Psychological Evaluation
Name:
Date of Birth:
Age:
Gender:
Grade:
Date(s) of Assessment:
Evaluated by:
Mulan Hua
04/15/2009
11 years, 5 months
Female
4th
10/10/2020
Madisen Baralis
Referral Reason:
Mulan is an 11-year-old girl who was referred for her academic functioning, by her teacher Mrs.
Smith, due to concerns regarding her reading comprehension. Mulan arrived to the US from
China last year with her mother. Mrs. Smith is troubled by Mulan’s lack of participation in class
despite her conversing with her classmates, and she believes Mulan is falling behind in
comparison to her peers when it comes to reading comprehension. Mulan does not speak with an
accent when speaking in English, which led Mrs. Smith to believe Mulan should be on the same
level as her classmates. Mrs. Smith is concerned that Mulan may have a learning disability or a
speech language impairment.
Background Information:
Mulan moved to the US last year with her mother from China. She currently resides with her
maternal grandparents and mother. Her parents have been married for 13 years, but her father
currently lives in China. Her father and mother completed college in China, and predominately
speak Mandarin. Mulan shares a bedroom with her mother and goes to bed at a reasonable hour.
Mulan and her mother get along well, and her mother refers to her as a “good girl.” Mulan is
disciplined by removing luxury items such as the TV or iPad.
Mulan was born in China at a hospital. Her mother, Lily had a normal pregnancy, and Mulan was
born two weeks early. She was born at 6lbs 11oz and was a very healthy newborn. Mulan sat up
at 6 months of age, walked at 10 months, said her first words at 7 months and used sentences at 2
years old. Mulan exhibited appropriate development for her age. Mulan has health insurance and
is considered a healthy child. Her last medical exam was on 7/19/2020 with Dr. Disney. There is
no medical or psychiatric history in the family.
Mulan attended daycare, nursery school, pre-k and kindergarten in China. She was taught
English in China for one hour a day. Mulan immigrated to the US in September of 2019. Mrs.
Smith her current teacher, was concerned with Mulan’s academic functioning as she was
appropriately communicating with her peers but struggling in reading comprehension. Mulan is a
good student and doesn’t have any behavioral problems. Prior interventions in school were
English Language Learners (ELL) as a service for support. Mulan’s mother is unsure what to do,
considering Mulan didn’t display any academic concerns in China. Mulan just developed this
problem, and her mother attempts to help, but is limited in English herself. Mulan is interested in
Math and Science while disliking English and Social Studies.
Tests Administered:
Woodcock-Johnson Tests of Achievement, Fourth Edition (WJ-IV Standard and Extended
Batteries)
Behavioral Observations During Testing:
Mulan was cooperative, and enthusiastic throughout the entire assessment. She was friendly
when engaging with the examiner prior to the start of the test and had great conversational
skills. Rapport was easily established and maintained. Mulan offered information about her
interests in and out of school and took part in a pleasant back and forth conversation. Mulan was
very polite and respectful toward the examiner, and she frequently smiled when she provided her
answers. Mulan maintained her attention to the tasks throughout the assessment as demonstrated
by her facial expressions which displayed concentration. Mulan was also able to comprehend the
instructions and general expectations of the assessment, as evidenced by her ability to answer
sample and practice questions without any assistance from this examiner. Despite testing via
Zoom, she paid attention to instructions, had appropriate eye contact and facial expressions.
Mulan willingly came to the testing session and was compliant throughout the assessment
process. She worked efficiently through tasks and appeared to put forth her best effort as
evidenced by Mulan’s desire to not give up, even as the level of difficulty progressed.
Cognitive Results:
Mulan was administered 18 subtests from the Woodcock-Johnson of Cognitive Abilities, Fourth
Edition (WJ IV-Cog). The WJ-IV is an individually administered, standardized assessment of
Mulan’s overall cognitive functioning and can potentially reveal individual cognitive strengths
and weaknesses. This assessment was conducted for strictly learning purposes therefore results
should be considered invalid.
Mulan was administered this assessment on 10/10/20.
