KRISTA GOULDING EDUCATION 6709

NOVEMBER 2008

8 year old boy

Grade 3 French Immersion. Referred for assessment by the Special Services Team due to concerns about attention, behavior and difficulty with reading and writing.

At 9 months, mother noted that he was not gaining weight. She had him examined by his general practitioner who said that this was normal. At 11 months, he was admitted for malnutrition. Childs mother was simultaneously diagnosed with Pernicious anemia, a vitamin B12 deficiency His development regressed with the lack of B12. He was serviced by occupational therapy, speech-language, physiotherapy and a dietician for the next two years. He continued with speech-language (articulation) until he was 6 years of age. He is currently followed by Dr. Crosbie, and a developmental practitioner at the Janeway. Mother reports that he has environmental allergies to trees, pollen and dust.

He lives with his mother, father and 14 year old sister in Paradise, Newfoundland. Relationship with his sibling is typical, and he is close with his cousin of approximately the same age. He has good eating habits and will generally eat what is served. He usually arrives home at 6:30 on weekdays and completes homework after dinner so he does not spend a lot of time watching television or playing video games No identified learning disabilities in the family

Identified concerns with behavior and written output since Kindergarten. He developed a negative attitude towards school and parents felt that there were no positive incentives. Speech-language assessment completed in 2006. Summary concludes that child did not meet the definition for Speech/Language Delay. However, is up for reassessment this current school year to follow up on articulation concerns.
ISSP in kindergarten and has been receiving Pathway 2 supports across curriculum since.

Impulse control Improve attention, focus and concentration Improve fine motor skills Make smoother transitions from unstructured to structured activities Accept direction from authority Print letters on line To focus on and complete assigned tasks To improve his reading level in French To improve articulation To attempt tasks that are difficult for him

 Pathway 2 supports in all subject areas

1. Information presented through a multi-sensory approach 2. Extra time for completion of class work 3. Directions given in one/two step 4. Space created within classroom to work independently 5. Provision of short breaks from assignments 6. Paired with a partner to complete individual work

7. Use of manipulative material

Current Enabling Course

1. Social Skills: Conflict Resolution & Self Regulation

 Pleasant and very cooperative during the testing.

Engaged throughout the testing but was easily distracted with any noise that was outside the testing area. He was very fidgety sitting in the chair and requested to stand up frequently. During the subtests that required pencil-paper tasks, student became visibly frustrated and anxious. Student worked to the best of his abilities, therefore the present results are a valid assessment of his abilities as could be attained at this point in time.

COMPOSITE SCALE

COMPOSITE SCORE INDEX

PERCENTILE RANK

CLASSIFICATION

Verbal Comprehension Index (VCI)

Perceptual Reasoning Index (PRI) Working Memory Index (WMI) Processing Speed Index (PSI) Full Scale IQ (FSIQ)

96
91 97 91 91

39
27 42 27 27

Average
Average Average Average Average

VCI
Vocabulary Similarities Comprehension

SCALED SCORE 6 12 10

PERCENTILE RANK 9 75 50

CLASSIFICATION Low Average Average Average

Information
Word Reasoning

10
17

50
99

Average
Superior

PRI
Block Design Picture Concepts Matrix Reasoning (Picture Completion)

SCALED SCORE 7 13 6 9

PERCENTILE RANK 16 84 9 37

CLASSIFICATION Low Average Above Average Low Average Average

WMI
Digit Span Letter-Number Sequencing (Arithmetic)

SCALED SCORE 8 11

PERCENTILE RANK 25 63

CLASSIFICATION Average Average

14

91

Above Average

PSI
Coding Symbol Search (Cancellation)

SCALED SCORE
9 8 7

PERCENTILE RANK
37 25 16

CLASSIFICATION
Average Average Average

COMPOSITE

COMPOSITE STANDARD SCORES 79 94 57 83 72

PERCENTILE RANK 8 34 0.2 13 3

CLASSIFICATION

Reading Mathematics Written Language Oral Language TOTAL COMPOSITE

Borderline Average Extremely Low Borderline Extremely Low

AREA/ SUBTEST Word Reading Reading Comprehension

STANDARD SCORE 77 87

PERCENTILE

CLASSIFICATION

6 19

Borderline Low Average

Pseudoword Decoding

82

12

Low Average

AREA/SUBJECT Numerical Operations Math Reasoning

STANDARD SCORE 84 107

PERCENTILE 14 68

CLASSIFICATION Low Average High Average

AREA/SUBJECT Spelling Written Expression

STANDARD SCORE 76 63

PERCENILE 5 1

CLASSIFICATION Borderline Extremely Low

AREA/SUBJECT Listening Comprehension Oral Expression

STANDARD SCORE 89

PERCENTILE 23

CLASSIFICATION Low Average

85

16

Low Average

WIAT-II Subtests Word Reading Reading Comprehension Pseudoword Decoding

Predicted Score 94 94 94

Actual Score

Difference

Significant Difference 5.61 (Y) 8.29 (N) 5.45 (Y)

Base Rate

77 87 82

12 7 12

15-20%

15-20%

Numerical Operations
Math Reasoning Spelling Written Expression Listening Comprehension Oral Expression

93
93 94 95 95 95

84
107 76 63 89 85

9
-14 18 32 6 10

10.78 (N)
11.19 (Y) 8.27 (Y) 11.60 (Y) 13.74(N) 11.31 (N) 5-10% 5-10% <1%

AREA/SUBJECT

Predicted Score

Actual Score

Difference

Significant Difference

Base Rate

Reading

93

79

14

5.11 (Y)

10%

Mathematics
Written Language

93
94

94
57

-1
37

9.31 (N)
7.76 (Y) <1%.

Oral Language
Total Composites

94
93

83
72

11
21

10.94 (Y)
5.93 (Y)

15-20%
1-2%

The results of the present assessment indicate that students overall cognitive ability falls in the Average Range. Assessment results suggested that mathematical reasoning and problem solving was an area of strength for student, however he experienced a great deal of difficulty with subtests involving written output. Results also imply that students written deficits appear to be overlapping into his performance in the curriculum, which was also confirmed by his current classroom teacher. Supports and accommodations must continue for student to enable him to achieve to his potential, while alternate course instruction will continue to be required to work on improving and building up pre-requisite skills for the classroom.

1. Results of this assessment should be shared with

students parents and teachers. 2. Extra time in the classroom to complete tests, and copy

information on the board.

3. Speech-Language Re-Assessment for articulation concerns 4. Oral testing and the use of a scribe

5. Alternate Course in assistive technology (Alpha-Smarts)

to offer support for written output deficit 6. Alternate Course in Fine Motor Skills

7. Continue enabling course in Social Skills