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Interpretive report for WISC IV - Priya Chawla
Introduction
Intelligence is the aggregate or global capacity of the individual to act purposefully, to
think rationally and to deal effectively with his environment (David Wechsler, 1939). Around
the late 1930s, the effect of David Wechsler began on the intelligence psychometric testing. In
1939, the Wechsler-Bellevue Intelligence Scale was created. In 1946, Form II of the Wechsler-
Bellevue was developed. Three years later, the WISC (Wechsler, 1949) was published as a
revision. WISC III was published in 1991. In this paper, we will be focusing on WISC 4, which
was published in 2003.
Key Features
The WISC-IV was changed in terms of the format and the subtests as compared to the
WISC III. WISC III had 6 Verbal subtests and 7 Performance subtests. It yielded a verbal IQ,
Performance IQ and a Full-Scale IQ. However, the WISC IV was revised in order to consist of
15 subtests. These 15 subtests are divided into four subscales that yield individually, four
indexes. In addition to these four indexes, it also calculates a Full- Scale IQ. The four indexes
are Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory
Index (WMI) and Processing Speed Index (PSI).
The age range for WISC IV is 6-16 years old children. The lower and higher end of the
age ranges clash with the age ranges for Wechsler Pre-School & Primary Scale of Intelligence
(WPPSI) and Wechsler Adult Intelligence Scale (WAIS). However, to choose which test is
appropriate, the ceiling effect must be observed. The norm sample of WISC IVincludes 2200
children, whose ages range from 6 years 0 months to 16 years 11 months. There were 200
children for each of the 11 age groups. The sample was stratified according to age, sex, parent
education level, region, race and ethnicity. The split half reliability of WISC IV ranges from
0.70 to 0.90. The test retest reliability was calculated with 243 children with the period of 32
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SNDT University, Churchgate
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Interpretive report for WISC IV - Priya Chawla
days. It ranges from 0.72- 0.93. the internal consistencies of the four indexes are, VCI- 0.94,
PRI- 0.92, WMI - 0.92, PSI- 0.88 and FSIQ- 0.97.
WISC IV has 15 subtests. 10 subtests out of the 15 subtests form the core battery
subtests. Whereas, the other 5 subtests are called supplementary battery subtests. The resulting
four indexes and the Full-Scale IQ correspond to the factors derived from factor analytic
studies. All the five scores are set to have a mean of 100 and a standard deviation of 15.
Verbal Comprehension Index (VCI) is a measure of an individual’s ability to
understand, learn and retain verbal information. It also studies their use of language to solve
novel problems. It has 5 subtests. They are, Similarities, Vocabulary, Comprehension,
Information and Word Reasoning. Perceptual Reasoning Index (PRI) is a measure of an
individual’s ability to understand visual information and to solve abstract visual problems. It
includes four subtests. They are Block Design, Picture concepts, Matrix Reasoning and Picture
Completion. Working Memory Index (WMI) is a measure of an individual’s ability to hold
verbal information in short-term memory and to manipulate that information. The four subtests
that come under it are Digit span, Letter number sequencing and Arithmetic. Processing Speed
Index (PSI) measures the mental speed, though the score may also be affected by other
cognitive factors, such as attention, as well as ability to use a pen/pencil. It consists of three
subtests, which are, Coding, Symbol Search and Cancellation. The supplementary battery
subtests out of the above-mentioned subtests are Picture Completion, Cancellation,
Information, Arithmetic, and Word Reasoning.
Object Assembly, Picture Arrangement and Mazes have been excluded from WISC 4.
Object Assembly and Picture Arrangement were highly associated with and depended on bonus
points for quick and perfect performance. They were eliminated to reduce emphasis on
response time. Mazes had a weak reliability and validity. (Kaufman, 1994). Information and
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SNDT University, Churchgate
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Interpretive report for WISC IV - Priya Chawla
Arithmetic were moved to Supplementary Battery Subtests, as they had low emphasis on
school achievement. The inclusion of the five new subtests (Word Reasoning, Matrix
Reasoning, Picture Concept, Letter Number Sequencing and Cancellation) emphasises on fluid
reasoning. The decreased emphasis on time has led to fewer time bonuses and improved the
reliability, validity, floor and ceiling effect of the subtests.
