TESTS ADMINISTERED on Client Y:
Wechsler Intelligence Scale for Children 4th Ed. (WISC-IV)
Woodcock-Johnson III NU Achievement (WJIII-Ach)
Wisconsin Card Sorting Test
Delis-Kaplan Executive Function System (D-KEFS) (selected subtests)
NEPSY-II Developmental Neuropsychological Assessment (selected subtests)
Connor’s Continuous Performance Test II (CPT)
Behavioral Assessment for Children 2nd Ed. (BASC-2)
Rey Complex Figure Test
Boston Naming Test
Grooved Pegboard
Line Bisection
TEST RESULTS: Client Y’s findings are compared to demographically appropriate
normative samples. Very Low performance is defined as falling at or below the 2 nd
percentile. Low performance is defined as falling from the 3 rd to the 8th percentile. Low
Average performance is defined as falling within the 9th to 23rd percentile. Average
performance ranges from the 25th and the 75th percentile. High Average performance
ranges from the 76th to 90th percentile, and Superior Performance ranges from the 91st
to the 98th percentiles. Very Superior performance falls at or above the 99th percentile.
General Intellectual functioning
WISC-IV
Verbal Comprehension
Perceptual Reasoning
Working Memory
Processing Speed
General Ability (GAI)
Index
93
110
65
88
101
Language
WISC-IV
Vocabulary
NEPSY-II
Comprehension of instructions
Phonological processing
Speeded naming total completion time
Speeded naming combined time & errors
Description
Average
Average
Very Low
Low Average
Average
Scaled Score
10
Scaled Score
8
1
1
1
Memory
WISC-IV Working Memory Tasks
Digit Span
Letter-Number Sequencing
Scaled Score
3
5
NEPSY-II
List Memory and List Memory Delayed
Scaled Score
5
Narrative Memory Free and Cued Recall
Total Score
Narrative Memory Free Recall Total
Score
7
8
Motor
Grooved
Pegboard
Dominant R Z score
seconds 84
-0.11
Nondominant L
seconds 84
Executive Functioning
WISC-IV
Similarities
Picture Concepts
Matrix Reasoning
Scaled Score
5
9
7
NEPSY II
Inhibition naming time
Inhibition naming combined time and errors
Inhibition inhibition time
Inhibition inhibition time and errors
Total Errors – Inhibition
D-KEFS Tower
Scaled
Score
7
9
9
8
9
Scaled Score
Z score
-0.24
Total achievement score
Move accuracy ratio
Rule violations per item ratio
D-KEFS Twenty Questions
Initial abstraction score
Total questions asked
Total weighted achievement score
4
16
11
Scaled Score
8
11
12
On the Roberts 2 Storytelling Procedure, Client Y received a T score of 38 on the
Popular Pull index, indicating that HX has some difficulty interpreting interpersonal
situations as most others might. HX also had a T score of 65 on the Simple
Closure/Easy Outcome index. This score suggests that Client Y tends to seek easy
resolutions for interpersonal problems, and does not have strong skills in creating
constructive resolutions to interpersonal difficulties. Client Y also had a T score of 36
on the Limit Setting index. HX seems, and is described as, a very obedient and ruleabiding child, so it is natural that limit setting would not factor greatly into hx daily life.
DISCUSSION: Client Y demonstrated average intellectual ability. HX has average
verbal comprehension and non-verbal abstract reasoning skills, as evidenced by hx
scores on the WISC-IV. Client Y has a low average to average ability to process
information quickly, and she does not seem to have attention difficulties. Client Y
demonstrated average motor abilities on tasks not requiring use of pen or pencil.
Client Y s scores on the academic achievement tests were significantly lower
than hx scores on the intellectual functioning tests. Hx scores on the academic
acheivement tests place hx academic ability in the low range. The discrepancy
between hx intellectual functioning and hx academic skills suggests that hxx has the
potential to improve hx academic performance. Client Y will require assistance in order
to meet this goal. Reading, writing and math achievement are all well below age level.
Hx displayed low to very low working memory skills, and hx has significant
difficulty with phonological processing. Client Y has trouble naming letters and numbers
quickly; hx currently lacks automaticity. Client Y’s writing skills are low.
RECOMMENDATIONS:
1. Provide intensive repetition, practice, and review in learning activities. To
promote retention, provide activities to reinforce the skills or content at frequent
and regular intervals, gradually increasing the intervals to less frequent and
intermittent. In each teaching session, before introducing new information to
Client Y, review previous information from the last lesson and check for mastery.
2. Recognize that difficulties in memory and listening comprehension compromise
Client Y’s performance in all subjects taught in a lecture-discussion format.
Provide visual outlines, class notes prior to the lecture, a study guide to fill out
during the lecture.
3. Client Y should be provided with small chunks of information at a time. It may be
beneficial to have hx repeat back what hxx has been told, in order to ensure that
hxx has paid full attention and understood, as well as to reinforce hxx memory. It
may be useful to create visual cues, such as flash cards, graphs, tables, lists, or
charts in order to help him remember information. Client Y’s difficulty with
remembering auditory information creates significant problems for hx when hxx
attempts to do hxx homework. Even when Client Y seems to understand
concepts at school, as time passes hx may forget how to apply the information hx
learned earlier. Visual reminders can help Client Y with this problem.
4. Provide more time for all writing assignments, including note taking, copying, and
taking exams. Because of a compromised writing rate, Client Y will complete
writing tasks at a slower pace than others. Reduce the amount of required writing
so that Client Y can finish tasks within the allotted time frame or allow Client Y
extra time.
5. Reduce the amount of copying required. For example, in math, provide Client Y
with a worksheet with the problems, rather than asking hx to copy the problems
from a book.
6. Client Y should continue to receive speech therapy. It may be useful for Client
Y’s teachers to be collaborative with the speech therapist and integrate phonemic
awareness activities into speech instruction, and to reinforce speech objectivity
within phonemic awareness activities in the classroom. Use letters to allow
Client Y to “see” the sounds that are supposed to be pronounced in target words.
Color all of the letters that have sounds, or just letters that represent the sounds
targeted for development.