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Adult Psychological Evaluation

WAIS IV Correction and Interpretation
Guide
Ps. Monica Osorio Vargas
YO. WAIS IV
Correction
1° We calculate the raw scores for each subtest

4. Reasoning Matrices
EI Start 1 Reverse Sequence
J If the examinee obtains 0 points on Items 4 or 5, administer the previous
AIh
/ Punctuation
We add up the scores
16 to 90 years:
example items A
items in Reverse Sequence until perfect scores are obtained on two
consecutive items.
— Suspension
3 consecutive scores of
Award 0 or 1 point.
The correct answers are
obtained according to the
T
and B, then Item 4 0 points. in color.
item I Answer Score E Item Answer Score
correct answers, without

0
EA. 1 2 3 4 5n 13. 2 3 4

©
1

or
forget to deliver the
EB. 1
1. 1
2
2 3 4 5E O 14.
1
1
2

(2 3
© 4
4
5 0©

O
item score
3 4 5 0 15. 5 0 prior to the starting point
2. 1 2 3 4 5 0© 16. © 2 3 4 5 0©
3. 1 2
3 4 5 0O 17.
1 2 3 EI 5 0©
Ez) 4. 1 2 3 4 © 0© 18. 1 2 3 4
O or ©

H
I
E

T
5. 1 2
© 4 5 0 O 19
1 4 5 0©
6.
7.
1
1
2
2
3 © 5 0© 20. 1
1
2 3
4
EI 5
5
0
0
1
1
3 ( 5 00 21. 2 O

O
8. 1 2 1 2 3 4
Or50 0 0 ©

r
or
3 4 22.
2 3 4 23. 1 2 3 4 5 0 1
9.Q
10. 0 2 3 4 5 00 24. 1 2 3 4 5 0 1
11. 1 3 4 5 0© 25. 1 2 3 4 5 0 1
©
12. 1 2
3 4 O0O 26.
1 2 3 4 5 no 1
Reasoning Matrices II Total Gross Score
| 29 |

WAISS-IV Registration Protocol (Maximum = 26)

Conversion of Raw Scores to Equivalent Scores

2° We transfer all raw
scores to the recording
protocol: “Conversion
of Raw Scores to
Equivalent Scores”
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3° We transform the raw scores into equivalent scores

4° We add the equivalent scores for each index

Conversion of Raw Scores to Equivalent Scores
It is important to remember that we should not add
•
the
Construction 5 11 11
with Cubes 1 ^^1 scores found in parentheses.
Analogies 21 9 9
Digit Retention 2 3
10 ••
Arrays of

Reasoning

Vocabulan 1 28 |
.

L19_
y 11
9
11
9 •
Then, we transfer the scores to the table below
“Conversion of Equivalent Scores to Scores
Compounds""
Arithmetic ü|
10 10
Search of
■ 12 12

■■
L34 symbols
Puzzle H.C. Converting Equivalent Scores to Composite Scores
Visuals L—-
12 12
Information 10

■ ■
9 9
Keys [ 66 i 10 10
Sequencing 0
Letters • Numbers' 19-

| 16)
■ ■■ <12
(11 <
11)
(13
' Yo

■
Balances' I1

>
Comprehension | 18j (8) <8 ) ( 1

Cancellation* [ 40 1 (10 (10 ()

■ 9 i8i <8 > ()

Sum of Equivalent Scores
27 34 20 22 103
Comp. Reason. Working Go Total
*16 - 69 years only Verbal Percep. Memory away Scale
P
rocesse
Scale Sum of Composite Score Percent! 1 Confidence
Equivalent interval
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3° We transform the raw scores into equivalent scores
ET7
Scores

Verbal Comprehension ICV Q

Perceptual Reasoning IRP r

11
Work memory

Processing speed
IMT Q

IVP
11
5° We Calculate Composite ScoresTotal Scale CIT 1

Converting Equivalent Scores to Composite Scores

To transform the Sum of Equivalent
Confidence
Sum of
Equivalent Composite
interval Scores to Composite Scores, and thus
Scale Scores Score Percentile
obtain the ICV, IRP, IMT, IVP and CIT
Verbal Comprehension ICV 96 [^~l [9040^ indices, tables A2, A3, A4, A5 and A6 are
used respectively.
Perceptual Reasoning
108 71 [97417
Work memory It is important to remember that the CIT
IM T
101 92-110 is not the sum or average of the index
Processing speed
IVP
107 68 ¡95-117 scores but is obtained from the Total
Total Scale Scale score (sum of PE of 10 subtests).
CIT
102 56 95-109

6° We draw the profiles of equivalent and composite scores

Composite Scores Profile
CI
96 108 101 107 T
102
Equivalent Scores Profile 160
Comprehension I Reasoning I Memory I Speed of 1
155
Verbal Perceptual Work Processing!
150
An Voc In Com CC MR RV Bal Fl RD Ari SLN BS Cía Can 145

9 | 9 j 9 |8 11111 15 12 9 10 | 1011 12140 1 10 140

135
130
125
120
15
110
105
100-
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3° We transform the raw scores into equivalent scores

