Evaluation Report
Documentation of Eligibility
South Carolina Public Charter School District
Evaluation Report and Documentation of Eligibility
CONFIDENTIAL
Name: Violet Crawley
Date of Birth: 3/31/2004
Age: 6 years, 10 months
Date Evaluation Completed: 4/1/2011
Date of Evaluation Planning Meeting: 1/31/2011
Grade: 1st
School: Downton Abbey
Date of Eligibility Determination: 4/18/2011
This report reflects information that existed at the time of evaluation planning, as well as any new
information gathered during the evaluation process, including any and all information presented by the
parent.
Section I: Review of existing information: Listed below is each evaluation procedure, assessment, record, or
report this team has reviewed and used in determining whether additional information is necessary in order to
conduct the evaluation.
REASON FOR REFERRAL AND EDUCATIONAL BACKGROUND
VIOLET was referred for evaluation due to concerns about her progress in reading, written expression, and oral
language. Teachers have also noted concerns about VIOLET’s ability to maintain concentration and to complete
work. VIOLET has difficulty with changes in her schedule and routine, both at school and at home. She becomes
somewhat anxious and fidgety. Ms. Crawley, VIOLET’s mother, reported that VIOLET is able to read at home when
she can limit noise and other distractions for VIOLET, but that VIOLET has difficulty in larger group settings. Math is
an area of relative strength for VIOLET.
VIOLET attended a private preschool/daycare from ages 2 through 4. She attended School ABC School for 5K and
is currently in the 1st grade there.
SUMMARY OF RESEARCH-BASED ACCOMMODATIONS AND/OR INTERVENTIONS
VIOLET has received the following interventions to address her difficulties in reading, written expression, and oral
language: small group, differentiated instruction; use of kindergarten instruction in core curriculum to teach missing
skills; and use of “Listening through Learning”. Her parents also provide additional support, practice, and drill at
home. VIOLET has responded well to the use of a timer both at school and home to help her complete tasks in a
timely fashion. Teachers and parents try to preview schedule changes whenever possible to help VIOLET transition
better.
DEMOGRAPHIC, DEVELOPMENTAL, AND MEDICAL/HEALTH HISTORY
VIOLET’s father provided information concerning her birth, developmental history, and family situation. VIOLET was
born following a pregnancy characterized by gestational diabetes. She was born breech. VIOLET achieved
developmental milestones within normal limits. She has had no significant accidents or illnesses.
VIOLET’s parents are divorced and have joint custody. VIOLET has a younger half-sister. She has a great
imagination and is very curious about how things work. VIOLET is sweet natured and gets along well with others.
ENGLISH LANGUAGE PROFICIENCY
Violet Crawley, Downton Abbey
English is VIOLET’s primary language.
VISION
Based on teacher’s and parents’ observations, VIOLET appears to have functional vision. No concerns in this area
were noted.
HEARING
Based on teacher’s and parents’ observations, VIOLET appears to have functional hearing. No concerns in this area
were noted.
SPEECH / LANGUAGE / COMMUNICATION
VIOLET is able to express her knowledge verbally, but has difficulty following directions at times. The team has
asked for additional information in this area.
COGNITIVE / INTELLECTUAL
VIOLET appears to have good abstract reasoning ability, but difficulty processing verbal information. The team has
asked for additional information in this area.
ACADEMIC ACHIEVEMENT
Math is an area of strength for VIOLET while reading and writing are areas of difficulty. VIOLET is able to give back
information much better verbally than on paper. Additional information is needed in order to determine what skills
VIOLET has mastered and where her strengths and weaknesses are.
ADAPTIVE BEHAVIOR
Additional information about VIOLET’s socialization and communication skills is needed.
SOCIAL / EMOTIONAL / BEHAVIORAL
VIOLET has difficulty remaining focused and is quickly overstimulated at home. She is easily distracted and tends to
attend to everything around her rather than on the task at hand. Mr. Y described VIOLET as being “manic
hyperactive” at times. She is able to calm down if she can be refocused on something else like her blanket to which
she is very attached or her Nintendo game system. Mr. Y reported that holding her close also helps her calm her
activity level.
Mr. Y reported that VIOLET does not like changes in her schedule or routine. She reacts to sudden noises such as
an announcement over the loud speaker or a toilet flushing by putting her hands over her ears.
Additional information is needed in this area.