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SNDT University, Churchgate
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Interpretive report for WISC IV - Priya Chawla
EXAMINEE: Priya Chawla REPORT DATE: 22/09/2019
AGE: 9 years 8 months GRADE: 4
DATE OF BIRTH: 29/01/2010 GENDER: Female
Tests Administered: WISC–IV Administration Date: 21/09/2019
Age at Testing: 9 years 8 months
SCORES SUMMARY
WISC–IV COMPOSITE SCORE
Verbal Comprehension Index (VCI) 87
Perceptual Reasoning Index (PRI) 121
Working Memory Index (WMI) 117
Processing Speed Index (PSI) 112
Full Scale IQ (FSIQ) 112
Scale Sum of Composite Percentile 95% Qualitative
Scaled Score Rank Confidence Description
Scores Interval
Verbal 23 87 19 81-95 Low
Comprehension Average
(VCI)
Perceptual 40 121 92 112-127 Superior
Reasoning (PRI)
Working 26 117 87 108-123 High
Memory (WMI) Average
Processing 24 112 79 102-120 High
Speed (PSI) Average
Full Scale 115 112 79 107-117 High
(FSIQ) Average
Reason for Referral: Priya was brought by her mother to the counselling centre for testing
after she noticed she is experiencing academic and behavioural difficulties.
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Interpretive report for WISC IV - Priya Chawla
Presenting complaint:
1. Does not respond to when she is being called.
2. Only after repeatedly being asked the same thing by her parents and teachers, does she
answer.
3. Poor language skills and academic performance in English, Hindi and Marathi.
4. Difficulty in verbally expressing herself.
Home
Priya is 9 years old and currently lives with her mother, father and grandmother. She had one
sibling. Her sibling’s name was Piyush Chawla. The age gap between them was of 3 years. He
passed away when he was 5 years old, due to pneumonia. Priya was 8 years old at that time. It
created a lot of stress in Priya’s family. Priya comes from a highly educated family. Her mother
and father both attended graduate school.
Language
Priya speaks Hindi, English and Punjabi. She has been exposed to all three languages since
birth. At home, Hindi and Punjabi are spoken majorly. It was observed that Priya’s speech was
restricted in nature and she spoke only after a lot of reassurances.
Development
According to Priya’s mother, she had a normal delivery at full term. She reached the following
milestones within the expected age ranges: sitting alone, crawling, standing alone, walking
alone, speaking first words, speaking short sentences, using toilet when awake and staying dry
at night.
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SNDT University, Churchgate
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Interpretive report for WISC IV - Priya Chawla
Sensory/Motor Status
According to her mother, Priya has completed a complete visual and auditory examination. Her
visual and hearing screening revealed that she has a normal visual and auditory acuity.
Medical/Psychiatric/Neurological Status
Priya has no major medical/psychiatric concerns. Her mother reports that she has no sign of
neurological concerns in the past or currently.
Medication/Substance Abuse
According to Priya’s mother, she has taken medication in the past for a fever, cold and stomach
related issues. Priya has no history of substance abuse. It was observed that she did not appear
under the influence of any medication or substance during testing.
Educational HistoryPriya’s mother reported that she has attended pre-kindergarten and Pre-
school. She has been a student in the same school till now. She has showed extraordinary
performance right since the start. She has been placed as the head school of the primary school
in the 1st grade. Regarding school attendance, she has been and currently is maintaining good
attendance. As for her conduct in school, she has been extremely well-behaved in school. The
teacher has observed a downward shift in her involvement in the class, academically and in
extra-curricular activities. She refuses to go to school on Saturdays as they have a club session
in school on Saturdays from 12.30 PM to 2.30 PM.
Regarding academic performance, at this time she is experiencing many academic difficulties.
This is extremely contrasting to her previous record, according to her schoolteachers. The
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Interpretive report for WISC IV - Priya Chawla
recent standard examinations show that her poor performance was mainly observed in English-
Language and Literature, Hindi and Marathi papers. Her essays in these languages are half
written. Aurals conducted as a part of her examinations, also showed the same trend. Subjects
that are more objective in nature like Social Studies, Science and Mathematics, show an
average performance.
