Neuropsychological assessment is a performance-based method to assess cognitive

functioning. This method is used to examine the cognitive consequences of brain damage, brain
disease, and severe mental illness. A neuropsychological assessment differs from the
psychological evaluations in many aspects. Psychological tests and assessment does not include
tests to reliably capture cognitive difficulties associated with attention, memory, learning, or
executive functioning weaknesses. Whereas neuropsychological evaluations are considered the
most comprehensive type of evaluation, and typically include psychological and
psychoeducational testing components, but the major difference is that neuropsychological testing
goes a step further to understand the relationship between behavioral, cognitive, and functional
deficits and underlying brain functions. Thus, by looking at a patient’s functioning and abilities
comprehensively, one can better understand not just “what” the problem is, but “why” there is a
problem. Usually, neuropsychological assessment is carried out with a battery approach, which
involves tests of a variety of cognitive abilities such as memory, attention, processing speed,
reasoning, judgment, and problem-solving, spatial, and language functions. These assessments are
intrinsically performance based. The assessment battery can be standardized or targeted to the
individual participant in the assessment. Assessment data may be collected either directly by a
psychologist or by a trained examiner, who performs and scores assessments and delivers them to
the neuropsychologist. While neuropsychological assessments are generally useful for populations
suffering from neuropsychiatric conditions. A neuropsychologist use different kinds of
neuropsychological assessments ranging from Low-Level evaluations such as Glasgow Coma
Scale to Brief Cognitive Examinations such as Monreal cognitive assessment (MOCA)

Uses of neuropsychological assessment.

Differential diagnosis of dementias vs. less complex conditions

Diagnostic information for detection of dementias or other traumatic conditions

Measurement of functional potential

Course of degenerative conditions

Measurement of recovery of functioning

WECHSLER ADULT INTELLIGENCE SCALE (WAIS)

Wechsler defined intelligence as “The global capacity of a person to act purposefully, to

think rationally, and to act purposefully and deal effectively with his or her environment.” Theories
of intelligence, have been conceptualized under four paradigms, they are psychometric theories,
cognitive theories, cognitive-contextual theories and biological theories. Psychometric portrays
intelligence as a composite of abilities measured by mental tests. One of the earliest Intelligence
model under this paradigm came from the British psychologist Charles E. Spearman. He concluded
that just two kinds of factors underlie all individual differences in test scores. The first and more
important factor, which he labeled the “general factor,” or g, pervades performance on all tasks
requiring intelligence. In other words, regardless of the task, if it requires intelligence, it requires g.
The second factor is specifically related to each particular test. Whereas another view of
intelligence put forward by Raymond B. Cattell, for example, that general ability can be
subdivided into two further kinds, “fluid” and “crystallized.” Fluid abilities are the reasoning and
problem-solving abilities measured by tests such as analogies, classifications, and series
completions. Crystallized abilities, which are thought to derive from fluid abilities, include
vocabulary, general information, and knowledge about specific fields. Another prominent theory
came up during this era was the theory, proposed by psychologist Robert J. Sternberg, contends
that there are three types of intelligence: practical (the ability to get along in different contexts),
creative (the ability to come up with new ideas), and analytical (the ability to evaluate information
and solve problems).

A number of cognitive theories of intelligence have been developed when the scientific
community started to give more importance to the cognitive processes underlying intelligence.
Among them the most influential one was the cognitive theory of intelligence proposed by
American psychologists Earl B. Hunt, Nancy Frost, and Clifford E. Lunneborg, who in 1973
showed one way in which psychometrics and cognitive modeling could be combined. Most
cognitive approaches to intelligence assume that the intelligence comprises mental representations
(such as propositions or images) of information and processes which operate on such
representations. That is a more-intelligent person is assumed to represent information more clearly
and to operate faster on these representations. Along with the development of cognitive theories
of intelligence “parallel distributed processing” models of the mind, as proposed by the
psychologists David E. Rumelhart and Jay L. McClelland also came into context. These models
postulated that many types of information processing occur within the brain at once, rather than
just one at a time.

