PSYCHOEDUCATIONAL BATTERIES
Kaufman Assessment Battery for Children (K-ABC)
On the Kaufman Assessment Battery for Children (K-ABC), Client's name's
sequential processing score was in the ... range, at the ... percentile, simultaneous
processing score in the ... range, at the ... percentile, and mental processing composite
score in the ... range, at the ... percentile. This means that he/she was functioning
better than ...% of children his/her age on tasks that involve working with or memory for
items presented in a sequence or order, better than ...% of children his/her age on
tasks that are visual-spatial in nature, and better than ...% of children his/her age
overall.
TESTS OF OVERALL ABILITY
Wechsler Preschool and Primary Scale of Intelligence-Revised (No Discrepancy)
On the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R),
an individually administered test of intelligence, Client's name's verbal IQ was in the
range, at the percentile, his/her performance IQ in the range, at the percentile,
and his/her full scale IQ in the range, at the percentile. This means that Client's
name performed better than % of children his/her age on language-based tasks,
better than % of children his/her age on non-verbal visual-spatial tasks, and better
than % of children his/her age overall. There was no significant discrepancy between
verbal and performance IQ.
On the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R),
an individually administered test of intelligence, Client's name's verbal IQ was in the
range, at the percentile, and his/her performance IQ in the range, at the
percentile. This means that Client's name performed better than % of children
his/her age on language-based tasks, and better than % of children his/her age on
non-verbal visual-spatial tasks. There was a significant discrepancy between verbal and
performance IQ.
Wechsler Preschool and Primary Scale for Children-Revised (Summary of scores
to enclose in letters to other psychologists)
Verbal I.Q. =
Subtest
Full Scale I.Q. =
Performance
I.Q. =
Scale Score
Subtest
Information
Object Assembly
Similarities
Geometric Design
1
Scale Score
Arithmetic
Block Design
Vocabulary
Mazes
Comprehension
Picture Completion
Sentences (optional)
Animal Pegs (optional)
Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV)
Client's name’s current level of intellectual functioning was evaluated using the
Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), an individually
administered test of intelligence. This test provides a broad assessment of general
intellectual functioning and school-related abilities. It measures four areas (i.e., Four
Index Scores): verbal abilities, perceptual reasoning and organization, memory, and
speed of processing information. There is also a Full Scale IQ score which assesses
Clients name’s overall ability. On this test Client’s name was compared to other
Canadian children his/her age. The results on this test and many of the other tests
discussed below will be presented in terms of percentiles. Percentiles indicate where a
child performs relative to others his or her age. For example, a score at the 65 th
percentile indicates that the child did as well as or better than 65% of children his or her
age. An average score is between the 25th and 75th percentiles.
Client’s name’s Full Scale IQ was in the …range, at the ….percentile. In terms of the
individual index scores, Client’s name obtained a score in the …range, at the
…percentile on the Verbal Comprehension Index, which measures verbal concepts,
vocabulary, general knowledge, and understanding of social rules. He/She obtained a
score in the …range, at the …percentile on the Perceptual Reasoning Index which
involves understanding of concepts presented in pictures, visual-spatial abilities and
visual-motor integration. He/She obtained a score in the …range, at the …percentile on
the Working Memory Index, which is comprised of tasks that require the ability to retain
information in memory, manipulate it and produce a result. Finally, he/she obtained a
score in the …range, at the …percentile on the Processing Speed Index, which
measures speed and accuracy. [There was(were) a significant discrepancy(ies)
between Verbal Comprehension/Perceptual Reasoning/Working Memory/Processing
Speed and Verbal Comprehension/Perceptual Reasoning/Working Memory/Processing
Speed.]
Wechsler Intelligence Scale for Children-Fourth Edition (Summary of scores to
enclose in letters to other psychologists)
Full Scale IQ =
Verbal
Comprehension
Working
Memory Index
Perceptual
Reasoning
2
Processing
Speed Index
Index
Similarities
Vocabulary
Comprehension
Information
(optional)
Index
Block Design
Picture
Concepts
Matrix
Reasoning
Picture
Completion
(optional)
Digit Span
Letter-Number
Sequencing
Arithmetic
(optional)
Coding
Symbol Search
Cancellation
(optional)
Word Reasoning
(optional)
Wechsler Adult Intelligence Scale-Third Edition (No Discrepancy)
On the Wechsler Adult Intelligence Scale-Third Edition (WAIS-3), an individually
administered test of intelligence, Client's name's verbal IQ was in the range, at the
percentile, his/her performance IQ in the range, at the percentile, and his/her full
scale IQ in the range, at the percentile. This means that Client's name performed
better than % of people his/her age on language-based tasks, better than % of
people his/her age on non-verbal visual-spatial tasks, and better than % of people
his/her age overall. There was no significant discrepancy between verbal and
performance IQ.
