CHILDFIND PSYCHOEDUCATIONAL DR. EDILBERTO I.

DIZON
ASSESSMENT SERVICES SPED DIAGNOSTICIAN-IEP SPECIALIST,
COUNSELOR & LEAD CONSULTANT

9 July 2021

PSYCHOEDUCATIONAL EVALUATION

I. Basic Information

Child’s Name : John Kyle T. Parreño

Date of Assessment : June 5, 2021
Child’s Birthdate : April 15, 2004
Age : 17.2 years old

II. Appraisal Measures Conducted and Administered

A. Stanford-Binet Intelligence Scales (SBIS)

B. Kaufman Assessment Battery for Children (KABC)
C. Naglieri Nonverbal Ability Test (NNAT)
D. Wide Range Intelligence Test (WRIT)
E. Wechsler Individual Achievement Test (WIAT)
F. Vocational Preference Inventory (VPI)
G. Bender-Gestalt Visual-Motor Test; Goodenough-
Harris Drawing Test
H. Vineland Social Maturity Scale
I. Clinical observation
J. Interview with mother

III. Report

Kyle was assessed to determine his progress since the last assessment
done on July 11, 2018. This evaluation presents the results and based on these,
the recommendations for intervention.

________________________________________________________
ChildFind Therapy & Learning Center, The Tower at Emerald Square Unit 212 J.P. Rizal St. cor P Tuazon, Proj 4, Q.C (89112015)
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The SBIS reveals the following results:

Verbal Reasoning. Kyle defines easy and some less easy words
presented to him (e.g., dollar—currency, parrot—kind of bird, soldier—man who
fight for their country, incapable – unable to handle things and mortal –
vulnerable to death). He answers some questions requiring logical reasoning
(e.g., “Why should you not run when carrying scissors?”, Answer: It may cause
accident; “Why do doctors give us shots?”, Answer: To lessen the chance of
getting sick). Composite test age in verbal reasoning is 10.7 from 9.10 recorded
in July 2018.

Visual-Abstract Reasoning. Kyle replicates up to 9-block combinations

following figural patterns, and completes several figural patterns in matrices ably
well. Composite test age in visual-abstract reasoning is 19.0 from 13.8 recorded
in July 2018.

Quantitative Reasoning. Kyle comprehends concepts of measurement

of length, between and fractions. He matches figures with the same number of
blocks but does not tell the least common denominator of a given set of
numbers consistently. He completes number patterns presented to him (ex. 45,
40, 35, 30, 25, ___, ___) but not always accurately. Composite test age in
quantitative reasoning is 12.5 from 10.11 recorded in July 2018.

Short-Term Memory. Kyle remembers four numbers to six numbers

series when asked to recall them in correct sequence as dictated in forward and
reverse orders. He remembers up to 6 objects in picture series when asked to
point to them picture-by-picture in the same sequence these were shown to him
(delayed recall). Composite test age in short-term memory is 15.8 from 13.8
recorded in July 2018

Based on the results, Kyle’s composite mental-ability test age on the SBIS
is 14.5 years old.
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The following summary presents Kyle’s intelligence profile:

Area Test Age

A. Verbal Reasoning 10.7

1. Vocabulary (10.2)
2. Comprehension (10.11)

B. Visual/Abstract Reasoning 19.0

1. Pattern Analysis (20.0)
2. Matrices (18.0)

C. Quantitative Reasoning 12.5

1. Quantitative (13.7)
2. Number Series (11.3)

D. Short-Term Memory 15.8

1. Memory for Digits (15.4)
2. Memory for Objects (16.0)

_____________________________________________________________
Composite: 14.5

On the NNAT, a non-verbal mental ability test, Kyle is within 15.4-year old level
(from 14.10 recorded in July 2018) in comprehending non-verbal patterns and rules
and performing non-language mental-ability tasks. These are discriminating visually
similarities and differences, completing figural patterns, and sequencing patterns by
color, shape/form, length/size and direction/location.