Another major paradigm called Cognitive-contextual theories deal with the way
that cognitive processes operate in various settings. Two prominent theories of this type are that
of the Howard Gardner and that of Sternberg. In 1983 Gardner proposed a theory of “multiple
intelligences” and challenged the concept of single intelligence. Other intelligences were proposed
in the late 20th century. In 1990 the psychologists John Mayer and Peter Salovey came up with
the term emotional intelligence and defined it as the ability to perceive emotions, to access and
generate emotions so as to assist thought, to understand emotions and emotional knowledge, and
to reflectively regulate emotions so as to promote emotional and intellectual growth.

The theories discussed under Biological paradigm seek to understand intelligence in terms
of hypothetical mental constructs, whether they are factors, cognitive processes, or cognitive
processes in interaction with context. Biological theories came up with a radically different
approach that dispenses with mental constructs altogether. Advocates of such theories, usually
called reductionists, claim that a true understanding of intelligence is possible only by identifying
its biological basis.

The Wechsler Adult Intelligence Scale (WAIS) is a widely used IQ test designed to
measure intelligence and cognitive ability in adults and older adolescents. This test was first
published by Devid Wechsler as a revision of the Wechsler–Bellevue Intelligence Scale, in 1955.
It has reached in its fourth edition (WAIS-IV) which is released in 2008 by Pearson. The core idea
behind this assessment is that the general intelligence is composed of various specific and
interrelated functions or elements that can be individually measured.
The current version of Wechsler Adult Intelligence Scale (WAIS-IV) evolved from the five
major previous revisions, they are Wechsler-Bellevue (1939), Wechsler-Bellevue II(1946),
WAIS(1955), WAIS-R(1981) and WAIS-III(1997). The WAIS was initially created as a revision
of the Wechsler–Bellevue Intelligence Scale (WBIS), which was a battery of tests published by
Wechsler in 1939. The WBIS was composed of subtests that could be found in various other
intelligence tests of the time, such as Robert Yerkes' army testing program and the Binet-Simon
scale. The WAIS was first released in 1955 by David Wechsler. Because the Wechsler tests
included non-verbal items (known as performance scales) as well as verbal items for all test-takers,
and because the 1960 form of Lewis Terman's Stanford–Binet Intelligence Scales was less
carefully developed than previous versions, Form I of the WAIS surpassed the Stanford–Binet
tests in popularity by the 1960s. The WAIS-R, a revised form of the WAIS, was released in 1981
and consisted of six verbal and five performance subtests. The verbal tests were Information,
Comprehension, Arithmetic, Digit Span, Similarities, and Vocabulary. The Performance subtests
were Picture Arrangement, Picture Completion, Block Design, Object Assembly, and Digit
Symbol. A verbal IQ, performance IQ and full scale IQ were obtained.
The WAIS-III, a subsequent revision of the WAIS and the WAIS-R, was released in 1997. It
provided scores for Verbal IQ, Performance IQ, and Full Scale IQ, along with four secondary
indices (Verbal Comprehension, Working Memory, Perceptual Organization, and Processing
Speed).

The Verbal Comprehension Index (VCI) included the following tests they are Information,
Similarities and comprehension tests. The Working Memory Index (WMI) include Arithmetic,
Digit Span. Letter-Number Sequencing and Comprehension are not included in these indices, but
are used as substitutions for spoiled subtests within the WMI and VCI, respectively. Performance
IQ tests included six tests and it also provided two subindexes they are perceptual organization
and processing speed. The Perceptual Organization Index (POI) include block Design, Matrix
Reasoning, Picture Completion. The Processing Speed Index (PSI) include Digit Symbol-Coding,
Symbol Search.

