Posted: September 19th, 2022

Test Case Study

Please see the attached document for instructions and related case study questions.

Testing and Assessment

The first step to creating a professional psychological report begins with considering the client’s background and reason for referral and the conditions surrounding why an assessment is needed, who the stakeholder of the assessment is, and whether or not the factors surrounding the client’s situation could impact the assessment.

Prompt: For Milestone One, you will choose a case study (Case History One – Arthur, or Case History Two – Barbara) and describe how you will analyze your data. Your work in this milestone will impact the analysis and recommendations you will make in future milestones for your final project psychological report.

Guidelines for Submission: Milestone One must be submitted as a two- to three-page Microsoft Word document with double spacing, 12-point, Times New Roman font, one-inch margins, and at least three sources cited in APA format.

I. Introduction and Data Analysis – Specifically, the following critical elements must be addressed:

a) Introduce the
client’s case you chose by briefly recapping the background of the client you are assessing. What is the reason for referral? State the presenting problem and the questions to be addressed through your evaluation of the data. Relate the problem to the APA Ethical Code and the psychological assessment issues that could be encountered.

b) In your response, consider who is making the
referral and how this
impacts your assessment of the data; is the intended consumer of the report a parent, a school system, a mental health practitioner, a probation officer, or another stakeholder?

c) Describe how you will analyze your
data by considering the following questions. What is the best way to organize your data to address your referral question? How do you make this technical information useful and understandable for the intended reader? Justify your choice of method with other research.

Arthur A.

DOE:

3/25/15

Page 11

Confidential Psychological Report

Name:

Arthur A.

DOB:

1/18/03

School:

AGE:

12-2

Grade:

7

DOE:

3/25/15

PRESENT TESTING

Tests Used

Wechsler Intelligence Scale for Children—4th Edition (WISC-IV)

Woodcock-Johnson Tests of Cognitive Ability (WJ-IV)

Kaufman Test of Educational Achievement—3rd Edition (KTEA-III; selected subtest)

Behavior Assessment Rating Scales for Children—2nd Edition (BASC2

—Parent Response Form-Adolescent

—Teacher Response Form-Adolescent

Test Conditions

· Came willingly for testing. When asked why he thought he was here, he answered. “to see if I’m crazy, because I’m always getting into trouble”
· Fidgety during testing, swinging feet, tapping with pencil, chewed on pencil
· Frequent yawning, reported he had been up until midnight playing video game (unknown to parents)
· Impulsive—would start tasks without listening to all the direction
· Tended to do well on timed tasks.
· Fluent expressive language
· Observant of small details; good at pattern recognition and drawing conclusions
· On comprehension questions, responses often reflected an expedient style; e.g.: Q: why shouldn’t you cheat on a test at school? A: “You might get caught”.
· Asked for break after 40 minutes of testing. Conversed about his interests (video games, karate). Difficult to redirect him back to the testing tasks.
· During achievement testing, often skipped spelling words, saying “I know how to write them but it would take too long”.

Test Findings

Tests results are reported below in terms of tasks. For easier comparison, all results have been converted to standard scores (100 is average, 90 to 109 represents the average range) and classified in the same way. Actual test names and scores are in bold type

ACHIEVEMENT

Reading:

Arthur’s Reading Test Results in Standard & Percentiles for his age:

Test

Task

Score

%ile

Classification

WJ-IV

Identifying printed letters and words (Reading decoding)
Letter-Word Identification

93

31

Average

WJ-IV

Reading phonically regular made-up words (Reading decoding; phonetic analysis)
Word Attack

111

77

Average to Above Average

WJ-IV

Fluency and accuracy in reading oral passages
Oral Reading

104

61

Average

WJ-IV

Identify a missing word that makes sense in the context of a written passage (Reading comprehension: Cloze skill)
Passage Comprehension

110

75

Average to Above Average

WJ-IV

Rapidly reading and responding to sentences (Reading fluency)
Sentence Reading Fluency