Behavioural Observations
Priya was assisted by her parents for the assessment. They arrived on time. She appeared a little
restricted and distant at first. Eye contact was missing and poor. She showed a low energy
level. Tiny things like stationary, paper weight or glasses kept on the table caught her attention
and thus she was a little distracted. These factors may have mildly impacted her ability to show
her optimal performance. Gradually, as the assessment began and moved forward, a shift was
observed. She became a little more alert and oriented, and appeared to put her best effort into
the testing process. However, she exhibited notable difficulties with expressive language
during testing. In particular, occasional difficulties were seen in the areas of word finding,
vocabulary, syntax, and pragmatics. Her expressive language difficulties may have had a
moderate effect on her performance on tasks requiring oral responses.
Interpretation of WISC–IV Results
Priya was administered fifteen subtests of the Wechsler Intelligence Scale for Children
– Fourth Edition (WISC-IV) from which her composite scores are derived. The Full-Scale IQ
(FSIQ) is derived from a combination of ten subtest scores and is considered the most
representative estimate of global intellectual functioning. Those 10 subtests include,
Similarities, Vocabulary, Comprehension, Block Design, Picture Concepts, Matrix Reasoning,
Digit Span, Letter-Number Sequencing, Coding and Symbol Search. Priya's general cognitive
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SNDT University, Churchgate
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Interpretive report for WISC IV - Priya Chawla
ability is within the High Average range of intellectual functioning, as measured by the FSIQ.
Her overall thinking and reasoning abilities exceed those of approximately 79% of children her
age (FSIQ = 115; 95% confidence interval =107-117).
The Verbal Comprehension Index (VCI) measured Priya’s ability to access and apply
acquired word knowledge. Specifically, this score reflects her ability to verbalize meaningful
concepts, think about verbal information, and express herself using words. Priya’s verbal
reasoning abilities as measured by the Verbal Comprehension Index are in the Below Average
range and above those of approximately 19% of her peers (VCI = 87; 95% confidence interval
=81-95). The Verbal Comprehension Index is designed to measure verbal reasoning and
concept formation. Priya’s performance on the subtests that contribute to the VCI are all in the
below average range. As her mother reported, she was not having issues until the 2nd grade.
Her scores in the relevant language papers were satisfactory. The performance was seen falling
gradually since the 3rd grade. Low scores in this area may occur for a number of reasons
including poorly developed word knowledge, difficulty retrieving acquired information,
problems with verbal expression, or general difficulties with reasoning and problem solving.
But as her performance in these areas was satisfactory before, it points to a recently developed
problem relating to poor expressions and lack of being responsive.
The child is required to answer the orally presented questions. This enables the assessor
to assess common-sense reasoning, reasoning out or retrieving word associations. It also tests
the ability to describe the nature or meaning of words. With regard to individual subtests within
the VCI, Similarities (SI) required Priya to describe similarities between words with common
characteristics and Vocabulary (VC) required her to name pictures and define words aloud. She
performed comparably across both the subtests. It suggests that her abstract reasoning skills
and word knowledge are similarly developed. (SI = 9; VC = 7). Thus, she was seen to have the
general knowledge of words, depicted by her scores in Similarities (Scaled Score = 9)
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SNDT University, Churchgate
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Interpretive report for WISC IV - Priya Chawla
compared to the other subtests. Comprehension (Scaled Score = 7) points to the lack of verbal
expression. The difficulty to open and clearly state her responses was observed during test
administration. Thus, Priya's performance on subtests within the VCI was much lower than
most children her age and was an area of personal weakness compared to her overall ability.
To have a better understanding of the entire Verbal Comprehension index, the other subtests
were analysed in detail too. She achieved a scaled score of on Information and on
Comprehension. Her performance is comparably weak to other children of her age. As
mentioned previously, she did exhibit general knowledge but lacked in answering in terms of
being able to acquire and retrieve knowledge. Her scaled score of 7 on Comprehension is weak
than children compared to her age. This suggests weak ability to verbalize meaningful
concepts. Word Reasoning (9) has comparable performance with other subtests of the verbal
Comprehension Index. The test results along with the information gathered from her parents
explain that the extremely low verbal skills are consistent with her exhibited difficulties with
expressive language and verbalisation.
