“~e « eP Maria Den Braven Frese Confidential Psycho-Educational Evaluation Name: Hussein Al-Tabbaa Date of Birth: 06/10/1993, Date of Evaluation: 23/02/2009 ‘Age: 15 years old and five months. Grade: 10 School: The International independent School in Amman, Jordan. Referral informati Hussein Al-Tabbaa is a 15-year old, Jordanian male who is currently in 10" grade at the international Independent School in Amman, Jordan, Huscein's Parents referred him for thorough psychological testing. The goals were to identify his areas of strengths and weaknesses in order to help him determine the academic curriculum that best fits his abilities Currently, Hussein is enrolled in the international Program (IGCSE), and he is thinking of Switching to the Jordanian national academic program. Procedure: nistered: 3) Acomprehensive clinical interview with Hussein, 2) Perceptual tests. * Interpretation of Hussein's performance on: © Auditory Discrimination Test © Auditory Analysis Skills Test © Memory Assessment Test * Short Memory for Words * Short Memory for Numbers Coding Visual Motor Integration (VMI) Visual Motor Analysis (VMA) ooo Psycho Educational Report for Hussein Al-Tabbaa ‘Tea +2646 its Mob 95278685749 FOBOI75 bmn 1363 dan gay ky Xk of SN yp ak FB/mdb. center, infosmab-center.com, www.mdb-center.com _oraDen raven ctf Pycologcltdvemona Cova3) Curriculum based tests for Arabic Language / Princess Tharwat College 4) The Leiter International Performance Scale ~ Revised (Leiter-R) * The visualization and Reasoning Battery, which is a nonverbal test for cognitive abilities. * Attention and Memory Battery Test Result Perceptual Tests: Hussein was administered several visual and auditory perceptual tests. Auditory Discrimination Test: Hussein was administered an Auditory Discrimination Test published originally by Wepman in 1958. It is designed to measure children's ability to hear spoken language accurately and to discover any problems in auditory discrimination, which may indicate learning or speech difficulties, This is a standardized Jordanian version. The test consists of 40 Arabic words ~ pairs matched for familiarity, length and phonetic category. Ten of the word pairs do not differ, while 30 word- pairs differ in a single phoneme. The examiner reads each pair, and Hussein must indicate which words are the same or different. On this test Hussein’s performance was two standard deviations above average, suggesting above average ability at auditory discrimination. Thus, Auditory Discrimination ic an area of strength for Hussein. Auditory Analysis Skills Test: ‘his test consists of simple or complex words that are constructed in such a way that after you Gelete @ part of the word, the remaining constitutes a meaningful word. The examiner arecents ‘the word and Hussein is asked to Pronounce what remains of the word after he deletes a part Of it specified by the examiner. This test consists of 14 words that are arranged from easy to more difficult. The aim of the test is to measure Hussein's ability at discriminating spoken Sounds. This test helps to recognize the child's ability at reading, writing and spelling Hussein's performance was two standard deviations above average, suggesting above average ability at auditory analysis. Thus, Auditory Analysis is an area of strength for Hussein Psycho Educational Report for Hussein Al-Tabbaaee Maria Den Braven ee Memory Assessment: Hussein was administered two tests to assess his memory. Both tests are similar to the Digit Span of the WISC-III; however, the presented materials are Arabic numbers and Arabic words. This test assesses the student’s ability in remembering a series of words. Each word consists of one sound and they are arranged from short to longer. It consists of 15 word series that are between two words to six words in one sentence. This test measures auditory memory and helps in identifying children who may have learning difficulties or poor memory. The test also indicates the extent of the student’ vocabulary development. Hussein's performance on the short-term memory test for Arabic words was one standard deviation below the average (mean); which means that his short-term memory for Arabic words is an area of weakness for Hussein. Short-term memory assessment for Arabic Numbers: This test evaluates the student's ability in remembering a series of numbers and reciting them in the same order as presented by the examiner. This test consists of 14 series that range from ‘two numbers to eight numbers. Hussein's performance on the short-term memory test for Arabic numbers was one standard deviation below the average (mean); which means that his short-term memory for Arabic numbers is an area of weakness for Hussein. Coding Subtest: This test consists of 60 boxes, each one of them contains one letter in the upper part and a symbol in the lower part, and each letter is paired with a different symbol. The test stimuli are boxes containing a letter in the upper part and an empty box in the lower part. The child must write in the empty box the symbol that is paired with the letter in the sample. Coding taps the child's ability to learn an unfamiliar task, The