type of cognitive processing ability also involves the ability to generate, perceive, analyze, synthesize, manipulate, and transform visual patterns and stimuli (e.g., Draw a picture of how this would look if I turned it upside-down.). Fluid Reasoning (Gf): Fluid Reasoning refers to a type of thinking that an individual may use when faced with a relatively new task that cannot be performed automatically. This type of thinking includes such things as forming and recognizing concepts (e.g., how are a dog, cat, and cow alike?), identifying and perceiving relationships 89 WISC-IV Matrix Reasoning 9 WISC-IV Figure Weights 7 Results from student’s cognitive testing indicates that he has a weakness in the area of Crystallized Knowledge (SS=77) based on expressive, language-based information such as vocabulary knowledge (ss=6) and being able to describe an understanding how things are similar (ss=6). This may impact his reading and reading comprehension skills. student also has a weakness in Processing Speed (SS=76) indicating that student struggles to complete simple paper-pencil matching tasks quickly. This may correlate with his difficulty to work in a timely manor on his class work even when he knows the information. student has stronger Short-Term Memory skills (SS=88). student is able to recall/repeat information when asked, especially when information is presented visually. student is also able to discriminate sounds, Auditory Processing (SS=89), indicating he can hear the differences between sounds and phonemes. This has a direct correlation to decoding words and basic reading skills. student’s Fluid Reasoning scores (SS=89) indicate that when faced with new information/problems he has the ability (low average) to develop solutions, recognize concepts or relationships between ideas. student’s Long-Term Retrieval skills (SS=93) are in the Average Range indicating that he is able to quickly recall information that he has learned/stored in his memory. student’s strongest cognitive skill is his visual processing skills (SS=101)indicating he has average ability to think about and interpret visual patterns and visual stimuli. student’s mom and two teachers completed the Autism Spectrum Rating Scale (ASRS). This is a 70 item rating scale that assesses the presence of symptoms associated with Autism Spectrum.Disorder (ASD). The chart below is a guide to interpreting the scores.
ASRS T-Score Percentile Rank Classification Total Score: Has many behavioral characteristics similar to individuals diagnosed with an Autism Spectrum Disorder T1=71 T2=66 98th 95th Very Elevated Elevated Social Communication: of Inappropriate use of verbal and nonverbal communication to initiate, engage in and maintain social contact T1=65 T2=56 93rd 73rd Elevated Score Average Unusual Behaviors: Has trouble tolerating changes in routine. Engages in apparently purposeless, stereotypic behaviors. Overreacts to certain sensory experiences T1=58 T2=56 79th 73rd Average Score Average Score Self-Regulation: Indicates how well the student manages his/her behavior and thoughts, maintains focus, and resists distraction. T1=76 T2=77 99th 99th Very Elevated Very Elevated DSM-IV-TR Scale: Has symptoms directly related to the DSM-IV-TR diagnostic criteria for an Autism Spectrum Disorder T1=64 T2=56 92nd 73rd Elevated Score Average Score Peer Socialization: Has limited interest and capacity to successfully engage in activities that develop and maintain relationships with other children T1=75 T2=63 99th 90th Very Elevated Slightly Elevated Score Adult Socialization: Has limited interest and capacity to successfully engage in activities that develop and maintain relationships with adults T=77 T=58 99th 79th Very Elevated Average Score Social/Emotional Reciprocity: Has limited ability to provide an appropriate emotional response to another person in a social situation T1=65 T2=58 93rd 79th Elevated Score Average Score Atypical Language: Spoken communication may be repetitive, unstructured, or T1=68 T2=72 96th 99th Elevated Score Very Elevated Score
Special Education Teacher Report Academic Strengths and Weaknesses Another of the County and Anywhere Public Schools criteria for SLD is that a student must have at least one area of academic weakness with a matching cognitive weakness and at least one area of academic strength with a matching area of cognitive strength. of Academic Weaknesses Weak Academic Areas Deficit Achievement Areas <1.5 SD (<78) Corresponding Weakness in CHC Cognitive Area <1.0 SD (<84) Subtest Standard RPI <67/90 Cluster/Subtest Standard Score RPI <67/90 of Academic Strengths Areas of Academic Strength Achievement Strengths >1.5 SD (>79) Corresponding Strengths in CHC Cognitive Area >1.0 SD (>85) Subtest Standard Score Cluster/Subtest Standard Score RPI>76/90 Medical Observation 12/4/2015 Teacher Input