Report of Individual Evaluation
EXAMINEE:
Han
AGE:
7 years, 4 months
DATE OF BIRTH: 05/21/2005
EXAMINEE ID:
GENDER:
Male
REPORT DATE:
GRADE:
EXCEPTIONALITY:
EXAMINER:
SCHOOL:
10/15/2012
1st
Rita Nogin
Wes-Del Elementary
EVALUATION PROCEDURES:
Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV)
Wechsler Individual Achievement Test – Third Edition (WIAT-III)
Records Review
Classroom Observation
Adaptive Behavior Assessment System (ABAS-II)
Parent Form
Teacher Form
REASON FOR REFERRAL
On 09/24/2012, Han’s mother signed consent for an evaluation to determine if Han
meets eligibility criteria as a child with a Specific Learning Disability or a Cognitive
Disability. Han struggles in reading, despite intervention, math, and written
expression. In general, it was reported that Han exerts a lot of efforts in class, but
constantly needs one-on-one attention from the teacher in order to complete class
assignments.
BACKGROUND INFORMATION
According to his records, Han was retained in Kindergarten for the 2011-2012
school year. It was reported that he was also in reading and math interventions,
which focused on letter and number identification. According to Mrs. Chewy, his
teacher, Han has difficulty putting letter sounds together to make words, and it is
reported that some days he will understand a particular reading concept, but forgets
it the next time he tries it.
Han participated in RTI services to improve his letter/sound inventory, as well as
his identification of sight words, number identification, and counting. This
intervention was from January – March 2012. He met his goal of counting from 1 to
100, but did not meet his goals of being able to identify 27 Kindergarten sight
words, being able to identify 52 letter names and 26 letter sounds, or identify all
numbers 1-30. Although he did not meet his goals, his achievement in those areas
did improve with practice.
At the time of this report, Han’s medical and attendance records were not available
and will be discussed at the case conference. Vision and hearing appeared to be
within normal limits.
School Enrollment/Attendance History
Year
Grade
School
Attended
2012-2013
1st
Wes-Del
2011-2012
K
Wes-Del
DIBELS History
Grade
Composite
K BOY
Yellow
K MOY
Red
K EOY
Red
1st BOY
Red
FSF
-----
LNF
---23
Days
Absent
20.5
3
Tardy
Count
6
1
PSF
---21/40
RTI Intervention Data (1/23/2012-3/19/2012)
Assessment
Letter ID;
Sight Words
Data:
Sound ID
Baseline
43/52
4/7 (list 1)
12/26
0/10 (list 2)
2/20/12
46/52
4/7 (list 1)
5/26
2/10 (list 2)
3/05/2012
49/52
7/7 (list 1)
17/26
4/10 (list 2)
3/19/2012
48/52
6/7 (list 1)
22/26
6/10 (list 2)
Goal Met?
No
No
Unexcused
Absences
18
3
NWF
---1/27
ORF
---0/1
Counting
Number ID
1 to 12
1 to 12
1 to 38
1 to 19
1 to 100
1 to 11
1 to 100
1 to 13
Yes
No
CLASSROOM OBSERVATION
Han was observed on 9/25/2012, for 1 hour. He was observed during math,
language arts, classwork, and a transition to lunch. It appeared that Han was paying
attention and following the directions to the best of his ability. Mrs. Chewy had to
repeat directions to him multiple times, and it seemed to take him longer than other
students to follow directions (i.e. taking out and opening a folder, what to write on
the homework paper). During transition times, it appeared that Han was not paying
attention to Mrs. Chewy and had his head on his desk or was wandering around the
room instead of getting ready for the next activity. Han appeared to get along with
his classmates throughout the observation period. During the transition period, Han
was observed talking to some classmates in line. During a lesson, it was observed
that Han was paying close attention and attempting the classwork. He participated
with the class on number counting, and raised his hand to answer a question during
the math lesson. Most of the time during lessons, Han was quietly doing his work,
and not really participating in answering questions. During class assignments, Mrs.
Chewy was usually assisting him throughout the duration of the assignment.
TEST OBSERVATIONS
Han was picked up from class by the examiner. He was very quiet but seemed
willing to work. He gave good effort throughout the testing session, and tried to
persevere through harder items. When he came to items he did not know at all,
such as harder reading and spelling items, he said that he did not know them so we
moved on. His attention and concentration were typical, as was his ability to sustain
attention. He was cooperative and responded well to verbal praise, becoming more
comfortable and talkative during the testing session. It is the opinion of the
examiner that the test results appear to be an accurate reflection of Han’s current
levels of functioning.
TEST RESULTS
Cognitive Ability
Han’s estimated cognitive ability, as measured by the Wechsler Intelligence Scale for
Children – Fourth Edition (WISC-IV), fell in the Borderline range (FSIQ = 72) at the
3rd percentile.
Han’s verbal reasoning abilities, as measured by the Verbal Comprehension Index,
fell in the Borderline range (VCI = 79), and he performed better than 8% of his
same-aged peers. The VCI is designed to measure verbal reasoning and concept
formation.
