FACULTY OF EDUCATION Division of Applied Psychology Education Tower/ Room 302 Phone: (403) 220-2808 Fax: (403) 282-9244

University of Calgary- Division of Applied Psychology Practice Assessment Monique Janssen, BA Hons, M.A. Student Adam McCrimmon, M.A., Registered Provincial Psychologist #584p, Instructor of APSY 695.7 Education Tower Room 332 2500 University Drive NW Calgary, AB T2N 1N4 Email: awmccrim@ucalgary.ca Name: Age: Grade: School: Assessment Dates: Evaluators: Tony Stark 7 Years, 5 Months 2 South Central Elementary January 12th, 24th, 2008 Parents: Address: City: Telephone: John and Jenny Stark 129 Crenshaw Blvd. Los Angeles, CA (412) 555-1734

Adam McCrimmon, M.A., Registered Provisional Psychologist #584p

PSYCHOEDUCATIONAL SUMMARY Statement of Confidentiality

All psychological assessments are confidential in nature as they contain private information, which may be used inappropriately by others. To protect the privacy and ensure confidentiality of the persons involved, please ensure that this report is only circulated to those who are considered essential to related judgments and decision making. The intent of this report is to provide opinions and recommendations in the context of legal decision-making in this particular matter, and any use of this report outside of that purpose should only be done with the informed consent of the parties and in consultation with the writer. Reason for Referral Tonys pediatrician referred him for a pscyhoeducational assessment due to concerns with Tonys reading, concentration, and behavior. Under the supervision of a physician Tony started Concerta a year ago, which has resulted in improvement, but problems are still apparent including those with routine change, distractibility, and oral fixations.

25 0 0 U niv e rs ity D ri ve N. W., Ca lga ry , Albe rta , Ca na d a T 2N 1 N4 w ww. ucalga ry.ca

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Background Information Background information was provided from multiple sources including Jenny Stark, Tonys mother, and his teacher Ms. Janine Smith. Family Information Jenny Stark provided background information on Tonys family through a semistructured interview and completion of the BASC-2 parent form. Tony is a 7 year old, English speaking, Caucasian male with no siblings. His parents are separated and he lives with his mother and visits his father occasionally. Family Psychological or Educational History Both Jenny and John Stark completed high school and Jenny went on to obtain a college diploma. Tonys father had no reported difficulty in school. However, Jenny received resource services for math and reading but no longer struggles in these areas. Jenny is a field dispatcher in the agricultural field while John is an electrician. There is a history of some psychological problems in Tonys family as his mother experienced depression and his maternal grandmother experienced Bipolar Disorder. Prenatal, Perinatal, and Early Developmental History Tony was born to Jenny and John Stark after an unplanned pregnancy in which no cigarettes or alcohol were consumed. The pregnancy lasted 43 weeks and Tony had a birth weight of 7 pounds 1 ounce. Tony later attained his developmental milestones quickly and without aberration. Medical History At three weeks of age Tony contracted pneumonia, which resulted in a year long difficulty with illness. Following this struggle with pneumonia no other medical concerns were reported. At age six Tony was prescribed Concerta (36 mg qd.) by his family physician to improve his attention. Tonys teachers report an improvement in Tonys behavior following the use of the medication. Jenny reports that Tony is more difficult to parent after spending time with his father, whom she believes is not compliant with the medication. Educational History Tony has been struggling with reading, attention, and behavioral problems since entering school in ECS. He is currently in a regular second grade classroom but problems with these areas of concern remain. In the past Tony has received Speech and Language services for poor articulation and Occupational Therapy for fine motor control and motor planning. These services have been effective and articulation and motor skills are no longer concerns. This is the first comprehensive psychoeducational assessment for concerns with Tonys reading, attention, and behavior problems. Previous Assessments No previous assessments have been completed. Assessment Methods Given the referral concerns and information gathered during the interview, an evaluation of cognitive, academic, memory, behavior, and attention difficulties was conducted. This included: SEMI-STRUCTURED INTERVIEW Jenny Stark, Mother DIRECT ASSESSMENT January 12, 2008

