APPENDIX
Test scores are estimates of the attributes measured by a particular test. The accuracy of these
scores depends on numerous factors such as the student’s feelings about being tested and
motivation to perform, familiarity with Standard English, cultural differences, conditions of the
testing setting, mental or physical restrictions, etc.
When used properly, test scores, combined with other relevant information, can present a profile
of levels of functioning to assist with decisions about the student’s needs, his or her strengths,
and any weaknesses which may impact learning and achievement. Scores from a single test
should never be used alone to identify abnormal functioning, or in any way to limit participation
in the general education program.
Tests and other evaluation materials used to assess the student were selected and administered so
as not to be discriminatory on racial or cultural bases. Any standardized tests that were given
were validated for the specific purpose for which they were used and were administered by
trained and knowledgeable personnel in accordance with any instructions provided by the
producers of the tests.
The evaluation is sufficiently comprehensive to identify all of the special education needs and
related (supportive) services as are required to assist a student with a disability to benefit from
special education, whether or not they are commonly linked to the disability category in which
the student has been classified.
When scores on appropriately designed tests are placed on a common scale, i.e., standardized,
direct comparisons can be made among them. For Standard Scores (SS) the average is 100 and
the standard deviation is 15, with 90 to 110 generally considered to be in the average range of
functioning. For Scaled Scores (ScS) the average is 10 and the standard deviation is 3, with 8
through 12 usually considered to be in the average range of functioning.
Ranges of Standard and Scaled Scores in this report are described using various sets of terms
chosen by the author or publisher of each test. The following is an example of one such system
of descriptors:
Ranges of Standard and Scaled Scores
Scaled Score Standard Score Percentile Qualitative Description
17 to 20 130 and Above 98 and Above Very High
15 to 16 120 to 129 92 to 98 High
13 to 14 110 to 119 77 to 91 Above Average
8 to 12 90 to 109 25 to 75 Average
6 to 7 80 to 89 9 to 23 Below Average
4 to 5 70 to 79 2 to 8 Low
1 to 3 69 and Below 2 and Below Very Low
The Percentile Rank (PR) is based on the Standard and Scaled Scores and specifies the
percentage of students from the test’s standardization sample in the examinee’s age range, or
grade in school, who scored lower than the examinee. A Percentile Rank of 50 is exactly
average, and the average range is usually considered to be between the 25th and 75th PRs.
Confidence Intervals (CI) are a range of scores which take into account the fact that every test
score has the potential for error. CIs are derived statistically to indicate the degree of certainty
one can attribute to a particular score. For example, a 95% CI denotes that one can be 95%
certain that the true score on a test falls within the specified range.
T-Scores, with an average of 50, a standard deviation of 10, and a typical average range of 40 to
60 make up another type of standardized score. T-scores are most often used with behavior
rating scales, measures of emotional functioning, or assessments of personality characteristics.
Most often lower T-scores indicate either “adaptive” or positive functioning, whereas high scores
suggest need for improvement or clinically significant problems.
Since Percentiles are not always based directly on T-scores, they are not included in the
following table. This table shows a sample system of descriptors that might be used for adaptive
and clinical scores:
Ranges of Adaptive and Clinical Scores
Adaptive Scales Clinical Scales
T-Score Range Descriptor T-Score Range Descriptor
70 and above Very High 70 and above Clinically Significant
60 to 59 High 60 to 69 At-Risk
41 to 59 Average 41to 59 Average
31 to 40 At-Risk 31 to 40 Low
30 and below Clinically Significant 30 and below Very Low
A Bell Curve is a graph depicting the normal distribution. It is often seen in various standardized
assessments to depict the typical distribution of test sores. The bulk of students will score within
