ECH/302 Version 2
University of Phoenix Material
Use the information contained in this Psychological Report to prepare an outline for an upcoming IEP meeting. Your Pre-IEP Outline must include measurable goals, objectives, and benchmarks for the student. You should also address student eligibility, justification for a least restrictive environment, and special accommodations in your outline. Consult the course syllabus for more details regarding this assignment.
Note: The information contained in this Psychological Report is fictitious and is not intended to represent any particular person or student.
Date of Birth: 2/6/1999
Chronological Age: 6.10
Ethnic Background: Caucasian
School: Kelsey Elementary School
Teacher: Ms. Smith
Test Date: 12/12/2005
Examiner: Psychologist, Speech and Language Specialist, and Classroom Teacher
Reason for Referral
Debbie was referred for evaluation by her mother, Ms. Laura, for the following reasons:
Â· Reading comprehension problems
Â· Speech and language problems
Â· Written language problems
Â· Math problems
The results of the evaluation will be used to determine present levels of functioning and the relation to academic performance, and to plan appropriate interventions.
Debbie is a pleasant 6-year-old girl. She was enrolled at Toyland Elementary in California for a short period of time before moving to Arizona. Her kindergarten teacher referred her for assessment, but she moved before the assessments were completed; therefore, no further action was taken. Debbie appears to be a healthy girl and developmental milestones were within normal limits. Vision and hearing are also within normal limits. She normally speaks at an appropriate speed in clear tones. Her articulation is age-appropriate; however, a language deficiency is suspected.
The teacher tried the following pre-referral strategies with Debbie, with permission from the mother before a formal request for testing was made:
Â· Arranging special seating in classroom
Â· Giving her directions one step at a time
Â· Providing her more time on tests and assignments
Â· Assigning her fewer problems per page
Â· Assigning her fewer spelling words each week
None of the above appeared to be helping Debbie.
1. Wechsler Intelligence Scale for Children-Revised (WISC-R)
2. Diagnostic Achievement Battery (DAB)
3. Peabody Individual Achievement Test â€“ R (PIAT-R)
4. Peabody Picture Vocabulary Test â€“Revised (PPVT-R)
5. Bender-Gestalt Test (BGT)
Observations of Behavior During Testing
Debbie was cooperative during all testing. She was, however, slow to process requests made by the examiner. Several times she asked for the examiner to repeat the directions, which could not be done. She moved around in her seat and had to get up and walk around the room a few times. She did not become frustrated and stayed with each task, but needed a great deal of time. The testing was conducted over three consecutive days, for up to three hours a day. Debbie spent a portion of the time testing, but at other times she would talk or complete a task that was not related to the assessment.
The psychologist and the speech and language specialist completed the assessments as a team. The classroom teacher contributed notes and reports on the studentâ€™s academic skills in her classroom.
Results of Assessment
On the WISC-R, Debbie received the following scores:
WISC-R VERBAL IQ: 74
WISC-R PERFOMANCE IQ: 91
WISC-R FULL SCALE IQ 81
These results indicate that she is functioning in the below-average range of intellectual ability with an estimated SFIQ score between 76 and 86.
The following scaled scores were recorded:
+ = Relative Subtest Strength
â€“ = Relative Subtest Weakness
Average WISC-R Subtest Score: 7
Debbie has acquired a modest verbal knowledge base that limits her development of oral and written language abilities and the facilitation of reasoning and thought processes. She has shown limited ability to use verbal context cues, which may indicate a marginal understanding of word meanings. Such low verbal skill levels infringe on the flexibility and cohesiveness of general problem solving that involve overt or covert verbal mediation.
She has shown limited ability to recognize complex, nonverbal relationships between relatively simple elements of a problem. Her perceptual, organizational, and visual-motor coordination skills are in the low-average range of nonverbal and performance functions. A quick test of speed using pencil and paper operations suggests skillful visual tracking and satisfactory short-term memory related functions. Task completion of written class assignments should not be a problem.
