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tributed to them: High Comprehension, especially coupled with lower Information,...is characteristic for hysterics. The reverse pattern...is generally seen in the obsessivecompulsive (Allison, Blatt, & Zimet, 1968, p. 25). At the worst, such analyses can promote test abuse because of inadequate validation; at the best, they encourage overinterpretation of chance error. 7. Hypotheses generated from the shared abilities of WAIS-III subtests are just that hypotheses. They are not facts but ideas about a person s cognitive and behavioral functioning that require external verification to be optimally meaningful. This type of cross-validation can come from background information (e.g., knowledge about the individual s cultural opportunities, behavioral descriptions by others who know the patient, nature of a head injury), clinical observations of the person s test-taking behavior, and scores on other pertinent subtests. This intelligent, scientific attitude toward hypothesis validation is also characteristic of clinicians, such as Allison et al. (1968) and Sattler (1988), who advocate interpretation of differences between specific subtests. Never infer a behavioral or background hypothesis about a person based simply on a grouping of subtest scores. One should neither hypothesize distractibility because of low scores on Digit Span, Arithmetic, and LetterNumber Sequencing nor suggest a poor early environment because of deficits in Information and Vocabulary. Behavioral hypotheses require external support from the clinician s observations of test behavior, from behavioral rating scales filled out by others, and so forth. Background hypotheses demand reliable verification about the individual s environment as a child, adolescent, and adult. 8. The interpretive guidelines presented in Steps 8 and 9, as well as Steps 1 7, both empirical and rational, are not inviolable. They are intended as aids to interpretation and should not serve to hamper clinical inferences

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For example, say I m a daily user of Digg (www.digg.com), an online news portal that displays news based on the popularity voted on by its users, which uses the hosted jQuery library from Google, and I decide to add the jQuery library to my Web site. When I pull up my site in the browser, it grabs a cached version of jQuery from my browser cache, unless, when requesting the library, Google sends a modified response back. In that case, the latest jQuery library would be returned instead of the file from my cache. Table 2.1 outlines the two available versions of jQuery.

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from a WAIS-III administration. Rules, no matter what their empirical foundation, cannot replace good judgment and must not supersede clinical, neuropsychological, or psychoeducational insights. Rules are meant to be broken; however, violation of guidelines and principles should occur with full knowledge of proper interpretive procedures, not out of ignorance.

that the person may be unable to store the stimuli long enough to process them appropriately. The shared abilities listed in Table 12.3 are not exhaustive; the information provided is intended to be illustrative and serve as a good guideline. Utilize this reference as a framework that is open to expansion. Incorporate your expertise as an examiner and the individuality of each person tested into the detective work involved in profile analysis.

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The abilities that are believed to underlie each WAIS-III subtest are organized in Table 12.3. The information included in the tables summarizes the material that was included in the subtest-by-subtest analysis in 10. The abilities and influences that are shared by at least two WAIS-III subtests are easy to pinpoint in the table. These tables are quite similar to tables that are presented for the WISC-III (Kaufman, 1994a). Table 12.3 is organized by Silver s (1993) information-processing model: Input Integration Storage Output. This model, which resembles Osgood s psycholinguistic model (see 10), considers more than just the content of the item. It denotes: What type of stimuli does the individual have to respond to How is the information processed How well is it remembered How is the person required to respond This model takes into consideration that some aspects of the stimulus or the response may affect an adult s performance on certain subtests apart from the specific content or processes inherent in the task, and it makes allowances for the possibility

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With each cluster of subtests listed are the splithalf reliabilities and test-retest reliabilities. These values are based on the average reliabilities presented in the WAIS-III manual and on the average intercorrelations among subtests in each cluster. The formula for a composite was applied (Tellegen & Briggs, 1967). The testretest and split-half reliabilities differ for most clusters; thus, both are provided. In general, clusters with reliability coefficients of .85 or above represent stable enough abilities or traits to support confident interpretation and the infrequent coefficients of .75 to .84 require more cautious interpretation. The reliability coefficients for most subtest combinations in Table 12.3 are quite outstanding, with numerous values at or above .95. The coefficients for adults dipped below .85 only for one performance dyad: planning ability.

Table 12.3 shows how different abilities overlap in various subtests. Now, you ask, what do you do with all that information Here we provide you with a sequential guide to generate hypotheses.

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