the average range while smaller numbers of students will score within the below average and
above average ranges. This creates a symmetrical distribution that resembles a bell where half of
the data falls to the right of the mean and the other half falls to the left of the mean. The graph
below is a depiction of the normal distribution bell curve:
SUMMARY OF SCORES
Intellectual Functioning:
Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V)
PRIMARY INDEX SCALES
Index Standard Score Percentile 95% CI Qualitative Description
Verbal Comprehension
Visual Spatial
Fluid Reasoning
Working Memory
Processing Speed
Full Scale IQ
ANCILLARY INDEX SCALES
Nonverbal Index
General Ability Index
Cognitive Proficiency
SUBTEST SCORES
Verbal Comprehension Visual Spatial
Subtest Scaled Score Subtest Scaled Score
Similarities Block Design
Vocabulary Visual Puzzles
Fluid Reasoning Working Memory
Subtest Scaled Score Subtest Scaled Score
Matrix Reasoning Digit Span
Figure Weights Picture Span
Processing Speed
Subtest Scaled Score
Coding
Symbol Search
Primary Test of Nonverbal Intelligence (PTONI)
Index Standard Score Percentile Rank Descriptor
Nonverbal Index 119 90 Above Average
Rating Scales:
Autism Spectrum Rating Scales (ASRS) - Parent Ratings
Scale T-Score Percentile Classification
TOTAL SCORE
Total Score
ASRS SCALES
Social/Communication
Unusual Behaviors
Self-Regulation
DSM-5 SCALE
DSM-5 Scale
TREATMENT SCALES
Peer Socialization
Adult Socialization
Social/Emotional Reciprocity
Atypical Language
Stereotypy
Sensory Sensitivity
Attention
Behavior Assessment System for Children, Third Edition (BASC-3) Self-Report Ratings
CLINICAL INDEX SCALES
Scale T-Score Percentile Rank Classification
School Problems
Attitude to School
Attitude to Teachers
Sensation Seeking
Internalizing Problems
Atypicality
Locus of Control
Social Stress
Anxiety
Depression
Sense of Inadequacy
Somatization
Inattention/Hyperactivity
Attention Problems
Hyperactivity
Emotional Symptoms Index
Personal Adjustment
Relations with Parents
Interpersonal Relations
Self-Esteem
Self-Reliance
CONTENT SCALE SCORES
Test Anxiety
Anger Control
Mania
Ego Strength
Functional Impairment Index
Behavior Assessment System for Children, Third Edition (BASC-3) Parent Ratings
CLINICAL INDEX SCALES
Scale T-Score Percentile Rank Classification
Externalizing Problems
Hyperactivity
Aggression
Conduct Problems
Internalizing Problems
Anxiety
Depression
Somatization
Behavioral Symptoms Index
Atypicality
Withdrawal
Attention Problems
Adaptive Skills
Adaptability
Social Skills
Leadership
Activities of Daily Living
Functional Communication
CONTENT SCALE SCORES
Anger Control
Bullying
Developmental Social Disorders
Emotional Self-Control
Executive Functioning
Negative Emotionality
Resiliency
EXECUTIVE FUNCTIONING INDEX
Overall Executive Functioning
Problem Solving Index
Attentional Control Index
Behavioral Control Index
Emotional Control Index
CLINICAL INDEX SCORES
ADHD Probability Index
Autism Probability Index
EBD Probability Index
Functional Impairment Index
Behavior Assessment System for Children, Third Edition (BASC-3) Parent & Teacher Ratings
Rater Parent Teacher
Scale T-Score Classification T-Score Classification
CLINICAL INDEX SCALES
Externalizing Problems
Hyperactivity
Aggression
Conduct Problems
Internalizing Problems
Anxiety
Depression
Somatization
School Problems - -
Attention Problems
Learning Problems - -
Behavioral Symptoms Index
Atypicality
Withdrawal
Adaptive Skills
Adaptability
Social Skills
Leadership
Activities of Daily Living - -
Study Skills - -
Functional Communication
CONTENT SCALE SCORES
Anger Control
Bullying
Developmental Social Disorders
Emotional Self-Control
Executive Functioning
Negative Emotionality
Resiliency
EXECUTIVE FUNCTIONING INDEX
Overall Executive Functioning
Problem Solving Index
Attentional Control Index
Behavioral Control Index
Emotional Control Index
CLINICAL INDEX SCORES
ADHD Probability Index
Autism Probability Index
EBD Probability Index
Functional Impairment Index
Children’s Depression Inventory 2nd Edition (CDI 2) - Self-Report & Parent/Teacher Ratings
Rater Tristan Therapist
Scale T-Score Classification T-Score Classification
Total Score 87 Very Elevated 68 Elevated
Emotional Problems 78 Very Elevated 74 Very Elevated
Negative Mood/Physical Symptoms 73 Very Elevated - -
Negative Self-Esteem 76 Very Elevated - -
Functional Problems 89 Very Elevated 63 High Average