The WAIS-IV that is currently available was released in 2008, and it include 10 core subtests and
five supplemental subtests, the 10 core subtests comprising the Full Scale IQ. With the new WAIS-
IV, the verbal/performance subscales from previous versions were removed and replaced by the
index scores. The General Ability Index (GAI) was included in the current reasoning which
consists of the Similarities, Vocabulary and Information subtests from the Verbal Comprehension
Index and the Block Design, Matrix Reasoning and Visual Puzzles subtests from the Perceptual
Reasoning Index.
The WAIS-IV was standardized on a sample of 2,200 people in the United States ranging in age
from 16 to 90. An extension of the standardization has been conducted with 688 Canadians in the
same age range. The WAIS-IV is used with 16–90 years of age. For people younger than 16,
the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) is used for people younger
than 16 and the Wechsler Intelligence Scale for Children (WISC) are used for children between 6
to 16 years age.

METHOD

Problem : The aim of the test is to find out the level of Intelligence of the subject using Wechsler
Adult Intelligence scale.

Subject:

The participant of this assessment is JA. She is 21 year old student. She is currently pursuing her
Bachelor’s degree.

Procedure

The subject is seated comfortably in the settings. Then a friendly conversation is done to
Overcome the subjects nervousness. An overview about the test and introduction to each test is
given .Her doubts were cleared and asked to follow the instructions carefully. she was assured that
her responses and results will be kept confidential.

Administration and scoring for each of the ten subtests are follows.

.
 1. Block Design subtest:

Materials Required:

1. Administration and Scoring Manual

2. Record Form

3. Stimulus Book

4. Block Design Blocks

5. Stopwatch

Administration:

Ensure that the examinee is seated directly facing the edge of the table. The bound edge of the
Stimulus Book and the model (for the sample item and item 1-4 only) should be parallel to the
examinees edge of the table. The block designs illustrated on the record form are from examiner’s
perspective (upside down), with shaded areas representing red portions of the design. The sample
item is used to introduce the blocks and to model design construction. Administer the sample item
to all examinees prior to preceding to the start points. Provide assistance on the sample item only.
The sample item and items 1-4 have two trials each. On these item if the examinee successfully
constructs the design within the time limit on Trial 1, proceed to the next appropriate item. If
examinee does not successfully construct the design within the time limit on Trial 1, administer
Trial 2. On the sample item and items 1-4, an examinee may occasionally attempt to duplicate the
examiner’s model exactly. If the examinee attempts to duplicate the sides of the model, point to
the top faces of the blocks and say, only tops of the blocks need to be the same. Allow the examinee
to continue working until the time limit expires. On items 9-10 and items 13-14, the examinee may
occasionally attempt to rotate the Stimulus Book to give the design a flat, horizontal base. Do not
allow the examinee to rotate the Stimulus Book for any item.
Standard Presentation Procedures:

Items are presented either using a model constructed by the examiner in front of the examinee with
a design pictured in the Stimulus Book or using only a pictured design in the Stimulus Book. The
presentation method is identified in the Presentation Method column on the Record Form. The
sample item and items 1-4 are presented as a model examine construct from the design in the
Stimulus Book. The model is left intact as the examinee constructs the design according to the
pictured design and the model. Items 5-14 are presented to the examinee as a pictured design in
the stimulus book. Present the blocks with a variety of surfaces facing up. For items with only two
blocks, each should have different side facing up. Or items with only four blocks, only one block
should have a red-and-white facing up. For items with nine blocks only two blocks should have a
red-and white side facing up. It is essential to point to the model and the design pictured in the
Stimulus Book. If the examinee is right handed, place the Stimulus Book slightly to the left of a
line perpendicular to the examinees body. If the examinee is left handed, place the Stimulus Book
slightly to the examinee’s right. Place only blocks needed to construct each item. Remove all
unnecessary blocks from the examinees view.

