Psychological Evaluation for Student KH

Completed by Sara Anderegg

Name: KH Date of Birth: 9-28-1993 Dates of Evaluation: 4/8/08, 4/10/08, 4/15/08, 4/17/08 Age: 14-7 Current Grade Placement: 7 Examiner: Sara Anderegg Instruments: Peabody Picture Vocabulary Test-Third Edition Test of Nonverbal Intelligence-Third Edition Kaufman Test of Educational Achievement Developmental Test of Visual Perception-Second Edition Classroom Observations

Background Information and Referral

KH is currently a seventh grade student at Oak Hill Middle School, in Baldwin County. She grew up in Jacksonville, FL where she lived with her relatives. She went to a private school in Florida from 2006 until February, 2008 when she moved to Baldwin County to live with her Aunt and Uncle. KH has been attending Oak Hill Middle School since she moved. Her mother is deceased, and she has limited contact with her father. KH reports to have lived most of her life with relatives, and reflects a positive outlook on the subject. KH was referred for testing by her teacher Mrs. S for reasons regarding the students new arrival and the lack of background information known about her. From her previous psychological, KH comprehends on a fourth grade level. Her verbal and nonverbal problem-solving skills are relatively even in development according to this previous report which also states that her reading deficits prevent her from working successfully on grade level. KH repeated the fifth grade which is when she was transferred to a private school by her guardians. They felt that the smaller class sizes would be better suited for her disability. KH has no medical, physical, or communication needs at this time. According to her IEP, KHs self-help skills and adaptive behavior are appropriate for her age. Socially KH is a typical fourteen year-old and appears to hold normal social relationships with her peers. She reports to have made good friends at Oak Hill Middle School, although she does miss her friends from Florida. From a personal interview, KH describes herself as adjusting well to her new home and school. She presents herself as a friendly, outgoing child. When asked about school she reflects a positive attitude about Oak Hill, although she states that she does not like coming to school no matter where she is. Classroom Observations

Psychological Evaluation for Student KH

Completed by Sara Anderegg

KH was observed on four separate occasions during an hour long math class. KH did not participate in classroom discussions or answer questions unless specifically asked to by the teacher or paraprofessional. The teacher who referred KH for testing reported that KH does not benefit from a class lecture, but instead from individual tutoring and instruction. Many times when KH was called upon during class, she did not appear to be aware of what was being said in the class; this is characteristic of potential attention deficits. When taking her class work from those days into account, KH did not complete the more difficult items successfully.

Test Results
Developmental Test of Visual Perception-II Date Tested: Chronological Age: 4-17-08 14-7 Age Equivalent 10-1 5-9 11-2 50 10-7 11-2 4-3 11-2 4-9 Percentiles 21 2 68 Standard Score 10 4 11 10 11 2 12 6

Subtest Percentile 1. Eye-Hand Coordination 50 2. Position in Space 2 3. Copying 63 4. Figure-Ground 5. Spatial Relations 63 6. Visual Closure <1 7. Visual-Motor Speed 75 8. Form Constancy 9 Composite Scores General Visual Perception Motor Reduced Visual Perception Visual-Motor Integration

Quotients 88 70 107

In tests of Visual Perception KH performed both in the average range and below the average range. In general visual perception KH performed on the borderline of average and below average. This is the composite score of the whole test, measuring KHs ability to visually interpret and organize the physical elements of a stimulus. The test consists of various tasks, some requiring motor skills and some purely requiring visual skills. KH remained calm and expressed confidence verbally throughout the test. When a problem seemed too difficult for her, KH did not seem discouraged. Within the category of general visual perception there are two sub-categories: Motor-Reduced Visual Perception, and Visual-Motor Integration. On tests measuring Motor-Reduced Visual Perception KH performed in the below average range and with the tests measuring Visual-Motor Integration KH performed in the high average range. These scores demonstrate that KH does not have difficulty with Visual-Motor Integration, and therefore her visual perception is not negatively affected by visual-motor

Psychological Evaluation for Student KH

Completed by Sara Anderegg

integration. The rationale for measuring the visual perceptual skills by assessing visualmotor integration is, according to the DTVP-2 manual, that the motor behavior of a small child adapts itself to resemble the stimulus perceived in the optic field. The childs perception is reflected in his or her ability to copy it. Since her visual-motor integration was average, her difficulties in visual perception lie in motor-reduced visual perception. Her weakest subtests were visual closure, and form constancy. Visual closure measures the ability to recognize a stimulus figure when it has been incompletely drawn. Form constancy measures the ability to match two figures that vary on one or more discriminating features. Kaufman Test of Educational Achievement Date Tested: Chronological Age: Subtest 1. Mathematics 2. Reading 3. Spelling Composite 4-15-08 14-7 Standard Score 62 74 75 65 Percentile 1 4 5 1