The WRIT shows the following test ages:

Verbal Analogies : 13.6 years old

Vocabulary : 9.6 years old
Matrices : 15.6 years old
Diamonds : 10.0 years old

Verbal Reasoning. Kyle completes verbal analogies gauging opposites

and word association (e.g., “Your stomach digests, your lungs ___?”; “Cats are
tames, lions are____?; and, “Moon is to earth, as earth is to ____?”). He defines
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easy and less easy words presented to him such as mosquito-”an insect that sips
blood”, dinosaur-”an extinct creature”, and swim-”an act of movement when
submerged in water”. Composite test age is 11.6 years old.

Visual-Abstract Reasoning. Kyle replicates figural designs using

diamond-shaped chips, and completes figural patterns in matrices. Composite
test age is 12.9 years old.

Based on the results, composite mental-ability test age on the WRIT

(Verbal and Visual) is 14.5 years old.

The KABC reveals the following results:

Long-Term Storage and Retrieval . Kyle recalls several unfamiliar sea

creatures (i.e., fish, seashells and plants) by listening to their invented names
and pointing to their pictorial representations after specific item intervals. He
recalls all of these same creatures after fifteen minutes of intervening tasks.
Composite test age is 17.0 from 16.0 recorded in July 2018.

Crystallized Ability. Kyle answers several easy riddles presented to him

(e.g., “What do we call something that has feathers and can fly?”; “What is
fluffy, white, and you see it in the sky?”, “What do we call something that falls I
drops, makes everything wet and comes from the sky?”, and “What has wings, is
flown by a pilot and carries people in the air?”). He identifies among several
pictorial options objects, animals and sights with or without short descriptions
about them (e.g., demand, gasp, delay, smirk, expectator; “what Shakespeare is
famous for”; “what digests food”; “something built during the Ming dynasty”).
Composite test age is 12.10 from 8.10 recorded in July 2018

Visual Processing. Kyle names several easy partially-completed

sketches of objects and animals presented to him such as fish, boat, turtle, TV,
pig, hammer, fork, camera, stove, french fries, fire hydrant, crown and windmill.
He counts blocks in some given figural designs including those hidden from
sight. Composite test age is 11.4 from 12.1 recorded in July 2018

Short-Term Memory. Kyle repeats sequentially up to 6-digit numbers.

He remembers up to 4-word series dictated to him when asked to recall the
words by pointing to their picture equivalents in order immediately after dictation
(delayed recall) but not consistently. Composite test age is 11.10 the same age
recorded in July 2018

Fluid Reasoning. Kyle completes one-idea stories by picking out picture

cards from four other options and then arranging them in correct order. He also
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sequences in correct order abstract-design cards also chosen from other card
options. Composite test age is 18.6 from 14.0 recorded in July 2018

Composite mental-ability test age on the KABC is 14.2 years old from 12.0
recorded in July 2018.

The following KABC summary presents Kyle’s intelligence profile

expressed in test ages:

Area Test Age

A. Long-Term Storage and Retrieval 17.0

1. Atlantis (18.0)
2. Atlantis Delayed (16.0)

B. Crystallized Ability 12.10

1. Verbal Knowledge (16.8)
2. Riddles (9.0)

C. Visual Processing 11.4

1. Block Counting (13.4)
2. Gestalt Closure (9.3)

D. Short-Term Memory 11.10

1. Number Recall (13.8)
2. Word Order (6.0)

E. Fluid Reasoning 18.6

1. Story Completion (18.6)
2. Pattern Reasoning (18.6)
___________________________________________________________________
Composite: 14.2
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The WIAT reveals the following academic achievement text age and grade
equivalents:

Age Grade
Word Reading : 17.0 12.0
Spelling : 17.0 12.0
Numerical Operations : 14.0 9.0
Math Reasoning : 12.0 7.0
Reading Comprehension : 11.8 6.6
Listening Comprehension : 10.0 5.0
Oral Expression : 12.0 7.0

Word Reading. Kyle reads several easy and difficult words presented to
him such as fruit, during, sight, shut, crowd, flexible, known, fraction, column,
courage, treacherous, pathetic and negotiate.

