Greater Randolph Interlocal Cooperative

325 S. Oak St., Suite L 103

Winchester, IN 47394
Phone (765) 584-7602 FAX (765) 584-7544
REPORT FOR PSYCHOEDUCATIONAL EVALUATION
CONFIDENTIAL
Name: STUDENT
Date of Birth: 03/07/2008
Age: 8 years, 5 months
Parent(s)/Guardian: PARENT, PARENT
Phone Number: (123)-456-7890
Prepared By: Haley Wilde

Address: 123 ABC Drive

Muncie, IN 47303
School: ABC Elementary School
Grade: 2nd
Evaluation Date(s): 9/2/16, 9/7/16, 9/8/16

Reason for Referral:

STUDENT was referred for a psychoeducational evaluation to consider special education
eligibility under the category of Specific Learning Disability.
Backround Information:
STUDENT is an 8-year, 6-month old male in second grade at ABC Elementary School.
STUDENT currently resides with his adoptive family including his mother, father, two brothers,
one sister, and one foster sister in Muncie, Indiana. Mrs. STUDENT provided information
regarding STUDENTs medical, developmental, and background history on the provided intake
forms.
Medical History
Mrs. STUDENT reported STUDENTs length of gestation is unknown, but delivery was
accomplished through cesarean section. She noted STUDENT was exposed to medications,
alcohol, nicotine, cocaine, methamphetamine, and pills in-utero. Mrs. STUDENT reported
STUDENT has a heart condition/murmur, which she became aware of when he was five years
old. STUDENT also had nine rotted teeth at the age of five. Mrs. STUDENT reported she is not
sure when STUDENT reached developmental milestones, but noted he wrote his name at five
years old and tied his shoe laces at six years old.
Academic History
Mrs. STUDENT reported STUDENT has a history of academic difficulties. STUDENT attended
preschool in Florida when he was four and five years old. Records indicate he was retained in
kindergarten, attending Inspire in Muncie, Indiana, and then Temple Baptist in Muncie, Indiana,
before attending Selma Elementary School for first grade and now second grade. Mrs. Teacher,
STUDENTs first grade teacher and summer tutor, reported he has difficulty discriminating
similar sounds, letters, or words, following oral directions, sound/symbol relationships, using
phonics to spell and read, and rhyming. She also reported STUDENT has difficulty copying from
the board, finding or keeping his place while reading, reversing letters, ignoring beginning or
ending sounds of words, and confusing similar letters and letter order within words. Mrs. Teacher
reported STUDENT struggles with oral expression and language, that he avoids responding in

class, has poor verbal memory, and difficulty expressing and understanding ideas. She reported
STUDENT has difficulty remembering frequently seen words, learning new vocabulary, with
phonetic skills, structural skills, reversing and substituting words, grammar, comprehension, and
reading at an appropriate pace. She also reported STUDENT has difficulty understanding math
concepts, memorizing math facts, doing computations, and story problems.
Mrs. STUDENT reported STUDENT has not missed any days of school and spends
approximately one to two hours on homework each night. Mrs. Teacher indicated he has
maintained a good record of attendance. STUDENT was tutored for six weeks over the summer
of 2016 at Sylvan learning center and from Mrs. Teacher for his academic difficulties.
Social-Emotional History
As indicated by Mrs. STUDENT, STUDENT is easily distracted, slow to learn, and has a short
attention span. She also reported STUDENT has difficulty with speech. Mrs. Teacher reported
STUDENT displays poor study skills, has difficulty maintaining his desk, and has difficulty
finishing his work, or he hurries through it and makes careless mistakes. She reported he is easily
influenced by his peers, frequently disturbs, teases, or bothers other students, and is often
excitable and impulsive. She reported STUDENT performs better in one-on-one situations,
however, sometimes fails to ask for help when it is really needed. Furthermore, Mrs. Teacher
reported STUDENT is easily discouraged by academic difficulties and lacks confidence in his
ability to perform at the same level as his peers, but strongly desires to do well in school.
As indicated by Mrs. STUDENT, STUDENT has numerous strengths. She reported STUDENT
appears happy and friendly, is liked by other children, gets along with his peers, has a good sense
of humor, and likes school. Mrs. Teacher reported STUDENT is generally cooperative,
completes his work on time, puts forth good effort, has many interests, reacts positively to
correction, and is well liked by other children.
Behavioral Observations:
Classroom Observations
STUDENT was observed in class during a reading and language lesson. STUDENTs desk was
oriented toward the side of the classroom; however, he faced the teacher at the front of the room
for the majority of the time he was not actively using the materials on his desk. STUDENT
maintained enSTUDENTment in the class reading lesson, during which the teacher prompted the
entire class as well as individual students to answer questions related to the reading activity.
STUDENT responded aloud with the class when prompted and often attempted to answer
questions individually by raising his hand. When STUDENT was called on to read an answer out
loud, he appeared to have difficulty reading what he had written in his workbook. After
struggling to read what he had written, he appeared to give up and give a response that was
different than what he wrote. However, the spontaneous answer was correct and praised by Mrs.
Teacher in front of the class. He occasionally stood up and out of his seat or folded one of his
legs underneath him throughout the observation, but for no longer than one to two minutes at a
time.
Testing Observations