Section II: Determination of need for additional information: After reviewing existing information, this team has
determined that:
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No additional information is needed in order to conduct an evaluation. Existing information will be used to
complete the evaluation and to determine eligibility and educational needs. Proceed to Section VI. If no additional
information is needed, the parents have the right to request an assessment to determine whether the child continues
to be a child with a disability, and to determine the educational needs of the child (34 CFR §300.305(d)). The LEA is
not required to conduct the assessment unless requested to do so by the child’s parents.
Addition information is needed in order to determine eligibility and educational needs. Proceed to Section III.
Section III: Additional Information Needed for Evaluation Plan:
Need
X
Evaluation Component / Area of Evaluation
Observation: instructional settings
X
X
X
Speech-language screening
Cognitive Processing (problem solving and processing)
Behavior rating scales (social, emotional, behavioral functioning):
ADHD
Preacademic, academic, or functional academic achievement OR
developmental skills assessment
Areas: ___ Preacademic skills ___Functional academic skills
___Developmental skills assessment _x_Oral expression
x__Listening comprehension __x_Written expression _x__Basic
reading skill __x_Reading fluency skills _x__Reading
comprehension ___Mathematics calculation ___Mathematics
problem solving ___Other:
Autism rating scale
Adaptive Behavior
X
X
X
Title of Team Member
Responsible for Obtaining
School Psychologist/School
Staff
Speech therapist
School Psychologist
Parents/School Staff
Parents/School Staff
Parents/School Staff
Section IV: Evaluation Schedule:
This is an initial evaluation and will be completed within 60 calendar days of receipt of written parental consent to
evaluate.
Section V: Review of Additional Data Collected:
Areas
Current Levels of Performance (based on additional data)
Cognitive Processing VIOLET was administered ten subtests of the Wechsler Intelligence Scale for Children –
Fourth Edition (WISC-IV) on 2/9/2011. The Full Scale IQ (FSIQ) is derived from a
combination of ten subtest scores and is considered the most representative estimate of
global intellectual functioning. VIOLET’s general cognitive ability is within the Low Average
range of intellectual functioning, as measured by the FSIQ. Her overall thinking and
reasoning abilities exceed those of approximately 23% of children her age (FSIQ = 89; 95%
confidence interval = 84-94). Her ability to think with words is comparable to her ability to
reason without the use of words. Both VIOLET's verbal and nonverbal reasoning abilities
are in the Average range. She performed slightly better on verbal than on nonverbal
reasoning tasks, but there is no significant meaningful difference between VIOLET's ability
to reason with and without the use of words.
VIOLET’s verbal reasoning abilities as measured by the Verbal Comprehension Index are
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in the Average range and above those of approximately 50% of her peers (VCI = 100; 95%
confidence interval = 93-107). The Verbal Comprehension Index is designed to measure
verbal reasoning and concept formation. VIOLET’s performance on the verbal subtests
contributing to the VCI is somewhat variable although it is not especially unusual.
Examination of VIOLET’s performance on individual subtests provides additional
information regarding her specific verbal abilities.
VIOLET’s nonverbal reasoning abilities as measured by the Perceptual Reasoning Index
are in the Average range and above those of approximately 34% of her peers (PRI = 94;
95% confidence interval = 87-102). The Perceptual Reasoning Index is designed to
measure fluid reasoning in the perceptual domain with tasks that assess nonverbal concept
formation, visual perception and organization, simultaneous processing, visual-motor
coordination, learning, and the ability to separate figure and ground in visual stimuli.
VIOLET performed comparably on the perceptual reasoning subtests contributing to the
PRI, suggesting that her visual-spatial reasoning and perceptual-organizational skills are
similarly developed. VIOLET performed much better on tasks that require abstract concept
formation and categorical reasoning that must be verbally expressed (Similarities = 12),
than tasks requiring abstract categorical reasoning without verbal expression required
(Picture Concepts = 8).
VIOLET's ability to sustain attention, concentrate, and exert mental control is in the Average
range. She performed better than approximately 27% of her age-mates in this area
(Working Memory Index = 91; 95% confidence interval 84-99).
VIOLET's ability in processing simple or routine visual material without making errors is in
the Borderline range when compared to her peers. She performed better than
approximately 7% of her peers on the processing speed tasks (Processing Speed Index =
78; 95% confidence interval 72-90). Processing visual material quickly is an ability that
VIOLET performs poorly as compared to her verbal and nonverbal reasoning ability.
