Wechsler Intelligence Scale for Children-Revised (No ...



PSYCHOEDUCATIONAL BATTERIES

Kaufman Assessment Battery for Children (K-ABC)

On the Kaufman Assessment Battery for Children (K-ABC), Client's name's sequential processing score was in the ... range, at the ... percentile, simultaneous processing score in the ... range, at the ... percentile, and mental processing composite score in the ... range, at the ... percentile. This means that he/she was functioning better than ...% of children his/her age on tasks that involve working with or memory for items presented in a sequence or order, better than ...% of children his/her age on tasks that are visual-spatial in nature, and better than ...% of children his/her age overall.

TESTS OF OVERALL ABILITY

Wechsler Preschool and Primary Scale of Intelligence-Revised (No Discrepancy)

On the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R), an individually administered test of intelligence, Client's name's verbal IQ was in the range, at the percentile, his/her performance IQ in the range, at the percentile, and his/her full scale IQ in the range, at the percentile. This means that Client's name performed better than % of children his/her age on language-based tasks, better than % of children his/her age on non-verbal visual-spatial tasks, and better than % of children his/her age overall. There was no significant discrepancy between verbal and performance IQ.

On the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R), an individually administered test of intelligence, Client's name's verbal IQ was in the range, at the percentile, and his/her performance IQ in the range, at the percentile. This means that Client's name performed better than % of children his/her age on language-based tasks, and better than % of children his/her age on non-verbal visual-spatial tasks. There was a significant discrepancy between verbal and performance IQ.

Wechsler Preschool and Primary Scale for Children-Revised (Summary of scores to enclose in letters to other psychologists)

|Verbal I.Q. = |Full Scale I.Q. = |Performance I.Q. = |

|Subtest |Scale Score |Subtest |Scale Score |

|Information | |Object Assembly | |

| | | | |

|Similarities | |Geometric Design | |

| | | | |

|Arithmetic | |Block Design | |

| | | | |

|Vocabulary | |Mazes | |

| | | | |

|Comprehension | |Picture Completion | |

| | | | |

|Sentences (optional) | |Animal Pegs (optional) | |

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

Client's name’s current level of intellectual functioning was evaluated using the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), an individually administered test of intelligence. This test provides a broad assessment of general intellectual functioning and school-related abilities. It measures four areas (i.e., Four Index Scores): verbal abilities, perceptual reasoning and organization, memory, and speed of processing information. There is also a Full Scale IQ score which assesses Clients name’s overall ability. On this test Client’s name was compared to other Canadian children his/her age. The results on this test and many of the other tests discussed below will be presented in terms of percentiles. Percentiles indicate where a child performs relative to others his or her age. For example, a score at the 65th percentile indicates that the child did as well as or better than 65% of children his or her age. An average score is between the 25th and 75th percentiles.

Client’s name’s Full Scale IQ was in the …range, at the ….percentile. In terms of the individual index scores, Client’s name obtained a score in the …range, at the …percentile on the Verbal Comprehension Index, which measures verbal concepts, vocabulary, general knowledge, and understanding of social rules. He/She obtained a score in the …range, at the …percentile on the Perceptual Reasoning Index which involves understanding of concepts presented in pictures, visual-spatial abilities and visual-motor integration. He/She obtained a score in the …range, at the …percentile on the Working Memory Index, which is comprised of tasks that require the ability to retain information in memory, manipulate it and produce a result. Finally, he/she obtained a score in the …range, at the …percentile on the Processing Speed Index, which measures speed and accuracy. [There was(were) a significant discrepancy(ies) between Verbal Comprehension/Perceptual Reasoning/Working Memory/Processing Speed and Verbal Comprehension/Perceptual Reasoning/Working Memory/Processing Speed.]

Wechsler Intelligence Scale for Children-Fourth Edition (Summary of scores to enclose in letters to other psychologists)

Full Scale IQ =

|Verbal Comprehension Index | |Perceptual Reasoning | |Working Memory Index | |Processing Speed Index | |

| | |Index | | | | | |

|Similarities | |Block Design | |Digit Span | |Coding | |

|Vocabulary | |Picture Concepts | |Letter-Number Sequencing | |Symbol Search | |

|Comprehension | |Matrix Reasoning | |Arithmetic (optional) | |Cancellation (optional) | |

|Information (optional) | |Picture Completion | | | | | |

| | |(optional) | | | | | |

|Word Reasoning (optional) | | | | | | | |

Wechsler Adult Intelligence Scale-Third Edition (No Discrepancy)

On the Wechsler Adult Intelligence Scale-Third Edition (WAIS-3), an individually administered test of intelligence, Client's name's verbal IQ was in the range, at the percentile, his/her performance IQ in the range, at the percentile, and his/her full scale IQ in the range, at the percentile. This means that Client's name performed better than % of people his/her age on language-based tasks, better than % of people his/her age on non-verbal visual-spatial tasks, and better than % of people his/her age overall. There was no significant discrepancy between verbal and performance IQ.

