Cognitive Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV)Woodcock-John (3RD Edition) Test of Cognitive Ability Differential Ability Scales, Preschool Form (DAS) Test of Nonverbal Intelligence-Third Edition (TONI-3)Kaufman Assessment Battery for Children-Second Edition (KABC-II)

Achievement/Concept ScalesBracken Basic Concept Scale – RevisedWechsler Individual Achievement Test (2ND Edition) (WIAT-II) Woodcock-Johnson-III Tests of AchievementKaufman Test of Educational Achievement, Second Edition (K-TEA II)

Specific ScalesTest of Written Language, Third Edition Comprehensive Test of Phonological Processing (CTOPP)Informal Writing SampleCurriculum-based mathematics assessmentCurriculum Based Assessment in Reading

Behavior Rating ScalesBehavior Assessment System for Children-Parent Rating Scale (BASC-PRS-A) Behavior Assessment System for Children-Teacher Rating Scale (BASC-TRS-A Behavior Assessment System for Children- Self-Report Scale(BASC-SRP) Conner’s Teacher Rating ScaleVineland Adaptive Behavior ScalesAchenbach System of Empirical Based Assessment- (ASEBA)Child Behavior Checklist for Ages 6 though 18 (ASEBA-CBCL 6-18)Vineland Adaptive Behavior ScalesPersonality Inventory for Youth (PIY) Personality Inventory for Children- 2 (PIC-2)

Kinetic Family Drawing Kinetic School Drawing

COGNITIVE

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

The Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) is an individually administered instrument for assessing the cognitive ability of children ages 6 years through 16 years, 11 months. The WISC-IV includes the Full Scale Intelligence Quotient (FSIQ), which assesses overall cognitive abilities. The WISC-IV also includes four index scores which are combined to form the FSIQ. The Verbal Comprehension Index measures an individual’s verbal reasoning and knowledge. It includes tasks such as describing how two things are alike, providing definitions of words, and verbally responding to questions about social situations or general principles. The Perceptual Reasoning Index measures an individual’s ability to understand visual analogies and patterns. It includes tasks such as visually looking at a picture and then recreating the picture with blocks, identifying missing items from pictures, and identifying the response that completes a visual pattern. The Working Memory Index measures the ability to temporarily retain information in memory, perform some operation on the information, and produce a response based on the manipulation of the information. It includes tasks such as remembering a series of numbers presented orally and then reproducing the number series either forward or backward and remembering a series of numbers and letters presented orally and then reproducing the number-letter series in a specified sequence (e.g., all numbers in numerical order followed by all letters in alphabetical order). The Processing Speed Index measures an individual’s ability to produce correct responses quickly. It includes tasks such as transferring symbols that are paired with numbers from a key as quickly as possible, identifying matching symbols as quickly as possible, and crossing out specific items on a page with several distraction items as quickly as possible.

The WISC-IV provides standard scores with a mean or average score of 100 and a standard deviation, or unit of distance from the mean, of 15. The test also provides a confidence interval for the standard scores. A confidence interval provides a range for understanding and interpreting each score, and for ________________, it indicated that there is a 95% chance that his true score falls within this range. Confidence intervals will be presented in parentheses following all standard scores. Finally, the test provides percentile ranks, which tell how many individuals the same age obtained the same score or lower.

Wechsler Intelligence Scale for Children IV (WISC-IV)

Test Clusters (Subtest) SS(CI) PR Classification Verbal Comprehension Index 83(77-91) 13 Low AveragePerceptual Reasoning Index 119(110-125) 90 High AverageWorking Memory Index 99(91-107) 47 AverageProcessing Speed Index 75(69- 87) 5 BorderlineFull Scale IQ 91(87-97) 30 Average

Woodcock-John (3RD Edition) Test of Cognitive Ability

The Woodcock-Johnson (3rd Edition) Test of Cognitive Ability (WJ-III COG) is an individually administered intelligence scale for ages 2 years to 90+ years. The WJ-III COG provides a measure of General Intellectual Ability (GIA), which assesses the overall performance on the test and is the best predictor of overall school achievement. The WJ-III COG also consists of several clusters of cognitive ability including the 1) Visual-Spatial Thinking cluster, which measures the ability to perceive, analyze, synthesize, and think with visual patterns; 2) Executive Processes cluster which measures three aspects of executive functioning, including: strategic planning, proactive interference control, and the ability to shift repeatedly one’s mental set; 3) Thinking Ability cluster, which measures different thinking ability processes including visual-spatial thinking, auditory processing, and fluid reasoning; 4) Verbal Ability cluster, which measures language development that includes the comprehension of individual words and the compression of relationships among words; 5) Cognitive Efficiency cluster, which measures the capability of the cognitive system to process information automatically; 6) Comprehension-Knowledge cluster, which measures the breadth and depth of a person’s acquired knowledge, the ability to communicate one’s knowledge, and the ability to reason using previously learned experiences or procedures; 7) Long-Term Retrieval cluster, which measures the ability to store information and fluently retrieve it later in the process of thinking; 8) Auditory Processing cluster, which measures the ability to analyze, synthesize, and discriminate auditory stimuli, including the ability to process and discriminate speech sound that may be presented under distorted conditions; 9) Fluid Reasoning cluster which measures the broad ability to reason, form concepts, and solve problems using unfamiliar information or novel procedures; 10) Processing Speed cluster, which measures the ability to perform automatic cognitive tasks under pressure to maintain focused attention; 11) Short-Term Memory cluster, which measures the ability to apprehend and hold information and then use it within a few seconds; 12) Phonemic Awareness cluster, which measures the knowledge and skills related to analyzing and synthesizing speech sounds; 13) Working Memory cluster, which measures the ability to hold information in immediate awareness while performing a mental operation on the information; 14) Broad Attention cluster, which measures focused or selective attention, sustained attention, divided attention, and attention capacity or working memory; and a 15) Cognitive Fluency cluster, which measures the ease and speed by which an individual performs a cognitive task.

