CONFIDENTIAL

PSYCHOLOGICAL REPORT

Name: School: County School

Date of Birth: Evaluation Date: 3/ 15/2012

Age: 15 years Examiner: MS, Ed. S.

Grade: 9th

REASON FOR REFERRAL

was referred for an evaluation by the Response to Intervention Team at

County School for a re-evaluation to gain information about his current Individual
Educational Plan and school placement.

BACKGROUND INFORMATION

Developmental History: mother received poor prenatal care during

pregnancy and only gained 6 to 8 pounds. She was reported to have smoked cigarettes
and drank caffeinated beverages during the pregnancy. was born three weeks early
and weighed 6 pounds, 10 ounces. His developmental milestones were delayed.
Medical History: has suffered from multiple ear infections, asthma, and
constipation. Additionally, he has undergone surgeries to correct strabismus. He has
worn glasses since he was 11 months old. According to his adoptive mother, has
some type of chromosome or enzyme abnormality that causes him to have unusual
reactions to certain medications.
Psychiatric History: received a psychiatric evaluation in February of
2006 from - RN, CNS. The diagnostic impressions were Attention
Deficit Hyerpactivity Disorder-Combined Type, Oppositional Defiant Disorder, Mood
Disorder-NOS, and RIO Pervasive Developmental Disorder. He has been tried on
medications including Trileptal, Seroquel, Metadate CD, Adderall, Concerta, and Tenex.
Educational History: is in the 9th grade at County School. He
has an Individualized Education Program under the category of Autism Spectrum
Disorder (ASD) and receives full time Exceptional Student Education Services.

TESTS ADMINISTERED

Woodcock-Johnson Tests of Achievement -Third Edition (WJA-III) (Form A)

Woodcock-Johnson Tests of Cognitive Abilities-Third Edition (WJ-III COG)
Stanford-Binet Intelligence Scales- Fifth Edition (SB-V)
Vineland Adaptive Scales- Second Edition- Parent & Teacher
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BEHAVIORAL OBSERVATIONS

During the course of this evaluation, was observed to be very friendly and
enthusiastic. He often told jokes through sarcasm and wit. was easily distracted
and had to be redirected several times to focus and concentrate. Overall, was easy
to work with and it is in the opinion of the examiner that these assessments are a true and
reliable measure of academic functioning.

Stanford-Binet Intelligence Scales -Fifth Edition (SB-Vl

IQ and Factor Index Description

Full Scale IQ

The Full Scale IQ (FSIQ) is derived from the sum of all the tasks in the SB5. It covers
both the Verbal and Nonverbal domains of cognitive ability in a balanced design and taps
the five underlying factor index scales ofthe SB5. The FSIQ provides a global summary
of the current general level of intellectual functioning as measured by the SB5. The FSIQ
is considered a reliable measure of g or the general ability to reason, solve problems, and
adapt to the cognitive demands of the environment. The FSIQ measures more than
acquired knowledge from schooling; it also measures the sum of five major facets of
intelligence, including reasoning, stored information, memory, visualization, and the
ability to solve novel problems. In research, global scores such as the FSIQ have been
found to be the most effective predictors of long-term educational attainment, school-
based achievement, and vocational advancement. When Nonverbal IQ (NVIQ) and
Verbal IQ (VIQ) scores are not significantly different, the FSIQ typically will be the most
prominent score in the SB5 interpretation.

Nonverbal IQ

The SB5 Nonverbal IQ is based on the nonverbal subtests of the five factor index scales.
It measures skills in solving abstract, picture-oriented problems; recalling facts and
figures; solving quantitative problems shown in picture form; assembling designs; and
recalling tapping sequences. The NVIQ measures the general ability to reason, solve
problems, visualize, and recall information presented in pictorial, figural, and symbolic
form, as opposed to information presented in the form of words and sentences (printed or
spoken). The NVIQ does require a small degree of auditory skill to understand brief
examiner-spoken directions.

