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WISC-V report sample

The WISC-V assessment for a 15-year-old female reveals strong auditory working memory and verbal comprehension, particularly in digit span tasks, while visual working memory is average to slightly above average. The individual shows excellent visual-spatial skills with no errors in block design tasks, indicating strong attention to detail. Overall, her cognitive profile suggests strengths in verbal reasoning and processing speed, with recommendations for multi-modal instruction to support her learning needs.

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WISC-V report sample

The WISC-V assessment for a 15-year-old female reveals strong auditory working memory and verbal comprehension, particularly in digit span tasks, while visual working memory is average to slightly above average. The individual shows excellent visual-spatial skills with no errors in block design tasks, indicating strong attention to detail. Overall, her cognitive profile suggests strengths in verbal reasoning and processing speed, with recommendations for multi-modal instruction to support her learning needs.

Uploaded by

stefanieroxy14
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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These WISC-V Process Analysis scores for a 15-year-old female provide

insights into specific cognitive processes beyond the main composite


scores (e.g., FSIQ). Here's a breakdown and interpretation of the provided
results:

1. Digit Span Tasks

These measure working memory, particularly auditory attention,


short-term memory, and sequencing abilities.

Raw Base
Task Interpretation
Score Rate

Longest Digit Very strong performance; she was able


Span Forward 5 97.7% to remember a long string of digits in
(LDSf) the original order.

Longest Digit Solid ability to mentally reverse


Span Backward 4 69.8% sequences—less strong than forward
(LDSb) span but still above average.

Longest Digit Very good sequencing ability, requiring


Span Sequence 5 93.0% holding digits in memory and reordering
(LDSs) them.

Interpretation: Strong auditory working memory, particularly with tasks


involving sequencing and holding longer sequences in mind.

2. Picture Span Tasks

These measure visual working memory and the ability to recall and
reproduce visual sequences.

Raw Base
Task Interpretation
Score Rate

Longest Picture Slightly above average—suggests


Span Stimulus 5 58.1% good capacity to take in visual
(LPSs) information.

Longest Picture About average—shows ability to


Span Response 10 48.8% accurately recall and replicate visual
(LPSr) sequences.
Interpretation: Visual working memory is in the average to slightly
above-average range, not as strong as auditory memory but functioning
well.

3. Letter-Number Sequencing (LLNs)

No score reported — possibly not administered, or data was missing.


This task would have added further detail about working memory under
dual processing demands (holding and reorganizing mixed verbal
stimuli).

4. Block Design Errors

These measure visual-spatial construction skills and attention to


detail.

Raw Base
Error Type Interpretation
Score Rate

Block Design
No dimension errors—suggests good
Dimension Errors 0 >25%
understanding of spatial dimensions.
(BDde)

Block Design No rotation errors—shows strong


Rotation Errors 0 ≤15% visual-spatial accuracy and
(BDre) attention.

Interpretation: Excellent spatial reasoning and precision; low error rate


indicates strong visual-motor integration and detail orientation.

Overall Interpretation

 This individual shows strengths in auditory working memory,


especially in forward digit span and sequencing.

 Visual working memory is average to slightly above average,


which suggests a more verbal-auditory cognitive profile.

 The absence of spatial errors in the Block Design task reinforces


her strength in visual-spatial accuracy and planning.

 The combination of high base rates (i.e., relatively uncommon high


scores) indicates superior performance in several areas, especially
verbal working memory.
Considerations

 Absence of the Letter-Number Sequencing score slightly limits


working memory assessment completeness.

 Performance profile may inform strategies for learning (e.g.,


leveraging auditory input, minimizing reliance on visual recall
alone).

Let me know if you'd like help interpreting the full WISC-V profile (e.g.,
composite scores, cognitive proficiency index), or if this is for a specific
purpose like an IEP or psychological report.

Here is a comprehensive interpretation of the WISC-V results for a 15-


year-old white female, incorporating composite scores, subtest
performance, and process scores, based on the data you've provided.

🔹 General Intellectual Functioning

Full Scale IQ (FSIQ): 105 – Average

 This score represents her overall intellectual ability across


domains.

 Falls at the 63rd percentile, suggesting she performed as well as


or better than 63% of peers her age.

 It was prorated due to missing subtests (e.g., Visual Puzzles,


Symbol Search), which reduces precision slightly but is still
considered valid.

