PSYCHOLOGICAL SERVICES ASSESSMENT REPORT

Name: Rubin Smith DOB: 1996/09/XX Age: 13 years X months Reason for Referral: Rubin was referred for a psychological assessment due to academic difficulties in the regular and English as a Second Language (ESL) classrooms. The present assessment was conducted to determine appropriate recommendations for schooling. Relevant Background Information: The following information was obtained from a review of Rubins Ontario School Record (OSR), and conversations with Rubin during the assessment on June 22, 2010. Rubins ESL teacher was also consulted to provide information on Rubins current proficiency with the English language, background, and his work ethic. Rubin told the examiner that he was born in Sudan and lived there prior to moving to Canada in 20XX. The school is currently unsure of Rubins birthday as the OSR contains three possible dates: January X, 19XX, September X, 19XX, and September XX, 1996. When asked his age Rubin said he was 14 years old but Rubins mother says that he is 12 years old. The September XX, 1996 birthday was used for scoring as the XXXXX XXXX certificate in Rubins OSR reports this as the birthday. Scaled scores on the WISC-IV and Leiter-R were also calculated using the September XX, 19XX birthday to examine differences. No information was available regarding Rubins prenatal, perinatal, or postnatal experiences. Rubins early life experiences, reaching of developmental milestones, and medical history were also unavailable. Rubin is right handed. Rubin is currently finishing Grade 8 at AAA Public School and receiving accommodations as an English as a Second Language (ESL) student in English, French, Math, Science, History, and Geography classes. When asked, Rubin reports feeling equally confident in his ability to use Arabic and English and did not express a preference for speaking or listening in either language. The ESL teacher is unsure of whether Rubin had any literacy skills before moving to Canada in 20XX. Rubin continues to receive pull out ESL support for XX minutes a day and has been registered in the ESL program at BBB Secondary School for next year. Comments from Rubins ESL teacher and previous report cards indicate that Rubin is a kind and shy person who has been making slower than expected progress in learning English. Some problems with motivation and work completion were noted, particularly when tasks are difficult; however, participation and motivation in physical education, drama, and dance appear to be high. Rubin is actively involved in his school. He enjoys playing soccer with the primary students at recess and is a member of the stay out of trouble club that meets weekly for games and crafts. Each June report card has emphasized the need for Rubin to continue practicing math and reading over the summer but there is no evidence that this has occurred. Rubins mother expressed concerns regarding Rubins academic progress after term two report cards went home in 2010. The ESL teacher believes that Rubin will most enjoy physical education and social justice classes at BBB. Rubin currently resides with his mother, father, older brother, and younger sister. The ESL teacher reports that Rubin is good at and takes pride in caring for his sister and always remembers to pick her up after school. Rubin reports that music and physical education are his favourite classes at AAA, that he likes language and math a little bit, but does not like science. The ESL teacher reported that Rubin presents as shy at school and that his mother described him as being quiet since birth. The ESL teacher has found that Rubin works best under one-to-one situations with frequent cuing and prompting and that he shows little initiative and is easily distracted. She feels that programming at BBB will be most effective if it emphasizes hands on learning, manipulative activities, structured learning, explicit instructions that are given one at a time, and someone holds him accountable for completing his work. In the past, visual schedules and graphic organizers have worked well for Rubin as he is forgetful and needs to be taught School: AAA P. S. Grade: 8 Date Assessed: 2010/06/XX Examiner: Ms. Monique Janssen, Supervised by Dr. P.R.

strategies for remembering. The ESL teacher has been using rhythms from popular songs to help Rubin remember important content. Educational Assessment Results: The Woodcock-Johnson Tests of Achievement, 3rd Edition was administered by Learning Support Teacher in May 2010.
Woodcock-Johnson Tests of Achievement, 3rd Edition (WJ-III) Subtest Broad Reading Broad Math Broad Written Language Math Calculation Skills Written Expression Academic Skills Academic Fluency Academic Applications Percentile 1 1 1 0.3 2 1 1 1 Extremely Low Extremely Low Extremely Low Extremely Low Borderline Extremely Low Extremely Low Extremely Low Classification

Letter-Word Identification Reading Fluency Calculation Math Fluency Writing Fluency Spelling Passage Comprehension Applied Problems Writing Samples

1 3 0.5 1 1 2 2 1 14

Extremely Low Borderline Extremely Low Extremely Low Extremely Low Borderline Borderline Extremely Low Low Average

