantitative Reasoning 16 moderate moderate

Picture Completion Gv Flexibility of Closure 10 low high


Gc General Information

Working Memory
Digit Span Gsm Memory Span 12 moderate low
Arithmetic Gq Math Achievement 16 moderate moderate
Gf Quantitative Reasoning

Letter-Number Sequence Gsm Working Memory 11 high low

Processing Speed
Symbols Search Gs Perceptual Speed 10 moderate low
Rate of test taking

Coding Gs Rate of test taking 15 moderate low

Cancellation Gs Perceptual Speed 7 low low

Adapted from Appendix A, pp. 445 453, The Intelligence Test Desk Reference (ITDR): Gf-Gc Cross-Battery Assessment (McGrew &
Flanagan, 1998) and Table 8.3, p. 312, The Wechsler Intelligence Scales and Gf-Gc Theory (Flanagan, McGrew & Ortiz, 2000)

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GAI and Dumont-Willis Index-2

GAI (VCI + PRI) = 115


There is no difference between the two Indexes.
DWI-2 (WMI + PSI) = 121

The General Ability Index (GAI) is computed from the sum of scaled scores for the VCI and PRI subtests. Unlike the DWI-2 tables, the
GAI tables are based directly on the WAIS-IV normative data.

The Dumont-Willis DWI-2 Index is based on the sum of scaled scores for the Digit Span and Arithmetic (WMI) and Symbol Search and
Coding (PSI) subtests. It should be computed and considered only when the four WMI and PSI subtest scores are close to one another
and substantially separate from the VCI and PRI subtests. In those cases, the GAI and DWI-2 scores may be an efficient alternative
means of summarizing the 10 WAIS-IV core subtests, but they must never be confused with normative WAIS-IV factor and IQ scores.

Oral / Verbal Pictures / Puzzles / Paper


13.8 11.6

Similarities 16 Block Design 10 Higher Level


Vocabulary 11 Matrix Reasoning 16 Thinking
Information 12 Visual Puzzles 9 DWI-1
Comprehension 12 Figure Weights 16
12.4
Picture Completion 10

Digit Span 12 Symbol Search 10


Processing
Arithmetic 16 Coding 15
DWI-2
Letter-Number Sequence 11 Cancellation 7
DS Forward 18
DS Backward 17
13.2
DS Sequencing 13

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The following uses separate Verbal and Perceptual values unless you specify the Full Scale by typing "F" here:

Verbal Perceptual Reasoning Working Memory Processing Speed


S V I C BD MR VP FW PCmp Ds A Ln SS Cd CA
Deviation from mean: 3.3 -1.8 -0.8 -0.8 -2.2 3.8 -3.2 3.8 -2.2 -0.2 3.8 -1.2 -2.2 2.8 -5.2
Strength or Weakness: s w w s w s w s w
Positive or Negative: + - - - - + - + - - + - - + -
INPUT
Attention-Concentration w - s - - + w
Auditory-Vocal Channel s w - - - s -
Complex Verbal Directions w s s - + w
Essential from Non Essential s s w - w
Encoding Information for Processing - s - - + w
Understanding Long Questions - s
Understanding Words s w - -
Visual Motor Channel w w - + w
Visual Perception-Abstr. Stim. w s w - + w
Visual Perception-Cmpl. Mean. Stim. s w
INTEGRATION/STORAGE
Achievement s w - - s
Acquired Knowledge w - s
Concept Formation s w w
Crystallized Intelligence s w - -
Culture Loaded Knowledge - -
Facility with Numbers s - s - +
Fluid Intelligence s s s s
Fund of Information w -
Memory - - s -
Nonverbal Reasoning s s
Planning Ability - w
Sequencing - s - +
Verbal Reasoning s -
Visual Memory w +
Visual Processing w s w s w w
Visual Sequencing + w
OUTPUT
Much Verbal Expression w -
Simple Verbal expression - - s -
Visual Organization s w w
Visual-Motor Coordination w - + w

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WAIS-IV Gf-Gc Classifications?


CRYSTALLIZED INTELLIGENCE (Gc) is the breadth and depth of a persons acquired knowledge of a culture and the effective
application of this knowledge.

Subtest Score Narrow Ability

Similarities 16 (Language Development)


Information 12 (General (Verbal) Information)
Vocabulary 11 (Lexical Knowledge)
Comprehension 12 (Language Development)

VISUAL PROCESSING (Gv) is the ability to generate, perceive, analyze, synthesize, manipulate, transform, and think with visual
patterns and stimuli.

Subtest Score Narrow Ability

Block Design 10 (Spatial Relations)


Visual Puzzles 9 (Visualization)
Picture Completion 10 (Flexibility of Closure, General (Verbal) Information)

SHORT-TERM MEMORY (Gsm) is the ability to apprehend and hold information in immediate awareness and then use it within a few
seconds.

Subtest Score Narrow Ability

Digit Span Forward 18 (Memory Span)


Digit Span Backward 17 (Working Memory)
Digit Span Sequencing 13 (Working Memory)
Letter-Number Sequencing 11 (Working Memory)

PROCESSING SPEED (Gs) is the ability to perform cognitive tasks fluently and automatically, especially when under pressure to
maintain focused attention and concentration.