The WJ-III COG provides standard scores with a mean or average of 100 and a standard deviation of 15, which is a unit of distance from the mean. The test also provides a confidence interval for the standard scores, which means that there is 95% chance that the Brandon’s true scores falls within a certain range around the standard score (these scores are in parentheses immediately following the standard score in the results section). Finally, the test provides percentile ranks, which tells how many individuals the same age obtained the same score or lower.

A summary of __________’s scores on the WJ-III COG is listed on the table below.Test Cluster (Subtest) SS(CI) %Rank Classification

GIA 102 (97- 107) 56 AverageVis- Spatial Thinking 115 (102- 129) 84 High Average

Spatial Relations 100 (91- 109) 50 AveragePicture Recognition 124 (105- 142) 94 Superior

Thinking Ability 108 (100- 115) 69 AverageVisual-Auditory Learning 87 (78- 95) 18 Low AverageSpatial Relations 100 (91- 109) 50 AverageSound Blending 112 (102- 122) 79 High AverageConcept Formation. 104 (95- 114) 61 AverageRetrieval Fluency 94 (84- 105) 36 AveragePicture Recognition 124 (105- 142) 94 SuperiorAuditory Attention 104 (88- 120) 61 AverageAnalysis-Synthesis 100 (87- 114) 51 Average

Exec. Processes 105 (98- 111) 62 AverageConcept Formation 104 (95- 114) 61 AveragePlanning 101 (84- 119) 54 AveragePair Cancellation 103 (99- 107) 58 Average

Verbal Ability 106 (99- 114) 66 AverageVerbal Comprehension 103 (93- 112) 57 AverageGeneral Information 109 (98- 120) 73 Average

Cog. Efficiency 99 (92- 106) 46 AverageVisual Matching 101 (92- 109) 52 AverageNumbers Reversed 85 (75- 95) 16 Low AverageDecision Speed 111 (101- 121) 76 High AverageMemory for Words 101 (86- 115) 52 Average

Comp-Knowledge 106 (99- 114) 66 AverageVerbal Comprehension 103 (93- 112) 57 AverageGeneral Information 109 (98- 120) 73 Average

L-T Retrieval 87 (79- 95) 19 Low AverageVis-Aud- Learning-Delay 88 (76- 101) 21 Low AverageRetrieval Fluency 94 (84- 105) 36 Average

Auditory Processing 112 (102- 122) 79 High AverageSound Blending 112 (102- 122) 79 High AverageAuditory Attention 104 (88- 120) 61 Average

Fluid Reasoning 103 (93- 113) 58 AverageConcept Formation 104 (95- 114) 61 AverageAnalysis-Synthesis 100 (87- 114) 51 Average

Processing Speed 106 (99- 114) 66 AverageVisual Matching 101 (92- 109) 52 AverageDecision Speed 111 (101- 121) 76 High Average

S-T Memory 92 (82- 101) 29 AverageNumbers Reversed 85 (75- 95) 16 Low AverageMemory for Words 101 (86- 115) 52 Average

Phonemic Aware 122 (112- 132) 93 SuperiorSound Blending 112 (102- 122) 79 High AverageIncomplete words 133 (115- 151) 99 Very Superior

Working Memory 86 (79- 94) 18 Low Average

Numbers Reversed 85 (75- 95) 16 Low AverageAuditory Working Memory 94 (87- 101) 35 Average

Broad Attention 92 (85- 98) 29 AverageNumbers Reversed 85 (75- 95) 16 Low AverageAuditory Working Memory 94 (87- 101) 35 AverageAuditory Attention 104 (88- 120) 61 AveragePair Cancellation 103 (99- 107) 58 Average

Cognitive Fluency 111 (105- 117) 77 High AverageRetrieval Fluency 94 (84- 105) 36 AverageDecision Speed 111 (101- 121) 76 High AverageRapid Picture Naming 109 (105- 113) 72 Average

SUBTESTS:Spatial Relations 100 (91- 109) 50 AveragePicture Recognition 124 (105- 142) 94 SuperiorVisual-Auditory Learning 87 (78- 95) 18 Low AverageSound Blending 112 (102- 122) 79 High AverageConcept Form. 104 (95- 114) 61 AverageRetrieval Fluency 94 (84- 105) 36 AverageAuditory Atten. 104 (88- 120) 61 AverageAnalysis-Synthesis 100 (87- 114) 51 AveragePlanning 101 (84- 119) 54 AveragePair Cancellation 103 (99- 107) 58 AverageVerbal Comprehension 103 (93- 112) 57 AverageGeneral Information 109 (98- 120) 73 AverageVisual Matching 101 (92- 109) 52 AverageNumbers Reversed 85 (75- 95) 16 Low AverageDecision Speed 111 (101- 121) 76 High AverageMemory For Words 101 (86- 115) 52 AverageVisual Auditory Learning-D 88 (76- 101) 21 Low AverageAuditory Attention 104 (88- 120) 61 AverageRapid Picture Naming 109 (105- 113) 72 Average

Incomplete words 133 (115- 151) 99 Very Superior

Differential Ability Scales, Preschool Form (DAS)

The Differential Ability Scales is an individually administered intelligence test for ages 2 years and 6 months to ages 17 years and 11 months. The DAS contains a preschool test and a school age test. Due to _________’s age, the preschool battery was used. The preschool test includes measures of verbal and nonverbal composites. The verbal composite includes items that require the examinee to name objects, indicate knowledge of words by following verbal instructions, and to find similarities between two or more objects. The nonverbal composite includes items that require the examinee to copy patterns using multi-colored pieces of foam, to copy shapes and symbols onto paper, and to recognize and indicate knowledge of early number concepts. The DAS yields scores for both the verbal and nonverbal composites. These scores are then combined together to give an overall score, the General Conceptual Ability (GCA). This score is the most general score provided by this test because it combines the verbal and nonverbal composites to give an overall score.