Testing occurred in a quiet well-lit room during two sessions. STUDENT was well-groomed and
appropriately dressed on both occasions. A good rapport was established and maintained
throughout the sessions. STUDENT was appropriately conversational and expressed himself
adequately, however, his articulation was poor. He displayed appropriate eye contact and affect.
STUDENT appeared to be right-handed and his hearing and vision appeared to be within normal
limits.
STUDENT was cooperative, compliant, and respectful throughout testing. He followed
instructions readily and generally appeared on-task. He remained in his seat with appropriate
attention to the materials and directions for the majority of the testing session, however,
squirmed in his seat on occasion. STUDENT appeared to give full effort by continuing to work
on tasks until the time limit was reached. Overall, the current evaluation is considered a typical
representation of STUDENTs ability to interact with his environment.
Instruments and Methods Used:
Behavior Assessment System for ChildrenThird Edition (BASC-3)
Behavioral Observations
Social/Developmental History
Wechsler Individual Achievement Test Third Edition (WIAT-III)
Wechsler Intelligence Scale for Children Fifth Edition (WISC-V)
Assessment Results and Clinical Impressions:
Academic Achievement
STUDENT was administered the Wechsler Individual Achievement Test Third Edition (WIATIII) to obtain an estimate of his overall achievement in the areas of oral language, reading,
written expression, and math. The average range of standard scores is 85-115.
Wechsler Individual Achievement Test Third Edition (WIAT-III)
(Mean = 100, Standard Deviation = 15)
Composite
Standard Percentile
95%
Descriptive
Score
Rank
Confidenc
Classification
e Interval
Total Achievement
65
1
61-69
Low
Oral Language
77
6
68-86
Below Average
Listening Comprehension
81
10
68-94
Below Average
Oral Expression
78
7
68-88
Below Average
Total Reading
65
1
61-69
Low
Basic Reading
65
1
61-69
Low
Reading Comp & Fluency
66
1
58-74
Low
Early Reading Skills*
61
.5
50-72
Low
Reading Comprehension
79
8
68-90
Below Average
Word Reading
64
1
59-69
Low
Pseudoword Decoding
66
1
61-71
Low
Oral Reading Fluency
57
.2
49-65
Low
Written Expression
66
1
58-74
Low

Alphabet Writing Fluency*

Sentence Composition
Spelling
Mathematics
Math Problem Solving
Numerical Operations
Math Fluency
Math Fluency-Addition
Math Fluency-Subtraction

