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WPS DP-3 Test Report Child’s ID: 000000001 Page: 2

Current Functioning behavior. It is probable that she has certain areas

of strength and weaknesses, and it is important
Results are based upon the responses given that those areas of weakness are watched and
by Mrs. Wilson to the DP-3 interview. The remediated. An analysis of passed and failed
graph on the previous page displays Kim’s items will provide information regarding these
current level of functioning in five areas of strengths and weaknesses and help guide
development as well as development as a whole. remediation.
All scores were obtained by comparing Kim’s
score on each scale to other children her age. Social-Emotional scale. The
When looking at differences between scores on Social-Emotional scale measures skills related to
the five DP-3 scales, it is important to know that interpersonal behaviors and the demonstration of
some variation between scores is expected. It is social and emotional competence. Kim’s
normal for children’s skills in different areas to standard score of 63 is Delayed and signifies that
develop at somewhat different rates. Oftentimes, she is well below the expected level of
differences between scales represent normal social-emotional development for her age. Kim
development, rather than raise any reasons for likely has a great deal of difficulty expressing her
concern. The Scale Pattern Analysis section needs, interacting with others, and adhering to
describes any statistically significant differences societal norms. She would benefit from an item
between scales. analysis of passed and failed items and
This report contains a scale-by-scale intervention targeted at areas of greatest
interpretation, as well as a scale pattern weakness. Further evaluation may also be
interpretation, and information regarding item helpful.
analysis. Additionally, the report concludes with
remedial teaching recommendations for items Cognitive scale. Kim obtained a standard
that Kim did not pass, but are below, near or just score of 98 on the Cognitive scale, which
above her ability level. measures perception, concept development,
number relations, reasoning, memory,
Scale Interpretation classification, time concepts, and related mental
acuity tasks as reported by Mrs. Wilson. Her
Physical scale. Based on information score is seen as Average, which implies that
provided by Mrs. Wilson, Kim obtained a Kim’s cognitive skills are at the expected level
standard score of 101 on the Physical scale, for her age.
which falls into the Average range. This scale
includes items measuring gross and fine motor Communication scale. On the
skills, coordination, strength, stamina, and Communication scale, Kim obtained a standard
flexibility. A score such as this suggests that score of 66, which is considered Delayed
Kim’s skills in the physical domain of compared to other children her age. The
development are comparable to her same-age Communication scale score reflects Kim’s ability
peers. She may experience some isolated deficits to understand spoken and written language as
and strengths in the physical arena, but overall well as use both verbal and nonverbal skills to
shows typical development. communicate. Her score on this scale denotes
that she is experiencing a significant deficit in the
Adaptive Behavior scale. On the communication domain of development.
Adaptive Behavior scale, Kim obtained a Examining the items, and looking specifically at
standard score of 79, which is considered to be various levels of functioning of the expressive
Below Average. This scale measures an versus receptive items will likely provide
individual’s age-appropriate independent additional diagnostic information that can
functioning, which includes the ability to use contribute to a treatment plan. Further testing by
current technology. Kim’s score indicates that a Speech Therapist may also be warranted.
she has some difficulties in the area of adaptive
WPS DP-3 Test Report Child’s ID: 000000001 Page: 3

