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Relative to the reference group norms for ages 20 34, that age group earned an average Verbal scaled score, across the six Verbal subtests, of 89 and an average Performance scaled score of 68 (Wechsler, 1981, Table 7) Clinicians had to calculate a second set of scaled scores (age-corrected) if they wanted to restore the uniformity of the mean of 10 and SD of 3 The net result was confusion and extra opportunities for clerical errors Happily, the WAIS-III avoided this problem by adopting procedures analogous to the ones used for decades for the children s scales, namely computing scaled scores separately for each age group The result is the uniform, easy-to-interpret scaled score for everyone Step 8 details systematic ways of empirically attacking WAIS-III subtest profiles by determining significant relative strengths and weaknesses among the 14 separate subtests.

T. R. Peltier: Information Security Risk Analysis, Auerbach Publications, 2001 R. Peteanu: Best Practices for Secure Development, Vol. 4.03, October 2001

R-Sq 98.1% R-Sq (pred) 97.44%

We have previously endorsed a systematic, empirical system for determining significant strengths and weaknesses in the WAIS-III profile (Kaufman & Lichtenberger, 1999) The method avoids a comparison of myriad pairs of Wechsler subtests (eg, Information versus Vocabulary, Comprehension versus Picture Arrangement) in favor of a more global approach to the problem: computing the significance of the difference between each Verbal scaled score and the pertinent mean score for.

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http://www.modsecurity.org/archive/ best_prac_for_sec_dev4.pdf http://www.cgisecurity.com/lib/best_prac_for_sec_dev4.pdf

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that person (either the Verbal or Full Scale mean, depending on the size of the V P IQ discrepancy), and then performing analogous computations for each Performance scaled score. This method involves seven comparisons per scale instead of an indeterminate number and invokes order in the process; the pairwise method exploits chance fluctuations, makes Type I errors likely (Knight & Godfrey, 1984), and produces a series of statements about pairs of specific tasks instead of a crisp overview of the person s strengths and weaknesses. To compare an individual s mean performance to his or her performance on every individual subtest, you must first calculate a mean. We suggest that you use the separate mean of all Verbal subtests and mean of all Performance subtests only when the V-IQ versus P-IQ discrepancy is abnormally large (i.e., 17 points); otherwise, use the mean scaled score of all subtests together as the point of comparison for each scaled score.1 Thus, if there is an abnormally large split between a person s verbal and nonverbal performance, then compare Verbal scale subtests to the mean of all Verbal subtests administered and the Performance scale subtests to the mean of all Performance subtests administered. However, if the verbal nonverbal abilities are not abnormally discrepant (even if a significant V-IQ vs. P-IQ difference exists), then use the mean of all subtests (i.e., the mean scaled score of all WAIS-III subtests administered). Figure 12.1 poses a reader s question about selecting the mean score for ipsative comparisons. Once the mean or means of the subtest scaled scores have been calculated, then you should round the mean(s) to the nearest whole number. This rounding procedure will simplify the next calculations and reduce the risk of clerical errors.

Predicted Values for New Observations New Obs 1 Fit 27.663 SE Fit 0.482 95.0% CI (26.663, 28.663) 95.0% PI (22.814, 32.512)

1If only the 11 subtests that comprise the four indexes have been administered and the VCI POI discrepancy is abnormally large (i.e., 19 points), then you should base your strengths and weaknesses on the separate means of verbal subtests versus the performance subtests. If the VCI is not abnormally discrepant from the POI, base your strengths and weaknesses on the mean of all 11 subtests administered.

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Next, calculate the differences between each of the 14 subtest scaled scores and the rounded mean scaled score On the WAIS-III Interpretive Worksheet we have included a place to record both the mean scaled score as well as the difference between the individual subtest scaled scores and the mean It is important to include a plus (+) or minus ( ) sign in front of the difference score to indicate whether the scaled score was higher or lower than the mean score The size of the difference necessary for significance for each WAIS-III subtest varies, but is one of three values: 2, 3, or 4 We present rounded values for computing significant strengths and weaknesses within the Verbal and Performance Scales Table 12.

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