Converting Equivalent Scores to Composite Scores
1°. We transfer the Composite Scores from the previous
Sum of Confidence page to the corresponding columns in
Equivalent Interval to
Composite Score
Props*
TSI Comparison of Differences" (Score 1 and Score 2)
Scale Percentile

Verbal Comprehension 27 1
Perceptual Reasoning | 34 | Comparison of Differences

Working Memory | 20 ] Difference

Significant I Base
Processing speed | 22 | Comparison runtage 1 runtage
Are
Total Scale 103 ICV-IRP ICV 96 IRP | 108
Are
ICV-IMT iCV 96 IMT 101

ICV | 96 IVP 1 07 Are

ICV-IVP
ARE
IRP-IMT IRP 108 IMT 101
2° Calculate the ARE
IRP-IVP IRP 108 IVP 107
differences, subtracting
ARE
Score 2 from Score 1, and IMT-IVP IMT 101 IVP 107
note whether the value
of the result is positive or
negative.

8° We evaluate the significance of the difference between index

scores Critical Value
Comparison of Differences_____________\ 1
Comparison Score 1 1Score 2 1 Difference 1
1 Significant
difference Base Rate
In addition to working with table B.2,
from the Total Sample, you can work
ICV-IRP ICV 96 - IRP 108 = -12 11 or N 17,8 with tables B.2 according to the CIT
to find the base rate. This allows us
ICV-IMT ICV 96 - IM T 101 -5 10,2 Are to distinguish the percentage of
subjects with the same CIT that
ICV-IVP ICV 96 -IVP 107 -11 13,2 Are
presented this difference. In this
example, the base rate per CIT is
IRP - IMT IRP 108 - IM T 101 = 7
12,3
Are
14.4, that is, the percentage of
IRP-IVP IRP 108 -IVP 107 1 15 Are subjects who presented said
107 14,3 difference in the total sample is
IMT-IVP IM T 101 -IVP Are
=6 =_ lower.

1° To know if this difference is

2° If the
statistically significant or not, we 3° When the difference is significant, we look for the base rate in table
absolute value
look for the critical value with B.2 (Total Sample), that is, the percentage of subjects who presented
of the difference
which to compare it, for this we said level of difference in the normative sample (this reflects how
(without the
use table B1 selecting a 95% frequent or not it is to present said difference). In the left column we
sign) is equal to
confidence level according to the locate the score difference (in the example -12) and in the
or greater than
corresponding age group corresponding column (in this case ICV-IRP) we find the base rate,
the critical depending on whether the difference is positive or negative (in this
value: the case it is negative, that's why the rate is 17.8)
difference is
significant
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3° We transform the raw scores into equivalent scores
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9° We determine the basis of comparison for the analysis of strengths and weaknesses
When there is a significant difference between ICV and IRP, (in the Comparison of Differences table), separate Verbal
Comprehension and Perceptual Reasoning means are used to determine strengths and weaknesses in the subtests.

10° We determine the basis of comparison for the analysis of Strengths and Weaknesses
10 Central 3 Verbal 3 Perceptual
Scores Comprehension! Reasoning
We transfer the Equivalent Score values of each subtest and the value of the calculated
mean to the Equivalent Score Mean column. It is important to be careful to enter the
appropriate mean for each subtest according to CV and RP.

Half of Strengths
1 Next, we calculate the difference
j Subtest 1 Equivalent
Score
Equivalent
Scores
and
weaknesses
and indicate whether the difference
Construction with
Cubes 11 11,3 is positive or negative.
Analogies 9 9
I retention igitos 10
Reasoning
Matrices 11 11,3

Vocabulary 9 9 The Working Memory and

Arithmetic 10
Processing Speed subtests can
Symbol Search 12 only be compared with
respect to the General
Visual Puzzles 12 11,3 Average of the 10 central
Information 9 9 subtests.
Keys 10
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11° We carry out the analysis of Strengths and Weaknesses

Difference Worth
Strengths
Score
Half of
Scores
of the Critical
and
Rate In table B.5 we look for the critical value, which
Subtest Equivalent Equivalents Half weaknesses Base corresponds to the minimum differences in scores for
Construction with
Cubes
11- 11,3 - -0,3 3,6 F or d the difference to be statistically significant.
0 F or d
=1 3,3 It is important to consider that the table is
Analogies

Digit Retention
9L 1-
10
J-
9
=
F or d
divided into two sections:
- Top: shows the critical values for the overall average
Arrays of
Reasoning 11 ■ 11,3 = -0,3 2,6 F or d
of 10 subtests
9 =0 T7 ei
Vocabulary

Arithmetic
g10 -- =
2,3
F or d
- Bottom: shows the critical values for the means of
three subtests: CV and RP
F or d
= It is also important to remember to use the level of
Symbol Search
1 12 | - F or d
significance of 0.05
1 12 1 '
11,3 2,9
Visual Puzzles
- °-7

Information
9* 9 - 0 2,1 F or d

F or d
Keys 1 io 1 ' =1 1

As in the previous analysis, if the absolute value of the difference

obtained is equal to or greater than the critical value of the Critical • If the difference is significant and positive: it is a
Strength
Value column, then the difference is statistically significant, and only
• If the difference is significant and negative: it is
in this case, we look at the sign:
a Weakness
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11. WAIS IV Interpretation 1st Report and description of general results:

• Present and interpret composite scores according to skills and ranges
• Integrate information from each subtest according to skills and ranges
• All are reported associated with the percentile and confidence interval.

