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PSYCHOEDUCATIONAL BATTERIES
Kaufman Assessment Battery for Children (K-ABC)
On the Kaufman Assessment Battery for Children (K-ABC), Client's name's sequential processing score was in the ... range, at the ... percentile, simultaneous processing score in the ... range, at the ... percentile, and mental processing composite score in the ... range, at the ... percentile. This means that he/she was functioning better than ...% of children his/her age on tasks that involve working with or memory for items presented in a sequence or order, better than ...% of children his/her age on tasks that are visual-spatial in nature, and better than ...% of children his/her age overall.
TESTS OF OVERALL ABILITY
Wechsler Preschool and Primary Scale of Intelligence-Revised (No Discrepancy)
On the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R), an individually administered test of intelligence, Client's name's verbal IQ was in the range, at the percentile, his/her performance IQ in the range, at the percentile, and his/her full scale IQ in the range, at the percentile. This means that Client's name performed better than % of children his/her age on language-based tasks, better than % of children his/her age on non-verbal visual-spatial tasks, and better than % of children his/her age overall. There was no significant discrepancy between verbal and performance IQ.
On the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R), an individually administered test of intelligence, Client's name's verbal IQ was in the range, at the percentile, and his/her performance IQ in the range, at the percentile. This means that Client's name performed better than % of children his/her age on language-based tasks, and better than % of children his/her age on non-verbal visual-spatial tasks. There was a significant discrepancy between verbal and performance IQ.
Wechsler Preschool and Primary Scale for Children-Revised (Summary of scores to enclose in letters to other psychologists)
Verbal I.Q. = Full Scale I.Q. = Performance I.Q. =
Subtest Scale Score Subtest Scale Score
Information Object Assembly
Similarities Geometric Design
1
Arithmetic Block Design
Vocabulary Mazes
Comprehension Picture Completion
Sentences (optional) Animal Pegs (optional)
Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV)
Client's name’s current level of intellectual functioning was evaluated using the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), an individually administered test of intelligence. This test provides a broad assessment of general intellectual functioning and school-related abilities. It measures four areas (i.e., Four Index Scores): verbal abilities, perceptual reasoning and organization, memory, and speed of processing information. There is also a Full Scale IQ score which assesses Clients name’s overall ability. On this test Client’s name was compared to other Canadian children his/her age. The results on this test and many of the other tests discussed below will be presented in terms of percentiles. Percentiles indicate where a child performs relative to others his or her age. For example, a score at the 65 th percentile indicates that the child did as well as or better than 65% of children his or her age. An average score is between the 25th and 75th percentiles.
Client’s name’s Full Scale IQ was in the …range, at the ….percentile. In terms of the individual index scores, Client’s name obtained a score in the …range, at the …percentile on the Verbal Comprehension Index, which measures verbal concepts, vocabulary, general knowledge, and understanding of social rules. He/She obtained a score in the …range, at the …percentile on the Perceptual Reasoning Index which involves understanding of concepts presented in pictures, visual-spatial abilities and visual-motor integration. He/She obtained a score in the …range, at the …percentile on the Working Memory Index, which is comprised of tasks that require the ability to retain information in memory, manipulate it and produce a result. Finally, he/she obtained a score in the …range, at the …percentile on the Processing Speed Index, which measures speed and accuracy. [There was(were) a significant discrepancy(ies) between Verbal Comprehension/Perceptual Reasoning/Working Memory/Processing Speed and Verbal Comprehension/Perceptual Reasoning/Working Memory/Processing Speed.]
Wechsler Intelligence Scale for Children-Fourth Edition (Summary of scores to enclose in letters to other psychologists)
Full Scale IQ =
Verbal Comprehension
Perceptual Reasoning
Working Memory Index
Processing Speed Index
2
Index IndexSimilarities Block Design Digit Span CodingVocabulary Picture
ConceptsLetter-Number Sequencing
Symbol Search
Comprehension Matrix Reasoning
Arithmetic (optional)
Cancellation (optional)
Information (optional)
Picture Completion (optional)
Word Reasoning (optional)
Wechsler Adult Intelligence Scale-Third Edition (No Discrepancy)
On the Wechsler Adult Intelligence Scale-Third Edition (WAIS-3), an individually administered test of intelligence, Client's name's verbal IQ was in the range, at the percentile, his/her performance IQ in the range, at the percentile, and his/her full scale IQ in the range, at the percentile. This means that Client's name performed better than % of people his/her age on language-based tasks, better than % of people his/her age on non-verbal visual-spatial tasks, and better than % of people his/her age overall. There was no significant discrepancy between verbal and performance IQ.
