PSYCHOMETRIC SUMMARY
WECHSLER ADULT INTELLIGENCE SCALE – THIRD EDITION (WAIS-III)
Administered on:
Administered by:
The WAIS-III is an individually administered, clinical instrument for assessing the intellectual
ability of adults aged 16 years, 0 months to 74 years, 11 months.
The following subtest scores have a mean score of 10 with a standard deviation of 3. Scores
between 7 and 13 are considered average.
Verbal
SS Performance
SS
Vocabulary
Picture Completion
Similarities
Digit Symbol- Coding
Arithmetic
Block Design
Digit Span
Matrix Reasoning
Information
Picture Arrangement
Comprehension
Symbol Search
Letter-Number Sequencing
Object Assembly
The following composite scores have a mean score of 100 and a standard deviation of 15. Scores
between 85 and 115 are considered average.
Standard
Percentile
Confidence
Score
Rank
Interval
Verbal Intelligence Quotient
Performance Intelligence Quotient
Verbal Comprehension
Perceptual Organization
Working Memory
Processing Speed
Full Scale Intelligence Quotient
The Wechsler Adult Intelligence Scale, Third Edition (WAIS-III) was administered as a measure
of intellectual ability. XXXX's overall estimate of intelligence, the Full Scale Intelligence
Quotient (FSIQ), places him in the average range. Specifically, he obtained a FSIQ score of 87,
which is comprised of a Verbal Intelligence Quotient of 77 and a Performance Intelligence
Quotient of 102. Given the significant difference between his verbal and performance abilities,
the FSIQ is not an accurate estimate of his overall abilities. Instead, his abilities should be
examined in terms of his Verbal Comprehension (standard score = 84) and his Perceptual
Organizational ability (standard score = 105). His index scores indicate a significant overall
strength in the area of Perceptual Organizational ability and a weakness in Verbal
Comprehension. Additionally, his individual subtest scores indicate significant strengths in
Gestalt (part-to-whole) and abstract reasoning and a weakness in working memory.
WOODCOCK-JOHNSON TESTS OF COGNITIVE ABILITY: 3RD EDITION/ NORMATIVE
UPDATE (WJ-III:COG/NU)
Administered on:
Administered by:
The WJ-III:COG/NU is a wide-range comprehensive set of individually administered tests
measuring cognitive abilities. This test can derive scores that examine verbal and thinking ability
as well as cognitive efficiency.
The following composite scores have a mean score of 100 and a standard deviation of 15. Scores
between 85 and 115 are considered average.
Grade
Percentile
Standard
Confidence
Clusters
Equivalent
Rank
Score
Bands
Verbal Ability
Thinking Ability
Cognitive Efficiency
Subtests
Verbal Comprehension
Visual-Auditory Learning
Spatial Relations
Sound Blending
Concept Formation
Visual Matching
Numbers Reversed
General Intellectual Ability
DIFFERENTIAL ABILITY SCALES, SECOND EDITION (DAS-II)
Date administered:
Administered by:
The DAS-II is an individually administered intelligence test for children and adolescents.
The following composite standard scores have a mean of 100 and a standard deviation of 15.
Scores between 90 and 110 are considered average.
Standard
Percentile
Confidence
Domains
Score
Rank
Interval
Verbal
Nonverbal
Spatial
GCA
The following T-scores have a mean of 50 and a standard deviation of 10.
Scores between 40 and 60 are in the average range.
T-Scores
Domains
Verbal:
Word Definitions:
Nonverbal:
Spatial:
Verbal Similarities:
Matrices:
Sequential & Quantitative Reasoning:
Recall of Designs:
Pattern Construction:
The Differential Abilities Scales (DAS-II) were administered as a measure of intellectual ability.
XXXX's overall estimate of intelligence, the General Cognitive Ability (GCA), places him in the
average range. Specifically, he obtained a GCA score of 92, which is comprised of a Verbal
cluster score of 99 and a Nonverbal cluster score of 90. There is a 90% chance that his "true"
General Cognitive Ability score falls in the 86 to 98 range.
His cluster scores indicate no significant strengths or weaknesses. This means that he does
equally well when asked to perform tasks that require verbal skills such as defining and
comparing words as he does tasks that require problem-solving skills such as discovering and
using patterns to solve puzzles and copying from a picture. Each cluster score can be further
broken down into subtest scores. When examined this way, XXXX’s scores indicate no other
significant strengths or weaknesses.
DIFFERENTIAL ABILITY SCALES, SECOND EDITION: PRESCHOOL LEVEL (DAS-II)
Date administered:
Administered by:
The DAS-II is an individually administered intelligence test consisting of 6 "core subtests."
These core subtests are used in the calculation of the General Cognitive Ability (GCA) score, an
estimate of overall intelligence.
The following composite standard scores have a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Standard
90% Confidence
Domains
Score
Bands
GCA
Verbal
Nonverbal
The following T-scores have a mean of 50 and a standard deviation of 10.
Scores between 40 and 60 are in the average range.
Domains
T-Scores
Verbal:
Verbal Comprehension
Naming Vocabulary
Nonverbal:
Picture Similarities
Pattern Construction
Copying
Other:
Early Number Concepts
The Differential Abilities Scales (DAS-II) were administered as a measure of intellectual ability.
XXXX's overall estimate of intelligence, the General Cognitive Ability (GCA), places him in the
average range. Specifically, he obtained a GCA score of 92, which is comprised of a Verbal
cluster score of 99 and a Nonverbal cluster score of 90. There is a 90% chance that his "true"
General Cognitive Ability score falls in the 86 to 98 range.
His cluster scores indicate no significant strengths or weaknesses. This means that he does
equally well when asked to perform tasks that require verbal skills such as defining and
comparing words as he does tasks that require problem-solving skills such as discovering and
using patterns to solve puzzles and copying from a picture. Each cluster score can be further
broken down into subtest scores. When examined this way, XXXX’s scores indicate no other
significant strengths or weaknesses.
COMPREHENSIVE TEST OF NONVERBAL INTELLIGENCE, SECOND EDITION (CTONI2)
Administered by:
Administered on:
The CTONI-2 is an individually administered intelligence test that is given with basic English or
pantomime instructions. All items are nonverbal and require no speech. It is made up of six
subtests that provide two composite scores and a Nonverbal IQ score.
The CTONI-2 subtests provide scores with a mean of 10 and a standard deviation of 3.
Scores between 7 and 13 are considered average.
Scaled Score
Subtests
Pictorial Analogies
Geometric Analogies
Pictorial Categories
Geometric Categories
Pictorial Sequences
Geometric Sequences
The CTONI quotients provide scores with a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Standard
Percentile
Composite
Score
Rank
Pictorial Intelligence Quotient (PNIQ)
Geometric Intelligence Quotient (GNIQ)
Full Scale Intelligence Quotient (NIQ)
The Comprehensive Test of Nonverbal Intelligence (CTONI-2) was given as another measure of
intellectual ability. XXXX’s Nonverbal Intelligence Quotient (NIQ) fell in the delayed range
(standard score = 77). This score is comprised of a below average Pictorial Nonverbal
Intelligence Quotient (standard score = 81) and a delayed Geometric Nonverbal Intelligence
Quotient (standard score = 76).
KAUFMAN ASSESSMENT BATTERY FOR CHILDREN, SECOND EDITION (KABC-II)
Administered on:
Administered by:
The KABC-II is a measure of intelligence and achievement made up of five scales (Sequential,
Planning, Learning, Simultaneous, and Knowledge). Scores from all of these scales are
combined to form a composite (FCI).
The following subtests yield a scaled score with a mean of 10 and a standard deviation of 3.
Scores between 7 and 13 are considered average.
Subtests
Scaled
Score
Atlantis
Story Completion
Number Recall
Rover
Verbal Knowledge
Rebus
Triangles
Block Counting
Word Order
Pattern Recognition
Riddles
The following subtests yield a standard score with a mean of 100 and a standard deviation of 15.
Standard scores between 85 and 115 are considered average.
Scale Indices
Standard
Confidence
Score
Band
Sequential/ Gsm
Simultaneous/ Gv
Learning/ Glr
Planning/ Gf
Knowledge/ Gc
Composite (FCI)
XXXX was given the Kaufman Assessment Battery for Children, Second Edition (KABC-II) as a
second measure of intellectual ability due to the discrepancy between his scores on the DAS and
his scores on the K-BIT. His composite score on the KABC-II fell in the delayed range (FCI =
75), which was a similar score to that on the DAS-II. Given this, his overall ability appears to
fall in the delayed range. Scale scores on the KABC-II indicate that XXXX exhibits a relative
cognitive strength in the area of concept learning; however, he has difficulty applying these
learned concepts to solve problems.
XXXX was given the Kaufman Assessment Battery for Children, Second Edition (KABC-II) as a
measure of intellectual ability. All of the subtests were administered in English or Nonverbally,
except the Riddles subtest where he could answer in English or in Spanish. His composite scores
(including all verbal subtests, even those that allowed for English-only items) fell in the delayed
to below average range (standard score=79). His nonverbal composite score fell in the average
range (standard score=86). Cluster scores indicate a significant strength in Simultaneous
processing (e.g., tests requiring nonverbal reasoning and visual problem solving) and significant
weakness in Sequential processing (e.g., tests requiring short-term memory tasks) and Learning
tasks (e.g., tasks requiring long-term verbal memory).
KAUFMAN BRIEF INTELLIGENCE TEST, SECOND EDITION (KBIT-2)
Administered on:
Administered by:
The KBIT-2 is a screening measure of intelligence comprised of two subtests: Matrices and
Vocabulary. Scores from these two subtests are combined to form the IQ Composite, which
serves as the measure of intelligence on the KBIT-2.
The following composite standard scores have a mean of 100 and a standard deviation of 15.
Scores between 90 and 110 are considered average.
Domains
T-Score
Verbal
Nonverbal
IQ Composite
The Student Support Team administered an intellectual screening using the Kaufman Brief
Intelligence Test, Second Edition (KBIT-2) on 1/14/2004. XXXX’s composite score cannot be
interpreted given the significant difference between subtest scores. Subtest scores include a very
delayed score on the Verbal subtests (standard score = 64) and an average score on the Nonverbal
subtest (standard score = 91).
------The Student Support Team administered an intellectual screening using the Kaufman Brief
Intelligence Test, Second Edition (KBIT-2) on 4/4/2004. XXXX’s composite score fell in the
average range (standard score = 110). This composite score was derived from average scores on
the Verbal subtests (standard score = 100) and the Nonverbal subtest (standard score = 119).
UNIVERSAL NONVERBAL INTELLIGENCE TEST (UNIT)
Administered by:
Administered on:
The UNIT is an individually administered intelligence test that is given with only pantomime
instructions. All items are nonverbal and require no speech. It is made up of four subtests that
provide four Quotient Scores and a Full Scale IQ score.
The UNIT subtests provide scores with a mean of 10 and a standard deviation of 3.
Scores between 7 and 13 are considered average.
Subtests
Scaled Score
Symbolic Memory
Cube Design
Spatial Memory
Analogic Reasoning
The UNIT quotients provide scores with a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Standard
Percentile
Confidence
Classification
Quotient
Score
Rank
Interval
Memory Quotient
Reasoning Quotient
Symbolic Quotient
Nonsymbolic Quotient
Full Scale IQ
The Universal Nonverbal Intelligence Test (UNIT) was administered as a measure of intellectual
ability. XXXX’s estimate of intelligence, the Full Scale IQ (FSIQ), places him in the delayed
range. Specifically, he obtained a FSIQ score of 79, which is comprised of a Memory Quotient
score of 88, a Reasoning Quotient score of 74, a Symbolic Quotient score of 76, and a
Nonsymbolic Quotient score of 85. There is a 90% chance that his "true" Full Scale IQ score
falls in the 74 to 86 range. His quotient and scores indicate strength in short-term visual
memory.
TEST DE VOCABULARIO DE IMAGINES PEABODY (TVIP)
Date administered:
Administered by:
The TVIP is a Spanish version of the PPVT-III. It serves two purposes: (1) as an achievement
test of receptive (hearing) vocabulary attainment for standard Spanish; and (2) as a screening test
of receptive language ability.