General Intellectual Ability (GIA):
The General Intellectual Ability (GIA) provides the best overall estimate of Mulan’s overall
intelligence. Mulan’s performance in comparison to her peers fell in the low average range.
Mulan obtained a Standard Score (SS) of 87 (95% Confidence Interval= 80-94, Percentile Rank=
19). Mulan’s performance on this assessment shows an overall distribution of scores that fall in
the very low to superior range. Given the 95% confidence interval and the subtest scores, it is
shown that there are some relative weaknesses and strengths within Mulan’s profile that will be
discussed further.
GF-Gc Composite:
The Gf-Gc Composite is a combined measure of Mulan’s word knowledge and general
information knowledge. Mulan received a standard score of 77 (Percentile Rank= 6, 95%
Confidence Interval= 71-84), which indicates that her intellectual level is within the low range of
her same aged peers. As a result, it can be suggested that Mulan’s reasoning abilities and
knowledge, specifically vocabulary knowledge may be limited.
Comprehension-Knowledge (Gc):
Comprehension Knowledge (Gc) is measured by the ability to communicate and reason
effectively. Mulan’s comprehension knowledge was tested on two comprehension tasks Test 1:
Oral Vocabulary, and Test 8: General Information. Both of the subtests in this section required a
verbal response. Mulan appeared to demonstrate the most difficulty in this section and her scores
on both subtests fell into the very low range (SS=52, Percentile Rank=0.1, 95% Confidence
Interval=44-61). Low performance in this area may be a result of word retrieval difficulties or
limited background knowledge. Mulan may have issues understanding new information without
having background knowledge.
Fluid Reasoning (Ext):
Fluid Reasoning refers to Mulan’s ability to form concepts and solve problems that generally
involve unfamiliar information or procedures. Fluid Reasoning is derived from three tests, Test
2: Number Series, Test 9: Concept Formation and Test 15: Analysis Synthesis. Number Series
primarily measures deductive and inductive quantitative reasoning, while Concept Formation
measures verbal, language based inductive- reasoning. Analysis Synthesis is a measure of
deductive reasoning. Mulan earned a score at the 70th percentile of her same aged peers in this
section (SS= 108, 95% Confidence Interval= 100-115), which is in the average range. Fluid
reasoning is a strength for Mulan, which suggests she will easily be able to form concepts and
solve problems. Mulan’s performance indicates that her problem-solving abilities are typically
developed for her age.
Short-Term Working Memory (Ext):
Short-Term Working Memory measured Mulan’s ability to attend to, hold, and manipulate
temporary information. Short-Term Working Memory (Ext) involves four subtests, Test 3:
Verbal Attention, Test 10: Numbers Reversed, Test 16: Object-Number Sequencing, and Test
18: Memory for Words. Verbal Attention measures temporary storage of verbal information to
solve problems, and Memory for Words measures storage capacity for unrelated words in
primary memory. Mulan’s short-term working memory standard score is in the average range
(SS= 104, 95% Confidence Interval= 96-112) compared to her same aged peers in this area. Her
short-term working memory falls in the average range. This implies that Mulan can temporarily
store, hold and recall information.
Taking a closer look into the Short-Term Working Memory (ext.) subtests, Mulan performed
best at the numbers reversed and object-number sequencing. For numbers reversed Mulan
received a standard score of 112 (Percentile Rank= 79, 95% Confidence Interval= 101-122). On
Object-Number sequencing Mulan earned a standard score of 104 (Percentile Rank=61, 95%
Confidence Interval=92-115). Numbers Reversed not only tests short-term working memory, but
number facility and cognitive efficiency. These findings suggest that Mulan’s ability to
temporarily store number information is more proficient than verbal information.
Cognitive-Processing Speed (Gs):
Cognitive Processing Speed is defined as the ability to quickly complete both simple and
complex cognitive tasks. Performances in this area are related to determining how Mulan will
perform when learning new tasks and how efficiently she can complete the task in a limited time
period. This area is also associated with Math calculation skills. There are two subtests that are in
this cluster: Test 4: Letter- Pattern Matching and Test 17: Pair Cancellation. Mulan fell in the
very superior range and she performed higher than 99.5 percent of her same aged peers in this
area (SS=139, 95% Confidence Interval= 130-148). This suggests that Mulan has a greater
ability to easily do simple or previously learned tasks.