Scoring:

Record the completion time in seconds for each item. Items completed after the time limit are
scored 0 points. The examinees construction can be recorded in the blank grids in the Construction
Design column on the Record Form. Gaps and misalignment between the blocks that are less than
or equal to 1/4 inch are not penalized. A design considered incorrect due to faulty construction,
rotation of 30 degree or more, or exceeding the time limit. For items 1-4, Score 2 points if the
examinee constructs the design correctly without rotation errors, and within the time limit on Trial
1, Score 1 point if the examinee constructs the design correctly without rotation errors, and within
the time limit on Trial 2 and Score 0 points if the examinee docs not constructs the design correctly
has rotation errors, and within the time limit on both Trial land 2. For items 5-8, Score 4 points if
the examinee constructs the design correctly without rotation errors, and within the time limit and
Score 0 points if the examinee does not constructs the design correctly has rotation errors, and
within the time limit. For items 9-14, Score 4, 5, 6, or 7 points if the examinee constructs the design
correctly without rotation errors, and within the time limit (on the Record Form time bonus scores
appear for the possible completion time ranges) and Score 0 points if the examinee does not
constructs the design correctly has rotation errors, and within the time limit. The maximum Block
Design raw score or total score is 66 points.

2. Similarities

The examinee is presented two words that represents common objects or concepts and describes
how they are similar.

Materials:

1. Administration and scoring manual

2. Record form

Directions for administration:

Read each verbatim to the examinee. For each item, slowly ask the following question, inserting
appropriate stimulus word: in what way are ______ and ______alike?

Each item may be repeated as often as necessary, but do not alter the wording in anyway. If the
examinee mistakenly hears a different word and respond incorrectly, repeat the item, emphasising
the misheard word. If the examinee’s response is unclear or too vague to be readily scored or is
followed by a (Q) in the sample responses say, what do you mean? Or tell me more about it. The
sample item is designed to introduce the task, and items 4 and 5 are teaching items.Corrective
feedback is provided if the examinee does not give a two point response. Provide no further
assistance on this subtest.

Scoring guidelines:

 Record the examinee’s responses verbatim.

 Sample responses are provided for each item to facilitate scoring.
  The sample responses are not an extinguishable list but do provide replies ranges from
relatively inferior to more credible.it is important that the examiner evaluate unusual
responses carefully and refer to the sample responses and the general scoring principles to
facilitate scoring.
 Score 2, 1, or 0 points according to the sample responses and the general scoring principles.
 Maximum similarities total raw score : 36 points.

3. Digit Span

For Digit Span Forwards, the examinee is read a sequence of numbers and recalls the numbers in
the same order. For Digit Span Backwards, the examinee is read a sequence of numbers and recalls
the numbers in reverse order. For Digit Span Sequencing, the examinee is read a sequence of
numbers and recalls the numbers in the ascending order.

Materials:

1. Administration and Scoring Manual

2. Record Form

Directions for Administration

Digit Span includes three tasks: Digit Span Forwards, Digit Span Backwards, and Digit Span
Sequencing. Administer all three tasks to the examinee. Each test item is composed of two trials.
Administer both trials of each item. Read each trial verbatim at the rate of one digit per second,
dropping the examiners voice slightly on the last digit in the sequence. Pause to allow the examinee
to respond. If the examinee begins to respond before the examiner finished reading the trial, present
the remainder of the trial and allow the examinee to respond. Award appropriate credit for the
response and then say, remember to wait until I’ve finished before you start. If an examinee
provides multiple responses to a trial or self-corrects after his or her initial response, score only
the intended response. If it is not clear which one is the intended response, say, you said [insert
examinees response] and you said [insert examinees response]. Which one did you mean?
Provide assistance on the sample items of Backwards and Sequencing only. Provide to item 1 even
if the examinee is unable to respond correctly to any trial of the sample items. For sequencing
only, the same number may be included more than once in a single trial. If the examinee asks if
his or her response should include repeated numbers, say. You may have to say the same numbers
more than once.

Scoring guidelines

Correct responses are listed on the Record Form and The Manual. Record the examinees responses
verbatim.

For each trial, score 1 point if the examinee gives a correct response. For each trial, score 0 points
if the examinee gives an incorrect response, says that he or she does not know the answer, or does
not respond within approximately 30seconds. The item score is the sum of the trial scores of that
item. The Digit Span raw score is obtained by summing the Forwards, Backwards and Sequencing.

Maximum Digit Span Total Raw Score: 48 points

4. Matrix Reasoning

The examinee views an incomplete matrix or series and selects the response options that completes
the matrix or series.

