Molly Burke
EDUG 787
12/11/12
Final Report
Confidential Psychoeducational Evaluation
EXAMINEE: Student A
AGE AT TESTING: 6 years 2 months
DATE OF BIRTH:
09/29/2006
DATE OF EVALUATION: 11/06, 11/15
REPORT DATE: 12/11/2012
GRADE:
First
SCHOOL:
Elementary
EXAMINER:
Molly Burke
Tests Administered:
Wechsler Individual Achievement Test- 3rd Edition (WIAT-III)
Teacher Report
Teacher Observations
Parent Observations
Writing Sample
Reason for Referral/Background Information:
The student was chosen due to teacher’s concerns regarding academic progress. He is
also a concern due to his behavior in class. He has trouble sitting still and following
simple directions. He often does not complete tasks in class. His Mother reports that she
sees the same inattention at home. She also reports that she had her son tested outside of
the school and that they said he had an attention problem. She refused to put him on
medication because she doesn’t believe that is the main problem. The student does not
have any behavioral issues and does not wear glasses, as reported by the mother.
Behavioral Observations:
The student willingly participated with the teacher, although he complained about not
being able to do what the rest of the class was doing. He tried his best, although he only
sat for the first few problems. At one point he was doing squats between each question,
only popping up to give an answer. He always attempted the question presented to him,
rarely replying with an answer of ‘I don’t know’. He would attempt to talk to the
administrator and change the subject away from the test.
Test Results and Interpretations:
Wechsler Preschool and Primary Scale of Intelligence-Third Edition
(WPPSI-III)
Composite Scores Summary:
Subtest
Standard Scores
Listening Comp.
99
Early Reading Skills
85
Reading Comp.
80
Math Problem Solving
96
Alphabet Writing
105
Sentence Composition
84
Word Reading
90
Pseudoword Decoding
85
Numerical Operations
76
Expressive Vocabulary
87
Math Fluency 99
Addition
Math Fluency Subtraction
91
Percentile Rank
47
16
9
39
63
14
25
16
5
19
47
27
Qualitative Descriptor
Average
Average
Below Average
Average
Average
Below Average
Average
Average
Below Average
Average
Average
Average
Interpretation of Wechsler Individual Achievement Test- 3rd Edition
(WIAT-III)
The Wechsler Individual Achievement Test- 3rd Edition (WIAT-III) is an individually
administered clinical instrument designed to measure the achievement of students who
are in grade Prekindergarten (PK) through 12, or ages 4 years 0 months through 19 years
11 months.
Reading
According to the WIAT-III, the student’s reading skills are delayed. He scored below
average in both the Reading Comprehension and Sentence Composition subtests.
He could pick out only a few words the reading passages, therefore he was unable to
answer any of the questions. That was the only subtest where he said ‘I don’t know’
for each question. He could copy the sentences read to him in the Sentence
Composition subtest, but could not follow the directions to make the two sentences
into one sentence. His Early Reading Skills subtest fell exactly on the line between
below average and average, standard score 85. He did score well on the Alphabet
Writing subtest with a standard score of 105. This was his strongest area.
Math
The student fell in the Average range for the math subtests except for Numerical
Operations. He was unable to subtract simple numbers; instead he added them. He
gave up when he saw the more difficult questions that came next. He struggled with
the Math Fluency sections and had to cross out almost half of the questions he
completed. After he crossed out his answers he did not attempt to fix them. He did
much better when the questions were presented to him as number stories, as they
were in the Math Problem Solving section.
Summary
The student fell in the Low Average to Below Average qualitative descriptors in all
of the subtests administered. He was unable to sit for more than a few minutes
while taking the test, but it did not seem to affect his focus. He showed good effort
and tried his best on all of the subtests. He became somewhat discouraged when he
could not read the passages for the Reading Comprehension subtest and could not
answer any of the questions. He could answer more math questions in the Math
Problem solving subtest than he could with the Numerical Operations subtest.
Recommendations
Recommendations for the student’s academic program will be discussed at the meeting
after the results of educational testing, classroom performance, and parental input are
shared to determine eligibility for special education services as well as the best way to
meet his educational needs.