WJ III results - anyone good at interpreting these?

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Towards the end of the last school year I had the school evaluate her for Asperger's and they gave her a WoodCock-Johnson Cognitive III test and also WoodCock-Johnson Psycho-Educational Battery. After a 504 meeting with the school that left me feeling like they weren't very knowledgeable on how to help her I decided to go get some outside help and am taking her to see a respected psychologist in the area. We had the first meeting with him the other day and basically he was getting some background info on her and took copies of the eval that the school did. When we see him again after he's had time to sit down and go over the eval from the school I hope he can shed some light on the issues she's having at school and how the teachers could better help her and also if he feels like more testing is needed. In the meantime, I thought I'd ask here if any of you have experience interpreting these results?


GIA: 124
Verbal Ability: 112
Thinking Ability: 141
Cognitive Ability: 93

Verbal Comprehension: 112
Visual-Auditory Learning: 160
Spatial Relations: 106
Sound Blending: 151
Concept Formation: 116
Visual Matching: 94
Numbers Reversed: 94


Oral Expression: Grade EQVLNT: 3.9 / Standard Score: 109
Listening Comprehension: Grade EQVLNT: 10.2 / Standard Score: 130
Written Expression: Grade EQVLNT: 2.7 / Standard Score: 105
Basic Reading Skills: Grade EQVLNT; 3.8 / Standard Score: 113
Reading Fluency Skills: Grade EQVLNT: 4.2 / Standard Score: 116
Reading Comprehension: Grade EQVLNT: 3.9 / Standard Score: 112
Math Calculations Skills: Grade EQVLNT: 2.7 / Standard Score: 105
Math Problem Solving Skills: Grade EQVLNT: 3.3 / Standard Score: 112



The main issues right now seem to be that she has problems with being easily distracted and requires frequent reminders and prompts to complete work. She has problems with written work - she can write, but it usually takes her forever (seems to have problems getting it from her head to on paper). The combination of those two difficulties makes it hard for her to finish her work and be able to keep up with everything. I know there are some working memory issues at play here, also. I asked her recently why she thought she had trouble and she said "I try to work, but I'm distracted by the kids and everything - and then while I am working I can't hear what the teacher is saying and so then I don't know what I am supposed to be doing. And also because I can't write as fast as everyone else."

I'm hoping to be able to pinpoint the root of the problems so I can get her the support she needs. She is clearly very smart and I don't want to see her drop through the cracks. If I can understand what is going on I can advocate for her better at her next 504 meeting with the school.

FYI: She is 8 and in an advanced 2nd grade program.

Short answer: The problem is not her intelligence.

100 is average. In the 80s is approaching "mental retardation." 130-140 is "genius" range. So, she is above average.

I always found the most interesting part of our kids scores to be how much disparity there is between scores in different areas. I've understood that to be one of the markers of AS. Understanding the sections with the lower components will help you know what areas she is doing need support for, and learn to compensate in.

But, beyond that ... I don't have the information you are looking for, either. Sorry.

Your daughter's scores reflect what she is telling you. Some things that would probably help her would be:

Less busywork- Instead of doing a whole page of math, she should be assigned half a page. The teacher can choose which problems are most important as far as new material and review. Same for other subjects. Whatever the regular assignment is, she could do 1/2 to 2/3 instead of the whole thing. Homework should be minimal if not eliminated. This will help her keep up with the other kids and since she is bright, she won't be learning less for doing less work.

Listen when teacher talks- The teacher can instruct all students to put down pencils and "eyes on me" when she is giving instructions. This way your daughter can be focused on the directions when they are given, and focused on work when it is time to work. Really, this will benefit all the students as most kids that age have trouble hearing directions while working.

Desk placement- Ask to have your daughter's desk in a place where distractions are minimal. This may be near the teacher's desk or in the back of the classroom. My daughter functioned best when her desk was in the back, farther back than the other kids. She was less distracted, and her constant fidgeting didn't distract the other kids, so win-win. Ask your daughter where in the classroom she thinks she could focus best, and advocate for her to be placed there.

I hope this helps!