Stark Wechsler Intelligence Scale for Children Fourth Edition (WISC-IV) Wechsler Individual Achievement Test Second Edition (WIAT-II) Childrens Memory Scale (CMS) NEPSY: A Developmental Neuropsychological Assessment- Second Edition (selected subtests) (NEPSY-II) Peabody Picture Vocabulary Test - Fourth Edition (PPVT-4) Expressive Vocabulary Test- Second Edition (EVT-2) Connors Continuous Performance Test Second Edition (CPT II) OTHER REPORTS Behavior Assessment for Children, Second Edition (BASC-2) (PRS- Parent Rating Scales completed by Jenny Stark) (TRS Teacher Rating Scales completed by Ms. Janine Smith)

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January 12, 2008 January 12, 2008 January 12, 2008 January 24, 2008

January 12, 2008 January 12, 2008 January 24, 2008

January 24, 2008

Assessment Observations Tony Stark was a pleasure to assess, as he was open and engaging from initial meeting onwards by responding to conversation and interacting appropriately. During the assessment Tony was attentive and focused, but would tire easily and required frequent breaks. Following breaks Tony easily returned to the evaluation and worked hard. Initially, Tony was a bit nervous and kept the two stuffed animals he brought with him close by. The results of this assessment are considered to be an accurate representation of Tonys current abilities. Assessment Findings Findings reported in this section will be discussed in terms of percentile rank (PR). PR is used in comparing Tonys score to the scores of other children similar to him (i.e. age, grade) who have taken the test. PR will provide a score denoting the percentage of children achieving a score that is less than or equal to Tonys score. It should not be interpreted to mean the percentage of questions Tony answered correctly. A PR between the 25th and 75th percentile signifies ability in the average range. A PR above 85 is considered to be a personal strength whereas a PR below 11 is considered to be a relative area in need of support. General Intellect General Intellect is a measure of Tonys ability to process information as evaluated by the Wechsler Intelligence Scale for Children- Fourth Edition (WISC-IV).

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This test measures verbal and perceptual reasoning, working memory, and processing speed and each of these areas will be examined individually. Tonys verbal comprehension was in the average range (32nd percentile) and showed that he can understand what is said to him but had trouble drawing parallels between two related items. Perceptual reasoning is a strength for Tony as his performance on this segment of the WISC-IV was in the average range (55th percentile) and he performed similarly on all types of perceptual reasoning tasks. Comparing scores on verbal comprehension and perceptual reasoning indicated that Tony processes information better when it is presented visually than verbally. Working memory is the ability to hold information in ones mind while processing it. Tonys working memory was below average (13th percentile), which means it is more difficult for him to process large quantities of information as he will forget most of what he is holding in his brain while trying to comprehend it. Tonys processing speed was also below average (16th percentile). This indicated that Tony takes longer to absorb that information than his peers and has more difficulty retrieving it. This will make it difficult for Tony to form connections between information while learning. For Tony, the problems with working memory and processing speed are going to make school frustrating as he will become overwhelmed by the amount of information presented during typical classroom activities and will be unable to move this information into his short and long term memory. Overall, Tony is able to learn though verbal and visual presentations of information but information should be presented to him in small quantities. Smaller chunks of information will keep Tonys working memory from becoming overwhelmed during comprehension and allow him to make connections between information to improve retention. Academic Achievement Tonys academic skills in reading, writing, oral language, and mathematics were assessed using the Weschler Individual Achievement Test- Second Edition (WIAT-II), Peabody Picture Vocabulary Test- Fourth Edition (PPVT-4), and the Expressive Vocabulary Test- Second Edition (EVT-2). Results from these tests indicated that Tony has many strengths, particularly in written language, but is struggling with reading. As assessed by the WIAT-II, Tony had low average reading ability (21st percentile) and he had trouble comprehending what he was reading. His understanding of phonics was average but when asked to read words of increasing difficulty he was in the low average range. Comprehending the material was more difficult because Tony struggles to read the word. This coupled with his poor working memory prevents Tony from comprehending what he was reading as by the time Tony figures out what the word is he has forgotten what preceded it. Expressive oral language is also somewhat difficult for Tony as scores on the WIAT-II placed him in the below average range and scores on the EVT-2 expressive subtests identified Tony as average. Tony may remain self-conscious of his articulation as he is a sensitive child. This may result in salient negative emotions distracting him when his public speaking is being judged. Although Tonys expressive language was weak his receptive language was very good. He was in the average range on listening comprehension on the WIAT-II and his performance on the PPVT-4 was superior. This indicates that Tony has a large vocabulary and understands what is said to him. Mathematics did not pose a problem for Tony as his understanding of operations and reasoning were both in the average range. Tonys performance on written language was another strength as his spelling was average but his written expression was high

