Global scales should only be reported if there are consistent levels of performance within a scale. The most important task of evaluator and teachers becomes one of figuring out how to teach the child to capitalize on the areas of learning strength. If for some reason classroom observation is not possible, a videotape can be made by the classroom teacher illustrating easy and difficult times. Some children do best during structured and small group times and have difficulty with loud, busy, unstructured times such as recess and in the cafeteria. A recommendation for extra support around these times can be very helpful.
Projective tests can be helpful to elucidate emotional themes.
I have found the TED particularly helpful, especially the self-esteem and peer cards. During picture based and especially sentence completion tasks, some children with WS have a tendency towards the dramatic, and a verbal disinhibition can create responses that may be unduly concerning. It is not uncommon for children with WS to have a love of story telling, to sense an interested audience, and to provide somewhat idiosyncratic responses. Sometimes the combination of a short attention span, word finding difficulty, and a love of language for language sake can result in disorganized responses and the impression of 'loose' emotional makeup. It is important not to give too much credence to this type of interpretation of projective response unless responses are supported by a variety of other information.