The General Development score represents The Cognitive scale is significantly higher than
an overall summary of Kim’s development, the:
which can be useful for summary and Adaptive Behavior scale
qualification purposes. Kim’s General Social-Emotional scale
Development score is 74, revealing that overall, Communication scale
she is Below Average in development compared
to other children her age. Although this score Item Analysis
presents an index of general development,
The following items are those that Kim
interpretation is more informatively conducted at
failed and were below her ability level for each
the level of the content scales and items.
scale. That is, based upon her overall functioning
on each of the five developmental scales, the
Scale Pattern Analysis following items are those that Kim should
While not necessarily representing demonstrate at least some of the time. These
significant differences, a child’s highest and items should be useful points of departure for
lowest subtest scores give some indication remediation. Please see the ‘Suggested
regarding the areas of quickest and slowest Activities’ section for strategies designed to
development. Kim’s score on the Physical scale address specific items.
was higher than her scores on the four other An examination of the content of the items
scales, and her lowest score was obtained on the listed below offers important insights into Kim’s
Social-Emotional scale. Although a certain level individual functioning. Items failed on the
of variation is expected between the scores on Physical Scale could be checked to see if they
the five DP-3 scales, it is worth exploring suggest a specific handicapping physical
whether or not any of these differences are condition such as an orthopedic, strength, small
statistically significant. or large muscle coordination, or stamina
The presence of a statistically significant problem. Likewise Adaptive Scale items can be
score suggests that the higher scale is an area of examined to determine if parental overprotection
relative strength and the lower scale is one of or simple ‘spoiling’ of the child may be playing a
relative weakness. Such relative abilities may role. With the Cognitive Scale, it can be seen
provide useful information related to the child’s whether the failed items seem to represent
functioning. In particular, it is often helpful to educational or intellectual problems. Item
capitalize on a child’s area of strength when analysis on the Social-Emotional Scale items can
remediating an area of weakness. However, it is aid in the understanding whether internal
important to remember that although differences psychological or external situational factors
may be statistically significant, the clinician must seem to be more problematic. And, with the
determine whether the difference has clinical Communication Scale, an examination of items
relevance for referral, diagnosis, and can help to determine whether the problem areas
intervention. The following are statistically are primarily receptive, expressive, and whether
significant scale differences. they are largely visual or auditory in nature.

The Physical scale is significantly higher than Physical

the: Fine Motor
Adaptive Behavior scale P24. Does the child safely buckle himself/herself
Social-Emotional scale into a car seat? The child may need help in
Communication scale reaching for an overhead seat belt buckle.
The Adaptive Behavior scale is significantly Adaptive Behavior
higher than the: A14. Does the child independently put things
Social-Emotional scale away in at least three different places, indicating
Communication scale knowledge of where things are kept? Examples
WPS DP-3 Test Report Child’s ID: 000000001 Page: 4

are cereal box in pantry, toys in toy basket, approximately 10 sentences, could he/she
pillow on bed, dirty clothes in hamper. answer simple questions about the main facts of
the story, such as the names of the main
Social-Emotional characters and the general sequence of events?
S11. When told, does the child bring something
from, or take something to, someone or Communication
someplace? The child must be able to find the Receptive
object from spoken instructions and carry out M9. Does the child frequently respond correctly
directions such as “Bring it here” or “Take it to to instructions consisting of three or more
mommy.” words? Examples include “Find your shoe,”
S14. Does the child respond more readily to the “Bring the bottle,” or “Put the book on the
instructions and commands of a familiar adult, as table.”
opposed to an unfamiliar adult? M11. Does the child correctly follow two-step
verbal instructions? Examples include “Take off
Cognitive your clothes and get into the tub” or “Pick up
G20. When requested to do so, does the child the washcloth and wash your face.”
correctly place an object between, under, or over
other objects? The child must perform all three
Expressive
placements.
M15. Does the child either repeat parts of
G24. If the child were told a short story of
nursery rhymes or join in when others say them?

END OF PROFESSIONAL REPORT

You may share the following recommendations with Kim’s parent(s) and/or teacher to help them
foster her developmental progress. Recommendations are provided for items that Kim was expected to
pass based upon her ability level, as well as for the first few items just above her ability level.
WPS DP-3 Test Report Child’s ID: 000000001 Page: 5

