Fullerton School District

Psychology Department
1472 W 2nd St., Fullerton, Ca 00000-0000

CONFIDENTIAL DIAGNOSTIC ASSESSMENT REPORT

______________________________________________________________________________
Name: Rachel Child
Date of birth: 06/05/2005
Grade in school: 4th Grade
Parent name: Michelle Adult
Date of evaluation: 11/07/2015
Date of report: 11/27/2015
Examiner: Wallace D. Fullerton: PPS graduate student
______________________________________________________________________________

PLEASE NOTE: The Summary section (page) of this report uses few technical terms. The
goal of the summary section is to highlight information and make clear any important points. The
purpose of this report is for graduate training in report writing, and therefore should not be
viewed as a professional referral source.

______________________________________________________________________________
This report is confidential. It should be kept in a locked file and made available only to those professional personnel
directly concerned with this student. This report must not be copied or duplicated.
_____________________________________________________________________________________________

Wallace Davis Fullerton

Reason for Referral

Rachel is the daughter of one of my mothers coworkers and because this individual is familiar
with our testing procedures she was happy to allow her child to be tested.
Testing Observations
Rachel was an extremely quite child with a limited attention span. Her responses were typically
short and simple. Rachel was highly distractible and would consistently be drawn to the
television set which was playing in the adjacent living room.
Cognitive Measures
Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V)
The Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) is an individually
administered, comprehensive tool for assessing the intelligence of children aged 6 years 0
months to 16 years 11 months (6:00-16:11). The WISC-V provides both subtest and composite
scores which represent intellectual functioning in specific cognitive domains (e.g., working
memory, verbal comprehension, etc.), and a composite score which represents general
intellectual ability (i.e., Full Scale IQ). Other process, subtest, and index scores are included for
further clinical utility.
The WISC-V is composed of 21 subtests. Thirteen subtests retained from the WISC-IV: Block
Design, Similarities, Matrix Reasoning, Digit Span, Coding, Vocabulary, Symbol Search,
Information, Picture Concepts, Letter-Number Sequencing, Cancellation, Comprehension, and
Arithmetic. Eight new subtests were also developed for inclusion in the WISC-V: Figure
Weights, Visual Puzzles, Picture Span, Naming Speed Literacy, Naming Speed Quantity, and
Immediate Symbol Translation.
The WISC-V provides two types of age-corrected subtest scores which differ in regard to their
mean and standard deviation, these scores are referred to as the scaled scores (M = 10, SD =3)
and standard scores (M = 100, SD = 15). The Composite and certain process scores utilize the
same metrics as scaled scores, but they are separate scores entirely. All subtests result in scaled
scores except for Naming Speed subtests and Symbol Translation subtests. The Naming Speed
and Symbol Translation subtests provide standard scores for interpretation; this is done for use in
identifying a pattern of strengths and weaknesses (PSW) for identification of learning
disabilities. Using the standard score metric allows for direct comparison to other test scores
which are frequently used in PSW analyses.
There are three groupings of subtests scores the primary, secondary, and complimentary levels.
The primary level is composed of 10 subtests and is the basis for comprehensive evaluation and
description of intellectual ability. The Primary subtests are further subdivided into 5 primary and
5 ancillary subgroupings. The 5 primary and 5 ancillary subtests can be combined in certain
ways to provide a Full Scale IQ (FSIQ) score (M=100, SD= 15). To obtain the FSIQ the 5
primary index scores are combined with 3 of the 5 ancillary index scores for a total of 7 scores
which result in the FSIQ. The secondary subtests are composed of 6 subtests which can be
administered to provide additional samples for a broader view of an individuals intellectual
functioning and can help in clinical decisions. The secondary subtests are also utilized when one
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of the FSIQ subtest scores is invalidated, or it is missing; in addition, any of the remaining
primary-ancillary index scores not utilized can be used to substitute for FSIQ derivation. The
complimentary group is comprised of 5 subtests which can be utilized to analyze further
cognitive abilities if deemed clinically relevant. Complimentary subtest scores cannot be
substituted for use in the FSIQ.
Full scale IQ and subtests
Verbal Comprehension
Index
Similarities
Vocabulary
Visual Spatial
Index
Block Design
Visual Puzzles
Fluid Reasoning
Index
Matrix Reasoning
Figure Weights
Working Memory
Index
Digit Span
Picture Span
Processing Speed
Index
Coding
Symbol Search
Full Scale IQ

Standard Score (Range)

108 (100-115)

Percentile Rank
70

11
12
89 (82-98)

23

6
10
88 (82-96)

21

5
11
85 (79-94)

16

8
7
98 (89-107)

45

12
7
95 (90-101)

37

Rachels FSIQ score is 95 which places Rachels score in the average range at the 37th
percentile. The range of 90 to 101 suggests that Rachels true IQ score lays somewhere between
these scores with approximately 95% certainty. Rachels Verbal Comprehension Score is 108
which places Rachels score in the average range of verbal comprehension ability at the 70th
percentile. The Verbal Comprehension Index score has a range of 100-115 which places Rachels
true verbal comprehension score within this range with 95% certainty. Rachels Visual Spatial
Index score was 89 which places Rachels score within the low average range at the 23
percentile. Rachels Visual Spatial Index score was found to have a range of 82-98 placing
Rachels true score within this range with 95% certainty. Rachels Fluid Reasoning Index score
was 88 which places Rachels score in the low average range for Fluid Reasoning at the 21st
percentile. Rachels Fluid Reasoning Index score range was 82-96 which places Rachels true
score within this range with 95% certainty. Rachels Working Memory Index score was 85
placing her in the low average range at the 16th percentile. Rachels Working Memory Index
score range fell between 79-94 placing Rachels true score within this range with 95% certainty.
Wallace Davis Fullerton

Rachels Processing Speed Index score was 98 which places Rachels score in the average range
at the 45th percentile. Rachels Processing Speed Index score range was found to be 89-107
which places Rachels true score within this range with 95% certainty. Rachels Full Scale IQ
score was 95 which places Rachels scores in the average range placing Rachel in the 37th
percentile. Rachels Full Scale IQ range was found to be 90-101 which places Rachels true score
within this range with 95% certainty.
SUMMARY and Recommendations
Rachel is a 10 year, 5 month old girl who is attending Fullerton Elementary school. The test
which Rachel took gave us her scores for different mental abilities. The overall Full Scale IQ
score is the combination of all of the different mental abilities Rachel was tested on. The Full
Scale IQ score is compared to other children from English speaking U.S. Public Educated
students of her age. When compared to these children, Rachels mental ability falls within the
average range.
Rachel had average ability in:

Verbal Comprehension Ability

Processing Speed

Rachel had low average ability in:

Visual Spatial
Fluid Reasoning
Working Memory

Rachel shows no serious deficit in any category and thus there is no indication that Rachel would
benefit from special education services.
The family or school may choose to use some or all of the above mentioned components
for a plan to help _____ succeed in school. The choice to use a strategy or intervention is a team
decision. The strategies listed in this report are not required unless the school chooses to use
them. I enjoyed the opportunity to work with ______. If I can be of any further assistance, please
contact me at (000) 000-0000 or via email at email@gmail.com
____________________________
PPS Graduate Student

Wallace Davis Fullerton