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average. This high average performance in writing is encouraging as it provides an alternative form of communication to oral expression, which was more difficult for him. Memory The Childrens Memory Scale (CMS) was administered to Tony to assess his ability to hold information in his mind and recognize or recall this information both immediately and after a delay. Contrary to the finding of the WISC-IV, wherein Tony was better able to learn visually rather than verbally, him memory of information presented verbally was stronger than that of information presented visually on the CMS. Immediately after being presented with visual information Tony was able to remember details at the same level or better than only 5% of his peers. Yet his ability to answer questions after a delay was average (58th percentile). Verbally, Tony could remember details in the average range both immediately after presentation (73rd percentile) and with a delay (27th percentile). Tony was able to recognize information when cues were presented in the average range (58th percentile). This score indicated that Tony may perform better when given cues to prompt his memory. Assessment methods such as multiple choice tests are usually strengths for people with this type of memory. This interesting pattern of results whereby Tony did not show a consistent strength between verbal and visual information and immediate or delayed processing may in part be due to attention problems. Tony was below average on attention during this test (32nd percentile). Although Concerta was prescribed it appears that some attention problems remain and these will need to be dealt with in the classroom. Sustained Attention Given the interesting pattern of results obtained during Tonys assessment, attention problems may be causing the wide variations in performance across tests and subtests. The Connors Continuous Performance Test II (CPT II) was administered. The CPT II assess the ability to stay on task while completing a repetitive activity by requiring the student to push a button on a computer as quickly as possible after each letter presentation with the exception of the letter x. This test was administered twice to measure consistency across time and Tony performed better the first time the test was administered than the second. During both administrations Tony indicated behaviours of inattention and impulsiveness and had responses in the atypical range. This pattern of results indicated that Tony struggled to stay on task and will probably struggle to do so during continuous or repetitive activities at school, such as lectures or independent seatwork. Since Tony is already being treated for ADHD, teachers will need to be aware of this difficulty and adjust their teaching style accordingly. Behavioral Assessment Both Tonys mother Jenny Stark and his teacher Janine Smith completed versions of the Behavioral Assessment for Children, Second Edition (BASC-2). The BASC-2 is a measure of a students potentially problematic behaviors in various environments. Jenny Stark reported that Tonys behavior is atypical across externalizing, internalizing and adaptive areas. Overall, from the perspective of his mother, Tony is struggling with attention, hyperactivity, anxiety, and conduct and has not developed many adaptive skills. Tonys teacher reported many of the same areas of concern such as hyperactivity, aggression, and anxiety but to a lesser degree. Janine Smith also believes that Tony has average adaptive skills. She did however, report problems with attention and learning in school.

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When combined, these two reports suggest that Tony is struggling a great deal with attention and controlling his behavior across different environments. Interventions are necessary to help him control this behavior and given his anxious tendencies structure and routine will be important. It must also be recognized that the possibility of negative peer interactions exists when aggression and anxiety are high so social skills training may be helpful to Tony. Summary of Findings Tony presents as a sensitive but friendly child experiencing academic and attention difficulties. There is not a large difference between Tonys intellectual ability as measured by the WISC-IV and his achievement as measured by the WIAT-II; suggesting that he is learning what would be expected of someone with the working memory and processing difficulties Tony has. The fact that Tony is struggling with reading and expressive language is not surprising given his difficulties holding information in his mind while he processes it and retrieves related information. Problems with attention complicate these difficulties, as Tony has to work harder to absorb information while he is also struggling to pay attention to what he is doing. These attention problems may be partly caused by feelings of frustration and being overwhelmed by the information in front of him. Because he does not understand what he is doing and he is anxious other stimuli in the environment are more salient to Tony and distract him from his work. Given this anxiety and difficulty focusing it is no surprise that Tony is reported to have problems with routine changes. Changing the structure of his day means he is busy paying attention to the changes and unable to focus where his teacher or parent would like. The stress from everything happening in his brain may cause negative behavior such as hyperactivity and aggression. While Tony is struggling to pay attention and process the information presented at school he possesses many strengths. Tony understands both mathematics operations and reasoning, has average receptive language, and can express himself through writing. These strengths provide many teaching opportunities such as through verbal rather than visual modalities that will allow Tony to learn. Recommendations In light of the results of the standardized evaluation and the behavioral patterns shown, the following are recommended for Tony: 1. Reading Results from the WIAT-II indicated that Tony is struggling with reading and that this struggle is largely a result of his problems with word recognition and comprehension. The pattern of results shown by Tony, where his listening comprehension is good and his reading comprehension is poor, indicated that the reading problem is based on difficulties with reading words and remembering what has been read. In the classroom Tony should be provided a quiet and distraction free environment when reading and written information should be presented in short sentences with no superfluous information. Multimodal teaching will present information in a manner that Tony is most likely to comprehend, as presenting only written information will be difficult for him to understand. Tonys teachers must recognize that whenever Tony is expected to complete a task from only written instructions he will struggle and appropriate help would include asking him to explain the written directions to the teacher. When information must be presented in a written format, assistive technology such as Kurzweil (which puts