The DAS utilizes standard scores which have a mean of 100 and a standard deviation of 15. The mean or average is the middle 50% of scores. For example, if an individual obtained a standard score of 100. They would be in the middle of the distribution, in other words, they would be average. Standard deviation is a unit of distance away from the mean. The DAS also utilizes confidence intervals. Confidence intervals are used because all psychological tests contain some error. Confidence intervals provide a range of scores, which tell us where an individual score is likely to fall 95% of the time. Confidence intervals are represented below in parenthesis. The last type of information the DAS provides is called Percentile Ranks. Percentile ranks are the percentage of individuals in the population who score less than a given score. It is commonly phrased as: Mellanie scored as high as or higher than __% of her peers.

Summary of Scores for DAS

Cluster SS (CI) PR ClassificationGCA 82 (75-90) 12 Low AverageVerbal 101 (91-111) 53 AverageNonverbal 76 (68-87) 5 Borderline

Test of Nonverbal Intelligence-Third Edition (TONI-3)

The Test of Nonverbal Intelligence- Third Edition (TONI-3) is a language-free, motor reduced, and culture reduced measure of intellectual functioning in individuals’ ages 6 years through 89 years, 11 months. There are two equivalent forms of the test containing 45 items each. All of the items require abstract and figural problem solving. The individual looks at the stimulus items and responds by means of pointing or some other meaningful gesture. The TONI-3 was selected for administration to _____ because it provides a method for screening cognitive ability. Based on information from interviews, it was believed that ________’s cognitive abilities were not a concern.

The TONI-3 measures a specific component of intelligent behavior by testing an individual’s ability to solve problems without using language. The examinee is required to use complex reasoning strategies in order to supply answers to novel, abstract problems. Problem solving is identified as a general component of intelligence.

Throughout producing answers to the items on the TONI-3 the examinee must understand the material that is being presented, be able to identify the different strategies that they already have and which of these strategies will work best to solve the problem presented. The items gradually become more complicated and difficult, so that many different strategies must be used at one time, as well as being able to understand and use the characteristics of shape, position, direction, rotation, contiguity, shading, size, and movement of abstract objects.

The TONI-3 provides a quotient score with a mean or average score of 100 and a standard deviation, or unit of distance from the mean, of 15. The test also provides a standard error of measurement for the quotient score. A standard error of measurement provides a calculation of upper and lower limits of the range in which Eric’s true score lies. The standard error of measurement indicates that there is a 95% chance that ______’s true score falls within a specific range. The standard error of measurement will be presented in parentheses following the quotient score. Finally, the test provides a percentile rank, which tells how many individuals the same age obtained the same score or lower.

Kaufman Assessment Battery for Children-Second Edition (KABC-II)

_____ was administered the KABC-II for a more culturally fair test of intellectual ability. The KABC-II is an individually administered intelligence test for children ages 3 years to 18 years of age. The KABC-II includes the Mental Processing Index (MPI), which assesses overall cognitive ability. The KABC-II also includes four index scores which are combined to form the MPI. The Sequential index is a measure of an individual’s ability to solve problems that are linear in fashion. These problems are often set up in a chain like progression where preceding ideas are related to current problem solving. Tasks on this index require the examinee to repeat digits and point to pictures when words are read aloud to them. The Simultaneous index is a measure of an individual’s ability to solve problems requiring spatial manipulation and nonverbal reasoning. This index includes tasks such as completing a story using a set of picture cards, and creating patterns using blocks of different shapes and sizes. The Learning index is a measure of an individual’s ability to sustain attention, store newly learned information, and apply sequential and simultaneous processes to that information. This index includes tasks such as applying nonsense words to meaningful pictures and learning symbols for words and then producing the appropriate response when a symbol is shown. The Planning index is a measure of an individual’s ability to generate hypothesis, revise one’s plan of action, monitor and evaluate hypothesis, flexibility, and impulse control. This includes tasks such as getting a dog to a specified place on a board using rules and structure, as well as, using triangle foam pieces to generate abstract designs.

The KABC-II provides standard scores with a mean or average score of 100 and a standard deviation, or unit of distance from the mean, of 15. The test also provides a confidence interval for the standard scores. A confidence interval provides a range for understanding and interpreting each score, and for _____, it indicates that there is a 95% chance that his true score falls within this range. Confidence intervals will be presented in parentheses following all standard scores. Finally, the test provides percentile ranks, which tell how many individuals the same age obtained the same score or lower.

On this administration of the KABC-II, _____ obtained a MPI of 82 (76-88). He scored as high as or higher than 12% of children his age. _____’s overall abilities are classified in the Low Average range.

On the Sequential index, _____ obtained a score of 85 (76-96). He scored as high as or higher than 16% of children his age. His ability to solve linear problems such as repeating or pointing to information previously given to him orally is classified in the Low Average range. _____ may have more difficulties in this area than his peers.

On the Simultaneous index, _____ obtained a score of 90 (81-101). He scored as high as or higher than 25% of children his age. _____’s ability to solve problems requiring spatial manipulation and nonverbal reasoning is in the Average range. _____’s abilities in this area are comparable to other children his age.

On the Learning index, _____ obtained a score of 81 (74-90). He scored as high as or higher than 25% of children his age. _____’s abilities to sustain attention, store newly learned information, and apply sequential and simultaneous processes to newly learned information is in the Low Average range. _____ may have more difficulties in this area than other children his age.

On the Planning index, _____ obtained a score of 90 (82-98). He scored as high as or higher than 25% of children his age. _____’s ability to generate hypothesis, revise his plan of action, monitor

and evaluate hypothesis, flexibility, and impulse control is in the Average range. _____’s abilities in this area are comparable to other children his age.

The following table is a summary of _____’s performance on the KABC-II: Scale Composite

ScorePercentile

Ranks95%

ConfidenceLevel

QualitativeDescription

Sequential 85 16 76-96 Low AverageSimultaneous 90 25 81-101 Average

Learning 81 10 74-90 Low AveragePlanning 90 25 82-98 Average

MPI 82 12 76-88 Low Average

ACHIEVEMENT/READINESS

Bracken Basic Concept Scale – Revised

The Bracken Basic Concept Scale is an individually administered scale that measures basic concept development in children ages 2 years and 6 months through 7 years and 11 months. The Bracken contains the following eleven concept categories: colors, letters, numbers/counting, sizes, comparisons, shapes, direction/position, self/social awareness, texture/material, quantity, and time/sequence. The Bracken also provides a School Readiness Composite (SRC) which consists of: colors, letters, numbers/counting, sizes, comparisons, shapes. This composite is thought to be a good measure of school readiness in that it measures skills usually taught in kindergarten classrooms. The Bracken also contains a total test score, which is the most general score, and is comprised of all eleven concept measures.

