Houston Baptist University Testing Course

7015 Fondren
Houston, Texas 77040

FULL AND INDIVIDUAL EVALUATION

Student Name: Lori Myers
Grade: N/A

Address: 123 ABC Street

Phone: 713-713-713

Date of Birth: 10-27-68

Email: LM@Fake.com

Age: 47

Date of Report: June 25, 2014

Gender: Female

Occupation: Registered Nurse

Reason for Full and Individual Evaluation

This Full and Individual Evaluation (FIE) represents a multidisciplinary evaluation
conducted by a team of professionals. The purpose of this FIE is to: (a) describe Lori
Myers strengths and weaknesses and present levels of performance/functioning
across multiple areas; (b) determine her disability condition (s) and educational
needs; and (c) make recommendations regarding her future career options.
Lori is a skilled professional in the field of nursing. Lori has an associates degree in
marketing and an undergraduate degree in nursing. She currently works for a Home
Health company and specializes in wound care. Her company wants to find ways to
utilize her strengths and weaknesses to benefit Loris career as well as the
company.
Lori is a self-taught musician. She cannot read music, but can listen to any song
and then play it on the piano or cello. Lori sings in her church choir and volunteers
in her sons schools when she has the opportunity. She is also at this time, caring
for her elderly father.
Lori has a wide circle of friends and works well with the other nurses in the
company. Her patients love her and she has developed close ties with them. Many
of her patients are elderly and do not have much opportunity for interaction and
Lori fills that need for them.
Sources of Evaluation Data
Sources of Information

Informant/Position

Dates

Manager

Nurse Manager/Home Health

June, 2014

Interviewed Lori

June, 2014

Employee Interview
Review of School Records

Looked at transcripts

June, 2014

Vision and Hearing Screening

2014

Used latest medical records

June,

WAIS IV
2014

Administered by Kelly Thurber

June,

Review of Educational and Professional Records (This section is fictional

for this report)
Based on the findings of previous evaluations, it was determined that Lori has
scored in the Superior to Very Superior range for both of her degrees. The
evaluations from her manager were also found to be in the Superior category for the
past five years. She has earned raises and promotions based on these evaluations.
Previous evaluation information was obtained for Lori. Sources of previous
evaluation data include the following:
Christian Home Health Performance Evaluation

July, 2013

Speech/Language
Evaluation of Loris language consisted of informal and formal assessments of
language proficiency in both the receptive and expressive domains. Loris language
proficiency on the WIAT III when compared with same age peers may be regarded in
the noted domains as:
Listening Comprehension:Superior
Oral Expression:

Superior

Lori expresses herself the most in oral speech. Language functioning was observed
during the evaluation and it was determined that she has strong oral speech skills.
Her dominant language is English.
Lori was able to follow instructions for testing and engaged in appropriate
conversation. She was able to take turns during conversation and remained on
topic. All evaluation instruments and procedures were administered in her
dominant language.

Physical Information (This section is fictional for this report)

Physical conditions that may directly affect the students ability to function
effectively in the work place were considered. Loris vision and hearing appeared to
be within normal limits with correction. She wears glasses or contacts daily. Loris
only medical problem is high blood pressure which is controlled with medication
(Losinoprin).
She does not appear to have physical conditions that would interfere with her job.
Analysis of the noted evaluations, interviews, and observations indicate the
employee can function in a regular work environment.
Sociological (This section is fictional for this report)
Sociological data concerning Loris family and community environment that may
influence learning/behavior patterns were considered. She lives with her husband of
15 years and their two sons (ages 13 and 9). Lori and her family appear to have a
positive relationship. She has one sister who is 10 years older and they see each
other regularly. Based on current data, sociological factors do not appear to
adversely affect Loris performance and behavior patterns to a degree that would
impede her job.
Emotional/Behavioral
The evaluation of an individuals emotional and behavioral factors consists of
identifying those characteristics of behaviors which may impact the individuals
learning (or job performance if an adult). During the evaluation, Lori was friendly,
cooperative, polite, respectful, and independent. Based on observations by coworkers and patients, serious emotional and behavioral factors do not appear to
significantly interfere with her ability to work. Lori enjoys meeting new patients and
their families and does not have any trepidation in social situations.
Intellectual
An intelligence test was administered in order to assess Loris general range of
intellectual functioning and to determine current cognitive strengths and
weaknesses. The WAIS IV is an individually administered, comprehensive clinical
instrument for assessing the intelligence of examinees ages 16 years 0 months
through 90 years 11 months. The WAIS IV provides composite scores that represent
intellectual functioning in four specified cognitive domains, as well as a measure of
general intellectual functioning.
The four cognitive domains are:
-

The Verbal Comprehension Index (VCI) This score is composed of subtests

measuring verbal abilities that require reasoning, comprehension, and
conceptualization.
The Perceptual Reasoning Index (PRI) This score is composed of subtests
measuring nonverbal reasoning and perceptual organization.