The TVIP provides standard scores with a Mean of 100 and Standard Deviation of 15.
Scores between 85 and 115 are considered average.
Standard Score
Percentile Rank
Age Equivalent
XXXX was given the Test de Vocabulario de Imagines Peabody (TVIP) and the Peabody Picture
Vocabulary Test- Third Edition (PPVT-III), additional screeners of receptive language (how well
she can identify drawings depicting single, spoken words in both English and Spanish). Her
scores indicated that she performs in the delayed range in receptive language in both languages.
PEABODY PICTURE VOCABULARY TEST- THIRD EDITION (PPVT-III)
Date administered:
Administered by:
The PPVT-III is designed for persons aged 2 1/2 through 90+ years. It serves two purposes: (1)
as an achievement test of receptive (hearing) vocabulary attainment for standard English; and (2)
as a screening test of receptive language ability.
The PPVT-III provides standard scores with a Mean of 100 and Standard Deviation of 15.
Scores between 85 and 115 are considered average.
Standard Score
Percentile Rank
Age Equivalent
XXXX was given additional screeners of receptive language (how well he can identify drawings
depicting single, spoken) and expressive language (how well he provides the verbal label or
synonym for another word or a picture).
EXPRESSIVE VOCABULARY TEST (EVT)
Date administered:
Administered by:
The EVT is designed to measure expressive language ability
The EVT provides standard scores with a Mean of 100 and Standard Deviation of 15.
Scores between 85-115 are considered average.
Standard Score
Percentile Rank
Age Equivalent
XXXX was given additional screeners of receptive language (how well he can identify drawings
depicting single, spoken) and expressive language (how well he provides the verbal label or
synonym for another word or a picture).
EXPRESSIVE ONE-WORD PICTURE VOCABULARY TEST: SPANISH-BILINGUAL
EDITION (EOWPVT: SBE)
Date administered:
Administered by:
The EOWPVT: SBE is designed to examine expressive language ability across languages. The
test consists of a series of pictures, and the test-taker is asked to identify the picture in either
English or in Spanish. For this reason, the test yields a combined English/Spanish expressive
language score and not a language proficiency score.
EOWPVT:SBE provides standard scores with a Mean of 100 and a Standard Deviation of 15.
Scores between 85 and 115 are considered average.
Standard Score
Confidence Interval
Percentile Rank
In addition to the WJ-R, the Expressive and Receptive One-Word Picture Vocabulary Tests:
Spanish-Bilingual Edition (EOWPVT-SBE and ROWPVT-SBE) were given. XXXX was
allowed to answer each question on the test in whichever language (Spanish or English) he
preferred. When given this option, he performed in the delayed range for receptive language
(standard score = 71) and in the average range for expressive language (standard score = 91).
RECEPTIVE ONE-WORD PICTURE VOCABULARY TEST: SPANISH-BILINGUAL
EDITION (ROWPVT: SBE)
Date administered:
Administered by:
The ROWPVT: SBE is designed to examine receptive language ability across languages. The
test consists of a series of pictures, and the test-taker is asked to identify the picture in either
English or in Spanish. For this reason, the test yields a combined English/Spanish receptive
language score and not a language proficiency score.
ROWPVT:SBE provides standard scores with a Mean of 100 and a Standard Deviation of 15.
Scores between 85 and 115 are considered average.
Standard Score
Confidence Interval
Percentile Rank
In addition to the WJ-R, the Expressive and Receptive One-Word Picture Vocabulary Tests:
Spanish-Bilingual Edition (EOWPVT-SBE and ROWPVT-SBE) were given. XXXX was
allowed to answer each question on the test in whichever language (Spanish or English) he
preferred. When given this option, he performed in the delayed range for receptive language
(standard score = 71) and in the average range for expressive language (standard score = 91).
EXPRESSIVE ONE-WORD PICTURE VOCABULARY TEST (EOWPVT)
Date administered:
Administered by:
The EOWPVT is designed to screen for expressive language vocabulary skills.
The EOWPVT provides standard scores with a Mean of 100 and a Standard Deviation of 15.
Scores between 85 and 115 are considered average.
Standard Score
Confidence Interval
Percentile Rank
XXXX was given additional screeners of receptive language (how well he can identify words
spoken to him by pointing to a drawing on the word) and expressive language (how well he can
state the word that identifies pictures shown to him).
RECEPTIVE ONE-WORD PICTURE VOCABULARY TEST (ROWPVT)
Date administered:
Administered by:
The ROWPVT is designed to screen for receptive language vocabulary skills.
The ROWPVT provides standard scores with a Mean of 100 and a Standard Deviation of 15.
Scores between 85 and 115 are considered average.
Standard Score
Confidence Interval
Percentile Rank
XXXX was given the Receptive One-Word Picture Vocabulary Test (ROWPVT), an additional
test of receptive language (how well he can identify words spoken to him by pointing to a
drawing on the word).
WECHSLER PRESCHOOL AND PRIMARY SCALE OF INTELLIGENCE,
THIRD EDITION (WPPSI-III)
Administered by: Kathleen Krach
Administered on:
The WPPSI-III is an individually administered clinical instrument for assessing the
intellectual ability of young children through age 7 years, 3 months.
The following subtest scores have a mean score of 10 with a standard deviation of 3.
Scores between 7 and 13 are considered average.
Verbal
SS Performance
SS
Information
Block Design
Vocabulary
Matrix Reasoning
Word Reasoning
Picture Concepts
Other
Other
Word Reasoning
Coding
The following composite scores have a mean score of 100 with a standard deviation of 15.
Scores between 85 and 115 are considered average.
Composite
Percentile
Confidence
Composites
Score
Rank
Bands
Verbal Score
Performance Score
FULL SCALE SCORE
The Wechsler Preschool and Primary Scale of Intelligence, Third Edition (WPPSI-III) was
administered as another measure of intellectual ability. XXXX’s overall estimate of intelligence,
the Full Scale IQ score (standard score = 78) places him in the delayed range. This score is made
up of a delayed score on Verbal ability (standard score = 74) and a low average score on
Performance ability (standard score = 86).
WECHSLER ABBREVIATED SCALE OF INTELLIGENCE (WASI)
Date administered:
Administered by:
The WASI is an individually administered instrument measuring intellectual ability.
The following subtest scores have a mean score of 50 with a standard deviation of 10.
Scores between 40 and 60 are considered average.
Verbal
SS Performance
SS
Vocabulary
Block Design
Similarities
Matrix Reasoning
Composite scores have a mean score of 100 with a standard deviation of 15.
Scores between 85 and 115 are considered average.
90% Confidence
Composites
T-Score
Bands
Verbal Score
Performance Score
FULL SCALE SCORE
The Wechsler Abbreviate Scale of Intelligence (WASI) was given as another measure of
intellectual ability. His Full Scale IQ score placed him in the delayed range (standard
score = 77). This score is made up of a verbal score (standard score = 83) in the below
average range and a performance score (standard score = 76) in the delayed range.
WECHSLER INTELLIGENCE SCALE FOR CHILDREN – 4th EDITION (WISC-IV)
Date administered:
Administered by:
The WISC-IV is an individually administered clinical instrument for assessing the
intellectual ability of children aged 6 years through 16 years, 11 months. The child's
performance on 10 subtests is summarized in an overall intelligence score called the
Full Scale standard score.
The following subtest scores have a mean score of 10 with a standard deviation of 3. Scores
between 7 and 13 are considered average.
Verbal
Perceptual
Working
Processing
Comprehension SS Reasoning
SS Memory
SS Speed
SS
Similarities
Block Design
Digit Span
Coding
Vocabulary
Picture Concepts
Letter-Num.
Symbol Search
Comprehension
Matrix Reason.
The following composite scores have a mean score of 100 and a standard deviation of 15. Scores
between 85 and 115 are considered average.
Standard
Percentile
Confidence
Score
Rank
Interval
Verbal Comprehension (VCI)
Perceptual Reasoning (PRI)
Working Memory (WMI)
Processing Speed (PSI)
Full Scale (FSIQ)
The Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) was administered as a
measure of intellectual ability after his glasses were repaired. Austin’s overall estimate of
intelligence, the Full Scale IQ (FSIQ), places him in the delayed range. Specifically, he obtained
a FSIQ score of 75, which is comprised of a Verbal Comprehension Index (VCI) score of 89, a
Perceptual Reasoning Index (PRI) score of 75, a Working Memory Index (WMI) score of 86, and
a Processing Speed Index (PSI) score of 73. Given that his index scores are statistically different
from one another, the FSIQ may not be the best indicator of his actual overall ability. Of all of
the indices, the VCI is considered to be the most reliable estimate of ability, thus this should be
used to predict academic achievement. His VCI score fell in the average range.
REYNOLDS INTELLECTUAL ASSESSMENT SCALES (RIAS)
Date administered:
Administered by:
The RIAS is an individually administered measure of intellectual ability for ages from 3 to 94.
The primary purpose of this measure is to provide an accurate and comprehensive full scale
intelligence score.
The following composite standard scores have a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Standard
Percentile
90% Confidence
Domains
Score
Rank
Bands
Total Test Battery
Total Verbal Battery
Total Nonverbal Battery
The following T-scores have a mean of 50 and a standard deviation of 10.
Scores between 40 and 60 are in the average range.
Domains
Scaled Scores
Verbal Battery
Guess What
Verbal Reasoning
Nonverbal Battery
Odd-Item Out
What’s Missing
Memory
Verbal Memory
Nonverbal Memory
The Reynolds Intellectual Assessment Scales (RIAS) was given as a test of general cognitive
ability. XXXX’s Total Test Battery (TTB) score places her in the very delayed range (standard
score = 69). This score is made up of a Total Verbal Battery (standard score = 78) and a Total
Nonverbal Battery (standard score = 70). In addition, there are index scores that break down test
performance into verbal (standard score = 69), nonverbal (standard score = 90), and memory
(standard score = 60) scores. These index scores indicate that she has a cognitive strength in the
area of nonverbal reasoning. Subtest scores indicate a weakness in visual short-term memory.
REYNOLDS INTELLECTUAL ASSESSMENT SCALES (RIAS)
Date administered:
Administered by:
The RIAS is an individually administered measure of intellectual ability for ages from 3 to 94.
The following T-scores have a mean of 50 and a standard deviation of 10.
Scores between 40 and 60 are in the average range.
Domains
Verbal Battery
SS Nonverbal Battery
SS Memory Battery
SS
Guess What
Odd-Item Out
Verbal Memory
Verbal Reasoning
What’s Missing
Nonverbal Memory
The following composite standard scores have a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Standard
Percentile
90% Confidence
Domains
Score
Rank
Bands
Verbal Intelligence Index (VIX)
Nonverbal Intelligence Index (NIX)
Composite Memory Index (Not Part of CIX)
Composite Intelligence Index (CIX)
XXXX was given the Reynolds Intelligence Assessment Scale (RIAS) as a comprehensive
intelligence measure. The RIAS was designed to provide a pure measure of intellectual ability
instead of examining his ability levels across processing areas. XXXXs’s Composite Intelligence
Index (CIX) score places him in the average range (standard score = 95). This score is made up
of an average Verbal Intelligence Index (standard score = 91) score and an average Nonverbal
Intelligence Index (standard score = 102) score. In addition, the RIAS gives a Composite
Memory Index score, which fell in the average range (standard score = 90).
BEERY-BUKTENICA DEVELOPMENTAL TEST OF VISUAL-MOTOR INTEGRATION
(VMI)
Administration date:
Administered by:
The VMI requires the child to copy figures such as a line, square, and circles. It measures how
effectively the child can integrate what he or she sees with fine motor output.
The VMI yields a standard score with a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Standard Score:
Percentile:
In addition, XXXX was given the Beery-Buktenica Developmental Test of Visual-Motor
Integration (VMI). This test required him to draw designs, starting with simple lines and
building to complex shapes, and compared his drawings to other children his own age. His
scores indicated no problems with visual-motor integration.