63
76
68
76
72
83
82
78
86

1
5
2
5
3
13
12
7
18

47-79
65-87
61-75
69-83
63-81
75-91
74-90
65-91
76-96

Low
Below Average
Low
Below Average
Below Average
Below Average
Below Average
Below Average
Average

* Subtest not included in Total Achievement

Total Achievement
STUDENTs Total Achievement skills fell within the Low range (Total Achievement = 65) and
ranked at the 1st percentile, indicating his performance was similar to or better than 1% of
children his age in the standardization sample. While scores can fluctuate from day to day, there
is a 95% probability his true skills set is between 61-69. It should be noted STUDENTs total
achievement score was calculated using age-based norms.
Oral Language
STUDENTs overall oral language skills fell within the Below Average range (Oral Language =
77). His basic receptive language skills (Listening Comprehension = 81) and his basic
expressive language skills (Oral Expression = 78) were in the Below Average range. STUDENT
is expected to have more difficulty on tasks requiring him to use and understand spoken language
than his same-age peers.
Total Reading
STUDENT 's overall reading skills fell within the Low range (Total Reading = 65). His phonetic
decoding skills (Pseudoword Decoding = 66), skills used to read individual sight words
presented in isolation (Word Reading = 64), and pre-reading skills (Early Reading Skills = 61)
were in the Low range. His skills in reading short passages fluently and efficiently (Oral Reading
Fluency = 57) were in the Low range, however, his skills used to understand what he has read
(Reading Comprehension = 79) were in the Below Average range. These findings suggest
STUDENT will have much more difficulty with reading tasks that involve sight words, phonetic
decoding, and reading quickly and effectively, and some difficulty understanding what he has
read when compared to his same age peers.
Written Expression
STUDENTs overall writing skills fell within the Low range (Written Expression = 66). His
skills used to combine sentences and construct novel sentences (Sentence Composition = 76)
were in the Below Average range. On tasks requiring him to spell words presented in isolation
(Spelling = 68) he performed in the Low range. On tasks requiring STUDENT to quickly and
effectively write out the letters in the alphabet (Alphabet Writing Fluency = 63), he performed in
the Low range. These findings suggest STUDENT will have more difficulty than his peers on
writing tasks within the classroom, specifically on writing tasks such as communicating his

thoughts through writing and using correct writing conventions such as correct grammar,
punctuation, and spelling.
Mathematics
STUDENTs overall math skills fell within the Below Average range (Mathematics = 76). His
skills in applying math concepts to solve practical, real-world math problems (Math Problem
Solving = 72) and his skills in completing increasingly complex paper and pencil math
computations (Numerical Operations = 83) were in the Below Average range. STUDENTs
performance suggests he will have more difficulty completing math related tasks in the
classroom when compared to his same-aged peers.
Math Fluency
STUDENTs overall math fluency skills fell within the Below Average range (Math Fluency =
82). His skills used to quickly solve simple addition problems under specified time constraints
(Math Fluency-Addition = 78) were in the Below Average range, while his skills used to quickly
solve simple subtraction problems (Math Fluency-Subtraction = 86) were at the lower end of the
Average range. STUDENT is likely to perform at a level equal to or below his same-aged peers
when completing tasks requiring him to solve simple math problems quickly and effectively.
Cognitive Functioning
STUDENT was administered the Wechsler Intelligence Scale for Children, Fifth Edition
(WISC-V). The WISC-V is a valid and reliable measure of global cognitive functioning.
Average standard scores fall between 90 and 109 and average scaled scores fall between 8 and
11, according to Wechsler scoring guidelines. STUDENT was administered the core battery to
obtain six index scores.
Wechsler Intelligence Scale for Children Fifth Edition (WISC-V)
(Mean = 100, Standard Deviation = 15)
Composite Scores/
Index
Percentile
95%
Descriptive
Subtests
Standard/
Rank
Confidence
Classification
Scaled Score
Interval
Full Scale IQ (FSIQ)
75
5
70-82
Very Low
Verbal Comprehension
76
5
70-76
Very Low
Similarities
4
Very Low
Vocabulary
7
Low Average
Visual Spatial
94
34
87-102
Average
Block Design
6
Low Average
Visual Puzzles*
12
High Average
Fluid Reasoning
85
16
79-93
Low Average
Matrix Reasoning
7
Low Average
Figure Weights
8
Average
Working Memory
82
12
76-91
Low Average
Digit Span
6
Low Average
Picture Span*
8
Average
Processing Speed
83
13
76-94
Low Average