The Working Memory Index (WMI)- This score is composed of subtests

measuring working memory (specifically, simultaneous and sequential
processing), attention, and concentration.
The Processing Speed Index (PSI) This score is composed of subtests
measuring the speed of mental and graphomotor processing.

The index composite scores are reported as age-correlated standard scores. The
composite scores are scaled to a metric with a mean of 100 and a standard
deviation of 15.
Lori obtained a Full Scale Intelligence Quotient (FSIQ) of 145, which ranks her
overall ability at the 99.9 percentile. This means that Lori performed as well as
99.9% of her peers in the same age group and not as well as the remaining 0.1%.
This score is in the Very Superior range of intellectual functioning. This score is
derived from the combined sum of index composite scores for the VCI, PRI, WMI,
and PSI, and is considered to be the score that is most representative of general
intellectual functioning. Her scores on the index composite scores for VCI, PRI, WMI,
and PSI are also in the Very Superior range.
WAIS IV Index Composite Scores Summary
Scale

Composite
Score

Percentile
Rank

VCI
PRI
WMI
PSI
FSIQ

120
129
125
127
133

91
98
45
50
99

95%
Confidenc
e Interval
114-125
123-134
92-104
94-106
128-136

Qualitative
Description
Superior
Superior
Average
Average
Very
Superior

Index Composite Score Differences

Index composite score differences were examined to determine significant strengths
and weaknesses. The scores are examined for statistical significance of the
difference and for the frequency of the difference in the population by FSIQ ability
level. In other words, are the differences real and are they clinically meaningful.
When analyzed for discrepancies, Loris four index composite scores Verbal
Comprehension Index (VCI) 120, Perceptual Reasoning Index (PRI)-129, Working
Memory Index (WMI)-125, and Processing Speed Index (PSI)-127 did yield
statistically significant differences in five of the six discrepancy comparisons. The
differences between the paired index composite scores are greater than the critical
values for each pair. The base rates (frequency of the difference in population by
FSIQ ability level <120) indicate that none of the base rates for the paired index
composite scores are statistically significant because they are higher than 5%.

Base rates that are 5% or lower are considered clinically meaningful because the
probability of occurrence of the difference in the population is considered low.
WAIS IV Index Composite Score Differences
Discrepa
ncy
Comparis
ons
VCI-PRI
VCI-WMI
VCI-PSI
PRI-WMI
PRI-PSI
WMI-PSI
NOTE:
Statistical
Significan
ce
(Critical
Values) at
the .05
level

Scaled
Score 1

Scaled
Score 2

Differenc
e

Critical
Value

120
120
120
129
129
125

129
125
127
125
127
127

-9
-5
-7
4
2
-2

5.72
6.11
8.64
6.48
8.91
9.16

Significa
nt
Differenc
e
Y
N
N
N
N
N

Base
Rate
35.5
37.0
27.0
51.5
57.0
35.0

Index Composite Score Weaknesses

The index composite scores were analyzed in depth to determine if there is a
Normative Weakness (an index below 85), a Personal Weakness (an index that is
substantially different from the mean), an Uncommon Personal Weakness (an index
that is substantially different from the mean and occurs less than 10% of the time),
or a High Priority Concern (an index that is an Uncommon Personal Weakness and a
Normative Weakness). The mean of the 4 index composite scores is 133.5. The
findings indicated that none of the four index composite scores met the criteria
described for Normative Weakness, Uncommon Personal Weakness and High
Priority Concern.
Index Composite Subtest Scaled Score Differences
The index composite scores for the VCI, PRI, WMI, and PSI were further analyzed to
determine whether the scaled scores on the subtests that constitute each index
measure are cohesive or not cohesive. This indicates that the intra-index variability
among the scaled score range of the subtests for a particular index composite score
deems the index composite score as not a valid predictor of the students skills for
the index.
In addition, the ten individual subtests administered represent 5 of the 7 broach
CHC factors (Comprehension-Knowledge-Gc, Visual-Spatial Thinking-GV, Fluid
Reasoning-Gf, Processing Speed-Gs and Short-Term Memory-Gsm).

