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March 1, 2011 CONFIDENTIAL

Psychoeducational Evaluation
Name: XXXX XXXX School: Beekmantown Elementary
Date of Birth: 12/15/1999 Grade: 5th grade
Date of Evaluation: 3/01/2011
Chronological Age: 11 years, 2 months
Examiner: Erin Milligan

Reason for Referral:

XXXX was seen for a psychological re-evaluation to review his progress within his
current program.
Background Information:
XXXX is an 11-year old male in the 5th grade at Beekmantown Elementary School. He is
currently classified as Other Health Impaired (OHI) due to his diagnosis of Attention Deficit
Hyperactivity Disorder (ADHD). XXXX is currently in a 12:1:1 class room with weekly speech
accommodations. XXXX also receives weekly Occupational Therapy (OT) accommodations.

Evaluation Procedures:
Rapport was easily established and was maintained throughout the evaluation process.
XXXX was dressed nicely and presented himself as a friendly, well-mannered gentleman.
XXXX worked extremely diligently, and appeared confident during most of the tasks
administered. The evaluation is a valid and reliable estimate of XXXX’s abilities, assessed in a
controlled, quiet setting free of distractions. The following evaluation tools were used:
Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV).

Evaluation Results:
XXXX was administered the WISC-IV, an individually administered standardized
intelligence test for assessing the cognitive ability of children aged 6 years through 16 years 11
months. The test consists of ten core subtests. The WISC-IV yields a Full Scale Intelligence
Quotient and four indices: Verbal Comprehension Index, Perceptual Reasoning Index,

Processing Speed Index, and Working Memory Index. XXXX’s Full Scale IQ fell within the
borderline range [Standard Score (SS) =7, Confidence Interval (CI) =66-76, Percentile Rank
(PR) =2]. Standard Score (SS) is based on a mean of 100 and a standard deviation of 15.
Percentile Rank (PR) describes where XXXX’s performance is in comparison to other children
his age. Two percent of children his age scored at or above the level obtained and due to the
possibility of error associated with the WISC-IV, there is a 95% chance that his FSIQ would fall
in the range of 66-76, if the test were administered again.
The Perceptual Reasoning Index (PRI) consists of Block Design (BD), Picture Concepts
(PC), and Matrix Reasoning (MR) and involves the manipulation of concrete materials or
processing of visual stimuli to solve problems nonverbally. XXXX’s performance within this
index fell in the average range (PRI: SS=90, CI=83-98, PR=25). XXXX showed average ability
in matrix reasoning, which measures fluid intelligence and a reliable estimate of general
intellectual ability (MR: ss=10). XXXX demonstrated average ability in block design, which
measures the ability to analyze and synthesize abstract visual stimuli and nonverbal concept
formation (BD: ss=8). XXXX also demonstrated average ability in picture concepts which
measure abstract and categorical reasoning ability (PC: ss=7).
The Working Memory Index (WMI) consists of Digit Span (DS) and Letter-Number
Sequencing (LN), and measures short-term memory. XXXX’s WMI performance fell in the low
average range (WMI: SS=80, CI=74-89, PR=9). XXXX demonstrated average ability in digit
span, which measures auditory short-term memory, sequencing skills, attention, and
concentration (DS: ss=8). However, XXXX demonstrated low average ability in letter-number
sequencing, which measures his working memory (LN: ss=5).
The Verbal Comprehension Index (VCI) consists of the Vocabulary (VC), Similarities
(SI), and Comprehension (CO) subtests and measures XXXX’s verbal ability. XXXX’s
performance within this index fell in the extremely low average range (VCI: SS=67, CI=62-76,
PR=1). XXXX demonstrated low average ability in vocabulary, which measures his funds of
knowledge, learning ability, long term memory, and verbal concept formation (VC: ss=6).
XXXX also showed low average ability in similarities, which measures verbal reasoning and
concept formation (SI: ss=6). XXXX showed extremely low average ability in comprehension,
which measures verbal reasoning and conceptualization, the ability to evaluate and utilize past
experiences, verbal comprehension and expression, and the ability to demonstrate practical
information (CO: ss=1).
The Processing Speed Index (PSI) consists of Coding (CD) and Symbol Search (SS), and
measures cognitive processing efficiency. PSI requires visual perception and organization, as
well as visual scanning, and the efficient production of multiple motor responses. XXXX’s
visual-motor coordination and cognitive flexibility fell in the extremely low average range (PSI:
SS=65, CI=60-78, PR=1). XXXX showed low average ability in symbol search, which is a
measure of nonverbal processing speed (SS: ss=5). XXXX demonstrate extremely low average
ability in coding, which assesses processing speed (CD: ss=2).

XXXX, an 11 year old male, was administered the WISC-IV to review his progress in his
current program. Overall XXXX’s FSIQ fell in the borderline range.

Erin Milligan, B.A/B.S
School Psychology Graduate Student

Ilona Kelting
School Psychologist

Appendix A: Score Summary

Summary of the WISC-IV Results

Perceptual Reasoning Subtests Scaled Scores

Matrix Reasoning (10)

Block Design (8)

Picture Concepts (7)

Perceptual Reasoning Index Score: SS=90, 95% C.I. =83-98, PR=25th percentile

Working Memory Subtests Scaled Scores

Digit Span (8)

Letter Number Sequencing (5)

Working Memory Index score: SS=80, 95% C.I. =74-89, PR=9th percentile

Verbal Comprehension Subtests Scaled Scores

Similarities (6)

Vocabulary (6)

Comprehension (1)

Verbal Comprehension Index score: SS=67, 95% C.I. =62-76, PR=1st percentile

Processing Speed Subtests Scaled Scores

Symbol Search (5)

Coding (2)

Processing Speed Index score: SS=65, 95% C.I. =60-78, PR=1st percentile

Full Scale IQ score: SS=70, 95% C.I. =66-76, PR=2nd percentile