Wais-R Test Report

Client Name: Gustav Hofmann

D.O.B: 12/25/1984
Gender: M
Test Administered: WAIS-R, Form A
Date of Test Administration: 10/14/2014
Testing Time: 1h, 45minutes, uninterrupted
Test Administrator: [Removed for privacy]
FS IQ: 134
V IQ: 140
P IQ: 121
Referral:
[removed for privacy] he admitted to having a slight curiosity related to his potential results. He
reports having been diagnosed with ADHD at the age of five, and had taken medication until the age of
eighteen when he felt it was no longer necessary, and began to doubt the diagnosis. Given the history of
taking psychoactive medications, he expressed worries that the medications might have hindered his
cognitive growth.
History and Background:
Mr. Hofmann is a single, twenty-nine year old, white male of mixed European descent with no
children. He is attending [removed for privacy] University, majoring in Recreation and Business. He has
worked as a camp counselor, climbing tour guide, and instructor for outdoor activities including ropes
courses, safety classes, and wilderness survival courses. He is not completely financially independent
with these sources of income and receives assistance from his parents, but hopes to become independent
upon completion of his degrees.
Mr. Hofmann reports having a normal, unremarkable childhood. His parents are still married and
living outside [removed for privacy]. His father is a metallurgical engineer with a masters in business
management and has worked for the same company for over thirty years. His mother was an art student
at the same university where the parents met, and dropped out to join the workforce, get married and have
children. Gustav has a younger brother who works as a sous chef in [removed for privacy] with no wife
or children. His educational career is distinguished with awards and accolades, but he took several years
off between high school and university to pursue his recreational interests.
Test Interpretation:
Behavioral Observations:
Mr. Hofmann was relaxed and cooperative throughout the testing process, however between
subtests and occasionally between questions would appear to lose focus. After short prompts he would
quickly get back on track.
Full Scale IQ:
Mr. Hofmann's full scale IQ score of 134 puts him in the 97th percentile, slightly higher than two
standard deviations above mean, in the superior range. Given the history of a learning disorder, this is
surprising, and would suggest that Gustav was either misdiagnosed or he was able to find impressive
coping mechanisms for his ADHD. Further testing should be considered to determine whether Mr.

Hofmann had been properly diagnosed at an early age, however at this point in his life and given his level
of accomplishment, it would be unnecessary.
Verbal and Performance IQs:
While Mr. Hofmann scored above average in performance tests at 121, his verbal scores were
significantly higher at 140. This suggests a high level of academic and personal achievement, however a
16 point difference is significant, as it might also be the product of a learning impairment based on
perceptual difficulties. Given his level of academic achievement, a learning disability is unlikely, as is
this difference is more likely caused by his interest in traditional academics, but further testing would
yield a more accurate result.
Intersubtest Scatter:
Mr. Hofmann's highest scores were achieved in vocabulary and comprehension. His weakest
subtests were arithmetic and picture completion. This particular pattern of subtest scatter is suggestive of
a person who has achieved in school, and has experience manipulating verbal information and ideas. Mr.
Hoffman suggested that his love of reading has helped him score so high in vocabulary, and his academic
achievements suggest a high value placed on comprehension and logical thinking. His lower scores are
indicative of a person who has difficulty performing under time constraints, manipulating physical objects
into linear ideas. The lower arithmetic score is indicative of his only using math occasionally during his
break from school, and a likely reliance on technology for simple calculations.
Specific subtest interpretations: Verbal
1. Information: Mr. Hoffman's score on the information subtest was above average, suggesting
a general curiosity of a wide range of topics. His history interacting with many different age
groups might have also contributed to his higher score. As a test designed to measure the
general fund of knowledge, this is not surprising.
2. Digit Span: This subtest measured attention and immediate auditory memory, which Mr.
Hofmann scored above average. A person with an attention deficit disorder would normally
score lower in this type of test, however Mr. Hofmann did not, suggesting that his childhood
diagnosis should be called into question.
3. Vocabulary: Mr. Hofmann earned a perfect score on the vocabulary subtest, which is
indicative of a person who has a solid grasp on language. His high score is reflective of a
higher educational background and devotion to reading "any and everything - from books to
ads, to the lore books in video games."
4. Arithmetic: Mr. Hofmann's score in the arithmetic subtest was average, but consistent with
someone who does not use mental math often, either for work or school. If he were to pursue
a hard science based education, it is likely that this score would be higher due to practice
effects, but Mr. Hofmann has chosen a largely non-quantitative career path.
5. Comprehension: Along with the vocabulary subtest, Mr. Hofmann's score was also perfect.
This is indicative of a highly advanced understanding of social and contextual factors and the
purpose of novel situations or ideas.
6. Similarities: Mr. Hofmann scored well above average on the similarities subtest, designed to
measure his ability to find abstract similarities, suggesting again that he possesses a high
level of abstract reasoning skills.

Specific subtest interpretaions: Performance

7. Picture Completion: Mr. Hofmann's score in the picture completion subtest was solidly
average. This shows that he pays an average level of attention to the environment and his
ability to relate visual stimuli to the whole gestalt is also average. His ability to organize
visual information is solid, accurate and functional, but not outstanding given time
restraints.
8. Picture Arrangement: Mr. Hofmann's score on this subtest was slightly above average.
Interpreting the visual stimuli in the test took the longest amount of time, but once he
understood the ambiguous pictures, he was able to quickly and accurately determine the
social situation presented and arrange them according to social norms.
9. Block Design: Mr. Hofmann's score in this subtest was among the highest in the
performance tests, above average. The score suggests that he is able to think flexibly and
three-dimensionally to arrange 6-sided blocks to reflect the abstract image presented, but
his speed in determining the visual stimuli slightly hindered the score.
10: Object Assembly: His score for the object assembly test was also above average for Mr.
Hofmann. A jigsaw-like puzzle was presented to him without a reference and Mr.
Hofmann was tasked to build the puzzle. Again, his speed was hindered by determining
the visual stimuli, but once he had interpreted the objects, he had no difficulty with motor
coordination or control. After carefully looking at each puzzle piece, Mr. Hofmann let
out an expression of "Ah ha!" and work went quickly.
11. Digit Symbol: This subtest relied heavily on many obscure visual marks, where he was
asked to encode numbers given a key, which again hindered Mr. Hofmann's score while
interpreting them. Once they were determined, work again went very quickly.
Summary of Interpretive Comments:
Overall, Mr. Hofmann is a bright young man with a high level of drive for achievement, and his
scores from the WAIS-R allude to his high intelligence. His previous diagnosis of ADHD seems
unfounded given his scores, however the difference between vocal and performance test scores suggests
either a slight biological impairment on his brain's right hemisphere, or simply high academic and
personal achievement. Likely, he became bored with the pace of school at an early age, and became
uninterested after he had quickly grasped the concepts being presented. Mr. Hofmann's level of reasoning
skills allow him to fully understand and interpret abstract concepts from verbal stimuli, but thinks in a
logical, comprehensive verbal way. The delay presented when interpreting visual stimuli is likely a delay
to convert visual cues into his dominant verbal conceptual processing scheme. Further testing to
determine the accuracy of his previous ADHD diagnosis would be unnecessary unless it is very important
to Mr. Hofmann.

[test administrator]
11/5/14