The Bracken utilizes both standard scores and scaled scores. The Bracken provides scaled scores for individual measures of concepts. Scaled have a mean of 10 and a standard deviation of 3. The Bracken provides standard scores for the School Readiness Composite and the Total Test composite. The Bracken also provides confidence intervals and percentile ranks. Confidence intervals are indicated in parenthesis.

Composites SS CI PR Classification Total Test 91 (87-95) 27 AverageSRC 92 (86-98) 30 AverageSubtestsDirection/Position 7 (7-9) 16 AverageSelf/Social Awareness 8 (6-10) 25 AverageTexture/Material 8 (7-9) 25 AverageQuantity 10 (9-11) 50 AverageTime/Sequence 8 (7-9) 25 Average

Wechsler Individual Achievement Test (2ND Edition) (WIAT-II)

The Wechsler Individual Achievement Test (2nd Edition) (WAIT-II) is an individually administered test of achievement for ages 4 to 85 years. The WAIT-II provides composites including 1) Reading composite, which measures pre-reading (phonological awareness) and decoding skills, reading passages for comprehension, and applying phonemic decoding skills to nonsense words; 2) Mathematics composite, which measures computational skills and math reasoning skills 3) Written Language composite, which measures writing and spelling of letters, letter blends, and words and combining and generating sentences and paragraphs; and 4) Oral Language composite, which measures language competency, listening ability, and expressive language.

The WIAT-II provides standard scores with a mean or average of 100 and a standard deviation of 15, which is a unit of distance from the mean. The test also provides a confidence interval for the standard scores, which means that there is 95% chance that the examinee’s true scores falls within a certain range around the standard score (these scores are in parentheses immediately following the standard score in the results section). Finally, the test provides percentile ranks, which tells how many individuals the same age obtained the same score or lower.

A summary of ____________’s scores on the WIAT-II is listed in the table below.

Test Cluster (Subtest) SS(CI) %Rank ClassificationReading Composite 40 (36- 44) < .1 Extremely Low

Word Reading 40 (33- 47) < .1 Extremely LowReading Comp. 40 (32- 48) < .1 Extremely LowPseudo Decod 50 (45- 55) < .1 Extremely Low

Written Language 40 (33- 47) < .1 Extremely LowSpelling 42 (34- 50) < .1 Extremely LowWritten Exp. 41 (31- 51) < .1 Extremely Low

Oral Language 75 (64- 86) 5 BorderlineListen. Comp. 91 (79- 103) 27 AverageOral Exp. 65 (52- 74) 1 Extremely Low

Mathematics 70 (64- 76) 2 BorderlineNum. Oper. 73 (66- 80) 4 BorderlineMath Reas. 72 (64- 80) 3 Borderline

Woodcock-Johnson-III Tests of Achievement

________________ was administered the WJ-III Tests of Achievement. The WJ-III (ACH) is an individually administered achievement test for individual’s ages 2 years through 90 years. The WJ-III (ACH) consists of nine clusters including a: (1) Broad Reading cluster, which measures reading speed, reading decoding, and passage comprehension, (2) Broad Math cluster, which measures calculation, problems solving, automaticity and reasoning, (3) Broad Written Language cluster, which measures spelling, fluency of production, and quality of written expression, (4) Oral Language cluster, which measures language competency, listening ability, and expressive language, (5) Math Calculation Skills cluster, which measures computational skills, and automaticity with basic mathematical skills, (6) Written Expression cluster, which measures fluency and meaningfulness of written product, (7) Academic Skills cluster, which measures reading decoding, math calculation and spelling, (8) Academic Fluency cluster, which measures overall quickness and efficiency of basic math and writing skills, and (9) Academic Applications cluster, which measures the ability to apply academic skills to academic problems.

The WJ-III (ACH) provides standard scores with a mean of 100 and standard deviation of 15. The test also provides confidence intervals for the standard scores, which means that there is a 95% chance that the examinee’s true score falls within a certain range. Percentile ranks that correspond to standard scores tell the percentage of children that the examinee has scored as high as or high than.

Woodcock-Johnson (3rd Edition) Test of Achievement (WJ-III ACH)

Test Clusters (Subtest) SS(CI) PR Classification ___Broad Reading 105(101-109) 63 Average (Letter-Word Identification) 104(96-112) 61 Average (Reading Fluency) 105(101-109) 62 Average (Passage Comprehension) 104(93-116) 62 AverageBroad Math 86(81-91) 18 Low Average (Calculation) 86(76-95) 17 Low Average (Math Fluency) 73(68-79) 4 Borderline (Applied Problems) 92(86-97) 29 AverageBroad Written Language 53(35-71) <.1 Extremely Low (Spelling) 75(67-83) 5 Borderline (Writing Samples) 77(48-107) 6 Borderline (Writing Fluency) 44(23-65) <.1 Extremely LowOral Language 111(97-125) 77 High Average (Story Recall) 84(70-98) 14 Low Average (Story Recall-Delayed) 63(38-87) 1 Extremely Low (Understanding Direction) 122(106-139) 93 SuperiorAcademic Skills 90(86-94) 25 Average

(Letter-Word Identification) 104(96-112) 61 Average (Calculation) 86(76-95) 17 Low Average

(Spelling) 75(67-83) 5 BorderlineAcademic Fluency 82(75-89) 12 Low Average (Reading Fluency) 105(101-109) 62 Average (Math Fluency) 73(68-79) 4 Borderline (Writing Fluency) 44(23-65) <.1 Extremely LowAcademic Applications 93(86-100) 31 Average (Passage Comprehension) 104(93-116) 62 Average (Applied Problems) 92(86-97) 29 Average (Writing Samples) 77(48-107) 6 BorderlineMath Calculation Skills 80(73-88) 10 Low Average

