Professional Documents
Culture Documents
Identifying Information:
Tests Administered:
Cognitive Test
Wechsler Intelligence Scale for Children, (WISC-IV)—1/13/2010, 1/22/2010
Educational Achievement Test
Woodcock Johnson Test of Achievement-III—1/27/2010, 1/31/2010
Gray Oral Reading Test (GORT)—02/14/2010
Clinical Evaluation of Language Fundamentals-4 (CELF4)—02/14/2010
Visual/Motor Processing Tests
Bender Gestalt Test of Visual Motor Integration—01/31/2010
Developmental Test of Visual Perception-2 (DTVP-2)—01/22/2010
Auditory Processing Tests
Test of Auditory Processing Skills (TAPS-3)—01/31/2010
Background Information
Sources of information used for this report: Maria’s teacher Mr. Soloman, along with the educational
therapist and I.E.P. report, provided the background information. Maria’s mother also provided
Developmental History: Maria lives in a small apartment with her mother and nineteen year old
brother. Her father abandoned the family when she was eight years old. Maria is bilingual in Spanish
and English. Her mother has very little education, is illiterate, and speaks only Spanish. She works
sporadically as a housekeeper.
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Medical History: Maria was born via vaginal birth with no complications. However, she developed a
cancerous tumor in her kidney when she was only one and a half years old. Her diseased kidney was
removed when she was two, and she had follow up radiation and chemotherapy treatments for seven
months afterwards. She has experienced no further complications or recurrence of her cancer, and her
Social History: Maria is a quiet and shy child. Her mother is very protective of her and only allows her
to play with her cousins at home. Maria has very few peer relations, and really only has one friend at
school. Maria has poor social skills and exhibits anxious or insecure behaviors in social situations. Her
poor social skills may also be reinforced by having few friends, and parents who are separated. She is
well behaved at home and at school and does not cause any trouble.
Educational History: She attended kindergarten at age of five years-old, and her cognitive difficulties
became apparent in first grade, which she had to repeat. She has had trouble ever since keeping up in
school. She is currently in the fifth grade, but she is falling behind and failing in all of her academic
subjects. Her teacher reports that she works hard in the classroom and tries her best, and tries to improve
her grades by participating in group study skills. She also receives 200 minutes of additional help each
week according to her Individual Education Plan until the end of 5th grade. She has difficulties in written
Mental Health History: Maria appears to be a normal child with normal development, and has never
Family History: Neither parent shows signs of or has been treated for mental health disorders. There
are no signs of sexual abuse or domestic violence in the family. Maria’s father did struggle with drug
and alcohol abuse. His abandonment of the family had an obvious negative impact. He left after losing
his job with a major corporation. Maria’s brother is a fairly good student. He pushes Maria to do better
in her school work, but sometimes it hurts her feelings because she is trying her best and her brother
Testing Behavior: Maria was obedient and followed all the parameters and rules of the testing. She
participated when she was asked to do so with the proper attitude. She asked me anytime she didn’t fully
understand the testing, and I gave her all the help that was permitted by the testing procedure.
Test Results—Cognitive/Perceptual
The Wechsler Intelligence Scale for Children-IV (WISC-IV) is the latest revision of a widely used
instrument for measuring children’s mental abilities. The sub tests of the WISC-IV tap many different
cognitive abilities, and together provide information about a child’s individual strengths and
weaknesses. Global composite scores, or areas of functioning, are described in terms of Verbal,
Performance, Processing Speed and Full Scale IQ. It is also an appropriate instrument for practitioners
and clinical researchers in assessing children’s intelligence and general cognitive functioning. When
used with other assessment tools, it can be useful in identifying giftedness, mental retardation, and
cognitive strengths and weaknesses. The test results can be useful in treatment planning, in placement
and provision of clinical or educational services, and can add important information to a
in children between the ages of 6 years and 16 years 11 months. The test provides sub test
and composite scores which represent intellectual functioning in specific cognitive domains as
well as a composite score which represents general intellectual ability. The WISC-IV takes from
1½ to 2 hours to complete.