Auditory Processing (Ga):
Auditory Processing refers to the ability to analyze, discriminate and integrate auditory stimuli.
This area is related to the ability to hear and understand words, and numbers. Mulan performed
in the very low range in this area (SS=45, Percentile Rank=<0.1, 95% Confidence Interval= <4054), however there were some variations between the two subtests.
The two subtests administered to evaluate Mulan’s Auditory Processing abilities were
Phonological Processing and Nonword Repetition. Mulan performed in the very low range in the
Phonological Processing subtest (SS= 63, Percentile Rank=1, 95% Confidence Interval=52-75).
However, in Nonword Repetition, Mulan performed in the very low range (SS=50, Percentile
Rank=<0.1, 95% Confidence Interval= 41-59). This suggests that Mulan struggles to process and
understand what she hears.
Long Term Retrieval (Glr):
Long Term Retrieval incorporates the abilities to acquire, store and retrieve information over
periods of time. It involves the amount of information that Mulan can store as well as the rate
and fluency by which she can retrieve the information. Glr is associated with the merging of
semantic memories, which is crucial for learning. The two subtests administered to evaluate
Mulan’s Long-Term Retrieval (Glr) were Test 6: Story Recall and Test 13: Visual- Auditory
Learning. Mulan performed in the low range in this area (SS=78, Percentile Rank= 7, 95%
Confidence Interval= 69-86). This suggests that Mulan has a difficult time encoding meanings,
and retrieval abilities.
Visual Processing (Gv):
Visual Processing is highly related to math skills and refers to the ability to analyze and associate
visual stimuli as well as manipulate mental images in order to solve problems. The two subtests
given to evaluate Mulan’s visual processing abilities were Test 7: Visualization and Test 14:
Picture Recognition. Mulan achieved scores in the average range (SS=100, Percentile Rank= 50,
95% Confidence Interval=90-109). This suggests that Mulan is easily able to use and interpret
visual information.
CHC Narrow Ability and Clinical Clusters
Quantitative Reasoning:
Quantitative reasoning refers to the ability to understand mathematical facts and concepts and
ability to apply them to real-world scenarios. This area has been found to be related to Math
achievement. The two subtests administered to evaluate Mulan’s Quantitative Reasoning abilities
were Test 2: Number Series and Test 15: Analysis- Synthesis. Mulan performed in the average
range (SS=109, Percentile Rank=73, 95% Confidence Interval= 100-118). This suggests that
Mulan can easily apply mathematical skills, to the analysis and interpretation of real world
quantitative information.
Number Facility:
Number Facility measures Mulan’s speed at which basic math operations are performed
accurately. It has been linked to Math performance and requires manipulation of the working
memory. Number Facility is derived from two subtests: Test 10: Numbers Reversed and Test 11:
Number-Pattern Matching. Mulan performed in the superior range (SS=125, Percentile Rank=
95, 95% Confidence Interval=115-135). As a result, this implies that Mulan has the ability to
rapidly and accurately manipulate and deal with numbers.
Perceptual Speed:
Perceptual Speed refers to the ability to recognize and match words and numbers quickly and
accurately in a short period of time. Test 4: Letter- Pattern Matching measures letter pattern
visual perceptual discrimination and Test 11: Number- Pattern Matching measures numeric
visual perceptual discrimination ability. This area has been linked Math performance. Mulan
performed in the very superior range (SS=133, Percentile Rank=99, 95% Confidence
Interval=122-143). This suggests that Mulan is able to quickly and accurately compare
similarities and differences among sets of letters, numbers, objects or pictures.
