PSYCHOLOGICAL ASSESSMENT REPORT

NAME Sohan Shetty

SEX Male
DATE OF BIRTH 5/1/2015
AGE 8 years 2 months
DATE OF TESTING 11/3/2023
SCHOOL S.M.Shetty high school
GRADE 2nd std.
INFORMANT Mother
REFERRED BY Ms. Natasha Mehta (School Counselor)
REASON FOR REFERRAL Psychological Assessment

BACKGROUND INFORMATION:
Birth/ Medical history:
Sohan was born out of a full term normal delivery. He had cried immediately after birth.

Developmental history:
The motor milestones and speech milestones have been reported to be age appropriate.

Social & Behavioral history:

The child has cordial relationship with his peers. Behaviorally; he is restless, fidgety, has poor attention
span and is distractible. He has been recommended medication for the same. However; the child has not
been taking the medication.

Academic history:
Academically; Sohan gets low scores in most subjects. He often makes spelling mistakes, has difficulty in
reading, spellings, math along with calculation mistakes.

Family history/ Nature of environment:

There has been no significant family history of academic/ behavioural concerns reported by the mother.

TESTS ADMINISTERED:-
MALIN’S INTELLIGENCE SCALE FOR INDIAN CHILDREN (MISIC)
WIDE RANGE ACHIEVEMENT TEST 5
INFORMAL ASSESSMENT
MALIN’S INTELLIGENCE SCALE FOR INDIAN CHILDREN (MISIC) (11.03.2023)

Malin’s Intelligence scale for Indian children was used to assess the intelligence quotient of the child. It
consists of 10 sub-tests each measuring different aspects of the child’s cognition. The sub-test are divided
into two groups verbal (those that assess the child’s ability to understand reason and express herself
through language) and performance those assess the individual ability to perceive organize and reason
with visual / spatial stimuli.
Verbal Sub-tests T.Q. Interpretation Description of subtest
General 95 Average Assess functional remote memory,
Information intellectual orientation, efficiency
General 95 Average Includes verbal comprehension &
Comprehension conceptualization
Arithmetic 85 Dull normal Assess numerical reasoning
Similarities 132 Gifted Assess abstract reasoning & cognition
Vocabulary 86 Dull normal Assess knowledge and definition of words
Digit Span 85 Dull normal Taps auditory short term memory

Performance T.Q Interpretation Description of subtest

Subtests
Picture 95 Average Assess visual discrimination, alertness to
completion detail and observation skill
Block Design 159 Gifted Assess synthesis of Gestalt relationships
and abstract visual problem solving
Object Assembly 92 Average Assess perceptual spatial organization
Coding 98 Average Assess visual memory, speed and
accuracy
Mazes 97 Average Assesses spatial organization and
anticipatory planning

Verbal Quotient = 99 Performance Quotient = 108 Full scale Quotient = 103

The child’s full scale IQ of 103 falls in the Average range of Intellectual functioning. The child’s Verbal
IQ of 99 falls in the Average range of functioning and his Performance IQ of 108 also falls in the Average
range of functioning.
There is no significant discrepancy between the Verbal IQ & Performance IQ.
On the Verbal subtests, his significant strengths are verbal conceptualization, logical abstraction skills as
indicated by the scores on Similarities subtest. His social comprehension and reasoning skills are average
as indicated by the scores on the Comprehension subtest. This requires not only general verbal ability, but
a degree of social acculturation, social intelligence, and knowledge of conventional standards for moral
and ethical judgment. His level of curiosity and motivation for learning as reflected by the scores on the
information subtest are in the average range of functioning. His use of vocabulary as indicated by the
scores on the vocabulary subtest is in the dull normal range of functioning. His numerical reasoning and
verbal computational abilities are an area of weakness as reflected by the scores on the Arithmetic subtest.
His short term auditory memory and sequential processing skills is in the dull normal range as reflected
on Digit Span subtest.
On the Performance subtests; Visual recognition and identification of the stimulus is in the average range
of functioning as indicated by the scores on Picture completion. In this subtest, the alertness to
environment and ability to distinguish essential from nonessential details play an important role. His
psycho-motor speed and visual working memory falls in the average range as indicated by the scores on
coding. His visual/spatial reproductions and planning ability is in the average range as reflected by scores
on Mazes. The skills requiring visual integration of parts into whole with a given visual cue are
comparatively better than the visuo-spatial and perceptual organizations skills with respect to unfamiliar
stimuli as indicated by the scores on the Block design and Object Assembly subtests respectively.

Test taking behavior:

Sohan’s conversational proficiency and his vocabulary for English language were limited. He was
co-operative during the testing session. Few instructions needed translation in Hindi. The child appeared
to be mildly restless and inattentive.

WIDE RANGE ACHIEVEMENT TEST 5 (25.03.2023)

Reading
Word Reading measures letter and word decoding through letter identification and word recognition.
Sohan’s performance in this sub-test was in dull normal range of functioning with a standard score of 88,
falling at the grade level of 1.5 and with a percentile ranking of 21. The qualitative analysis of his
performance revealed omissions and substitutions. He at times had a tendency to break up longer words
while reading.

Spelling
Spelling sub-test measures an individual's ability to encode sounds into written form through the use of a
dictated spelling format containing both letters and words. Sohan’s performance was in the average range
of functioning with the standard score of 96, falling at the grade level of 2.3 with a percentile ranking of
39. The qualitative analysis indicated difficulty with encoding sounds for spellings especially in case of
longer words. Few spelling mistakes were noticed with the presence of omissions and substitutions.

Math Computation
Maths Computation measures an individual's ability to count, identify numbers, solve simple oral maths
problems, and calculate written maths problems with a time limit of 15 minutes. Problems are presented
in a range of domains including arithmetic, algebra, geometry, and advanced operations . In this test,
Sohan’s performance was in the dull normal range of functioning with a standard score of 87, falling at
the grade level of 1.8 and with a percentile ranking of 19. The qualitative analysis of his performance
revealed difficulty in solving math operations, sign confusions and calculation mistakes.

Sentence Comprehension
Sentence Comprehension measures the ability to identify the meaning of words and to comprehend the
ideas and information in a sentence using an untimed modified cloze procedure. Each item requires the
examinee to read (aloud or silently) a sentence with a word missing, and then say the word that best
 completes the sentence. Sohan’s performance was in dull normal range of functioning with a standard
score of 86, falling at the grade level of 1.7 and with a percentile ranking of 18. The qualitative analysis
of his performance revealed the difficulty in comprehending the text with longer sentences while reading.

INFORMAL ASSESSMENT
He was asked to write a short essay on ‘My School’ in English language. Spelling mistakes were
observed. There was a simple usage of vocabulary. There was poor use of grammar and punctuation cues.
Oral expression was better than written expression. He could not read, write and identify letters in Hindi
language.

CONCLUSION:
Sohan’s full scale IQ of 103 falls in the Average range of Intellectual functioning.
The results on WRAT 5 test and Informal Assessment are suggestive of learning difficulty owing to
deficits in the areas of reading, reading comprehension, math and written expression. Mild deficits were
noticed in spellings. He also meets the DSMV criteria required for the diagnosis of Attention Deficit
Hyperactivity Disorder.

Recommendations:
 Occupational therapy
 Remedial Education
 Behavioural Counseling

Nidhi Chheda Dr. Malay Dave

M.A. (Clinical Psychology) M.D,DPM,DNB
Consultant Clinical
Psychologist Psychiatrist