Suggested Activities
General Teaching Guidelines at—places you mark on the floor with chalk or a
bit of tape.
It is important to remember to keep Kim’s Move on to “jump-turn” hopping, where
self-concept in mind at all times when engaged Kim first hops to one spot and then jumps and
in teaching activities. A useful rule is that after turns, landing on both feet before jumping and
each teaching session, Kim should feel better turning again to land on one foot. Begin with
about herself than she did at the beginning of the easy games so that Kim is sure to succeed before
session. Therefore, be sure to provide a great moving on to more difficult hopping tasks.
deal of praise and rewards when teaching. Also,
do not push Kim too fast; if she becomes overly P29. Help Kim learn to hit a softly pitched ball
frustrated, take a break from an activity and with a bat.
return to it another time. In the initial stages of building up to this
The following items are designed to help skill, many children hit a ball off a stationary tee.
further Kim’s developmental competencies. You This allows them to get the feel of swinging
might try working on one or two suggested without requiring the same level of hand-eye
activities every day or so. Some may come easily coordination as for hitting a pitched ball.
while others may require more effort. If one Once Kim has some mastery of swinging,
seems to be especially difficult, you may want to begin helping her learn to hit the ball when
put it aside for a few weeks. pitched very softly. Also, beginning with a large
inflated ball and slowly reducing the size of the
ball helps to teach the skill while ensuring early
Physical Skills success. You may need to have another person
P24. Help Kim learn to buckle a seat belt pitch the ball while you guide Kim’s arms and
independently. body in the swing.
By the time you want to teach Kim this If Kim becomes frustrated, simply switch
skill, she will have watched you do it many to a larger ball. Sports can be especially
times. Therefore, as you buckle the seat belt, important to children’s self-concept, so it is
begin to describe your actions out loud. You can important to make sure that the learning
ask Kim to help by doing one part of it, and then experience is fun and rewarding.
provide a reward of praise or a favorite toy.
Each time, you can increase the number of steps P30. Continue providing support for
that Kim performs independently. You can also improvement in fine-motor skills.
make buckling up a game wherein you see how Once Kim has developed the ability to
fast it can be done. (Of course, be sure to check draw lines, it may be time to expand that ability
that it has been done safely and correctly.) by teaching Kim to draw shapes, including a
diamond. Progress through additional shapes,
P28. Teach skilled hopping. such as a circle and a triangle, and encourage her
Begin by making sure that Kim is to draw slowly and carefully so as to orient the
comfortable hopping in place on one foot. If shapes correctly. Provide verbal encouragement,
Kim doesn’t imitate your hopping well, you and help Kim have fun with it by connecting
might help by holding her hands for a while. shapes into designs or “decorating” the shapes
Once hopping is mastered, try to increase by coloring them. Note that larger shapes are
the distance by making a game out of hopping to generally easier to copy than smaller ones.
receive a reward, such as a hug or a treat of The refinement of fine-motor skills through
some kind, working up to a distance of about 10 drawing shapes is important for later
feet. Once hopping on one foot has been letter-writing skills.
mastered, progress to hopping to—and stopping
WPS DP-3 Test Report Child’s ID: 000000001 Page: 6