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the words on the screen while reading them aloud) may improve Tonys understanding. This computer program is difficult to use, and will likely require adult assistance. At home frequent practice with reading will improve Tonys performance. Allowing him to pick reading materials that use words appropriate for his ability and are chosen by him will encourage positive feelings about reading. Whenever possible, Tony should read with an adult and summarize information and answer questions about plot, characters, and setting throughout the story to encourage him to engage with the material. Other helpful reading behaviors are encouraging reading within the environment by providing reading materials throughout the home, taking opportunities to read in the community such as frequently visiting the library and reading signs, and playing computer games like Reader Rabbit. Since Tony is a sensitive child who is easily excitable it will be important that he experience as much success as possible when reading, through choosing appropriate books and positive reinforcement of proper book reading behaviors, focus, and comprehension. When asking Tony comprehension questions having a calm demeanor and allowing him time to think will help Tony to stay calm and focused. 2. Expressive Language Tonys performance on the WIAT-II and EVT-2 indicated that he has some trouble expressing himself orally. Oral expression may be difficult for Tony due to insecurities from previous articulation problems. For this reason, public speaking should be positively reinforced frequently. At school Tony should be encourage to write down what he plans to say first because his written expression is strong. Additionally, for assignments that are graded only on oral presentation Tony should be given the option of writing a paper later if the presentation was unsuccessful. The teacher should also be vigilant that other children do not tease Tony after public speaking, as this combined with his sensitivity will make Tony less willing to speak publicly later and may lead to negative classroom behaviors to avoid public speaking and draw attention away from his performance. In the home oral expression can be encouraged in many fun ways including games that require Tony to speak such as Simon Says and summarizing for others what has happened in favorite television shows, movies, and games. These speaking opportunities should be positively reinforced. Additionally, John and Jenny may chose to ask Tony questions that require several word responses and discourage nonverbal responses. Reading out loud will help Tonys confidence with oral expression while improving his reading. 3. Cognitive Strategies Tony struggled on the WISC-IV both with holding information in his brain while processing it and with processing the information. This makes learning difficult as it takes a long time for new information to be incorporated into his memory and he has difficulty retrieving the information once it has been learned. Presenting information in small chunks with no unnecessary details will be crucial to Tonys processing ability. Strategically placing posters around the room that detail the steps required to complete routine activities may help Tony stay on task and work independently; as he can take his work one step at a time. Strategies such as encouraging Tony to ask questions when he does not know what to do will help Tony to complete his work, but given his attention problems this may become disruptive for the class. For this reason Tony will need to be taught alternative strategies and appropriate times for asking questions. At home Jenny will need to structure homework and break times to encourage on task behavior and make herself available to help Tony learn different study strategies.