Kaufmanâ€™s Worksheet Interpretations
The following is a step-by-step method for interpreting subtest fluctuations. These are influences likely to affect a studentâ€™s overall functioning. An average score is 10.
Richness of early environment
The following is a subtest profile method for interpreting subtest fluctuations. These abilities are related to Debbieâ€™s overall functioning. An average scale score is 10.
Freedom from distractibility scale
Facility with numbers
Social judgment and common sense
Distinguishing essential details
The following is a profile method for interpreting verbal subject fluctuations. These abilities are related to Debbieâ€™s overall functioning. An average scale score is 10.
Verbal comprehension (factor analysis)
Degree of abstract thinking
Fund of information
Verbal concept formation
The following is a profile method for interpreting performance subtest fluctuations. These abilities are related to Debbieâ€™s overall functioning. An average scale score is 10.
Holistic (right brain) processing
Reproduction of a model
Visual organization (without motor activity)
Visual perception of abstract stimuli
Visual perception of meaningful stimuli
Receptive Language Functioning
On the Peabody Picture Vocabulary Test-Revised, Debbie received a receptive vocabulary (word understanding) standard score of 90. This corresponds to an age equivalent of 6-1 and a percentile of 25. This skill level is within the average range of functioning. In addition, this test also requires perceptual scanning and delay of impulse abilities.
On the PIAT-R she received the following scores:
Not able to complete
Low math computations show deficient arithmetic operations and inadequate prerequisite reasoning processes and sequencing skills.
Average word recognition skills provide a stable foundation for acquiring information through the reading (recognition) process. Low spelling skills indicate deficient knowledge of sound and symbol relationships and a weak foundation for written-language skills at school. Low general information skills indicate a lack of experience with science, social studies, and fine arts.
On the Diagnostic Achievement Battery:
Poor reading skills provide an uncertain foundation for understanding, building, and acquiring information for school-related subjects.
Low written language skills indicate deficient development and integration of her thoughts and feelings as expressed in writing.
Low math computations show deficient arithmetic operations and inadequate prerequisite memory, reasoning processes, and sequencing skills.
Bender-Gestalt Test (BGT):
On the BGT, Debbie received a visual-motor integration age range from 5.0 to 5.6 and her task completion time for the nine designs was 7 minutes and 21 seconds.
Bender-Gestalt Time Limits:
She completed copying the nine designs within the expected time range.
Bender-Gestalt Emotional Indicators:
A lack of planning ability and poor organization skills are present.
Poor motor coordination and emotional instability is suggested.
Lacking inner controls necessary for correcting mistakes and carefully redrawing designs may suggest a defeatist attitude. Limited inner controls and social behavior problems are suggested.
To control for distractibility, be certain that her attention is on the stimulus before you ask for her response. Providing a reward following each correct response at the beginning stages of instruction can enhance the situation.
Provide sufficient repetition of experiences to motivate her to focus on tasks. Over-learning is the acquisition of a task beyond the point of initial mastery.
Motor training should begin with activities at the gross motor level and proceed with movements requiring finer discrimination. Accentuate critical features at all times.
Decodable readers and highly predictable, repetitive stories can be useful in helping to improve her general fund of information.
To improve language skills, the teacher should do the following:
Â· Teach meaningful words in context, using visual cues, acting out words, and reinforcing with word walls.
Â· Encourage the use of a new word each day.
Â· Conduct a weekly review of new words.
Â· Model the use of new words in conversation.
The best way for parents or teachers to help her become a better reader is to read to her. Most children benefit from reading aloud when they discuss stories, learn to identify letters and words, and talk about the meaning of words.
Verbal learning should be structured so that new words are directly related to previously acquired information.
Instruction for the new learner in a subject area should begin with modeling and the use of examples and more concrete instructions; then, move to the more abstract as she proceeds to higher levels.
Provide successful experiences for her. Childrenâ€™s self-concept and self-evaluation are largely dependent on how well they succeed in the assignments given to them.
As a result of this assessment, Debbie is eligible for special education services if the IEP team agrees. She would be classified as a Learning Handicapped student with Speech and Language related services.
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