Kaufman Test of Educational Achievement, Second Edition (K-TEA II)

The Kaufman Test of Educational Achievement (2nd Edition) is an individually administered measure of academic achievement for ages 4 ½ through 25. The Kaufman Test of Educational Achievement (2nd Edition) (KTEA-II) provides a measures of achievement in 1) Reading, which measures recognizing and understanding words as well as comprehending their meaning in context, tasks involve identifying specific letters from a group of letters and reading words; 2) Math, which measures reasoning and mathematical concepts and their application to meaningful problem solving, tasks involved are counting, understanding size differences, and concepts of more and less; 3) Written Language, which measures expressing information and spelling in written form and includes task such as tracing letters, copying letters, and writing letters ; and 4) Oral Language, measures the ability to understand and produce language, tasks involved include comprehension of formal speech and listening to a passage then answering questions asked the examiner, and communicating ideas orally. Due to Mellanie’s age and ability level only the Oral Language composite score is available.

The KTEA-II provides standard scores with a mean or average of 100 and a standard deviation of 15, which is a unit of distance from the mean. The test also provides a confidence interval for the standard scores, which means that there is 95% chance that the examinee’s true scores falls within a certain range around the standard score. Finally, the test provides percentile ranks, which tells how many children the same age obtained the same score or lower.

Subtest Standard Score 95% Confidence Interval %Rank ClassificationLetter & Word Recognition 88 84- 92 21 AverageMath Concepts & Applications 79 71-87 8 Below AverageWritten Expression 62 53- 71 1 Lower ExtremeListening Comprehension 87 77- 97 19 AverageOral Expression 67 56- 78 1 Lower Extreme

COMPOSITEOral Language 73 64- 82 4 Below Average

SPECIFIC ACADEMIC

Test of Written Language, Third Edition

The Test of Written Language, Third Edition (TOWL-3) is an individually or group administered written language test for ages 7 years 6 months through 17 years11 months. The TOWL-III has composite quotients that are available for overall writing, contrived writing, and spontaneous writing. The eight subtests of the TOWL-3 measure a student’s writing competence through both essay-analysis (spontaneous) formats and traditional test (contrived) formats. ________________ was administered the spontaneous writing portion, which allows the individual to look at a picture prompt and take a total of fifteen minutes to write a comprehensive story about the picture. ________________ was administered form B, which is a science fiction picture. He was timed for fifteen minutes, during which time he spoke to himself, tried to think through what he wanted to say, but was never able to write anything on the paper, so that there was no finished or started product at the end of the fifteen minute time limit. ________________’s performance on the TOWL-3 could not be scored.

Informal Writing Sample

In response to ________________ not being able to produce a written product he was asked to write about his favorite video game. ________________ chose a video game that he liked to play and wrote about it. During the writing process ________________ orally stated each word as he wrote it on the paper. He was very particular about how he wrote; often retracing the same letters, though his actual handwriting is poor. The writing sample that he produced had spelling errors (primarily vowel blends and omission of parts of words). For example, his writing sample included “friend” spelled as “frind,” “soldier” spelled as “solder,” and “separated” spelled as “seperatid.” ________________’s writing also had inconsistent use of capitalization, periods, and commas.

Curriculum-based mathematics assessmentCurriculum Based Assessment (CBA) is designed to measure a student’s academic level of functioning using materials that are taken from their class or a curriculum that is similar to the one being utilized in their school. The CBA prompts selected for _____were based on the areas of difficulty identified using the WIAT-II. The worksheets selected covered 3rd and 4th grade levels. The worksheets tested a number of different skills, including skills involving 3rd grade skills that measured: addition of more than two numbers, division by 6 and 7, counting money and making change, addition using algebra, subtraction of numbers, and telling time; and 4th grade skills that measured: multiplication in algebra and addition and subtraction using algebra. The total number of mathematical problems from grades 3 and 4 were75, _____ got 24 out of the 75 problems correct, demonstrating 32% knowledge of the mathematical material. ______’s highest percentage correct was in addition of more than two numbers, which was at 80% and at

the 3rd grade level. When _____ missed a calculation problem it usually involved him getting a single number in the sequence wrong and therefore making the rest of the calculation incorrect (the single number sequence that he got incorrect was generally in the ones place). Curriculum Based Assessment (CBA):

Grade/Worksheet Type Number Possible Number Incorrect Percentage

Grade 3Addition 2+ 15 3 80Grade 3Divide 6 & 7 21 17 19Grade 3Money and Change 6 6 0Grade 3Addition 6 4 33Grade 3Subtraction 4 2 50Grade 3Telling Time 8 4 50Grade 4Multiplication 5 5 0Grade 4Add/Subtract 10 10 0

TOTAL 75 51 32

Curriculum Based Assessment for Reading

Curriculum Based Assessment is a method of assessing a child’s functioning in academic areas using more natural materials. _______ was asked to read three paragraphs. Each paragraph represented a different age group and skill level. The first paragraph was for ages 6-8, the second was for ages 8-10, and the third was for ages 10-14. After reading each paragraph, _______ was asked questions pertaining to it. For each paragraph,_______ scored over a 90%, which means she was able to read at least 90% of the words correctly in that paragraph. _________ was also able to answer questions about each paragraph sufficiently. This was consistent with _________’s tests scores; reading seems to be one of her strengths.

SOCIAL-EMOTIONAL AND PERSONALITY SCALES

Behavior Assessment System for Children

The Behavior Assessment System for Children was administered to ________________ as a self-report, his mother, and Ms. Carpenter and Mr. Gays, two of his teachers, to determine social and emotional functioning of ________________.