When Client's name's Index scores were considered, a more specific profile of strengths and problem areas were evident. He/She obtained a score in the …range, at the …percentile on the Verbal Comprehension Index, which means that he/she scored better than …% of people his/her age on tasks that measure verbal reasoning and expression. He/She obtained a score in the …range, at the …percentile on the Perceptual Organization Index which means that he/she scored better than …% of people his/her age on tasks that measure ability to interpret and organize visually presented material within a time limit. He/She obtained a score in the …range, at the …percentile on the Working Memory Index, which means that he/she scored better than …% of people his/her age on tasks that measure memory for material that was just presented, ability to sustain attention, concentrate, and exert mental control. He/She obtained a score in the …range, at the …percentile on the Processing Speed Index, which means that he/she scored better than …% of people his/her age on tasks that measure ability to process visually perceived nonverbal information quickly.

Wechsler Adult Intelligence Scale-Third Edition (WAIS-3) (Discrepancy)

On the Wechsler Adult Intelligence Scale-Third Edition (WAIS-3), an individually administered test of intelligence, Client's name's verbal IQ was in the range, at the percentile, and his/her performance IQ in the range, at the percentile. This means that Client's name performed better than % of people his/her age on language-based tasks, and better than % of people his/her age on non-verbal visual-spatial tasks. There was a significant discrepancy between verbal and performance IQ.

When Client's name's Index scores were considered, a more specific profile of strengths and problem areas were evident. He/She obtained a score in the …range, at the …percentile on the Verbal Comprehension Index, which means that he/she scored better than …% of people his/her age on tasks that measure verbal reasoning and expression. He/She obtained a score in the …range, at the …percentile on the Perceptual Organization Index which means that he/she scored better than …% of people his/her age on tasks that measure ability to interpret and organize visually presented material within a time limit. He/She obtained a score in the …range, at the …percentile on the Working Memory Index, which means that he/she scored better than …% of people his/her age on tasks that measure memory for material that was just presented, ability to sustain attention, concentrate, and exert mental control. He/She obtained a score in the …range, at the …percentile on the Processing Speed Index, which means that he/she scored better than …% of people his/her age on tasks that measure ability to process visually perceived nonverbal information quickly.

Wechsler Adult Intelligence Scale-Third Edition (Summary of scores to enclose in letters to other psychologists)

|Verbal I.Q. = |Full Scale I.Q. = |Performance I.Q. = |

|Subtest |Scale Score |Subtest |Scale Score |

|Information | |Picture Completion | |

| | | | |

|Digit Span | |Picture Arrangement | |

| | | | |

|Vocabulary | |Block Design | |

| | | | |

|Arithmetic | |Object Assembly | |

| | | | |

|Comprehension | |Digit Symbol | |

| | | | |

|Similarities | |Matrix Reasoning | |

| | | | |

|Letter-Number Sequences | |Symbol Search | |

Index Scores

Verbal Comprehension

Perceptual Organization

Working Memory

Processing Speed

Stanford-Binet Intelligence Scale: Fourth Edition (SB:IV)

On the Stanford-Binet Intelligence Scale: Fourth Edition (SB:IV), Client's name's verbal reasoning Standard Age Score (SAS) was in the ... range, at the ... percentile, abstract/visual reasoning SAS in the ... range, at the ... percentile, quantitative reasoning SAS in the ... range, at the ... percentile, and short-term memory SAS in the ... range, at the ... percentile. This means that he/she performed better than ...% of children his/her age on language based tasks, better than ...% of children his/her age on visual-spatial tasks, better than ...% of children his/her age on mathematical tasks, and better than ... % of children his/her age on tasks involving immediate recall for verbal and nonverbal material. Client's name's test composite was in the ... range, at the ... percentile. Thus, he/she was functioning better than ...% of children his/her age on the whole test.