The main benefits include: 1.Early identification of reading & learning issues. 2. Useful in
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4. Helps identify gifted children. 5. The assessment also helps schools make appropriate
accommodations and develop learning plans for individual students. 7. The ability to determine
learning processes, which include both strengths and weaknesses and the impact that they might have
The WISC allows the psychologist to identify learning patterns. It has four main
components that are referred to as Indexes. These are called the Verbal Comprehension Index,
the Perceptual Reasoning Index, the Working Memory Index and the Processing Speed Index.
Within each of these four domains are a variety of sub tests that form the index score.
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Average
Processing Speed (PSI) 78 7 Borderline – 72-90
Average
Full Scale IQ (FSIQ) 75 5 Borderline- Low 71-81
Average
FSIQ: Is the full scale intelligence quotient which gives you the level and range of where the client is
standing. This scale is divided into five levels and they are:
70-79 Borderline
90-109 Average
Verbal Comprehension Index (VCI) measures verbal concept formation. It assesses children's ability
to listen to a question, draw upon learned information from both formal and informal education, reason
through an answer, and express their thoughts aloud. It can tap preferences for verbal information, a
difficulty with novel and unexpected situations, or a desire for more time to process information rather
than decide "on the spot.” This test is a good predictor of readiness for school and achievement
orientation, but can be influenced by background, education, and cultural opportunities. Maria has a
* Vocabulary: word knowledge and retrieval- Maria’s score of 3 puts her in Extreme Low range
* Similarities: Verbal concepts and reasoning- Maria’s score of 7 puts her in Below Average range
* Comprehension: social knowledge and awareness- Maria’s score of 7 puts her in Below Average
range
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* Information: recall of verbally-encoded, factual information- Maria’s score of 5 puts her in
borderline range.
* Word Reasoning: general reasoning ability- Maria’s score of 4 puts her in borderline range.
Perceptual Reasoning Index (PRI) measures Non-verbal and fluid reasoning, perceptual and fluid
reasoning, spatial processing, and visual- motor integration. It assesses children's ability to examine a
problem, draw upon visual- motor and visual- spatial skills, organize their thoughts, create solutions, and
then test them. It can also tap preferences for visual information, comfort with novel and unexpected
* Block Design: visual spatial reasoning and visual-constructional ability. Maria’s score of 5 puts her
in borderline range.
* Matrix Reasoning: nonverbal reasoning and concept formation. Maria’s score of 5 puts her in
borderline range.
* Picture Concepts: abstract, categorical reasoning. Maria’s score of 7 puts her in below average
range.
* Picture Completion: attention to visual detail. Maria’s score of 5 puts her in borderline range.
1. Block Design - visual abstract ability. Analysis of whole into component parts, spatial
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3. Matrix Reasoning - measures a child's non-verbal reasoning ability, visual-spatial reasoning,
situations, ability to comprehend a total situation and evaluate its implications, visual
organization and perception of essential visual cues, speed of associating and planning
information.
Working Memory Index (WMI) assesses a child’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 requires working memory processes to manipulate orally presented verbal sequences or to
simply recall orally presented sequential information. It is important in higher-order thinking, learning,
and achievement. It can tap concentration, planning ability, cognitive flexibility, and sequencing skill,
but is sensitive to anxiety too. It is an important component of learning and achievement, and ability to
* Digit Span – Digits Backward: Auditory working memory. Maria’s score of 8 puts her in average
range.