are needed to make the learning of this

Adaptive Behavior Skills important set of skills a good experience.
A14. Encourage Kim to put items (toys, food, A23. Teach Kim to use the computer to play a
clothes) where they belong when asked to do so. simple game.
There should be an easy place to put toys Once basic computer skills, such as using a
away, such as a large chest with a safe but mouse, have been mastered, Kim should be
easy-to-open lid or some open shelves at a ready to play a simple computer game or use
height that Kim can easily reach. Likewise, the basic educational software. Make sure that the
clothes hamper and any other place Kim is asked software is already loaded on the computer and
to put things should be easily accessible. is functional. Also, use software that is very
Begin by being consistent with putting simple, fun, and easy to understand.
things away, and verbalize what you are doing as Find a time when Kim is calm and happy,
you do it. For example, when putting Kim’s and show her how to use the software. If
dirty clothes in the hamper, you could say needed, describe each step in great detail and
“These are dirty, so I’m putting them here in this repeat the instructions as needed. Praise Kim’s
hamper so they can be washed.” ability to use the software, not necessarily for
At first, do not expect Kim to know when “winning” the game.
to put things away independently, but only when
she is asked to do so, such as at the end of the
day or at a “chore time” after dinner. Social-Emotional Skills
A19. Help Kim learn how to play a DVD or S11. Instruct Kim to bring things to someone in
video independently. another place.
By this time in development, most children Begin by handing Kim something to give
have seen adults select and play a DVD or video to someone who is reaching out for it a few feet
and work the controls on a television. The ability away. After succeeding at that task, increase
for Kim to do this kind of activity unaided Kim’s skill by having her take things to people
relates to the successful use of other electronic farther away. Keep increasing the difficulty until
devices later on. something needs to be taken from one room to
If she watches DVDs or videos from time another, but keep other people involved.
to time, take the opportunity to explain the The social part of this game is most
process required to insert the video/disc into the important at this stage. It will motivate Kim and
player and play it. Encourage Kim to help you reinforce what she is doing.
with the steps, and eventually have her do it
independently. There is a built-in reward to this S14. Help Kim respond well to the instructions
task, because if the DVD or video is loaded of a familiar adult.
successfully, she will be able to watch it! Kim should already be greeting familiar
adults differently from unfamiliar people and
A22. Teach Kim to care for bowel movements. therefore should already understand the
This skill requires Kim to take down difference between the two.
clothing, wipe afterward, get dressed again, and To encourage her to respond well to
wash her hands. familiar adults, have one or two very familiar
Initially, it is best if the clothing is very adults, whom Kim is known to respond
easy to take off and put back on; for example, positively to, make simple requests; provide
elastic pants that can be easily pulled down and praise and hugs for a quick response and
up are best. following directions. The positive feedback will
Usually, children master toileting skills help to reinforce the following of instructions.
related to urination before learning to wipe after
bowel movements. Lots of praise and tolerance
WPS DP-3 Test Report Child’s ID: 000000001 Page: 7

S19. Encourage play with a child about the S21. Teach Kim about ownership.
same age for increasingly longer periods of The goal is to teach that it is not
time. acceptable to take objects that belong to others
Set up a well-liked task with a carefully without getting permission. This includes an
chosen peer, one with whom Kim relates appreciation of the fact that an owner has the
comfortably. right to refuse to share or to use his or her
Find an activity for yourself that allows object first.
you to be present but not directly involved. For Find an object that Kim has been forbidden
example, you could be reading a book or to use in the past, but that you feel may now be
newspaper, or folding laundry nearby, but not appropriate, at least under close supervision. An
watching TV, listening to the radio, or engaging older child’s toy, a safe cooking tool, or
in another activity that might interrupt or draw anything safe that Kim would like to play with
the children’s attention away from their own and that has been kept away in the past works
activity. well.
Later, you can begin to withdraw from the Let Kim know that you might be able to
area for gradually increasing lengths of time. Let share “your” piece of equipment from time to
this learning stretch over many weeks and a time if she makes sure to ask your permission.
number of play sessions, and do not hurry to Make it a point to say “yes” sometimes and “no”
leave the children alone too quickly. If Kim feels at other times so that the idea of the owner’s
abandoned, frightened by the other child, or continuing control gets across. It is easier for
upset by the strangeness of the situation, it will children to learn these things first at home,
be harder to learn independent peer play. where the item’s owner is a teaching adult, than
to learn them with another child in the middle of
S20. Encourage Kim to play in group games a dispute, so create a time and reason to
(not just activities) without constant direct introduce this knowledge.
supervision by an adult. You can also ask permission to play with
Get Kim involved in a simple, fun game something belonging to Kim to help develop the
such as tag or hide-and-seek. Perhaps even begin concept of ownership.
by participating yourself. Find ways to withdraw
your presence slowly, such as by sitting out for a
turn. Cognitive Skills
Later, make a more complete break. For
G20. Teach the concepts of ‘between,’ ‘under,’
instance, you can leave the play area to “go
and ‘over.’
check on something” for a few minutes. Slowly
The best way to teach these concepts is
begin to withdraw for increasing periods of time.
through demonstration with interesting objects
Remain sensitive to the needs of Kim and the
and pictures. When Kim is playing with toys,
particular group. Do not stretch your time away
you can join in the play and show how
so much or so soon that anyone feels
something can go under something else while
abandoned, and be sure that they are playing in a
you verbalize/emphasize the word under. You
safe area.
can then ask Kim to demonstrate putting another
Children generally do better with one other
object under something else.
friend when first learning group interaction
Play the same game to teach the concept of
skills. So before initiating groups of three or
over. Once Kim knows how to demonstrate
more, it is helpful to be assured that Kim can
under and over, you can solidify the concepts by
play successfully with one other child. Also be
playing with both in the same game, for
aware that groups of three or more can lead to
example, by asking Kim to “put the cow over the
the unpleasant experience of being ignored or
house and under the bridge.” These same
bullied, so initial experiences with two other
strategies can be used to teach between.
peers may justify some monitoring.
WPS DP-3 Test Report Child’s ID: 000000001 Page: 8

