placed in a box. The student was required to identify the rule or the reason why the figure was placed in the box. This was a learning task, which provided immediate feedback regarding the correctness of each response before a new item was presented. where the answer was big, he described as much as he could; saying, “circle and square”. Extended Cluster also includes Subtest 15 Subtest 15: To measure deductive reasoning, this test required the student to reason and draw conclusions. Instructions described how to work puzzles with colored squares by using the key presented on every page to fill in the missing parts of the puzzles. Again, a learning task that provided immediate feedback regarding the correctness of each response before a new item was presented. Although John performed in the average range and was able to solve single-step tasks, he needed repeated directions. Additionally, when John was required to solve multi-step tasks he had more difficulty and appeared discouraged. 96 Average Long Term Retrieval: measured the ability to store information and easily retrieve it at a later time. John obtained a standard score of 109, which was average. Subtest Analysis of Performance Standard Score (=100, S=15) Interpretation Subtest 6: Story Recall Measured meaningful memory and some aspects of oral language development. The student listened to a passage presented from the audio recording, then was asked to retell as many details from the story that he or she could remember. When presented with passages of various lengths, John produced 7 out of 8 possible elements on 2 of the medium length passages he heard. For example, in a passage about children blowing candy bubbles in the park, John missed recalling only 1 of the 8 elements. On the lengthiest story recall, he was able to produce 10 out of 17 elements. 107 Average Subtest 13: Learning Measured associative memory, or the ability to learn, store, and retrieve a series of various images that symbolized words. John was able to successfully read the following sentence using the symbols to represent words: “Bob and Jeff are riding on black horses. They saw the white house under the green trees. They are not going by the house.” He made 12 errors 107 Average Auditory
given words (e.g., car, if, because), and contextual constraints imposed by illustrations. task, and was able to produce appropriate sentences. For example, when given the target word “because” John said “There’s a lot of traffic, because there is a lot of cars.” However, his sentences were often unclear: his thoughts were not synthesized. For example, when given the target word “unless,” he said “Unless I’m done finishing my homework, I can go play with my friends.” Recalling Sentences (RS) Measured the ability to listen to spoken sentences of increasing length and complexity, and repeat the sentences without changing word meaning and content, word structure (morphology), or sentence structure (syntax). John was able to listen to spoken sentences of increasing length and complexity, and repeat them. For example, he accurately repeated, “The student who won the award at the art show was very excited.” He was not able to repeat “The students collected and repaired the toys and sold them at the fair.” Instead he said “The kids collected and sold toys at the fair.” 10 Average Semantic Relationships (SR) Measured the ability to interpret sentences that make comparisons, identify location or directions, specify time relationships, include serial order, or are expressed in a passive voice by choosing two options out of a series of four related to spoken sentence. In this subtest, John was able to understand the required task of comparing four items and identifying two that satisfied the given question. For example when asked “The dog sat under the table next to the cat. The food was in a dish on the table. The food was,” John was able to identify the correct locations “above the cat,” and “on the table.” However, when given the statement, “A quarter past three is,” John was not able to identify both correct responses, saying “exactly 3:15” and “after 3:25.” The correct responses were exactly 3:15 and before 3:35. 8 Average Receptive Language Index: Measured listening skills and auditory comprehension. John received a standard score of 91 and a percentile rank of 27, which were average. Subtest Analysis of Performance Scaled Score (=10, S=3) Interpretation Word Classes (WC) Discussed previously 9 Average
DSM-IV-TR: Oppositional Defiant Disorder 41 67 Elevated 50 Conners 3 Global Index: Total 44 72 Elevated N/A *These behaviors were not observed in the clinic or reported by John’s parents. Categories in which John seemed to be exhibiting behaviors that fell within the Elevated or Very Elevated range