* Letter-Number Sequencing: shorter string lengths indicate memory – longer reflect auditory
* Arithmetic: auditory short-term memory, auditory working memory, fact retrieval. Maria’s score of
Processing Speed Index (PSI) assesses children's abilities to focus attention and quickly scan,
discriminate between, and sequentially order visual information. It requires persistence and planning
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ability, but is sensitive to motivation, difficulty working under a time pressure, and motor coordination
too. It requires visual perception and organization, visual scanning, and the ability to use hands and eyes
together efficiently. The attention factor is two minutes. It Cultural factors seem to have little impact on
it. It is related to reading performance and development too. It is related to Working Memory in that
increased processing speed can decrease the load placed on working memory, while decreased
processing speed can impair the effectiveness of working memory. Maria’s score is 78 for this section.
* Coding: speed and accuracy (fine motor control); incidental learning. Maria’s score of 8 puts her in
average range.
* Symbol Search: mental processing speed and accuracy. Maria’s score of 4 puts her in borderline
range.
* Cancellation: processing speed, visual selective attention, visual neglect, vigilance. Maria’s score
Summary
Maria’s Verbal Comprehension Index (VCI) score is 75 indicating a borderline score on her ability to
listen to questions and reason through answers. Cultural and language factors may be considered as the
contributing elements to this low score. English not being her primary language at home and Hispanic
cultural norms about self-expression in front of authority figures, for example need to be considered.
Her Perceptual Reasoning Index (PRI) score is 82. Maria’s fluid and non-verbal reasoning score is low
average which is a higher score than verbal comprehension, yet still below the average ability in this
area. Maria’s Block Design, visual spatial reasoning, and visual-constructional ability also indicate low
score for this area which may also be due to below average fine motor ability. Working Memory Index
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(WMI) score is 88 which indicates low-average ability in memorizing new information. Processing
Speed Index (PSI) score is 78, indicating borderline score on Processing speed. The requirement for
hands and eye coordination may also point to possible deficiencies in motor abilities.
Maria’s full scale (FSIQ) test score is 75 which indicate an overall borderline score in this test. The
cultural and language factors are not measured by this test and issues such as attitude toward authority,
education, gender role expectations, and types of tasks presented in the test are all culturally factors
which may influence the accurate representation of the child’s ability by these test scores.
Reading
The Woodcock Johnson Test of Achievement and the GORT-4 Gray Oral Reading Tests, fourth edition;
Reading WJA
The Woodcock-Johnson III – Third Edition WJ III is a battery of tests which measures cognitive
abilities and academic achievement skills. The advantages of this test includes: it is not timed, therefore
less pressure due to time limitations; it can be used for children with reading disabilities and those who
have trouble concentrating. This test is designed for ages 2 to 90. This test can help pinpoint a student's
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areas of strength and of concern, their learning style, their aptitude in academic areas, and any presence
Letter-word identification: In this section of the test, subject’s ability to recognize and identify
letters (words and understanding their meaning is not required) is measured. Maria’s ability to identify
letters and words was measured by Letter-word Identification portion of this test. Maria’s score of 56
shows puts her slightly under her age group and indicates average functioning.
Reading Fluency: requires the ability to quickly read as many simple sentences and then circle
Yes or No for true or false within 3 minutes. Maria’s raw score of 49, indicates average functioning
Passage Comprehension: measures the ability of the subject to understand and comprehend what
she or he reads. The items on this test require the subject to read a short passage and then to identify a
key word that is missing in order to make sense of the passage. The items are designed with a
progressive level of difficulty. Maria’s raw score of 23 indicates borderline level of functioning in this
The Gray Oral Reading Tests, Fourth Edition (GORT-4) provides an efficient and objective measure of
oral reading skills by diagnosing specific reading strengths and weaknesses, and document student
reading growth as a result of special intervention. GORT-4 can also serve as a measurement device for
research into the reading abilities of school-aged children. GORT-4 measures oral reading rate,
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accuracy, and comprehension. On the GORT-4, after the child reads a series of passages aloud, the
child’s oral reading is scored for rate and accuracy. Information about rate and accuracy is important
because children who read slowly take longer to complete assignments and understand and remember
less of what they have read. After reading each passage, the child is asked to answer multiple choice
GORT4 is designed for testing ages 6 to 18 years and 11months. GORT4 has four components:
Rate: this section reflects the amount of time taken by a student to read a story. Maria’s score of 9 puts
Accuracy: measures the student's ability to pronounce each word in the story correctly. Maria’s score of
Fluency: is based on the combination of scores from student's Rate and Accuracy. Maria’s score of 9
Comprehension: is based on the appropriateness of the student's responses to questions about the
content of each story read. Maria’s score of 7 puts her in low-average range of functioning.
