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nor the Crystallized Fluid difference is interpretable. Likewise, if significant scatter is found in the Fluid Scale, then neither the Fluid Scale nor the Crystallized Fluid difference is interpretable. The presence of significant variability among the subtests that comprise the larger scale (Fluid, Crystallized) indicates that the subtests are measuring discrepant abilities rather than a unitary skill or construct. However, if there is an abnormally large difference between the Fluid IQ and Crystallized IQ (see Table 13.4), then the Fluid Crystallized IQ discrepancy may be interpreted regardless of existing scatter within the Fluid or Crystallized scales anyway because the difference is too large to ignore and likely suggests a clinically meaningful distinction in the person s abilities in those two areas.

1 (for = 0.01)

If there is not significant scatter or variability among the subtests that comprise each scale (Steps 3 & 4), then the scales are likely measuring a unitary ability. Thus, the examiner should articulate what these scales mean and if there is a significant difference between them. For example, in the case of an examinee who has performed significantly better on the Fluid Scale than on the Crystallized Scale (without significant scatter within either scale), you should ex-

(for = 0.05) 3

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14, Case Study: IP Telephony, presents a case study of an emerging technology that demonstrates how to use security patterns to incorporate security into real-world system engineering scenarios The most appropriate patterns of this book are applied to selected use cases in IP telephony systems 15, Supplementary Concepts, discusses selected complementary concepts that can be used in conjunction with security patterns In particular, we present the pattern-related notion of security principles and so-called misuse cases..

Figure 13-6

Core Battery (Number of Subtests) Crystallized (3) 5 Fluid (3) 6 Composite (6) 8 Expanded Battery (Number of Subtests) Crystallized (4) 6 Fluid (4) 7 Composite (8) 9

conclude that n 4 replicates is not suf cient. Proceeding in a similar manner, we can construct the following table:

About this Book 16, Closing Remarks, provides our conclusions and an outlook on future work that deals with security patterns and related concepts.

NOTE: The values for scatter were taken from Table 5.4 of the KAIT Administration and Scoring Manual (p. 50) and indicate differences between highest and lowest subtest scaled scores that occurred in only 15 percent of the standardization sample.

n 4 5 6

1) 0.38 0.18 0.06

KAUFMAN ADOLESCENT AND ADULT INTELLIGENCE TEST (KAIT)

268 9

(1 0.62 0.82 0.94

plain that the examinee does significantly better in solving novel problems than in solving problems dependent on schooling and acculturation. On the other hand, if there is significant scatter within one or both of the scales, you should indicate that the particular scale or scales are not interpretable due to the variability within the scale. However, there is an exception to the rule of scatter indicating that a scale is not interpretable. As mentioned previously, if an abnormally large discrepancy exists between the Fluid and Crystallized Scales (as in Dafne s case), you may interpret the discrepancy between the scales because such an abnormally large difference is likely clinically meaningful, regardless of the presence of significant variability among the subtests in either one of the scales.

4 5 6

To gain a more thorough understanding of an individual s abilities, it is helpful to look at the strengths and weaknesses within the profile. Many adolescents and adults show variability within their subtest profile, so it is important to determine whether the variability within the profile is statistically significant. This process involves calculating statistically significant strengths and weaknesses within the subtest scaled scores. There are typically two modes of determining strengths and weaknesses: comparing a person s scores to those of the normative population, and comparing them to the individual s own mean score (an ipsative comparison). The calculations used as part of the profile analysis, which is completed on the backside of the Individual Record Form, produce ipsative strengths and weaknesses. That is, the strengths and weaknesses found deviate from the person s own average performance. Before computing the strengths and weaknesses portion of the profile analysis, you must first transfer the individual subtest scaled scores to their corresponding space in the

13-2.7

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