When Client's name's Index scores were considered, a more specific profile of
strengths and problem areas were evident. He/She obtained a score in the …range, at
the …percentile on the Verbal Comprehension Index, which means that he/she scored
better than …% of people his/her age on tasks that measure verbal reasoning and
expression. He/She obtained a score in the …range, at the …percentile on the
Perceptual Organization Index which means that he/she scored better than …% of
people his/her age on tasks that measure ability to interpret and organize visually
presented material within a time limit. He/She obtained a score in the …range, at the
…percentile on the Working Memory Index, which means that he/she scored better
than …% of people his/her age on tasks that measure memory for material that was
just presented, ability to sustain attention, concentrate, and exert mental control.
He/She obtained a score in the …range, at the …percentile on the Processing Speed
Index, which means that he/she scored better than …% of people his/her age on tasks
that measure ability to process visually perceived nonverbal information quickly.
Wechsler Adult Intelligence Scale-Third Edition (WAIS-3) (Discrepancy)
On the Wechsler Adult Intelligence Scale-Third Edition (WAIS-3), an individually
administered test of intelligence, Client's name's verbal IQ was in the range, at the
percentile, and his/her performance IQ in the range, at the percentile. This means
that Client's name performed better than % of people his/her age on language-based
tasks, and better than % of people his/her age on non-verbal visual-spatial tasks.
There was a significant discrepancy between verbal and performance IQ.
3
When Client's name's Index scores were considered, a more specific profile of
strengths and problem areas were evident. He/She obtained a score in the …range, at
the …percentile on the Verbal Comprehension Index, which means that he/she scored
better than …% of people his/her age on tasks that measure verbal reasoning and
expression. He/She obtained a score in the …range, at the …percentile on the
Perceptual Organization Index which means that he/she scored better than …% of
people his/her age on tasks that measure ability to interpret and organize visually
presented material within a time limit. He/She obtained a score in the …range, at the
…percentile on the Working Memory Index, which means that he/she scored better
than …% of people his/her age on tasks that measure memory for material that was
just presented, ability to sustain attention, concentrate, and exert mental control.
He/She obtained a score in the …range, at the …percentile on the Processing Speed
Index, which means that he/she scored better than …% of people his/her age on tasks
that measure ability to process visually perceived nonverbal information quickly.
Wechsler Adult Intelligence Scale-Third Edition (Summary of scores to enclose in
letters to other psychologists)
Verbal I.Q. =
Full Scale I.Q. =
Subtest
Performance
I.Q. =
Scale Score
Subtest
Information
Picture Completion
Digit Span
Picture Arrangement
Vocabulary
Block Design
Arithmetic
Object Assembly
Comprehension
Digit Symbol
Similarities
Matrix Reasoning
Letter-Number
Sequences
Symbol Search
Index Scores
Verbal Comprehension
Perceptual Organization
Working Memory
Processing Speed
4
Scale Score
Stanford-Binet Intelligence Scale: Fourth Edition (SB:IV)
On the Stanford-Binet Intelligence Scale: Fourth Edition (SB:IV), Client's name's
verbal reasoning Standard Age Score (SAS) was in the ... range, at the ... percentile,
abstract/visual reasoning SAS in the ... range, at the ... percentile, quantitative
reasoning SAS in the ... range, at the ... percentile, and short-term memory SAS in the
... range, at the ... percentile. This means that he/she performed better than ...% of
children his/her age on language based tasks, better than ...% of children his/her age
on visual-spatial tasks, better than ...% of children his/her age on mathematical tasks,
and better than ... % of children his/her age on tasks involving immediate recall for
verbal and nonverbal material. Client's name's test composite was in the ... range, at
the ... percentile. Thus, he/she was functioning better than ...% of children his/her age
on the whole test.