Priya's nonverbal reasoning abilities as measured by the Perceptual Reasoning Index
are in the Superior range and above those of approximately 92% of her peers (PRI =120; 95%
confidence interval =112-127). The Perceptual Reasoning Index is designed to measure
nonverbal concept formation, visual perception and organization, simultaneous processing,
visual-motor coordination, learning, and the ability to separate figure and ground in visual
stimuli. The high scores in Block Design (Scaled Score = 15) AND Picture Concept (Scaled
Score = 13) show
Priya’s excellent skills in parallel and simultaneous processing of information. She
masters the ability to maintain consistent focus and attention, which was also observed during
the administration of these subtests. She is able to follow a sequence in solving problems and
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SNDT University, Churchgate
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Interpretive report for WISC IV - Priya Chawla
interpret visual or three-dimensional representations of concepts. Her interest in drawing and
craft also resonates with the high artistic ability interpreted by the Perceptual Reasoning Index.
Priya's working memory abilities as measured by the Working Memory Index are in
the Above Average range and is above those of 87% of her peers (WMI = 117; 95% confidence
interval =108-123). Priya performed significantly higher on the Letter-Number Sequencing
subtest (Scaled Score = 15) than on the Digit Span (Scaled Score = 11). Both of these tasks
require attention, concentration, and mental control. Priya achieved a scaled score of (11)on
the supplemental subtest of Arithmetic.
Priya's speed of processing abilities as measured by the Processing Speed Index are in
the Above Average range and above those of approximately 79% of her peers (PSI = 112; 95%
confidence interval =102-120). Processing speed is an indication of the rapidity with which
Priya can mentally process simple or routine information without making errors. The subtests
that measure PSI have the following scaled scores, Coding =11, Symbol Search = 13 and
(Cancellation) = (12). The average performance as compared to below average performance in
Verbal Comprehension index shows that the problem does not lie in visual or processing of
stimuli.
Strengths and Weaknesses (difficulties faced by the child):
Priya’s strengths lie in the Perceptual Reasoning Index. She performed better than 92%
of children of her age. She excels at nonverbal concept formation, visual perception and
organization. The simultaneous processing and visual-motor coordination enable her to act
with speed. However, conveying this is difficult for her. Priya exhibited the lowest scores on
the Verbal Comprehension index. She performed better than only 23% of children her age. The
lack of verbal expression and responsiveness are explained by the test scores that calculate the
Verbal Comprehension Index. Her lack of participating in conversations, understanding the
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SNDT University, Churchgate
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Interpretive report for WISC IV - Priya Chawla
directions, following classroom discussion, and explaining her ideas were reported by her
parents, schoolteachers and was also observed during the test administrations. She experiences
difficulty with understanding oral language or verbal expression and struggles to find the words
to communicate what she wants to. Usually children who score low on this index have
problems in conveying basic knowledge about their world even though they have adequate
memory to recall what they have learned. Thus, in the same way, as reported by the informant,
Priya faces those difficulties. She faces the difficulty in expressing herself with words.
Recommendations:
Priya's overall performance on the VCI was weak and below average compared to other
children her age. Verbal skills were also comparatively weaker to her other areas of cognitive
functioning, which were tested by other subtests and Indexes. The weak verbal skills also
portray themselves in weak comprehension skills that might lead to weakening of the self-
esteem in classrooms. Classroom activities often involve listening comprehension, verbal
reasoning, and oral communication. Therefore, it is imperative that interventions are provided
in this area. Recommendations are provided for School, At home and to Build social skills.
Adults should encourage Priya to dwell into reading activities. In this way, they can ask
her questions that will lead into critical thinking. It will encourage concrete and critical thinking
along with capitalising on interest and comprehension reading. She can be shown various
objects and can be askes to name them and form a sentence on them after naming it. This will
develop her vocabulary. When the activities are presented as games and followed by a reward,
it will lead them into strengthening the interest with which Priya would take part in them.
