Assessment Report
Identifying Data
Name: Alex Robertson
Grade: 4th
Date of Birth: 04-16-2003
Date of Report: 11-16-2013
Chronological Age: 10 years-7 months
Gender: male
Reason for Referral
This report is in partial fulfillment or requirements of Education 330.
Background
Alex is a very bright 10 year old boy. He does have some impairments however, attention deficient disorder,
hyperactive attention disorder, baseline Autistic, and a small mental impairment. While Alex is 10 years old
physically mentally he is about 7-8 years old. Alex has mentioned that he is tired of moving from place to place
so much and would much rather be somewhere stable. Both of his parents have learning disabilities.
Alex’s hearing is normal. Alex does where glasses when he is in school, but he does not have to wear them at
home. He has been in special education classes for the last 2 years. His special education teacher and aid say
that he is a great boy to have in the class and they all like him. He seems to get along with the other children in
the class. He does have trouble with people who pick on him, he wants to fight them immediately with no other
actions.
Tests Administered
Slosson Intelligence Test: The Slosson Intelligence Test is an individually administered intelligence screener.
The standard score on the test is sometimes used as an estimate of Intelligence Quotient (IQ).
Woodcock Reading Mastery Tests - Revised: woodcock reading mastery test is an individually administered
reading mastery test.
Key Math-Revised: the key math test is an individually administered test that checks to see where children are
in their math work.
Teacher made test: handmade teacher test was administered to verify the findings on the key math. It was a
simple 10 question math facts quiz to determine the accuracy of the test.
Test Results
On the Slosson Intelligence Test Alex scored as follows:
categories
IQ
MA
PR
Stanine
Scores
95
10.4
73
6
On the Key Math Alex scored a grade equivalent of above 1-0 and a standard score of 61.
Subtest
Age Equiv.
PR
SS
Basic Concepts
6-11
2
70
Operations
4-6
<1
55
Applications
4-6
<1
55
Total Test Composite
6-0
<1
61
On the Woodcock Reading Mastery Test Alex scored as follows:
Subtest
Age Equiv.
PR
SS
Word Identification
9-6
33
93
Word Attack
9-3
41
97
Word Comprehension
10-8
53
101
Passage Comprehension
11-4
66
106
Total Reading Cluster
10-1
45
98
Test Interpretation
Alex's score of 95 on the Slosson indicates that he is functioning in the average range of intelligence as
measured by an intelligence screener.
In reading recognition, Alex is functioning within the normal range. His standard score of 97 in Word Attack on
the Woodcock indicates that he can use phonics to decode words. His 93 on word identification indicates that
Alex can use pictures and sounds to identify what the words are with little difficulty.
The Woodcock Reading Comprehension standard score of 98 indicates performance on the average level for
someone his age. His scores on the subtests (Word Identification, 93; Word Attack, 97; Word Comprehension,
101; Passage Comprehension, 106) were also within the average range.
If his estimated IQ score of 95 from the Slosson is close to his true IQ score, then IQ is average, and his reading
achievement is easily on average with his IQ score. This discrepancy between mathematics and IQ might
qualify Alex for services from the Learning Disabilities program at his school.
In regards to the Key Math test, his overall score of 61 indicates that he is functioning 2 standard deviations
below the mean. His scores on the subtests (Basic Concepts, 70; Operations, 55; Applications, 55) were also
very below average. This indicates a definite lack of mathematic understanding. Compared to Alex’s reading
scores which fall well within the average range, Alex’s math scores fall significantly below the average range.
In the teacher made test of addition and subtraction facts, Alex missed 4 of the 10 questions. This
again shows a definite gap in his mathematic understanding.
Clinical Observation
During math testing, Alex was very nervous and stressed when he had to solve simple math problems. He asked
for feedback on his responses on almost every question during these activities. He became very frustrated at one
point and the test had to be postponed for about 30 minutes so that he could calm down. Once calm Alex
managed to complete the Key Math test but was very upset at the end. When the teacher made test was given
once again Alex became very frustrated and stressed when trying to solve the simple math problems.
Recommendations
1. Alex would benefit from tutoring in mathematics.
2. Determine the areas of interest of Alex and find high interest books for him.
3. Since Alex's mathematic scores are lowest, teach Alex basic math strategies that he can build upon
4.
5.
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7.
throughout his education would be beneficial.
Since Alex is entering middle school in 2 years, teaching organization and study skills would be
helpful
Finding great math practice books or flashcards would be beneficial to helping Alex get a better
base in mathematics.
Teaching strategies for bullying would be a great help to Alex, he has spoken about some other
children picking on him.
Giving Alex helpful tips on keeping focused in chaotic situations may help him while he is at home
as well as in school.
Kathryn M Robertson