PSYCHODIAGNOSTIC REPORT

Name: Supreme Chalise Date: 16/03/2020

Age/ Gender: 12 years 10 months/Male Date of birth: 10/05/2007
Education: 7th Grade Language spoken: English
PTID NO: 04167

Referral Purpose: Supreme Chalise was referred for psychological evaluation with the concerns of
lack of age adequate language and communication skills, poor socialization, reading and writing
difficulties, poor fine motor skills, difficulty in adaptation, semi-dependent in self-help skills and
repetitive use of words and action.

Background information: Supreme Chalise aged 12 years 10 months is currently studying Class 7 in
Maldives. He is the single child born of non-consanguineously married parents. He was a pre-term
delivered child with immediate birth cry. His motor, speech and language developmental milestones
were reported to be delayed. He was kept in NICU for a week due to the weakness and fever. At
seven months, he had a first episode of seizures and was under medication until 4years of age. No
major concerns were reported during the mother’s pregnancy and delivery.

School History: His entry to school was at four years of age, from play group to grade one he studied
in Nepal and from Grade two onwards he was shifted to Maldives. He is academically below average,
his marks are not consistent in class tests or examinations, as he gets A Grade sometimes or B and D
grade at other times. Parents have reported that teachers have passed him over years without much
force or training. He doesn’t interact with his peer group and prefers solitary play. He finds it hard to
involve himself in group activities.

Behavioral observation: Supreme Chalise was evaluated over 2 sessions. He was co-operative and
interested in the tasks. Eye contact was fleeting. His psychomotor activity was within the normal
limits. His attention could be aroused and sustained, he remained enthusiastic throughout the
assessment. He often looked at the examiner to seek assurance if his answers were right or wrong. He
could comprehend the instructions given and rapport could be established easily.

Test findings:
❖ Wechsler Intelligence Scale for Children – 4th Ed – (WISC-IV)
Verbal Scaled Perceptual Scaled Working Scaled Processing Scaled
Comprehension Score Reasoning Score Memory Score Speed Score
Similarities 5 Block Design 2 Digit Span 8 Coding 6
Vocabulary Picture Letter-Number 9 Symbol 8
8 5
Concepts Sequencing Search
Comprehension Matrix
6 4
Reasoning
Sum of Scaled Sum of Scaled Sum of Scaled Sum of
19 65 92 83
Scores Scores Scores Scaled Scores
INDEX SCORES
Verbal Comprehension (VCI) 80 Perceptual Reasoning (PRI) 65
Working Memory (WMI) 92 Processing Speed (PSI) 83
Full Scale (FSIQ) – 73
Interpretation:

On WISC-IV India, 4th Ed, he obtained an overall IQ score in the borderline range.
Significant scatter among his different abilities are clear indicators of underlying learning difficulties.

The Verbal Comprehension Scale is comprised of subtests that measure an ability to acquire,
retain, and retrieve general factual knowledge, verbal concept formation/word knowledge and abstract
reasoning. Among the Verbal comprehension tasks, he demonstrates overall skills in the below
average range. His ability to reason abstractly with words skills is better than his comprehension of
general social situations. His ability to define words (vocabulary) is in very low range. It’s suggestive
of poor word knowledge, specifically difficulty with expressing his thoughts in a more elaborate
manner and in a conceptual level. His ability for reasoning related verbal activities is in the functional
level. This could also be attributed to difficulties in language skills and amount of exposure to
reasoning skills at home or school.

Among the perceptual reasoning, his ability for visual perception, visuo- motor coordination
and manipulation, and non- verbal fluid reasoning were found to be in the mild deficit range. His
ability for the analysis and synthesis of abstract visual stimuli and his logical and analytical reasoning
skills as assessed in matrix reasoning tasks together with his ability to categorize pictures were very
low. His slight limitations in visual spatial perception and abstract reasoning could reflect on his
difficulties with higher levels of math and sciences where he may have abstract concepts.