Assessment Methods Given the referral concerns an evaluation of cognitive functioning was conducted. This included: UNSTRUCTURED INTERVIEW The ESL teacher DIRECT ASSESSMENT The Beery-Buktenica Developmental Test Of Visual-Motor Integration- Fifth Edition (Beery VMI) Leiter International Performance Scale- Revised (Leiter-R) Wechsler Intelligence Scale for Children- Fourth Edition (WISC-IV) Woodcock-Johnson Tests of Achievement- Third Edition (WJ-III) conducted by Learning Support Teacher OTHER REPORTS Ontario School Record Review June XX, 2010 June XX, 2010 July XX, 2010 June XX, 2010 May XX, 2010 June XX, 2010

Behavioural Observations: Rubin was tested over the course of two half days. He was polite, cooperative, and appeared focused throughout the assessment. He worked diligently on all tasks, thought before responding, and demonstrated good motivation. When answering verbal questions Rubin spoke quietly, thought for longer periods before responding, and frequently covered his mouth with his right hand. Rubin appeared to understand all instructions and never requested clarification. His speech was normal with respect to tone, rate, and prosody. He was attentive and motivated throughout the assessment and returned to the testing room immediately after breaks. His mood was appropriate to the setting. When completing the Leiter-R Rubins eyes were consistently on the materials and he was frequently observed to be checking his answers after placing the cards on the table. Overall, the results of this assessment are considered to provide an accurate representation of Rubins current cognitive functioning. Assessment Validity: This assessment is considered valid but must be considered in the context of Rubins ESL status and unknown early life experiences. Assessment Results: The results of the present assessment document a number of strengths and weaknesses in the development of Rubins cognitive and academic skills. Findings reported in this section will be discussed in terms of percentile rank (PR). PR is used in comparing Rubins 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 Rubins score. It should not be interpreted to mean the percentage of questions Rubin 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. The following test score descriptions are employed for the purpose of describing Rubins performance on the tests administered (see exceptions below). Descriptive labels designated by the Wechsler Scales are employed for Full Scale, Perceptual Reasoning, Verbal IQs, as well as Processing Speed and Working Memory Indices.
Classification Very Superior Superior High Average Average Low Average Borderline Extremely Low Percentile Ranks 98 percentile and above 91st 97th percentile 75th 90th percentile 25th 74th percentile 9th 24th percentile 2nd 8th percentile < 2nd percentile
th

Intellectual Function Due to the discrepancy between Rubins birth date on his XXX certificate, immigration papers, and his own and his mothers reports the raw scores from the WISC-IV and Leiter-R were calculated for the ages 13-9 and 12-9. On the WISC-IV the only differences by age in scaled scores were on the Block Design and Symbol Search subtests (both went from a scaled score of 5 at age 13-9 to a scaled score of 6 at age 12-9). On the Leiter-R there was no difference in scaled scores by age. Because these were not significant differences and did not affect the overall composite scores the 13-9 age from the XXX certificate was used to interpret Rubins performance. Wechsler Intelligence Scale for Children- Fourth Edition (WISC-IV) Index Percentile Classification Verbal Comprehension 0.3 Extremely Low Perceptual Reasoning 7 Borderline Working Memory 18 Low Average Processing Speed 4 Borderline