Overall Reading Ability: is based on a combination of a student's Fluency (i.e., Rate and Accuracy),
and Comprehension Scores. Maria’s score of 85 puts her in low-average overall range of functioning.
Summary:
average amount of time to read the story and pronounce each word correctly. Her scores of 7, on
Comprehension which is her ability to respond to the questions based on the content of the story is
within low average range. Her overall reading ability based on combination of all above section is 85
which is within low average range. Maria’s lower ability to show comprehension of the content of the
story lowers the overall scores on this test, while she did better in the section related to her ability to
The CELF4 is used to identify and evaluate language and communication disorders in children and
The CELF-4 is an individually administered language test that evaluates a student’s general language
ability and determines if a language disorder is present. If a language disorder is identified, further in-
depth testing provides information about the nature of the disorder, language strengths and weaknesses,
language content, and language modalities. For Maria’s Core Language score, the following subtests
were administered:
• Concepts & Following Directions: identifies pictures of geometric shapes in response to orally
presented direction. This subtest evaluates a student's ability to interpret, recall and carry out
oral commend as of increasing length and complexity containing specific linguistic concepts.
ability to recall and repeat spoken sentences of increasing length and complexity without
changing the words or word meaning and no visual stimuli. Maria’s score 2 is in extremely low
• Formulated Sentences: given target word and picture stimulus and asked to form sentence.
• Word Classes – Receptive: picks 2 out of 3 or 4 words orally presented that go together. Maria’s
• Word Classes – Expressive: lists as many words within given category as possible in 1 minute.
Core Language
Maria was administered four core subtests of the Clinical Evaluation of Language Fundamentals–
Fourth Edition (CELF–4) from which her Core Language score was derived. The Core Language score
is considered to be the most representative measure of Maria’s language skills and provides a reliable
way to quantify a student’s overall language performance. Maria received a Core Language score of 62.
Receptive Language
The Receptive Language index is a cumulative measure of Maria’s performance on two or three
subtests designed to best probe receptive aspects of language including comprehension and listening.
Maria received a Receptive Language index of 62.This places Maria in the very low range of
functioning.
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Expressive Language
The Expressive Language index is a cumulative measure of Maria’s performance on the three subtests
that probe expressive aspects of language including oral language expression. For Maria’s Expressive
Language index, the following subtests were administered: Recalling Sentences, Formulated Sentences,
and Word Classes –Expressive. Maria received an Expressive Language index of 65. This places Maria
Language Memory
The Language Memory index is a cumulative measure of Maria’s performance on the subtests designed
to probe memory dependent language tasks. Maria received an Expressive Language memory index of
Maria received a Core Language score of 62, Receptive Language index of 62, Expressive Language
index of 65, and language memory of 65; placing Maria in the very low range of functioning in all these
areas. Maria’s extreme low scores on language ability and communication positively co-relates with
Maria’s Verbal Comprehension Index (VCI) score of 75 which placed her in borderline range on her
ability to listen to questions and reason through answers. Maria’s performance on CELF_4, points to
The TAPS-3 is a measure of auditory processing ability. It examines auditory attention, basic phonemic
skills, auditory memory and auditory cohesion. The TAPS-3 was given to determine if auditory-
perceptual difficulties are interfering with Maria’s ability to comprehend spoken language and/or
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Subtest Scaled Score Percentile Range of
Rank Classification
Word Discrimination 9 37 Average
Phonological Segmentation 10 50 Average
Phonological Blending 7 16 Low Average
Number Memory Forward 9 37 Average
Number Memory Reversed 8 25 Average
Word Memory 3 1 Ex. Low