The environment should be supportive and positive, which would not make Priya
question herself. This supportive will ensure increasing her self-esteem as well. For example,
adults can ask open-ended questions and allow her sufficient time to respond, without
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SNDT University, Churchgate
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Interpretive report for WISC IV - Priya Chawla
interruption. Allowing her to take her time will give her a sense of calm and would not make
her feel anxious or panicked. Family members can also encourage Priya to engage in supervised
age-appropriate conversation in the community. For example, she can be encouraged to order
her own food at a restaurant or ask a store clerk questions. But is recommended that these steps
are introduced at a later stage. If introduced at an earlier stage, it might push Priya back into
her shell and will make it more difficult for her. Positive appreciation and feedback will
strengthen such behaviour.
At school, Priya should be encouraged to question concepts taught in class. It will again
lead to developing her critical thinking skills. Phrasing and wording her thoughts are introduced
and develop gradually, side by side. Her school counsellor should maintain regular contact with
Priya and also with her parents and schoolteachers. This will ensure that the interventions are
being applied appropriately. Homework should reflect concepts learned in class and should
include information to parents that indicate how tasks should be completed. Her schoolteachers
should provide positive reinforcement throughout the day at intervals. This will help Priya to
realise and try to continue the appreciated behaviour in future.
Efforts to strengthen her speech and language can be capitalised on. Techniques like
building on schema with popular concepts must be encouraged. The parents can read sentences
to Priya and ask her to repeat them. She could be given an incomplete sentence and can be
asked to finish it. ‘Word A Day’ concept can be introduced, and a list of the words can be
made. She can be read sentences to, and then asked to identify the type of sentence. Building
social skills is extremely important. The social skills will also gradually develop alongside
improving Priya’s self-esteem. The family should encourage Priya to talk about her day. They
can encourage her and build her confidence by initiating story telling themselves first. Children
usually learn things by observing their elders. They model their behaviour looking at their
caregivers. As the onset of Priya’s difficulties in expressing have been observed after her
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SNDT University, Churchgate
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Interpretive report for WISC IV - Priya Chawla
brother passed away, she should be encouraged to speak about it. Seeing a therapist is also
recommended for Priya. Resolving her emotional distress and disturbances can help to solve
her lack of expression as well.
Summary:
Priya has an overall average performance with her Full-Scale IQ being 115,
corresponding to 112. She has done better than 79% of children at her age. Verbal skills set is
the weakest compared to all the other subtest indexes which required her to process and
evaluate visual information and use logic to solve problems. Priya’s verbal reasoning abilities
as measured by the Verbal Comprehension Index is in the Below Average range and above
those of approximately 19% of her peers (VCI = 87; 95% confidence interval =81-95). The
Perceptual Reasoning Index are in the Superior range and above those of approximately 92%
of her peers (PRI =120; 95% confidence interval =112-127). Priya’s working memory depicted
by Working Memory Index is in the Above Average range and is above those of 87% of her
peers (WMI = 117; 95% confidence interval =108-123). Processing Speed Index is in the
Above Average range and above those of approximately 79% of her peers (PSI = 112; 95%
confidence interval =102-120). Thus, her strengths lie in tasks that require her to mentally
manipulate information and work quickly and efficiently.
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Interpretive report for WISC IV - Priya Chawla
Tables for Subtests:
Verbal Comprehension Subtest Scores Summary
Subtests Raw Score Scaled Score
Similarities 15 9
Vocabulary 22 9
Comprehension 12 7
(Information) (14) (7)
(Word Reasoning) (11) (9)
25
Perceptual Reasoning Subtest Scores Summary
Subtests Raw Score Scaled Score
Block Design 43 15
Picture Concepts 19 13
Matrix Reasoning 22 12
(Picture Completion) 26 14
40
Working Memory Subtest Scores Summary
Subtests Raw Score Scaled Score
Letter-Number Sequencing 22 15
Digit Span 21 11
(Arithmetic) (22) (11)
26
Processing Speed Subtest Scores Summary
Subtests Raw Score Scaled Score
Coding 42 11
Symbol Search 24 13
(Cancellation) (68) (12)
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SNDT University, Churchgate