Leiter International Performance Scale- Revised (Leiter-R) Index Percentile Classification Full IQ. 9 Low Average Fluid Reasoning 30 Average Spatial Visualization 7 Borderline Due to the high degree of variability between Rubins Index scores his overall level of intellectual ability on the WISC-IV (Canadian Norms) could not be calculated. Rubins performance on each index will be considered individually. His Verbal Comprehension Index, or ability to process and reason with verbal information (Extremely Low, 0.3 percentile) is significantly lower than his Perceptual Reasoning Index, or ability to process and reason with visual information (Borderline, 7th percentile) and Processing Speed, or ability to process visually perceived nonverbal information quickly (Borderline, 4th percentile). Rubins ability to retain and manipulate auditory information represents a relative strength for him as his Working Memory fell in the Low Average range (18th percentile). Rubins performance on the subtests of the WISC-IV is described in greater detail below. In light of Rubins ESL status, the Leiter-R was administered. Rubins overall nonverbal intellectual functioning, or reasoning, visualization, and spatial ability, as measured by the Leiter-R was in the Low Average range (9th percentile). Verbal Reasoning Rubin struggled on measures of his ability to express himself orally and understand language. He performed within the Borderline range (2nd percentile) on a measure of his ability to demonstrate his understanding of social concepts. He performed within the Extremely Low range (1st percentile) on a measure of abstract verbal reasoning requiring him to explain how concepts are similar. He performed within the Extremely Low range on a measure of his ability to define the meaning of words (0.4 percentile). Rubin appeared most uncomfortable with this portion of the testing situation was unwilling to take chances when answering the questions. Perceptual Reasoning Rubins performance on measures of his ability to reason with visual information was within the Borderline range. He demonstrated a relative strength in his ability to analyze visual patterns and choose the missing piece from a series of choices where he scored in the Average range (37 th percentile). Rubin scored in the Low Average range (9th percentile) on his ability to identify pictures that share common attributes. Rubin performed within the Borderline range (5th percentile) on his ability to construct designs using coloured blocks. Fluid Reasoning Rubin demonstrated a relative strength in his ability to solve novel problems that are not tied to school learning or culturally determined knowledge by performing in the Average range (25 th percentile) when placing stimuli to fit with the logical progressions of pictorial or figural objects. Rubin also performed in the Average range (37th percentile) on a task where he supplied the missing part of a pattern. Spatial Visualization Spatial visualization, or the ability to use inductive reasoning to synthesize visual patterns, proved more difficult for Rubin as he scored in the Borderline range (7th percentile) overall. He performed in the Low Average range (16th percentile) on a task that required him to complete matrices and on a task that required him to mentally rotate 2 and 3 dimensional objects or figures in his mind (16th percentile). Rubin had the most trouble with a task that required him to mentally turn a 2 dimensional object into a 3 dimensional object as he scored in the Borderline range (5th percentile). Processing Speed and Visual Motor Integration Rubin demonstrated a significant weakness, performing within the Borderline range (4th percentile), on the Processing Speed Index of the WISC-IV. He performed within the Borderline range (5th percentile)

on a measure of his ability to make decisions about whether symbols matched and on a task requiring him to quickly copy symbols using a key (5th percentile). Rubin had some difficulty on a measure of his ability to copy simple and complex designs, performing within the Low Average range (VMI 10th percentile). Working Memory There was a significant difference between Rubins performances on the two working memory index subtests of the WISC-IV so the Working Memory Index score is not interpretable. He performed within the Average range (50th percentile) on a task requiring him to mentally manipulate strings of letters and numbers in numerical and alphabetical order. He demonstrated significantly more difficulty, performing within the Borderline range (5th percentile) on a task requiring him to repeat number sequences in the same or reverse order. On this task Rubin was much better at repeating numbers back than repeating the numbers in the reverse order. Working memory comprises a relative strength for Rubin but this strength is only relative to his ability to repeat and to mentally manipulate strings of information that can be chunked. Summary/Formulation: Rubin is a pleasant and cooperative boy who was referred for a psychological assessment due to academic difficulties, uncertainty about his age, to assess his strengths and needs, and determine the appropriate recommendations for schooling. Rubin demonstrated relatively consistent functioning in his verbal reasoning abilities (Extremely Low), visual reasoning abilities (Borderline), spatial visualization (Borderline), and processing speed (Borderline). He performed better on tasks of visual-motor integration (Low Average) and working memory (Low Average). However, the higher performance on working memory is mainly comprised of a strong performance on a task of mentally manipulating strings of letters and numbers in numerical and alphabetical order (Average) that was significantly different than his ability to repeat number sequences in the same and in reverse order (Borderline). The Leiter- R showed that Rubin has a relative strength with fluid reasoning (Average). Overall, Rubin performed more consistently on the Language free test (Low Average) indicating that language is a considerable weakness for Rubin. On measures of academic achievement, administered by Learning Support Teacher Rubin demonstrated great difficulty on measures of basic reading, basic writing, math calculation, and academic fluency. These difficulties are expected given Rubins overall intellectual abilities. Previous report cards and interviews with Rubins ESL teacher indicate that Rubin struggles to concentrate, stay on task, and motivate himself. Rubins need for frequent prompting and a great deal of teacher support appear to be related to his difficulty learning in general confounded with the fact that he is learning English. Rubins overall intellectual abilities suggest that Rubin is a student who requires material to be presented in small chunks with frequent repetitions and opportunities to manipulate it. Rubin does not present as a student who is willing to take risks and, therefore, when a task is too difficult he will do nothing rather than attempt the work or seek clarification. The fact that all report cards suggest that Rubin is not completing his homework is concerning considering his need for repeated presentations of information and additional time to complete tasks. From this observed pattern of results Rubin will demonstrate his best work when instruction occurs at his pace, assignments are broken into small chunks that Rubin feels he can complete, and assistance and prompts are readily available. Overall, Rubins low intellectual abilities and academic functioning are most consistent with the identification of a Mild Intellectual Disability. Given the confusion regarding Rubins age school personnel were wondering if Rubin would benefit more from a second year of grade 8 or moving to high school with his grade matched peers. Promotion to grade nine and placement in the Level A English as a Second Language program at BBB S.S. is recommended given their smaller class sizes, more intensive support, and ability to keep Rubin progressing with his peers. Since Rubin has not made the expected gains in the five years of ESL support he has received at the elementary level; parents and teachers may wish to discuss consideration for formal identification at an IPRC as having the exceptionality of Mild