Leiter International Performance Scale-Revised

The Leiter International Performance Scale-Revised (Leiter-R) was administered with the following results:

Visualization and Reasoning Battery

|Composite |Standard Score |Percentile |

|Brief IQ Screener | | |

|Full Scale IQ | | |

|Fluid Reasoning | | |

|Fundamental Visualization | | |

|Spatial Visualization | | |

Attention and Memory Battery

|Composite |Standard Score |Percentile |

|Memory Screener | | |

|Associative Memory | | |

|Memory Span | | |

|Attention | | |

|Memory Process | | |

|Recognition Memory | | |

Detroit Tests of Learning Aptitude-4 (DTLA-4)

The Detroit Tests of Learning Aptitude (DTLA-4) were administered with the following results:

|Verbal Subtest |Standard Score |Percentile |

|Word Opposites | | |

|Sentence Imitation | | |

|Story Construction | | |

|Basic Information | | |

|Word Sequences | | |

|Nonverbal Subtest |Standard Score |Percentile |

|Design Sequences | | |

|Reversed Letters | | |

|Design reproduction | | |

|Symbolic Relations | | |

|Story Sequence | | |

|Composite |Standard Score |Percentile |

|General Mental Ability | | |

|Linguistic Domain | | |

|Verbal | | |

|Nonverbal | | |

|Attentional Domain | | |

|Attention-Enhanced | | |

|Attention-Reduced | | |

| | | |

|Motor Domain | | |

|Motor-Enhanced | | |

|Motor-Reduced | | |

Comprehensive Test of Nonverbal Intelligence (CTONI)

The Comprehensive Test of Nonverbal Intelligence (CTONI) was administered with the following results:

|Subtest |Scores |

|Pictorial Analogies | |

|Geometric Analogies | |

|Pictorial Categories | |

|Geometric Categories | |

|Pictorial Sequences | |

|Geometric Sequences | |

|Composite |Standard Score |Percentile |

|Pictorial Nonverbal | | |

|Intelligence (PNIQ) | | |

| | | |

|Geometric Nonverbal | | |

|Intelligence (GNIQ) | | |

|Nonverbal | | |

|Intelligence | | |

|(NIQ) | | |

Wechsler Abbreviated Scales of Intelligence (WASI)

The Wechsler Abbreviated Scale of Intelligence (WASI) was administered with the following results:

Verbal Scale IQ

Performance Scale IQ

Full Scale IQ (Block Design and Matrix Reasoning)

Full Scale IQ (Vocabulary and Matrix Reasoning)

Woodcock-Johnson III Tests of Cognitive Abilities

The Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG) was administered with the following results:

|Cluster |Grade Score |Percentile |

|Comprehension-Knowledge | | |

| | | |

|Long-Term Retrieval | | |

| | | |

|Visual-Spatial Thinking | | |

| | | |

|Auditory Processing | | |

| | | |

|Fluid Reasoning | | |

| | | |

|Processing Speed | | |

| | | |

|Short-Term Memory | | |

| | | |

|General Intellectual Ability | | |

Note: The WJ III COG can only be scored by a computer software package.

TESTS OF MEMORY

Wide Range Assessment of Memory and Learning (WRAML)

The Wide Range Assessment of Memory and Learning (WRAML) was administered with the following results:

|Subtest |Scaled Score |Percentile |

|Picture Memory | | |

|Design Memory | | |

|Verbal Learning | | |

|Story Memory | | |

|Finger Windows | | |

|Sound Symbol | | |

|Sentence Memory | | |

|Visual Learning | | |

|Number/Letter | | |

| | | |

|Verbal learning Recall | | |

|Story Memory Recall | | |

|Sound Symbol Recall | | |

|Visual Learning Recall | | |

|Story Memory Recognition | | |

|Index |Index Score |Percentile |

|Verbal Memory | | |

|Visual Memory | | |

|General Memory | | |

|Learning | | |

The Children's Memory Scale (CMS)-ages 5-8 or 9-16

The Children's Memory Scale (CMS) was administered with the following results:

|Subtest |Index Score |Percentile |

|Visual Immediate | | |

|Visual Delayed | | |

|Verbal Immediate | | |

|Verbal Delayed | | |

|Attention-Concentration | | |

|Learning | | |

|Delayed Recognition | | |

|General Memory | | |

ACHIEVEMENT TESTS

Wechsler Individual Achievement Test-Screener (WIAT-Screener)

