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This chapter begins by touching on recent criticisms of our approach to profile interpretation and then continues with a discussion of a stepby-step approach to interpreting the WAIS-III profile. Here we will provide a description of the first seven of nine steps of interpretation. In these steps we will lead you through an examination of the most global score (Step 1), to examination of the IQs (Steps 2 to 4) and then the factor indexes (Steps 5 to 7). The final two steps, which deal with determining the strengths and weakness in the profile (Step 8) and how to generate specific hypotheses from the statistically significant subtest strengths and weaknesses (Step 9), are discussed in 12. To aid in interpreting the global dimensions of the WAIS-III, we refer readers to the empirical research presented in 9 on characteristic profile patterns associated with learning disabilities (e.g., the ACID grouping), Alzheimer stype dementia (Fuld profile), psychiatric disorders, multiple sclerosis, mental retardation, and giftedness. 412

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(a) Explain why ri has unit standard deviation. (b) Do the standardized residuals have unit standard deviation (c) Discuss the behavior of the studentized residual when the sample value xi is very close to the middle of the range of x. (d) Discuss the behavior of the studentized residual when the sample value xi is very near one end of the range of x.

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Before we present our approach to individual profile interpretation, we thought it important to address some of the criticism that has arisen from the approach we advocate (Kaufman, 1990, 1994a; Kaufman & Lichtenberger, 1999; Lichtenberger, Broadbooks, & Kaufman, 2000). Kaufman (1994a) summarizes some of the critic s reviews of profile interpretation as well as IQ tests in general. In a review of our recent brief treatment of the WAIS-III (Kaufman & Lichtenberger, 1999) that presents the same interpretive approach that we do in this chapter, Flanagan and Alfonso (2000) stated that, Although only positive comments can be made about the contribution of Kaufman s psychometric profile analysis approach to the advancement of Wechsler test interpretation, the field of cognitive assessment appears to be gradually moving beyond this method and encouraging the application of current empirically

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supported theories in the interpretation process (p 529) They go on to say Although Kaufman and Lichtenberger offer several theoretical categorizations of WAIS-III subtests, they are not based on confirmatory factor analyses or other empirical validation methods within a given paradigm (p 530) Flanagan and Alfonso conclude, Notwithstanding the authors cautionary statements regarding certain aspects of their interpretive approach, the [book s] major limitation may well prove to revolve around the fact that wellvalidated and contemporary theories of the structure of intelligence were not applied more vigorously in their interpretation guidelines (p 531) Their overall criticisms stem from the belief that the Kaufman approach to profile analyses is antiquated because it does not revolve around the very recent and strongly validated Cattell-HornCarroll (CHC) theory.

We occasionally nd that the straight-line regression model Y is inappropri0 1x ate because the true regression function is nonlinear. Sometimes nonlinearity is visually determined from the scatter diagram, and sometimes, because of prior experience or underlying theory, we know in advance that the model is nonlinear. Occasionally, a scatter diagram will exhibit an apparent nonlinear relationship between Y and x. In some of these situations, a nonlinear function can be expressed as a straight line by using a suitable transformation. Such nonlinear models are called intrinsically linear. As an example of a nonlinear model that is intrinsically linear, consider the exponential function Y

R. E. Childs Jr., J. Crawford, D. L. House, R. N. Noyce: A Processor Family for Personal Computers, in Proceedings of the IEEE, Vol. 72, No. 3, March 1984, pp. 363 376 A. Chuvakin: Intrusion Detection Response, April 2002

This function is intrinsically linear, since it can be transformed to a straight line by a logarithmic transformation ln Y ln

The CHC theory does have much empirical support from factor-analytic studies (McGrew & Flanagan, 1998; see also 14) and is a useful framework for interpreting intelligence tests Thus, Flanagan and Alfonso s comments made us stop and review again the approach we advocate Is it truly antiquated and of little or no use to clinicians Would we be doing a disservice to psychologists and students by presenting such an approach After pondering and discussing the contributions of the individual profile analysis, we concluded that the Kaufman-Lichtenberger method of Wechsler test interpretation is sound and defensible One of the strongest arguments waged against our approach was that it does not have enough psychometric support in terms of factoranalytic data All of the support from Flanagan and McGrew s cross-battery approach comes from group data.

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