Verbal IQ

The SB5 Verbal IQ provides a composite of all the cognitive skills required to solve the
items in the five verbal subtests. The VIQ measures general ability to reason, solve
problems, visualize, and recall important information presented in words and sentences
(printed or spoken). Additionally, the VIQ reflects the examinee's ability to explain
verbal responses clearly, present rationale for response choices, create stories, and
explain spatial directions. The VIQ subtests require the examinee to understand the
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examiner's spoken directions and then clearly vocalize responses to questions. General
verbal ability, measured by VIQ, is one of the most powerful predictors of academic
success in Western cultures, because of the heavy reliance on reading and writing in
formal school programs.

Abbreviated Battery IQ

The Abbreviated Battery IQ (ABIQ) is based on two routing subtests - one nonverbal
(Object Series/Matrices) and one verbal (Vocabulary). The ABIQ provides a quick
estimate of two major cognitive factors - fluid reasoning and crystallized ability. Object
Series/Matrices requires the examinee to identify patterns or series of objects and
pictures, and to solve novel, pictorial problems presented in the matrix-analogy format.
Vocabulary requires examinees to use their verbal knowledge, acquired and stored in
memory from years of exposure to printed and spoken English, in school, at home, or at
work. The ABIQ can be used for assessments such as neuropsychological examinations
in which a battery of tests supplements the SB5 or for quick, yet reliable assessments to
verify the general cognitive status of an individual. The ABIQ measures the areas of
Nonverbal Fluid Reasoning and Verbal Knowledge and includes two of the most
important abilities predictive of academic and vocational advancement.

Fluid Reasoning

Fluid Reasoning (FR) is the ability to solve verbal and nonverbal problems using
inductive or deductive reasoning. Classic activities such as Matrices require the
individual to determine the underlying rules or relationships among pieces of information
(such as visual objects) that are novel to the individual. The ability to reason inductively
(as in the Matrices or Verbal Analogies activities) requires the examinee to reason from
the part to the whole, from the specific to the general, or from the individual instance to
the universal principle. In deductive reasoning activities, the examinee is given general
information and is required to infer a conclusion, implication, or specific example. In the
SB5, the Early Reasoning activity items require the examinee to inspect pictures
depicting human activities and deduce the underlying problem or situation by telling a
story.

Knowledge

Knowledge (KN) is a person's accumulated fund of general information acquired at

home, school, or work. In research, this factor has been called crystallized ability,
because it involves learned material, such as vocabulary, that has been acquired and
stored in long-term memory. Therefore the first two factor indexes represent the widely
verified fluid and crystallized (knowledge) dimensions of intelligence.
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Quantitative Reasoning

Quantitative Reasoning (QR) is an individual's facility with numbers and numerical

problem solving, whether with word problems or with pictured relationships. Activities in
the SB5 emphasize applied problem solving more than specific mathematical knowledge
acquired through school learning.

Visual-Spatial Processing

Visual-Spatial Processing (VS) measures an individual's ability to see patterns,

relationships, spatial orientations, or the gestalt whole among diverse pieces of a visual
display. Activities in the SB5 include Form Board and Form Patterns, where pieces are
moved to complete the whole puzzle, and a collection of position and direction items.

Working Memory

Working Memory (WM) is a class of memory processes in which diverse information

stored in short-term memory is inspected, sorted, or transformed. For example, in the
SB5 Last Word items, the examinee listens to a series of sentences and then sorts out the
last word in each sentence for recall. The concept of Working Memory is derived from
theory and research that has demonstrated the importance of working memory in school
learning, vocational performance, and general problem-solving tasks.

TEST INTERPRETATION
WOODCOCK-JOHNSON-THIRD EDITION TESTS OF ACHIEVEMENT (WJ-III ACH)

academic skills in reading, math, and written language were evaluated with
selected tests from the Woodcock-Johnson Tests of Achievement-Third Edition (WJA-
III). His overall performance ranged within the Low Average to Very Low range for his
age.

overall score in reading places him in the Low range with a standard score of 77
at the61h percentile. This score is based on subtests that required him to identify words,
read and comprehend short sentences within a time limit, and supply missing words for
written passages. consistently obtained Low Average to Very Low scores on
individual subtests, with Spelling being his lowest with a standard score of 83 at the 13th
percentile.