Processing speed is an indication of the rapidity with which VIOLET can mentally process
simple or routine information without making errors.
Academic
Achievement
Personal Strengths and Weakness
VIOLET achieved her best performance among the verbal reasoning tasks on the
Similarities subtest. On the Similarities subtest VIOLET was required to respond orally to a
series of word pairs by explaining how the words of each pair are alike. This subtest
examines her ability to abstract meaningful concepts and relationships from verbally
presented material; (Similarities scaled score = 12).
VIOLET’s levels of academic achievement were assessed using the Woodcock-Johnson
Tests of Achievement III (WJ III) on 2/9/2011, the Wechsler Individual Achievement Test IV
(WIAT IV) on 2/25/2011, and the Comprehensive Test of Phonological Processing
(CTOPP) on 2/9/2011. VIOLET’s scores across academic areas showed significant scatter,
ranging from average to borderline.
Math appeared to be an area of relative strength for VIOLET. Her scores on the WIAT III
Numerical Operations and Math Problem Solving subtests were within the average range
(100 and 93, respectively). She was able to add and subtract single-digit numbers and to
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identify mathematical symbols. She was able to recognize, compare, and order numerals.
She used simple graphs to solve orally-presented word problems and used pictures to
solve orally-presented simple addition and subtraction problems. VIOLET demonstrated
knowledge of simple number lines and was able to read a calendar. She had difficulty with
basic money and time concepts.
In the area of Written Expression, VIOLET demonstrated scatter among subtest scores
(WIAT III Alphabet Writing Fluency – 97; Sentence Composition – 77; Sentence Combining
– 79; Sentence Building – 77; and Spelling – 93). VIOLET’s overall Written Expression
composite score was within the low average range (86). VIOLET was able to spell basic
phonetically-regular CVC words. She had difficulty with more complex phonetically-regular
words such as VCE words. She also had difficulty spelling sight words. VIOLET’s short
attention span interfered with her ability to combine simple sentences into one complete
thought. She was also unable to write a complete sentence with a target word.
Functional Behavior
VIOLET’s scores in the area of reading were also scattered across the average to
borderline ranges. Although early reading skills (WIAT III Early Reading – 97; Pseudoword
Decoding – 93; CTOPP Phonological Memory – 94; Phonological Awareness - 89) were an
area of relative strength for VIOLET, she had difficulty applying those skills to the task of
reading and comprehension. Although she attempted to sound out unknown words, she
had difficulty reading words in isolation and in a passage fluently. She had difficulty
focusing on reading tasks for any length of time. She tended to guess at unknown words
and to be inattentive to medial vowels and final consonants even in phonetically-regular
CVC words. This also interfered with her ability to read and comprehend simple passages.
After struggling with the first grade reading passage and having most of the words
prompted, VIOLET would not attempt the second passage; therefore, no score was
obtained.
VIOLET’s skills in the areas of self-help, daily living skills, attention, concentration, and
social skills were rated using the Vineland Adaptive Behavior Scale (VABS), the Childhood
Autism Rating Scale 2 (CARS 2), the Conners 3, and classroom observation. VIOLET’s
parents and teacher completed the rating scales.
According to the results of the Conners 3 completed by VIOLET’s teacher and mother,
VIOLET displays behaviors that are similar to behavior displayed by children who have
been diagnosed as having Attention Deficit/Hyperactivity Disorder. Behaviors related to
inattention that were rated by both her mother and teacher as occurring often or very often
included not paying attention to details; making careless errors; having trouble keeping her
mind on activities or play for long; having difficulty organizing tasks and activities;
avoiding/disliking things that take a lot of effort or are not fun; and being easily distracted by
sights and sounds. Behaviors related to impulsivity that were rated by all as occurring often
or very often included fidgeting and squirming in her seat; leaving her seat when she should
stay seated; being restless and overactive; running or climbing when she is not supposed
to; being noisy or loud when playing; constantly moving; talking too much; having difficulty
waiting her turn; and interrupting others. These same behaviors were noted during the inclass observation on 2/9/2011 and during the evaluation sessions.
VIOLET’s father provided information to describe her adaptive behaviors in the areas of
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communication, socialization, and daily living skills. VIOLET’s scores ranged from low
average (Socialization domain-87) to borderline (Communication-72, Daily Living Skills-78,
and Adaptive Behavior Composite-77). An area of relative strength for VIOLET was her
domestic skills (such as helping with chores around the house and helping prepare food).