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4. Attention Tony continues to experience problems with his attention despite a prescription of Concerta. A follow up check up with the doctor to assess dosage may result in some improvement in attention but modifications must also be made in Tonys environment. During this checkup Jenny may want to inquire about an examination for anxiety disorder. To keep Tony on task information should be presented in a multimodal fashion with an emphasis on verbal and concrete information. Allowing Tony to learn through experience should be used whenever possible as this will increase his interest in the activity, improve his attention, and aid in comprehension. Before giving directions teachers should establish eye contact with Tony or another nonverbal cue that makes him aware that he now needs to listen. If Tonys behavior is disruptive non-verbal techniques such as a hand on the shoulder can be utilized to re-focus Tony while continuing with the lesson. When possible tasks that require continuous concentration should be broken up into smaller tasks allowing for breaks. Additionally, expectations of classroom behavior should be clearly explained to Tony and rules should be consistently enforced. If possible, on task behavior should be rewarded through a reinforcement schedule that allows for extra time for recess or other physical activity that will provide an outlet for Tonys hyperactive tendencies. Given that Tony is a sensitive and anxious child, routines should be instituted and maintained as often as possible to provide Tony with structure. Plenty of notice should be given when the routine is going to change and Tonys teacher should position herself in close physical proximity to Tony during these routine changes to make him feel safer. Adults should interact with Tony in a calm manner both to model proper behavior and avoid further exciting him. 5. Classroom Modifications As attention prevents Tony from experiencing success in many areas of education all attention suggestions should be implemented in the classroom. Additionally, preferential seating where Tony is close to the teacher and the resources that she uses (i.e. chalkboard) and away from potentially distracting peers will be helpful. Providing Tony with a distraction free and organized work space will aid in keeping him on task and Tony may need access to a resource room when completing tests, in class assignments, or using assistive technologies such as Kurzweil. Since Tony is a sensitive child positive reinforcement is particularly important. Tony should be reinforced for all tasks for which he puts forth extra effort or succeeds. Additionally, Tony may be at risk for negative thoughts about himself after experiences with failure or discipline so finding something to positive reinforce within five minutes of the disciplinary action will help to elevate mood and confidence. Providing assignments that are just above his level will ensure Tony continues to learn but is able to succeed. This may mean that his assignments need to be modified versions of those provided to his peers. When modifying these assignments it is important to remember that it takes Tony longer to learn so his homework load should be reduced. Tonys aggressive behavior combined with his sensitivity and anxiety places him at risk for being bullied; therefore, social skills training will benefit him greatly. Tony will not be able to focus in the classroom if he feels threatened by classmates so teaching him how to interact appropriately, solve social problems, and identify and report bullying is necessary.

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6. Motivation During the assessment Tony tired easily but worked hard throughout. Understanding his abilities will be key to maintaining his educational motivation. Children who struggle to retain information and are sensitive are at risk of losing interest in school and Tony needs to see results from his effort. Positively reinforcing him for trying and structuring situations so that Tony experiences success are key. Whenever possible, assignments should build on Tonys strengths in math and written expression. Allowing him to choose topics to read, write, or speak about will increase interest. It is also critical that Tony does not develop a self-concept of himself as being dumb. Tony needs to be taught that he is a smart person who learns differently from others so that he is not discouraged when it takes him longer to retain information. Outside of school Tony should be enrolled in activities that bring out his strengths and he feels are enjoyable. Encouraging Tonys involvement in team sports may allow him to develop social skills and define himself by a peer group with skills that are similar to his. Thank you for the opportunity to work with this pleasant young man. Sincerely,

Monique Janssen, BA Hon. Masters Student

Note: Due to the developing and changing nature of children/students skills and abilities, the results and recommendations contained in this report are meant for current use. Any reference to these results and recommendations in the future should be made with these observations in mind.

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APPENDIX 1: Assessment Outcome Scores

In the following appendices, Tonys assessment outcome scores are provided in both composite scale and subtest score form. The following scores must always be

interpreted in collaboration, preferably with the authors of the present report, or with a licensed psychological professional.
In addition to composite scale and subtest scores, Percentile Rank (PR) is used in comparing Tonys score to the scores of other children similar to him (i.e. similar in age and school grade). Each particular assessment instrument has its own PRs that can be used to compare Tonys performance with similar children. PRs provide a score denoting the percentage of children achieving a score that is less than or equal to Tonys score. Thus, a PR of 96 means that the youths score is in the top 4 percent of the many individuals who took the particular assessment instrument when it was developed (these individuals are referred to as the norm group). The PR should not be interpreted to mean the percentage of questions Tony answered correctly. A PR between the 25th and 75th percentile signifies ability in the average range. A PR above 85 is considered to be a personal strength whereas a PR below 11 is considered to be a relative area in need of support. Furthermore, confidence intervals (CIs) are used to assist in understanding Tonys composite scale and subtest scores, as well as his PRs. A confidence interval (CI) is an interval between two numbers with an associated probability; confidence intervals are the most prevalent form of interval estimation. In this context, the 95% confidence intervals are reported for each of the scores presented. Put simply, approximately 95% of the time, we expect that the youths score will fall between the two numbers given in the CI. As we cannot predict a youths score with 100% accuracy (as many factors influence how they will perform in an assessment session), there is always some variability in their scores and this potential variability is reflected in the CIs.