The Wechsler Individual Achievement Test-Screener (WIAT-Screener) was administered with the following results:

|Subtest |Standard Score |Percentile |

|Basic Reading | | |

|Mathematics Reasoning | | |

|Spelling | | |

Kaufman Test of Educational Achievement Normative Update - Brief Form (K-TEA NU)

The Kaufman Test of Educational Achievement Normative Update - Brief Form (K-TEA NU) was administered with the following results:

|Subtest |Standard Scores |Percentile |

|Mathematics | | |

|Reading | | |

|Spelling | | |

|Composite | | |

Wide Range Achievement Test-Third Edition (WRAT-3)

The Wide Range Achievement Test-Third Edition (WRAT-3) was administered with the following results:

|Subtest |Standard Score |Percentile |

|Reading | | |

|Spelling | | |

|Arithmetic | | |

Kaufman Test of Educational Achievement Normative Update - Comprehensive Form (K-TEANU)

The Kaufman Test of Educational Achievement Normative Update - Comprehensive Form (K-TEANU) was administered with the following results:

|Subtest |Standard Score |Percentile |

|Reading Decoding | | |

|Reading Comprehension | | |

|Mathematics Applications | | |

|Mathematics Computation | | |

|Spelling | | |

| | | |

|Composite Scores | | |

|Reading | | |

|Mathematics | | |

|Total Test | | |

Peabody Individual Achievement Test Revised (PIAT-R)

The Peabody Individual Achievement Test (PIAT-R) was given with the following results:

|Subtest |Standard Score |Percentile |

|Mathematics | | |

|Reading Recognition | | |

|Reading Comprehension | | |

|Spelling | | |

|General Information | | |

|Written Expression | | |

| | | |

|Composites | | |

|Total Reading | | |

|Total Test | | |

Wechsler Individual Achievement Test - Second Edition (WIAT-II)

The Wechsler Individual Achievement Test - Second Edition (WIAT - II) was administered with the following results:

|Subtest |Percentile |Age/Grage Equivalent |

|Basic Reading | | |

|Pseudoword Decoding | | |

|Reading Comprehension | | |

|Mathematics Reasoning | | |

|Numerical Operations | | |

|Listening Comprehension | | |

|Oral Expression | | |

|Spelling | | |

|Written Expression | | |

| | | |

|Composites | | |

|Reading | | |

|Mathematics | | |

|Language | | |

|Writing | | |

|Total | | |

Diagnostic Achievement Battery-Second Edition (DAB-2)

The Diagnostic Achievement Battery-Second Edition (DAB-2) was administered with the following results:

|Subtest |Grade Equivalent |Percentile |

|Story Comprehension | | |

|Characteristics | | |

|Synonyms | | |

|Grammatic Completion | | |

|Alphabet/Word knowledge | | |

|Reading Comprehension | | |

|Capitalization | | |

|Punctuation | | |

|Spelling | | |

|Writing Composition | | |

|Mathematics Reasoning | | |

|Mathematics Calculation | | |

| | | |

|Composites | | |

|Listening | | |

|Speaking | | |

|Reading | | |

|Writing | | |

|Mathematics | | |

|Spoken Language | | |

|Written Language | | |

|Total Achievement | | |

Diagnostic Achievement Test For Adolescents-Second Edition (DATA-2)

The Diagnostic Achievement Battery-Second (DATA-2) was administered with the following results:

|Subtest |Standard Score |Percentile |

| | | |

|Receptive Vocabulary | | |

|Receptive Grammar | | |

|Expressive Grammar | | |

|Expressive Vocabulary | | |

|Word Identification | | |

|Reading Comprehension | | |

|Spelling | | |

|Writing Composition | | |

|Math Calculation | | |

|Math Problem Solving | | |

|Science Knowledge | | |

|Social Studies Knowledge | | |

|Reference Skills | | |

| | | |

|Composites | | |

|Listening | | |

|Speaking | | |

|Reading | | |

|Writing | | |

|Mathematics | | |

|Achievement Screener | | |

| | | |

|Total Achievement | | |

TESTS OF READING

Woodcock Reading Mastery Tests-Revised

The Woodcock Reading Mastery Tests - Revised, Form G/H were given with the following results:

|Subtest |Grade Equivalent |Percentile |

| | | |

|Visual Auditory Learning | | |

|Letter Identification | | |

|Word Identification | | |

|Word Attack | | |

|Word Comprehension | | |

|Passage Comprehension | | |

| | | |

|Clusters | | |

|Readiness Cluster | | |

|Basic Skills Cluster | | |

|Reading Comprehension Cluster | | |

|Total Reading-Full Scale | | |

|Total Reading-Short Scale | | |

Durrell Analysis of Reading Difficulty-Third Edition

On the Durrell Analysis of Reading Difficulty-Third Edition, Client's name was able to read orally at a grade ...level with regard to speed and accuracy. His/her comprehension at that level was good/fair/ poor. Oral reading problems included ... When asked to retell a story that he/she had read silently, Client's name could do so at a grade...level. Recall problems involved ... When asked questions about his/her recall of passages read orally to him/her, his/her comprehension was better/not better than when reading independently. Results of the word recognition and word analysis tests indicated that Client's name has mastered ... , but had difficulties with ...