STREET SURVIVAL SKILLS QUESTIONNAIRE (SSSQ)
Administered by:
Administered on:
The SSSQ is an individually administered measure of self-help and daily living skills.
The individual scales provide standard scores with a mean of 10 and a standard deviation of 3.
Scores between 7 and 13 are considered average.
Standard
Domain
Scores
Basic Concepts
Functional Signs
Tools
Domestics
Health and Safety
Public Services
Time
Monetary
Measurements
Total
The Quotient has a standard score with a mean of 100 and standard deviation of 15.
Scores between 85 and 115 are considered average.
Survival Skills Quotient
XXXX was given the Street Survival Skills Questionnaire (SSSQ) as a direct measure of her
daily living skills. Her overall score fell in the delayed range with a quotient score of 79. This
score reflects only her daily living skills abilities and excludes any social skill and
communication skill information.
VINELAND ADAPTIVE BEHAVIOR SCALES - INTERVIEW EDITION (VABS)
Completed by:
Completed on:
The VABS is a measure of adaptive behavior, or the ability to perform daily activities required
for personal and social sufficiency.
The VABS provides standard scores with a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Domain
Standard
Scores
Adaptive
Level
Confidence
Bands
Communication
Daily Living Skills
Socialization Skills
Adaptive Behavior Composite
A second formal adaptive measure, the Vineland Adaptive Behavior Scales (VABS), was
completed as part of an interview with XXXX’s foster mother on 12/9/2003. The responses on
this measure place XXXX’s adaptive performance in the average range. Specifically, her VABS
Composite score was 103. This is comprised of three subtests (Communication, Daily Living
Skills, and Socialization) each of which produced a score in the average range.
VINELAND ADAPTIVE BEHAVIOR SCALES, SECOND EDITION –
TEACHER RATING FORM (VINELAND-II)
Completed by:
Completed on:
The Vineland-II is a measure of adaptive behavior, or the ability to perform daily activities
required for personal and social sufficiency. In this version of the scale, adaptive behavior is
measured in three domains: Communication, Daily Living Skills, and Socialization. The
combination of these domains forms the Adaptive Behavior Composite. The domain scores are
used to determine an overall adaptive behavior composite and age equivalent.
The VABS provides standard scores with a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Standard
Adaptive
Confidence
Domain
Scores
Level
Bands
Communication
Daily Living Skills
Socialization Skills
Adaptive Behavior Composite
VINELAND ADAPTIVE BEHAVIOR SCALES, SECOND EDITION –
SURVEY INTERVIEW FORM, SPANISH RECORD BOOKLET (VINELAND-II)
Completed by:
Completed on:
The Vineland-II is a measure of adaptive behavior, or the ability to perform daily activities
required for personal and social sufficiency. In this version of the scale, adaptive behavior is
measured in three domains: Communication, Daily Living Skills, and Socialization. The
combination of these domains forms the Adaptive Behavior Composite. The domain scores are
used to determine an overall adaptive behavior composite and age equivalent.
The VABS provides standard scores with a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Standard
Adaptive
Domain
Scores
Level
Confidence
Bands
Communication
Daily Living Skills
Socialization Skills
Adaptive Behavior Composite
The Vineland-II is a measure of adaptive behavior, or the ability to perform daily activities
required for personal and social sufficiency. In this version of the scale, adaptive behavior is
measured in three domains: Communication, Daily Living Skills, and Socialization. The
combination of these domains forms the Adaptive Behavior Composite. The domain scores are
used to determine an overall adaptive behavior composite and age equivalent.
A formal adaptive measure, the Vineland Adaptive Behavior Scales (Vineland-II), was given to
Ms. XXX to complete. The responses given on this measure placed XXXX’s adaptive
performance in the very delayed range. Specifically, her Adaptive Behavior Composite score
was 63, which is comprised of very delayed scores in Communication (standard score = 64),
Daily Living Skills (standard score = 69), and Socialization skills (standard score = 63).
ADAPTIVE BEHAVIOR ASSESSMENT SYSTEM – SECOND EDITION (ABAS-II)
Completed by:
Completed on:
The ABAS-II is a measure of adaptive behavior, or the ability to perform daily activities required
for personal and social sufficiency.
Skill areas provide scaled scores with a mean of 10 and a standard deviation of 3.
Scores between 7 and 13 are considered average.
Scaled
Skill Areas
Scores
Communication
Community Use
Functional Academics
School Living
Health and Safety
Leisure
Self-Care
Self-Direction
Social
Composites provides standard scores with a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Standard
Confidence
Percentile
Composite Scores
Scores
Bands
Rank
Conceptual
Social
Practical
GAC
A formal adaptive measure, the Adaptive Behavior Assessment System – Second Edition
(ABAS-II) was given to XXXX’s teacher, Ms. XXXX, to complete. The responses given on this
measure placed XXXX’s adaptive performance in the very delayed range. Specifically, his
General Adaptive Composite (GAC) score was 55. Scores indicate personal strengths in the
areas of leisure and self-help skills; personal weaknesses fall in the areas of functional academics
and self-direction.
SCALES OF INDEPENDENT BEHAVIOR-REVISED (SIB-R)
Completed on:
Completed by:
The SIB-R is a measure of adaptive behavior, or the ability to perform daily activities required
for personal and social sufficiency.
The SIB-R provides standard scores with a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Standard
Percentile
Domains
Scores
Rank
Motor Skills
Social Interaction and Communication Skills
Personal Living Skills
Community Living Skills
Broad Independence
A formal adaptive measure, the Scales of Independent Behavior-Revised (SIB-R), was given to
Ms. XXXX to complete. The responses given on this measure placed XXXX’s adaptive
performance in the very delayed range. Specifically, his Broad Independence Composite score
was 63, which is comprised of very delayed scores in Motor Skills (standard score = 64), Social
Interaction and Communication Skills (standard score = 69), Personal Living Skills (standard
score = 67), and Community Living Skills (standard score = 63).
ADAPTIVE BEHAVIOR INVENTORY (ABI)
Completed by:
Completed on:
The ABI is a measure of adaptive behavior, or the ability to perform daily activities required for
personal and social sufficiency. Adaptive behavior is measured across five scales, whose scores
are combined to form the Adaptive Behavior Composite Quotient.
The individual scales provide standard scores with a mean of 10 and a standard deviation of 3.
Scores between 7 and 13 are considered average.
Standard
Percentile
Adaptive
Domain
Scores
Rank
Level
Self-Care Skills
Communication Skills
Social Skills
Academic Skills
Occupational Skills
The Composite Quotient has a standard score with a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Adaptive Behavior Composite Quotient
A formal adaptive measure, the Adaptive Behavior Inventory (ABI), was given to one of
XXXX’s teachers to complete. The responses given on this measure placed XXXX’s adaptive
performance in the very delayed range. Specifically, her ABI Composite Quotient score was 47.
This is comprised of five subtest scores (Self-Care Skills, Communication Skills, Social Skills,
Academic Skills, and Occupational Skills) each of which produced scores in the very delayed
range.
DIAGNOSTIC ACHIEVEMENT BATTERY- THIRD EDITION (DAB-3)
Date administered:
Administered by:
The DAB-3 is a comprehensive test of achievement. It has subtests in Listening, Speaking,
Reading, Writing, and Mathematics.
DAB-3 subtest scores produce standard scores with a mean of 10 and a standard deviation of 3.
Interpreted standard scores are derived from subtest scores.
Interpreted standard scores have a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Standard
Interpreted
Percentile
Rank
Subtests
Scores
Standard Scores
Story Characteristics
Characteristics
Synonyms
Grammatic Completion
Alphabet/Word Knowledge
Reading Comprehension
Capitalization
Punctuation
Spelling
Writing: Contextual Language
Writing: Story Construction
Mathematics Reasoning
Mathematics Calculation
The DAB-3 produces quotient scores with a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Domains
Quotients
Percentiles
Listening
Speaking
Reading
Writing
Math
Spoken Language
Written Language
Total Achievement
The school administered the Diagnostic Achievement Battery: Third Edition (DAB-3) on
3/13/2003. She scored in the low average to average range on all subtests except Reading
Comprehension, Synonyms, and Phonemic Analysis. On these, she scored in the delayed range.
KAUFMAN SURVEY OF EARLY ACADEMIC AND LANGUAGE SKILLS (K-SEALS)
Date administered:
Administered by:
The K-SEALS is an individually administered, nationally normed measure of children’s language
(expressive and receptive skills), pre-academic skills (knowledge of numbers, number concepts,
letters, and words), and articulation.
The K-SEALS provides standard scores with a mean of 100 and a standard deviation of 15.
Scores of 85 to 115 are considered average.
Domains
Standard Score
Confidence
Interval
Expressive Skills
Receptive Skills
Number Skills
Letter & Word Skills
Early Academic & Language Skills Composite
The Kaufman Survey Of Early Academic and Language Skills (K-SEALS) was administered on
9/4/2003 by his school. The administrator noted that they believed his behavior impacted his
scores. Specifically, they stated that the scores may be an underestimate of his actual skill levels.
XXXX scored in the average range on Receptive Skills (understanding verbal information that is
spoken to him) and Letter & Word Skills. He scored in the below average range on Expressive
Skills (being able to express himself verbally whenever he wants to get an idea across to
someone else). XXXX scored in the delayed range on Number Skills.
DEVELOPMENTAL INDICATORS FOR THE ASSESSMENT OF LEARNING, THIRD
EDITION (DIAL-3)
Completed by:
Completed on:
The DIAL-3 is a developmental screener for children between the ages of 3 and 6 years old.
examines skills across the areas of motor, language, and concept skills.
Age scores are based on how well a child should be able to perform at task at a given age.
Domains
English
Spanish
Age
Age
Scores
Scores
Motor
Catching
Jump, Hop, and Skip
Building (blocks)
Thumbs & Fingers (twiddling and touching)
Cutting (lines, curves, and figures)
Copying (shapes)
Writing Name
Concepts
Body Parts (pointing)
Colors (identifying slowly)
Rapid Color Naming (identifying quickly)
Counting
Positions (e.g., under, over, etc.)
Concepts (e.g., smallest, wettest, etc.)
Shapes
Language
Personal Data (name, age, etc.)
Articulation (sounding out words)
Objects and Actions (what is this and what does it do?)
Letters and Sounds
Rhyming and “I Spy”
Problem Solving (what do you do if…?)
Interpreted standard scores are derived from percentile ranks.
Interpreted standard scores have a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Spanish
Spanish
English
English
Domain
Standard Score Percentile Standard Score
Percentile
Motor
22
Concepts
<1
Language
<1
DIAL-3 Total
1
It
The Developmental Indicators For The Assessment Of Learning, Third Edition (DIAL-3) was
administered in English and in Spanish. Her scores in all three areas (motor, concepts, and
language) all fell in the three-year-old or younger range. Her standard scores were not calculable
because she received a raw score of zero on most subtests. However, her scores do fall in the
very delayed range (all standard scores < 61).
BRACKEN BASIC CONCEPT SCALE: REVISED (BBCS-R)
Administered on:
Administered by: K. Krach
The BBCS-R was designed as an individually administered measure of achievement in young
children ages 2 years, 6 months through 8 years old.
The BBCS-R subtests provide scores with a mean of 10 and a standard deviation of 3.
Scores between 7 and 13 are considered average.
Subtests
Scaled Score
School Readiness
Direction/ Position
Self-/Social Awareness
Texture/ Material
Quantity
Time/ Sequence
The BBCS-R composites provide scores with a mean of 100 and a standard deviation of 15.
Scores between 85 and 115 are considered average.
Standard
Percentile
Confidence
Composites
Score
Rank
Interval
Total Test
School Readiness Composite
The school administered the Bracken Basic Concept Scale-Revised (BBCS-R) on 4/23/2004.
XXXX scored in the average range overall. Individual subtest scores fell in the average range in
all areas except Self-/Social Awareness. He scored in the below average range on this subtest.