On the Kaufman Test of Educational Achievement KH performed in the below-average range. This is a test of achievement which measures a total of three areas: mathematics, reading, and spelling. These scores are norm referenced, and therefore compared to the corresponding developmental norms within specific age groups. In mathematics KH fell significantly below average with a percentile score of 1. This was stated by KH to be her worst subject, which was reflected in the scores when compared to reading and spelling. In reading KH performed below average with a percentile score of 4. In spelling KH performed below average with a percentile score of 5. Using the KTEA subtest comparisons table, the difference between the mathematics, reading and spelling scores were not great enough to be noted as significant. During testing KH stated that although she enjoyed this test, it was not as fun as the previous tests we had taken together. She also expressed disappointment when she found out that there was math involved when taking this particular test. Overall she remained calm and collected during testing, appearing confident in most of her answers. Peabody Picture Vocabulary Test-III Date Tested: Chronological Age: Deviation-Type Norms Standard Score Percentile Rank Normal Curve Equivalent 4-10-08 14-6 57 .2 <1

Psychological Evaluation for Student KH

Completed by Sara Anderegg

Stanine Developmental Norms Age Equivalent 7-0

The Peabody Picture Vocabulary Test is an assessment tool used to measure an individuals receptive vocabulary. These scores are norm referenced, and therefore compared to the corresponding scores of individuals within an age bracket. On the Peabody Picture Vocabulary Test, KH performed significantly below the average range. Following the developmental norms KH has an age equivalent of seven years old. KH declared to really enjoy this test and that it seemed like a game to her. Even on questions which she answered incorrectly, she appeared to enjoy guessing which one was the right answer even though I would not affirm or deny her response. KH remained enthusiastic and cooperative throughout the testing process. Test of Non-Verbal Intelligence Date Tested: Chronological Age Percentile Rank SEM Quotient Age Equivalent 4-8-2008 14-7 8 4 79 7-3

The Test of Non-Verbal Intelligence measures an individuals abstract/figural problem solving skills, as well as abstract reasoning skills. This test is especially appropriate for students with language difficulties since it requires absolutely no language. Since KH showed a significantly lower language ability level than her appropriate age level on the KTEA and the PPVT, this test was appropriate for her. KH scored significantly below average with a percentile rank of 8. This score has a high correlation with KHs difficulties in the subject of mathematics in school. During the test KH stated several times that she enjoyed these tests. She did however also express that she did not think some of the questions were possible, and that I was trying to trick her. She stayed optimistic and confident throughout the test, and expressed regret that the test went by so quickly.

Test Interpretations
A comprehensive look at the four test scores indicates a below average functioning in verbal intelligence, non-verbal intelligence and academic achievement. The visual processing test scores however, reveal strength in visual-motor integration. The visual perception test scores demonstrate a low functioning ability in motor-reduced visual perception. This is reflected in both the achievement test scores in math, and in the nonverbal intelligence test scores. There is a high correlation between an individuals

Psychological Evaluation for Student KH

Completed by Sara Anderegg

mathematical abilities, problem solving skills, and visual perception. This can be seen in KHs assessment which shows that her weakest abilities lie in these three areas. Based on the scores from the KTEA, and the PPVT-3, KH experiences a weakness in verbal intelligence. These tests revealed low functioning ability in the areas of receptive vocabulary, spelling, and reading.

Summary
KHs general intellectual ability falls within the Mentally Deficient range when compared with same age peers. Achievement test scores indicate that her reading and math skills are commensurate with or slightly higher than her overall level of ability based on the results of non-verbal intelligence testing. A relative strength was discovered in her visual-motor skills development. KH displayed a relative weakness in visual perceptual skills, which may contribute to her low test scores on the test of non-verbal intelligence. Her mathematics score on the Kaufman Test of Educational Achievement show that her math skills are commensurate with these visual-perceptual skills. Individuals with deficits in these visual processing skills usually benefit from additional instructional tools such as manipulatives. Her weakness in this area may prevent her from efficiently learning from traditional textillustrated examples in mathematics. The manipulatives model mathematical skills in a different way, which can better communicate the idea to these individuals with visual processing difficulties.

Recommendations
1. KH may benefit from individual instruction in math. 2. KH will benefit from additional educational support in reading and language arts. 3. KH may benefit from additional vocabulary instruction, spelling instruction, and increased literature exposure. 4. KH will benefit from instructional activities in math which require hands-on participation, and collaboration with fellow students. 5. New material should be presented through both visual and auditory formats.