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Follow the same procedure as in Step 3a to determine the interpretability of the WMI (also composed of three subtests). Step 3d. Determine whether the size of the difference between the subtest scaled scores that compose the two-subtest PSI is too large. Subtract the lower scaled score from the higher one. Answer the following question: Is the size of the difference less than 1.5 SDs (< 5 points) If Yes, then the ability presumed to underlie the PSI is unitary and may be interpreted. If No, then the difference is too large (5 points or greater) and the PSI cannot be interpreted as representing a unitary ability. Figure A.3 presents a filled-out interpretive worksheet for Step 3 that uses the WAIS-III profile of Aim e L. (Figure A.1) as an illustration. Step 3a requires subtracting her lowest VCI scaled score (12 on Similarities) from her highest VCI scaled score (19 on Vocabulary). The difference of 7 points is too large (5 points or greater), so the VCI cannot be interpreted as representing a unitary ability for her. From the vantage point of CHC theory, that non-interpretable ability is Crystallized Intelligence (Gc). However, Steps 3b, 3c, and 3d all reveal relatively small differences (3 4 points) between Aim e s highest and lowest scaled scores on the other three Indexes. Consequently, the abilities presumed to underlie the POI, WMI, and PSI are each unitary and may be interpreted. Based on CHC theory, the POI measures both Fluid Reasoning (Gf ) and Visual Processing (Gv); the WMI measures Short-Term Memory (Gsm); and the PSI measures Processing Speed (Gs). (Appendix B provides a blank interpretive worksheet to assist examiners in making the calculations for Step 3, as well as all other steps of the system.)

Identification and Authentication (I&A)

(16-10)

Although an Index is considered uninterpretable when the variability among the subtests it comprises is too large, in some instances Flanagan and Kaufman (2004) argue that it makes sense to look at the normative classifications of the scaled scores to determine whether a general conclusion may be made about a person s range of observed functioning in the ability presumed to underlie the Index. Specifically, when all subtest scaled scores within an Index are consistently low ( 8) or consistently high ( 12), that fact should be noted and explained in a report. That special circumstance is evident in the illustrative profile of Aim e. Though her VCI is not interpretable, all of the separate VCI scaled scores are 12 or greater. We might communicate that result as follows:

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and we would use as the upper and lower control limits on the R chart UCL LCL Setting D3 R Chart The center line and upper and lower control limits for an R chart are UCL D4 r CL r LCL D3 r (16-12) 1 3d3 d2 and D4 R R 1 3d3 R d2 3d3 R d2 a1 a1 3d3 bR d2 3d3 bR d2 (16-11)

where r is the sample average range, and the constants D3 and D4 are tabulated for various sample sizes in Appendix Table X.

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The Verbal Comprehension Index (VCI), a measure of Crystallized Intelligence (Gc), represents Aim e s ability to reason with previously learned information. Gc ability develops largely as a function of both formal and informal educational opportunities and experiences and is highly dependent on exposure to mainstream U.S. culture. The variability among Aim e s performances on the various Verbal Comprehension subtests was unusually large, indicating that her overall Gc ability cannot be summarized in a single score (i.e., the VCI). However, it is clear that Aim e s Gc ability is a notable integrity for her because her performance on the tasks that comprise the VCI ranged from Average Range/Normal Limits to Upper Extreme/Normative Strength.

The LCL for an R chart can be a negative number In that case, it is customary to set LCL to zero Because the points plotted on an R chart are nonnegative, no points can fall below an LCL of zero When preliminary samples are used to construct limits for control charts, these limits are customarily treated as trial values Therefore, the m sample means and ranges should be plotted on the appropriate charts, and any points that exceed the control limits should be investigated If assignable causes for these points are discovered, they should be eliminated and new limits for the control charts determined In this way, the process may be eventually brought into statistical control and its inherent capabilities assessed Other changes in process centering and dispersion may then be contemplated.

See Flanagan and Kaufman (2004, pp. 133 136), for additional illustrations of how to communicate similar kinds of findings on the WISC-IV.

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