CONFIDENTIAL PSYCHOEDUCATIONAL REPORT

Name: B Date of Birth: 5/7/2002

School: Age: 10
Grade: 4 Date of Evaluation: 5/4/2012; 5/18/2012
Examiner: Amber Supervisor: Alan
Procedures and Tests Administered
Review of Educational Records
Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV)
Woodcock-Johnson III Tests of Achievement (WJ-III-ACH)

Reason for Referral

B was referred for evaluation as part of her triennial re-evaluation.

Background Information

A review of records noted a school case conference report dated 4/16/2010 reported b was eligible for
special education services under guidelines for Autism Spectrum Disorder due to a diagnosis of Asperger
Syndrome. She also reportedly had been diagnosed with Attention Deficit Disorder. Results of a Wechsler
Intelligence Scale for Children – Fourth Edition (WISC-IV) administration included a Full Scale standard
score of 98 with the following index scores: Verbal Comprehension = 114, Perceptual Reasoning = 90,
Working Memory = 86, and Processing Speed = 97. She exhibited average to above average performance
on all administered subtests of the Woodcock-Johnson Tests of Achievement – Third Edition (WJ-III-
ACH).

Behavioral Observations

B was evaluated in three sessions in a quiet and well-lit room. She was appropriately dressed and
groomed. She appeared significantly anxious during the first testing session and mildly anxious during the
second testing session. No significant anxiety was observed during the third testing session. During the
first and second testing sessions, b frequently became tearful when presented with difficult items and
sobbed toward the end of the second testing session after giving up quickly on a task of working memory
skills. Encouraging comments (e.g., “You’re doing fine.”) appeared to increase her negative reaction to
some test items and she stated at one point that doing “okay” wasn’t good enough because children with
Asperger’s syndrome are usually smarter than others. After allowing her time to calm herself, she was
asked if she wanted to take a short break before finishing the testing session but chose to continue without
taking a break. She appeared more cheerful during the third testing session and responded to difficult
items with minimal evidence of frustration. She talked excessively during the third testing session and
was sometimes difficult to redirect to presented tasks. No motor or verbal tics were noted. B did not show
any behavioral evidence of visual or auditory problems. Results for the current evaluation are generally
considered to be a valid assessment of B ability, although assessment of working memory may have
underestimated her skills due to her negative response to one of the tasks.

Assessment Results
Intellectual Functioning
Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV)
The WISC-IV is a reliable and valid measure of global cognitive functioning. Average composite and
subscale scores fall between 90 and 110. B scores on the WISC-IV are depicted on the following table:

Mean = 100, Standard Deviation = 15

Composites Standard Score PR 95% CI
Full Scale 89 23 84-94
Verbal Comprehension 99 47 92-106
Perceptual Reasoning 96 39 89-104
Working Memory 74 4 68-84
Processing Speed 94 34 86-104
Subtest Scaled Score
Block Design 13
Similarities 9
Digit Span 8
Picture Concepts 9
Coding 8
Vocabulary 14
Letter-Number Sequencing 3
Matrix Reasoning 6
Comprehension 7
Symbol Search 10

Intellectual Functioning
B overall cognitive abilities, as measured by the WISC-IV Full Scale composite score, fell in the
Low Average range (FSCS=89) and were ranked at the 23rd percentile. This means she scored as
well or better than 23% of children her age in the standardization sample. There is a 95% chance
that her true FSCS score falls between 84 and 94.

B ability to understand and utilize verbal and crystallized information fell in the Average range
(Verbal Comprehension=99). She demonstrated average verbal abstraction abilities
(Similarities=9) and above average lexical knowledge (Vocabulary=14). Her social reasoning
skills (Comprehension=7) were low average.

B ability to process, manipulate, reason, and form concepts with visual and spatial information
was in the Average range (Perceptual Reasoning=96). She demonstrated high average visual-
gestalt formation abilities (Block Design=13). Her visual abstraction ability (Picture
Concepts=9) was average. Her visual concept formation and abstract reasoning ability (Matrix
Reasoning=6) was low average.

B ability to hold and manipulate information in her working memory fell in the Borderline range
(Working Memory=74). Her immediate memory and basic attention was average (Digit Span=8).
Her auditory working memory was extremely low (Letter-Number Sequencing=3).