110

75

Average to Above Average

Writing:

Arthur’s Writing Test Results in Standard & Percentiles for his age:

Test

Task

Score

%ile

Classification

WJ-IV

Spelling orally presented words (Spelling skill)
Spelling

107

67

Average

WJ-IV

Writing meaningful sentences for a given purpose (Writing skills)
Writing Samples

106

65

Average

WJ-IV

Formulating and writing simple sentences rapidly

(Writing skill; Writing speed)
Sentence Writing Fluency

120

91

Above Average to Superior

Mathematics:

Arthur’s Math Test Results in Standard Scores & Percentiles for his age:

Test

Task

Score

%ile

Classification

WJ-IV

Performing various mathematical calculations (Math achievement)
Calculation

95

38

Average

WJ-IV

Performing math calculations in response to problems presented orally and visually (or by reading) (Math achievement; Math knowledge; Quantitative reasoning)
Applied Problems

108

96

Average to Above Average

WJ-IV

Adding, subtracting, and multiplying rapidly (Math achievement; Numerical fluency)
Sentence Writing Fluency

114

83

Above Average

COGNITIVE

Arthur fell within the below average range in overall cognitive ability. His performance was variable however; he was typical in performing conceptual tasks, but performed less well on cognitive efficiency tasks, i.e., processing speed. When conceptual ability is considered apart from cognitive efficiency, he falls within the average range, suggesting he would be expected to perform regular academics in the absence of other difficulties.

Oral-Verbal Ability:

Arthur’s Oral-Verbal Ability in Standard Scores & Percentiles for his age:

Test

Task

Score

%ile

Classification

WISC

Answering social comprehension questions (Language Development)
Comprehension

95

37

Average

WISC

Classifying words by similarity (Language Development)
Similarities

95

37

Average

WISC

Answering vocabulary questions
Vocabulary

100

50

Average

KTEA

Listening to spoken passages, answering questions about the content
Listening Comprehension

82

12

Well Below Average to Below Average

Reasoning:
The second task is more verbally based and less abstract.

Arthur’s Fluid Intelligence (Reasoning) in Standard Scores & Percentiles for his age:

Test

Task

Score

%ile

Classification

WISC

Choosing a component to complete a complex design or sequence (inductive reasoning)
Matrix Reasoning

90

25

Below Average to Average

WISC

Finding common elements in arrays of pictures (inductive reasoning
Picture Concepts

110

75

Average to Above Average

Visual Processing: This was the first task presented, so there may have been somewhat of a “warm-up” effect.

Arthur’s Visual Processing in Standard Scores & Percentiles for his age:

Test

Task

Score

%ile

Classification

WISC

Assemble pattern blocks to match printed designs (Spatial relations)
Block Design

90

25

Below Average to Average

Short-Term Memory:

Arthur’s ST Memory in Standard Scores & Percentiles for his age

Test

Task

Score

%ile

Classification

WISC

Recalling strings of numbers in forward and reversed order (memory span/working memory)

Digit Span

90

25

Below Average to Average

WISC

Sorting and ordering strings of random numbers and letters (divided attention/working memory

Number-Letter Sequencing

100

50

Average

Processing Speed: He was quite variable in automatically processing visual information under pressure to maintain focused attention. He performed much lower on the first task, which requires attention to detail and visual discrimination, than on the second task, which requires fine-motor skills, short-term memory, and learning ability. He made many errors on the first task, suggesting he was guessing at the answers.