Sentence Memory 5 5 Borderline
Auditory Comprehension 8 25 Average
Auditory Reasoning 2/5 <1/5 Ex. low/borderline
Test of Auditory Processing Skills (TAPS-3) can help you diagnose auditory processing difficulties,
imperceptions of auditory modality, language problems, and/or learning disabilities in both children and
teens. The TAPS-3 offers seamless coverage for ages 4 through 18 years, measuring what children and
teens do with what they hear. The TAPS-3 includes the following subtests
• Word Discrimination: Individuals are asked to listen with their backs turned or eyes
closed, to pairs of words spoken by the examiner. The words in each pair are of equal
length but differ on one phoneme (e.g., dog – log, compute – commute, eliminate -
illuminate). Individuals then indicate whether they heard the same word twice by saying,
“same” or two different words by saying, “different.” Maria’s score for this subtest is 9,
syllables or sounds from words. The examiner says a target word, asks the examinee
to repeat it, and then asks the examinee to repeat it again while deleting one of the
sounds. There are 35 items of increasing difficulty, and individuals are required to
delete either an initial, medial, or final sound in the target words. Maria’s score for
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then blend these sounds into a word. The examiner presents the phonemes at the rate
of approximately two sounds per second (e.g., c – a – t). The examinee must then say
the word. The difficulty of the items increases as the words become longer, requiring
increased auditory closure abilities. Maria’s score for this subtest is 7, which puts her
in low-average range.
presented orally by the examiner, at a rate of one digit per second. Maria’s score for
digits in backward order. Maria’s score for this subtest is 8, which puts her in
average range.
examiner, again at a rate of one per second. Once the list has been presented,
individuals are required to repeat the words in the same order. Maria’s score for this
sentences said by the examiner and repeat these verbatim. Maria’s score for this
answers to the questions are found directly in the content of the stories. Maria’s
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understanding by answering questions about them. However, the examinee must use
information contained within the story as well as some common-sense and social
knowledge in order to answer the questions. The answers to the questions are not
found directly in the stories but can be inferred from the information given. Maria’s
score for this subtest is 2/5, which puts her in extreme low/borderline range.
Summary
Maria’s TAPS-3 overall score of 84/86 indicates a low average range in auditory processing skills.
Her phonologic score of 94, puts her in average range, her memory score of 81 puts her in low-
average range, and cohesion score of 75 puts her in borderline range of classification. However,
since in addition to attention, memory, and comprehension, this tasks presented in this test requires
some logic and reasoning abilities. Thus, as auditory cohesion would require attention, language
processing, and reasoning skills, it could be difficult to differentiate specific deficits in auditory
The Bender-Gestalt II is a test of visual-motor integration skills. Twelve cards with simple to more
complex geometric shapes were presented, and Maria was asked to copy the designs (Gestalt figures)
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―exactly as seen on the card. The test assesses visual processing accuracy as well as fine motor ability.
This assessment is suitable for individuals three and older. The Bender Gestalt II is a test that assesses
visual processing accuracy as well as fine motor ability. This test is typically given to patients with brain
injuries to assess possible brain damage. The patient is given a number of cards with varying graphics
and asked to copy the designs to the best of their ability. Maria’s score of 107 was in the 67.96
percentile placing her in the below average category for copy observations. A recall task was
administered immediately after the administration of the copy phase was concluded. Maria tested for a
The DTVP-A is a battery of six subtests that measure different but interrelated visual-perceptual and
visual-motor abilities. The battery, which is designed for use with individuals ages 11.0 through 74.11,
• Copying: Individuals are shown a simple figure and asked to draw it on a piece of paper.
