WECHSLER INTELLIGENCE SCALE FOR CHILDREN – FIFTH EDITION (WISC-V)

The Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V) is an individually administered,
comprehensive clinical instrument for assessing the intelligence of children aged 6 years 0 months
through 16 years 11 months (6:0-16:11). The WISC-V provides primary index scores that represent
intellectual functioning in specified cognitive areas (i.e., Verbal Comprehension Index, Visual Spatial
Index, Fluid Reasoning Index, Working Memory Index, and Processing Speed Index), a composite score
that represents general intellectual ability (i.e., Full Scale IQ), ancillary index scores that represent the
cognitive abilities in different groupings based on clinical needs (e.g., Nonverbal Index, General Ability
Index), and complementary index scores that measure additional abilities related to academic
achievement and learning-related issues and disorders (i.e., Naming Speed Index).
Date Administered: Administered By:

STANDARD SCORE SCALED SCORE DESCRIPTOR

130 and above 17-20 Extremely High
120-129 15-16 Very High
110-119 13-14 High Average
90-109 8-12 Average
80-89 6-7 Low Average
70-79 4-5 Very Low
69 and below 1-3 Extremely Low

SCALED PERCENTI
SUBTEST DESCRIPTION OF SUBTEST DESCRIPTOR
SCORE LE
Working within a specified time limit, the child
Block Design views a model and/or a picture and uses two-
color blocks to re-create the design.
The child is read two words that represent
Similarities common objects or concepts and describes how
they are similar.
The child views an incomplete matrix or series
Matrix Reasoning and selects the response option that completes
the matrix or series.
The child is read a sequence of numbers and
recalls the numbers in the same order (Forward
Digit Span task), reverse order (Backward task), and
ascending order (Sequence task).
Working within a specified time limit, the child
Coding uses a key to copy symbols that correspond
with simple geometric shapes or numbers.
For picture items, the child names the depicted
Vocabulary object. For verbal items, the child defines the
word that is read aloud.
Within a specified time limit, the child views a
Figure Weights scale with missing weight(s) and selects the
response option that keeps the scale balanced.
Within a specified time limit, the child views a
complete puzzle and selects three response
Visual Puzzles options that, when combined, reconstruct the
puzzle.
The child views a stimulus page with one or
more pictures for a specified time and then
Picture Span selects the picture(s) (in sequence order, if
possible) from options on a response page.
Symbol Search The child scans search groups and indicates
 whether target symbols are present while
working within a specified time limit.
The child answers questions about a broad
Information range of general-knowledge topics.
The child views two or three rows of pictures
Picture Concepts and selects one picture from each row to form a
group with a common characteristic.
The child is read a sequence of numbers and
Letter-Number
letters and recalls the numbers in ascending
Sequence order and then the letters in alphabetical order.
Working within a specified time limit, the child
scans two arrangements of objects (one
Cancellation random, one structured) and marks target
objects.
The child names elements (e.g., objects of
Naming Speed
various size and color, letters and number) as
Literacy quickly as possible.
Naming Speed The child names the quantity of squares inside
Quantity a series of boxes as quickly as possible.
Immediate The child learns visual-verbal pairs and then
Symbol translates symbol strings into phrases or
Translations sentences.
The child answers questions based on his or her
Comprehension understanding of general principles and social
situations.
For both the picture and verbal items, the child
Arithmetic mentally solves arithmetic problems within a
specified time limit.
The child translates symbols into words,
Delayed Symbol phrases, or sentences using recalled visual-
Translation verbal pairs from Immediate Symbol
Translation.
The child views a symbol and selects the
Recognition correct translation, from response options the
Symbol examiner reads aloud, using recalled visual-
Translation verbal pairs from Immediate Symbol
Translation.

PRIMARY
STANDAR PERCENTI DESCRIPTO
INDEX DESCRIPTION OF INDEX
D SCORE LE R
SCALE SCORES
Verbal Derived from the Similarities and Vocabulary subtests
and measures the child’s ability to access and apply
Comprehension acquired word knowledge involving verbal concept
Index (VCI) formation, reasoning, and expression.
Derived from the Block Design and Visual Puzzles
subtests and measures the child’s ability to evaluate
Visual Spatial
visual details and to understand visual spatial
Index (VSI) relationships to construct geometric designs from a
model.
Derived from the Matrix Reasoning and Figure Weights
Fluid Reasoning subtests and measures the child’s ability to detect the
Index (FRI) underlying conceptual relationship among visual objects
and to use reasoning to identify and apply rules.
Working Derived from the Digit Span and Picture Span subtests
and measures the child’s ability to register, maintain, and
Memory Index manipulate visual and auditory information in conscious
(WMI) awareness.
Processing Derived from the Coding and Symbol Search subtests
and measures the child’s speed and accuracy of visual
Speed Index identification, decision making, and decision
(PSI) implementation.
Full Scale Derived from the first seven subtests (two each from
the VCI and FRI and one each from the VSI, WMI,
Intelligence
and PSI) and is usually considered the score that is
Quotient most representative of general intellectual
(FSIQ) functioning.