Stark Appendix 1.A. Wechsler Intelligence Scale for Children, 4th Edition

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The Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) is an individually administered, comprehensive clinical instrument for assessing the intellectual abilities of children ages 6 years, 0 months through 16 years, 11 months. The WISC-IV provides composite scores that represent intellectual functioning in specified cognitive domains (i.e., Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI) and Processing Speed Index (PSI)). Lastly, the WISC-IV provides a composite score that represents a childs general intellectual ability (i.e., Full Scale IQ (FSIQ)). Percentile scores, scaled scores, and confidence intervals are also provided to assist in interpretation. The IQ and Index scores have a mean of 100 and a standard deviation of 15. Each of the subtests has a mean of 10 and a standard deviation of 3. The subtests can be broken down as follows: Verbal Comprehension Index (VCI): is composed of subtests measuring verbal abilities utilizing reasoning, comprehension and conceptualization. Similarities, Vocabulary and Comprehension are the three core subtests that comprise the VCI, and Information and Word Reasoning are the two supplemental subtests of the VCI. Perceptual Reasoning Index (PRI): is composed of subtests measuring the speed of mental and graphomotor processing. Block Design, Picture Concepts and Matrix Reasoning comprise the three core subtests of the PRI, and Picture Completion is the sole supplemental subtest of the PRI. Working Memory Index (WMI): is composed of subtests measuring attention, concentration and working memory. Digit Span and Letter-Number Sequencing comprise the two core subtests of the WMI and Arithmetic is the sole supplemental subtest of the WMI. Processing Speed Index (PSI): is composed of subtests measuring the speed of mental and graphomotor processing. Coding and Symbol Search are the two core subtests that comprise the PSI, and Cancellation is the sole supplementary subtest of the PSI. The results of the Full Scale IQ (FSIQ), Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI) and Processing Speed Index (PSI) are reported below. The scores on the WISC-IV have a mean of 100 and a standard deviation of 15.

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Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) Composite Scale Scores Summary Composite Scale SScore 95% CI Percentile Classification VCI 93 86-101 32 Average PRI 102 93-110 55 Average WMI 83 77-93 13 Below Average PSI 85 78-95 16 Below Average FSIQ 88 83-94 21 Low-Average

WISC-IV Subtest Scores (S.S.) Summary Subtests S.S. Classification VCI Similarities 7 Low-Average Vocabulary 8 Average Comprehension 11 Average PRI Block Design 10 Average Picture Concepts 11 Average Matrix Reasoning 10 Average WMI Digit Span 7 Low-Average Letter-Number Sequencing 7 Low-Average PSI Coding 7 Low-Average Symbol Search 8 Average

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Appendix 1.B. Wechsler Individual Achievement Test, 2nd Edition

The Wechsler Individual Achievement Test, Second Edition (WIAT-II) is a rich and reliable source of information about an individuals academic skills and problem-solving abilities that can be used to guide appropriate intervention. It is a comprehensive yet flexible measurement tool useful for achievement skills assessment, learning disability diagnosis, special education placement, curriculum planning, and clinical appraisal for preschool children through adults. The WIAT-II provides composite scores that represent academic ability in several domains (i.e., Reading, Mathematics, Written Communication, and Oral Communication). Percentile scores, scaled scores, and confidence intervals are also provided to assist in interpretation. The Composite and Scaled scores have a mean of 100 and a standard deviation of 15. The composites can be broken down as follows: Reading Composite: is composed of subtests measuring pre-reading, reading, and decoding skills. Word Reading, Reading Comprehension, and Pseudoword Decoding are the three subtests in this area. Mathematics Composite: is composed of subtests measuring the ability to evaluate and write numbers, to solve written calculation problems, identify geometric shapes, solve multi-step problems, and identify mathematical patterns. Numerical Operations and Math reasoning are the two subtests in this area. Written Language Composite: is composed of subtests evaluating spelling and written communication including sentence and paragraph construction. Spelling and Written Expression are the two subtests in this area. Oral Language Composite: is composed of subtests measuring the ability to listen for details, generate a word that matches a given picture and oral description, generate stories from visual cues, and generate directions from visual or verbal cues. Listening Comprehension and Oral Expression are the two subtests in this area.

