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on a test of design copying; or that relatively high scores on Digit Span, Coding, and Symbol Search reflected a good Short-term Memory (Auditory or Visual) if the person kept asking for questions to be repeated and misplaced the pencil during the evaluation The hypotheses quoted here are among the numerous Strengths and Weaknesses included in Watkins and Canivez s Table 1 and were rejected as unreliable because of trivial kappa statistics Because we recognize that variation in cognitive abilities is commonplace in the general population (eg, Kaufman, 1979; McGrew & Knopik, 1996), we make it clear in our writings that intraindividual differences alone are insufficient grounds upon which to base diagnostic, classification, or treatment decisions (Flanagan & Ortiz, 2001; Kaufman, 1994; Kaufman & Lichtenberger, 2002; see also Reschly & Grimes, 1995).

When statistically significant intra-individual differences are found, a judgment with regard to their meaningfulness is made based on other sources of information We believe that any outlier score or significant intra-individual difference only gains diagnostic meaning when it converges with other data sources in a manner suggested by existing research For example, the fact that auditory processing emerged as a relative weakness for an individual (following ipsative analysis) is not meaningful in and of itself However, the fact that the individual is in second grade and has not learned how to read and her score on an auditory processing composite (which consists of phonetic coding tests) is within the deficient range compared to same age peers provides the clinician with information to hypothesize that the observed auditory processing deficit is the presumptive cause of her inability to read.

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The clinician s hypothesis is strengthened by the results of numerous investigations that have shown that phonological processing is the core deficit in individuals with reading disabilities (see Flanagan, Ortiz, Alfonso, & Mascolo, 2002 for a review) After ruling out other potential causes for deficient reading and phonological processing, such as hearing impairment, history of ear infections,.

A NEW THEORY-BASED APPROACH TO PROFILE INTERPRETATION ences from it and then communicates with patients and professionals (Meyer et al., 2001, p. 128). Likewise, the worth of a test interpretation method, such as intra-individual analysis, cannot be separated from the sophistication of the clinician who draws conclusions from it.

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poor instruction, deficient speed of lexical access, and so forth, the clinician can reasonably conclude that the individual s reading difficulties were due to a core phonological processing deficit The clinician s evaluation of the types of errors made on the tests of phonological processing administered inform his or her recommendations with regard to intervention and remediation The belief that test findings, however unusual, only gain diagnostic meaning when they converge with other data sources, including findings from relevant research, is not unique to the field of psychological assessment Indeed, most disciplines that use measurement tools, including medicine, undoubtedly share the same philosophy Consider the following example of the thought processes of a veterinarian evaluating a cat who presented with a history of not eating and vomiting Blood work revealed a blood urea nitrogen (BUN) of 54 (normal range = 14 36) and a creatinine of 2.

7 (normal range = 06 24) Based on the presenting symptoms and the elevated kidney values (BUN and creatinine), a presumptive diagnosis is that the cat is in renal (kidney) failure a condition that has a very poor prognosis However, in order to test the hypothesis of renal failure, additional testing was deemed necessary After receiving the results of a urinalysis, the veterinarian found that the cat s urine specific gravity was normal at 1065 With this additional information, the veterinarian concluded that the cat s increased BUN and creatinine levels were due to dehydration, not renal failure How is the psychologist s approach to using assessment tools and interpreting test results different It is not The reader is referred to the work of Rohling and his colleagues on the benefits of integrating test results from multiple sources (eg, Miller & Rohling, 2001).

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