Loris composite score of 120 on the Verbal Comprehension Index (VCI) is ranked in
the 91st percentile and is in the Superior range of intellectual functioning. This
means that she scored as well as 91% of peers in her age group and not as well as
the remaining 9%. The Similarities, Vocabulary, and Information subtests make up
the VCI composite score. This measures the general intelligence factor of
crystallized knowledge. Loris ability was assessed using several tasks that
identified her skill sets.
She was required to draw conceptual similarities between words (Similarities). The
Similarities subtest measures verbal concept formation and reasoning. It also
involves abstract reasoning, auditory comprehension, memory, associative and
categorical thinking, distinction between nonessential and essential features, and
verbal expression. Lori scored in the Very Superior range of intellectual functioning
on this subtest. This may indicate extremely good verbal comprehension as well as
a very good ability to see relationships.
She was required to define words presented orally and visually (Vocabulary). The
Vocabulary subtest measures word knowledge, verbal concept formation,
crystallized intelligence, fund of knowledge, learning ability, long-term memory,
degree of language development, auditory comprehension, and verbal expression.
Lori scored in the Above Average range. She earned 49 out of a possible 57 points.
She was required to answer questions that addressed a broad range of general
knowledge topics (Information). The Information subtest measures the examinees
ability to acquire, retain, and retrieve general factual information and verbal
perception, comprehension, and expression. It involves crystallized intelligence and
long-term memory. Lori scored in the Above Average range of intellectual
functioning on this subtest.
The Similarities, Vocabulary, and Comprehension subtests measure ComprehensionKnowledge (Gc) which measures the breadth and depth of a persons acquired
knowledge, the ability to communicate ones knowledge and ability to reason using
previous learned experiences.
Subtest scores for this index are considered cohesive because the discrepancy
between the highest and lowest subtest scaled scores is less than five points. This
indicates that the intra-index variability among the scaled score range of the
subtests for the VCI composite score is a valid predictor of Loris skills for the index.
WAIS IV Verbal Comprehension Index (VCI) Subtest Scores Summary
Subtests
Similarities
Vocabulary
Information

Scaled Score
16
13
18

The composite score of 129 obtained by Lori on the Perceptual Reasoning Index
(PRI) is in the 98th percentile and is in the Very Superior range of intellectual
functioning. This means that she scored as well as 98% of peers in her age group
and not as well as the remaining 2%. Block Design, Matrix Reasoning, and Visual

Puzzles make up the PRI composite score. This group makes up the general
intelligence of fluid reasoning. Loris ability was assessed using several tasks that
identified her skill sets.
Within a specific time limit, she was required to view a picture and use read and
white blocks to re-create the design (Block Design) Visual-Spatial Thinking (Gv). The
Block Design subtest measures the ability to analyze and synthesize abstract visual
stimuli. It involves nonverbal concept, broad visual intelligence, fluid intelligence,
visual perception and organization, simultaneous processing, visual-motor
coordination, learning, and the ability to separate figure-ground in visual stimuli.
Lori scored with the Very Superior range of intelligence on this subtest.
Working within a specific time limit, she was required to view a completed puzzle
and select three response options that, when combined, reconstruct the puzzle
(Visual Puzzles). Visual Puzzles measures nonverbal reasoning and the ability to
analyze and synthesize abstract visual stimuli. It involves visual perception, broad
visual intelligence, fluid intelligence, simultaneous processing, spatial visualization
and manipulation, and the ability to anticipate relationships among parts. Lori
scored in the Superior range of intelligence on this subtest.
Subtest scores for this index are cohesive because the discrepancy between the
highest and lowest subtest scaled scores within the index is less than five points.
This indicates that the intra-index variability among the scaled score range of the
subtests for the PRI composite score is a valid predictor of Loris skills for the index.
WAIS IV Perceptual Reasoning Index (PRI) Subtest Scores Summary
Subtests
Block Design
Matrix Reasoning
Visual Puzzles

