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Now that you have the background and initial assessment results, it is time to
determine what testing, if any, you want to follow-up with.
Following the system of Hypothesis testing, complete the following:
1.
Identifying information
Students Name:
Reason for
Referral:
David Foster
Age:
Grad 3
e:
Reading, writing, and spelling difficulties; difficulty with peer
relationships
Supporting evidence
VisualSpatial
Processing
and Visual
Perception
Areas of
suspected
weakness
Reading
Supporting evidence
Nonverbal
reasoning
Vocabulary
th
Writing
and
Spelling
Executive
Functionin
g
reading.
- 19th percentile on the Written
Expression Composite Score.
- 9th percentile on Spelling subtest
-School report indicates that he is
spelling phonetically.
- Even though he performed within
the 27th percentile on the Essay
Composition subtest, this is on the
lower end of the Average range
and this subtest is easier to score
well on. David has difficulty
generating ideas for the essay
topic.
- School report indicates that
David is behind grade level in
spelling
- School report describes his
printing as being too large.
The observation report during
testing indicated that he would
mix up his d and b letters and
he formed letters starting from the
bottom up.
- Parents reported a major
problem with his written language
output and spelling
Persistence,
Following
Directions,
Checking
Over Work
- Observational report
during testing stated that
he checked his work over
carefully before declaring
that he was finished.
- He was persistent on
tasks that were difficult.
- Had high expectations for
himself to do well, which
seemed to motivate him to
try and do his best (even
though he verbalized that
he felt he could have done
better)
- Was very exact and
compliant when following
directions during testing
Sensorimo
tor Issues
SocialEmotional
Issues
Primary Hypothesis:
Specific Learning Disability (SLD) in Reading (Phonological Awareness and
Processing Difficulties)
Rationale:
David shows significant deficits in all areas of his reading as indicated by
being placed within the 3rd percentile in his Total Reading composite. Since he
performed poorly on his Basic Reading composite in the WIAT-III (within the 9 th
percentile) and in the Early Reading Skills subtest (8 th percentile). These results
would suggest that he is experiencing difficulty in his lower level reading skills that
are affecting his higher level reading skills (as demonstrated by his difficulty on the
Alternative Hypotheses:
1. SLD in Reading (Orthographic Awareness and Processing Difficulties)
TOC
(Test of Orthographic Competence)
Rationale
The WISC-IV does not adequately
measure phonological awareness and
processing skills. The CTOPP-2
provides a standardized,
comprehensive analysis of the
strengths and weaknesses of an
individuals phonological processes.
This can be used to help clarify if
David is struggling in reading due to
phonological processing difficulties.
The TOC is a comprehensive,
standardized test that specifically
assesses the orthographical aspects
of reading and writing in terms of
letters, spelling, punctuation,
abbreviations, and special symbols.
This test can help determine if David
is experiencing difficulty with
orthographical process in regards to
his issues with reading.
Davids PSI has two subtests that are
significantly different from one
another (Coding and Symbol Search).
Cancellation is a supplemental PSI
subtest that may provide more
WISC-IV Integrated
Beery VMI
(Beery Visual-Motor Integration
Sixth Edition)
NEPSY-II
(Neuropsychological Assessment
Second Edition)
References
Prifitera, A., Saklofske, D.H., & Weiss, L.G. (2008). WISC-IV Clinical Assessment and
Intervention (2nd Edition). San Diego, CA: Elsevier Inc.