VIOLET dresses herself, but still has difficulty with buttons, snaps, and laces. Attention and
concentration difficulties impact VIOLET’s communication and socialization skills. She had
difficulty attending to directions and refraining from interrupting others. VIOLET also has
difficulty maintaining a comfortable distance from others in a social situation as well as
demonstrating an appropriate level of emotion for situations. VIOLET tends to either react
too strongly or not at all.
Information from interviews with VIOLET’s parents and teacher was used to complete the
CARS 2 rating scales. VIOLET’s behavior fell within the mild-to-moderate symptoms of
autism spectrum disorder range. Areas of concern included the following:
 Social-emotional understanding (VIOLET has difficulty reading emotions in others
and taking others’ perspectives at times)
 Emotional response (VIOLET focuses on topics of special interest and sometimes
has difficulty regulating her emotional response; she becomes easily
overstimulated and has “melt downs” at home
 Adaptation to change/restricted interests (VIOLET has definite special likes and
dislikes; she has difficulty switching from topics that she likes and needs firm
redirection to attempt tasks in which she has no interest, such as writing)
 Listening response (VIOLET is very easily distracted; she shows marked reaction
to some sounds (covers her ears, is extremely sensitive)
 Level and consistency of intellectual response (Although VIOLET’s
intellectual/processing skills are predominately within the average range, her
adaptive behavior scores are significantly below age and ability expectancy)
During an observation during a seatwork activity, VIOLET demonstrated inconsistent
attention to instruction. She was able to answer some questions about her activity and
seemed to attend to the one-one-one assistance from Ms. Cotter, although her eye contact
was fleeting. VIOLET needed prompting to follow directions to put her scissors up and to
start the activity. She interrupted her work to introduce several girls in her class.
VIOLET’s difficulties attending and remaining focused were noted in the one-on-one
evaluation sessions as well. She frequently interrupted her performance even on timed
tasks to talk about off-subject topics. VIOLET tended to come back to the same topic over
and over (Food Network shows). She answered impulsively, sometimes even before
questions were completed. At times she was able to self-correct once she heard the entire
question. On two tasks, VIOLET’s initial response was “I don’t know how to do that” for a
reading task and “I don’t want to do this” for a writing task. When encouraged to try,
VIOLET made minimal attempts. Other than these two tasks, VIOLET’s effort and
persistence were adequate.
Section VI: Eligibility Determination:
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Are this student’s difficulties primarily due to:
1. a lack of appropriate instruction in reading, including the essential components of reading
(phonemic awareness, phonics, vocabulary development, reading fluency including oral
reading skills, and reading comprehension strategies?)
Yes
No
2. a lack of appropriate instruction in math?
Yes
No
3. limited English proficiency?
Yes
No
Does the child meet disability-specific eligibility according to South Carolina State Board of Education
regulations 43-243 and 43-243.1?
Yes
No
If Yes, does the child, by reason thereof, need specially designed instruction in order to receive a free
appropriate public education?
Yes
No
If Yes, which disability category/categories:
Specific Learning Disability
Mild
Moderate
Severe Mental Disability
Emotional Disability
Developmental Delay
Speech or Language Impairment
Traumatic Brain Injury
Autism
Other Health Impairment
Orthopedic Impairment
Vision Impairment
Deaf and Hard of Hearing
Deafblindness
Multiple Disabilities (Also check above all disabilities for which the child qualifies)
Not Eligible for services under IDEA
Additional Criteria for Initial Determination of a Specific Learning Disability
Not applicable for reevaluation or other disability category
1. Does the child achieve adequately for his or her age or to meet state-approved,
grade-level standards in one or more of the following areas, when provided with learning
experiences and instruction appropriate for the child’s age or state-approved gradelevel standards? If no, indicate in which areas the child does not meet standards.
Listening comprehension
Oral expression
Written expression
Basic reading skill
Reading fluency skills
Reading comprehension
Mathematics calculation
Mathematics problem solving.
Yes
No
2. Does the child make sufficient progress to meet age or state-approved, grade-level
Yes
No
standards in one or more of the following areas when using a process based on the child’s
response to scientific, research-based interventions; or, does the child exhibit a pattern of
strengths and weaknesses in performance, achievement, or both, relative to age, state-approved grade-level
standards, or intellectual development, that is determined to be relevant to the identification of a specific learning
disability, using appropriate assessments?
If no, indicate the areas below.