Materials Required

1. Administration and Scoring Manual

2. Record Form

3. Stimulus Book

Administration
The subject was seated comfortably in a well-lit room. A rapport was established with the
participant. There are two types of items in this subtest: 2x2 matrix items and series completion
items. Sample Item A is used to teach the series completion items. Provide assistance on the sample
items only. It is essential to point to the visual stimuli, the response options, and the box with the
question mark, as introduced in the administration directions. The examinee must indicate their
choice by either pointing to or saying the number of the selected response option. If the examinee
responds with any other type of verbalization, say, show me. If an examinee selects multiple
response options for an item or self corrects after his or her initial response, score only the intended
response. If it is not clear which one is the intended response, point out to the subject and ask
“Which one did you mean?”. Score the intended response.

Scoring

Circle the number corresponding to the examinee’s response for each item on the Record Form.
Correct responses are printed in colour on the Record Form and are listed in the manual. Score 1
point if the examinee gives correct response. Score 0 points if the examinee gives and incorrect
response, says that he or she does not know the answer, or does not respond. Maximum total raw
score for Matrix Reasoning is 26 points.

5. Vocabulary

For picture items, the examinee names the object presented visually. For verbal items, the
examinee defines words that are presented visually and orally.

Materials Required

1. Administration and Scoring Manual

2. Record Form

3. Stimulus Book

Directions for Administration

For the subtest for vocabulary, items 1 to 3 are picture items. The examiner asks the examinee to
identify and spell the object in the picture given in the stimulus book. There will be four situations
where the examiner should further enquire: marginal responses, generalized responses, functional
responses and hand gestures.

From items 3-30 are verbal items which is read out to the examinee. The examiner will point to
each word in the stimulus book while reading it, so the examinee can read along. The examiner
will repeat each word if necessary but do not alter the word in any way. Familiar and local
pronunciation for each word should be used by the administrator. If the examinee mistakenly hears
the words differently and responds incorrectly, the examiner should ask them to specify its
definition or what it means. The examinee is given the score only if he or she gives the response
orally and not merely pointing to an object in the room. Items 5 and 6 are teaching items. Corrective
feedback will be provided for these items if the examinee does not give a 2-point response. Provide
no further assistance on this subtest.

Scoring Guidelines

The examinee’s responses are recorded. The score will be given if the examinee knows the correct
name or definition of the picture or word, despite his or her inability to pronounce word clearly.
The maximum total raw score for this subtest is 57 points.

6. Arithmetic

Working within specified time limit, the examinee mentally solves a series of arithmetic problems.

Materials:

1. Administration and Scoring Manual

2. Record Form

3. Stimulus Book
4. Stop Watch

Directions for Administration

Item 1-5 are presented with corresponding picture in the Stimulus Book. Reach each item to the
examinee as examiner point to the picture in the Stimulus Book. Items 6 – 22 are verbal items that
are read verbatim to the examinee. Remove the Stimulus Book from the examinee’s view when
administering the verbal items. The examinee may not use a pencil or pen for any item, but do not
discourage the examinee from writing on the table with a finger. Each item may be repeated once
only. This repetition is provided at the examinee’s request. However do not stop timing during
repetition. Timing always begins after the last word of an item is spoken and continues until the
examinee responds or the time limit expires. If the examinee asks for a second repetition, say, I
cannot repeat the item again. If an examinee selects multiple responses for an item or self corrects
after his or her initial response, score only the intended response. If it is not clear which one is the
intended response, say You said (insert examinees response). Which one did you mean?

Score the intended response.

The sample items are designed to introduce the task and Items 1-2 are teaching items. Corrective
feedback is provided if the examinee does not give a 2- point response. Provide no further
assistance on this subtest.

Scoring guidelines

Record the completion time in seconds for each item. Items completed after the time limit are
scored 0 points. Record the examinee’s responses verbatim. Correct responses are listed on the
Record Form and in the manual. Count a response as correct if it is numerically correct, even if
the examinee does not give the units. On items where time is the unit, alternate numerical responses
are acceptable only if they are accompanied by the correct unit ( e.g., 1 hour = 60 minutes). Score
1 point if the examinee gives correct response. Score 0 points if the examinee gives an incorrect
response, says that he or she does not know the answer, or does not respond. Maximum Arithmetic
Total Raw Score : 22 points
7. Symbol Search

Working within the specified time limit, the examinee scans a search group and indicates whether
one of symbols in the target group matches.