Self-/Social Awareness is a subtest asking children to identify emotions and/or emotional actions
(e.g., point to the girl who is crying).
DEVELOPMENTAL PROFILE II (DP-II)
Completed by:
Completed on:
The DP-II compares developmental milestones in each area to the current abilities of a child to
determine if there is a developmental delay.
Age scores are based on what age a child should be able to do some or all of a task.
Domain
Age Score
Physical
Self-Help
Social
Academic
Communication
BRIGANCE INVENTORY OF EARLY DEVELOPMENT: SECOND EDITION
(IED-II)
Completed by:
Completed on:
The IED–II serves as a diagnostic instrument and a criterion-referenced classroom assessment for
children between birth and seven years old.
Age scores are based on what age a child should be able to do some or all of a task.
Area
Age
Area
Age
Score
Score
Fine-Motor Skills
Body Parts-Receptive
Block Tower Building
Colors-Matching
Self-Help Skills (Feeding/Eating)
Colors-Points
Speech and Language Devt.
Colors-Names
Verbal Directions
Social & Emotional
Picture Vocabulary
Work Skills & Behavior
The school administered the Brigance Inventory Of Early Development: Second Edition (IED-II)
in September 2003. Her scores in all areas ranged from one year, six months through four years
old. All of her scores were significantly lower than would be expected for a child her age.
Age scores are based on what age a child should be able to do some or all of a task.
Age
Domains
Scores
Gross Motor Skills and Behaviors
Standing
Walking
Stairs and Climbing
Running
Jumping
Hopping
Kicking
Balance Beam
Catching
Rolling and Throwing
Fine Motor Skills and Behaviors
General Eye/Finger/Hand Manipulative Skills
Block Tower Building
Prehandwriting
Draw a Person
Forms
Cutting with Scissors
Self-Help Skills
Feeding/Eating
Undressing
Dressing
Unfastening
Fastening
Toileting
Bathing
Grooming
Speech and Language Skills
General Speech and Language Development
Length of Sentences
Personal Data Response
Verbal Directions
Picture Vocabulary
Repeats Numbers
Sentence Memory
General Knowledge and Comprehension
Response to and Experience with Books
Body Parts-Receptive
Body Parts-Expressive
Colors
Shapes Concepts
Quantitative Concepts
Directional/Positional Concepts
Classifying
Knows What to Do in Different Situations
Knows Use of Objects
Knows Function of Community Helpers
Know Where to Go for Services
Social and Emotional Development
General Social and Emotional Development
Play Skills and Behaviors
Work-Related Skills and Behaviors
Readiness
Visual Discrimination-Two Symbols
Visual Discrimination-Three Symbols
Recites Alphabet
Uppercase Letters
Lowercase Letters
Basic Reading Skills
Auditory Discrimination
Matches Initial Consonants with Pictures
Substitutes Initial Consonant Sounds
Substitutes Short-Vowel Sounds
Substitutes Long-Vowel Sounds
Basic Math
Number Concepts
Rote Counting
Reads Numerals
Numeral Comprehension
Ordinal Position
Numerals in Sequence
YOUNG CHILDREN’S ACHIEVEMENT TEST (YCAT)
Administered on:
Administered by:
The YCAT was designed as an individually administered measure of early achievement for
children ages 4-0 through 7-11.
The YCAT yields standard scores with a Mean of 100 and a Standard Deviation of 15.
Standard Scores between 85 and 115 are considered average.
Domains
Standard Scores
Percentile
General Information
Reading
Mathematics
Writing
Spoken Language
Early Achievement Composite
The Young Children’s Achievement Test (YCAT) was administered as an achievement measure.
Austin scored in the very delayed range in Reading and Writing, the delayed range on Spoken
Language, and in the average range on Mathematics and General Information. He could identify
some of his letters and numbers. He could not add or subtract, but he could count to twenty.
WIDE RANGE ACHIEVEMENT TEST, REVISION 3 (WRAT-3)
Administered on:
Administered by:
The WRAT-3 is an individually administered measure of school achievement.
It yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 90 and 110 are considered average.
90% Confidence
Domains
Standard Scores
Bands
Reading
Spelling
Arithmetic
The Wide Range Achievement Test, Revision 3 (WRAT-3) was administered on 5/1/2003. She
scored in the below average to average range on Reading and Arithmetic. She scored in the very
delayed range in Spelling.
WIDE RANGE ACHIEVEMENT TEST, FOURTH EDITION (WRAT-4)
Administered on:
Administered by:
The WRAT-4 is an individually administered measure of school achievement.
It yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 85 and 115 are considered average.
Standard
Percentile
90% Confidence
Domains
Scores
Rank
Bands
Word Reading
Sentence Comprehension
Spelling
Math Computation
Reading Composite
The Wide Range Achievement Test, Fourth Edition (WRAT-4) was administered on [insert date
here] to assess basic academic skills. [Client’s name] obtained a score in the [see score chart
description] range on [insert subtest here]. In addition, a Reading Composite score was
generated. The Reading Composite score was calculated by combining the Word Reading and
Sentence Comprehension scores. [Client’s name] obtained a score in the [see score chart
description] on this composite.
A response analysis of items on the WRAT-4 finds that [Client’s name] can read [describe types
of words, letters, etc that he/she can read] but struggles with [describe types of errors]. [Client’s
name] can [describe types of math problems that he/she can do] but struggles with [describe
types of math errors].
KAUFMAN TEST OF EDUCATIONAL ACHIEVEMENT, SECOND EDITION (KTEA-II)
Administered on:
Administered by:
The KTEA-II is an individually administered measure of school achievement.
The KTEA-II yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 90 and 110 are considered average.
Standard
Confidence
Domains
Scores
Bands
Letter & Word Recognition
Reading Comprehension
Reading Composite
Math Concepts & Applications
Math Computation
Math Composite
Written Expression
Spelling
Written Language Composite
Listening Comprehension
Oral Expression
Oral Language Composite
Total Test Composite
The Kaufman Test Of Educational Achievement, Second Edition (KTEA-II) was administered
across two testing sessions. During the first two-hour session, XXXX completed the Letter &
Word Recognition, Math Concepts & Applications, and Math Computation subtests. He
completed the other subtests during the next session over a 1.5 hour time period. Total testing
time on the KTEA-II was roughly 3.5 hours.
XXXX’s scores on all of the subtests fell in the average range. His performance did not indicate
any significant strengths or weaknesses. An analysis of his reading errors indicate that although
he has good phonics skills, when XXXX does not know a word, he occasionally struggles with
deciphering certain “g” and “l” consonants as well as certain short vowel sounds. In reading
comprehension, he was easily able to extract the literal information from a passage, but he
struggled when asked to infer information based on other information in the passage.
An analysis of his math errors indicate that although he has solid skills with basic processes
(addition, subtraction, multiplication, and division) with whole numbers, he demonstrates some
problems with decimals, and fractions as well as using algebra and geometry to solve problems.
An analysis of his writing finds that XXXX has good penmanship. His sentences are complete
for the most part. His writing is understandable and mostly on topic. His greatest problems are
with writing procedures such as spelling, capitalization, and especially punctuation.
ORAL AND WRITTEN LANGUAGE SCALES (OWLS)
Administered on:
Administered by:
The OWLS is an individually administered assessment of receptive and expressive language for
children and young adults. The OWLS consists of three scales: Listening Comprehension, Oral
Expression, and Written Expression.
The OWLS yields standard scores with a Mean of 100 and a Standard Deviation of 15.
Standard Scores between 85 and 115 are considered average.
Domains
Standard Scores
Confidence Bands
Listening Comprehension
Oral Expression
Oral Composite
The listening comprehension and oral expression sections of the Oral and Written Language
Scales (OWLS) were administered. His scores on both of these sections fell in the below average
range.
ORAL AND WRITTEN LANGUAGE SCALES (OWLS)
Administered on:
Administered by:
The OWLS is an individually administered assessment of written language for children and
young adults.
The OWLS yields standard scores with a Mean of 100 and a Standard Deviation of 15.
Standard Scores between 85 and 115 are considered average.
Standard Scores:
Percentile Rank:
Written Expression Scale of the Oral and Written Language Scales (OWLS) was administered as
well. He scored in the delayed range (standard score = 77) on the OWLS.
TEST OF AUDITORY-PERCEPTUAL SKILLS-REVISED (TAPS-R)
Administered on:
Administered by:
The TAPS-R is an individually administered assessment measuring how a child processes
information that is heard.
The TAPS-R yields standard scores with a Mean of 100 and a Standard Deviation of 15.
Standard Scores between 85 and 115 are considered average.
Standard
Percentile
Domains
Score
Rank
Auditory Number Memory-Forward
Auditory Number Memory-Backward
Auditory Sentence Memory
Auditory Word Memory
Auditory Interpretation of Directions
Auditory Word Discrimination
Auditory Processing (Thinking and Reasoning)
Auditory Perceptual Quotient
The Test of Auditory-Perceptual Skills-Revised (TAPS-R) was given as a second measure of
auditory and language skills. Subtest results indicate delayed word and number memory (except
backward number memory), delayed ability to hear and process information given as directions,
below average skills in solving problems given orally, and average ability to determine the
similarity and differences in word sounds (e.g., wreath vs. reef).
KEYMATH: REVISED
Date administered:
Administered by:
The KeyMath: Revised is an individually administered test of math achievement.
The KeyMath: Revised yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 90 and 110 are considered average.
Standard
Percentile
Domains
Scores
Rank
Basic Concepts
Operations
Applications
Total Test
Due to her problems with math, a further measure of math ability was given. XXXX scored in
the below average range (standard score = 83) on overall math ability on the KeyMath: Revised.
This score is comprised of subtests measuring the areas of Basic Concepts (standard score = 83),
Operations (standard score =85), and Applications (standard score = 80).
PEABODY INDIVIDUAL ACHIEVEMENT TEST- REVISED, NORMATIVE UPDATE
(PIAT-R: NU)
Date administered:
Administered by: Kathleen Krach
The PIAT-R is an individually administered achievement test providing wide-range assessment
in six content areas: General Information, Reading Recognition, Reading Comprehension,
Mathematics, Spelling, and Written Expression.
The PIAT-R yields standard scores with a mean of 100 and a standard deviation of 15.
Standard Scores between 85 and 115 are considered average.
Standard
Confidence
Domains
Scores
Bands
General Information
Reading Recognition
Reading Comprehension
Total Reading
Mathematics
Spelling
Written Language
Total Test
The Peabody Individual Achievement Test- Revised, NU (PIAT-R:NU) was administered as an
achievement measure. The PIAT-R was administered, in part, because it required few motor
skills to complete. Tiffany scored in the below average to average range in all areas except
Mathematics. She scored in the delayed range in mathematics.
WECHSLER INDIVIDUAL ACHIEVEMENT TEST, SECOND EDITION (WIAT-II)
Date administered:
Administered by:
The WIAT-II is a comprehensive individually administered battery for assessing achievement.
The WIAT-II yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 85 and 115 are considered average.
Domains
Standard Scores
Confidence Bands
Word Reading
Reading Comprehension
Pseudoword Decoding
Reading Composite
Numerical Operations
Math Reasoning
Math Composite
Spelling
Written Expression
Writing Composite
XXXX was given the Wechsler Individual Achievement Test, Second Edition (WIAT-II). His
scores fell in the delayed range in all areas, except Pseudoword Decoding. His score on
Pseudoword Decoding (a test of phonetic ability) fell in the very delayed range. The listening
comprehension and oral expression sections of the Oral and Written Language Scales (OWLS)
were administered. His scores on both of these sections fell in the below average range.
TEST OF WRITTEN LANGUAGE, THIRD EDITION (TOWL-3)
Administered on:
Administered by:
The TOWL-3 was designed as a comprehensive measure of writing ability that can be used to
determine strengths and weaknesses in writing. For the Spontaneous Writing Section, the child
is asked to write a story that tells about the picture presented.
The following subtest scores have a mean of 10 with a standard deviation of 3.
Scores between 7 and 13 are considered average.
