WISC-V Cognitive/Intellectual Functioning Analysis

Previous Cognitive Functioning

Previous Cognitive Functioning (only if there is previous testing in the files at the school, please check when you are at the school):

Summarize any prior cognitive data. Do this briefly (typically one paragraph, they were testing several times – then one paragraph per testing) and report the scores.  Make sure you report the name and credentials of the previous evaluation and the date of this evaluation.

The WISC-V is a highly structured measure of a child's performance on a variety of tasks, each of which is related to an important aspect of intellectual functioning.  It is important to note that neither the WISC-IV nor any intelligence test gives an absolute measure of a child's intelligence. Rather, this test gives us information about how Tyler Madison functions in comparison to other children (write individual instead of children for WAIS) his age.

Tyler Madison was administered the WISC-V, in which cognitive functioning is determined by four indices: Verbal Comprehension (VCI), Visual Spatial (VSI), Fluid Reasoning (FRI), Working Memory (WMI), and Processing Speed (PSI).  Based on the indices, a Full Scale IQ (FSIQ) is determined.  

Report the child’s index scores including standard score, percentile rank, and classification in this order (VCI, VSI, FRI, WMI, PSI, and FSIQ).  (Note any significant discrepancies in this opening paragraph.)  

The Verbal Comprehension Index (VCI) is a measure of general verbal skills. It is based on both formal and informal educational opportunities, and requires understanding words, drawing conceptual similarities, and knowledge of general principles and social situations. Then discuss the subtests

The Visual Spatial Index (VSI) is a measure of constructional abilities or the use of visual information to build a geometric design to match a model. It involves the ability to identify the spatial relationships and visual details of objects for the purpose of building a new design. The parts must be seen as elements of the whole design.  Then discuss the subtests

The Fluid Reasoning Index (FRI) uses visual information to identify a common theme or concept. The visual information does not directly provide a solution to the problem rather the relationship among visualspatial elements provides clues as to the single underlying concept that binds them all together.  Then discuss the subtests

The Working Memory Index (WMI) is a measure of working memory.  It assesses children's ability to memorize new information, hold it in short-term memory, concentrate, and manipulate that information to produce some result or reasoning processes.  It is important in higher-order thinking, learning, and achievement.  It can tap into concentration, planning ability, cognitive flexibility, and sequencing skills.  It is an important component of learning and achievement, and ability to self-monitor.   Then discuss the subtests

The Processing Speed Index (PSI) assesses skills focusing attention and quickly scanning, discriminating between, and sequentially ordering visual information.  It requires persistence and planning ability, but is sensitive to motivation, difficulty working under a time pressure, and motor coordination too. It is related to reading, mathematical, and memory skills as well.  Then discuss the subtests

*Subtests used to derive FSIQ 

*Subtests used to derive FSIQ

*Subtests used to derive FSIQ

*Subtests used to derive FSIQ

*Subtests used to derive FSIQ