Materials:

1. Administration and Scoring Manual

2. Record Form

3. Response Booklet

4. Pencil without Eraser

5. Stopwatch

6. Symbol Search Scoring Key

Directions for Administration

Ensure that the examinee has a smooth work surface. Each item contains two target symbols and
a search group composed of five symbols. As directed in the instructions for the demonstration
and sample items, point to the target symbols and search when the examiner explain the task to the
examinee. Demonstration items and sample items appear on the cover of the Response Booklet.
Use the Demonstration items to explain and illustrate the task to the examinee, then allow the
examinee to practice by completing the sample items. If the examinee appears confused, repeat
the explanation and demonstrate the task again, using the sample items. Proceed with test items
only when the examinee understands the task. Do not discourage an examinee from making
spontaneous corrections unless he or she does so repeatedly and it impedes performance. Do not
provide the examinee with an eraser. If the examinee asks what to do if e or she makes mistake,
say, that’s OK. Just keep as fast as you can. If the examinee marks one of the target symbols as
sample item or test items say you should make marks over here (point across search group and NO
group). If the examinee marks a symbol using anything other than a slash mark point to the errors
and say, Draw one line through the symbols or NO boxes that you mark. If the examinee omits an
item or begins to complete a page in reverse order, say do them in order. Don’t miss any. Point to
the first omitted item and say, do this one next. If the examinee reaches the end of a page before
the time expires and forgets to turn the page, turn the page for him or her and say, keep working
as fast as you can. Provide no further assistance or this subtests except to remind the examinee to
continue until told to stop.

Scoring Guidelines

If the examinee completes all the test items before 120 seconds time limit expires, stop timing and
record the completion in seconds on the Record Form. If the examinee does not complete all the
test items within the time limit expires, record the completion time in 120 seconds. Use the Symbol
Search to score the examinees responses. Sum of number of correct responses and incorrect
responses across all pages. Transfer these totals to the Record Form. The total raw score is the
number of correct responses minus the number of incorrect responses. If the total raw score is
equal to or less than 0, enter 0 as the raw score. Maximum Symbol Search Total Raw Score is 60
points.

8. Visual puzzles

Working within the specified time limit, the examinee views a completed puzzle a select three
response options that, when combined, reconstruct the puzzle.

Materials Required

1. Administration and Scoring Manual

2. Record Form
3. Stimulus book
4. Stop Watch

Directions of Administration

It seems essential to point to the completed puzzle and across the response options as instructed
in the administration directions. Use the Demonstrated item to explain and illustrate the task of
the examinee. If the examinee appears confused, repeat the explanation and demonstrate the task
again, using the Demonstration item. Proceed with the sample item only when the examinee
understands the task. The sample item allows the examinee to practice before administration of
the test items. Provide feedback as instructed. Give no further assistance on this subtest.

If the examinee states that one or more pieces are incorrectly oriented, relative to the completed
puzzle, say, you may have to turn a piece in your mind to make it fit the puzzle. The examinee
must indicate his or her own choice by either pointing to or saying the number of the selected
response option. If the examinee responds with any other type of verbalization, say, show me. If
his or her responses must be provided in numerical order, say the pieces you choose do not have
to be in order. If the examinee selects fewer than three response options for an item, say, you
need to choose three pieces to make the puzzle. Provide the prompt as often as necessary. If an
examinee selects more than three responses for an item or self corrects after his or her initial
response, score only the intended response. If it is not clear which one is the intended response,
say, Which three pieces did you mean? Score the intended response.

If the examinee has not responded when 10 seconds remain in the time limit, prompt him or her
by saying, Do you have an answer? Provide the prompt when 10 seconds have elapsed on Items
1- 7 and when 20 seconds have elapsed for Items 8- 26.