Domains
Subtest Scores
Vocabulary
Spelling
Style
Logical Sentences
Sentence Combining
Contextual Conventions
Contextual Language
Story Construction
The following quotient has a mean of 100 with a standard deviation of 15.
Quotients between 85 and 115 are considered average.
Quotient
Quotient Score
Contrived Writing Quotient
Spontaneous Writing Quotient
Overall Writing
Due to his problems with writing, a further measure of writing ability was given. XXXX scored
in the delayed range (standard score = 71) on overall writing ability on the Test of Written
Language, Third Edition (TOWL-3). This score is comprised of subtests measuring the areas of
Contrived Writing (standard score = 67) and Spontaneous Writing (standard score = 82).
WOODCOCK READING MASTERY TESTS- REVISED (WRMT-R)
Administered by:
Administered on:
The WRMT-R is an individually administered comprehensive battery of tests measuring several
important aspects of reading ability.
The WRMT-R yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 90 and 110 are considered average.
Standard
Confidence
Domains
Scores
Bands
Visual-Auditory Learning
Letter Identification
Word Identification
Word Attack
Word Comprehension
Passage Comprehension
Readiness Cluster
Basic Skills Cluster
Reading Comprehension Cluster
Total Reading Cluster
The Woodcock Reading Mastery Tests – Revised (WRMT-R) was given as a comprehensive test
of reading ability. His Reading Comprehension cluster score fell in the delayed range (standard
score = 79), and his Basic Skills cluster score fell in the very delayed range (standard score = 69).
BATERIA III WOODCOCK-MUNOZ PRUEBAS DE APROVECHAMIENTO (BATERIA III)
Date administered:
Administered by:
The Batería III is an individually administered achievement test given in Spanish.
The Batería III yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 85 and 115 are considered average.
Standard
Confidence
Domains
Score
Interval
Identificación de letras y palabras (Letter-Word Identification)
Passage Comprehension (Comprensión de Textos)
Calculation (Cálculo)
Applied Problems (Problemas Aplicados)
Spelling (Ortografía)
Writing Fluency (Fluidez en la Escritura)
Writing Samples (Muestras de Redacción)
Written Expression (Expresión Escrita)
Broad Written Language (Amplio Lenguaje Escrito)
Academic Skills (Des Académicas)
Academic Applications (Aplicaciones Académicas)
The Batería III: Pruebas de Aprovechamiento was administered as a measure of Spanish
achievement. XXXX scored in the very delayed range in Letter-Word Identification and
Spelling, in the delayed range on Calculation, in the below average range on Writing Samples
and Applied Problems, and in the average range on Passage Comprehension.
WOODCOCK-JOHNSON TESTS OF ACHIEVEMENT: THIRD EDITION/ NORMATIVE
UPDATE (WJ-III:ACH/NU)
Date administered:
Administered by:
The WJ-III:ACH is an individually administered achievement test.
The WJ-III:ACH yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 85 and 115 are considered average.
Standard
Percentile
Confidence
Domains
Score
Rank
Interval
Letter-Word Identification
Passage Comprehension
Calculation
Applied Problems
Spelling
Writing Samples
The Woodcock-Johnson Tests of Achievement, Third Edition (WJ-III: ACH/NU) was
administered as an achievement measure. XXXX scored in the very delayed range in LetterWord Identification and Spelling, in the delayed range on Calculation, in the below average
range on Writing Samples and Applied Problems, and in the average range on Passage
Comprehension.
BECK YOUTH INVENTORIES, SECOND EDITION (BYI-II)
Date administered:
Completed by:
The BYI-II consists of five different self-report scales to examine a child’s level of depression,
anxiety, anger, disruptive behavior, and self-concept. Each of the scales contains 20 questions
pertaining to the child’s experiences and levels of distress.
Scales on the BYI-II provide T scores with a mean of 50 and a standard deviation of 10.
Scores between 40 and 60 fall in the average range.
Scores on the first four scales indicate problems with higher scores:
Scores between 60-69 should be considered at risk; scores above 70 are clinically significant.
Scales
T-Scores
Percentiles
Beck Depression Inventory for Youth (BDI-Y)
Beck Anxiety Inventory for Youth (BAI-Y)
Beck Anger Inventory for Youth (BANI-Y)
Beck Disruptive Behavior Inventory for Youth (BDBI-Y)
Scores on the last scale indicates problems with lower scores:
Scores between 40-45 should be considered at risk; scores below 40 are clinically significant.
Scale
T-Scores
Percentiles
Beck Self-Concept Inventory for Youth (BSCI-Y)
The Beck Youth Inventories, Second Edition (BYI-II) was administered to Paul on 5/18/2009 as
a self-report measure of how he is feeling at this time. His scores on this measure indicate that
he is at risk for significant anxiety problems. In addition, his scores indicate clinically significant
levels of depression and anger for a child his age.
BECK’S DEPRESSION INVENTORY (BDI)
Date completed:
Completed by:
The BDI is a questionnaire completed by adults designed to measure the severity of general
symptoms of depression.
The BDI yields a raw score.
A total raw score of 0 to 9 indicates within normal range or asymptomatic.
A total raw score of 10 to 18 indicates mild to moderate depression.
A total raw score of 19 to 29 indicates moderate to severe depression.
A total raw score of 30 to 63 indicates extremely severe depression.
Total Raw Score
BECK’S ANXIETY INVENTORY (BAI)
Date completed:
Completed by:
The BAI is a questionnaire completed by adults designed to measure the severity of general
anxiety problems.
The BAI yields a raw score.
A total raw score of 0 to 9 indicates normal anxiety levels.
A total raw score of 10 to 18indicates mild to moderate anxiety levels.
A total raw score of 19 to 29 indicates moderate to severe anxiety levels.
A total raw score of 30 to 63 indicates severe anxiety levels.
Total Raw Score
PERSONALITY ASSESSMENT INVENTORY (PAI)
Date administered:
Completed by:
The Personality Assessment Inventory (PAI) is an inventory of adult personality that assesses
psychopathological syndromes. Adults rate themselves across various behaviors, and the scores
are combined to form clinical and validity scale and subscale results.
Scores on the PAI have a mean of 50 and standard deviation of 10.
Average scores fall between 40 and 60
Some of the scores above 70 are significant and some scores below 30 are significant.
For clarity, clinically significant scores are marked with an asterisk (*).
Clinical Scales and Subscales
T scores Clinical Scales and Subscales T scores
SOMATIC COMPLAINTS (SOM)
PARANOIA (PAR)
Conversion (SOM-C)
Somatization (SOM-S)
Health Concerns (SOM-H)
Hypervigilance (PAR-H)
Persecution (PAR-P)
Resentment (PAR-R)
ANXIETY (ANX)
SCHIZOPHRENIA (SCZ)
Cognitive (ANX-C)
Affective (ANX-A)
Physiological (ANX-P)
Psychotic Experiences (SCZ)-P
Social Detachment (SCZ-S)
Thought Disorder (SCZ-T)
ANXIETY RELATED DIS. (ARD)
BORDERLINE FEATURE (BOR)
Obsessive-Compulsive (ARD-O)
Phobias (ARD-P)
Traumatic Stress (ARD-T)
Affective Instability (BOR-A)
Identity Problems (BOR-I)
Negative Relationship (BOR-N)
Self-harm (BOR-S)
DEPRESSION (DEP)
ANTISOCIAL FEATURES (ANT)
Cognitive (DEP-C)
Affective (DEP-A)
Physiological (DEP-P)
Antisocial Behaviors (ANT-A)
Egocentricity (ANT-E)
Stimulus –Seeking (ANT-S)
MANIA (MAN)
Activity level (MAN-A)
Grandiosity (MAN-G)
Irritability (MAN-I)
Treatment Scales and Subscales
ALCOHOL PROBLEMS (ALC)
DRUG PROBLEMS (DRG)
T scores
AGGRESSION (AGG)
Aggressive Attitude (AGG-A)
Verbal Aggression (AGG-V)
Physical Aggression (AGG-P)
Interpersonal Scales
T scores
DOMINANCE (DOM)
Validity Scales
INCONSISTENCY (ICN)
INFREQUENCY (INF)
Treatment Scales
T scores
SUICIDAL IDEATION (SUI)
STRESS (STR)
NON-SUPPORT (NON)
TREATMENT REJECT (RXR)
Interpersonal Scales
T scores
WARMTH (WRM)
T scores
Validity Scales
T scores
NEGATIVE IMPRESSION (NIM)
POSITIVE IMPRESSION (PIM)
BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN, SECOND EDITION - PARENT
RATING SCALES (BASC-2:PRS)
Date administered:
Completed by:
The BASC-2:PRS is a questionnaire that is filled out by parents in order to assess the behavior
problems, emotional problems, and social competence of their children.
The BASC-2:PRS yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores of 65 to 70 indicate some difficulty, and scores above 70 indicate significant problems.
Domains
T-Scores
Hyperactivity
Aggression
Conduct Problems
Externalizing Problems Composite
Anxiety
Depression
Somatization
Internalizing Problems Composite
Atypicality
Withdrawal
Attention Problems
Behavioral Symptoms Index
Scores below 30 on Personal Adjustment are considered significantly low.
Adaptability
Social Skills
Leadership
Adaptive Skills
The Behavior Assessment System for Children, Second Edition (BASC-2) is a questionnaire to
rate adaptive skills as well as behavior and emotional problems in children. It was given to
XXXX and his teacher, Mr. XXXX, to complete. Mr. XXXX indicated no significant social,
emotional, or behavioral problems; however, his scores show that XXXX has significant
Learning Problems and is at-risk for Attention Problems. XXXX rated himself as having
significant problems with depression and self-esteem and being at-risk for problems with anxiety.
BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN: SECOND EDITION - SELFREPORT OF PERSONALITY (BASC-2:SRP)
Completed on:
The BASC-2:SRP is a self-report measure designed to evaluate the personality and selfperceptions of children.
The BASC-2:SRP yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores of 65 to 70 indicate some difficulty and scores above 70 indicate significant problems.
Domains
T-Scores
Attitude to School
Attitude to Teachers
Sensation Seeking
School Maladjustment Composite
Atypicality
Locus of Control
Somatization
Social Stress
Anxiety
Depression
Sense of Inadequacy
Clinical Maladjustment Composite
Emotional Symptoms Index
Scores below 30 on Personal Adjustment are considered significantly low.
Relations with Parents
Interpersonal Relations
Self-Esteem
Self-Reliance
Personal Adjustment Composite
The Behavior Assessment System for Children (BASC-2) is a questionnaire to rate adaptive
skills as well as behavior and emotional problems in children. It was given to XXXX and his
teacher, Mr. XXXX, to complete. Mr. XXXX indicated no significant social, emotional, or
behavioral problems; however, his scores show that XXXX has significant Learning Problems
and is at-risk for Attention Problems. XXXX rated himself as having significant problems with
depression and self-esteem and being at-risk for problems with anxiety.
BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN: SECOND EDITION - TEACHER
RATING SCALE (BASC-2:TRS)
Date administered:
Completed by:
The BASC-2:TRS is a questionnaire completed by teachers to obtain ratings of adaptive skills
and behavior and emotional problems of students.
The BASC-2:TRS yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores of 60 to 70 indicate some difficulty. Scores above 70 are considered significantly high.
Domains
T-Scores
Hyperactivity
Aggression
Conduct Problems
Externalizing Problems Composite
Anxiety
Depression
Somatization
Internalizing Problems Composite
Attention Problems
Learning Problems
School Problems Composite
Atypicality
Withdrawal
Behavioral Symptoms Index
Scores below 30 on the adaptive scales are considered significantly low.
Domains
T-Scores
Social Skills
Leadership
Study Skills
Adaptive Skills Composite
The Behavior Assessment System for Children (BASC) is a questionnaire to rate adaptive skills
as well as behavior and emotional problems in children. It was given to XXXX and his teacher,
Mr. XXXX, to complete. Mr. XXXX indicated no significant social, emotional, or behavioral
problems; however, his scores show that XXXX has significant Learning Problems and is at-risk
for Attention Problems. XXXX rated himself as having significant problems with depression
and self-esteem and being at-risk for problems with anxiety.
BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN, SECOND EDITION - TEACHER
RATING SCALE (BASC-2: TRS)
Date administered:
Completed by:
The BASC-2: TRS is a questionnaire completed by teachers to obtain ratings of adaptive skills
and behavior and emotional problems of students.
The BASC-2: TRS yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores of 60 to 70 indicate some difficulty. Scores above 70 are considered significantly high.
Domains
T-Scores
Hyperactivity
Aggression
Conduct Problems
Anxiety
Depression
Somatization
Attention Problems
Learning Problems
Atypicality
Withdrawal
Externalizing Problems
Internalizing Problems
School Problems
Behavioral Symptoms Index
Scores below 30 on the adaptive scales are considered significantly low.
Domains
T-Scores
Adaptability
Social Skills
Leadership
Study Skills
Adaptive Skills
The Behavior Assessment System for Children, Second Edition (BASC-2) is a questionnaire to
rate adaptive skills as well as behavior and emotional problems in children. It was given to
Luis’s teacher, Ms. Wise, to complete. Mr. Wise indicated no significant social, emotional, or
behavioral problems.
BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN, SECOND EDITION - PARENT
RATING SCALE (BASC-2: PRS)
Date administered:
Completed by:
The BASC-2: PRS is a questionnaire completed by the parent/guardian to obtain ratings of
adaptive skills and behavior and emotional problems of students.
The BASC-2: PRS yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores of 60 to 70 indicate some difficulty. Scores above 70 are considered significantly high.
Domains
T-Scores
Hyperactivity
Aggression
Conduct Problems
Anxiety
Depression
Somatization
Attention Problems
Learning Problems
Atypicality
Withdrawal
Externalizing Problems
Internalizing Problems
School Problems
Behavioral Symptoms Index
Scores below 30 on the adaptive scales are considered significantly low.
Domains
T-Scores
Adaptability
Social Skills
Leadership
Study Skills
Adaptive Skills
BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN, SECOND EDITION –
SELF-REPORT OF PERSONALITY (BASC-2:SRP)
Completed on:
The BASC-2:SRP is a self-report measure designed to evaluate the personality and selfperceptions of children.
The BASC-2:SRP yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores of 65 to 70 indicate some difficulty and scores above 70 indicate significant problems.
Domains
T-Scores
Attitude to School
Attitude to Teachers
Sensation Seeking
Atypicality
Locus of Control
Social Stress
Anxiety
Depression
Sense of Inadequacy
Somatization
Attention Problems
Hyperactivity
School Problems Composite
Internalizing Problems Composite
Inattention/Hyperactivity Composite
Emotional Symptoms Index
Scores below 30 on Personal Adjustment are considered significantly low.
Relations with Parents
Interpersonal Relations
Self-Esteem
Self-Reliance
Personal Adjustment Composite
CLINICAL ASSESSMENT BATTERY - TEACHER FORM (CAB-T)
Date administered:
Completed by:
The CAB-T is a questionnaire completed by teachers to obtain ratings of adaptive skills and
behavior and emotional problems of students.
The CAB-T yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores of 60 to 70 indicate some difficulty. Scores above 70 are considered significantly high.
Total Index Score
T-Score
CAB Behavioral Index
T-Scores
Clinical Cluster
Anxiety
Depression
Anger
Aggression
Bullying
Conduct Problems
Attention-Deficit/Hyperactivity
Autistic Spectrum Behaviors
Learning Disability
Mental Retardation
Clinical Scale
T-Scores
Internalizing Behaviors
Externalizing Behaviors
Scores below 30 on the following scales indicate significant problems.
Adaptive Cluster
T-Scores
Executive Functioning
Gifted and Talented
Adaptive Scale
T-Scores
Social Skills
Competence
The Clinical Assessment Battery - Teacher Form (CAB-T) is a questionnaire to rate adaptive
skills as well as behavior and emotional problems in children. It was given to XXXX’s mother
and his teacher, Mr. XXXX, to complete. Mr. XXXX indicated no significant social, emotional,
or behavioral problems; however, his scores show that XXXX has significant Learning Problems
and is at-risk for Attention Problems. XXXX’s mother rated him as having significant problems
with depression and self-esteem and being at-risk for problems with anxiety.
CLINICAL ASSESSMENT BATTERY – PARENT EXTENDED FORM (CAB-PX)
Date administered:
Completed by:
The CAB-PX is a questionnaire that is filled out by parents in order to assess the behavior
problems, emotional problems, and social competence of their children.
The CAB-PX yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores of 60 to 70 indicate some difficulty. Scores above 70 are considered significantly high.
Total Index Score
T-Score
CAB Behavioral Index
Clinical Cluster
T-Scores
Anxiety
Depression
Anger
Aggression
Bullying
Conduct Problems
Attention-Deficit/Hyperactivity
Autistic Spectrum Behaviors
Learning Disability
Mental Retardation
Clinical Scale
T-Scores
Internalizing Behaviors
Externalizing Behaviors
Critical Behaviors
Scores below 30 on the following scales indicate significant problems.
Adaptive Cluster
T-Scores
Adaptive Scale
T-Scores
Executive Functioning
Gifted and Talented
Social Skills
Competence
Adaptive Behaviors
The Clinical Assessment Battery - Teacher Form (CAB-PX) is a questionnaire to rate adaptive
skills as well as behavior and emotional problems in children. It was given to XXXX’s mother
and his teacher, Mr. XXXX, to complete. Mr. XXXX indicated no significant social, emotional,
or behavioral problems; however, his scores show that XXXX has significant Learning Problems
and is at-risk for Attention Problems. XXXX’s mother rated him as having significant problems
with depression and self-esteem and being at-risk for problems with anxiety.
ACHENBACH CHILD BEHAVIOR CHECKLIST - PARENT REPORT FORM (CBCL-PRF)
Date completed:
Completed by:
The CBCL-PRF is a questionnaire that is completed by parents in order to report behavior and
emotional problems of their children.
The CBCL-PRF yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores between 67 and 70 are considered borderline significant.
Scores above 70 are considered clinically significant.
Domains
T-Scores
Withdrawn
Somatic Complaints
Anxious/Depressed
Social Problems
Thought Problems
Attention Problems
Delinquent Behavior
Aggressive Behavior
INTERNALIZING COMPOSITE
EXTERNALIZING COMPOSITE
ACHENBACH CHILD BEHAVIOR CHECKLIST - TEACHER REPORT FORM (CBCL-TRF)
Date completed:
Completed by:
The CBCL-TRF is a questionnaire to be completed by teachers in order to report behavior and
emotional problems.
The CBCL-TRF yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores between 67 and 70 are considered borderline significant.
Scores above 70 are considered clinically significant.
Domains
T-Scores
Withdrawn
Somatic Complaints
Anxious/Depressed
Social Problems
Thought Problems
Attention Problems
Delinquent Behavior
Aggressive Behavior
INTERNALIZING COMPOSITE
EXTERNALIZING COMPOSITE
ACHENBACH CHILD BEHAVIOR CHECKLIST –
TEACHER REPORT FORM (CBCL-TRF)
Date completed: T1
Completed by:
Date completed: T2
Completed by:
The CBCL-TRF is a questionnaire to be completed by teachers in order to report behavior and
emotional problems.
The CBCL-TRF yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores between 67 and 70 are considered borderline significant.
Scores above 70 are considered clinically significant.
T1
T2
T-Scores
T-Scores
Domains
Withdrawn/ Depressed
Somatic Complaints
Anxious/Depressed
Social Problems
Thought Problems
Attention Problems
Rule-Breaking Behavior
Aggressive Behavior
Internalizing Composite
Externalizing Composite
Total Problems
Affective Problems
Anxiety Problems
Somatic Problems
Attention Deficit/ Hyperactivity Problems
Oppositional Defiant Problems
Conduct Problems
ACHENBACH CHILD BEHAVIOR CHECKLIST-YOUTH SELF-REPORT (CBCL-YSR)
Date completed:
The CBCL-YSR is designed to obtain students' reports of their own competencies and problems.
The CBCL-YSR yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores between 67 and 70 are considered borderline significant.
Scores above 70 are considered clinically significant.
Domains
T-Scores
Anxious/Depressed
Withdrawn
Somatic Complaints
Social Problems
Thought Problems
Attention Problems
Rule-Breaking Behavior
Aggressive Behavior
INTERNALIZING COMPOSITE
EXTERNALIZING COMPOSITE
TOTAL PROBLEMS
The Achenbach Child Behavior Checklist (CBCL) is a questionnaire to rate adaptive skills as
well as behavior and emotional problems in children and adolescents. It was given to XXXX and
his teacher, Mr. XXXX, to complete. Mr. XXXX indicated no significant social, emotional, or
behavioral problems; however, his scores show that XXXX has significant Learning Problems
and is at-risk for Attention Problems. XXXX rated himself as having significant problems with
depression and self-esteem and being at-risk for problems with anxiety.
BROWN ADD SCALES – ADOLESCENT VERSION (BADDS)
Date administered:
The BADDS is a self-report questionnaire designed to screen for problems in the areas of
attention and hyperactivity.
T-Scores between 45 and 59 indicate a risk of problems.
T-scores of 60 or higher indicate significant problems.
Clusters
Score
1 Organizing and activating for work
2 Sustaining attention and concentration
3 Sustaining energy and effort
4 Managing affective interference
5 Utilizing “working memory” and accessing recall
Total
In addition, due to his report that he was previously diagnosed with Attention Deficit
Hyperactivity Disorder (ADHD), the Brown ADD Scales (BADDS) was given to examine
XXXX’s perception of these types of problems. His ratings indicated that he sees himself as
having significant problems with organization, paying attention, concentrating, difficulty with
mood, problems with memory, and difficulty sustaining energy to complete his work.
KOVAC’S CHILDREN’S DEPRESSION INVENTORY (CDI) SHORT FORM
Completed on:
Completed by:
The CDI is a ten-item survey completed by the child to examine questions related to depressed
feelings.
The CDI yields a T-Score with a mean of 50 and a standard deviation of 10.
Scores of 65 to 70 indicate some difficulty, and scores above 70 indicate significant problems.
Domains
Scores
CDI: T-Score
Formal surveys of depression were read to XXXX so that he could answer them. His scores on
these tests indicate that he does not seem to think of himself as depressed.
A formal survey of depression, the Kovac’s Children’s Depression Inventory (CDI) Short Form
was read to XXXX so that she could answer them. Her scores on these tests indicate that she
does not seem to think of herself as depressed.
CONNERS’ ADOLESCENT SELF-REPORT SCALE (CASS)
Date administered:
The CASS is a widely used rating scale that can help identify behavioral problems.
The CASS yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores between 61 and 65 are considered above average.
Scores between 66 and 70 are considered much above average.
Domains
T-Score
Conduct Problem
Cognitive Problems/ Inattention
Hyperactivity
Conners’ ADHD Index
Because his teachers noted concerns of inattention, XXXX was asked to complete a Conners’
Adolescent Self-Report Scale (CASS). This measure indicates that he sees himself as having no
problems with inattention, hyperactivity, or impulsivity.
CONNERS’ TEACHER RATING SCALE-REVISED: SHORT FORM (CTRS-R:S)
Date administered:
Completed by:
The CTRS-R:S is a widely used rating scale that can help identify behavioral problems in children
and adolescents using three factors.
The CTRS-R:S yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores between 61 and 65 are considered above average.
Scores between 66 and 70 are considered much above average.
Domains
T-Score
Conners’ ADHD Index
DSM-IV: Inattentive
DSM-IV Hyperactive-Impulsive
DSM-IV: Total
Testing to explore problems with inattention, impulsivity, and hyperactivity was conducted using
the Conners’ Teacher Rating Scale-Revised: Short Form (CTRS-R:S) and the Conners’ Parent
Rating Scale-Revised: Short Form (CPRS-R:S). His mother’s scores on the CPRS-R:S indicate
significant problems with oppositional and hyperactive behavior as well as inattention. Three of
his teachers completed the CTRS-R:S. All of these teachers rated him as being at-risk or having
significant problems with inattention, impulsivity, and hyperactivity.