When Client's name's Index scores were considered, a more specific profile of strengths and problem areas were evident. He/She obtained a score in the …range, at the …percentile on the Verbal Comprehension Index, which means that he/she scored better than …% of people his/her age on tasks that measure verbal reasoning and expression. He/She obtained a score in the …range, at the …percentile on the Perceptual Organization Index which means that he/she scored better than …% of people his/her age on tasks that measure ability to interpret and organize visually presented material within a time limit. He/She obtained a score in the …range, at the …percentile on the Working Memory Index, which means that he/she scored better than …% of people his/her age on tasks that measure memory for material that was just presented, ability to sustain attention, concentrate, and exert mental control. He/She obtained a score in the …range, at the …percentile on the Processing Speed Index, which means that he/she scored better than …% of people his/her age on tasks that measure ability to process visually perceived nonverbal information quickly.
Wechsler Adult Intelligence Scale-Third Edition (WAIS-3) (Discrepancy)
On the Wechsler Adult Intelligence Scale-Third Edition (WAIS-3), an individually administered test of intelligence, Client's name's verbal IQ was in the range, at the percentile, and his/her performance IQ in the range, at the percentile. This means that Client's name performed better than % of people his/her age on language-based tasks, and better than % of people his/her age on non-verbal visual-spatial tasks. There was a significant discrepancy between verbal and performance IQ.
3
When Client's name's Index scores were considered, a more specific profile of strengths and problem areas were evident. He/She obtained a score in the …range, at the …percentile on the Verbal Comprehension Index, which means that he/she scored better than …% of people his/her age on tasks that measure verbal reasoning and expression. He/She obtained a score in the …range, at the …percentile on the Perceptual Organization Index which means that he/she scored better than …% of people his/her age on tasks that measure ability to interpret and organize visually presented material within a time limit. He/She obtained a score in the …range, at the …percentile on the Working Memory Index, which means that he/she scored better than …% of people his/her age on tasks that measure memory for material that was just presented, ability to sustain attention, concentrate, and exert mental control. He/She obtained a score in the …range, at the …percentile on the Processing Speed Index, which means that he/she scored better than …% of people his/her age on tasks that measure ability to process visually perceived nonverbal information quickly.
Wechsler Adult Intelligence Scale-Third Edition (Summary of scores to enclose in letters to other psychologists)
Verbal I.Q. = Full Scale I.Q. = Performance I.Q. =
Subtest Scale Score Subtest Scale Score
Information Picture Completion
Digit Span Picture Arrangement
Vocabulary Block Design
Arithmetic Object Assembly
Comprehension Digit Symbol
Similarities Matrix Reasoning
Letter-Number Sequences
Symbol Search
Index Scores
Verbal ComprehensionPerceptual OrganizationWorking MemoryProcessing Speed
4
Stanford-Binet Intelligence Scale: Fourth Edition (SB:IV)
On the Stanford-Binet Intelligence Scale: Fourth Edition (SB:IV), Client's name's verbal reasoning Standard Age Score (SAS) was in the ... range, at the ... percentile, abstract/visual reasoning SAS in the ... range, at the ... percentile, quantitative reasoning SAS in the ... range, at the ... percentile, and short-term memory SAS in the ... range, at the ... percentile. This means that he/she performed better than ...% of children his/her age on language based tasks, better than ...% of children his/her age on visual-spatial tasks, better than ...% of children his/her age on mathematical tasks, and better than ... % of children his/her age on tasks involving immediate recall for verbal and nonverbal material. Client's name's test composite was in the ... range, at the ... percentile. Thus, he/she was functioning better than ...% of children his/her age on the whole test.Leiter International Performance Scale-Revised
The Leiter International Performance Scale-Revised (Leiter-R) was administered with the following results:
Visualization and Reasoning Battery