Cognitive Efficiency (ext):
Cognitive Efficiency consists of Mulan’s ability to perform visual matching tasks rapidly and
how well she can temporarily store information. Test 4: Letter- Pattern Matching, Test 10:
Numbers Reversed, Test 3: Verbal Attention and Test 11: Number-Pattern Matching compose
the Cognitive Efficiency (ext.). Mulan performed in the superior range (SS=125, Percentile
Rank=95, Confidence Interval= 116-134). Cognitive Efficiency is a possible indicator for
Mulan’s attention span and her ability to retain information at a rapid pace. Mulan’s scores
throughout the four subtests ranged from average to very superior, with Mulan performing best
on the perceptual speed tests. As a result, it can be suggested that Mulan can efficiently process
information at a high rate of speed and quickly retrieve recent memories.
Summary:
Mulan was referred for a psychological evaluation for her academic functioning relating to her
reading comprehension. As reported by her teacher, Mrs. Smith’s concern was noted regarding
Mulan falling behind in comparison to her same age peers. Mulan was tested in one session via
Zoom. Mulan maintained her attention to the tasks throughout the assessment as demonstrated by
Mulan’s facial expressions which displayed concentration. Mulan was also able to comprehend
the instructions and general expectations of the assessment, as evidenced by Mulan’s ability to
answer sample and practice questions without any assistance from examiner.
Mulan received a General Intelligence Ability (GIA) standard score of 87, which falls into the
low average range at the 19th percentile. GIA provides the best comprehensive estimate of global
intelligence. Mulan’s scores ranged from the 99.5th. percentile to the <0.1st percentile. Mulan’s
strengths appeared to be in Fluid Reasoning (ext), Cognitive Processing speed, Quantitative
Reasoning and Perceptual speed. Mulan appeared to excel in areas that measured her cognitive
processing speed and may account for her ability to succeed on grade-level tasks such as learning
new tasks and efficiently completing the task in a limited time period. Mulan’s scores on other
areas are evenly distributed and it appears Mulan is of low average intelligence. Mulan has
below average abilities and her weaknesses are in Oral Vocabulary, Phonological Processing,
Story Recall, Comprehension Knowledge, Auditory Processing, and Long-term retrieval.
Recommendations:
Given Mulan’s overall performance in the high average range, it is recommended Mulan
continue her academic programs as currently indicated. It is also recommended that Mulan’s
Long-term retrieval, Auditory processing, and Comprehension Knowledge, be challenged to
enhance her ability by:
● Using visual aids and concrete objects (blocks with letters on them) for the student to
physically move when saying and reading a word
● Using rehearsal strategies (rhymes, acronyms, anagrams)
● Encouraging verbal repetition in class
● Using active reading strategies such as highlighting, under-lining, graphic organizers
● Using decodable texts for daily practice
● Listen to books on tape
● Compile a class booklet of new words, and their definitions
Broad CHC & Subtests
SS
95% CI
%ile
RPI
Classification
Description
GIA
87
80-94
19
80/90
Low Average
Oral Vocabulary
63
52-74
1
27/90
Very Low
Number Series
103
92-113
58
93/90
Average
Measures how well a child works with
numbers, as well as providing oral response to
oral stimuli
Verbal Attention
93
81-105
32
81/90
Average
Measures temporary storage of verbal
information to solve problems
Letter-Pattern Matching
129
116-142
97
100/90
Superior
Measures how quickly a child can match
simple material by comparing similarities and
differences in a timed condition
Phonological Processing
63
52-75
1
34/90
Very Low
Story Recall
79
66-93
8
70/90
Low
Visualization
98
87-108
45
88/90
Average
Gf-Gc Composite
77
71-84
6
58/90
Low
Oral Vocabulary
63
52-74
1
27/90
Very Low
Number Series
103
92-113
58
93/90
Average
General Information
54
44-64
0.1
5/90