Spelling. Kyle spells several easy and difficult words presented to him
such as look, hand, candy, under, right, riding, absence, excitement and
sovereign. His errors include: a) deletion of letters (ex. pricipal for principal); b)
substitution/addition of letters (ex. assistance for assistants); and c) change of
words despite context use (ex. sealing for ceiling; their for they’re).

Numerical Operations. Kyle performs operations including decimals

and fractions, calculating pi and square root, percent and exponents, adding
negative integers and solving algebraic equations and geometry problems
presented to him.

Math Reasoning. Kyle uses patterns and grids/graphs to solve

problems, and comprehend whole numbers and quantities less than a whole
such as fractions, decimals, roots, ratio and exponents but not consistently. He
also solves problems involving geometric and spatial reasoning and also
measurement and money with conversion but not always accurately.

Reading Comprehension. Kyle reads words, sentences and short texts,

and answers comprehension questions (who, what, where, why, how) based on
these texts but not consistently. He lags behind in defining words used in
context, sequencing events, and making simple inferences.

Listening Comprehension. Kyle matches words (e.g., empty, jar, doze,

beak) and sentences dictated to him (e.g., “The woman showed the boy the
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baby,” and “He is crying because his airplane is broken”) with their pictorial
equivalents/representations. He lags behind in giving words corresponding to the
definitions provided.

Oral Expression. Kyle enumerates several examples of animals and a

few ways of moving from one place to another given one-minute time limit. He
tells stories with pictorial clues but needs improvement in labeling characters,
stating the main idea, stating the setting, describing the plot, predicting what
happens next and comparing stories to his own experiences. He also needs
improvement in telling procedures with and moreso without pictures.

Based on the results, composite test grade and age equivalents on

memory-based/objective tests (word reading, spelling and numerical operations)
are grade 11.0 and 16.0 years old. Those on language-analytical tests (reading
comprehension, math reasoning, listening comprehension and oral expression)
are grade 6.5 and 11.8 years old.

The VPI reveals the following information:

Kyle scores high in the following areas: artistic, masculinity-femininity,

and status. The VPI describes students that score high in these areas as:
creative, spontaneous, and innovative (for artistic); active, shrewd, competitive,
conforming to traditional male roles (for masculinity-femininity); and, expressive,
sensitive, and wants to be important (for status). He selected 6 out of the total
160 possible occupations. The following are his selected jobs: speculator,
portrait artist, sculptor, computer programmer, cartoonist, and architect.

Additional information reveals that Kyle writes his complete name and
spells words in print and at times in cursive. Handwriting is generally discernible
but neatness can be improved further. An area needing much improvement in –
observing writing mechanics: grammar, syntax, coherence, fluency, and
punctuations. He draws 2-dimensional male and female with clear gender
differences (ex. female with longer hair and a skirt, and male with short hair).
His drawings of house and trees show some details, good proportion and are
correctly located.

The following data were obtained through observation and interview:

Kyle readily entered the assessment room. He answered basic social

questions and Yes/No questions. He was generally quiet and behaved. He
complied when asked to get a pencil and draw. He quietly finished his drawings
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and other tasks given. He answered examiner’s questions in English but did not
initiate small talks. He used po and opo consistently.

Kyle currently attends a 7-hour online class in Colegio de San Agustin and
is in grade 8. He is always in the top 10 of their class and enjoys doing his
activities and homework independently. He hands in his homeworks and other
school work in advance most of the time.

Kyle comprehends this pandemic situation, knows what a virus is and

follows protocols including not going out to avoid getting infected. He does not
want to have a haircut as he is scared that he might get the virus when he goes
to the barber.

Kyle expresses himself well, asks questions and relay messages. He

reports incidents and tells things about his online class and comments on things
he observes. He talks to his teachers and classmates in a group chat via
messenger.

Kyle attends to his eating needs independently, cooks simple meals and
helps his mom with all the household chores. He attends to his dressing needs
on his own. He is not very particular with his clothes. There are times that his
mom would help him choose what to wear. He attends to his grooming needs
independently and even washes his own clothes.