Arthur’s PS Results in Standard Scores & Percentiles for his age:

Test

Task

Score

%ile

Classification

WISC

Rapidly comparing visual symbols in an array (perceptual)
Symbol Search

55

<1 Well Below Average WISC Rapid matching of symbols and numbers (decision making) Coding 90 25 Below Average to Average EXECUTIVE FUNCTIONS Parent and teacher ratings and direct testing were used to gain information about Arthur’s overall ability to self-regulate behaviors and emotions, and to plan, monitor, and arrive at solutions during active problem solving. Behavioral/Emotional Regulation: Parent and Teacher Ratings indicate that Arthur is typical of boys his age in his ability to respond flexibly to changes and to regulate his emotions, but there are concerns about behavioral regulation at home and school. Arthur’s BR Results in Standard Scores & Percentiles for his age: Test Task or Behavior Score %ile Classification BASC Adapting to change, overcoming setbacks (Adaptability) Average (Teacher) Average (Parent) BASC Overactive, impulsive behavior (Hyperactivity) Significant Concern (Teacher) At-risk (Parent) BASC Verbal and physical aggression, non-compliance (Aggression) Average (Teacher) At-risk (Parent) BASC Resistance to rules and norms, delinquency (Conduct Problems) Average (Teacher) Average to At-risk (Parent) BASC Tendency to be nervous, fearful, worried (Anxiety) Average (Teacher) Average (Parent) BASC Feelings of unhappiness & stress(Depression) Average (Teacher) Average to At-risk (Parent) BASC Sensitivity to minor physical problems & complaints (Somatization) Average (Teacher) Average (Parent) Metacognitive: Parent and Teacher ratings indicate significant teacher concerns with his overall abilities in initiating, planning, organizing, and sustaining active problem solving. Arthur’s Metacognitive Results for his age: Test Task or Behavior Score %ile Classification WISC Working Memory 94 34 Average BASC Distractibility, difficulty concentrating (Attention Problems) Significant Concern (Teacher) At-risk to Significant Concern (Parent) BASC Organizational skills and study habits (Study Skills) Average to At-risk (Teacher) BASC Academic difficulties, particularly understanding and completing schoolwork (Learning problems) Average to At-risk (Teacher) OTHER AREAS ASSESSED Social: Arthur’s Social Functioning Results for his age: Test Task or Behavior Classification BASC Evading others, avoiding contact (Withdrawal) Average (Teacher) Average to At-risk (Parent) BASC Skills for successful interaction with peers and adults Average (Teacher) Average (Parent) BASC Skills for accomplishing group goals, working well with others Average (Teacher) Average (Parent) Atypicality: At school, Arthur sometimes does not seem aware of others and may seem out of touch with his surroundings. Arthur’s Level of atypicality for his age: Test Task Classification BASC Tendency to display thoughts and behavior not typical for his age. Average to At-risk (Teacher) Average (Parent) Functional Communication: Arthur’s Level of FC for his age: Test Task Classification BASC Communicating thoughts, ideas and feelings Clearly Average (Teacher) Average (Parent) Joseph Saxe, Ph. D. School Psychologist Explanation of Scores: · Standard scores are based on 100 being an average or typical score; 90 to 109 represents the average range. · Scale scores are based on 10 being an average score. 7 to 13 represents the average range. · Percentiles are based on a ranking of these scores. For example, a student scoring at the 50th percentile is considered to be functioning better than 49 out of a hundred students in the general population. WISC-IV Subtest Scale Score Std. Score Percentile Similarities 9 Vocabulary 10 Comprehension 9 Verbal Comprehension 112 79 Block Design 8 Matrix Reasoning 8 Picture Concepts 12 Perceptual Reasoning 92 30 Digit Span 8 Number-Letter Sequencing 10 Working Memory 102 55 Coding 8 Symbol Search 1 Processing Speed 91 27 FULL SCALE 87 19 GENERAL ABILITY* 96 39 *Conceptual ability minus cognitive efficiency (working memory and processing speed) WJ-IV Tests of Achievement Subtest Std Score Percentile Letter-Word Identification 93 31 Word Attack 111 77 Passage Comprehension 93 33 Oral Reading 104 61 Sentence Reading Fluency 110S 75 Broad Reading 101 53 Applied Problems 108 69 Calculation 95 38 Math Facts Fluency 114S 83 Broad Math 107 68 Spelling 107 67 Writing Fluency 120 91 Writing Samples 106 65 Broad Written Language 113 80 Academic Skills 98W 44 Academic Fluency 116S 85 Academic Applications 103 58 image1