Broad Written Language score could not be acquired due to his inability to
produce short sentences with pictorial and word prompts. score on the Writing
Fluency subtest fell within the Very Low range with a standard score of 41 at the <O.P1
percentile.
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In math, overall performance falls within the Very Low range with a standard
score of 49 at the <0.1 st percentile. On individual subtests, he demonstrated consistent
skills on all measures of Applied Problems, Math Fluency and Calculation. For instance,
he was able to correctly perform addition and subtraction with single-digit numbers. He
did not attempt division problems with multi-digit numbers.

WOODCOCK-JOHNSON-THIRD EDITION TESTS OF COGNITIVE ABILITIES (WJ-111

COG)

To assess capabilities in the cognitive processing areas, selected subtests from

the Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG) were administered.
These clusters and subtests assess his performance across several key cognitive
processing modalities that contribute to academic performance. The clusters assessed
were Long-Term Retrieval and Processing Speed. Within the Long-Term Retrieval area,
which broadly taps one's effectiveness in storing information and retrieving it over
extended periods of time, obtained a standard score of 79, which falls at the gth
percentile, when compared to his same-grade peers. The first subtest, Visual- Auditory
Learning, is a thinking ability test that requires the student to learn, store, and retrieve a
series of visual-auditory associations. obtained a standard score of 70 on this
subtest, which falls at the 2nd percentile, when compared to his same-grade peers. The
second subtest, Retrieval Fluency, measures the fluency of retrieval from stored
knowledge. obtained a standard score of 100 on this subtest, which is at the 51st
percentile, when compared to his same age peers. His overall score of 79 is within the
Low range.

obtained a standard score of 80, which falls at the 1Oth percentile, on the
Processing Speed cluster, which falls within the Low Average range. The subtests in this
cluster assess efficient visual scanning and fine-motor speed abilities, within time
constraints. The first subtest, Visual Matching, achieved a standard score 73 which
falls at the 4th percentile, measures perceptual speed and cognitive efficiency. He
performed in the Low range on this subtest. The second subtest, Decision Speed, assesses
the ability to make conceptual decisions quickly. performed in the Average range
on this subtest with a standard score of 95 at the 95th percentile.
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TEST RESULTS

WOODCOCK-JOHNSON-THIRD EDITION TESTS OF ACHIEVEMENT

Percentile Standard
Subtest/Cluster Rank CAge) Score (Age)

Letter-Word Identification 13 83
Reading Fluency 6 77
Passage Comprehension 8 79

Broad Reading Cluster 6 77

Calculation .2 56
Math Fluency 6 77
Applied Problems .3 58
Broad Mathematics Cluster .1 49

Spelling 13 83
Writing Fluency .1 41
Writing Samples n/a n/a

Broad Written Language Cluster n/a n!a

Woodcock-Johnson Tests of Cognitive Ability -Third Ed. (WJC-III)

Subtest/Cluster Standard Score Percentile

Retrieval Fluency 100 51

Visual-Auditory Learning 70 2
Long-Term Retrieval 79 8

Visual Matching 73 4
Decision Speed 95 37
Processing Speed 80 10

General Information 74 4
Verbal Comprehension 70 2
Comprehension-Knowledge 69 2

Numbers Reversed 66 1
Auditory Working Memory 76 6
Working Memory 67 1
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STANFORD-BINET INTELLIGENCE SCALES- FIFTH EDITION (SB-V)

IQ and Factor Index Score Results

Standard Percentile
Score
IQ Scores
Full Scale IQ (FSIQ) 62 1
Nonverbal IQ (NVIQ) 72 3
Verbal IQ (VIQ) 57 0.2
Abbreviated IQ (ABIQ) 58 0.3

Factor Index Scores

Fluid Reasoning (FR) 68 2
Knowledge (KN) 66 1
Quantitative Reasoning (QR) 61 1
Visual Spatial (VS) 77 6
Working Memory (WM) 68 2

Subtest Scores

Nonverbal Scores Verbal Scores

Scaled %ile Scaled %ile
Fluid Reasoning 3 1 Fluid Reasoning 6 9
Knowledge 5 5 Knowledge 3 1
Quantitative Reasoning 4 2 Quantitative Reasoning 2 0.4
Visual Spatial 9 37 Visual Spatial 3 1
Working Memory 7 16 Working Memory 2 0.4

