Psychological Report
THIS REPORT IS CONFIDENTIAL AND SHOULD BE SHOWN TO THE PARENT OR GUARDIAN WITH THE APPROPRIATE PROFESSIONAL PERSONNEL PRESENT TO PROPERLY INTERPRET IT. IT SHOULD BE SHOWN TO THE TEACHERS CONCERNED AND THEN FILED AS PART OF THE STUDENT’S PERMANENT RECORD. THIS REPORT SHOULD BE CONSIDERED OBSOLETE AFTER THREE YEARS.
LONG ISLAND SCHOOL DISTRICT
PSYCHOLOGICAL SERVICES
NAME: Student G DOT: 30/31/14
SCHOOL: Tecumseh DOB: 0/0/08
REFERRED: CSE GRADE: K
Reason for Referral:
Student G was referred for an evaluation, as part of a state-mandated three-year re-evaluation process to determine whether he continues to qualify as a student with an educationally handicapping condition as identified under IDEA
Assessment Procedures:
Wechsler Preschool and Primary Scales of Intelligence, 4th Edition (WPPSI-IV)
Beery-Buktenica Developmental Test of Visual-Motor Integration – Sixth Edition (VMI)
Behavior Assessment System for Children, 2nd Edition (BASC-2)– Teacher Rating Scale
Background Information:
Please review latest Social History for all pertinent background information.
Behavioral Observations:
Student G is a friendly young man, who is currently in Kindergarten. He came willingly to this examiner’s office. Student G is unfamiliar with this examiner, but a good rapport was easily established and it was maintained throughout the testing procedure. We spoke about school, home and his interests. Student G mentioned that he and his older brother play soccer and that his favorite color is turquois. He mentioned that he has no pets, but he used to have two fish, but they both died. Student G was very easy to talk to and he stayed on topic throughout the conversation. Student G seemed to try his best on most of the tasks; throughout the testing process. Student G sat calmly in his seat and at times was a bit talkative, which is appropriate for his age. When being given directions for subtests, Student G would make appropriate eye contact and would follow all directions that were given. At times it was observed that Student G would chew on the top of his shirt, until it became very wet. When asked why he was chewing on his shirt, he said “I just like to do it.” Student G exhibited a strong frustration tolerance as evidenced by his ability to not know the answer to a question and not get upset about it. Student G’s overall intelligence is in the high average range. This evaluation is to be considered an accurate representation of Student G’s abilities due to his level of focus and attention throughout the testing procedure.
Assessment Results and Clinical Impressions:
Cognitive Functioning
Wechsler Preschool and Primary Scales of Intelligence, 4th Edition (WPPSI-IV)
| |
|Composite Score Summary |
|Scale |Composite Score |Percentile Rank |95% Confidence Interval |Qualitative Descriptor |
|Verbal Comprehension (VCI) |117 |87 |109 – 123 |High Average |
|Visual Spatial (VSI) |86 |18 |79 – 96 |Low Average |
|Fluid Reasoning (FRI) |111 |77 |103 – 117 |High Average |
|Working Memory (WMI) |110 |75 |101 – 117 |High Average |
|Processing Speed (SPI) |94 |34 |85 – 104 |Average |
|Full Scale IQ (FSIQ) |108 |70 |103 – 112 |Average |
The Full Scale Intelligence Quotient (FSIQ), as measured by the Wechsler Preschool and Primary Scales of Intelligence, 4th Edition (WPPSI-IV), measured Student G’s general intellectual functioning. He obtained a FSIQ score of 108, which was considered to be in the Average range, equal to or greater than 70% of children his age within the standardization sample (70th percentile).. On the individual scales, his performance ranged from High Average to Low Average. Student G’s FSIQ is an accurate estimate of his current general intellectual functioning, due to his level of focus and attention during the assessment procedure.
|Verbal Comprehension Score Summary (VCI) |
|Subtest |Scaled Score |Qualitative Descriptor |
|Information |15 |Superior |
|Similarities |11 |Average |
| | | |
The Verbal Comprehension (VCI) scale measured Student G’s knowledge acquired from his environment, verbal concept formation, and verbal reasoning. Student G received a VCI score of 117, which was within the High Average range and equal to or greater than 87% of other children his age in the standardization sample (87th percentile). On a subtest that measured his ability to acquire, retain, and retrieve general factual knowledge by answering questions about a broad range of general-knowledge topics (Information), Student G scored within the Superior range. On a subtest that measured Student G’s verbal concept formation and abstract reasoning by having him finish a sentence of how two words were alike or the same, he scored within the Average range (Similarities).
|Visual Spatial Score Summary (VSI) |
|Subtest |Scaled Score |Qualitative Descriptor |
|Block Design |4 |Borderline |
|Object Assembly |11 |Average |
| | | |
The Visual Spatial (VSI) scale measured Student G’s visual-spatial processing, integration, and synthesis or part-whole relationships, attentiveness to visual detail, nonverbal concept formation, and visual-motor integration. He received a VSI score of 86, which was within the Low Average range and equal to or greater than 18% of other children the same age in the standardization sample (18th percentile). On a subtest that measured Student G’s ability to analyze and synthesize abstract visual stimuli by having him work within a specified time limit to view a model and/or picture and use blocks to re-create the design, he scored within the Borderline Range (Block Design). On a task assessing visual and motor components using jigsaw puzzles, Student G scored within the Average range (Object Assembly).