Working memory involving the ability to multi-task requiring retention of varied items or
task and having to manipulate them was found to be in the average range. His ability to remember
rules for recall of letter and number sequences is slightly better than non-meaningful number strings.
He may use both rote and concept-based learning almost equally. He is able to register and recall only
short amount of information at a time. As the information load increases, his recall decreases. This
would reduce his performance with longer answers. Breaking of information into chunks and learning
important points rather than as sentences would help him focus well and recall better. All learning has
to be done by multi-sensory method and with understanding of concepts rather than to attempt
learning by rote when he does not understand.

Processing speed is the ability to understand directions and follow them both accurately and with
speed as it is a timed task. His visual scanning skills and visual discrimination both are in the low
average range indicating that he may have difficulty in copying, visual-motor coordination and speed
of writing. Written work with time restriction may reduce his output of responses resulting in poor
academic performance and specifically examinations that are time bound would be difficult for him
and his performance may not reflect his potential abilities.
❖ Dyslexia Screening Tool – Senior (India Version)- DST-S:

Sl.No Subtests Test At Risk Index

Score
1. Rapid Naming 53 High risk
2. Bead Threading 04 Moderate risk
3. One-minute reading 56 Mild risk
4. Postural stability 05 Average
5. Phonemic segmentation 09 Mild risk
5b. Spoonerism 10 Moderate risk
6. Two-minute spelling 17 Moderate risk
7. Backwards digit span 08 Average
8. Nonsense passage 47 Moderate risk
9. One-minute writing 17 Mild risk
10. Verbal fluency 08 Moderate risk
11. Semantic fluency 11 Mild risk
12. Non-verbal Reasoning 04 Mild risk

At Risk Quotient (ARQ): 1.63– Strong Risk of Dyslexia

Due to scatter in cognitive performance, a screening for Dyslexia was administered.
He showed mild difficulties in phonics related tasks, sematic fluency, non-verbal reasoning
and one-minute reading and writing tasks. His reading (decoding) difficulties may reduce his
fluency in reading and also in comprehension abilities. Among the writing tasks he was not
able to complete the task within the given time limit. His hand writing was observed to be
joint and mature. He made no errors in copying task; however, speed of writing was
significantly slow. He has moderate difficulties in bead threading, maintaining adequate
balance, spelling tasks, non-sense passage reading and verbal fluency. He demonstrated a
high level of difficulties in rapid naming of pictures and words. Academically he may
demonstrate difficulties in reading fluency, cognitive flexibility and writing tasks. He does
demonstrate significant risk of having learning difficulties that may be reflected in his poor
academic performance.

Impression: Borderline level of Intellectual functioning – Learning Disorder – Dyslexia

Disclaimer: Psychological assessments have their own limitations. The test interpretations
were drawn from the responses given on the day of testing by the client.
Recommendations:

➢ Continue regular schooling with remedial education for reading and spelling
➢ Explore schools with a lower teacher to student ratio
➢ To encourage teaching concepts in academics rather than rote learning
➢ Remedial education for phonics instruction and reading skills to enhance decoding
and fluency
➢ Use of appropriate learning strategy to enhance his memory and recall during
examinations
➢ To encourage participation in activities that are non-academic in nature- to increase
his self-esteem and confidence
➢ Review after 2 years

Accommodations:

➢ Allow him extra time for class work, assignments, and examinations
➢ Read out the questions to him during examinations
➢ Allow for writing in points with highlighted responses for written exams specifically
for long answers
➢ Teach test taking strategies- focus on short answers, objective type responses, fill ups
etc.
➢ Teach through visual, auditory and activity-based methods
➢ Provide opportunities to participate in sports and extra-curricular activities and
involve in classroom monitoring activities

NANDINI. G
M.Sc Psy, M. Phil (Cli.Psy)
Consultant Clinical Psychologist
RCI Reg No A65896
PEOPLE TREE Maarga