The figure serves as a model for the drawing. Maria’s score of 9 is in average range for
this subtest.
• Figure-Ground: Individuals are shown stimulus figures and asked to find as many of the
figures as they can on a page where the figures are hidden in a complex, confusing
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• Visual-Motor Search: The individual is shown a page covered in numbered circles,
randomly arranged on the page. The individual connects the circles with a line, in
• Visual closure: Individuals are shown a stimulus figure and asked to select the exact
figure from a series of figures that have been incompletely drawn. Maria’s score of 8 is
• Visual-Motor Speed: Individuals are shown (a) four different geometric designs, two of
which have special marks in them, and (b) a page filled completely with the four designs,
none of which have marks in them. Maria’s score of 6 is in low-average range for this
subtest.
• Form Constancy: Individuals are shown a stimulus figure and asked to find it in a series
of figures. In the series, the targeted figure will have a different size, position, and/or
Composite Scores or Indexes: The most reliable scores for the DTVP-A are the indexes. These scores
are found by adding the standard scores of the subtests that comprise a composite and converting the
sum to an index.
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- General Visual-Perceptual Index: The GVPI is the best measure of what the majority of people
mean when they say “visual perception.” Data from six subtests, each of which measures a
different type of visual perception in a different manner, contribute to the GVPI. When GVPIs
are below 90, examiners need to pay more attention to the clinically important indexes-the
Motor-Reduced Visual Perceptual Index (MRPI) and the Visual-Motor Integration Index
(VMII). Examination of these indexes may help explain the causes for low GVPIs.
- Motor-Reduced Visual Perception Index: Of all of the DTVP-A indexes, the MRPI is the
“purest” and most direct measure of visual perception in that only minimal motor skills (e.g.,
pointing) are required to show perceptual competence. This index is formed by combining the
standard scores from the Figure-Ground, Visual Closure and Form Constancy Subtests.
complex eye-hand coordination tasks. Low scores do not necessarily indicate poor visual
perception; they may mean that the individuals have awkward hand movements or that they have
difficulty coordinating hand-to-eye movements. This index is formed by combining the standard
Summary
Maria’s scores in DTVP-A copying, figure-ground, visual closure, and form constancy subtests
are in average range, while her scores on visual-motor search and visual motor speed are in low
average range. Therefore all composite scores for Maria in this test are in low-average range.
Maria did better on the Bender Gestalt II test than on the DTVP-A.
Test Results—Attention
Brown Attention-Deficit Disorder Scales (Parent and Self Report Forms 8 – 12)
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The Brown Attention-Deficit Disorder Scales (Brown ADD Scales) are instruments designed to elicit
affective, and behavioral symptoms often characteristic of persons diagnosed with Attention-
scores were obtained from the Brown ADD Scales Self Report Form 8-12, which was completed by
Maria herself, with the examiner reading the questions aloud to her. These scores reflect Maria’s
perceptions of her own behavior. Typically, a form is also given to a parent to fill out, but due to
Activation is a measure of Maria’s ability to organize and prioritize her workload. Focus measures her
ability to sustain and shift attention to tasks. Effort measures her ability to regulate alertness and sustain
effort and processing speed. Emotion is a measure of Maria’s ability to manage frustration and modulate
her emotions. Memory measures her working memory and the ability to recall information. The ADD
Inattention Total is derived from the first 5 cluster scores. Action measures her ability to monitor and
self-regulate her actions. The ADD Combined Total Score is derived from all six cluster scores.