Composite Standard Score Percentile
Brief IQ Screener
Full Scale IQ
Fluid Reasoning
Fundamental VisualizationSpatial Visualization
Attention and Memory Battery
Composite Standard Score Percentile
Memory Screener
Associative Memory
Memory Span
Attention
Memory Process
5
Recognition Memory
Detroit Tests of Learning Aptitude-4 (DTLA-4)
The Detroit Tests of Learning Aptitude (DTLA-4) were administered with the following results:
Verbal Subtest Standard Score Percentile
Word OppositesSentence ImitationStory ConstructionBasic InformationWord Sequences
Nonverbal Subtest Standard Score Percentile
Design SequencesReversed Letters
Design reproductionSymbolic RelationsStory Sequence
Composite Standard Score Percentile
General Mental Ability
Linguistic Domain
VerbalNonverbal
Attentional Domain
Attention-EnhancedAttention-Reduced
Motor Domain
Motor-EnhancedMotor-Reduced
Comprehensive Test of Nonverbal Intelligence (CTONI)
6
The Comprehensive Test of Nonverbal Intelligence (CTONI) was administered with the following results:
Subtest Scores
Pictorial Analogies
Geometric AnalogiesPictorial Categories
Geometric Categories
Pictorial Sequences
Geometric Sequences
Composite Standard Score Percentile
Pictorial Nonverbal Intelligence (PNIQ)
Geometric Nonverbal Intelligence (GNIQ)
Nonverbal Intelligence(NIQ)
Wechsler Abbreviated Scales of Intelligence (WASI)
The Wechsler Abbreviated Scale of Intelligence (WASI) was administered with the following results:
Verbal Scale IQPerformance Scale IQFull Scale IQ (Block Design and Matrix Reasoning)Full Scale IQ (Vocabulary and Matrix Reasoning)
Woodcock-Johnson III Tests of Cognitive Abilities
The Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG) was administered with the following results:
Cluster Grade Score Percentile
7
Comprehension-Knowledge
Long-Term Retrieval
Visual-Spatial Thinking
Auditory Processing
Fluid Reasoning
Processing Speed
Short-Term Memory
General Intellectual Ability
Note: The WJ III COG can only be scored by a computer software package.
TESTS OF MEMORY
Wide Range Assessment of Memory and Learning (WRAML)
The Wide Range Assessment of Memory and Learning (WRAML) was administered with the following results:
Subtest Scaled Score Percentile
Picture MemoryDesign MemoryVerbal LearningStory MemoryFinger WindowsSound SymbolSentence MemoryVisual LearningNumber/Letter
Verbal learning RecallStory Memory RecallSound Symbol RecallVisual Learning RecallStory Memory Recognition
Index Index Score Percentile
Verbal Memory
8
Visual MemoryGeneral MemoryLearning
The Children's Memory Scale (CMS)-ages 5-8 or 9-16
The Children's Memory Scale (CMS) was administered with the following results:
Subtest Index Score Percentile
Visual ImmediateVisual DelayedVerbal ImmediateVerbal DelayedAttention-ConcentrationLearningDelayed RecognitionGeneral Memory
ACHIEVEMENT TESTS
Wechsler Individual Achievement Test-Screener (WIAT-Screener)
The Wechsler Individual Achievement Test-Screener (WIAT-Screener) was administered with the following results:
Subtest Standard Score Percentile
Basic Reading
Mathematics Reasoning
Spelling
Kaufman Test of Educational Achievement Normative Update - Brief Form (K-TEA NU )
The Kaufman Test of Educational Achievement Normative Update - Brief Form (K-TEA NU) was administered with the following results:
Subtest Standard Scores Percentile
Mathematics
Reading
9
Spelling
Composite
Wide Range Achievement Test-Third Edition (WRAT-3)
The Wide Range Achievement Test-Third Edition (WRAT-3) was administered with the following results:
Subtest Standard Score Percentile
Reading
Spelling
Arithmetic
Kaufman Test of Educational Achievement Normative Update - Comprehensive Form (K-TEA NU )
The Kaufman Test of Educational Achievement Normative Update - Comprehensive Form (K-TEANU) was administered with the following results:
Subtest Standard Score Percentile
Reading DecodingReading ComprehensionMathematics ApplicationsMathematics ComputationSpelling
Composite Scores
Reading MathematicsTotal Test
Peabody Individual Achievement Test Revised (PIAT-R)
The Peabody Individual Achievement Test (PIAT-R) was given with the following results:
Subtest Standard Score Percentile
Mathematics
10
Reading Recognition
Reading Comprehension
Spelling
General Information
Written Expression
Composites
Total Reading
Total Test
Wechsler Individual Achievement Test - Second Edition (WIAT-II)
The Wechsler Individual Achievement Test - Second Edition (WIAT - II) was administered with the following results:
Subtest Percentile Age/Grage Equivalent
Basic ReadingPseudoword DecodingReading Comprehension
Mathematics ReasoningNumerical OperationsListening Comprehension
Oral ExpressionSpellingWritten Expression
Composites
ReadingMathematicsLanguageWritingTotal
11
Diagnostic Achievement Battery-Second Edition (DAB-2)
The Diagnostic Achievement Battery-Second Edition (DAB-2) was administered with the following results:
Subtest Grade Equivalent Percentile
Story ComprehensionCharacteristicsSynonymsGrammatic CompletionAlphabet/Word knowledgeReading ComprehensionCapitalizationPunctuationSpellingWriting CompositionMathematics ReasoningMathematics Calculation
Composites
ListeningSpeakingReadingWritingMathematicsSpoken LanguageWritten LanguageTotal Achievement
Diagnostic Achievement Test For Adolescents-Second Edition (DATA-2)
The Diagnostic Achievement Battery-Second (DATA-2) was administered with the following results:
Subtest Standard Score Percentile
Receptive VocabularyReceptive GrammarExpressive GrammarExpressive VocabularyWord IdentificationReading ComprehensionSpellingWriting Composition
12
Math CalculationMath Problem SolvingScience KnowledgeSocial Studies KnowledgeReference Skills
Composites
ListeningSpeaking
ReadingWriting
Mathematics
Achievement Screener
Total Achievement
TESTS OF READING
Woodcock Reading Mastery Tests-Revised
The Woodcock Reading Mastery Tests - Revised, Form G/H were given with the following results:
Subtest Grade Equivalent Percentile
Visual Auditory LearningLetter IdentificationWord IdentificationWord AttackWord ComprehensionPassage Comprehension
Clusters
Readiness ClusterBasic Skills ClusterReading Comprehension Cluster
Total Reading-Full ScaleTotal Reading-Short Scale
Durrell Analysis of Reading Difficulty-Third Edition
13
On the Durrell Analysis of Reading Difficulty-Third Edition, Client's name was able to read orally at a grade ...level with regard to speed and accuracy. His/her comprehension at that level was good/fair/ poor. Oral reading problems included ... When asked to retell a story that he/she had read silently, Client's name could do so at a grade...level. Recall problems involved ... When asked questions about his/her recall of passages read orally to him/her, his/her comprehension was better/not better than when reading independently. Results of the word recognition and word analysis tests indicated that Client's name has mastered ... , but had difficulties with ...
Diagnostic Reading Scales (DRS)
On the Diagnostic Reading Scales (DRS), Client's name's Instructional Level, the level at which he/she could read orally with accuracy and adequate comprehension, was at a grade ... level. Oral reading errors included...He/she read ... His/her Independent Level, the level at which he/she could read silently with adequate comprehension, was at a grade ... level. Comprehension difficulties included ... Client's name's Potential Level, the level at which he/she could comprehend stories read aloud to him/her was at a grade ... level. Thus, his/her listening comprehension was better/not better than his/her reading comprehension when reading silently. Results of the word analysis and phonics tests indicated that Client's name has mastered ... , but had difficulties with ...
Gray Oral Reading Test-Diagnostic (GORT-D)
The Gray Oral Reading Test-Diagnostic (GORT-D) was administered with the following results:
Subtest Standard Score Percentile
Paragraph ReadingWord IdentificationMorphemic Analysis
Contextual AnalysisWord OrderingDecoding
Word Attack
Composites
Meaning CueFunction CueGraphic/Phonemic AnalysisTotal Reading
14
Comprehensive Test of Phonological Processing (CTOPP) for ages 5 & 6
The Comprehensive Test of Phonological Processing (CTOPP) was administered with the following results:
Subtest Standard Score Percentile
Ellision (EL)Rapid Color Naming (RC)Blending Words (BW)Sound Matching (SM)Rapid Object Naming (RO)Memory for Digits (MD)Nonword Repetition (NR)
Supplemental
Blending Nonwords (BN)
Composite
Phonological AwarenessPhonological MemoryRapid Naming
Comprehensive Test of Phonological Processing (CTOPP) for ages 7 through 24
The Comprehensive Test of Phonological Processing (CTOPP) was administered with the following results:
Subtest Standard Score Percentile
Ellision (EL)Blending Words (BW)Memory for Digits (MD)Rapid Digit Naming (RD)Nonword Repetition (NR)Rapid Letter Naming (RL)
Supplemental