Leiter International Performance Scale-Revised
The Leiter International Performance Scale-Revised (Leiter-R) was administered
with the following results:
Visualization and Reasoning Battery
Composite
Standard Score
Percentile
Brief IQ Screener
Full Scale IQ
Fluid Reasoning
Fundamental Visualization
Spatial Visualization
Attention and Memory Battery
Composite
Standard Score
Memory Screener
Associative Memory
Memory Span
Attention
Memory Process
5
Percentile
Recognition Memory
Detroit Tests of Learning Aptitude-4 (DTLA-4)
The Detroit Tests of Learning Aptitude (DTLA-4) were administered with the following
results:
Verbal Subtest
Standard Score
Percentile
Standard Score
Percentile
Word Opposites
Sentence Imitation
Story Construction
Basic Information
Word Sequences
Nonverbal Subtest
Design Sequences
Reversed Letters
Design reproduction
Symbolic Relations
Story Sequence
Composite
Standard Score
Percentile
General Mental Ability
Linguistic Domain
Verbal
Nonverbal
Attentional Domain
Attention-Enhanced
Attention-Reduced
Motor Domain
Motor-Enhanced
Motor-Reduced
Comprehensive Test of Nonverbal Intelligence (CTONI)
6
The Comprehensive Test of Nonverbal Intelligence (CTONI) was administered with
the following results:
Subtest
Scores
Pictorial Analogies
Geometric Analogies
Pictorial Categories
Geometric Categories
Pictorial Sequences
Geometric Sequences
Composite
Standard Score
Percentile
Pictorial Nonverbal
Intelligence (PNIQ)
Geometric Nonverbal
Intelligence (GNIQ)
Nonverbal
Intelligence
(NIQ)
Wechsler Abbreviated Scales of Intelligence (WASI)
The Wechsler Abbreviated Scale of Intelligence (WASI) was administered with the
following results:
Verbal Scale IQ
Performance Scale IQ
Full Scale IQ (Block Design and Matrix Reasoning)
Full Scale IQ (Vocabulary and Matrix Reasoning)
Woodcock-Johnson III Tests of Cognitive Abilities
The Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG) was
administered with the following results:
7
Cluster
Grade Score
Percentile
Comprehension-Knowledge
Long-Term Retrieval
Visual-Spatial Thinking
Auditory Processing
Fluid Reasoning
Processing Speed
Short-Term Memory
General Intellectual Ability
Note: The WJ III COG can only be scored by a computer software package.
TESTS OF MEMORY
Wide Range Assessment of Memory and Learning (WRAML)
The Wide Range Assessment of Memory and Learning (WRAML) was administered
with the following results:
Subtest
Scaled Score
Picture Memory
Design Memory
Verbal Learning
Story Memory
Finger Windows
Sound Symbol
Sentence Memory
Visual Learning
Number/Letter
Verbal learning Recall
Story Memory Recall
Sound Symbol Recall
Visual Learning Recall
Story Memory Recognition
8
Percentile
Index
Index Score
Percentile
Verbal Memory
Visual Memory
General Memory
Learning
The Children's Memory Scale (CMS)-ages 5-8 or 9-16
The Children's Memory Scale (CMS) was administered with the following results:
Subtest
Index Score
Percentile
Visual Immediate
Visual Delayed
Verbal Immediate
Verbal Delayed
Attention-Concentration
Learning
Delayed Recognition
General Memory
ACHIEVEMENT TESTS
Wechsler Individual Achievement Test-Screener (WIAT-Screener)
The Wechsler Individual Achievement Test-Screener (WIAT-Screener) was
administered with the following results:
Subtest
Standard Score
Percentile
Basic Reading
Mathematics Reasoning
Spelling
Kaufman Test of Educational Achievement Normative Update - Brief Form (K-TEA
NU)
The Kaufman Test of Educational Achievement Normative Update - Brief Form (KTEA NU) was administered with the following results:
Subtest
Standard Scores
Percentile
9
Mathematics
Reading
Spelling
Composite
Wide Range Achievement Test-Third Edition (WRAT-3)
The Wide Range Achievement Test-Third Edition (WRAT-3) was administered with
the following results:
Subtest
Standard Score
Percentile
Reading
Spelling
Arithmetic
Kaufman Test of Educational Achievement Normative Update - Comprehensive
Form (K-TEANU)
The Kaufman Test of Educational Achievement Normative Update Comprehensive Form (K-TEANU) was administered with the following results:
Subtest
Standard Score
Percentile
Reading Decoding
Reading Comprehension
Mathematics Applications
Mathematics Computation
Spelling
Composite Scores
Reading
Mathematics
Total Test
Peabody Individual Achievement Test Revised (PIAT-R)
10
The Peabody Individual Achievement Test (PIAT-R) was given with the following
results:
Subtest
Standard Score
Percentile
Mathematics
Reading Recognition
Reading Comprehension
Spelling
General Information
Written Expression
Composites
Total Reading
Total Test
Wechsler Individual Achievement Test - Second Edition (WIAT-II)