B ability to complete simple graphomotor tasks rapidly under time constraints while maintaining
focused attention fell in the Average range (Processing Speed=94). Her incidental learning,
visual attention, and perceptual motor skills were average (Coding=8). Her visual perception and
discrimination skills were average (Symbol Search=10).
Achievement Ability

Woodcock-Johnson III Tests of Achievement (WJ-III-ACH)

The WJ-III-ACH is a valid and reliable test of academic achievement. It can determine and describe the
present status of achievement ability. The measure was designed to evaluate the strengths and weaknesses
the individual displays in areas such as reading, mathematics, and written language. The average range of
standard scores is 90-110. B scores on the WJ-III-ACH are depicted in the following table:

Mean = 100, Standard Deviation = 15

Composites and Subscales Standard Scores Percentile 95% CI
Broad Reading 105 63 99-111
Broad Math 93 31 86-99
Broad Written Language 96 38 89-103
Subtests
Letter-Word Identification 107 67 100-113
Reading Fluency 87 19 77-97
Calculation 101 53 88-114
Math Fluency 76 5 70-82
Spelling 90 25 82-98
Writing Fluency 99 48 86-113
Passage Comprehension 114 82 102-125
Applied Problems 94 35 86-102
Writing Samples 104 60 94-114

Reading
B overall reading skills fell within the Average range (Broad Reading = 105). Her ability to recognize and
identify letters and words was in the Average range (Letter-Word Identification = 107). Her level of
reading automaticity and fluency was in the Low Average range (Reading Fluency = 87). Her reading
comprehension and lexical knowledge was in the High Average range (Passage Comprehension = 114). B
overall reading ability was significantly above her overall cognitive ability as measured by the WISC-IV,
although consistent with the majority of her same-aged peers.

Mathematics
B overall mathematical skills fell within the Average range (Broad Math = 93). Her ability to compute
fundamental math facts without time restraints was in the Average range (Calculation = 101). Her ability
to solve basic arithmetic concepts and operations in a specified amount of time was in the Low range
(Math Fluency = 76). Her ability to logically solve practical mathematical problems was in the Average
range (Applied Problems = 94). B overall mathematics ability was within expectation based on her
overall cognitive ability as measured by the WISC-IV and consistent with the majority of her same-aged
peers.

Written Language
B overall written expression skills fell within the Average range (Broad Written Language = 96). Her
ability to spell words presented to her orally fell within the Average range (Spelling = 90). Her ability to
automatically use written language was in the Average range (Writing Fluency = 99). Her ability to
explain thoughts through writing fell within the Average range (Writing Samples = 104). B overall
written language ability was within expectation based on her overall cognitive ability as measured by the
WISC-IV and was consistent with the majority of her same-aged peers.
Summary:

B is a 10-year-old female who was assessed for her triennial evaluation. She is currently in the 4th grade at
SCHOOL. She reportedly has been diagnosed with Asperger Syndrome and Attention Deficit Disorder
and was determined to be eligible for special education services under guidelines for Autism Spectrum
Disorder. Although appearing anxious during a couple testing sessions, B was compliant with testing
procedures, apart from appearing to give up easily on a task of working memory skills. Results for the
current evaluation are generally considered to be a valid assessment of B ability, although assessment of
working memory may have underestimated her skills due to her negative response to one of the tasks,
which may have also slightly suppressed her WISC-IV Full Scale score.

B overall intellectual functioning was in the Low Average range (Full Scale=89), which suggests that her
overall cognitive processing abilities are slightly below the majority of her same-aged peers. Her verbal
comprehension skills, nonverbal reasoning and spatial skills, and processing speed were all within the
Average range. Her working memory skills were in the Borderline range. Results of this assessment were
slightly lower than results of a previous evaluation, which found a Full Scale score of 98. She primarily
exhibited reduced performance on working memory skills and verbal comprehension skills. Reduced
performance in overall working memory skills appears to be related to frustration with one of the tasks, as
she exhibited average performance on Digit Span, another subtest of the working memory scale. For
verbal comprehension skills, she exhibited reduced performance on a subtest measuring abstract
reasoning (Similarities) and a subtest measuring social reasoning skills (Comprehension) in comparison
to her previous assessment; reduction in these scores may be related to B diagnosed Asperger Syndrome,
as individuals with this disorder often have difficulty with abstract reasoning and social skills.

B overall reading skills were in the Average range, with a relative weakness in her ability to rapidly read
words. Her overall math skills were in the Average range with a mildly impaired ability to rapidly
perform simple calculations. Her overall writing skills were also in the Average range.

Recommendations:

1) Although B academic skills were generally average, she exhibited mild impairments in reading
and math fluency, which may impact her ability to complete classroom assignments within
expected time limits. Allowing additional time to complete tasks or reducing the amount of work
that needs to be completed may help her to complete assigned work in a reasonable amount of
time and reduce academic frustration. Evaluation results indicate she will require continued
specialized services and currently used accommodations should be continued.

2) B comments and behavior during the evaluation suggest she may place unrealistic demands on
herself. Her parents and teachers are encouraged to work with her on setting realistic goals within
her instructional level.

3) B exhibited significant difficulty responding to frustration appropriately during assessment. She

may require direct instruction in coping skills to help her to “work through” frustrations in the
classroom. The following website may be helpful in identifying strategies for reducing stress that
could be taught to B
http://polkdhsd7.sharpschool.com/staff_directory/p_b_s_behavior_intervention/tier_1_interventio
ns/teach_relaxation_techniques/