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Assessment (Kaufman, Lichtenberger, FletcherJanzen, & Kaufman, 2005). For the most recent perspectives on CHC theory, consult chapters by McGrew (2005) and Horn and Blankson (2005). In Appendix A, we apply this new interpretive system to the WAIS-III by patterning the steps after the WISC-IV interpretive steps (Flanagan & Kaufman, 2004). Appendix B provides a blank interpretive worksheet to permit examiners to conduct all of the calculations and decision making required in the seven steps of this new WAIS-III interpretive system. Appendix C presents norms tables for new combinations of WAIS-III subtests that are incorporated into the new interpretive system. And Appendix D, written by Alan Kaufman and Dawn Flanagan, provides commentary on two important, related issues: (a) It evaluates an article by Watkins and Canivez (2004) that is critical of the KaufmanLichtenberger hypothesis-generation approach to Wechsler interpretation; and (b) it articulates the guiding principles and rationale for the new theory-based interpretive system that they developed for the WISC-IV (Flanagan & Kaufman, 2004) and that we have incorporated into Appendix A for the WAIS-III. Unlike the WAIS-III (and the WISC-III, WPPSI-III, and all previous Wechsler scales), the WISC-IV does not provide separate Verbal and Performance IQs. Instead, the WISC-IV offers five global scores: a Full-Scale IQ and standard scores, called Indexes, on four scales Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed. The four WISC-IV Indexes are clearly analogous to the four WAIS-III Indexes. They differ only in the subtest content of three Indexes (Processing Speed is identical in content on the WAIS-III and WISC-IV) and in the name of one Index (Perceptual Reasoning on the WISC-IV is called Perceptual Organization on the WAIS-III). Table A.1 shows the subtest content of the four Indexes on the WAIS-III and WISC-IV.

It is customary to think of statistical process control (SPC) as a set of problem-solving tools that may be applied to any process. The major tools of SPC* are 1. 2. 3. 4. 5. 6. 7. Histogram Pareto chart Cause-and-effect diagram Defect-concentration diagram Control chart Scatter diagram Check sheet

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Ann Reedy is a researcher and member of the technical staff in the Center for Innovative Computing and Informatics at the MITRE Corporation in McLean, VA. She has a broad background in both software engineering and enterprise architecture. She has supported the development of both enterprise architecture frameworks and enterprise architectures for DoD and a broad range of civil agencies. In addition to her recent research work on security patterns at MITRE, she has been working with Syracuse University in integrating security and enterprise engineering concepts in support of the Federal Enterprise Architecture Security and Privacy Profile. She is currently involved in providing enterprise architecture courses through the MITRE Institute and the Federal Enterprise Architecture Certification Institute.

Although these tools are an important part of SPC, they comprise only the technical aspect of the subject. An equally important element of SPC is attitude a desire of all individuals in the organization for continuous improvement in quality and productivity through the systematic reduction of variability. The control chart is the most powerful of the SPC tools.

Perceptual Organization (Perceptual Reasoning) Block Design Matrix Reasoning Picture Completion Working Memory Digit Span Letter-Number Sequencing Arithmetic Processing Speed Digit Symbol Coding Symbol Search Coding Symbol Search Digit Span Letter-Number Sequencing Block Design Matrix Reasoning Picture Concepts

16-4 16-4.1

Naeem Seliya completed his Ph.D. in Computer Science at Florida Atlantic University in July 2005. His dissertation work was about the classification of error-prone software modules.

Because the WISC-IV does not offer Verbal or Performance IQs, these separate IQs play no part in the WISC-IV interpretive system; hence, Verbal and Performance IQs are excluded from the analog system presented in this Appendix for the WAIS-III. Examiners who find value in the information yielded by the Verbal and Performance IQs may prefer to use the interpretive systems detailed in s 11 and 12 instead of the alternate approach presented here. However, those examiners may also opt to merge the systems from s 11 and 12 with the new system presented in this Appendix. For example, an examiner may choose to use Steps 1 through 7 in the sequential approach to WAIS-III interpretation that are described in depth in 11. However, instead of performing Steps 8 and 9 in

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