The Behavior Assessment System for Children-Parent Rating Scale (BASC-PRS-A) and the Behavior Assessment System for Children-Teacher Rating Scale (BASC-TRS-A) are both reports designed to diagnose and classify a variety of emotional and behavioral disorders in children ages 12 through 18 years old. The BASC-PRS-A and the BASC-TRS-A provides several Clinical Scales including, 1) Hyperactivity, which rates behaviors such as being overly active, rushing through work/activities, and acting without thinking; 2) Aggression, which rates behaviors such as the tendency to act in a hostile way that is threatening to others; 3) Conduct Problems, which rates behaviors such as rule breaking and destroying of property; 4) Anxiety, which rates behaviors of feeling nervous, fearful or worried; 5) Depression, which rates behaviors such as feeling unhappy, sad or stressed, which may bring out thoughts of suicide; 6) Somatization, which rates complaints of physical symptoms with no medical explanation; 7) Attention Problems, which rates behaviors such as being easily distracted and unable to concentrate; 8) Atypicality, which rates behaviors that are immature or odd; and 9) Withdrawal, which rates behaviors such as avoiding others or social contexts. Additionally, the BASC_TRS provides measures on 10) Learning Problems (found only on the Teacher Rating scale), which measures understanding and completing schoolwork, and learning problems.

The BASC-PRS- A and the BASC-TRS- A also provides several Adaptive Scales including, 1) Adaptability, which rates behaviors associated with being flexible and dealing with change, 2) Social Skills, which rates behaviors that display the skills necessary to interact with peers and adults, 3) Leadership, which rates behaviors associated with accomplishing goals and working well with others. Additionally, the BASC-TRS- A measures 4) Study Skills, which rates behaviors associated with academic success, including organization and study habits.

The Behavior Assessment System for Children- Self-Report Scale(BASC-SRP) is a self-report scale for adolescents between the ages of 12 and 18 years old. The BASC allows the child to respond to true or false items about his or his emotions and self-perceptions.

The BASC-SRP provides several Clinical Scales including 1) Attitude To School, which measures feelings of alienation, hostility, and dissatisfaction regarding school; 2) Attitude To Teachers, which measures feelings of resentment and dislike of teachers or beliefs that teachers are unfair and uncaring; 3) Sensation Seeking, which measures an individuals need for new and varied experiences through disinhibited behavior, these include, dangerous activities, a non-conventional lifestyle, and a rejection of monotony; 4) Atypicality, which measures the tendency toward gross mood swings, bizarre

thoughts, subjective experiences, or obsessive-compulsive thoughts and behaviors; 5) Locus of Control, which measures the belief that rewards and punishments are controlled by external events or people; 6) Somatization, which measures the tendency to be overly sensitive to or complain about minor physical problems or discomforts; 7) Social Stress, which measures feelings of stress and tension in personal relationships or feeling excluded from social situations; 8) Anxiety, which measures feelings of nervousness, worry and fear; 9) Depression, which measures feelings of unhappiness, sadness, and dejection; and 10) Sense of Inadequacy, which measures perceptions of being unsuccessful in school, inability to achieve one’s goals, and generally feeling inadequate.

The BASC-SRP also provides several Adaptive Scales including, 1) Relations With Parents, which measures a positive regard toward parents and a feeling of being esteemed by them; 2) Interpersonal Relations, which measures, the perception of having good social relationships and friendships with peers; 3) Self-Esteem, which measures feelings of self-esteem, self respect, and self-acceptance; and 4) Self-Reliance, which measures confidence in one’s abilities to solve problems, and a belief in one’s personal dependability and decisiveness.

The BASC-PRS-A, SRP, and TRP all provide T-scores with a mean or average of 50 and a standard deviation of 10, which is a unit of distance from the mean. The test provides a confidence interval for the standard scores. A confidence interval provides a range for understanding and interpretation for each score, and for ________________, it indicated that there is a 95% chance that his true score falls within this range. Confidence intervals will be presented in parentheses following all standard scores. The test also provides percentile ranks, which tell how many children the same age obtained the same score or lower. On the BASC-SRP, high scores in the “At-Risk” or “Clinically Significant” range indicate areas of concern for the Clinical Scales, but on the Adaptive Scales, low scores in the “At-Risk” or “Clinically Significant” range indicate areas of concern.

The following tables present a summary of ________________’s scores on the BASC-PRS-A, BASC-TRS, BASC-SRS, PIY, and PIC

BASC-PRS-AScale T-Score % Rank ClassificationHyperactivity 84 (74- 94) 99 ClinicalAggression 63 (55- 71) 90 At-RiskConduct Problems 58 (47- 69) 83 AverageAnxiety 73 (64- 82) 97 ClinicalDepression 60 (52- 68) 86 At-RiskSomatization 52 (42- 62) 67 AverageAtypicality 63 (52- 74) 90 At-RiskWithdrawal 64 (54- 74) 91 At-RiskAttention Problems 73 (64- 82) 98 ClinicalSocial Skills 51 (44-58) 50 Average

Leadership 40 (33- 47) 18 At-Risk

BASC-TRS- #1Scale T-Score % Rank ClassificationHyperactivity 54 (49- 59) 73 AverageAggression 64 (60- 68) 91 At-RiskConduct Problems 59 (50-68) 87 AverageAnxiety 71 (62- 80) 96 ClinicalDepression 96 (88- 104) 99 ClinicalSomatization 89 (80- 98) 99 ClinicalAttention Problems 69 (63- 75) 95 At-RiskLearning Problems 71 (65- 77) 96 ClinicalAtypicality 55 (46- 64) 80 AverageWithdrawal 79 (70- 88) 98 ClinicalSocial Skills 35 (30- 40) 6 At-Risk Leadership 34 (28- 40) 4 At-RiskStudy Skills 33 (28- 38) 4 At-Risk

BASC-TRS-#2Scale T-Score % Rank ClassificationHyperactivity 42 (37- 47) 25 AverageAggression 44 (40- 48) 30 AverageConduct Problems 55 (46- 64) 82 AverageAnxiety 48 (39- 57) 47 AverageDepression 69 (61- 77) 94 At-RiskSomatization 59 (50- 68) 88 AverageAttention Problems 69 (63- 75) 95 At-RiskLearning Problems 57 (51- 63) 78 AverageAtypicality 51 (42- 60) 69 AverageWithdrawal 72 (63- 81) 96 ClinicalSocial Skills 36 (31- 41) 8 At-Risk Leadership 32 (26- 38) 2 At-RiskStudy Skills 36 (31- 41) 11 At-Risk