Subtest Score Narrow Ability

Symbol Search 10 (Perceptual Speed)


Coding 15 (Rate-of-Test-Taking)
Cancellation 7 (Perceptual Speed)

FLUID INTELLIGENCE (Gf) is the ability to use and engage in various mental operations when faced with a relatively novel task that
cannot be performed automatically.

Subtest Score Narrow Ability

Matrix Reasoning 16 (Inductive Reasoning)


Figure Weights 16 (Quantitative Reasoning)

QUANTITATIVE KNOWLEDGE (Gq) represents an individuals store of acquired quantitative declarative and procedural knowledge.
It involves the ability to use quantitative information and manipulate numeric symbols.

Subtest Score Narrow Ability

Arithmetic 16 (Math Achievement)

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Possible Ways of Sorting Out WAIS-IV Scores


SI VC IN (CO) BD MR VP (FW) (PCm) DS AR (LN) SS CD
FSIQ

16 11 12 12 10 16 9 16 10 12 16 11 10 15
Full Scale Intelligence Quotient

SI VC IN (CO) DS AR LN (PCm) (PCm) BD MR VP (FW) SS


SCALES
MAJOR

16 11 12 12 12 16 11 10 10 10 16 9 16 10
Verbal Nonverbal/Perceptual
GAI / DWI

SI VC IN (CO) BD MR VP (FW) (PCm) DS AR (LN) SS CD


SCORES

16 11 12 12 7 16 9 16 10 12 16 11 10 15
GAI: Emphasizing verbal and nonverbal thinking DWI-2: Emphasizing short-term memory and processing speed
INDICES

SI VC IN (CO) BD MR VP (FW) (PCm) DS AR (LN)


16 11 12 12 10 16 9 16 10 12 16 11
Verbal Comprehension Perceptual Reasoning Working Memory

SI VC IN CO IN AR [VC?] (FW) PCm BD MR


GROUPS TO BE CONTEMPLATED IN GENERATING HYPOTHESES

16 11 12 12 12 16 11 16 10 10 16

Subtests Subtests
Subtests emphasizing school- Subtests with pictorial
emphasizing word emphasizing factual Subtests with abstract designs
acquired knowledge stimuli
meanings knowledge

SI CO VC IN SI VC IN CO AR SI MR
16 12 11 12 16 11 12 12 16 16 16

Subtests Subtests
emphasizing emphasizing Subtests with relatively short Subtests with relatively
Subtests emphasizing reasoning
reasoning over knowledge over questions long questions
knowledge reasoning

SI VC IN AR VC CO DS F DS B DS S LN [AR?]
16 11 12 16 11 12 18 17 13 11 16

Subtests with
Subtests with relatively short answers relatively long Memory Span Working Memory
answers

BD MR BDN VP FW PCm AR SS CD CA
7 16 14 9 16 10 16 10 15 7
Speed bonus No time limits Time limits

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GROUPS TO BE C
DUMONT/WILLIS WAIS-IV Computer Template
BD vs BND DS F vs DS B DS F vs DS S DS B vs DS S
7 14 18 17 18 13 17 13
Process Comparisons

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DUMONT/WILLIS WAIS-IV Computer Template

(CA)
7

CD (CA)
15 7
al

(CA)

7
and processing speed

SS CD (CA)
10 15 7
Processing Speed

VP
9

ts with abstract designs

FW SS CA
16 10 7

Subtests emphasizing reasoning

CA
7

Vigilance

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WAIS-IV Subtest Scaled Score Profile

19
18
17
16
15
14
13
12
Scaled Score
11
10
9
8
7
6
5
4
3
2
1
0
Block Design
Information

Comprehension

Picture Completion

Letter-Number Sequence
Matrix Reasoning

Digit Span

Symbol Search

Coding

Cancellation
Visual Puzzles
Similarities

Vocabulary

Figure Weights

Arithmetic
Verbal Perceptual WM Pr. Spd.

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Degree of Linguistic Demands

High Moderate Low


##
Similarities 16 High Cultural ##
Vocabulary 11 Average: 12.0
High

Picture Completion 10
Comprehension 12 Standard Score: 110

Information 11
##
Level Cultural Loading

Moderate

Moderate Cultural
Average: 16.0
Arithmetic 16
Standard Score: 130

Block Design 10 Matrix Reasoning 16 Low Cultural ##


Digit Span 12 Visual Puzzles 9 Average: 11.8
Low

Letter-Number Sequencing 11
Symbol Search 10 Figure Weights 16 Standard Score: 109
Coding 15 Cancellation 7 ##
##

High Linguistic Moderate Linguistic Low Linguistic ##


Average: 12.2 Average: 12.6 Average: 11.6 ##
Standard Score: 111 Standard Score: 113 Standard Score: 108 ##
##

Adapted from Dawn Flanagan, Samuel Ortiz, and Vincent Alfonso's Essentials of Cross-Battery Assessment (Wiley, 2007) Append D.
DUMONT/WILLIS WISC-IV Computer Template

WAIS-IV Subtests Order of Administration

19

18

17

16

15

14

13

12

11

10

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