Stop timing, when the examinee selects three response options, indicates that he/she does not
know the answer, or the time limit has expired. If the discontinue criterion has not been met, cue
the examinee that you are moving to the next item by saying, Let’s try another one. Proceed to
the next appropriate item.
Scoring Guidelines

Record the completion time in seconds for each item. Items completed after the time limit are
scored 0 points. Circle the number corresponding to the examinee’s response for each item on
the Record Form. Correct responses are printed in color on the Record Form and are listed in the
manual. Score 1 point if the examinee gives correct response. Score 0 points if the examinee
gives an incorrect response, says that he/she does not know the answer, or does not respond. The
maximum Visual Puzzles total raw score is 26 points.

9. Information
The examinee answers questions that address broad range of general knowledge
topics.

Materials:
1. Administration and scoring manual
2. Record form

Directions for Administration

The subject is to be seated comfortably in a well-lit room. Establish adequate rapport with the
participant. Read each word verbatim to the examinee. Each item maybe repeated as often as
necessary, but do not alter the wordings in any way. If the examinees response is unclear or
too vague to be readily scored or is followed by a (Q) in the sample responses, say, what do
you mean? Or tell me more about it. If the examinee gives a verbal and nonverbal response
that are contradictory, ask the examinee to clarify by saying, which one do you mean? Items
with specific sample responses that require query are noted with an asterisk (*) on the record
form and in the manual. Items 3 and 4 are teaching items. Corrective feedback is provided if
the examinee does not give a correct response. Provide no further assistance on this subtest.

Scoring guidelines
Record examinees’ responses verbatim and provide sample responses for each item for
facilitating scoring. The sample responses are not an exhaustive list but do provide replies
ranges from relatively inferior to more credible. It is important that the examiner evaluate
unusual Reponses carefully and refer to the sample responses and the general scoring
principles to facilitate scoring. Score 2, 1, or 0 points according to the sample responses and
the general scoring principles. Maximum information total raw score point is 26.

10. CODING
Using a key, the examinee copies symbols that are paired with numbers within a specified
time limit.
Materials:
1. Administration and Scoring Manual
2. Record Form
3. Response Booklet
4. Pencil without Eraser
5. Stopwatch
6. Coding Scoring Template
Directions for Administration
Ensure that the examinee has a smooth working surface. Use the Demonstration items to explain
and illustrate the task to examinee, then allow the examinee to practice by completing the sample
items. If the examinee appears confused, repeat the explanation and demonstrate the task again,
using the sample items. Proceed with the test items only when the examinee understands the task.
If a left- handed examinee partially blocks the key with his or her hand while completing the
sample items, stops administration. Place an extra Response Booklet, opened for the Coding
subtest, to the right of the examinee’s Response Booklet. Position it so the extra key is aligned
with the key the examinee’s hand is blocking. Have the examinee complete the remaining sample
items using the extra key. so he or she will be accustomed to the arrangement when completing
the test items. Do not discourage n examinee from making spontaneous corrections unless he or
she does so repeatedly and it impedes performance.

Do not provide the examinee with an eraser. If the examinee asks what to do if he or she makes a
mistake, say, that’s OK. Just keep working as fast as you can. If the examinee omits an item or
begins to complete a page in reverse order, say, Do them in order. Don’t miss any. Point to the
first omitted item and say, Do this one next. Provide no further assistance on this subtest except to
remind the examinee to continue until told to stop.
Scoring guidelines
 If the examinee completes all the test items begore the 120 seconds time limit
 expires, stop timing and record the completion time in seconds on the Record Form.
 If the examinee does not complete all the test items within the time limit expires,
 record the completion time as 120 seconds.
 Use the Coding Scoring Template to score the examinees responses.
 Score 1 point for each correctly drawn symbol completed within the time limit.
 Score 1 point if the examinee, after realizing a mistake, spontaneously draws the correct
symbol next to or on the top of the incorrect response.
 Do not include responses to the sample items in the examinee’s score. Items that the
examinee did not attempt should not be counted.
 If the examinee is unable to complete any items, enter a total raw score of 0.
 The total raw score is the number of correctly drawn symbols completed in 120 seconds.
Maximum Coding Total Raw Score: 135 points.