Diagnostic Reading Scales (DRS)

On the Diagnostic Reading Scales (DRS), Client's name's Instructional Level, the level at which he/she could read orally with accuracy and adequate comprehension, was at a grade ... level. Oral reading errors included...He/she read ... His/her Independent Level, the level at which he/she could read silently with adequate comprehension, was at a grade ... level. Comprehension difficulties included ... Client's name's Potential Level, the level at which he/she could comprehend stories read aloud to him/her was at a grade ... level. Thus, his/her listening comprehension was better/not better than his/her reading comprehension when reading silently. Results of the word analysis and phonics tests indicated that Client's name has mastered ... , but had difficulties with ...

Gray Oral Reading Test-Diagnostic (GORT-D)

The Gray Oral Reading Test-Diagnostic (GORT-D) was administered with the following results:

|Subtest |Standard Score |Percentile |

|Paragraph Reading | | |

|Word Identification | | |

|Morphemic Analysis | | |

|Contextual Analysis | | |

|Word Ordering | | |

|Decoding | | |

|Word Attack | | |

| | | |

|Composites | | |

|Meaning Cue | | |

|Function Cue | | |

|Graphic/Phonemic Analysis | | |

|Total Reading | | |

Comprehensive Test of Phonological Processing (CTOPP) for

ages 5 & 6

The Comprehensive Test of Phonological Processing (CTOPP) was administered with the following results:

|Subtest |Standard Score |Percentile |

|Ellision (EL) | | |

|Rapid Color Naming (RC) | | |

|Blending Words (BW) | | |

|Sound Matching (SM) | | |

|Rapid Object Naming (RO) | | |

|Memory for Digits (MD) | | |

|Nonword Repetition (NR) | | |

| | | |

|Supplemental | | |

| | | |

|Blending Nonwords (BN) | | |

| | | |

|Composite | | |

| | | |

|Phonological Awareness | | |

|Phonological Memory | | |

|Rapid Naming | | |

Comprehensive Test of Phonological Processing (CTOPP) for ages 7 through 24

The Comprehensive Test of Phonological Processing (CTOPP) was administered with the following results:

|Subtest |Standard Score |Percentile |

|Ellision (EL) | | |

|Blending Words (BW) | | |

|Memory for Digits (MD) | | |

|Rapid Digit Naming (RD) | | |

|Nonword Repetition (NR) | | |

|Rapid Letter Naming (RL) | | |

| | | |

|Supplemental | | |

|Rapid Color Naming (RC) | | |

|Phoneme Reversal (PR) | | |

|Rapid Object Naming (RO) | | |

|Blending Nonwords (BN) | | |

|Segmenting Words (SW) | | |

|Segmenting Nonwords (SN) | | |

| | | |

|Composites | | |

|Phonological Awareness | | |

|Phonological Memory | | |

|Rapid Naming | | |

|Alternate Phonological Awareness | | |

|Alternate Rapid Naming | | |

TESTS OF RECEPTIVE AND EXPRESSIVE LANGUAGE

Test of Early Language Development-Third Edition (TELD-3)

The Test of Early Language Development -Third Edition (TELD-3) was administered with the following results:

|Quotient |Standard Score |Percentile |

|Receptive Language | | |

|Expressive Language | | |

|Spoken Language | | |

Test of Adolescent and Adult Language-Third Edition (TOAL-3)

The Test of Adolescent and Adult Language-Third Edition (TOAL-3) was administered with the following results;

|Subtest |Standard Score |Percentile |

|Listening Vocabulary (LV) | | |

|Listening/Grammar (LG) | | |

|Speaking Vocabulary (SV) | | |

|Speaking/Grammar (SG) | | |

|Reading/Vocabulary (RV) | | |

|Reading Grammar (RG) | | |

|Writing/Vocabulary (WV) | | |

|Writing/Grammar (WG) | | |

Test of Language Development Primary- Third Edition (TOLD-P:3)

