My ds (10, Y6, with AS) has very similar WISC scores to your dd. In fact their Verbal Comprehension is identical.
His processing speed tested at 85 (which is the 16th centile) and that was enough for the EP to recommend extra time for classroom tests and assessments, as well as what Inaflap said about differentiation for instructions, writing down homework etc. Although he also has issues with ASD related zoning-out and problems with handwriting, both of which affect how effectively he can get through the work he is set in class.
He has just got a statement and the school now have to give him help with recording his homework, as this is something he has never managed to do on his own.
We got a full report from the EP, along with a breakdown of what each score meant for ds and observations they made as he was carrying out the assessment. They also talked us through the report personally. As others have said you really need the same in order to make sense of it all.
From these results, the EP's observations and observations made by an OT during her assessment they have ascertained that ds has poor visual motor integration, which affects his ability to scan text or pictures, differentiate visual information. This affects his ability to work effectively in class, particularly when copying off the board, or out of a book and when he has to refer back to text eg in comprehension exercises.
I have outlined below, roughly what we were told for ds, in case that helps you at all.
1. Full Scale IQ (FSIQ)
The FSIQ score is the most reliable score obtained on the WISC IV, it is derived from combining a sum of all scaled scores for VCI, PRI, WMI and PSI. FSIQ is usually considered to be the score that is most representative of general intellectual functioning.
X's FSIQ would be considered to be within the higher end of average. However by taking the average score specific strengths and difficulties are not reflected. X'ss scores vary between the lower average and superior range.
2. Verbal Comprehension Index (VCI)
The three subtests administered were intended to measure verbal formation, verbal reasoning and knowledge acquired from one?s environment. X?s scores indicate this cognitive domain to be a particular area of strength, with his score falling with the superior range.
3. Perceptual Reasoning Index (PRI)
The three subtests administered are a measure of perceptual and fluid reasoning, spatial processing and visual-motor integration. X?s scores indicate that on the two subtests he performed above average and just under average on one. His overall score for this domain falls within the average range.
4. Working Memory Index (PRI)
The two subtests administered are a measure of working memory abilities. Tasks that require working memory require the ability to temporarily retain information in memory, perform some operation or manipulation with it and produce a result. Working memory involves attention, concentration, mental control and reasoning.
Research suggests that working memory is an essential component of other higher order cognitive processes, as well as being closely related to achievement and learning.
X?s scores indicate that he performed in the high average range.
5. Processing Speed Index (PRI)
The two processing speed subtests provide a measure of X?s ability to quickly and correctly scan, sequence or discriminate simple visual information. Both subtests measure short term visual memory, attention and visual motor coordination.
X?s scores indicate this cognitive domain appears to be an area of difficulty for him, with his results producing scores within the low average range (16th centile). He clearly has the cognitive skills necessary to successfully recognise letters and words, however his processing speed appears to be slow and therefore he will require extra time to accomplish tasks, particularly writing or copying tasks.
6. Index Level Discrepancy Comparisons
Information about a child?s strengths and weaknesses can be gained from comparing performances across four different index or composite scores. In X?s case there was a significant difference between his processing speed and all other areas. Indicating that he needs more time to complete tasks and for instructions to be repeated, in which case, instructions should be repeated in exactly the same way, allowing X to extract the information he has missed.
7. Overall summary of results and observations made
This psychological assessment has been undertaken to provide further information on X?s cognitive strengths and weaknesses. The results and observations from this assessment are to contribute towards a multi-agency assessment at the X Centre. The assessment was conducted in English in a standard sized, empty classroom within the school.
X did not present with any physical difficulties during the assessment, although at times he did appear uncomfortable on his chair and on occasions would briefly walk around the room between subtests. However, on each occasion he returned to his seat when requested. When he was giving a task his full attention, I observed that the fidgeting on the chair was reduced. It may be helpful in class, if X is able to have teacher directed opportunities for physical exercise (e.g. delivers messages, sharpen pencils, give books/materials out etc). When appropriate, it may be worth exploring X?s response to completing tasks whilst standing up, (e.g. using a high table, using a lectern etc), which may also be a beneficial resource for other class members.
X was able to give his attention and concentration for the full administration time. However during the Picture Concepts Subtest, we could hear some music playing from a nearby room. For me, this sounded like background music, however X appeared very distracted by the music, he was unable to continue with the task and appeared not to hear anything I said to him whilst the music was playing. Once the music had stopped, X was able to give his full attention to the task again. In the classroom or noisy environments X may be finding it difficult to ignore background or minor noises, which other children find easy to tune out.
During the assessment, we were required to move to another classroom as the class returned, this did not appear to have any impact on X or his performance, once in the new classroom he continued to be focused and completed the tasks.
I observed that on the tasks which X may have found more challenging he did keep asking how he was doing, he appeared to need verbal encouragement to give him the confidence to continue with the challenging tasks. X responded well to verbal feedback and praise, this could be observed by his positive body language.
On tasks requiring visual reasoning and logic, X persisted, using trial and error strategies to complete the task. He also used self-talk strategies to reinforce information and support his attention and concentration.