Very Low
Concept Formation
103
95-111
55
93/90
Average
Comp-Knowledge (Gc)
52
44-61
0.1
13/90
Very Low
Oral Vocabulary
63
52-74
1
27/90
Very Low
Measures knowledge of words and word
meanings
General Information
54
44-64
0.1
5/90
Very Low
Measures general object knowledge
Fluid Reasoning (Gf)
104
96-111
61
93/90
Average
Number Series
103
92-113
58
93/90
Average
Measures how well a child works with
numbers, as well as providing oral response to
oral stimuli
Concept Formation
103
95-111
55
93/90
Average
Looks at information presented and then
requires someone to identify and test a
hypothesis
Fluid Reasoning (Ext)
108
100-115
70
95/90
Average
Analysis-Synthesis
112
100 – 123
79
97/90
High Average
Short-Term Work Memory (Gwm)
104
94-113
61
93/90
Average
Verbal Attention
93
81-105
32
81/90
Average
Numbers Reversed
112
101-122
79
97/90
High Average
Measures knowledge of words and word
meanings
Measures the ability to differentiate between
sounds that make-up words
Measures listening ability with attention to
oral stimuli and long-term retrieval for
meaningful memory
Using information from visual stimuli to solve
problems
Measures knowledge of words and word
meanings
Measures how well a child works with
numbers, as well as providing oral response to
oral stimuli
Measures general object knowledge
Looks at information presented and then
requires someone to identify and test a
hypothesis
Measure how a child uses symbols to figure
out a pattern
Measures temporary storage of verbal
information to solve problems
Measures temporary storage and control of
attention to remember numbers and words
Short-Term Work Memory (Ext)
104
96-112
61
93/90
Average
Object-Number Sequencing
104
92-115
61
93/90
High Average
Memory for Words
101
90-111
53
100/90
Average
Cog-processing Speed (Gs)
139
130-148
99.5
100/90
Very Superior
Letter-Pattern Matching
129
116-142
97
100/90
Superior
Pair Cancellation
137
129-146
99
100/90
Very Superior
Auditory Processing (Ga)
45
<40-54
<0.1
12/90
Very Low
Phonological Processing
63
52-75
1
34/90
Very Low
Measures the ability to differentiate between
sounds that make-up words
Nonword Repetition
50
41-59
<0.1
4/90
Very Low
Measures sound and the ability to remember
the sounds
Long-Term Retrieval (Gur)
78
69-86
7
71/90
Low
Story Recall
79
66-93
8
70/90
Low
Visual-Auditory Learning
84
78-90
14
72/90
Low Average
Visual Processing (Gv)
100
90-109
50
90/90
Average
Visualization
98
187-108
45
88/90
Average
Using information from visual stimuli to solve
problems
Picture Recognition
102
87-116
55
91/90
Average
Measures the ability to temporarily store and
recall visual stimuli
Measures the ability to sort auditory input
Measures storage capacity for unrelated words
in primary memory
Measures how quickly a child can match
simple material by comparing similarities and
differences in a timed condition
Measures the ability to quickly determine
symbol discrimination in a timed condition
Measures listening ability with attention to
oral stimuli and long-term retrieval for
meaningful memory
Measures the ability to pair a heard word with
a symbol and then the ability to commit the
pair to memory
Clinical Cluster
SS
95% CI
%ile
RPI
Classification
Quantitative Reasoning
109
100-118
73
96/90
Average
Number Series
103
92-113
58
93/90
Average
Analysis-Synthesis
112
100 – 123
79
91/90
High Average
Number Facility
125
115 – 135
95
99/90
Superior
Numbers Reversed
112
101-122
79
97/90
High Average
Number-Pattern Matching
129
116-142
97
100/90
Superior
Perceptual Speed
133
122-143
99
100/90
Very Superior
Letter-Pattern Matching
129
116-142
97
100/90
Superior
Number-Pattern Matching
129
116-142
97
100/90
Superior
Cognitive Efficiency
127
116-138
96
99/90
Superior
Letter-Pattern Matching
129
116-142
97
100/90
Superior
Number-Pattern Matching
129
116-142
97
100/90
Superior
Cognitive Efficiency (Ext)
125
116-134
95
99/90
Superior
Verbal Attention
93
81-105
32
81/90
Average
Memory for Words
101
90-111
53
91/90
Average
______________________________________
Madisen Baralis
Queens College