Kyle keeps himself busy playing Mobile Legend and he even has a group
chat with the other players. He likes drawing robots, armor and Mobile Legend
characters.

Composite developmental age in self-help (eating, dressing and

grooming), self-direction (including chores performance), socialization and
communication is 15.8 years old from 13.0 recorded in July 2018.

IV. Comments and Recommendations

Kyle’s composite test ages in overall mental abilities are 14.5 on the SBIS,
15.4 on the NNAT, 12.2 on the WRIT, and 14.2 on the KABC. Composite test
grade and age on the WIAT are grade 8.8 and age 13.10. Developmental
maturation (behavioral-social, verbal, vocational and independence: eating,
dressing, grooming and general) is equivalent to 15.8 years old. Increasing
further verbal-cognitive/academic and psychosocial skills; addressing verbal and
social reciprocity and propriety and career pathing; and, improving further focus
and compliance and independence level remain priorities.
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Based on the results, it is strongly recommended that Kyle continue on in

his current program with close supervision. Continued learning assistance and
behavior management at home/school are needed to reinforce intervention.

A. General Intervention Guidelines

1. Increase social adaptation and overall social maturation to achieve further

normalization through the following:
1.1. Continue reviewing and if needed modifying his routine such that all
priority areas are addressed. Provide more time for constructive tasks
especially in honing further his strengths (e.g., computer skills, sports,
home tasks).
1.2. Teach him further to make choices and decisions in simulated and actual
situations. Use a flowchart with steps labeled “What will happen next if I
do this?” until he reaches the end of the flowchart.

2. Helpful guidelines in improving socialization skills are the following:

2.1 Increase further his sense of “otherness” by teaching him appropriate
actions and reactions initially through modeling then eventually by guided
practice.
2.2 Continue teaching him, requesting, expressing emotions and greeting
others using appropriate/polite expressions.
2.3 Continue training him the mechanics of conversing with others
appropriately by modeling and guiding him answer and ask questions,
attend, affirm and negate properly, compliment, seek information and
comment appropriately.

3. Helpful guidelines in increasing further social maturity and sense of

responsibility:
3.1 Assign home chores and school tasks which he can ably do and for which
he can be proud of.
3.2 Continue training him initiating asking for things he needs in public places
(e.g., restaurants, malls, grocery).
3.3 Guide him in making his own schedules, study plans, weekly/monthly
budget/resource plans, etc., initially through modeling and eventually
through guided practice.
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4. Continue exposing him more to leisure, recreation and physical activities.

B. General Teaching Guidelines

1. Continue teaching Kyle observing these helpful guidelines:

1.1 Match academic skills with job skills which prepare him for future career
plans (see succeeding sections).
1.2 Focus on mastery of skills. Thus, use effective teaching strategies,
materials and tools alongside task-analyzed chunks of skills for him to
retain them better.
1.3 Contextualize learning by teaching him skills where these are expected of
him, and allow more hands-on opportunities.

2. Other helpful guidelines in career-planning include:

2.1 Set goals for his career alongside evaluating his interests, skills and
limitations, and at the same time, the family’s general future plans.
2.2 This early, discuss as a family logistics in achieving goals set for him and
the roles of family members in achieving such.
2.3 Joining him in a school organization/club of his choice may be considered.
With supervision, aim at increasing psychosocial as well as academic skills
and also self-confidence and independence.
2.4 Considering the result of the vocational interest tests, prime up
opportunities for him to engage in his areas of interest whenever time
permits. Such exposure will be helpful toward crystallizing career choices
in the future.

C. Self-Care and
Practical/Home Chores

1. Monitor dressing and grooming tasks such cleaning ears, clipping nails and
bathing efficiently, routinely and cautiously.

2. Monitor eating and eating habits. Teach him further:

2.2 Choosing nutritious meals/snacks,
2.3 Assisting in meal preparation, and
2.4 Setting and clearing the table routinely.

