Test Results Wechsler Intelligence Scale for Children Fourth Edition (WISC-IV)

Transcription

1 Dates of Evaluation: Date of R: 12 December 2005 Ne of Exiner: D N. a School: Ne: Date of Birth: Chronological Age: 10 years, 6 months Grade: 5 Reason f Referral XXX was referred by his arents in der to give this exiner exence in administering several fms of sychological assessment. The following secific questions will be addressed within this sychological r: 1. What is XXX s resent vel of cognitive functioning? 2. Is there a discreancy bween XXX s intelctual ability and academic achievement? ckground Infmation XXX is a 10-year-old fifth grade ementary school student who lives with both of his arents in XXX, PA. Mr. XXX rs that XXX s medical histy is unremarkab, and that XXX has been on-time slightly ahead of all develomental mistones. XXX s academic achievements have consistently been in the high average range; he has been an A-B student since he started school. Parents r no behavial concerns with XXX. When this exiner m with XXX, he was a very fndly, sociab, and asant young man. Parents r he is oular with his eers, and enjoys laying soccer, baseball, and football. Assessment Mhods Wechsr Intelligence Sca f Children Fourth Edition (WISC-IV) Wechsr Individual Achievement Test Second Edition (WIAT-II) Beery-Buktenica Develomental Test of Visual-Mot Integration (VMI) Vineland II Adative Behavi Scas (Vineland) Behavi Observation during Assessment Assessment Results Behavi Observations: XXX was evaluated on two occasions. He was fndly and outgoing in the eriod befe the testing, and cooerative throughout. He aeared conscientious and concerned about doing well on the tasks. When he made mistakes, he either self-crected (if it was allowed) made self-unishing remarks (e.g., I knew that! Stuid! ). Toward the end of both testing eriods, XXX s attention began to flag as he bece increasingly distracted by what was haening in his yard (there was a large bay window in the testing area). He also dislayed increasing vels of frustration (sighing, looking disaointed) with his inability to crectly resond to the higher-vel questions. In the eriod after testing, however, XXX seemed to revert back to his earlier outgoing self. The obtained results are thought to be accurate reresentations of XXX s abilities. Test Results Wechsr Intelligence Sca f Children Fourth Edition (WISC-IV) An intelctual assessment was conducted on 10/1/05. The results of that assessment have been incated into this r; all sces are red at a % confidence interval. In administration of the Wechsr Intelligence Sca f Children Fourth Edition (WISC-IV), XXX obtained a Full Sca IQ sce of 1nd(82 %i), lacing him in the range. XXX s erfmance across the four index comosite areas was as follows: Verbal Comrehension (VCI) Percual Reasoning (PRI) Wking Memy (WMI) Processing Seed (PSI) Scad Sce %i Descrition Sueri

2 X s Verbal Comrehension (VC) (SS=, th %i) registered in the Range. He erfmed at a vel greater than % of his age-grou eers on tasks that required him to articulate his knowdge about general rincis and social situations, vocabulary knowdge, and similarities bween two concs. X s most significant area of strength is Percual Reasoning (PRI) (SS=121, 92nd %i). He erfmed as well bter than 92% of his age-grou eers at tasks requiring satial maniulation visual observation. X s Wking Memy (WMI) (SS=104, 61st %i) erfmance was in the range. He sced as well bter than 61% of his age-grou eers at tasks requiring him to use his sht-term memy to recall number sequences erfm mathematical oerations in his head. His erfmance on mental math tasks (Arithmic, ss=) was significantly higher than his erfmance on tasks requiring him to rain random tters and numbers in his sht-term memy and reeated them in a re-dermined der (Lter-Number Sequencing, ss=10). X s Processing Seed (PSI) (SS=91, 27th %i) erfmance was on the low end of the range. He erfmed as well bter than 27% of his age-grou eers on timed tasks that required him to visually rocess infmation, and then act on that infmation. XXX s erfmance on the Coding subtest (ss=10), a task that required him to draw symbols in cresonding shaes boxes, was in the average range. However, erfmance on the Symbol Search subtest (ss=7), which required him to scan a search grou and indicate whher the targ symbol(s) matches any of the symbols in the search grou, was slightly below average ) ) PSI Coding Symbol Search 10 7 WMI Digit San Lter-Number Seq. (Arithmic 12 12) ) PRI Block Design Picture Concs Matrix Reasoning (Picture Comtion VCI Similarities Vocabulary Comrehension (Infmation (Wd Reasoning A scad sce bween 8 and 12 is considered to be in the average range. XXX s individual subtest sces, arranged accding to index areas, were as follows: XXX s rofi on the WISC-IV revead a child oerating rimarily at a cognitive vel. He was Sueri on most subtests in the Verbal Comrehension and Percual Reasoning areas. Processing Seed resented XXX with the greatest difficulty; whi his scad sce on the Coding subtest was average (SS=10), his scad sce on the Symbol Search subtest was below the average range (SS=7). Wechsr Individual Achievement Test Second Edition (WIAT-II) The WIAT-II is an achievement test used to measure basic reading, math, written language, and al language skills. The Reading subtests include wd reading, reading comrehension, and honic decoding skills. The Mathematics subtests include calculation and sim wd robms. The Written Language subtests include selling and sentence and aragrah writing tests. The Oral Language subtests draw uon listening comrehension and al exression skills. X s overall achievement comosite was red at 124 (th %i), lacing him in the Sueri range. All sces are red at a % confidence interval.