The Test of Language Development Primary-Third Edition (TOLD:P3) was administered with the following results:

|Subtest |Standard Score |Percentile |

|Picture Vocabulary | | |

|Relational Vocabulary | | |

|Oral Vocabulary | | |

|Grammatic Understanding | | |

|Sentence Imitation | | |

|Grammatic Completion | | |

|Word Discrimination-Optional | | |

|Word Articulation-Optional | | |

|Phonemic Analysis-Optional | | |

|Composites |Quotient |

|Spoken Language | |

|Listening | |

|Speaking | |

|Semantics | |

|Syntax | |

|Organizing | |

Test of Language Development Intermediate-Third Edition (TOLD I:3)

The Test of Language Development Intermediate-Third Edition (TOLD I:3) was administered with the following results:

|Subtest |Standard Score |Percentile |

| | | |

|Sentence Combining | | |

|Vocabulary | | |

|Word Ordering | | |

|Generals | | |

|Grammatical Comprehension | | |

|Malapropisms | | |

|Composites |Quotient |

|General Intelligence-Aptitude | |

|Spoken Language | |

|Listening | |

|Speaking | |

|Semantics | |

|Syntax | |

Clinical Evaluation of Language Fundamentals - Third Edition (CELF-3) (age 6.0-21.11)

The Clinical Evaluation of Language Fundamentals - Third Edition (CELF-3) was given with the following results:

|Subtest |Standard Score |Percentile |

|Concepts and Directions | | |

|Word Classes | | |

|Word Associations | | |

|Sentence Structure | | |

|Word Structure | | |

|Listening to Paragraphs | | |

|Semantic Relationships | | |

|Sentence Assembly | | |

|Formulated Sentences | | |

|Recalling Sentences | | |

|Rapid Automatized Naming (RAN) | | |

| | | |

|Composites | | |

|Receptive Language Score | | |

|Expressive Language Score | | |

|Total Language Score | | |

TESTS OF WRITTEN LANGUAGE

Test of Written Language-Third Edition (TOWL-3)

The Test of Written Language-Third Edition (TOWL-3) was administered with the following results:

|Subtest |Standard Score |Percentile |

|Vocabulary | | |

|Spelling | | |

|Style | | |

|Logical Sentences | | |

|Sentence Combining | | |

|Thematic Maturity | | |

|Contextual Vocabulary | | |

|Syntactic Maturity | | |

|Contextual Spelling | | |

|Contextual Style | | |

|Composites |Quotient |

|Contrived Writing | |

|Spontaneous Writing | |

|Overall Written Language | |

Test of Written Spelling-Third Edition (TWS-3)

The Test of Written Spelling-Third Edition (TWS-3) was administered with the following results:

|Subtest |Standard Score |Percentile |

|Predictable Words | | |

|Unpredictable Words | | |

|Total Words | | |

TESTS OF MATHEMATICS

KeyMath-Revised: A Diagnostic Assessment of Essential Mathematics

Client's name's overall score on the KeyMath-R, a diagnostic mathematics test was approximately at the grade level. (The score is approximate because a subtest comprised of imperial measurement items had to be omitted because Canadian children now learn metric measurement.) Client's name was relatively good on Subtest assessing... He/she could do items requiring... Problems were observed on Subtest assessing... He/she could do items involving... but had difficulty with... Client's name's performance on the KeyMath was higher than his/her performance in school as reported by his/her teacher and on the Test. This may be because the KeyMath has bright pictures, and with the exception of the computation section is given orally.

Test of Mathematical Abilities-Second Edition (TOMA-2)

The Test of Mathematical Abilities (TOMA-2) was administered with the following results:

|Subtest |Standard Score |Percentile |

|Vocabulary (VO) | | |

|Computation (CO) | | |

|General Information (GI) | | |

|Story Problems (SP) | | |

|Attitude Toward Math (AT) | | |

|MATH QUOTIENT | | |

TESTS OF ADAPTIVE SKILLS

Vineland Adaptive Behaviour Scales

The Vineland Adaptive Behaviour Scales were administered with the following results:

|Domain |Standard Score |Percentile |

|Communication Domain | | |

|Daily Living Skills Domain | | |

|Socialization Domain | | |

|Motor Skills Domain | | |

| | | |

|Composite | | |

|Adaptive Behaviour | | |

|Composite | | |

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