The Wechsler Individual Achievement Test - Second Edition (WIAT - II) was
administered with the following results:
Subtest
Percentile
Basic Reading
Pseudoword Decoding
Reading Comprehension
Mathematics Reasoning
Numerical Operations
Listening Comprehension
Oral Expression
Spelling
Written Expression
11
Age/Grage
Equivalent
Composites
Reading
Mathematics
Language
Writing
Total
Diagnostic Achievement Battery-Second Edition (DAB-2)
The Diagnostic Achievement Battery-Second Edition (DAB-2) was administered
with the following results:
Subtest
Grade Equivalent
Percentile
Story Comprehension
Characteristics
Synonyms
Grammatic Completion
Alphabet/Word knowledge
Reading Comprehension
Capitalization
Punctuation
Spelling
Writing Composition
Mathematics Reasoning
Mathematics Calculation
Composites
Listening
Speaking
Reading
Writing
Mathematics
Spoken Language
Written Language
Total Achievement
Diagnostic Achievement Test For Adolescents-Second Edition (DATA-2)
The Diagnostic Achievement Battery-Second (DATA-2) was administered with the
following results:
Subtest
Standard Score
12
Percentile
Receptive Vocabulary
Receptive Grammar
Expressive Grammar
Expressive Vocabulary
Word Identification
Reading Comprehension
Spelling
Writing Composition
Math Calculation
Math Problem Solving
Science Knowledge
Social Studies Knowledge
Reference Skills
Composites
Listening
Speaking
Reading
Writing
Mathematics
Achievement Screener
Total Achievement
TESTS OF READING
Woodcock Reading Mastery Tests-Revised
The Woodcock Reading Mastery Tests - Revised, Form G/H were given with the
following results:
Subtest
Grade Equivalent
Visual Auditory Learning
Letter Identification
Word Identification
Word Attack
Word Comprehension
Passage Comprehension
13
Percentile
Clusters
Readiness Cluster
Basic Skills Cluster
Reading Comprehension Cluster
Total Reading-Full Scale
Total Reading-Short Scale
Durrell Analysis of Reading Difficulty-Third Edition
On the Durrell Analysis of Reading Difficulty-Third Edition, Client's name was able
to read orally at a grade ...level with regard to speed and accuracy. His/her
comprehension at that level was good/fair/ poor. Oral reading problems included ...
When asked to retell a story that he/she had read silently, Client's name could do so at
a grade...level. Recall problems involved ...
When asked questions about his/her
recall of passages read orally to him/her, his/her comprehension was better/not better
than when reading independently. Results of the word recognition and word analysis
tests indicated that Client's name has mastered ... , but had difficulties with ...
Diagnostic Reading Scales (DRS)
On the Diagnostic Reading Scales (DRS), Client's name's Instructional Level, the
level at which he/she could read orally with accuracy and adequate comprehension,
was at a grade ... level. Oral reading errors included...He/she read ... His/her
Independent Level, the level at which he/she could read silently with adequate
comprehension, was at a grade ... level. Comprehension difficulties included ... Client's
name's Potential Level, the level at which he/she could comprehend stories read aloud
to him/her was at a grade ... level. Thus, his/her listening comprehension was
better/not better than his/her reading comprehension when reading silently. Results of
the word analysis and phonics tests indicated that Client's name has mastered ... , but
had difficulties with ...
Gray Oral Reading Test-Diagnostic (GORT-D)
The Gray Oral Reading Test-Diagnostic (GORT-D) was administered with the
following results:
Subtest
Standard Score
Paragraph Reading
Word Identification
Morphemic Analysis
Contextual Analysis
Word Ordering
14
Percentile
Decoding
Word Attack
Composites
Meaning Cue
Function Cue
Graphic/Phonemic Analysis
Total Reading
Comprehensive Test of Phonological Processing (CTOPP) for
ages 5 & 6
The Comprehensive Test of Phonological Processing (CTOPP) was administered
with the following results:
Subtest
Standard Score
Percentile
Ellision (EL)
Rapid Color Naming (RC)
Blending Words (BW)
Sound Matching (SM)
Rapid Object Naming (RO)
Memory for Digits (MD)
Nonword Repetition (NR)
Supplemental
Blending Nonwords (BN)
Composite
Phonological Awareness
Phonological Memory
Rapid Naming
Comprehensive Test of Phonological Processing (CTOPP) for ages 7 through 24
The Comprehensive Test of Phonological Processing (CTOPP) was administered
with the following results:
Subtest
Standard Score
Ellision (EL)
Blending Words (BW)
15
Percentile
Memory for Digits (MD)
Rapid Digit Naming (RD)