Coding
Symbol Search*

7
7

Low Average
Low Average

* Subtest not included in FSIQ

Overall Cognitive Ability

Based on his performance on the WISC-V, STUDENTs overall cognitive ability fell within the
Very Low range (Full Scale IQ [FSIQ] = 75) placing him at the 5th percentile. The percentile
indicates that STUDENT scored as well as or better than 5% of the standardization sample.
Students with this score are likely to struggle in school, likely will have some difficulties with
various aspects of learning, and require additional assistance in school. However, due to a
significant difference between several of STUDENTs composite scores, it is likely that the
FSIQ score is not entirely representative of his cognitive abilities as a whole.
Verbal Comprehension
STUDENTs ability to understand and utilize verbal information fell within the Very Low range
(Verbal Comprehension Index = 76). He demonstrated verbal conceptualization abilities
(Similarities = 4) in the Very Low range and lexical knowledge and language usage abilities
(Vocabulary = 7) in the Low Average range. STUDENTs performance on these tasks suggests
that verbal comprehension is an area of weakness. These scores indicate STUDENT likely will
struggle on tasks which require appropriate basic language skills and complex concepts in
language and verbally expressing ideas, when compared to his same-aged peers.
Visual Spatial
STUDENTs ability to evaluate visual details and to understand visual spatial relationships
when required to construct geometric designs from a model fell within the Average range
(Visual Spatial Index = 94). It should be noted that there was a significant difference in
STUDENTs scores on the visual spatial tasks. He demonstrated visual gestalt formation, or
analyzing and synthesizing of abstract information into a meaningful whole, (Block Design =
6) in the Low Average range, however, demonstrated mental, non-motor construction ability
(Visual Puzzles = 12) in the High Average range. Compared to his other cognitive abilities,
these scores suggest STUDENTs visual spatial abilities are an area of personal strength. These
scores suggest STUDENT will perform at or around the same level on tasks involving mental
flexibility and synthesis of visually presented information when compared to his same-aged
peers.
Fluid Reasoning
STUDENTs ability to detect the underlying conceptual relationship among visual objects and
to use reasoning to identify and apply rules fell within the Low Average range (Fluid Reasoning
Index = 85). He demonstrated visual abstract reasoning and problem-solving within the Low