Category Common Characteristics of High Scores in the Category Example of Items in this Category Inattention May have poor concentration/attention or difficulty keeping his/her mind on work. May make careless mistakes. May be easily distracted. May give up easily or be easily bored. May avoid schoolwork. May have difficulty starting and/or finishing tasks. John’s teacher responded “Very often” to the statement “Gives up easily on difficult tasks. Learning Problems Academic struggles (reading, spelling, and/or math). May have difficulty learning and/or remembering concepts. May need extra explanations or help. John’s teacher responded “Very much true” to the statement “Cannot grasp arithmetic.” John’s father responded “Occasionally” to the statement “Needs extra explanation of instructions.” Executive Functioning May have difficulty starting or finishing projects. May complete projects at the last minute. May have poor planning, prioritizing, or organizational skills. John’s teacher responded “Very often” to the statement “Cannot decide which things are most important.” Peer Relations May have difficulty with friendships, poor social skills, and limited social connections. May appear to be unaccepted by the group. John’s teacher responded “Occasionally” to the statement “Has no friends.” ADHD Inattentive Often fails to give close attention to details, had difficulty sustaining attention in tasks or play activity. Is easily distracted by extraneous stimuli. Often avoids tasks that require sustained mental effort. John’s teacher responded “Often” to the statement “Fails to complete schoolwork or tasks (even when he understands and is trying to cooperate).” Oppositional Defiant Disorder May be argumentative. May defy requests from adults. May have poor control of anger and lose temper. * John’s teacher responded “Often” to the statement “Blames others for his mistakes and misbehaviors.” Connors 3 Global Index High score indicates that the student is experiencing some level of psychological difficulty, whether it is being expressed behaviorally, academically, socially or John’s teacher responded “Often” to the statement
emotionally. “Inattentive, easily distracted.” Affect summary: John’s report on affect indicated that he had no areas of elevated concern about himself. His responses indicated that he was generally happy and had high esteem. He also reported sometimes forgetting things he learned, and getting distracted by things happening around him. He responded “Never” to statements like, “I have trouble following directions.” “It’s hard for me to pay attention to details.” And “I am behind in my schoolwork.” He responded “Very often” to statements such as “I don’t like doing things that make me think hard.” John’s father’s responses indicated no concern about John’s behavior or emotional health. He indicated elevated concern regarding John’s learning skills: he responded that John occasionally had difficulty with spelling, reading, memorizing facts and needing extra explanation of instructions. John’s teacher for the past two school years had greater concerns in various areas. She responded that John “very often” forgot things he had already learned, could not grasp arithmetic, and was one of the last to be picked for teams and games, as he was not very outgoing with his peers. She indicated that he was often inattentive to his work, had difficulty with organization, and was forgetful in daily activities. Overall, John was a happy child who exhibited some lack of self-awareness of his own strengths and weaknesses. His father’s report also indicated no concerns with social abilities, and only minor concerns about learning. His teacher, however, had concerns about his attention, overall learning performance and his social ability in school. SUMMARY John was a pleasant boy who had just completed his fourth grade year of school. He liked to ride bikes and skate board and participated in a variety of after school activities including Kung Fu. John was evaluated at the UIC Educational Assessment clinic due to his mother’s concerns about his memory with regard to his academics and
Woodcock-Johnson IV Tests of Achievement (WJ-IV Ach), Form A MATH A norm-referenced measure of isolated academic skills. Test Number CLUSTER/Subtest Name Standard Score (=100, S=15) Interpretation Math BROAD MATHEMATICS Subtests 2, 5, 10 83 Below Average MATH CALCULATION SKILLS Subtests 5, 10 89 Average MATH PROBLEM SOLVING Subtests2, 13 72 Below Average 2 Applied Problems 74 Below Average 5 Calculation 85 Low Average 10 Math Facts Fluency 94 Average 13 Number Matrices 77 Below Average Clinical Evaluation of Language Fundamentals- 5th Edition (CELF – 5) A norm-referenced measure of receptive & expressive language skills. Test Name Scaled Score (=10, S=3) Interpretation Recalling Sentences 10 Average Formulated Sentences 6 Below average Word Classes 9 Average Following Directions 9 Average Understanding Spoken Paragraphs 9 Average Word Definitions 9 Average Sentence Assembly 7 Low average Semantic Relationships 8 Average CORE & INDEX SCORES (Standard Score =100, S=15) Score Standard Score Percentile Rank Interpretation CORE LANGUAGE SCORE Subtests WC, FS, RS, SR 89 23 Average RECEPTIVE LANGUAGE INDEX Subtests WC, FD, SR 91 27 Average EXPRESSIVE LANGUAGE INDEX Subtests FS, RS, SA 85 16 Low average LANGUAGE CONTENT INDEX 93 32 Average
Conners Rating Scales-3rd Edition: Long Version A standardized norm-referenced measure of attention and behavior. High scores indicate areas of concern. Category Father Teacher John Inattention 47 Average 65 Elevated 46 Average Hyperactivity-Impulsivity <40 57 57 Learning Problems 61 Elevated 73 Elevated 46 Executive Functioning 57 72 Elevated N/A Aggression 44 56 49 Peer/ Family Relations 43 80 Elevated 45 DSM-IV-TR: ADHD Inattentive 49 65 Elevated 54 DSM-IV-TR: ADHD Hyperactive-Impulsive <40 55 55 DSM-IV-TR: Conduct Disorder 45 56 44 DSM-IV-TR: Oppositional Defiant Disorder 41 67 Elevated 50 Conners 3 Global Index: Total 44 72 Elevated N/A