NOTE: All scaled scores are normalized raw scores with mean of 10 and a standard deviation of
3. NA means that insufficient information was available to calculate the score for this individual.
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Vineland Adaptive Behavior Scales - second Ed. - Parent Rating Form

Respondent: mother

Domains Standard Score Percentile Adaptive Level

Communication 63 <1 Low
Daily Living Skills 56 <1 Low
Socialization 49 <1 Low
Adaptive Behavior Composite 56 <1 Low

Vineland Adaptive Behavior Scales -second Ed. -Teacher Rating Form

Respondent: Middle School ESE teacher

Domains Standard Score Percentile Adaptive Level

Communication 92 30 Adequate
Daily Living Skills 84 14 Mod. Low
Socialization 67 1 Low
Adaptive Behavior Composite 79 8 Mod. Low

SUMMARY AND RECOMMENDATION

earned a Full Scale IQ score of 62 on the Stanford-Binet Intelligence Scales, Fifth

Edition. His current overall intelligence is classified as Mildly Delayed and is ranked at
the 1st percentile. There is a 95 percent probability that his 'true' FSIQ is included in the
range of scores between 59 and 67.

When considering performance on the Full Scale IQ (FSIQ), his Nonverbal IQ of

72 is significantly greater than his Verbal IQ score. The 'true' Nonverbal IQ is expected to
lie within a range of scores between 67 to 79 with 95 percent confidence.
nonverbal reasoning skills are classified as Borderline Delayed and are ranked at the 3rd
percentile. His 'true' Verbal IQ of 57 is expected to lie within a range of scores between 53
to 65 with 95 percent confidence. current verbal reasoning abilities are classified
as Mildly Delayed and are ranked at the 0.2 percentile.

Visual-Spatial Processing was identified as the highest Factor Index score in

profile. Visual-Spatial Processing is the ability to see patterns, relationships, spatial
orientations, or the "Gestalt"--the whole among diverse pieces--of a visual display. This
score represents an area of relative strength for He may find tasks requiring this
ability easier and such strengths may suggest a preferred learning style. Compared to
other individuals this score would be described as Borderline Delayed.

Similarly, Quantitative Reasoning represents poorest area of performance.

Quantitative Reasoning is an examinee's facility with numbers and numerical problem
solving. will likely find tasks that measure this ability to be more challenging.
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Compared to other individuals, this score would be described as Mildly Delayed.

When compared to his same aged peers in his Cognitive abilities and Achievement areas,
scores spread from the Low Average range to the Very Low range. Within the
Broad Reading area, scored in the Low range when compared to his same aged
peers, but this area is a relative strength for Cognitively, his significant strength
was within the Processing Speed area, which he scored within the Low Average range
when compared to his same aged peers. had significant difficulty within the Broad
Math area, which he scored in the Very Low range when compared to his same aged
peers.

Considering these findings, the following are recommended:

1. Individualized programming should be provided in weak academic areas.

Additionally, instruction should be adjusted to current levels of
functioning and should be presented through a multi-sensory approach, which
incorporate hands-on manipulative, oral prompts, visual demonstrations, and
modeling.
2. Speed Drills: have read words from a high-frequency word list and record
his errors. 30 correct words per minute (wpm) is a good goal for a first or second
grade student.
3. Teach clues in the problem that tell what operation is required, such as all,
together, in all, combined, left, lost, remain, etc.
4. should be encouraged to engage in frequent writing activities in order to
enhance his abilities in the area of written language. Activities that might appeal
to him include keeping a daily journal or writing letters or e-mail to friends and
relatives. could also be encouraged to write a long story by adding several
paragraphs each day for a specified length of time.

5. would respond best to an academic environment that provides him with

structure, consistency and frequent positive feedback.

6. Classroom assignments should be broken down into smaller segments with goals
set in terms of items needed for completion of each task demand.

7. If this has not already occurred, a regular homework place should be established.
This will be helpful in proving structure and reinforce productive work habits.
should be primarily responsible for his homework, with his guardians
providing support only as needed.

Should you have any questions or concerns, please do not hesitate to contact me at the
County K-12 School at It was a pleasure working with