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Wechsler Individual Achievement Test Second Edition (WIAT-II) Composite Scale Scores Summary Composite Scale SScore 95% CI Percentile Classification Reading Composite 88 85-91 21 Low-Average Mathematics Composite 95 87-103 37 Average Written Language Composite 107 100-114 68 Average Oral Language Composite 92 83-101 30 Average Total Achievement 91 87-95 27 Average

WIAT-II Subtest Scores (S.S.) Summary Subtests S.S. Classification Reading Composite Word Reading 88 Low-Average Reading Comprehension 79 Borderline Pseudoword Decoding 105 Average Mathematics Composite Numerical Operations 92 Average Math Reasoning 101 Average Written Language Composite Spelling 102 Average Written Expression 113 High-Average Oral Language Composite Listening Comprehension 108 Average Oral Expression 82 Below Average

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Childrens Memory Scale (CMS)

Composite Scale Scores Summary Composite Scale Score 95% CI Percentile Visual Immediate 75 60-90 5 Visual Delayed 103 88-118 58 Verbal Immediate 109 97-121 73 Verbal Delayed 91 76-106 27 Attention/Concentration 82 71-93 32 Learning 103 91-115 12 Delayed Recognition 97 83-111 58 General Memory 93 83-103 42 CMS Subtest Scores (S.S.) Summary Subtests S.S. Visual Immediate Dot Loc. Total 9 Faces immediate 3 Visual Delayed Dot Locations Long Delay 11 Faces Delayed 10 Verbal Immediate Stories Immediate 12 Word Pairs Total 11 Verbal Delayed Stories Delayed 13 Word Pairs Long Delay 4 Attention/Concentration Numbers Total 6 Sequences Total 8 Learning Dot Locations Learning 9 Word Pairs Learning 12 Delayed Recognition Stories Delayed Recognition 9 Word Pairs Delayed Recognition 10 Childrens Memory Scale (CMS) Composite Scale Scores Summary Composite Scale Score 95% CI Percentile Visual Immediate 88 80-96 21 Visual Delayed 94 87-101 34 Verbal Immediate 85 79-91 16 Verbal Delayed 103 98-108 58 Attention/Concentration 88 81-95 21 Learning 88 82-94 21 Delayed Recognition 69 64-74 2 General Memory 89 85-93 23 Classification Borderline Average Average Average Below Average Average Average Average

Classification Average Extremely Low Average Average Average Average High-Average Extremely Low Low Average Average Average Average Average

Classification Low-Average Average Low-Average Average Low-Average Low-Average Extremely Low Low-Average

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A Developmental Neuropsychological Assessment Second Edition (NEPSY-II) NEPSY-II Subtest Scores (S.S.) Summary Subtests S.S. Attention/Executive Animal Sorting Total Correct 8 Animal Sorting Combined 5 Auditory Attention Total Correct 9 Auditory Attention Combined 9 Response Set Total Correct 10 Response Set Combined 12 Clocks Total 8 Design Fluency Total 9 Inhibition - Naming Total Completion Time 8 Inhibition Naming Combined 4 Inhibition Inhibition Total Completion Time 11 Inhibition Inhibition Combined 11 Inhibition Switching Total Completion Time 11 Inhibition Switching Combined 9 Inhibition Total Errors 9 Classification Average Low Average Average Average Average Average Average Average Extremely Low Average Average Average Average Average

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Peabody Picture Vocabulary Test Fourth Edition (PPVT-4) Composite Scale Scores Summary Composite Scale SScore Classification Receptive Vocabulary 123 Superior

Stark Expressive Vocabulary Test Second Edition (EVT-2) Composite Scale Scores Summary Composite Scale SScore Classification Expressive Vocabulary 96 Average

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Stark Connors Continuous Performance Test II (CPT II) First Administration: 61% Non-Clinical Summary of Overall Measures Measure
Omissions % Commissions % Hit RT Hit RT Std. Error Variability Detectability (d') Response Style () Perseverations % Hit RT Block Change Hit SE Block Change Hit RT ISI Change Hit SE ISI Change

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Value
8 2.48 31 86.11 474.03 11.79 20.76 0.08 0.52 13 4.02 0.00 0.06 0.06 0.06

T-Score
42.64 58.09 51.02 49.68 50.07 56.07 44.07 54.24 45.70 47.86 46.42 47.56

Percentile
26.27 79.06 54.06 52.71 50.26 72.80 27.68 66.40 37.07 45.46 36.02 44.28

Guideline
good performance MILDLY ATYPICAL within average range within average range within average range within average range mildly atypical within average range within average range within average range within average range within average range