Scaled Score
13
19
13

Lori obtained a composite score of 125 on the Working Memory Index (WMI) which
is in the 45th percentile and in the Extremely Low range of intellectual functioning.
This means that she scored as well as 45% of peers in her age group and not as well
as the remaining 55%. Digit Span Forward/Backward
Sequencing and Arithmetic make up the WMI composite score. This measures the
general intelligence of short term memory. Loris ability was assessed using several
tasks that identified her skill sets.
Loris ability for this index was assessed using tasks that required her to recall and
repeat a sequence of numbers in the same order as presented by the examiner
(Digit Span Forward), the (Digit Span Backward) subtest required her to listen to a
sequence of numbers and recall the numbers in reverse order, and ascending order
(Digit Span Sequencing). The Digit Span subtest measures cognitive flexibility and
mental alertness, Short-Term Memory (Gsm). Digit Span Forward involves rote
learning and memory, attention, encoding, and auditory processing. The Digit Span
Sequencing subtest is similar to other tasks that are designed to measure working

memory and mental manipulation. Lori scored within the Extremely Low range of
intelligence on this subtest.
Working within a specific time limit, Lori mentally solved a series of arithmetic
problems (Arithmetic). This subtest involves mental manipulation, concentration,
attention, short-and long-term memory, numerical reasoning ability, mental
alertness, sequential processing; fluid, quantitative, and logic reasoning; and
quantitative knowledge. She was able to solve arithmetic problems better when she
used paper and pencil. She was able to solve most of the one and two step
arithmetic problems. Lori scored within the Superior range of intellectual functioning
on this subtest.
Subtest scores for this index are cohesive because the discrepancy between the
highest and lowest subtest scaled scores within the index is less than five points.
This indicates that the intra-index variability among the scaled score range of the
subtests for the WMI composite score is a valid predictor of Loris skills for the index.
WAIS IV Working Memory Index (WMI) Subtest Scores Summary
Subtests
Digit Span
Arithmetic

Scaled Score
15
14

Loris composite score of 127 on Processing Speed Index (PSI) is in the 50th
percentile and is in the Average range of intellectual functioning. This means that
she scored as well as 50% of peers in her age group and not as well as the
remaining 50%. There is a high correlation between processing speed and general
cognitive ability, and the score is sensitive to certain clinical conditions. Symbol
Search and Coding subtests make up the PSI composite score. The general
intelligence measured here is processing speed. Loris ability was assessed using
several tasks that identified her skill sets.
Working within a specific time limit, she was required to scan a search group and
indicate whether one of the symbols in the target group matches (Symbol
Search).The Symbol Search subtest measures processing speed, short-term visual
memory, visual-motor coordination, cognitive flexibility, visual discrimination,
psychomotor speed, speed of mental operation, attention, concentration, auditory
comprehension, perceptual organization, fluid intelligence, and planning and
learning ability. Lori scored in the Average range of intellectual functioning on this
subtest. Her lower score could have been due to her need to be very methodical.
She would rather take her time than rush through certain activities.
Subtest scores for this index are cohesive, which indicates that the intra-index
variability among the scaled score range of the subtests for the PSI is greater than
five points therefore, the PSI composite score is a valid predictor of Loris skills for
this index.
WAIS IV Processing Speed Index (PSI) Subtest Scores Summary

Subtests
Symbol Search
Coding

Scaled Score
11
19

Summary
Loris index composite scores are within the Average to Very Superior range of
intellectual ability. A significant discrepancy was not identified between subtests on
the Processing Speed Index, which indicates that the measure is a valid predictor of
her skills for this index. Loris WAIS IV Full Scale IQ (FSIQ) is a valid interpretation of
her intellectual ability when the range of her FSIQ 128-136 is taken into
consideration. Her FSIQ of 145 falls with the Very Superior range of intellectual
ability. This does not mean that Lori will not experience academic difficulties.
Adaptive Behavior
Adaptive behavior is the effectiveness with which individuals meet the standards of
personal independence and social responsibility expected of individuals of their age
and cultural group. Adaptive behavior represents the interaction of personal,
cognitive, social, and situational variables.
Loris adaptive behavior was assessed using informal measures (i.e: employee
information and observation of behavior during the individual evaluation). Based on
this data, Loris adaptive behavior appears to be within the Very Superior range and
consistent with her intellectual functioning.
Academic/Developmental Performance
Information regarding a students level of academic and/or developmental
performance may be gathered through data from, but not limited to report cards,
state developed assessments, district assessments, teacher reports, information
obtained from parents, observations, and the administration of standardized
achievement tests. The collection of educational performance data is used to assess
Loris level of acquired knowledge.