|Fluid Reasoning Score Summary (VCI) |
|Subtest |Scaled Score |Qualitative Descriptor |
|Matrix Reasoning |15 |Superior |
|Picture Concepts |9 |Average |
| | | |
The Fluid Reasoning (FRI) scale measured Student G’s ability to solve novel problems presented in visual and verbal form. Student G received a FRI score of 111, which was within the High Average range and equal to or greater than 77% of other children the same age within the standardization sample (77th percentile). On a subtest that measured Student G’s fluid intelligence, broad visual intelligence, and knowledge of part-whole relationships by having him view an incomplete matrix and selecting a response option that completes the matrix, he scored within the Superior range (Matrix Reasoning). On a subtest that measured Student G’s fluid and inductive reasoning, visual-perceptual recognition and processing by having him view two or three rows of pictures and selecting one picture from each row to form a group with a common characteristic, he scored within the Average range (Picture Concepts).
|Working Memory Score Summary (VCI) |
|Subtest |Scaled Score |Qualitative Descriptor |
|Picture Memory |13 |High Average |
|Zoo Locations |10 |Average |
| | | |
The Working Memory (WMI) scale measured Student G’s ability to manipulate information contained in immediate recall. He received a WMI score of 110, which was within the High Average range and equal to or greater than 75% of other children the same age in the standardization sample (75th percentile). On a subtest that measured his ability to view a stimulus page of one or more pictures for a specified time and then select those pictures from options on a response page, he scored within the High Average range (Picture Memory). On a subtest that had Student G view one or more animal cards on a zoo layout for a specified time and then place each card in the previously viewed locations, he scored within the Average range (Zoo Locations).
|Processing Speed Score Summary (VCI) |
|Subtest |Scaled Score |Qualitative Descriptor |
|Bug Search |9 |Average |
|Cancellation |9 |Average |
| | | |
The Processing Speed (PSI) scaled measured Student G’s speed of mental operations and perceptual discrimination. He received a PSI score of 94, which was within the Average range and equal to or greater than 34% of other children the same age in the standardization sample (34th percentile). On a subtest that measured his perceptual speed, short-term visual memory and concentration by having him mark bugs in the search group that matches the target bug within a specified time limit, he scored within the Average range (Bug Search). On a subtest that measured his rate of test-taking, scanning ability and discrimination by having him scan two arrangements of objects (one random, one structured) and mark the target objects within a specified time limit, Student G scored within the Average range (Cancellation).
Visual-Motor Functioning:
Beery-Buktenica Developmental Test of Visual-Motor Integration – Sixth Edition (VMI)
|Standard Score |Percentile Rank |Descriptor |
|100 |50 |Average |
The Beery-Buktenica Developmental Test of Visual-Motor Integration was administered with the purpose of measuring Student G’s visual-motor integration through his ability to imitate and copy shapes using paper and pencil skills. Student G obtained a standard score of 100, which is within the Average range (50th percentile). He appeared to be right hand dominant and he was sitting on the upright in the chair with his legs together, appearing to be comfortable. Student G held the pencil with a five-finger pencil grip. When drawing, he appeared to press down with an appropriate amount of pressure. Student G was able to understand the directions and went on with each drawing with out needing the directions repeated. Student G used one fluid motion when drawing all of the shapes, including the triangle, which made it appear more circular. Student G would use his right hand to draw and did not hold the paper down with his left hand. Student G scored well on items that required him to imitate and copy lines and circles.
Social-Emotional Functioning:
The Behavioral Assessment System for Children, Second Edition (BASC-2) is an integrated system intended to facilitate differential classification(s) of an array of emotional and behavioral disorders in children. Any scores within the Clinically Significant range indicate a high level of maladjustment. Scores within the At-Risk range identify a significant problem that may not be severe enough to require formal treatment but may have the potential of a problem that needs careful monitoring. On all of the scales, the Average T-scores range is 41 to 59. Scores in the At-Risk range corresponds to T-scores from 60 to 69. Scores of 70 or above are considered Clinically Significant. On the BASC-II TRS (Teacher Rating Scale) that Student G’s Teacher filled out, scores on the Hyperactivity, Aggression, Depression, Atypicality, Withdrawal, Attention Problems, Adaptability, Social Skills, and Functional Communication domains all fell within the Average range. Scores in the Somatization domain, fell within the at-risk range, indicating that the student may excessively complain of headaches or stomaches. The Anxiety domain score fell within the clinically significant range (99th percentile), which may indicate that the student may be nervous, or worried in school, some of these behaviors that may indicate this are Student G’s refusal to eat in school and refusing to use the bathroom during school hours. Another behavior that is often noticed within the classroom and during the assessment process, is his habit of chewing on the top of his shirt
Summary:
Student G is a 5 year old Kindergarten student who was a pleasure to test. Student G was assessed with the Wechsler Preschool and Primary Scales of Intelligence, 4th Edition (WPPSI-IV). He received a full-scale score of 108, which is in the Average range. His Verbal Comprehension score was a 117 (High Average) and his Visual Spatial score was 86 (Low Average). The Fluid Reasoning area was scored in the High Average range with a score of 111. The Working Memory area was scored in the High Average range as well, with a standard score of 110. His Processing Speed was scored in the Average range with a 94. Student G scored in the Average range with a standard score of 100 on the Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery VMI). Student G was also assessed with Behavior Assessment System for Children, Second Edition (BASC-2), which his teacher reported at-risk - clinically significant levels of somatization and anxiety. Based on test results, it is recommended that the Committee on Special Education consider these results as an accurate representation of Student G’s abilities when considering their determination of the most appropriate assistance and placement for Student G, due to his level of focus and attention throughout the testing procedure.
Kerri Watkins
School Psychology Intern
_____________________________________________
Dr. E.
School Psychologist
____________________________________________
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