Parent Rating Scales Report

Behavior Assessment System for Children, Second Edition
Cecil R. Reynolds

Randy W. Kamphaus

Child Information

ID:

Name: A, ARTHUR

Sex: MALE

Birth Date: 01/18/2003

Child Age: 12:2

Child Grade:

School:

Other Data:

Test Information

Test Date: 03/25/2015

Rater: MRS. A

Sex: FEMALE

Relationship: MOTHER

Norm Group 1: General – Separate Sex

Results contained herein are confidential, and should only be viewed by those with proper authorization.

The Behavior Assessment System for Children, Second Edition (BASC-2) is an integrated system designed to facilitate the
differential diagnosis and classification of a variety of emotional and behavioral disorders of children and to aid in the design of
treatment plans. This computer-generated report should not be the sole basis for making important diagnostic or treatment

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Validity Index Summary

F Response Pattern Consistency

Acceptable

Raw Score: 0

Acceptable

Raw Score: 100

Acceptable

Raw Score: 6

PRS T Score Profile

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PRS Score

Summary: General – Separate Sex Norm Group

Composite Score Summary

Raw Score T

Score
Percentile

Rank
95% Confidence

Interval
Externalizing Problems 162 54 74 50-58
Internalizing Problems 139 45 37 39-51
Behavioral Symptoms Index 321 54 72 50-58
Adaptive Skills 258 52 56 48-56

Composite Comparisons Difference
Significance

Level
Frequency of

Difference
Externalizing Problems vs. Internalizing Problems 9 .05 greater than 25%

Mean T score of the BSI 54
Mean T score of the Adaptive Skills Composite 52

Scale Score Summary

Raw
Score

T
Score

Percentile
Rank

95% Confidence
Interval Difference

Significance
Level

Frequency
of Difference

Ipsative Comparision

Hyperactivity 13 69 95 61-77
Aggression 3 44 31 38-50
Conduct Problems 5 49 57 43-55
Anxiety 7 46 38 37-55
Depression 5 48 52 41-55
Somatization 2 45 35 36-54
Atypicality 3 50 64 41-59
Withdrawal 2 42 20 34-50
Attention Problems 14 68 97 62-74
Adaptability 16 51 51 44-58
Social Skills 15 53 63 46-60
Leadership 18 54 66 46-62
Activities of Daily Living 16 54 64 44-64
Functional Communication 23 46 35 39-53

Note. All classifications of test scores are subject to the application of the standard error of measurement (SEM) when making classification
decisions. Individual clinicians are advised to consider all case-related information to determine if a particular classification is appropriate. See the
BASC-2 Manual for additional information on SEMs and confidence intervals.

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Scale Summary

This report is based on MRS. A’s rating of ARTHUR’s behavior using the BASC-2 Parent Rating Scales form.
The narrative and scale classifications in this report are based on T scores obtained using norms. Scale scores in
the Clinically Significant range suggest a high level of maladjustment. Scores in the At-Risk range may identify
a significant problem that may not be severe enough to require formal treatment or may identify the potential of
developing a problem that needs careful monitoring.

Externalizing Problems
The Externalizing Problems composite-scale T score is 54, with a 95 percent confidence-interval range of 50-
58 and a percentile rank of 74.

ARTHUR’s T score on Hyperactivity is 69 and has a percentile rank of 95. This T score falls in the At-Risk
classification range, and follow-up may be necessary. ARTHUR’s mother reports that ARTHUR displays a
moderately high number of disruptive, impulsive, and uncontrolled behaviors.

ARTHUR’s T score on Aggression is 44 and has a percentile rank of 31. ARTHUR’s mother reports that
ARTHUR tends not to act aggressively any more often than others of his age.

