Assignment: Analyzing A Sample Intelligence

Assignment: Analyzing A Sample Intelligence-Achievement Report

Assignment: Analyzing A Sample Intelligence

To complete this short paper, you will analyze and consider a diagnosis based off the results of the intelligence and achievement tests. Think about how viewing results from both tests can help a practitioner better understand the test-taker’s functioning and provide a more comprehensive recommendation.
Utilize your understanding of intelligence and achievement testing to assign a diagnosis to Bob Schmoe from the Sample Intelligence Achievement Report. (Attached)
Write about Bob’s strengths and weaknesses as they relate to his intelligence and achievement testing. Consider the following questions:

  • Which areas in the Wide Range Achievement Test 4 (WRAT-4) and Wechsler Abbreviated Scale of Intelligence 2 (WASI-2) would be considered strengths for Bob? Which areas would be considered weaknesses?
  • Assess Bob’s strengths and weaknesses and consider how both impact his overall functioning.
  • Based upon his identified areas of limitations, what are some suggestions or recommendations for Bob?

To complete this assignment, review the Module Five Short Paper Guidelines and Rubric document. (Attached)

Analyzing a Sample Intelligence-Achievement Report

Bob Schmoe is a 34-year-old Caucasian male, who was referred by his caseworker from the Department of Rehabilitation for an evaluation. Bob was administered the Wechsler Abbreviated Scales of Intelligence-2 (WASI-2) which is designed to measure cognitive intelligence of individuals 6 to 90 years of age (McCrimmon & Smith, 2013). The assessment tool is primarily used in clinical, psychoeducational, and research settings. The WASI-2 was developed to quickly and accurately estimate cognitive intelligence when administration of a full battery is not feasible or necessary (McCrimmon & Smith, 2013). Bob was also administered the Wide Range Achievement Test-Revision 4 (WRAT-4). The WRAT-4 measure a wide range of basic skills and is helpful in “diagnosing learning disabilities, assessing academic progress over time, evaluating achievement/ability discrepancies, checking progression remedial programs, determining instructional needs, and assessing children whose performance is below that of their peers” (Sample Intelligence-Achievement Report, (n.d), p2). The WRAT-4 consists of a Reading Composite and four subtests, Word Reading, Sentence Comprehension, Spelling, and Math Computation (Bos, 2017). This report provides information on Bob’s performance on the WRAT….

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Assignment: Analyzing A Sample Intelligence

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ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two-sentence responses, simple statements of agreement, or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’s level and deduct points accordingly.
  • As Masters’s level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

 

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me: 
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

 

 

 

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