G24. Exercise Kim’s memory for information.

Tell short stories or describe interesting Communication Skills
events, and then ask Kim questions about what
M9. Help Kim learn to respond to simple
she was just told. Begin with stories short
commands of three or more words.
enough to almost guarantee success; for
Some easy commands to begin with are
example, “I saw a pretty yellow kitten playing
“show” (“Show me your toes,” “Show me your
with a red ball. What color ball did the kitten
nose”), “give” (“Give me the spoon,” “Give me
play with?”
a kiss”), and “go” (“Go to Daddy,” “Go to
Over time, progress to stories of increasing
Grandma”).
length, until you tell a story at least 10 sentences
It is easiest to learn from repeated requests
long and Kim can answer four or five questions.
made in simple sentences, especially when you
G27. Instruct Kim in double-digit enumeration. can use gestures to assist (for example, point to
First make sure that Kim can count the bottle when asking her to bring it to you).
accurately up through 15 or 20. Then tell her to Use a gentle, urging tone rather than a sharp,
hand you single-digit amounts from a row or pile commanding one.
of about 20 objects; for example, first three and
M11. Teach Kim to follow two-step directions.
then seven coins from a pile of coins.
Once Kim has learned to follow individual
Once Kim has demonstrated success with
directions, such as “Give me a kiss” or “Wave
single-digit amounts, progress to double-digit
bye-bye,” the next step is to teach her how to
amounts up to the number she knows how to
follow two-action directions. Start with simple
count to. Remember that this and all teaching is
two-step actions that do not require new actions,
best done when it leaves her feeling good.
for example, “Kiss my ear and kiss my nose” or
G28. Teach Kim to recognize pennies and “Give me your spoon and give me your cup.”
distinguish them from other coins. Progress to more complex two-part instructions,
Place a collection of coins in front of Kim such as “Go to Daddy and get the book” or
and play some enjoyable game with them, such “Drink some juice and get your coat.” It is best
as putting them into a cup or pretending that to start with directions that are fun for Kim
some of them are playing hide-and-seek. rather than a chore. Give lots of praise for
Following that, pull each penny and label it correctly following the directions.
“penny.”
M15. Teach Kim to repeat parts of nursery
Mix up the pennies with the other coins
rhymes or join in while others are reciting them.
and ask Kim to give you just the pennies. The
Lots of repetition mixed with smiles,
more fun the game and the more positive the
cuddling, and playfulness is typically the best
attention gained from success, the more she will
approach. Formal drilling is not conducive to
want to learn.
imparting this skill.
G29. Teach Kim the sequence of the days of the Simple songs are the easiest to learn, as a
week. rhyme with a tune is easier to remember than a
First help Kim memorize the names of the rhyme without one. Begin with very short songs
days in order. Then practice listing the days with multiple repeated phases, such as “Happy
starting with any day named; instead of always Birthday,” before tackling longer verses without
listing the days starting with Sunday, begin with melodies.
Wednesday or Friday. Kim will want to imitate you if she
After that skill is attained, make the game recognizes doing so as a way to get positive
even harder (and this takes some time) by asking attention, praise, and approval.
what days come before a certain day or after a
certain day. Finally, ask which day comes before
and after any day of the week.
WPS DP-3 Test Report Child’s ID: 000000001 Page: 9