🔹 Index Scores and Cognitive Profile

Scor Percenti Classificati


Index Description
e le on

VCI (Verbal Strong verbal reasoning


Comprehension 113 81st High Average and vocabulary; a relative
) cognitive strength

FRI (Fluid Solid logical thinking and


106 66th Average
Reasoning) pattern recognition

WMI (Working 100 50th Average Adequate ability to hold


Memory) and manipulate
Scor Percenti Classificati
Index Description
e le on

information briefly

Estimated from Coding;


PSI (Processing ~115 High
~84th likely a strength in visual-
Speed) * Avg/Superior
motor speed

Reflects reasoning ability


GAI (General without including working
108 70th Average
Ability Index) memory or processing
speed

🔍 Key Finding: The VCI–WMI difference of 13 points is statistically


significant and rare (base rate = 16.8%), suggesting that verbal skills
outpace working memory.

🔹 Subtest-Level Insights

Verbal Comprehension (VCI)

Scaled Percenti
Subtest Description
Score le

Vocabula Excellent vocabulary; a clear


14 91st
ry strength

Similariti
11 63rd Good abstract verbal reasoning
es

Informati Well-developed general


12 75th
on knowledge

🧠 VC (Vocabulary) was flagged as a subtest-level strength (difference


significant at ≤10% base rate).

Fluid Reasoning (FRI)

Scaled Percenti
Subtest Description
Score le

Matrix
13 84th Strong visual-spatial reasoning
Reasoning
Scaled Percenti
Subtest Description
Score le

Figure Weaker quantitative reasoning or


9 37th
Weights comparison skills

Picture Strong abstract visual categorization


13 84th
Concepts skills (optional subtest used)

The MR-FW difference (4 points) is statistically significant,


suggesting she does better with pattern recognition than with
comparative logic or math-based tasks.

Working Memory (WMI)

Scaled Percenti
Subtest Description
Score le

Digit Below average, flagged as a subtest-


8 25th
Span level weakness

Picture
12 75th Strong visual working memory
Span

⚠️The DS-PS difference (4 points) is significant and indicates she


processes visual working memory tasks more efficiently than auditory
ones.

Processing Speed (PSI)

Subte Scaled
Description
st Score

Codin High average to superior


14
g (scaled)

Even though only one subtest was administered, this high Coding score
suggests efficient visual-motor processing and attention to detail under
time constraints.

🔹 Process Score Interpretation (Working Memory)


Raw Base
Process Score Interpretation
Score Rate

Longest Digit Span


5 97.7% Excellent
Forward (LDSf)

Average to above
LDS Backward (LDSb) 4 69.8%
average

Very strong sequencing


LDS Sequencing (LDSs) 5 93.0%
ability

📌 Suggests high auditory working memory span, despite a lower Digit


Span scaled score. Likely that performance variability across Digit Span
subtests (e.g., Forward = 6, Backward = 10, Sequencing = 10) affected
the overall WMI score.

🔹 Strengths & Weaknesses Summary

Strengths

 Verbal Comprehension (VCI), especially Vocabulary – rich


language development

 Matrix Reasoning & Picture Concepts – solid abstract and visual


reasoning

 Coding – fast processing speed and attention

 Auditory digit span length – ability to hold sequences

Weaknesses

 Digit Span – scaled score of 8 is a statistical weakness

 Figure Weights – lower than other reasoning tasks; may struggle


with quantitative logic

 Auditory vs. Visual Working Memory – visual working memory


(Picture Span) outperformed auditory (Digit Span), which may
influence classroom performance

🔹 Educational & Clinical Implications

Learning

 Strong verbal reasoning supports advanced reading


comprehension, essay writing, and verbal instruction.
 May benefit from visual supports due to strengths in visual
reasoning and working memory.

 Despite average WMI, underlying working memory processes (as


shown in LDS scores) are better than the WMI composite suggests.

Support Considerations

 Provide multi-modal instruction (visual + verbal).

 Allow note-taking tools or repetition for auditory-heavy


instructions.

 Monitor for math-related difficulties or sustained attention


tasks, especially those requiring multi-step problem solving without
visual aids.

🔹 Conclusion

This adolescent demonstrates a well-rounded cognitive profile with


notable strengths in verbal comprehension, visual processing, and
processing speed. Her working memory, while in the average range
overall, reveals nuances: auditory components show variability, while
visual components are much stronger. Her learning profile suggests
strong potential for success, especially when teaching leverages her
verbal and visual reasoning strengths and supports her working
memory variability.

Let me know if you need this formatted into a report or want


accommodations or IEP suggestions based on these findings.

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