The Perceptual Reasoning Index is designed to measure fluid reasoning in the
perceptual domain with tasks that primarily assess nonverbal fluid reasoning and
perceptual organization abilities. Han’s nonverbal reasoning abilities, as measured
by the PRI, were varied, so the composite for this group of subtests cannot be
interpreted. Instead, it would be more beneficial to look at each subtest
individually. Han’s score on items requiring him to manipulate blocks to match a
design fell in the Average range (Block Design = 10), as well as his performance on
tasks requiring him to determine which picture best fit the group (Matrix Reasoning
= 9). However, performance on the Picture Concepts subtest (Picture Concepts = 3)
was Very Poor. When the visual stimulus changed from two to three options per
row to choose from, Han seemed more confused and started choosing two options
from the same row, which led to the significantly lowered score on that particular
subtest.
Han’s ability to sustain attention, concentrate, and exert mental control on simple
tasks was in the Borderline range (Working Memory Index = 77), and he performed
better than 6% of his same-aged peers. When asked to process simple or routine
visual material without making errors fell in the Borderline range (Processing Speed
Index = 70). It is expected that Han would have difficulty processing information as
quickly as his peers, and therefore it may take him longer to understand and
complete directions and tasks.
Academic Achievement
The Wechsler Individual Achievement Test-Third Edition (WIAT-III) is an individually
administered, norm-referenced test for measuring academic achievement. Han’s
performance was compared to the average performance of same-aged peers.
Han’s overall academic skills are in the Extremely Low range (Total Achievement =
63). Han was not able to meet the basal requirements for 6 of the 15 subtests. The
subtests he was not able to complete involved reading or writing, which he
indicated that he could not do. Testing indicated that Han could identify letters, but
could not read, and was only able to write his name.
Oral Language
Han’s overall oral language skills fell within the Borderline range (Oral Language =
77). Han performed in the Borderline range on tasks requiring him to describe
pictures (Receptive Vocabulary = 76), and in the Low Average range on tasks
requiring him to answer questions based on a story he heard (Oral Discourse
Comprehension = 85). Han is expected to perform on a level lower than the
majority of his peers for skills requiring expressive and receptive skills. Han’s
overall oral language skills are commensurate with his processing speed
performance as well as overall cognitive ability. Han’s oral language performance
was lower than his performance on verbal comprehension, perceptual reasoning,
and working memory indices.
Written Language
The Written Language composite measures the ability to compose sentences and
essays using proper grammar and sentence structure. Han’s overall written
language skills fell in the Extremely Low range (Written Expression = 58). He never
met the basal point for the Written Expression tasks, with the exception of Alphabet
Writing. This indicates that his writing skills are very low for a child his age. Han’s
teacher, Mrs. Chewy, reported that his writing skills in class are very low, and when
he writes, he is usually copying off the board and not able to generate his own
written material. Han’s written language skills are significantly lower than his
cognitive abilities.
Reading
Han’s overall reading skills fell in the Extremely Low range as well (Total Reading =
65). As with the written language subtests, Han was not able to get a basal score for
any of the reading subtests, indicating that his reading abilities are lower than most
of his same-aged peers. His reading abilities are also much lower than expected,
given his overall cognitive abilities.
Mathematics
Han’s overall mathematics abilities fell in the Low Average range (Mathematics =
80). On tasks requiring him to solve mathematical word problems, Han performed
in the Low Average range (Math Problem Solving = 82). On tasks requiring Han to
solve math calculation problems, he performed in the Low Average range as well
(Numerical Operations = 80). Given Han’s mathematics skills, it is expected that he
will struggle a bit more when compared to his peers. Han’s mathematical abilities
are a relative strength.
Mathematical fluency items required Han to complete simple addition and
subtraction problems in the span of 1 minute. Han performed in the Borderline
range on timed addition tasks (Addition = 75), and in the Extremely Low range on
subtraction tasks (Subtraction = 67). This indicates that he has difficulty with his
subtraction facts, as well as with timed tasks.
Adaptive Functioning
Adaptive functioning information was provided with the Adaptive Behavior
Assessment System – Second Edition (ABAS-II) by Han’s mother and teacher. In the
school setting, Han is rated as functioning in the Below Average range for adaptive
skills. In the home setting, Han is rated as functioning in the Extremely Low range
for adaptive skills. In the school setting, Han was rated in the Below Average range
in Conceptual skill areas, which are comprised of Communication, Functional
Academics, and Self-Direction. In the classroom, it was observed that Han did not
communicate very much with the teacher or other classmates during the lesson, but
was social with students during transition periods. Self-direction was rated as a
relative strength for Han. In the home setting, Han was rated in the Extremely Low
range for Conceptual skill areas. In the school, Han was rated in the Average range
for social adaptive behavior, and in the Borderline range in the home setting. The
Social composite rating was the highest in the school setting. In Practical skill areas,
including Community Use, School Living, Home Living, Health and Safety, and SelfCare, Han was rated in the Below Average range across settings. The Practical
composite was highest rated score in the home setting. Han’s mother indicated
Home Living to be a weakness for Han, whereas School Living was rated very highly
by Mrs. Chewy.