BASC-SRSScale T-Score % Rank ClassificationAttitude to School 56 (48- 64) 73 AverageAttitude to Teachers 51 (42- 60) 62 AverageSensation Seeking 39 (29- 49) 14 LowAtypicality 41 (33- 49) 19 AverageLocus of Control 76 (68- 84) 99 ClinicalSomatization 50 (39- 61) 58 AverageSocial Stress 60 (53- 67) 80 At-RiskAnxiety 57 (50- 64) 70 AverageDepression 68 (62- 74) 91 At-RiskSense of Inadequacy 52 (43- 61) 64 AverageRelations with Parents 19 (10- 28) 2

ClinicalInterpersonal Relations 25 (18- 32) 4 ClinicalSelf-Esteem 42 (35- 49) 23 AverageSelf-Reliance 19 (7- 31) 1 Clinical

Achenbach System of Empirical Based Assessment- (ASEBA)Child Behavior Checklist for Ages 6 though 18 (ASEBA-CBCL 6-18)

The ASEBA Child Behavior Checklist for Ages 6- 18 (ASEBA), is a checklist of behaviors completed by a parent. The ASEBA has three scales: the first is the Competence Scale, which rates the child on four subscales: Activities (which includes sports and clubs), Social (including organizations and friends) School/Academic problems (includes grades and behaviors), and Total Competence (which includes Activities, Social, and School). The second scale is the Syndrome Scale, which rates the child on eight subtests; Anxious/Depressed, Withdrawn/Depressed, Somatic Complaints, Social Problems, Thought Problems, Attention Problems, Rule-Breaking Behaviors, and Aggressive Behaviors. The third scale is the Problem Scale, which rates the child on three subscales; Internalizing Problems (which includes scales from the Syndrome Scales: Anxious/Depressed, Withdrawn/Depressed, and Somatic Complaints), Externalizing Problems (which includes scales from the Syndrome Scales: Rule-Breaking Behavior and Aggressive Behavior) and Total Problems, which includes Internalizing and Externalizing subscales.

The ASEBA- CBCL provides T-scores with a mean or average of 50 and a standard deviation of 10, which is the unit of distance from the mean. This rating scale provides two categories for classification including Normal and Clinical.

The following table presents a summary of ___’s parents rating of ____ on the Child Behavior Checklist for Ages 6 though 18 (ASEBA-CBCL):

ASEBA- CBCL

Area (Scale) T-score %Rank Classification

Syndrome ScaleSocial Problems 53 62 NormalThought Problems 50 <=50 NormalInternalizing Problems 58 79 NormalAnxious/Depressed 53 62 NormalWithdrawn/Depressed 62 89 NormalSomatic Complaints 57 76 NormalExternalizing Problems 50 50 NormalRule Breaking Behavior 51 54 NormalAggressive Behavior 52 58 Normal

Conner’s Teacher Rating Scale

The Conners’ Teacher Rating Scale Revised-Long (CTRS-L) is an instrument used to measure psychological and behavioral functioning of children and adolescents ages 3 years to 17 years. The CTRS-L has seven major subtests including: 1) Oppositional, which rates behaviors such as breaking rules, having problems with authority, and being more easily annoyed and angered than most individuals their age; 2) Cognitive Problems/Inattention, which measures problems in organization, difficulty in completing tasks or schoolwork, and the appearance of difficulty concentrating on tasks that require sustained mental effort; 3) Hyperactivity, which measures difficulties in sitting still, feeling restless, and having the need to always be “on the go”; 4) Anxious/Shy, which measures having excessive worries and fears, being more prone to emotionality, being more sensitive to criticism, and being particularly anxious in new or unfamiliar situations; 5) Perfectionism, which measures setting goals too high for oneself, being very fastidious about the way one does things at home or school, and being more obsessive about work or tasks; and 6) Social Problems, which measures being perceived as having few friends, low self-esteem, and little confidence, as well as feeling socially detached from one’s peers.

The CTRS-L also provides several index scores including, 1) ADHD Index, which identifies children at risk for ADHD; 2) Restless-Impulsive Index, which indicates restlessness, impulsivity, and inattentiveness; 3) Emotional Lability Index, which identifies children who are prone to more emotional responses or outbursts than is typical, examples of such response are crying or becoming angry; 4) Global Total Index, which indicates general problems leading to hyperactive behavior; 5) DSM-IV-Inattentive, on which high scores indicate an above average correspondence with the DSM-IV diagnostic criteria for Inattentive type ADHD; 6) DSM-IV-Hyperactive-Impulsive, on which high scores indicate an above average correspondence with the DSM-IV diagnostic criteria for Hyperactive-Impulsive type ADHD; and 7) DSM-IV Total, on which high scores indicate an above average correspondence to DSM-IV criteria for combined Inattention and Hyperactive-Impulsive type ADHD.**DSM-IV=Diagnostic Statistical Manual-Fourth Edition

The CTRS-L provides T-scores with a mean or average of 50 and a standard deviation of 10, which is a unit of distance from the mean. The test also provides percentile ranks, which tells how many children the same age obtained the same score or lower. Scores below 60 are considered to be in the Average range suggesting no problems in those areas. Scores 60 to 65 are considered to be in the Borderline range suggesting that those areas need to be monitored. Scores above 65 are considered to be in the Clinically Significant range suggesting that those areas need immediate intervention.