ARTHUR’s T score on Conduct Problems is 49 and has a percentile rank of 57. ARTHUR’s mother reports that
ARTHUR demonstrates rule-breaking behavior no more often than others his age.

Internalizing Problems
The Internalizing Problems composite-scale T score is 45, with a 95 percent confidence-interval range of 39-51
and a percentile rank of 37.

ARTHUR’s T score on Anxiety is 46 and has a percentile rank of 38. ARTHUR’s mother reports that
ARTHUR displays anxiety-based behaviors no more often than others his age.

ARTHUR’s T score on Depression is 48 and has a percentile rank of 52. ARTHUR’s mother reports that
ARTHUR displays depressive behaviors no more often than others his age.

ARTHUR’s T score on Somatization is 45 and has a percentile rank of 35. ARTHUR’s mother reports that
ARTHUR complains of health-related problems to about the same degree as others his age.

Behavioral Symptoms Index
The Behavioral Symptoms Index (BSI) composite-scale T score is 54, with a 95 percent confidence-interval
range of 50-58 and a percentile rank of 72. Scale summary information for Hyperactivity, Aggression, and
Depression (scales included in the BSI) has been provided above. Scale summary information for the remaining
BSI scales is provided next.

ARTHUR’s T score on Atypicality is 50 and has a percentile rank of 64. ARTHUR’s mother reports that
ARTHUR generally displays clear, logical thought patterns and he is generally aware of his surroundings.

ARTHUR’s T score on Withdrawal is 42 and has a percentile rank of 20. ARTHUR’s mother reports that
ARTHUR does not avoid social situations and appears to be capable of developing and maintaining friendships
with others.

ARTHUR’s T score on Attention Problems is 68 and has a percentile rank of 97. This T score falls in the At-
Risk classification range, and follow-up may be necessary. ARTHUR’s mother reports that ARTHUR has
difficulty maintaining necessary levels of attention at school. The problems experienced by ARTHUR might
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Scale Summary

disrupt academic performance and functioning in other areas.

Adaptive Skills
The Adaptive Skills composite-scale T score is 52, with a 95 percent confidence-interval range of 48-56 and a
percentile rank of 56.

ARTHUR’s T score on Adaptability is 51 and has a percentile rank of 51. ARTHUR’s mother reports that
ARTHUR is able to adapt as well as most others his age to a variety of situations.

ARTHUR’s T score on Social Skills is 53 and has a percentile rank of 63. ARTHUR’s mother reports that
ARTHUR possesses sufficient social skills and generally does not experience debilitating or abnormal social
difficulties.

ARTHUR’s T score on Leadership is 54 and has a percentile rank of 66. ARTHUR’s mother reports that
ARTHUR, when compared to others his age, demonstrates a typical level of creativity, ability to work under
pressure, and/or an ability to bring others together to complete a work assignment.

ARTHUR’s T score on Activities of Daily Living is 54 and has a percentile rank of 64. ARTHUR’s mother
reports that ARTHUR is able to adequately perform simple daily tasks, in a safe and efficient manner.

ARTHUR’s T score on Functional Communication is 46 and has a percentile rank of 35. ARTHUR’s mother
reports that ARTHUR generally exhibits adequate expressive and receptive communication skills, and that
ARTHUR is usually able to seek out and find new information when needed.

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Content Scales

The information provided below is based on content scales that have been theoretically and empirically
developed. This information is considered to be secondary to the clinical, adaptive, and composite scale
information provided previously. An elevated content scale score may warrant additional follow-up.

Summary: General – Separate Sex Norm Group

Raw Score
T

Score
Percentile

Rank
95% Confidence

Interval
Anger Control 11 59 83 50-68
Bullying 6 54 74 47-61
Developmental Social Disorders 12 51 56 43-59
Emotional Self-Control 7 63 88 55-71
Executive Functioning 16 60 84 52-68
Negative Emotionality 6 53 66 44-62
Resiliency 23 52 54 44-60

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Content Scale Score Summary: General – Separate Sex Norm Group
Content Scales

ARTHUR’s T score on Anger Control is 59 and has a percentile rank of 83. ARTHUR’s mother reports that
ARTHUR regulates his affect and self-control under adverse conditions as well as others his age.

