WISC-V Template

Assessment Results:
Cognitive Testing Results

*’s cognitive ability or intelligence was assessed using the Wechsler Intelligence Scale
for Children: Fifth Edition (WISC-V). The WISC-V includes seven standard subtests that comprise
five domains. The first domain is the Verbal Comprehension Index (VCI), which measures a
student’s ability to access and apply acquired word knowledge or remember and use what they
have learned about words. The second domain is the Visual Spatial Index (VSI), which measures
visual-perceptual and visual-spatial reasoning. The third domain is the Fluid Reasoning Index
which measures abstract conceptual reasoning. The fourth domain is the Working Memory
Index (WMI), which measures attention, concentration, working memory, and sequencing
ability. The last domain, Processing Speed Index (PSI), measures mental processing speed,
which is the ability to quickly and correctly scan, sequence, or discriminate simple visual
information. The scores from seven of the subtests are integrated to calculate a full scale
(total) IQ (FSIQ).
*’s cognitive ability is in the high average range on the WISC-V. His overall score falls in
the high average range (FSIQ, Confidence Interval of); scores ranging from 90-109 are
considered average. Confidence Intervals provide a range in which the examiner is 95%
confident that the student’s score would fall in, on any given day. Cognitive ability or
intelligence refers to a student’s learning potential. It involves the ability to reason, plan, solve
problems, think abstractly, comprehend complex ideas, learn quickly, and learn from
experience. His verbal ability (Verbal Comprehension Index), visual-spatial ability (Visual Spatial
Index), and working memory skills (Working Memory Index) are all in the high average range.
His nonverbal reasoning (Fluid Reasoning Index) and visual processing speed (Processing Speed
Index) are in the average range.
*’s verbal skills range from average to superior. He was able to define vocabulary words
above the level expected for students his age. Vocabulary was a relative strength on the WISC-
V. * was able to explain how two words or topics were a like, demonstrating categorical
reasoning skills. This is crystalized intelligence, background knowledge that he has learned from
prior learning and past experiences.
*’s visual-spatial skills are above average. * was able to use blocks to recreate pictures
and he was able to choose three pieces to make a puzzle when given six choices. He was able to
mentally rotate and visualize how pieces would fit together. He can identify the spatial
relationships and visual details of designs and then use that information to recreate it with
shapes and blocks. His performance was consistent on the Block Design and Visual Puzzle
subtests. His overall visual-spatial ability falls in the high average range.
*’s fluid reasoning is in the average range. * used visual information to identify a
common theme or concept. * was asked to reason through and solve problems that include
unfamiliar information or procedures. This is fluid intelligence: the ability to solve new
problems and understand the relationships between objects regardless of what you have
learned in school. When presented questions involving pictures of graphic patterns and
puzzles, * was asked to pick out missing pieces or add the next step in a sequence. He was also
asked to understand the quantitative relationships between pictures and then apply that
information to solve problems. He performed in the average range on both Matrix Reasoning
and Figure Weights.
*’s working memory skills are above average; his auditory and visual working memory
skills are consistent. *’s was able to hold and sequence information in his working memory. *
performed an auditory memory task that involves rote memorization and repetition, i.e.
holding a list of numbers in his immediate awareness. He was able to repeat sequences
forwards, backwards, and manipulate or put the information in a specific order. When shown
pictures, * was also able to remember and sequence the pictures when shown an array of
choices.
*’s ability to process visual information quickly is average. * was asked to perform
automatic or simple cognitive tasks with speed and efficiency. * was asked to transfer or copy
information from one part of the page to another; he performed in the average range. He was
also asked to find matching symbols; he performed in the average range when quickly scanning
and finding matching symbols. His attention and concentration were observed to be below
normal limits.
* also demonstrated naming speed skills in the high average range. * was also given
additional subtests in the area of naming speed. The Naming Speed Index measures how
quickly a student can remember and accurately name familiar objects, colors, letters, and
numbers. On the Naming Speed Literacy subtest, * was able to identify objects of various size
and color as well as letters and numbers quickly. He performed in the high average range. On
the Naming Speed Quantity subtest, * quickly named the quantity of squares inside a series of
boxes, performing in the high average range. Overall, *’s Naming Speed Index score of falls in
the high average range. Visual scanning and information retrieval are above average.
SUMMARY OF TEST SCORES
Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V)

Standard Percentile 95%
Score Rank Confidence Qualitative
1
Scale Interval Description2
Verbal Comprehension (VCI)
Visual Spatial (VSI)
Fluid Reasoning (FRI)
Working Memory (WMI)
Processing Speed (PSI)
Full Scale (FSIQ)
Subtest Scores Summary

Subtests Scaled Score Qualitative
Description3
Verbal Comprehension Similarities
Vocabulary
Visual Spatial Block Design
Visual Puzzles
Fluid Reasoning Matrix Reasoning
Figure Weights
Working Memory Digit Span
Picture Span
Processing Speed Coding
Symbol Search
Complementary Composite
Standard Percentile 95% Confidence Qualitative
Score Rank Interval1 Description2
Naming Speed Composite
Naming Speed Literacy
Naming Speed Quantity
Subtests in bold are used to derive the FSIQ. Subtests in italics are supplemental subtests and are not used
to calculate index scores.
1
Confidence Intervals provide a range in which the examiner is 95% confident that the student’s score would
fall in, on any given day.
2
Standard scores in the extremely low range are 69 and below, very low range scores are 70-79, low average
range scores are 80-89, average range scores are 90-109; high average range scores are 110-119; very high
range scores are 120-129; and extremely high range scores are 130 & above.
3
Scale scores from 1-7 is described as a weakness or below average, 8-12 is described as average, and a
scaled score of 13-19 is described as a strength or above average.

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Assessment Results:

Cognitive Testing Results

Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V)

Subtest Scores Summary

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