CTRS-L

SCALE T-SCORE (CI) %Rank Classification

Oppositional 90 (89- >90) 98.6 Clinically SignificantProblems/Inattention 49 (46- 52) 61.7 AverageHyperactivity 70 (68- 72) 93.4 Clinically SignificantAnxious-Shy 49 (46- 53) 70 AveragePerfectionism 64 (61- 67) 90 BorderlineSocial Problems 55 (51- 58) 82.1 AverageIndex Scores:ADHD 59 (57- 62) 55.6 AverageRestless-Impulsive 62 (59- 64) 86.9 BorderlineEmotional Lability 78 (74- 83) >96.9 Clinically SignificantGlobal Total 69 (66- 73) 92.6 Clinically SignificantDSM-IV: Inattentive 50 (47- 53) 61.7 AverageDSM-IV: Hyperactive-Impulsive 71 (68- 74) 93.4 Clinically SignificantDSM-IV: Total 61 (58- 63) 85.6 Borderline

Vineland Adaptive Behavior Scales

The Vineland Adaptive Behavior Scales is a measure of personal and social sufficiency in individual’s birth through adulthood. The Vineland consists of three different forms: the Interview Edition, Expanded Form, the Interview Edition, Survey Form, and the Classroom Edition. The Vineland is administered in a semi-structured interview to either the individual being assessed or to someone who every day contact with the individual. The Vineland consists of four broad domain scales: Communication, Daily Living Skills, Socialization, and Motor Skills. The Communication Domain consists of three sub domains: Receptive language (what an individual understands), Expressive language (what the individual says), and Written language (what the individual reads and writes). The Daily Living Skills Domain also consists of three sub domains: Personal (how the individual eats, dresses, and performs personal hygiene), Domestic (what household tasks the individual performs), and Community (how the individual uses time, money, the telephone, and job skills). The Socialization Domain consists of three sub domains: Interpersonal Relationships (how the individual interacts with others), Play and Leisure Time (how the individual plays and uses leisure time), and Coping Skills (How the individual demonstrates responsibility and sensitivity towards others). The Motor Skills Domain consists of two sub domains: Gross (how the individual uses arms and legs for movement and coordination) and Fine (how the individual uses hands and fingers to manipulate objects). The Vineland also provides an overall Adaptive Behavior Composite, which is a general score consisting of all the previous mentioned domains.

The Vineland utilizes standard scores with a mean of 100 and a standard deviation of 15. Confidence intervals are indicated in parenthesis. The Vineland also provides percentile ranks.

Composite/Domain SS (CI) PR Classification Adaptive Behavior 70 65-75 2 BorderlineCommunication 89 82-96 23 Low AverageDaily Living Skills 69 62-76 2 Extremely LowSocialization 91 83-99 27 AverageMotor Skills 56 44-68 0.2 Extremely Low

Personality Inventory for Youth (PIY) Personality Inventory for Children- 2 (PIC-2)

The Personality Inventory for Youth (PIY) was administered to ________________ and the Personality Inventory for Children- 2 (PIC-2) was administered to Ms. Anckarstrom-Bohm, ________________’s mother, to determine behavioral, emotional, cognitive, and interpersonal adjustment.

The PIC-2 is a multidimensional, objective questionnaire for use in the evaluation of children and adolescents, ages 5 to 19 years. It is completed by the parent or caregiver of the child. The PIC-2 assesses both broad and narrow dimensions of behavioral, emotional, cognitive, and interpersonal adjustment.

The PIY is a multidimensional, objective self-report questionnaire for use in the evaluation of children and adolescents, ages 9 to 18 years. The PIY assesses emotional and behavior al adjustment, family character and interaction, and school adjustment and academic ability.

Both the PIC-2 and the PIY have nine adjustment scales 1) Cognitive Impairment, which focuses on inadequate abilities, poor achievement, developmental delays and learning problems; 2) Impulsivity and Distractibility, focuses on externalizing behaviors such as disruptive behaviors, fearlessness, distractibility and impulsivity; 3) Delinquency, focuses on antisocial behavior, inability to control behaviors, and noncompliance to requests; 4) Family Dysfunction, focuses on conflict among family members and parent maladjustment; 5) Reality Distortion, focuses on the presence of severe disabilities that are often associated with ineffective reality testing, hallucinations, delusions and severely emotionally disturbed children; 6) Somatic Concern, focuses on health issues and internal bodily feelings; 7) Psychological Discomfort, focuses on fear and worry, depression, sleep disturbances, and preoccupation with death; 8) Social Withdrawal, focuses on excessive and disruptive sociability, isolation, and social withdrawal; and 9) Social Skills Deficits, which focuses on quantity and quality of peer relations.

The PIC-2 and the PIY both provide T-scores with a mean or average of 50 and a standard deviation of 10, which is a unit of distance from the mean.

Personality Inventory for Youth Personality Inventory for Children

PIY- Self-ReportScale T-ScoreCOG 75COG 1 62COG 2 76COG 3 64ADH 46ADH 1 49ADH 2 50ADH 3 41DLQ 53DLQ 1 64DLQ 2 44DLQ 3 50FAM 60FAM 1 69FAM 2 49FAM 3 58RLT 48RLT 1 49FLT 2 47SOM 43SOM 1 43SOM 2 49SOM 3 39DIS 55DIS 1 47DIS 2 76DIS 3 38WDL 41WDL 1 46WDL 2 38SSK 60SSK1 66SSK 2 50

PIC- Parent Report

Scale T-ScoreCOG 79COG 1 64COG 2 70COG 3 92ADH 69ADH 1 73ADH 2 48

DLQ 60DLQ 1 54DLQ 2 50DLQ 3 66FAM 44FAM 1 42FAM 2 49

RLT 53RLT 1 60FLT 2 44SOM 72SOM 1 73SOM 2 64

DIS 67DIS 1 70DIS 2 63DIS 3 54WDL 66WDL 1 58WDL 2 73SSK 56SSK1 61SSK 2 47

OTHER

Kinetic Family Drawing____________ was asked to draw a picture of her family. After she had completed the drawing, she was asked questions about it. When asked about her family ________ described herself, her grandmother, grandfather, aunt, uncle, sister, mother, father and nephew. When asked to describe her mother and father, __________ said that her mother visits occasionally and that her father “abandoned” her. She said she was crying in the picture because she misses her father. She also mentioned that she and her sister could not wait to see their father.