Result

Table 1: shows the Raw score, Scaled score and sum of scaled scores for subtests.

Index Subtest Raw Score Scaled score Sum of Scaled

Score
VCI Similarity 14 5 23
Vocabulary 30 10
Information 11 8
PRI Block design 60 16 35
Matrix 20 10
Visual puzzle 40 9
 WMI Digit span: 35 11 27
Arithmetic 22 16
PSI Symbol Search 44 14 24
Coding 75 10

Table 2: shows the composite score, Percentile rank and confidence level at 95%

Sum of Composite Percentile Confidence

scaled score Rank level
scores (95%)
VCI 23 87 19 82-93

PRI 35 110 75 103-116

WMI 27 119 90 112-124

PSI 24 110 75 101-117

FSIQ 109 106 66 102-110

Table 3: shows the final composite score range and corresponding interpretation.

FSIQ Composite score range Interpretation

106 90-109 Average

The composite score range for WAIS is 90-109 which indicate Average level of Intelligence.

Discussion

The test was conducted to access the level of the intelligence of the subject. Name of the subject
was JA. She is 21 year old and currently pursuing her Bachelor’s degree. The subject was well
groomed, cooperative and articulated herself clearly. She doesn’t have any history of mental or
physical illness.
 The test scores indicate that the subject has an average range of intelligence. Which
implies that the subject has average reasoning and problem-solving skills, since IQ score might be
a good general indicator of one’s reasoning and problem-solving abilities. She might be well
equipped for life and fit in just fine for everyday life circumstances. The subject might in general
get along fine with institutions, at school and in interpersonal relationships as well. But people
with average level of intelligence might lack an advanced ability to learn and process information
rapidly. But this notion can vary from one person to another and is dependent on the presence or
absence of particular skills. The subject has scored low average range on Verbal Comprehension
which might indicate that she face some difficulties to access and apply acquired word knowledge.
Specifically, this might reflect difficulty in verbalizing meaningful concepts, thinking about verbal
information, and expressing herself using words. But on the other Indexes subject has scored high
average range which might indicate above normal and adequate functioning in other aspects. In
order to improve the subject’s verbal comprehension she can engage in simple activities such as
reading, Active listening, Journal writing etc. High average scoring on Perceptual Reasoning Index
might denote the subject’s mental quickness, good computer skills, ability to work under pressure,
good motivation, persistence, and perceptual discrimination ability. The Working Memory Index
measures a person’s ability to register, maintain, and manipulate visual and auditory information
in conscious awareness and the subject has scored above average on this index which shows the
subjects adequate working memory capacity. The subjects above average range on processing
speed index can be evaluated as her higher ability to process visual and auditory information as
well as to quickly respond to events and make decisions in everyday life circumstances. Overall
the subject has average level of Intelligence.

Conclusion: The Subject has Average level of Intelligence on Wechsler Intelligence Scale.

References
Harvey P. D. (2012). Clinical applications of neuropsychological assessment. Dialogues in
clinical neuroscience, 14(1), 91–99. https://doi.org/10.31887/DCNS.2012.14.1/pharvey
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https://www.britannica.com/science/human-intelligence-psychology

Kaufman, Alan S.; Lichtenberger, Elizabeth (2006). Assessing Adolescent and Adult
Intelligence (3rd ed.). Hoboken (NJ): Wiley. p. 3. ISBN 978-0-471-73553-3. Lay summary(22
August 2010).

Kaufman, Alan S.; Lichtenberger, Elizabeth (2006). Assessing Adolescent and Adult
Intelligence (3rd ed.). Hoboken (NJ): Wiley. p. 7. ISBN 978-0-471-73553-3. Lay summary(22
August 2010).

Wechsler,D (1939). The Measurement of Adult Intelligence. Baltimore (MD): Williams & Witkins.
p. 229.

Wechsler, (2008). Technical and Interpretive Manual. Banglore: Pearson Education Pvt ltd.