subtest involves speed and accuracy of visual ~ motor coordination, attention skills, visual scanning and tracking, short-term memory or new learning, cognitive flexibility, handwriting speed, and possibly motivation. The speed and accuracy with which the child performs the test is a measure of the Child's intellectual ability Hussein's performance was within the average (mean) range. This indicates that the skill related to the ability in connecting between the visual and motor hand coordination is an area of strength for Hussein. This test is usually very simple to perform, but it requires a good deal of visual concentration. Hussein's ability to perform well here gives an indication of his ability in visual concentration Psycho Educational Report for Hussein Al-TabbaaVisual - Motor Integration (VMI) Subtest: The VMI is a developmental sequence of 24 figures in increasing difficulty. The forms are to be copied with paper and pencil. The primary purpose of the VMI is to screen children for any problems of visual perception, motor control, and visual motor integration. Hussein was administered the VMI and his score was within the average (mean) range. This indicates that the skill related to the ability in copying figures is an area for strength for Hussein. Visual Motor Analysis (VMA) Subtest: This test measures visual analysis and indicates any difficulties a student may have especially in the skills required for reading and writing Hussein was administered the VMA and his score was within the average (mean) range. This indicates that the skill related to the ability in analyzing and drawing figures is an area for strength for Hussein. These results of Hussein's performance show that he has no problem in visual perception, visual- motor control/coordination, and visual — motor integration. Perceptual Tests Results: Test Descriptive measure | T- Score | Percentile ‘Auditory discrimination | +2 Above Average | 56 99 ‘Auditory analysis +2 Above Average | 57 99 Short memory (words) | -1belowthemean | 43 Short memory (numbers) | -1belowthemean | 41 Average 54 66 rage 47 38 Average a7 33 Descriptive measure: 5 points range from: -2 (below average); -1 (poor/insufficient); O (average); +1 (above average) +2 (high above average/good) T-score: (Average is 50 and Standard Deviation is 10): this shows the student's performance compared to others his age. Percentile: the percentage shows the student’s performance compared to other students who belong to the same age group. Psycho Educational Report for Hussein Al-Tabbaaes Maria Den Braven Sa Language: Hussein was assessed to determine his abilities in various basic skills in: + Arabic languag eech, analyzing, composition, reading aloud, reading comprehension, listening, expressing, dictation, spelling, and the numbering of sentences. Skill Grade level Notes a Identifying vocabulary Grade7 | His weakness was in reading certain Arabic letters. SNsll ce 5 Saglly Sa Bol 6 3S 55 incall As Reading aloud Grade 9 Fo OS Fi ines BS : Wyle ge dal Reading comprehension includes: + Reading comprehension for words (different word) Grade 8 * Reading comprehension for | Grade 6 words (same word) | * Reading comprehension for | Grade text/paragraphs | Listening includes: | + Repeating sentences of Grade8 | 22 segments | different lengths based on a | number of segments | + Listening to oral instructions 4 steps and following them in the given order | * listens to understand three | Grade 8 columns of words and remembers the odd/different [___word | _ * Listens to understand different Grade9 | Hussein pays more attention and puts more segments and answers five effort during auditory concentration questions orally Expression which includes: + Uses appropriate language for | Grade 7 expression a - * Creates sentences with Grade 9 meaning using a given word | * Creates a sentence from Grade 9 random words and reads it | Psycho Educational Report for Hussein Al-Tabbaa,Maria Den Braven Dictation and spelling includes: [sR pljo i OE Foe sad eS * Dictates and writes word using | Grade 7 CO) ad his memory Handwriting: His handwriting is clear, however, not as ‘+ Writing words an sentences in | Grade 8 neat as it should be compared to his grade clear handwriting level * Writing letters separate and | connected to each other in a | clear way Hussein's results in basic Arabic language skills indicate that he has many areas of strengths in the basic skills, especially in reading comprehension. His areas of weaknesses are his vocabulary (word meaning) and spelling. The Leiter International Performance Scale — Revised (Leit Hussein was administered the Leiter International performance scale-Revised, (Leiter ~ R) to assess his general intellectual functioning. The Leiter -R evaluation is a nonverbal individual test, which evaluates a variety of facets of several cognitive domains; the test yields standard scores with a mean of 100, and a standard Deviation (SD) of 15. ‘The Leiter-R test includes 10 subtests: - Sequential Order Subtest suggests the nonverbal reasoning ability that requires focusing on generating rules related to problems of sequential information. Repeated Pattern