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Differential Ability Scales (DAS)

Step-by-step Analysis

We can summarize the following hypotheses based on the results of the interpretive steps:

  • Kate is a child who appears to function in the average range of cognitive ability.
  • Because her Nonverbal Reasoning and Spatial abilities differ significantly from her GCA score any interpretation of the GCA must be done cautiously.
  • Between the clusters, her Verbal and Spatial scores were higher than her Nonverbal Reasoning. The magnitude of these differences was not only significant, but also unusual, typically occurring in 5% or less of children tested.
  • Her Nonverbal Reasoning score must be interpreted cautiously since there was a significant difference between the two subtests. The difference was large enough to be significant but was not judged to be unusual since it typically occurs in about 15% of the children tested.
  • Further complicating her Nonverbal Reasoning score was the significantly low score, compared to the mean of the test, on the Sequential & Quantitative Reasoning subtest. This finding amplifies the concern raised by the significant, but not unusual difference between Kate's Matrices and Sequential & Quantitative Reasoning subtest scores.
  • Kate's within-cluster difference (higher Matrices, lower Sequential & Quantitative Reasoning) coupled with her significantly low Sequential & Quantitative Reasoning score suggests a specific weakness in the area of quantitative reasoning.
  • Analysis of Kate's shared processing abilities suggests some difficulty in the areas of Knowledge of Quantitative Concepts and Verbal Short-Term Memory.
  • Her Recall of Digits being so much lower than her Recall of Objects supports the hypothesis of a possible weakness in verbal short-term memory. It also suggests that Kate's memory skills may be enhanced when the things to be recalled are meaningful (objects) versus non-meaningful (strings of non-related numbers), and when the things to recall are presented visually as opposed to simply auditorally.
  • Further investigation of Kate's quantitative abilities would be prudent. The Woodcock-Johnson Psycho-Educational Battery-Revised (WJ-R) Math Computation, Math Applied Problems, and Quantitative Concepts subtests would help sort out her current achievement levels in simple calculation, math reasoning, and math knowledge, especially if the examiner tested the limits by pointing out errors and allowing her to make corrections (which could not be counted in the scores) with a calculator.
  • It would also be prudent to investigate further Kate's fluid reasoning abilities without involving formal mathematics. Since she has already taken a matrices test on the DAS, we could not use the similar SB:FE or Raven's Progressive Matrices tests. The WJ-R Analysis-Synthesis and Concept Formation tests would offer additional assessments of different types of fluid reasoning.
  • Finally, it would also be important to learn more about Kate's verbal memory abilities. The examiner might consider a memory test, such as the Children's Memory Scale, or at least the verbal portions of such a test.