Average range (Matrix Reasoning = 7) and quantitative reasoning and induction (Figure
Weights = 8) in the Average range. These scores indicate STUDENT will perform slightly
below or similar to his same-aged peers on task requiring non-verbal problem-solving abilities.
Working Memory
STUDENTs ability to hold and manipulate information in working memory fell within the
Low Average range (Working Memory Index = 82). His abilities involving verbal attention,
rote recall, and verbal manipulation fell within the Low Average range (Digit Span = 6).
STUDENTs abilities with visual attention and visual short-term memory (Picture Span = 8)
fell within the Average range. These scores indicate STUDENT will perform slightly below or
similar to his same-aged peers on tasks that require working memory, recall, and manipulation
of information.
Processing Speed
STUDENTs ability to complete simple graphomotor tasks rapidly under time constraints fell
within the Low Average range (Processing Speed Index = 83). His performance on incidental
learning, visual attention, and visual motor integration tasks (Coding = 7) fell within the Low
Average range. His performance on tasks involving visual perception, discrimination, and
psychomotor speed (Symbol Search = 7) also fell within the Low Average range. These scores
indicate STUDENT will have some difficulty with the ability to rapidly complete simple paperand-pencil tasks when compared to his same-aged peers.
Behavioral and Emotional Functioning
The Behavior Assessment System for Children Third Edition (BASC-3) is an objective
personality measure assessing overall emotional adjustment and behavioral functioning. The
BASC-3 uses both At-Risk and Clinically Significant classifications to signify areas of concern.
At-Risk scores indicate areas which have not reached the clinical level but warrant monitoring.
Clinically Significant scores indicate areas where problems have reached a level that warrants
intervention. The Parent Rating Scales were completed by Mrs. STUDENT. The Teacher Rating
Scales were completed by Mrs. Teacher, STUDENTs current teacher, and Mrs. Teacher,
STUDENTs teacher the previous year, respectively.
Behavior Assessment System for Children Third Edition (BASC3)
(Mean = 50, Standard Deviation = 10)
Validity Index
Parent
Teacher
Mrs. STUDENT
Mrs. Teacher
F Scale
Acceptable
Acceptable
Response Pattern
Acceptable
Acceptable
Consistency
Acceptable
Acceptable
Composite
T-Score
T-Score
Externalizing Problems
58
42

Teacher
Mrs. Teacher
Acceptable
Acceptable
Acceptable
T-Score
74**

Internalizing Problems
School Problems
Behavior Symptoms Index
Adaptive Skills
Clinical Scale
Hyperactivity
Aggression
Conduct Problems
Anxiety
Depression
Somatization
Attention Problems
Learning Problems
Atypicality
Withdrawal
Adaptive Scale
Adaptability
Social Skills
Leadership
Study Skills
Activities of Daily Living
Functional Communication

50
61*
30**

39
77**
51
40*

70**
69*
72**
32*

57
61*
54
46
63*
42
70**
48
51

42
43
43
39
42
43
78**
72**
53
46

68*
73**
74**
57
66*
74**
62*
72**
73**
63*

34*
28**
36*
28**
36*

51
44
40*
37*
33*

35*
38*
32*
30**
37*

* At-Risk
** Clinically Significant

Teacher Ratings
Mrs. Teachers TRS responses indicate STUDENT displays At-Risk levels of adaptive skills,
leadership, study skills, and functional communication. Mrs. Teachers TRS responses also
indicate STUDENT displays Clinically Significant levels of school problems, attention problems,
and learning problems. Critical items endorsed by Mrs. Teacher were as follows: Is distracted
by smartphone (or similar device) during class, (sometimes).
Mrs. Teachers TRS responses indicate STUDENT displays At-Risk levels of school problems,
adaptive skills, hyperactivity, depression, attention problems, withdrawal, adaptability, social
skills, leadership, and functional communication. Her TRS responses also indicate STUDENT
displays Clinically Significant levels of externalizing problems, internalizing problems, behavior
symptoms, aggression, conduct problems, somatization, learning problems, atypicality, and study
skills. Critical items endorsed by Mrs. Teacher included: Threatens to hurt other, (sometimes),
Loses control when angry, (sometimes), Hits other children, (sometimes), Bullies others,
(sometimes), Picks on others who are different from his or her self, (sometimes), Hurts others
on purpose, (sometimes), and Gets back at others, (sometimes).
Parent Ratings
Mrs. STUDENTs PRS responses indicate STUDENT displays At-Risk levels of behavior
symptoms, aggression, depression, adaptability, leadership, and functional communication. Her
responses also indicate Clinically Significant levels of adaptive skills, attention problems, social
skills, and activities of daily living. Critical items endorsed by Mrs. STUDENT were as follows:

Says, I want to die or I wish I were dead, (sometimes), Says, I hate myself,
(sometimes), Loses control when angry, (sometimes), Threatens to hurt others, (sometimes),
Avoids exercise or other physical activity, (sometimes), and Is a picky eater, (sometimes).
Summary:
STUDENT is an 8-year, 6-month old male in second grade, referred for a psychoeducational
evaluation to consider special education eligibility under the category of Specific Learning
Disability.
Assessments examining STUDENTs cognitive abilities, academic skills, and emotional
adjustment and behavioral functioning were conducted. Evaluation results found his overall
academic skills fell primarily within the Below Average and Low range. These findings suggest
STUDENT is expected to have more difficulty in academic subjects such as reading, writing, and
mathematics, when compared to his same-aged peers. However, mathematics appears to be a
relative strength for STUDENT.
Findings from an assessment of STUDENTs cognitive abilities indicate his overall cognitive
functioning to be in the Very Low range, but due to a significant difference between his verbal
comprehension and visual spatial abilities, his overall FSIQ score is not an accurate measure of
how he may perform on any given task. It is suggested STUDENT will have the more difficulty
with tasks that require him to use language than his same-aged peers. It is suggested his
performance will range from Average to Low Average on tasks that require him to evaluate
visual details and to understand visual spatial relationships, hold and manipulate information in
working memory, and complete paper-and-pencil graphomotor tasks rapidly. This pattern of test
results indicates that STUDENT is a stronger visual learner, as opposed to auditory and language
learner.
The results of the behavioral/emotional assessment indicate STUDENTs behavioral functioning
and emotional adjustment, as observed in the home and school environment, indicate school,
learning, attention, and internalized and externalized behaviors as areas of concern. Per parent
and teacher rating response, STUDENT appears to have a high amount of difficulty with
attention and learning. These findings are reflected in his academic assessment scores.
Additionally, STUDENT appears to demonstrate both negative internalizing and externalizing
behaviors, such as depression and aggression, which may be reflective of the frustration and poor
self-esteem he experiences due to his difficulty with school. Responses to critical items reveal
that STUDENT occasionally verbalizes self-hate and a desire to be dead. While these comments
may not indicate true suicidal ideation they do indicate a significant level of distress and should
not be easily dismissed. STUDENT should be closely monitored for further comments and any
tendency toward self-injurious behavior that would require intervention.
Recommendations:
1. It is recommended that a case conference committee meeting be scheduled to discuss the
results of this evaluation.
2. It is recommended that STUDENT receive additional assistance, and time if appropriate,
on in-class tasks and tests that involve reading, writing, and language components.

3. One-on-one tutoring, academic support programs, and/or at-home academic activities

could be beneficial for STUDENTs academic skills.
a. To improve sight word knowledge and identification, the use of flashcards may be
helpful at home and at school.
b. To practice phonetic decoding of sight words and vocabulary words, activities
such as reading short passages with a parent would be helpful for STUDENT to
practice sounding out words correctly. He should be given feedback so he learns
correct sounds and phonemes.
c. To improve spelling and understanding of letter sounds, activities that practice
spelling both old and new vocabulary words would be helpful.
4. Based on STUDENTs difficulty with verbal comprehension, it is likely he will struggle
on academic tasks requiring him to read, write, and use language to communicate,
comprehend, and learn concepts.
a. It is recommended that STUDENT be given supplemental visual aides to increase
understanding, as verbal or written information alone may be difficult for him to
comprehend without assistance.
b. It is recommended STUDENT receive additional assistance when completing
assignments or tests which require him to read and produce a response. For
example, it would be beneficial for STUDENT to have someone read problems
and questions out loud for him as he follows along.
c. For math assignments, it is recommended that STUDENTs provided worksheets
and problems contain minimal language components, such as story problems, as
these would be difficult for him to read, comprehend, and complete.
5. Providing praise and encouragement to STUDENT in regards to academics and his
strengths may be beneficial for improving his confidence in his ability to perform at
school.
6. It is suggested that this report be shared with the STUDENTs pediatrician or the familys
medical doctor.
7. Counseling through a community counseling agency or private practitioner may be
beneficial. Specific issues to be addressed include aggressive behavior, emotional
adjustment, and attention problems.