3 Reading Wd Reading Reading Comrehension Pseudowd Decoding Standard Sce %i Mathematics Numerical Oerations Math Reasoning Written Language Selling Written Exression Grade Equivant :0 7: :6 7:8 Oral Language Listening Comrehension Oral Exression Total Comosite 124 8:7 6:9 >12:9 Descrition Sueri 8:8 >12:9 XXX obtained the following sces in each of the areas of measurement: Sueri Sueri Sueri X s Reading comosite sce (SS=, th %i) registered in the range. XXX erfmed as well bter than % of his age-grou eers on tasks that required him to read random wds from a list, use honic knowdge to decode nonsense wds, and answer questions based on a sht reading assage. Of note was XXX s sce on the Pseudowd subtest (ss=124), which registered in the Sueri range. This means that X s sce on tasks of recognizing honic sounds and rus in English is equal to greater than % of his agegrou eers. X s Mathematics comosite sce (SS=, th %i) also registered in the range. XXX erfmed as well bter than % of his age-grou eers on tasks requiring him to conduct mathematical calculations use math knowdge to solve wd robms. X s Written Language comosite sce (SS=117, 74th %i) also registered in the range. XXX erfmed as well bter than 74% of his age-grou eers on tasks requiring him to sell wds and write sentences and aragrahs. X s Oral Language comosite sce (SS=129, 97th %i), which registered in the Sueri range, demonstrates his strongest erfmance on the WIAT-II indices. XXX erfmed as well bter than 97% of his age-grou eers on tasks requiring him to match ictures to soken descritions, tell a sty based on a ses of ictures, and describe stes required to comte a task. Of articular note was XXX s sce on the Oral Exression subtest (ss=0), which is equal to greater than 98% of his age-grou eers. XXX demonstrated no noticeab academic weaknesses in any of the subtests on the WIAT-II. XXX s subtest sces are indicative of a child achieving rimarily at the vel.

4 Vineland II Adative Behavi Scas (Vineland II) Mr. XXX s interview rovided the following sces in each of the areas of measurement: This exiner conducted the Vineland II Survey Interview with XXX s father, Mr. XXX. This survey utilizes thirdarty infmation to identify areas of concern in adative maladative behavi in an individual. XXX s overall Adative Behavi Comosite sce was dermined to be 93 (32nd %i), lacing him in the range. All sces are red at a % (+/- 5) confidence interval. %i 32 Adative Level Communication Daily Living Skills Socialization Adative Behavi Comosite Standard Sce 93 X s comosite sce in the Communication domain (SS=94, 34th %i) was equal to greater than 34% of agegrou eers. His father s ercion of his ability to receive infmation and communicate verbally and in writing laces him in the range f children his age. X s comosite sce in the Daily Living Skills domain (SS=, 37th %i) was equal to greater than 37% of age-grou eers. His father s ercion of his ability to function within ersonal, domestic, and community stings laces him in the range f children his age. This domain resented the widest range of subdomain sces. Whi X s sce in the Personal subdomain (ss=17) was on the high end of, his Domestic subdomain sce (ss=11), which assesses the demonstrated ability to carry out domestic functions such as caning, cooking, and household maintenance, is in the Moderately Low range. X s comosite sce in the Socialization domain (SS=94, 34th %i) was equal to greater than 34% of agegrou eers. His father s ercion of his ability to function in interersonal relationshis, coe with difficult situations, and behave aroriately during lay and isure time laces him in the range f children his age. Mr. XXX was aware of no maladative behavi as resented in the interview. Communication Recive Exressive Written 15 A v-sca sce bween is considered to be in the range. XXX s individual subdomain sces, arranged accding to domain, were as follows: Daily Living Skills Personal 17 Domestic 11 Community 15 Socialization Interersonal Relationshis Play & Leisure Time Coing Skills 16 XXX s adative behavi seems to be entirely average f a 10-year-old boy, with the ossib eion of the Domestic subdomain (ss=11). The lack of any notab maladative behavi is also a ositive sign. Beery-Buktenica Develomental Test of Visual-Mot Integration (VMI) The VMI is a aer and encil test that is used to assess visual-mot integration ability the ability to see and coy accurately. When asked to draw the different figures of the VMI, XXX erfmed in the sueri range (SS=124; th %i). A quantitative and qualitative analysis of XXX s drawings suggests that his visual-mot integration abilities (e.g., fine mot skills f aer and encil tasks) are above average f his age, and resent no cause f concern.

5 Summary of Findings XXX is a child with a chronological age of 10-6 who is erfming in the range on measures of cognitive ability (FSIQ 1; 82nd %i). His comosite achievement sce is in the Sueri range (SS=124, th %i). Subtests from both the WISC-IV and WIAT-II confirm verbal communication to be an area of relative strength. There aears to be no significant discreancy bween XXX s intelctual ability and his academic achievement. Furtherme, measures of adative behavi demonstrate erfmance f a 10-year-old child, with no warning signs of maladative behavi, and measures of visual-mot integration demonstrate Sueri integration skills comared to his age-grou eers. Recommendations No secialized lacement is deemed necessary at this oint. XXX s assessments align with the academic and social success XXX exences in his current academic lacement, and it is recommended that he remain there at resent. D N. a, B.A. Rider University