 
Differential Ability Scales
(DAS)
Stepbystep
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 withincluster 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 ShortTerm
Memory.
 Her Recall of Digits being so much lower than her Recall of Objects
supports the hypothesis of a possible weakness in verbal shortterm memory.
It also suggests that Kate's memory skills may be enhanced when the things
to be recalled are meaningful (objects) versus nonmeaningful (strings of
nonrelated 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 WoodcockJohnson PsychoEducational BatteryRevised (WJR) 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 WJR AnalysisSynthesis 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.