SUMMARY
Han was referred for a Specific Learning Disability and Cognitive Disability
evaluation. Han was previously retained in Kindergarten and is now in 1st grade.
Last year, during intervention, he was able to increase his counting to 100, but did
not meet his goals for letter and sound identification, sight word reading, or number
identification. His teacher, Mrs. Chewy, reported that Han needs a great deal of
individualized attention in class, which was confirmed during the classroom
observation. Han’s cognitive abilities range from the Borderline to Below Average
range. His total achievement was in the Extremely Low range, due to his low
abilities in reading and written expression. However, Han exhibited personal
strengths in math calculation and oral expression.
Although Han’s cognitive functioning was in the Borderline range, it was still within
two standard deviations from the mean. Han’s current academic achievement is
between Extremely Low and Low Average range. He has a pattern of strengths in
nonverbal tasks such as Block Design and Matrix Reasoning, as well as in Math
Calculation. Han has weaknesses in verbal and fluency tasks, as evidenced by his
scores on the Working Memory and Processing Speed indices, as well as his low
fluency scores on Addition and Subtraction.
According to the ABAS-II, Han was rated in the Below Average range in the school
setting, and in the Extremely Low setting in the home setting. The Social composite
was the highest overall in the school setting, and the Practical composite was the
highest in the home setting.
Han demonstrates a pattern of strengths and weaknesses in academic achievement,
with regards to his difficulty with verbal information. His cognitive abilities were
overall Borderline, with variability within composites and subtests. From classroom
observations and teacher report, academic difficulties do not appear to stem from
an emotional disability. Currently, there are no medical or attendance records to
further ascertain whether Han meets criteria for a Specific Learning Disability, so
that will be discussed at the case conference.
RECOMMENDATIONS
1. Since Han has a relative strength in understanding and processing nonverbal
information, more visual methods of organizing information may be beneficial.
 Graphic organizers for reading comprehension and writing
 Counters for math
2. Given Han’s weaknesses in reading, scaffolding may be a better approach to help
Han with his reading skills. Scaffolding can help tie in new information with the
letter names and sounds that he already knows. Since basal levels were not
established for the reading and writing items, the instructional level will most likely
be lower than the grade level expectations. It is therefore important for Han to
overlearn the information once the instructional level has been established.
Test Results
Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV)
Scale
Composite Percentile 95%
Qualitative
Score
Rank
Confidence Description
Level
Verbal
79
8
73-87
Borderline
Comprehension
Similarities
8
Average
Vocabulary
5
Below Average
Comprehension
6
Below Average
Perceptual Reasoning
Block Design
Picture Concepts
Matrix Reasoning
Working Memory
Digit Span
Letter-Number Seq.
Processing Speed
Coding
Symbol Search
Full Scale IQ (FSIQ)
84
10
3
9
77
5
7
70
3
6
72
14
78-93
6
71-86
2
65-83
3
68-78
Wechsler Individual Achievement Test-III (WIAT-III)
Scale
Composite Percentile 95%
Score
Rank
Confidence
Level
Oral Language
73
4
64-82
Listening
77
65-89
Comprehension
Oral Expression
75
64-86
Total Reading
65
*Reading
49
Comprehension
*Word Reading
59
*Pseudoword Decoding 69
*Oral Reading Fluency
40
Written Expression
58
0.3
50-66
Alphabet Writing
67
Fluency
*Sentence Composition 69
*Spelling
48
Mathematics
80
9
73-87
Math Problem Solving
82
Numerical Operations
80
Math Fluency
63
Addition
75
Subtraction
67
*Did not meet basal
Low Average
Average
Very Poor
Average
Borderline
Below Average
Below Average
Borderline
Very Poor
Below Average
Borderline
Qualitative
Description
Borderline
Borderline
Borderline
Extremely Low
Extremely Low
Extremely Low
Extremely Low
Extremely Low
Extremely Low
Extremely Low
Extremely Low
Extremely Low
Low Average
Low Average
Low Average
Extremely Low
Borderline
Extremely Low
Adaptive Behavior Assessment System – Second Edition (ABAS-II)
Composite
PARENT PARENT
TEACH TEACHER
Score/
Qualitative
ER
Qualitative
Scaled
Range
Score/ Range
Score
Scaled
GAC
Conceptual
Communication
Functional Academics
Self-Direction
Social
Leisure
Social
Practical
Community Use
Home Living/School Living
Health and Safety
Self-Care
66
59
1
3
2
72
3
6
80
9
1
9
5
Extremely Low
Extremely Low
Borderline
Below Average
Score
85
84
3
5
10
92
8
9
88
4
8
8
9
Below Average
Below Average
Average
Below Average