Summary of Inattentive Measures Measure

Omissions % Commissions % Hit RT Hit RT Std. Error Variability Detectability (d') Hit RT ISI Change Hit SE ISI Change

Value
8 2.48 31 86.11 474.03 11.79 20.76 0.08 0.06 0.06

T-Score
42.64 58.09 51.02 49.68 50.07 56.07 46.42 47.56

Percentile
26.27 79.06 54.06 52.71 50.26 72.80 36.02 44.28

Guideline
OK Inattention OK OK OK OK OK OK

Summary of Impulsivity Measures Measure

Commissions % Hit RT Perseverations

Value
31 86.11 474.03 13 %

T-Score
58.09 51.02 54.24 4.02

Percentile
79.06 54.06 66.40

Guideline
Impulsive OK OK

Stark Connors Continuous Performance Test II (CPT II) Second Administration: 77% Non-Clinical Summary of Overall Measures Measure
Omissions % Commissions % Hit RT Hit RT Std. Error Variability Detectability (d') Response Style () Perseverations % Hit RT Block Change Hit SE Block Change Hit RT ISI Change Hit SE ISI Change

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Value
8 2.48 34 94.44 475.55 13.46 39.11 0.07 0.67 4 1.24 0.02 0.19 0.06 0.38

T-Score
42.64 62.37 51.24 52.69 59.19 56.39 46.81 43.52 51.78 59.27 46.62 65.74

Percentile
26.27 89.17 54.92 64.37 82.08 73.84 41.34 29.22 60.93 82.27 40.60 95.28

Guideline
good performance MILDLY ATYPICAL within average range within average range MILDLY ATYPICAL within average range within average range good performance within average range MILDLY ATYPICAL within average range MARKEDLY ATYPICAL

Summary of Inattentive Measures Measure

Omissions % Commissions % Hit RT Hit RT Std. Error Variability Detectability (d') Hit RT ISI Change Hit SE ISI Change

Value
8 2.48 34 94.44 475.55 13.46 39.11 0.07 0.06 0.38

T-Score
42.64 62.37 51.24 52.69 59.19 56.39 46.62 65.74

Percentile
26.27 89.17 54.92 64.37 82.08 73.84 40.60 95.28

Guideline
OK Inattention OK OK Inattention OK OK Inattention

Summary of Impulsivity Measures Measure

Commissions % Hit RT Perseverations %

Value
34 94.44 475.55 4 1.24

T-Score
62.37 51.24 43.52

Percentile
89.17 54.92 29.22

Guideline
Impulsive OK OK

Stark

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Behavior Assessment System for Children, Second Edition (BASC-2) Scale Externalizing Problems Comp. Hyperactivity Aggression Conduct Problems Internalizing Problems Comp. Anxiety Depression Somatization School Problems Composite Attention Problems Learning Problems Behavioral Symptoms Index Atypicality Withdrawal Attention Problems Adaptive Skills Composite Adaptability Social Skills Leadership Study Skills Activities of Daily Living Functional Communication
Interpretive Guidelines for T-Scores and Percentiles

Parent (Maternal) Teacher Rating Percentile Rating Percentile 73 97 60 85 75 98 64 89 64 90 60 86 71 96 53 75 68 95 56 76 68 95 62 88 63 90 47 51 62 88 54 74 66 94 64 88 66 91 70 96 59 84 71 95 62 89 54 69 47 45 64 90 36 9 46 35 42 21 45 30 46 32 58 75 43 24 43 27 42 24 31 4 30 4 46 33

T-Score 70 + 66-70 61-65 56-60 45-55 40-44 35-39 30-34 <30

%ile 98+ 95-98 86-94 74-85 27-73 16-26 6-15 2-5 <2

Guideline Markedly Atypical (Indicates Significant Problem) Moderately Atypical (Indicates Significant Problem) Mildly Atypical (Possible Significant Problem) Slightly Atypical (Borderline: should raise concern) Average Slightly Atypical (low scores are good; not a concern) Mildly Atypical (not a concern) Moderately Atypical (not a concern) Markedly Atypical (not a concern)

The BASC is an integrated system of rating scales that is designed to facilitate the classification of a variety of emotional and behavioral difficulties in children. Ratings within the clinically significant range indicate a high level of maladjustment. Ratings in the at risk range indicate a moderate amount of difficulty that requires monitoring.