Listening comprehension
Oral expression
Written expression
Basic reading skill
Reading fluency skills
Reading comprehension
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Mathematics calculation
Mathematics problem solving.
Indicate which method(s) was used to make this determination:
Response to Intervention
Strengths and weaknesses
3. Are the evaluation findings primarily the result of a visual, hearing, or motor disability; mental retardation;
emotional disturbance; cultural factors; or environmental or economic disadvantage.
Yes
No
Section VII: Educational Needs for all Eligible Students (initial evaluation and reevaluation):
Description of Educational Needs (an analysis of the educational relevance of the evaluation results, strengths and
weaknesses, and a description of the adverse educational impact, including how the disability affects involvement
and progress in the general education curriculum (or for preschool children, in appropriate activities)): Areas of
relative strength for VIOLET include her math calculation and reasoning skills, her ability to abstract meaningful
concepts and relationships from verbally presented material, and her early reading skills (phonological awareness
and phonics). Areas of relative weakness for VIOLET include her ability to process simple or routine visual material
without making errors, her basic reading skills (word recognition), reading fluency, and read comprehension.
Although VIOLET’s spelling skills are an area of relative strength, she has difficulty expressing her knowledge in
writing (writing simple sentences with target words and combining simple sentences). Because learning often
involves a combination of routine information processing (such as reading) and complex information processing (such
as reasoning), a weakness in the speed of processing routine information may make the task of comprehending
novel information more time-consuming and difficult for VIOLET. Thus, this weakness in simple visual scanning and
tracking may impact her ability to process the complex task of understanding new material. VIOLET’s difficulty
maintaining focused attention and completing tasks independently, as well as her impulsivity interfere with her ability
to access and progress in the general education curriculum since she often misses instruction due to inattention and
frequently distracts others with off-topic talk. She is unable to complete grade-level tasks that require her to sequence
information and to process and retain verbally-presented information.
Recommended Specially Designed Instruction (recommendations to the IEP team to assist in the development of
the IEP’s present levels of performance and annual goals. Specify the areas in which the child requires specially
designed instruction (i.e. math, gross motor, social skills, etc.)): Areas needing specialized instruction include basic
reading, reading comprehension, reading fluency, and maintaining attention/concentration.
Necessary Related Services (specify the related services needed in order for the child to benefit from special
education (i.e. occupational therapy, physical therapy, counseling, audiology services, interpreting services, etc.)):
None
Other Information Needed to Develop the IEP (determined through the evaluation process and from parental input,
including any recommended supplementary aids and services for the child and program modifications or supports for
school personnel, if needed): None
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QUANTITATIVE RESULTS
WECHSLER INTELLIGENCE TEST FOR CHILDREN- fourth edition (WISC IV)
Composite Scores Summary
Scale
Verbal Comprehension (VCI)
Perceptual Reasoning (PRI)
Working Memory (WMI)
Processing Speed (PSI)
Full Scale (FSIQ)
Sum of
Scaled
Scores
Composite
Score
Percentile
Rank
95%
Confidence
Interval
Qualitative
Description
31
27
17
12
87
100
94
91
78
89
50
34
27
7
23
93-107
87-102
84-99
72-90
84-94
Average
Average
Average
Borderline
Low Average
Verbal Comprehension Subtest Score Summary (Total Raw Score to Scaled Score Conversions)
Subtest
Similarities
Vocabulary
Comprehension
Raw Score
Scaled Score
Percentile Rank
15
17
13
12
9
10
75
37
50
Perceptual Reasoning Subtest Score Summary (Total Raw Score to Scaled Score Conversions)
Subtests
Raw Score
Scaled Score
Percentile Rank
Block Design
14
10
50
Picture Concepts
8
8
25
MatriViolet Reasoning
10
9
37
Working Memory Subtest Score Summary (Total Raw Score to Scaled Score Conversions)
Subtests
Raw Score
Scaled Score
Percentile Rank
Digit Span
11
9
37
Letter-Number Sequencing
8
8
25
Processing Speed Subtest Scores Summary (Total Raw Score to Scaled Score Conversions)
Raw Score
Scaled Score
Percentile Rank
Coding
Subtests
24
6
9
Symbol Search
9
6
9
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WECHSLER INDIVIDUAL ACHIEVMENT TEST III (WIAT III)
Subtest Score Summary
95%
Normal
Raw Standard Confidence Percentile Curve
Score
Score
Interval
Rank
Equiv. Stanine
Subtest
Early Reading Skills
30
97
88–106
42
46
Reading Comprehension
1*
77
69–85
6
18
Math Problem Solving
29
93
84–102
32
40
Alphabet Writing Fluency
8
97
81–113
42
46
Sentence Composition
—
77
67–87
6
18
Word Reading
4
84
79–89
14
28
Pseudoword Decoding
5
93
87–99
32
40
Numerical Operations
15
100
92–108
50
50
Spelling
8
93
86–100
32
40
– Indicates a subtest with multiple raw scores (shown in the Subtest Component Score Summary).