Rapid Color Naming (RC)Phoneme Reversal (PR)Rapid Object Naming (RO)Blending Nonwords (BN)Segmenting Words (SW)
15
Segmenting Nonwords (SN)
Composites
Phonological AwarenessPhonological MemoryRapid NamingAlternate Phonological AwarenessAlternate Rapid Naming
TESTS OF RECEPTIVE AND EXPRESSIVE LANGUAGE
Test of Early Language Development-Third Edition (TELD-3)
The Test of Early Language Development -Third Edition (TELD-3) was administered with the following results:
Quotient Standard Score Percentile
Receptive LanguageExpressive LanguageSpoken Language
Test of Adolescent and Adult Language-Third Edition (TOAL-3)
The Test of Adolescent and Adult Language-Third Edition (TOAL-3) was administered with the following results;
Subtest Standard Score Percentile
Listening Vocabulary (LV)Listening/Grammar (LG)Speaking Vocabulary (SV)Speaking/Grammar (SG)Reading/Vocabulary (RV)Reading Grammar (RG)Writing/Vocabulary (WV)Writing/Grammar (WG)
Test of Language Development Primary- Third Edition (TOLD-P:3)
The Test of Language Development Primary-Third Edition (TOLD:P3) was administered with the following results:
Subtest Standard Score Percentile
16
Picture VocabularyRelational VocabularyOral VocabularyGrammatic Understanding
Sentence ImitationGrammatic CompletionWord Discrimination-OptionalWord Articulation-OptionalPhonemic Analysis-Optional
Composites Quotient
Spoken LanguageListeningSpeakingSemanticsSyntaxOrganizing
Test of Language Development Intermediate-Third Edition (TOLD I:3)
The Test of Language Development Intermediate-Third Edition (TOLD I:3) was administered with the following results:
Subtest Standard Score Percentile
Sentence CombiningVocabularyWord OrderingGeneralsGrammatical ComprehensionMalapropisms
Composites Quotient
General Intelligence-AptitudeSpoken LanguageListening
Speaking
SemanticsSyntax
17
Clinical Evaluation of Language Fundamentals - Third Edition (CELF-3) (age 6.0-21.11)
The Clinical Evaluation of Language Fundamentals - Third Edition (CELF-3) was given with the following results:
Subtest Standard Score Percentile
Concepts and Directions
Word ClassesWord AssociationsSentence StructureWord StructureListening to ParagraphsSemantic RelationshipsSentence AssemblyFormulated SentencesRecalling SentencesRapid Automatized Naming (RAN)
Composites
Receptive Language Score
Expressive Language ScoreTotal Language Score
TESTS OF WRITTEN LANGUAGE
Test of Written Language-Third Edition (TOWL-3)
The Test of Written Language-Third Edition (TOWL-3) was administered with the following results:
Subtest Standard Score Percentile
VocabularySpellingStyleLogical SentencesSentence CombiningThematic MaturityContextual VocabularySyntactic Maturity
18
Contextual SpellingContextual Style
Composites Quotient
Contrived WritingSpontaneous WritingOverall Written Language
Test of Written Spelling-Third Edition (TWS-3)
The Test of Written Spelling-Third Edition (TWS-3) was administered with the following results:
Subtest Standard Score Percentile
Predictable WordsUnpredictable WordsTotal Words
TESTS OF MATHEMATICS
KeyMath-Revised: A Diagnostic Assessment of Essential Mathematics
Client's name's overall score on the KeyMath-R, a diagnostic mathematics test was approximately at the grade level. (The score is approximate because a subtest comprised of imperial measurement items had to be omitted because Canadian children now learn metric measurement.) Client's name was relatively good on Subtest assessing... He/she could do items requiring... Problems were observed on Subtest assessing... He/she could do items involving... but had difficulty with... Client's name's performance on the KeyMath was higher than his/her performance in school as reported by his/her teacher and on the Test. This may be because the KeyMath has bright pictures, and with the exception of the computation section is given orally.
Test of Mathematical Abilities-Second Edition (TOMA-2)
The Test of Mathematical Abilities (TOMA-2) was administered with the following results:
Subtest Standard Score Percentile
Vocabulary (VO)Computation (CO)
General Information (GI)
19
Story Problems (SP)
Attitude Toward Math (AT)
MATH QUOTIENT
TESTS OF ADAPTIVE SKILLS
Vineland Adaptive Behaviour Scales
The Vineland Adaptive Behaviour Scales were administered with the following results:
Domain Standard Score Percentile
Communication DomainDaily Living Skills DomainSocialization DomainMotor Skills Domain
CompositeAdaptive BehaviourComposite
20
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