Verbal Comprehension:
The Verbal Comprehension Index is a measure of verbal concept formation, verbal reasoning, and knowledge acquired from one’s environment.
Perceptual Reasoning:
Testing in this area establishes the ability level of the student, but more importantly provides insight into individual learning style.
I. Tests of Intellectual Functioning:
Wechsler scales have been around since 1949. There is currently a preschool edition (ages 2.6 through 7.3), a childhood edition (ages 6 to 16), and an adult edition (ages 16 to 89). Here at Lincoln Street School, the school psychologist administers the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). The WISC-IV is a standardized measure of cognitive functioning, providing an overall Full Scale Intelligence Quotient (IQ) as well as Index scores in the following areas:
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Verbal Comprehension: The Verbal Comprehension Index is a measure of verbal concept formation, verbal reasoning, and knowledge acquired from one’s environment.
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Perceptual Reasoning: |
The Perceptual Reasoning Index is a measure of perceptual reasoning, spatial processing, and visual-motor integration.
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Working Memory: |
The Working Memory Index is a measure of working memory abilities, or retaining and manipulating information in order to produce a result. This involves attention, concentration, mental control, and reasoning.
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Processing Speed: |
The Processing Speed Index provides a measure of the ability to quickly and correctly scan, sequence, or discriminate simple visual information. This composite also measures short-term visual memory, attention, and visual-motor coordination.
These standard scores have a mean of 100 and a standard deviation of 15. The following classifications are more specific to the WISC-IV:
| Standard Scores | Classification |
| 130 and above | Very Superior |
| 120-129 | Superior |
| 110-119 | High Average |
| 90-109 | Average |
| 80-89 | Low Average |
| 70-79 | Borderline |
| 69 and below | Extremely Low |
Cognitive Assessment System
An alternative to the WISC-IV is the Cognitive Assessment System. This test takes another approach to processing ability, and gives a Full Scale IQ that highly correlates with the WISC.
The Cognitive Assessment System (CAS) is a standardized measure of cognitive functioning yielding a Full Scale IQ, a Planning Scale, Simultaneous Scale, Attention Scale and Successive Scale. These scores are also reported as standard scores with a mean of 100 and a standard deviation of 15.
| Standard Scores | Classification |
| 130 and above | Very Superior |
| 120-129 | Superior |
| 110-119 | High Average |
| 90-109 | Average |
| 80-89 | Low Average |
| 70-79 | Below Average |
| 69 and below | Well Below Average |
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Planning Scale: |
The Planning Scale reflects the cognitive processes used in generating strategies, executing plans, and evaluating and modifying strategies and plans. Planning skills are used in the application of spelling and math rules and in the implementation of strategies.
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Simultaneous Scale: |
The Simultaneous Scale reflects the cognitive processes used in seeing part to whole relationships, working with spatial information, integrating words in to ideas, and understanding verbal relationships and concepts. Simultaneous processing is used in reading comprehension, in working with spatial tasks, and in the comprehension of mathematical word problems.
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Attention Scale: |
The Attention Scale reflects the cognitive processes used in directing concentration, focusing on important information, and sustaining effort. Attention skills are used in focusing on the relevant aspects of information, in resisting distractions, and in completing assignments.
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Successive Scale: |
The Successive Scale reflects the cognitive processes used in articulating separate sounds in a consecutive series, executing movements in order, the serial organization of spoken speech, and perception of stimuli in sequence. Successive processing is used to decode and pronounce words, to comprehend syntax structure, in following directions, and completing tasks involving sequential steps.
II. Memory Testing:
The Wide Range Assessment of Memory and Learning-Second Edition (WRAML-2) is an individually administered psychometric test used to evaluate a person’s ability to actively learn and memorize a variety of auditory and visual information.
III. Nonverbal Reasoning:
Comprehensive Test of Nonverbal Intelligence
The Comprehensive Test of Nonverbal Intelligence (CTONI) can be administered when a student has great difficulty expressing their knowledge orally. The examiner may provide directions orally or by pantomime. Information is presented in visual format and the student merely points to the answer. This is a measure of high order nonverbal ability that involves problem solving, reasoning, and abstract thinking.
The
Raven’s Standard Progressive Matrices is
a motor-free, test of nonverbal reasoning that is not timed.
The matrices are visual patterns with a part missing.
The child must determine which of six or eight possible pieces complete
the pattern. The test is made up of five sets of puzzles.
It measures the ability to perceive, and the ability to identify
relationships. The task requires
one to perceive the spatial orientation of visual information.
The Wisconsin Card Sorting Test assesses symbolic shifting, hypothesis testing, and problem-solving skills. It requires the student to shift cognitive strategies in response to changing environmental contingencies. The student is given a key set of cards and asked to match other cards to the key. The student is not told the matching criteria (color, form, number) and is not told when the criteria changes. Students who lack flexibility in problem solving have enormous difficulty with this task.