ARTHUR’s T score on Bullying is 54 and has a percentile rank of 74. ARTHUR’s mother reports that
ARTHUR does not tend to act in a threatening or intrusive manner.

ARTHUR’s T score on Developmental Social Disorders is 51 and has a percentile rank of 56. ARTHUR’s
mother reports that ARTHUR has social and communication skills that are typical of others his age.

ARTHUR’s T score on Emotional Self-Control is 63 and has a percentile rank of 88. This T score falls in the At
-Risk classification range, and follow-up may be necessary. ARTHUR’s mother reports that ARTHUR can
become easily upset, frustrated, and/or angered in response to environmental changes.

ARTHUR’s T score on Executive Functioning is 60 and has a percentile rank of 84. This T score falls in the At-
Risk classification range, and follow-up may be necessary. ARTHUR’s mother reports that ARTHUR
sometimes has difficulty controlling and maintaining his behavior and mood.

ARTHUR’s T score on Negative Emotionality is 53 and has a percentile rank of 66. ARTHUR’s mother reports
that ARTHUR reacts to changes in everyday activities or routines in a manner that is typical of others his age.

ARTHUR’s T score on Resiliency is 52 and has a percentile rank of 54. ARTHUR’s mother reports that
ARTHUR is able to overcome stress and adversity about as well as do others his age.

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DSM-IV-TR Diagnostic Considerations

Attention-Deficit/Hyperactivity Disorder 314.0x

The PRS-A contains items related to a number of DSM-IV-TR criteria for the diagnosis of Attention-
Deficit/Hyperactivity Disorder. The ratings for this individual tend to be relatively high compared with
the general population. Listed below are ALL items related to the DSM-IV-TR criteria, regardless of
their responses. Items related to hyperactivity and impulsivity are listed first, followed by items related
to inattention.

Hyperactive/Impulsive

Item Response

15. Cannot wait to take turn. Almost always

20. Acts without thinking.

Often

45. Has poor self-control. Often

50. Interrupts parents when they are talking on the phone.

Sometimes

75. Acts out of control. Sometimes

80. Interrupts others when they are speaking. Sometimes

105. Fiddles with things while at meals. Often

135. Disrupts other adolescents’ activities. Sometimes

Inattention

Item Response

5. Pays attention. Sometimes

35. Has a short attention span. Almost always

65. Listens to directions. Sometimes

76. Pays attention when being spoken to. Sometimes

106. Listens carefully. Sometimes

136. Is easily distracted. Almost always

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Target Behaviors for Intervention

The behaviors listed below were identified by the the rater as being particularly problematic. These
behaviors may be appropriate targets for intervention or treatment. It can be useful to readminister the
BASC-2 in the future to determine progress toward meeting the associated behavioral objectives.

General Behavior Issues
Item Response
15. Cannot wait to take turn. Almost Always

10. Annoys others on purpose. Sometimes

73. Breaks the rules. Sometimes

79. Lies. Sometimes

100. Loses temper too easily. Sometimes

135. Disrupts other adolescents’ activities. Sometimes

Adaptive/Social Behavior Issues
Item Response
63. Needs help from others to get up on time. Sometimes

80. Interrupts others when they are speaking. Sometimes

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Critical Items

This area presents items that may be of particular interest when responses include Sometimes, Often, or Almost always.