2nd Report and description of specific results

•Report and interpret discrepancies between indices
- Only when there are significant differences, specifying the size of the distance and the base
rate
- Always verify with other instruments or clinical evaluation
- If there are no significant differences: “Harmonic performance profile”
•Report and interpret Strengths and Weaknesses
- Report if there are F and/or D and associate or explain them from background, reason for
consultation, etc.
•Information is delivered based on skills and not subtests

Qualitative description of WAIS IV composite scores

IC Classification

130 and more Very superior

120-129 Superior
110-119 About average
90-109 Average

80-89 below average

70-79 Bordering
69 and under Very low

Qualitative description of WAIS IV subtest scores

PE Classification
14-19 About average
7-13 Average performance
1-6 below average

Skills Assessed: Composite Scores

• CIT: general intellectual performance, global cognitive functioning
• ICV: Concept formation, verbal reasoning and knowledge acquired in the environment
• IRP: Measure of fluid reasoning, spatial information processing and visual-motor integration
• IMT: Ability to receive a quantity of information, hold it in the MCP and operate with it until a pre-
established objective is reached
• IVP: Ability to respond quickly and well in tasks of scanning, sequencing or discriminating simple visual
information; automation of information, attention and visual-motor coordination
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Skills assessed: subtests

1. Construction with cubes: Ability to analyze and synthesize stimuli

2. Analogies: reasoning ability and verbal concept formation
3. Digit Retention: Short-Term Information Encoding, Attention, Coding, and Auditory Processing
4. Reasoning matrices: fluid reasoning, spatial information processing and visual-motor integration
5. Vocabulary: knowledge of words and formation of verbal concepts
6. Arithmetic: ability to receive a quantity of information, hold it in the MCP and operate with it until a
pre-established objective is reached
7. Symbol search: ability to scan, sequence or discriminate visual information tasks; automation of
information, attention and visual-motor coordination
8. Visual puzzles: fluid reasoning, spatial information processing and visual-motor integration
9. Information: ability to acquire, retain and retrieve general objective information
10. Keys: ability to automate information, attentional processes and visual-motor coordination

Verbal comprehension index

Analogies Vocabulary Information
Crystallized intelligence x x
Abstract reasoning x
Auditive comprehension x x x
Categorical thinking x
Associative thinking x
Verbal expression x x
long term memory x

Perceptual reasoning index

Cubes Reasoning
Visual puzzles
matrices
Reasoning and formation of non-verbal
x x
concepts
visual intelligence x x
fluid intelligence x x
Organization and visual perception x x
Simultaneous processing x x
Visual-motor coordination x
Learning x
Ability to separate figure-ground in visual
x
stimuli
Classification and spatial ability x
Knowledge of the part-whole relationship x
Analyze and synthesize abstract visual stimuli x
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Cancellation

Symbol search

SLN (s)
Arithmetic

Digit retention

Incomplete Figures (s)

Scales
Visual Puzzles

Reasoning Matrices
Construction with Cubes
eithe
r
Q
5
•

Working memory index

Digit retention Arithmetic
Work memory x x
Information transformation x
Mental manipulation Anxietyx x
x x x Passive reception
Visuospatial imagination x x

of stimuli
Attention x x x Cog
Short and long term memory
x
x x Sustained care x
x x x x

x Attentional span - flex

Numerical reasoning x x Capacity x
x
x x
Anxiety
Neg
x x
x x x x
x x
Processing speed index x x learning x x x
Di xtractysilide x
Symbol search Keys Exp
x
x x x x x x x x

Visual short-term memory x ADHD

x Xx x x Cognitive sim
Visual-motor coordination x flexibility
x Motivation Moti
Cognitive flexibility jo x x x x x

Visual discrimination Obsessive

x x x
Learning skill
Psychomotor speed x x attention
x to x x x x Pers
Speed of mental operations detail
x x
ADHD presence
Attention x x x x
Cog
Learning x x Visual problems xx
x
Negativism
visual exploration x x
colo
Motivation x Txabajo x garlic x xx
Sustained ax
Anx
x
x x
x pressure ention x x

x
x
3° Evaluate significant differences orxStrengths andxWeaknesses basedx onx the influencing
Txabajo lowfactors
x by subtest and
x x
Tim
index x
pressure
nto behavioral x x
Imp
x
Persistence
Verbal comprehension index
x Visual acuity Self
Consciousness and

x
Interest in reading

x
Dyslexia or ASD
other languages
Experience with

Richness of the

Impulsiveness
Contact other

x
Alert towards
opportunities

Sust
environment

environment

x
social norm
Intellectual
Negativism

atte
Cognitive
flexibility

curiosity

cultures

Planning
Cultural

x
I wo
Dllo.

pres
Analogies x x x
Vocabulary x x x x x
Information x x x x x
Comprehension(s) x x x x
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