CONNERS’ TEACHER RATING SCALE-REVISED: SHORT FORM (CTRS-R:S)
Date administered:
Completed by:
The CTRS-R:S is a widely used rating scale that can help identify behavioral problems in children
and adolescents using three factors.
The CTRS-R:S yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores between 61 and 65 are considered above average.
Scores between 66 and 70 are considered much above average.
Domains
T-Score
Oppositional
Cognitive Problems/Inattention
Hyperactivity
Conners’ ADHD Index
CONNERS’ PARENT RATING SCALE-REVISED: SHORT FORM (CPRS-R:S)
Date administered:
Completed by:
The CPRS-R:S is a widely used rating scale that can help identify behavioral problems in children
and adolescents using three factors.
The CPRS-R:S yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores between 61 and 65 are considered above average.
Scores between 66 and 70 are considered much above average.
Domains
T-Score
DSM-IV: Inattentive
DSM-IV: Hyperactive-Impulsive
DSM-IV: Total
Conners’ ADHD Index
Testing to explore problems with inattention, impulsivity, and hyperactivity was conducted using
the Conners’ Teacher-Rating Scale-Revised: Short Form (CTRS-R:S) and the Conners’ ParentRating Scale-Revised: Short Form (CPRS-R:S). His mother’s scores on the CPRS-R:S indicate
significant problems with oppositional and hyperactive behavior as well as inattention. Three of
his teachers completed the CTRS-R:S. All of these teachers rated him as being at-risk or having
significant problems with inattention, impulsivity, and hyperactivity.
CONNERS’ TEACHER RATING SCALE-REVISED: LONG FORM (CTRS-R:L)
Date administered:
Completed by:
The CTRS-R:L is a widely used rating scale that can help identify emotional and behavioral
problems in children and adolescents.
The CTRS-R:L yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores between 61 and 65 are considered above average.
Scores between 66 and 70 are considered much above average.
Domains
T-Score
Oppositional
Cognitive Problems/ Inattention
Hyperactivity
Anxious/Shy
Perfectionism
Social Problems
Conners’ ADHD Index
Conners’ Global Index: Restless-Impulsive
Conners’ Global Index: Emotional Lability
Conners’ Global Index: Total
DSM-IV: Inattentive
DSM-IV: Hyperactive-Impulsive
DSM-IV: Total
CONNERS 3 - TEACHER- SHORT (CONNERS 3)
Date administered:
Completed by:
The CONNERS 3 is a widely used rating scale that can help identify behavioral problems in
children and adolescents using three factors.
The CONNERS 3 yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores between 61 and 65 are considered above average.
Scores between 66 and 70 are considered much above average.
Domains
T-Score
Inattention
Hyperactivity/ Impulsivity
Learning Problems/ Executive Functioning
Aggression
Peer Relations
DIFFERENTIAL TEST OF CONDUCT AND EMOTIONAL PROBLEMS (DT/CEP)
Date completed:
Completed by:
The DT/CEP is a questionnaire that should be used along with other assessment information to
determine if a child’s classroom behavioral problem is due to conduct problems or emotional
problems. A child with emotional problems will usually show low scores on the conduct scale
and high scores on the emotional scale. A high score on both does not indicate emotional
problems, as a high conduct scale score will often increase the emotional scale.
A score of 9 or more on the Emotional scale indicates significant risk of emotional problems.
A score of 6 to 8 on the Emotional scale indicates a mild risk of emotional problems.
Emotional Score
Emotional Score
A score of 14 or more on the Conduct scale indicates significant risk of conduct problems.
A score of 9 to 13 on the Conduct scale indicates a mild risk of conduct problems.
Conduct Score
Conduct Score
The Differential Test of Conduct and Emotional Problems (DT/CEP) was given to Ms. XXXX,
the paraprofessional in the self-contained classroom, and Ms. XXXX, his special education
teacher. Ms. XXXX’s scores indicate that Steven is mildly at-risk for emotional problems and
significantly at-risk for behavioral problems. Ms. XXXX’s responses indicated that Steven is
significantly at-risk for emotional and behavioral problems.
PIERS-HARRIS CHILDREN'S SELF-CONCEPT SCALE: 2ND EDITION (PIERS-HARRIS-2)
Completed on:
Completed by:
The Piers-Harris-2 is a brief, self-report measure designed to aid in the assessment of selfconcept in children. All cluster scales are scored in the direction of positive self-concept so that
a high score on a particular cluster scale indicates a high level of assessed self-concept within
that specific dimension.
The Piers-Harris-2 provides T-scores with a mean of 50 and a standard deviation of 10.
A T-score between 35 and 39 is below average while a T-score below 35 is significantly low.
Domains
T-Scores
Behavior
Intellectual and School Status
Physical Appearance and Attributes
Anxiety
Popularity
Happiness and Satisfaction
Total Score
The Piers-Harris Children's Self-Concept Scale, Second Edition (Piers-Harris-2) was given. His
scores on this measure indicate significant self-esteem problems, particularly, in the areas of
popularity, freedom from anxiety, and school status.
PIERS-HARRIS CHILDREN'S SELF-CONCEPT SCALE: 2ND EDITION (PIERS-HARRIS-2)
Completed on:
The Piers-Harris-2 is a brief, self-report measure designed to aid in the assessment of selfconcept in children.
The Piers-Harris-2 provides T-scores with a mean of 50 and a standard deviation of 10.
All cluster scales are scored in the direction of positive self-concept so that a high score on a
particular cluster scale indicates a high level of assessed self-concept.
Domains
T-Scores Percentile
BEH: Above average range ≥ 56T; Average 40T-55T; Low ≤ 39T
Behavioral Adjustment (BEH)
INT: Above average range ≥ 56T; Average 40T-55T; Low ≤ 39T
Intellectual and School Status (INT)
PHY: Above average range ≥ 56T; Average 40T-55T; Low ≤ 39T
Physical Appearance and Attributes (FRE)
FRE: Above average range ≥ 56T; Average 40T-59T; Low ≤ 39T
Freedom from Anxiety
POP: Above average range ≥ 56T; Average 40T-55T; Low ≤ 39T
Popularity (POP)
HAP: Above average range ≥ 56T; Average 40T-55T; Low ≤ 39T
Happiness and Satisfaction (HAP)
TOT: High range ≥ 60T; Average 40T-59T; Low ≤ 39T
Total Score
Validity scales are used to evaluate the responses for inconsistencies or repetitions.
Scores of ≥ 60T are indicators of an invalid score profile
Inconsistency Responding (INC)
Random Responding (RES)
REVISED CHILDREN'S MANIFEST ANXIETY SCALE (RCMAS)
Date completed:
Completed by:
The RCMAS is a questionnaire completed by children, designed to assess the level and nature of
anxiety or worry in children.
The RCMAS Subscales yield scaled scores with a mean of 10 and a standard deviation of 3.
A scaled score between 7 and 13 is considered to be average.
Domains
Scaled Scores
Physiological Anxiety
Worry/Oversensitivity
Social Concerns/Concentration
Lie
The Total Score is a T-Score with a mean of 50 and a standard deviation of 10.
A T-Score above 60 is a caution, while scores above 70 are clinically significant.
Composite
T-Score
Total
A formal survey of anxiety, the Revised Children's Manifest Anxiety Scale (RCMAS) was read
to XXXX so that he could answer the items. His scores on this test indicate that he does not
seem to think of himself as anxious.
REVISED CHILDREN'S MANIFEST ANXIETY SCALE, SECOND EDITION (RCMAS-2)
Date completed:
The RCMAS-2 is a questionnaire completed by children, designed to assess the level and nature
of anxiety or worry in children.
The RCMAS-2 Subscales yield T-Scores with a mean of 50 and a standard deviation of 10.
A T-Score above 60 is a caution, while scores above 70 are clinically significant.
Domains
Scaled Scores
Physiological Anxiety
Worry
Social Anxiety
Defensiveness
The Total Score is a T-Score with a mean of 50 and a standard deviation of 10.
A T-Score above 60 is a caution, while scores above 70 are clinically significant.
Composite
T-Score
Total
*Inconsistent Responding Index score = 0
A formal survey of anxiety, the Revised Children's Manifest Anxiety Scale, Second Edition
(RCMAS-2) was completed by XXXX. Her scores on this measure indicate that she does not
seem to think of herself as anxious.
REYNOLDS CHILD DEPRESSION SCALE (RCDS)
Date completed:
Completed by:
The RCDS is a questionnaire completed by the child. It measures depressive symptoms relative
to other children.
The RCDS yields a raw score, which is converted to a percentile.
A Total Raw Score above 74 is considered clinically significant.
Domains
Scores
Total Raw Score
Total %ile
A formal survey of depression, the Reynolds Child Depression Scale (RCDS) was read to XXXX
so that he could answer them. His scores on this measure indicates that he does not seem to
think of himself as depressed.
REYNOLDS ADOLESCENT DEPRESSION SCALE – SECOND EDITION (RADS-2)
Completed on:
Completed by:
The RADS is a questionnaire completed by the adolescent and measures a range of symptoms
associated with depression.
The RADS-2 yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores between 61 and 66 indicate that the adolescent is at-risk for problems.
A score of 67 or above indicates significant problems.
T-Scores
Percentile
Domains
Scores
Rank
Dysphoric Mood
Anhedoina/Negative Affect
Negative Self-Evaluation
Somatic Complaints
Depression Total
The Reynolds Adolescent Depression Scale, Second Edition (RADS-2) was given to investigate
concerns of problems with depression. His scores indicate significant problems with depression,
particularly, in the area of self-esteem.
16-PF, FIFTH EDITION (16-PF)
Administered on:
The 16-PF is self-report rating scale designed to evaluate general personality factors.
It yields stem scores with a mean of 5.5 and a standard deviation of 2.
Sten scores between 4 and 7 are considered average.
Primary Factors
Sten Scores
Warmth
Reasoning
Emotional Stability
Dominance
Liveliness
Rule Consciousness
Social Boldness
Sensitivity
Vigilance
Abstractedness
Privateness
Apprehension
Openness to Change
Self-Reliance
Perfectionism
Tension
Global Factors
Sten Scores
Extraversion
Anxiety
Tough-Mindedness
Independence
Self-Control
Validity scales examine patterns of responses from the rater for any unusual response patterns.
These scores are either rated as “unusual” or “common.”
Validity Scales
Impression Management
Infrequency
Acquiescence
The 16-PF, Fifth Edition (16-PF) was administered as a measure of personality for [Client’s
name]. Validity scales on the 16-PF (Impression Management, Infrequency, and Acquiescence)
were used to evaluate item response patterns for random responses or social desirability. Based
on an evaluation of these validity scales, [describe if any validity scales were unusually high and
what that means OR describe that none of the validity scales indicated any unusual response
patterns]. An evaluation of the Broad Factor scores found that the following scales fall outside of
the average range. Specifically, [describe any clinically significant Broad Factor scores]. This
means that [Client’s name] provided responses indicating [describe specific personality data
here]. An evaluation of the Primary Factor scores found that the following scales fall outside of
the average range. Specifically, [describe any clinically significant Primary Factor scores]. This
means that [Client’s name] provided responses indicating [describe specific personality data
here]. Overall [Client’s name] appears to be a person who [give a general description of the
holistic findings].
WOODCOCK-MUÑOZ LANGUAGE SURVEY: (WMLS)
Administered by:
Administered on:
The Woodcock-Muñoz Language Survey is an individually administered language proficiency
test that is given in English and Spanish. It is comprised of a number of subtests, the results of
which are combined into a language composite score.
The WMLS yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 90 and 110 are considered average.
