20 TABLE 1.5 General Ability Index Equivalents of Sums of Scaled Scores’ A. PRIFITERA, LG. WEISS, AND D-H. SAKLOFSKE Sum of Confidence interval | Sum of Confidence interval scaled Percentile. =] scaled Percentile § scores GAT rank scores GAT rank 90% 95% 8 50 99.9 142-153 141-154 1412897 121-132 120-133| 144150 399.9 «142-153 141-154 512997 122-133 121-134] 145150 399.9 142-153. 141-154 16 1098 123-134 122-135} 146 180 399.9 142-153 141-154 17 198 124-135 123-136] 147 180 399.9 142-153 M4I-154 18 13298 125-136 124-137| 148190 >99.9__-142-153__ 141-154 1913399 126-137 125-138] 149150 399.9 142-183 141-154 120° 13499 127-138 126-139} 150 150 -399.9142-153. 141-154 213599 128-139 127-139] 151 180 399.9 142-153. 141-154 122 136 99 129-139 128-140] 152 150 399.9 142-153 141-154 123 13799 130-140 129-141 “Data and Table Copyright © 1997 by The Psychological Corporation. All rights reserved. the traditional FSIQ is used when that score is appropriate (e.g., when Arithmetic and Coding are not significantly divergent from the respective composites). What are the likely consequences of using the GAI in educational decisions? In many special education cases, the GAI will result in a higher estimate of overall intellectual ability than the traditional FSIQ. This will occur when Arithmeti and/or Coding are significantly below their respective scale means and thus drag down the traditional FSIQ score. In determining eligibility to receive services for learning disabilities, this will likely increase the discrepancy between achievement and ability as estimated by the GAL, thus improving the chances of receiving special