ANCILLARY INDEX STANDAR PERCENTIL DESCRIPTO

DESCRIPTION ON INDEX
SCALE SCORES D SCORE E R
Quantitative Derived from the Figure Weights and Arithmetic
Reasoning Index subtests and is an indicator of the child’s quantitative
(QRI) reasoning skills.
Auditory Working Derived from the Digit Span and Letter-Number
Memory Index Sequencing subtests and is an indicator of the child’s
(AWMI) auditory working memory skills.
Derived from six subtests that do not require any
verbal responses and can be interpreted as a measure
of general intellectual ability that minimizes
Nonverbal Index
expressive demands for children with special
(NVI) circumstances (e.g., English language learners) or
clinical needs (e.g., autism spectrum disorder with
language impairment).
Derived from the five subtests making up the VCI,
General Ability Index VSI, and FRI and provides an estimate of general
(GAI) intellectual ability that is less reliant on working
memory and processing speed relative to the FSIQ.
Derived from the four subtests making up the WMI
and PSI and provides an estimate of the efficiency
Cognitive Proficiency
with which information is processed in the services
Index (CPI) of learning, problem solving, and higher order
reasoning.

The WISC-V was administered to *** to measure multiple aspects of his/her intellectual ability. The Full-
Scale Intelligence Quotient (FSIQ) is the most reliable score and is usually considered the score that is
most representative of general intellectual functioning (g). ***’s FSIQ standard score of XX is in the XX
range and at the XX percentile.

The Verbal Comprehension Index (VCI) measures the child’s ability to access and apply acquired word
knowledge. The application of this knowledge involves verbal concept formation, reasoning, and
expression. High VCI scores indicate a well-developed verbal reasoning system with strong word
knowledge acquisition, effective information retrieval, good ability to reason and solve verbal problems,
and effective communication knowledge. Low VCI scores may occur for a number of reasons, including
poorly developed word knowledge, difficulty retrieving acquired information, problems with verbal
expression, or general difficulties with reasoning and problem solving. *** earned a Verbal
Comprehension Index standard score of XX, which falls in the XX range and at the XX percentile.
[Testing Observations/Student Performance].

The Visual Spatial Index (VSI) measures the child’s ability to evaluate visual details and to understand
visual spatial relationships to construct geometric designs from a model. The ability to construct designs
requires visual spatial reasoning, integration and synthesis of part-whole relationships, attentiveness to
visual detail, and visual-motor integration. High VSI scores indicate a well-developed capacity to apply
spatial reasoning and analyze visual details. Low VSI scores may occur due to deficits in spatial
processing, difficulty with visual discrimination, poor visual attention, visuomotor integration deficits, or
general low reasoning ability. *** earned a Visual Spatial Index standard score of XX, which falls in the
XX range at the XX percentile. [Testing Observations/Student Performance].

The Fluid Reasoning Index (FRI) measures the child’s ability to detect the underlying conceptual
relationship among visual objects and to use reasoning to identify and apply rules. Identification and
application of conceptual relationships in the FRI requires inductive and quantitative reasoning, broad
visual intelligence, simultaneous processing, and abstract thinking. High FRI scores indicate a well-
developed ability to abstract conceptual information from visual details and to effectively apply that
knowledge. Low FRI scores may occur for a number of reasons including difficulties identifying
important visual information, difficulties linking visual information to abstract concepts, difficulties
understanding and applying conceptual or quantitative concepts, or general low reasoning ability. ***
earned a Fluid Reasoning Index standard score of XX, which falls in the XX range at the XX percentile.
[Testing Observations/Student Performance].

The Working Memory Index (WMI) measures the child’s ability to register, maintain, and manipulate
visual and auditory information in conscious awareness. Registration requires attention, auditory and
visual discrimination, and concentration. Maintenance is the process by which information is kept active
in conscious awareness, using the phonological loop or visual sketchpad. Manipulation is mental
resequencing of information based on the application of a specific rule. High WMI scores indicate a
well-developed ability to identify visual and auditory information, maintain it in temporary storage, and
resequence it for use in problem solving. Low WMI scores may occur for many reasons, including
distractibility, visual or auditory discrimination problems, difficulty actively maintaining information in
conscious awareness, low storage capacity, difficulty manipulating information in working memory, or
general low cognitive functioning. The Working Memory Index standard score of XX that *** earned
fall in the XX range at the XX percentile. [Testing Observations/Student Performance].

The Processing Speed Index (PSI) measures the child’s speed and accuracy of visual identification,
decision making, and decision implementation. Performance on the PSI is related to visual scanning, visual
discrimination, short-term visual memory, visuomotor coordination, and concentration. High PSI scores
indicate a well-developed ability to rapidly identify visual information, to make quick and accurate
decisions, and to rapidly implement those decisions. Low PSI scores may occur for many reasons,
including visual discrimination problems, distractibility, slowed decision making, motor difficulties, or
generally slow cognitive speed. The standard score of XX, falls in the XX range at the XX percentile.
[Testing Observations/Student Performance].

[ If Applicable] On the General Ability Index (GAI), *** earned a standard score of XX, which is at the
XX percentile and in the XX range. Conceptually, the GAI provides an estimate of general intellectual
ability that is less reliant on working memory and processing speed relative to the FSIQ. Lower FSIQ
scores may be obtained by children with neurodevelopmental disorders that are associated with difficulties
in working memory and processing speed, such as learning disorders, ADHD, language disorders, or
autism spectrum disorders. [Testing Observations/Student Performance].

[ If Applicable] The Nonverbal Index (NVI) is derived from the sum of 6 subtest scaled scores from tasks
that do not require any verbal responses. The NVI can be interpreted as a measure of general intellectual
ability that minimizes expressive demands for children with special circumstances (e.g., English language
learners) or clinical needs (e.g., autism spectrum disorder with language impairment). *** earned a
Nonverbal Index standard score of XX, which falls in the XX range and at the XX percentile. [Testing
Observations/Student Performance].