English
Spanish
Domains
Standard
Standard
Score
Score
Picture Vocabulary
Verbal Analogies
ORAL LANGUAGE ABILITIES
Letter-Word Identification
Dictation
READING-WRITING ABILITIES
BROAD ENGLISH/SPANISH ABILITY
Cognitive Academic Language Proficiency (1 = low; 5 = fluent)
The Woodcock-Muñoz Language Survey was given in both English and Spanish to determine the
language used in further testing. His broad English (standard score = 75) fell in the delayed
range and his broad Spanish (standard score = 45) score fell in the very delayed range. Given
this, XXXX should be considered as having very-limited to limited English and negligible
Spanish. Given that he is not fluent in either language, all further testing was done in both
languages (when available) or nonverbally.
BILINGUAL VERBAL ABILITIES TEST (B-VAT)
Administered by:
Administered on:
The B-VAT provides an estimate of verbal cognitive ability across both languages combined.
The measure is originally administered in English and then any questions answered incorrectly
are asked again later in the child’s native language. This provides as accurate an understanding
of the child’s verbal ability as possible.
The B-VAT provides standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 85 and 115 are considered average.
Standard
Percentile
Confidence
Domains
Score
Rank
Interval
Picture Vocabulary
Oral Vocabulary
Verbal Analogies
English Language Proficiency
BILINGUAL VERBAL ABILITY
The Bilingual Verbal Ability Test (B-VAT) was administered as a measure of verbal intelligence.
This measure was given in both languages (Spanish and English), and he received full credit for
either answer given. His Bilingual Verbal Ability Composite score places him in the delayed
range. Specifically, he obtained a composite score of 71. Overall, his score indicates that his
verbal skills are somewhat below his nonverbal skills.
GILLIAM AUTISM RATING SCALE (GARS)
Completed on:
Completed by:
The GARS is designed to screen a child for autism. Parent and/or teacher are asked to decide if
the child does certain activities. These activities are typical for most children to some extent, but
as a combination or with increased frequency they are more often seen in children with autism.
The GARS subtests provide standard scores with a mean of 10 and a standard deviation of 3.
Subtest scores between 7 and 13 are considered average.
Subtests
Standard
Percentile
Probability
Score
Rank
Of Autism
Stereotyped Behaviors
Communication
Social Interaction
Developmental
The quotient provides standard scores with a mean of 100 and a standard deviation of 15.
Quotient scores between 85 and 115 are considered average.
Autism Quotient
GILLIAM AUTISM RATING SCALE (GARS)
Completed on:
Completed by:
The GARS is designed to screen a child for autism. Parent and/or teacher are asked to decide if
the child does certain activities. These activities are typical for most children to some extent, but
as a combination or with increased frequency they are more often seen in children with autism.
The GARS subtests provide standard scores with a mean of 10 and a standard deviation of 3.
Subtest scores between 7 and 13 are considered average.
Subtests
Standard
Percentile
Probability
Score
Rank
Of Autism
Stereotyped Behaviors
Communication
Social Interaction
The quotient provides standard scores with a mean of 100 and a standard deviation of 15.
Quotient scores between 85 and 115 are considered average.
Autism Quotient
The Gilliam Autism Rating Scale (GARS) compares information from XXXX’s teacher, Ms.
XXXX, and his mother, Ms. XXXX, to information gathered from children with and without
autism. Based on this information, the normative data can help to determine the probability of
XXXX having autism. XXXX’s scores indicate a very low or below average chance of him
being a child with autism.
GILLIAM ASPERGER’S DISORDER SCALE (GADS)
Completed on:
Completed by:
The GADS is designed to screen a child for Asperger’s Disorder. A parent and/or a teacher are
asked to decide if the child does certain activities. These activities are typical for most children
to some extent, but as a combination or with increased frequency they are more often seen in
children with Asperger’s. These items are combined into four general categories of behavior and
an Asperger’s quotient is generated.
The GADS subtests provide standard scores with a mean of 10 and a standard deviation of 3.
Subtest scores between 7 and 13 are considered average.
Subtests
Standard
Percentile
Probability
Score
Rank
Of Asperger’s
Social Interactions
Restricted Behavior
Cognitive Patterns
Pragmatic Skills
The quotient provides standard scores with a mean of 100 and a standard deviation of 15.
Quotient scores between 85 and 115 are considered average.
Asperger’s Disorder Quotient
The Gilliam Autism Rating Scale (GARS) was given to his teacher, Ms. XXXX, to complete.
The results of this scale indicated no significant problems with Autism. The Gilliam Asperger’s
Disorder Scale was administered, as well. Ms. XXXX’s answers (standard score=90) and his
mother’s answers (standard score=115) produced a high/probable scale quotient, indicating
significant behaviors associated with Asperger’s Disorder. These problems include difficulty in
social interactions, restricted patterns of behavior, poor pragmatic skills, and unusual cognitive
patterns.
PROJECTIVE TESTING:
Informal, projective type tests were given to XXXX to determine what he was thinking and
feeling. His drawings were age-appropriate and positive but indicated some problems with selfesteem. His responses on the Sentence Completion Test and Roberts Apperception Test for
Children (RATC) were indicative of a child with a positive home and school life and a view of
the world as a fair and nonthreatening place. However, it should be noted again that these tests
were given during a period of time that he was exhibiting few emotional or behavior problems
and may not be an accurate representation of how he thinks or feels on a regular basis.
His answers on the Roberts Apperception Test for Children and the Madeleine Thomas Stories
indicated that he had difficulty identifying the correct emotions to go with certain behaviors (e.g.,
“He’s feeling loved by his mother so he feels bad.”), and almost every person in almost every
picture felt “bad” or “sad.” In addition, the characters in his stories responded to the activities
going on around them in socially inappropriate ways (e.g., “he is looking at her in the shower, so
he started laughing” and “they were fighting because they don’t know who is whose best friend,
but they all feel pretty normal about that”). When asked what would happen next, he could not
provide an answer for any story.
Projective testing was done using the Draw-A-Person Test. His drawing reflects a child who is
socially well adjusted with no emotional problems.
Psychometric Summary Add-ons:
WOODCOCK-JOHNSON TESTS OF ACHIEVEMENT: THIRD EDITION/ NORMATIVE
UPDATE (WJ-III:ACH/NU)
Date administered:
Administered by:
The WJ-III:ACH/NU is an individually administered achievement test.
The WJ-III:ACH/NU yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 85 and 115 are considered average.
Standard
Percentile
Confidence
Domains
Score
Rank
Interval
Letter-Word Identification
Reading Fluency
Passage Comprehension
Calculation
Math Fluency
Applied Problems
Spelling
Writing Fluency
Writing Samples
Broad Reading
Broad Math
Broad Written Language
Math Calculation Skills
Written Expression
Academic Skills
Academic Fluency
Academic Applications
Total Achievement
BEHAVIOR RATING INVENTORY OF EXECUTIVE FUNCTION, TEACHER FORM
(BRIEF)
Date completed:
Completed by:
The Behavior Rating Inventory of Executive Function (BRIEF) is a questionnaire designed to
help evaluate general problem solving skills.
The BRIEF yields T-Scores with a mean of 50 and a standard deviation of 10.
Scores of 65 to 70 indicate some difficulty and scores above 70 indicate significant problems.
Domains
T-Scores
Inhibit
Shift
Emotional Control
Behavioral Regulation Index (BRI)
Initiate
Working Memory
Planning/ Organization
Organization of Materials
Monitor
Metacognition Index (MI)
Global Executive Composite (GEC)
Validity scales examine patterns of responses from the rater for any overgeneralizations.
Negativity
Acceptable
Inconsistency
Acceptable
The Behavior Rating Inventory of Executive Function (BRIEF) is a questionnaire designed to
help evaluate XXXX’s general problem solving skills. This measure was given to one of
XXXX’s Teachers, Ms. Elliot, to complete. Concerns are noted with her ability to inhibit
impulsive responses, modulate her emotions, plan and organize problem solving approaches, and
monitor her own behavior.
WOODCOCK-MUÑOZ LANGUAGE SURVEY, REVISED (WMLS-R)
Administered by:
Administered on:
The Woodcock-Muñoz Language Survey, Revised (WMLS-R) is an individually administered
language proficiency test that is given in English and Spanish. It is comprised of a number of
subtests, the results of which are combined into a language composite score.
The WMLS yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 90 and 110 are considered average.
Cognitive Academic Language Proficiency (1 = low; 5 = fluent)
English
Spanish
Standard
Conf.
Standard
Conf.
Subtests
Score
Interval CALP
Score
Interval CALP
Picture Vocabulary
Verbal Analogies
Letter-Word Identification
Dictation
Passage Comprehension
Composites
Oral Language
Reading-Writing
Broad English Ability
Reading
Writing
BATERÍA III WOODCOCK-MUNOZ PRUEBAS DE APROVECHAMIENTO (BATERÍA III)
Date administered:
Administered by: S. Kathleen Krach, Ph.D.
This portion of the Batería III is an individually administered achievement test given in Spanish.
The Batería III yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 85 and 115 are considered average.
Standard
Confidence
Domains
Score
Interval
Letter-Word Identification (Identificación de letras y palabras)
Reading Fluency (Fluidez en la lectura)
Passage Comprehension (Comprensión de Textos)
Calculation (Cálculo)
Math Fluency (Fluidez en Matemáticas)
Applied Problems (Problemas Aplicados)
Spelling (Ortografía)
Writing Samples (Muestras de Redacción)
Broad Mathematics (Amplio Matemáticas)
Broad Reading (Amplio Lectura)
Academic Skills (Des Académicas)
Academic Applications (Aplicaciones Académicas)
BATERÍA III WOODCOCK-MUNOZ PRUEBAS DE HABILIDADES COGNITIVAS
(BATERÍA III)
Date administered:
Administered by:
This portion of the Batería III is an individually administered test of cognitive abilities given in
Spanish.
The Batería III yields standard scores with a mean of 100 and a standard deviation of 15.
Standard scores between 85 and 115 are considered average.
Standard
Confidence
Domains
Score
Interval
Verbal Comprehension (Comprensión Verbal)
Visual-Auditory Learning (Aprendizaje Visual-Auditivo)
Spatial Relations (Relaciones Espaciales)
Sound Blending (Integración de Sonidos)
Concept Formation (Formación de Conceptos)
Visual Matching (Pareo Visual)
Numbers Reversed (Inversión de Números)
Verbal Ability (Habilidad Verbal)
Thinking Ability (Habilidad Pensar)
Cognitive Efficiency (Eficiencia Cognitiva)
General Intellectual Ability (GIA)
The Batería III: Pruebas de Habilidades Cognitivas (Batería III) was administered as a Spanish
measure of intellectual ability. Olga's overall estimate of intelligence, the General Intellectual
Ability (GIA), places her in the low average range. Specifically, she obtained a GIA score of 85,
which is comprised of a Verbal Ability cluster score of 74, a Thinking Ability cluster score of 92,
and a Cognitive Efficiency cluster score of 96.
Her cluster scores indicate a significant weakness in her verbal ability. This means that she does
worse on test items that require her to use language to identify pictures or objects and to use
language to solve problems. Olga’s scores indicate no other significant strengths or weaknesses.
SCHOOL MOTIVATION AND LEARNING STRATEGIES INVENTORY (SMALSI)
Date completed:
Completed by:
The SMALSI is a self-report questionnaire designed to assess student’s learning, test taking, and
organization styles as well as their motivation, anxiety, and confidence in their academic
abilities.
The SMALSI yields t-scores with a mean of 50 and a standard deviation of 10.
Standard scores between 40 and 60 are considered average.
For strength domains, scores below 40 are considered to be at risk.
Student Strength
TPercentile
Domains
Score
Rank
Descriptors
Study Strategies
Note-Taking/ Listening Skills
Reading/ Comprehension Skills
Writing/ Research Skills
Test-Taking Strategies
Organizational Techniques
Time Management
The SMALSI yields t-scores with a mean of 50 and a standard deviation of 10.
Standard scores between 40 and 60 are considered average.
For liability domains, scores above 60 are considered to be at risk.
Student Liability
TPercentile
Domains
Score
Rank
Descriptors
Low Academic Motivation
Test Anxiety
Concentration/ Attention Difficulties