Ineffectiveness 87 Very Elevated - -
Interpersonal Problems 96 Very Elevated - -
Conners 4th Edition - ADHD Index (Conners 4 - ADHD Index) - Parent Ratings
CONNERS 4 - ADHD INDEX
Index Raw Score Probability Score Guideline
ADHD Index
Conners 4th Edition-Short Form (Conners 4-Short) - Parent Ratings
CONTENT SCALES
Scale T-Score Percentile Rank Guideline
Inattention/Executive Dysfunction
Hyperactivity
Impulsivity
Emotional Dysregulation
IMPAIRMENT & FUNCTIONAL OUTCOME SCALES
Schoolwork
Peer Interactions
Family Life
CONNERS 4 - ADHD INDEX
Index Raw Score Probability Guideline
ADHD Index
Conners 4th Edition (Conners 4) - Parent & Teacher Ratings
Rater Tristan Therapist
Index T-Score Guideline T-Score Guideline
CONTENT SCALES
Inattention/Executive Dysfunction
Hyperactivity
Impulsivity
Emotional Dysregulation
Depressed Mood
Anxious Thoughts
IMPAIRMENT & FUNCTIONAL OUTCOME SCALES
Schoolwork
Peer Interactions
Family Life - -
DSM SYMPTOM SCALES
ADHD Inattentive Symptoms
ADHD Hyperactive/Impulsive Symptoms
Total ADHD Symptoms
Oppositional Defiant Disorder Symptoms
Conduct Disorder Symptoms
CONNERS 4 – ADHD INDEX
Index Probability Guideline Probability Guideline
ADHD Index 89% High 60% Moderate
Childhood Autism Rating Scale, Second Edition – High Functioning Version (CARS 2-HF)
Raw Score Total T-Score Percentile Rank Severity Group
Childhood Autism Rating Scale, Second Edition – High Functioning Version (CARS 2-HF)
Category Ratings Severity
Social-Emotional Understanding
Emotional Expression and Regulation of Emotions
Relating to People
Body Use
Object Use in Play
Adaptation to Change/Restricted Interests
Visual Response
Listening Response
Taste, Smell, and Touch Response and Use
Fear or Anxiety
Verbal Communication
Nonverbal Communication
Thinking/Cognitive Integration Skills
Level and Consistency of Intellectual Response
General Impressions
Raw scores 15-27.5 = Minimal Symptoms; Scores 28-33.5 Mild-to-Moderate Symptoms; 34 and higher = Severe Symptoms
Childhood Autism Rating Scale, Second Edition - Standard Version (CARS 2-ST)
Raw Score Total T-Score Percentile Rank Severity Group
Childhood Autism Rating Scale, Second Edition – High Functioning Version (CARS 2-HF)
Category Ratings Severity
Relating to People
Imitation
Emotional Response
Body Use
Object Use
Adaptation to Change
Visual Response
Listening Response
Taste, Smell, and Touch Response and Use
Fear or Nervousness
Verbal Communication
Nonverbal Communication
Activity Level
Level and Consistency of Intellectual Response
General Impressions
Raw Scores All Ages: 15-29 = Minimal-to-No Symptoms; 30-36 = Mild-to-Moderate Symptoms; 37 and higher = Severe Symptoms
Raw Scores 13+: 15-27.5 = Minimal-to-No-Symptoms; 28-34.5 = Mild-to-Moderate Symptoms; 35 and higher = Severe Symptoms
Multidimensional Anxiety Scale for Children 2nd Edition (MASC 2) - Parent Ratings
Scale T-Score Percentile Rank Classification
MASC 2 TOTAL SCORE
MASC 2 Total Score
MASC 2 SCALES
Separation Anxiety/Phobias
GAD Index
Social Anxiety: Total
Humiliation/
Rejection
Performance Fears
Obsessions & Compulsions
Physical Symptoms: Total
Panic
Tense/Restless
Harm Avoidance
MASC 2 ANXIETY PROBABILITY SCORE
Number of Elevations on
Probability Guideline
Anxiety Scales
Vineland Adaptive Behavior Scales, Third Edition (Vineland-3) - Parent Ratings
DOMAIN SCORES
Index Standard Score Percentile 95% CI Qualitative Description
Communication
Daily Living Skills
Socialization
Adaptive Behavior Composite
SUBDOMAIN & MALADATPVE DOMAIN SCORES
Communication Domain Daily Living Skills Domain
Subdomain v-Scale Subdomain v-Scale
Receptive Personal
Expressive Domestic
Written Community
Socialization Domain Maladaptive Scale
Subdomain v-Scale Scale v-Scale
Interpersonal Relationships Internalizing
Play & Leisure Externalizing
Coping Skills
v-Scale Scores: 21-24 = High; 18-20 = Moderately High; 13-17 = Adequate; 10-12 = Moderately Low; 1-9 = Low
Maladaptive Scale Scores: 1-17 = Average; 18-20 = Elevated; 21-24 = Cynically Significant
Vineland Adaptive Behavior Scales, Third Edition (Vineland-3) - Parent & Teacher Ratings
Rater Parent Teacher
Index Standard Score Descriptor Standard Score Descriptor
v-Scale v-Scale
Communication
Receptive
Expressive
Written
Daily Living Skills
Personal
Domestic
Community
Socialization
Interpersonal Relationships
Plan and Leisure
Coping Skills
Maladaptive Scale
Internalizing
Externalizing
Adaptive Behavior Composite