Nonword Repetition (NR)
Rapid Letter Naming (RL)
Supplemental
Rapid Color Naming (RC)
Phoneme Reversal (PR)
Rapid Object Naming (RO)
Blending Nonwords (BN)
Segmenting Words (SW)
Segmenting Nonwords (SN)
Composites
Phonological Awareness
Phonological Memory
Rapid Naming
Alternate Phonological Awareness
Alternate Rapid Naming
TESTS OF RECEPTIVE AND EXPRESSIVE LANGUAGE
Test of Early Language Development-Third Edition (TELD-3)
The Test of Early Language Development -Third Edition (TELD-3) was administered
with the following results:
Quotient
Standard Score
Percentile
Receptive Language
Expressive Language
Spoken Language
Test of Adolescent and Adult Language-Third Edition (TOAL-3)
The Test of Adolescent and Adult Language-Third Edition (TOAL-3) was
administered with the following results;
Subtest
Standard Score
Listening Vocabulary (LV)
Listening/Grammar (LG)
16
Percentile
Speaking Vocabulary (SV)
Speaking/Grammar (SG)
Reading/Vocabulary (RV)
Reading Grammar (RG)
Writing/Vocabulary (WV)
Writing/Grammar (WG)
Test of Language Development Primary- Third Edition (TOLD-P:3)
The Test of Language Development Primary-Third Edition (TOLD:P3) was
administered with the following results:
Subtest
Standard Score
Percentile
Picture Vocabulary
Relational Vocabulary
Oral Vocabulary
Grammatic Understanding
Sentence Imitation
Grammatic Completion
Word Discrimination-Optional
Word Articulation-Optional
Phonemic Analysis-Optional
Composites
Quotient
Spoken Language
Listening
Speaking
Semantics
Syntax
Organizing
Test of Language Development Intermediate-Third Edition (TOLD I:3)
The Test of Language Development Intermediate-Third Edition (TOLD I:3) was
administered with the following results:
Subtest
Standard Score
Sentence Combining
Vocabulary
Word Ordering
Generals
17
Percentile
Grammatical Comprehension
Malapropisms
Composites
Quotient
General Intelligence-Aptitude
Spoken Language
Listening
Speaking
Semantics
Syntax
Clinical Evaluation of Language Fundamentals - Third Edition (CELF-3) (age 6.021.11)
The Clinical Evaluation of Language Fundamentals - Third Edition (CELF-3) was
given with the following results:
Subtest
Standard Score
Concepts and Directions
Word Classes
Word Associations
Sentence Structure
Word Structure
Listening to Paragraphs
Semantic Relationships
Sentence Assembly
Formulated Sentences
Recalling Sentences
Rapid Automatized Naming (RAN)
Composites
Receptive Language Score
Expressive Language Score
Total Language Score
18
Percentile
TESTS OF WRITTEN LANGUAGE
Test of Written Language-Third Edition (TOWL-3)
The Test of Written Language-Third Edition (TOWL-3) was administered with the
following results:
Subtest
Standard Score
Percentile
Vocabulary
Spelling
Style
Logical Sentences
Sentence Combining
Thematic Maturity
Contextual Vocabulary
Syntactic Maturity
Contextual Spelling
Contextual Style
Composites
Quotient
Contrived Writing
Spontaneous Writing
Overall Written Language
Test of Written Spelling-Third Edition (TWS-3)
The Test of Written Spelling-Third Edition (TWS-3) was administered with the following
results:
Subtest
Standard Score
Percentile
Predictable Words
Unpredictable Words
Total Words
TESTS OF MATHEMATICS
KeyMath-Revised: A Diagnostic Assessment of Essential Mathematics
Client's name's overall score on the KeyMath-R, a diagnostic mathematics test was
approximately at the grade
level. (The score is approximate because a subtest
comprised of imperial measurement items had to be omitted because Canadian
19
children now learn metric measurement.) Client's name was relatively good on Subtest
assessing... He/she could do items requiring... Problems were observed on Subtest
assessing... He/she could do items involving... but had difficulty with... Client's name's
performance on the KeyMath was higher than his/her performance in school as
reported by his/her teacher and on the
Test. This may be because the KeyMath has
bright pictures, and with the exception of the computation section is given orally.
Test of Mathematical Abilities-Second Edition (TOMA-2)
The Test of Mathematical Abilities (TOMA-2) was administered with the following
results:
Subtest
Standard Score
Percentile
Vocabulary (VO)
Computation (CO)
General Information (GI)
Story Problems (SP)
Attitude Toward Math (AT)
MATH QUOTIENT
TESTS OF ADAPTIVE SKILLS
Vineland Adaptive Behaviour Scales
The Vineland Adaptive Behaviour Scales were administered with the following
results:
Domain
Standard Score
Communication Domain
Daily Living Skills Domain
Socialization Domain
Motor Skills Domain
Composite
Adaptive Behaviour
Composite
20
Percentile