Subtest suggests the ability at combining deductive reasoning with the ability for conceptual sequencing in symbolic patterns. Figure Ground Subtest suggests the use of effective search strategy, cognitive flexibility visual scanning ability, and short-term visual memory. Form Completion measures the ability at scanning; recognition and perceiving fragmented percepts as whole. Design Analogy measures the ability to generate rules out of partial information and inductively hypothesize. Psycho Educational Report for Hussein Al-Tabbaaes Maria Den Braven Mana Den eiven Paper Folding Subtests are subtests suggest abilities at perceptual scanning recognition, constructing recognition, constructing complete figure from their fragment inductive, deductive and synthesizing activities. ‘igure Rotation Subtest measures complex visual spatial abilities, perception of relative position, size and angles of designs that are rotated in space Leiter -R results: Subtest Raw Score Scaled Score _| Evaluation (Ave 10+/-1) Figure ground 7a 1 Below Average Design Analogies [sme es 7 [Below Average Form Completion 34 10 | Average Sequential Order a 11 ‘Average | Repeated Patterns 26 2 Above Average Paper Folding 5 4 Below Average | Figure Rotation 7 9 Average Sum of scaled score: ‘VR composite _ | Scaled Score | IQ Equivalent | % | Confidence Interval | Fluid Reasoning 35 110 78 100-120 Brief IQ 34 39 23 79-99 ‘Spatial Visualization 20 80 9 70-90 [Full ia 45 82 12 72-92 i The results indicate that there is a great deal of variation in Hussein’s abilities, even within subtests of the same test/construct. In the visual abilities domain, Hussein's ability in creating 2 figure from different pieces (the ability at scanning, recognition and perceiving fragmented percepts as whole) was within average (10 points), which means that this is an area of strength for him. However, his performance on the Figure Ground Subtest, which suggests the use of effective search strategy, cognitive flexibility visual scanning ability, and short-term visual memory and measures his ability in extracting parts of a picture was way below the averaze {one point), which indicates that this is an area of weakness for him, given that the average is (10 +/-1). ‘As for his reasoning ability and logical thinking, his performance on the Sequential Order Subtest, which requires generating rules related to problems of sequential information is above average (11 degrees). Similarly, his performance on the repeated patterns subtest, w/ requires combining deductive reasoning with the ability for conceptual sequencing in symbo patterns, was above average (12 degrees). His performance on the Figure Rotation Subtest which measures complex visual spatial abilities, perception of relative position, size and angles Psycho Educational Report for Hussein Al-Tabbaa | 7 3 7 j 1of designs that are rotated in space was within average (9 degrees). Hussein's performance on the Design Analogy subtest, which measures the ability to generate rules out of partial information and inductively hypothesize was below average (7 degrees). Lastly, his performance on the Paper Folding Subtests, which measure abilities at perceptual scanning recognition, constructing recognition, constructing complete figure from their fragment inductive, deductive and synthesizing activities was way below the average (4 points) Hussein's Full Scale 10. (FSIQ), which is an estimate of global intellectual ability is below the average, as he attained a score of 82 points where the average is 100 +/- 10. Leiter -R (Attention & Memory Battery) The Leiter-R (Attentis applied: - nN and Memory Battery) includes 10 subtests, only 7 of them were ted Associa : It taps short-term retention with brief distraction. Forward Memory: It measures sequential memory span and requires sustained attention and organized process style. Attention Sustained: It measures visual prolonged attention, requiring good visual scanning and motoric inhibition on rapid repetitive motor task. Reverse Memory: It measures memory span for pictures in reversed order. Visual Coding: It taps persistence, sustained attention, working memory and requires some Feasoning and an ability to shift mental sets at the upper level. Spatial Memory: It evaluates the span of immediate memory for spatial location and aids in analyzing and differentiating conditions in which memory impairment may be a significant feature. Delayed Pairs: It examines the efficiency of retrieval of information, which has been in storage for a period of time (30 min). It may include "incidental learning", as the information wes teamed from previous exposure to the item during the natural course of events, but not purposefully learned. Psycho Educational Report for Hussein AL-Tabbaaee es Maria Den Braven Eas ote Lelter-R Results (Attention & Memory Battery) ‘Subtest Standard Score | Evaluation (10 +/- 1) | Associated Pairs Above Average [Forward Memory Below Average Attention Sustained Below Average Reverse Memory Average Visual Coding ‘Average Spatial Memory Below Average Delayed Pairs _ Average ‘Sum of Scaled Score Comp. Score % Confidence Interval Memory Screen a 100 50 