M19. Encourage Kim to tell a story by looking while after that has been mastered before
at the pictures in a familiar story book. encouraging the use of both the first and last
Choose a picture book that Kim has had names.
read to her and seen many times. Start with one Having more than one adult play the
simple picture and ask what happens on that “What’s your name?” game will help Kim learn
page. this skill and respond to name requests naturally.
Slowly encourage this skill by rewarding
Kim with praise, hugs, and attention for M21. Encourage Kim to learn and sing a song
“reading” additional pages by telling the part of of at least 30 words.
the story depicted in each picture. Ultimately, Singing a happy children’s song together
Kim will be able to go through an entire picture will help Kim learn the song. A CD player or any
book telling the story. toy that plays recorded music will help. If Kim
watches a TV show or a DVD with a theme
M20. Teach Kim to offer her name when asked. song she likes, you can learn the song and then
Play a game in which you ask “Who are help her to sing it.
you?” or “What’s your name?” If Kim doesn’t Rewarding efforts with positive attention
respond, provide the answer and ask her to will help to develop this skill and increase
repeat it. Start with Kim’s first name and wait a self-confidence.

END OF SUGGESTED ACTIVITIES

WPS DP-3 Test Report Child’s ID: 000000001 Page: 10

Summary of Answers

Child’s Name: Kim Wilson

Child’s ID: 000000001 Administration Date: 02/14/07
Child’s Age: 4 years 0 months Processing Date: 02/14/07
Gender: Female Examiner ID: AK
Ethnicity: White Relationship to child: Mother
Name of informant: Mrs. Wilson

Responses to Questions:
Physical Scale 33. - 27. - 19. N 13. Y 5. Y
1. Y 34. - 28. - 20. N 14. Y 6. Y
2. Y 35. - 29. - 21. N 15. Y 7. Y
3. Y 30. - 22. N 16. Y 8. Y
4. Y Adaptive 31. - 23. N 17. Y 9. N
5. Y Behavior 32. - 24. - 18. Y 10. Y
6. Y Scale 33. - 25. - 19. Y 11. N
7. Y 1. Y 34. - 26. - 20. N 12. Y
8. Y 2. Y 35. - 27. - 21. Y 13. Y
9. Y 3. Y 36. - 28. - 22. Y 14. Y
10. Y 4. Y 37. - 29. - 23. Y 15. N
11. Y 5. Y 30. - 24. N 16. Y
12. Y 6. Y Social- 31. - 25. Y 17. Y
13. Y 7. Y Emotional 32. - 26. Y 18. Y
14. Y 8. Y Scale 33. - 27. N 19. N
15. Y 9. Y 1. Y 34. - 28. N 20. N
16. Y 10. Y 2. Y 35. - 29. N 21. N
17. Y 11. Y 3. Y 36. - 30. N 22. N
18. Y 12. Y 4. Y 31. N 23. N
19. Y 13. Y 5. Y Cognitive 32. - 24. -
20. Y 14. N 6. Y Scale 33. - 25. -
21. Y 15. Y 7. Y 1. Y 34. - 26. -
22. Y 16. Y 8. Y 2. Y 35. - 27. -
23. Y 17. Y 9. Y 3. Y 36. - 28. -
24. N 18. Y 10. Y 4. Y 37. - 29. -
25. Y 19. N 11. N 5. Y 38. - 30. -
26. Y 20. Y 12. Y 6. Y 31. -
27. Y 21. Y 13. Y 7. Y Communication 32. -
28. N 22. N 14. N 8. Y Scale 33. -
29. N 23. N 15. Y 9. Y 1. Y 34. -
30. N 24. N 16. Y 10. Y 2. Y
31. N 25. N 17. Y 11. Y 3. Y
32. N 26. N 18. Y 12. Y 4. Y

Key: Y = Yes; N = No; - = not answered

This report was generated based on WPS TEST REPORT Microcomputer Data Entry.

END OF REPORT