* Indicates a raw score that is converted to a weighted raw score (not shown).
† Indicates that a raw score is based on a below grade level item set.
5
2
4
5
2
3
4
5
4
Grade
Equiv.
1.2
<1.0
1.2
1.2
<1.0
<1.0
1.2
1.5
1.0
Age
Equiv.
6:4
<6:0
6:0
6:4
<6:0
<6:0
6:4
6:8
6:0
Subtest Component Score Summary
Normal
Raw Standard Percentile
Curve
Score Score
Rank
Equivalent Stanine
Subtest Component
Qualitative
Description
Sentence Composition
Sentence Combining
0
79
8
21
2
Below Average
Sentence Building
0
77
6
18
2
Below Average
Composite Score Summary
Sum of
Subtest
95%
Normal
Standard Standard Confidence Percentile Curve
Scores
Score
Interval
Rank
Equiv. Stanine
Composite
Qualitative
Description
Total Reading
254
81
77–85
10
23
2
Below Average
Basic Reading
177
88
84–92
21
33
3
Average
Written EVioletpression
267
86
77–95
18
30
3
Average
Mathematics
193
96
89–103
39
44
4
Average
WOODCOCK-JOHNSON TESTS OF ACHIEVEMENT III (WJ III)
CLUSTER/Test Raw
W
Letter-Word Identification
AE
21
Function
396
RPI
SS (68% Band) GE
6-5 mild imp'd
10
54/90
92 (90-95)
1.1
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CONNERS 3 Summary of Results
Summary of Elevated Scores
The following section summarizes areas of concern for VIOLET Y based on ratings on the Conners 3. Ms.
Y, VIOLET’s mother, and Kirsten Cotter, VIOLET’s teacher, rated her behavior using this scale. Note that
areas that are not a concern are not reported in this summary.
Conners 3 Content Scales







Inattention: The T-scores were very elevated for 2 raters (Parent = 90, Teacher =
83).
Hyperactivity/Impulsivity: The T-scores were very elevated for 2 raters (Parent = 90, Teacher
= 89).
Learning Problems/Executive Functioning (Teacher form only): The T-score was very
elevated for 1
rater (Teacher = 73).
Learning Problems: The T-scores were elevated for 2 raters (Parent = 68, Teacher =
69).
Executive Functioning: The T-scores were very elevated for 2 raters (Parent = 73, Teacher
= 77).
Defiance/Aggression: The T-score was very elevated for 1 rater (Teacher =
90).
Peer Relations: The T-score was very elevated for 1 rater (Teacher = 70).
The Conner’s ratings indicated:
VIOLET's problems seriously affect her functioning in the Academic setting:
very frequently (rating = 3), according to 2 raters (Parent,
Teacher).
VIOLET's problems seriously affect her functioning in the Social setting:
occasionally (rating = 1), according to 1 rater (Parent).
often (rating = 2), according to 1 rater (Teacher).
VIOLET's problems seriously affect her functioning in the Home setting:
often (rating = 2), according to 1 rater (Parent).
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VINELAND ADAPTIVE BEHAVIOR SCALES-second edition
Parent Rating Form-G. Y, VIOLET’s father
Domain/
Subdomain
Receptive
Expressive
Written
COMMUNICATION
Personal
Domestic
Community
DAILY LIVING
SKILLS
Interpersonal
Relationships
Play and Leisure
Time
Coping Skills
SOCIALIZATION
ADAPTIVE
BEHAVIOR
COMPOSITE
v-Scale Score
Standard Score
%ile Rank
10
9
11
72
3
78
7
11
13
10
Adaptive Level
Moderately Low
Low
Moderately Low
Moderately Low
Moderately Low
Adequate
Moderately Low
Moderately Low
12
Moderately Low
13
Adequate
13
87
77
19
6
12
Adequate
Adequate
Moderately Low
Age Equivalent