90-110 Associative Memory 102 55 92-112 Memory Span | 84 14 74-94 | Memory Process [ 87 19 E 77-97 The results that Hussein obtained on the Attention and Memory test are varied but most of the subtests (4 out of 7) fall within the average range, which means that this is an area of strength for him. His performance was average on the subtests related to short-term memory retention (associated pairs subtest], reverse memory, information retrieval (delayed pairs subtest) and sustained attention (visual coding). However, his performance was below the average on subtests related to attention sustained (prolonged attention), and on tasks that required concentration and focus under pressure related to time-limited items, The results show that Hussein’s ability on attention and memory ranges between average to below average, which indicates that his abilities are not an obstacle in the way of his academic performance. Behavioral observations during the evaluation * Hussein puts a large and noticeable effort during tasks that require visual abilities. Therefore, he needed more time than expected to complete such tasks. * On tasks that measure auditory abilities, Hussein felt tired, sleepy and fatigued, and needed more time to make a decision. Hussein’s performance on one task ranges, as he starts with the task quickly and enthusiastically but after he finishes the first point, he either stops or he requires much longer to complete it. However, he is not efficient or effective in using this extra time that he takes. Psycho Educational Report for Hussein Al-TabbaaDen Braven Summary: Hussein is a 15-year old, Jordanian male who is currently in 10" grade at the International Independent School in Amman, Jordan. Hussein's parents referred him for thorough psychological testing. The goals were to identify his areas of strengths and weaknesses in order to help him determine the academic curriculum that best fits his abilities. Currently, Hussein is enrolled in the international program (IGCSE). He is thinking of switching to the Jordanian national academic program in order to be able to overcome some of the challenges and struggles that he faced while in the IGCSE program. During the assessment, Hussein was cooperative, calm and quiet. Rapport was easily established and he was able to follow the instructions given by the examiner and the task at hand, The results showed Hussein’s many areas of strength, such as auditory discrimination and auditory analysis as his performance on these two tests was good even though he seemed to put a large effort on these tests. Moreover, Hussein's performance was good in visual perception even though he required longer time than expected to complete such tasks. The results also showed his areas of weaknesses, which include identifying part of an image/picture. Hussein's abilities in memory and attention are not an obstacle in the way of his performance but improving his memory and attention would improve his academic success, no matter which educational track he chooses. The results that Hussein obtained in the test related to his Arabic language skills showed that Hussein is able to take the Jordanian High School curriculum, especially if he improves his abilities in Arabic language. Recommendations: Based on the thorough evaluation done in the center, Hussein is in need for the following recommendations: 1- Inorder to improve his ability in remembering his academic material, Hussein can: a. Divide his academic material into parts, which he can connect with each other. b. Using paper and pen to write the points/ideas that he has to remember. 10 Psycho Educational Report for Hussein Al-Tabbaac. Writing the major points/ideas on flash cards and keeping them somewhere that is easy and accessible for him to see so that he can remember the material more than once and be exposed to it regularly. d. Creating visual cues/pictures related to his flash cards, or connecting them with something that helps him remember it as small pictures or symbols that have certain meanings. e. Connecting a group of visual pictures and the various ideas to create a mental map of the material, and drawing this map in a very clear manner and revising/reviewing it more than once. 2+ In order to improve his writing skills, Hussein can remember the picture/image of the word rather than how it sounds in order to overcome his mistakes in spelling such as !%8 Js: ‘9 and the rules that determine the location of the “hamzah” 8 jagl! ail ge 2335 ll ysl gl) 3- For people with Hussein’s abilities, working hard and continuously as well as repetition would be of great benefit to him. 4- Hussein would benefit greatly if: a. He was given extra time on all examinations (monthly and quarterly). He needs 25 extra minutes for every hour. b. If Hussein was provided with 2 separate room away from distractions and noise/sounds while writing all his examinations. To inquire about any point in this report, please call (079-500011). We would love to collaborate and support you in providing what is best for Hussein Basma Kilani, MA. Clinical Psychologist MA. Special Education a Psycho Educational Report for Hussein Al-Tabbaa