Intellectual Disability. Personal Strengths Empathy Skills Computer literacy skills Kinesthetic Learning Style Verbal Working Memory Personal Needs Verbal Comprehension Skills Perceptual Reasoning Skills Responsibility Skills Functional Academic Skills Recommendations: Like many students with a mild intellectual disability Rubin experiences difficulties with motivation and risk taking and may be developing an overdependence on prompts. To ensure this does not happen learning experiences should initially be designed so that Rubin can experience a few successes before moving on to more challenging concepts. These activities should be interesting, meaningful, and relevant to Rubin. Furthermore, the teacher may want to use external reinforcers to motivate Rubin to work with less teacher support. Rubin should never be criticized when attempts are wrong. Rubin has difficulty with generalizing information learned in one situation to new or different situations. Teachers can help Rubin generalize information by using task analysis to break down the concept into critical components and sequential steps. Once the variables between the critical components in different environments have been identified, Rubin must be directly taught how to adapt to the differences. For example, orally presenting information in school will vary by the purpose of the communication, the audience Rubin is presenting to, the language Rubin is using (English, French, or Arabic), and the length of the communication. However, in all situations Rubin must be able to provide the information in a clear voice that is loud enough for all audience members to hear. Rubin should practice orally presenting information in the situation in which he is most comfortable and then, with the help of a teacher, adapt that process to the new situation. Rubin learns more slowly than other students and will benefit from explicit instructions provided one at a time, structured learning, multiple presentations of important information, and hands on/ manipulative activities. Rubin also needs to be held accountable for completing assignments and successes should be celebrated to increase confidence and willingness to take risks. Providing long enough work periods for Rubin to complete the task should reduce the number of prompts he requires and increase the number of assignments he completes. Due to his weaknesses in arithmetic, Rubin may benefit from the use of a calculator when new concepts are introduced (quick answer to facts in order to concentrate on learning the concepts) and to check work. Given Rubins lower intellectual functioning as well as difficulty with the English language he will benefit from extra time completing written tasks, as well as tests. Rubin needs to be taught to create and use his own visual schedules and graphic organizers to help him stay on task and organize information.

In math Rubin will benefit from using 3-D manipulatives before paper and pencil tasks, mnemonic devices to remember steps, operational signs drawn in colour, using arrows to indicate start points, and many opportunities to practice the skill in different ways (i.e. worksheets, with manipulatives, orally). Rubin told the examiner that he liked to write but was unwilling to show the examiner any of his written work, so he should be encouraged to practice writing everyday in a journal that no one else will read. For written work in the classroom Rubin will need to chunk the work into many steps including planning the writing process, completing the writing, and editing. Assignments would ideally be relevant to Rubins life and use concrete over abstract reasoning. Worksheets should be presented in small parts and Rubin should sometimes be allowed to respond orally since he has made the most gains in oral language acquisition. Given Rubins mild intellectual deficit it is very important that school work be followed up at home. Homework assignments should have clear, brief directions and provide practice with skills learned in the classroom (Rubin should never be expected to try something for the first time at home). Rubin will need short timelines with assignments broken into subtasks to hold him accountable for completing them. He will also benefit from practicing his reading, writing, and math skills at home over the summer. Reading aloud to a family member for 10 minutes a day, journal writing for 10 minutes a day, and doing 10 minutes of math from a workbook provided by the school would all be ways for Rubin to continue to build his proficiency. Rubin may experience frustration as a result of academic difficulties. It is important that he be involved in activities that he enjoys and finds rewarding (e.g., a sport or club). This will give him a chance to increase him self-esteem and confidence in his abilities. Low cost opportunities include volunteering at the Boys and Girls Club of London or applying for a Canadian Tire Jumpstart program for funding Rubins involvement in a sport of his choosing.