3. Continue encouraging him to do more simple home chores such as doing more
simple favors for adults, unplugging appliances, making his bed, cleaning out his
closet and his room, folding clothes and putting them in the closet, and putting
things in place after use.
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D. Language-Communication, Reading, Writing and Math

1. Teach him the following helpful strategies in comprehending his lessons better:

1.1 Visualizing concepts/ideas taught to him through guide questions, visual

aids and other support materials from teachers,
1.2 Associating information that he needs to remember with previous
experiences and other things, persons and events familiar/meaningful to
him,
1.3 Reading text and highlighting keywords, and going back to it when
answering questions,
1.4 Asking adults and even classmates for help during difficult tasks, and
1.5 Improving further study skills: reviewing lessons, outlining lesson,
organizing and keeping notes in order using varied print and online
reference in connection with school requirements, seeking information
from resource persons, and joining study groups.

2. Continue increasing vocabulary, listening and reading comprehension skills

enabling him to:

2.1 Attend and acknowledge others consistently when interacting with them,
2.2 Using learned words in oral and written expression,
2.3 Describe in Filipino and English pictures in short but complete sentences,
2.4 Recall and retell events/experiences with visual or aural guides,
2.5 Recall, follow and give directions with clues, if needed, and
2.6 Reading simple directions and doing them step-by-step.

3. Prioritize the following oral communication skills:

3.1 Expressing his needs consistently,

3.2 Disclosing his feelings and concerns,
3.3 Complaining when hurt, sick, uncomfortable and aggrieved elaborately,
3.4 Expressing appreciation,
3.5 Asking help/assistance in varied situations from appropriate persons, and
3.6 Engaging in interactive activities enabling him to extend physical help,
verbally encourage others, and advise others like a big brother.

4. Priority skills in functional reading are as follows:

4.1 Reading and comprehending more signs and logos at home, in school and
other places in the community,
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4.2 Reading and comprehending instructions in letters, messages, books, e-

mails, etc.,
4.3 Reading and comprehending posters, leaflets, pamphlets, restaurant
menus and other non-textbook materials,
4.4 Reading and comprehending notes/messages and letters from family
members and replying to these in writing, and
4.5 Comprehending literacy materials: essays, stories, poems, etc. by
addressing further: a) getting main ideas, b) sequencing events, c)
making inferences, d) predicting outcomes, e) interpreting passages, f)
getting the moral, g) retelling a selection, and h) relating parts of a
selection to his experiences.

5. Prioritize these functional writing skills:

5.1 Spelling new words encountered,

5.2 Filling out basic information forms (name, age, birthday, contact number,
address, etc.) (not those that must be kept confidential),
5.3 Writing a to-do list/bulleted checklist of schedule,
5.4 Writing letters and notes to friends and family members,
5.5 Describing pictures and observations, and
5.6 Composing simple and short essays, prayers, poems, slogans, mottoes,
etc. observing correct mechanics: spelling, grammar, syntax,
punctuations, capitalization, syntax and coherence.

6. Prioritize these functional math skills:

6.1 Multiplying and dividing more numerals even with assistance,

6.2 Completing less easy number patterns,
6.3 Comprehending and using measuring instruments like ruler, weighing
scale, thermometer and measuring cups in practical situations (e.g., while
cooking/baking, assisting in simple re-decoration and repairs, in checking
temperature, in measuring right amount of medicine/dosage),
6.4 Interpreting less easy charts and graphs and using information in aiding
comprehension,
6.5 Computing, budgeting, purchasing with and saving money, and
6.6 Using the calculator proficiently in performing the four fundamental
operations and their combinations,
6.7 Solving fractions and decimals even with calculator use, and
6.8 Solving word problems even with verbal and print clues.

Collaboration among home members, teachers and support persons is

recommended for consistency of approach and follow-up of progress.
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Evaluated by:

SHARON ROSE SIAT, BSPT-SPED

Diagnostician-IEP Specialist

EDILBERTO I. DIZON, Ed.D.

Lead Consultant