Test Results—Memory
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The WRAML2 is a carefully standardized psychometric instrument which allows the user to evaluate an
individual's memory functioning. The WRAML2 affords evaluation of both immediate and delayed
memory ability, as well as the acquisition of new learning. The Wide Range Assessment of Memory and
Learning-2 (WRAML2) were used to evaluate Maria’s ability to actively learn and memorize a variety
of information. The results of this test are presented in the table below:
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WRAML2 Subtest Scaled Score Percentile Rank Range of Classification
Story Memory 8 25 Average
Design Memory 6 9 Below average
Verbal Learning 10 50 Average
Picture Memory 6 9 Below average
Finger Windows 10 50 Average
Number Letter 5 5 Borderline
Story Memory Recall-Delayed 8 25 Average
Verbal Learning Recall-Delayed 10 50 Average
Story Recognition 9 37 Average
Design Recognition 4 2 Borderline
Picture Memory Recognition 11 63 Average
Verbal Learning Recognition 10 50 Average
WRAML2 Index Scores Index Score Percentile Rank Range of Classification
Verbal Memory 94 34 87-101 Average
Visual Memory 76 5 69-86 Borderline
Attention/Concentration 70 2 63-86 Borderline
General Memory 74 4 68-81 Borderline
Verbal Recognition 96 39 87-106 Average
Visual Recognition 84 14 74-104 Low Average
General recognition 89 23 79-102 Low Average
Maria’s overall General Memory Index score was 74, which is in the range. The General Memory
Index score is derived from the first six subtest scores. The Verbal Memory Index is an assessment of
her memory capacity on a meaningful verbal memory task (stories) and a verbal rote memory task
(list of words). Her Verbal Memory Index score was 94, in the 34 percentile and the 87-101 range.
The Visual Memory Index assessed her ability to proceed from rote memory demands to memory
demands with increasingly meaningful material presented visually. Her Visual Memory Index score
The Attention/Concentration Index assessed her ability to perform memory tasks that were dependent
upon attending to and concentrating on the task to be learned for immediate recall. Her
Attention/Concentration Index score was 70, in the 2 percentile and the 63-86 range.
All of the above subtests were measures of immediate recall—memory tested immediately after
presentation of the stimulus. Two subtests, Story Memory Recall-Delayed and Verbal Learning
Recall-Delayed, look at delayed memory. Story Memory Recall-Delayed required Maria to recall as
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many elements as she could of the stories presented earlier (delay was approximately 10 minutes).
Verbal Learning Recall-Delayed required Maria to recall as many of the words from the list presented
earlier as possible. All of the above tasks are ―recall‖ tasks,requiring M aria to generate the
information on her own. She was also given four ―recognition‖ tasks thatw ere com bined to give a
General Recognition Index score of 89, in the 23 percentile and the 79-102 range.
Verbal Learning Subtest: This subtest evaluates auditory memory of meaningful verbal information
Story Memory Subtest: This subtest evaluates auditory memory of extended meaningful verbal
material.
Picture Memory Subtest: This subtest evaluates visual memory using skills to detect changes in
This subtest evaluates short-term visual retention of semi-meaningful visual information by using a
brief exposure to simple geometric shapes and then having the client redraw them in their proper
locations. The task evaluates a client’s ability to remember new, relatively unrelated visual
information.
Attention/Concentration Index
Finger Windows Subtest: This subtest evaluates short-term memory of rote, visual sequential
pattern. The task evaluates a client’s ability to actively remember rote and sequential visual
information.
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This subtest evaluates a client’s ability to remember sequential, rote auditory information using the
General Memory, Verbal Recognition, Visual Recognition, and General recognition Index
All of these subtests assess immediate memory, which is, the immediate recall after an initial
Subtest procedure: Approximately twenty minutes after administration of the original story memory
Subtest procedure: Approximately twenty minutes after administration of the verbal learning subtest,
without warning, the client is asked to again recite the list of isolated words.
Subtest Procedure: About twenty minutes after performing the design memory subtest, the design
memory recognition subtest may be administered. The client is shown consecutive pages on which
appear numerous designs and she/he is asked to decide whether each design was or was not on the
Subtest procedure: fifteen to twenty minutes following the original picture memory subtest, the client
inspects mini-pictures and is asked whether the picture was part of a scene viewed earlier in the
session.
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