Item Response

11. Has eye problems.

Never

25. Is cruel to animals. Never

27. Sees things that are not there. Never

29. Drinks alcoholic beverages. Never

40. Threatens to hurt others. Never

41. Has a hearing problem. Never

49. Smokes or chews tobacco. Never

59. Is in trouble with the police. Never

60. Says, ‘I want to kill myself.’ Never

70. Hits other adolescents. Never

90. Says, ‘I want to die’ or ‘I wish I were dead.’ Never

94. Bullies others. Never

95. Eats things that are not food. Never

101. Hears sounds that are not there. Never

103. Uses illegal drugs. Never

110. Falls down. Never

114. Sleeps with parents. Never

121. Sets fires. Never

125. Throws up after eating. Never

132. Eats too little. Never

138. Eats too much. Never

140. Runs away from home overnight. Never

144. Is easily annoyed by others. Sometimes

149. Has seizures. Never

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Items by Scale

Clinical Scales

Aggression
Item Response
4. Calls other adolescents names. Never

10. Annoys others on purpose. Sometimes

34. Teases others. Never

40. Threatens to hurt others. Never

64. Argues when denied own way. Sometimes

70. Hits other adolescents. Never

94. Bullies others. Never

100. Loses temper too easily. Sometimes

124. Seeks revenge on others. Never

130. Is cruel to others. Never

Anxiety
Item Response
12. Worries about making mistakes. Sometimes

23. Is nervous. Never

28. Says, ‘I’m not very good at this.’ Sometimes

42. Worries about what teachers think. Sometimes

53. Tries too hard to please others. Never

58. Says, ‘I get nervous during tests’ or ‘Tests
make me nervous.’

Sometimes

72. Worries about things that cannot be
changed.

Never

83. Worries about what other adolescents
think.

Sometimes

102. Is fearful. Never

113. Worries. Sometimes

143. Says, ‘I’m afraid I will make a mistake.’ Sometimes

Attention Problems
Item Response
5. Pays attention. Sometimes

35. Has a short attention span. Almost always

65. Listens to directions. Sometimes

76. Pays attention when being spoken to. Sometimes

106. Listens carefully. Sometimes

136. Is easily distracted. Almost always

Atypicality
Item Response
21. Seems unaware of others. Sometimes

27. Sees things that are not there. Never

51. Stares blankly. Sometimes

57. Has strange ideas. Never

71. Repeats one activity over and over. Never

87. Says things that make no sense. Never

101. Hears sounds that are not there. Never

117. Babbles to self. Never

131. Seems out of touch with reality. Sometimes

147. Acts strangely. Never

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Items by Scale

Conduct Problems
Item Response
13. Uses foul language. Never

19. Steals. Never

29. Drinks alcoholic beverages. Never

43. Sneaks around. Sometimes

49. Smokes or chews tobacco. Never

59. Is in trouble with the police. Never

73. Breaks the rules. Sometimes

79. Lies. Sometimes

89. Gets into trouble. Sometimes

103. Uses illegal drugs. Never

109. Breaks the rules just to see what will
happen.

Never

119. Deceives others. Never

133. Disobeys. Sometimes

139. Lies to get out of trouble. Never

Depression
Item Response
8. Cries easily. Never

22. Complains about being teased. Never

30. Says, ‘Nobody understands me.’ Sometimes

38. Is negative about things. Sometimes

52. Says, ‘I hate myself.’ Never

60. Says, ‘I want to kill myself.’ Never

68. Changes moods quickly. Often

82. Is easily upset. Sometimes

90. Says, ‘I want to die’ or ‘I wish I were dead.’ Never

98. Seems lonely. Never

112. Says, ‘Nobody likes me.’ Never

128. Says, ‘I don’t have any friends.’ Never

142. Is sad. Never

Hyperactivity
Item Response

15. Cannot wait to take turn. Almost always

20. Acts without thinking. Often

45. Has poor self-control. Often

50. Interrupts parents when they are talking
on the phone.

Sometimes

75. Acts out of control. Sometimes

80. Interrupts others when they are speaking. Sometimes

105. Fiddles with things while at meals. Often

135. Disrupts other adolescents’ activities. Sometimes

Somatization
Item Response
9. Complains of being sick when nothing is
wrong.

Never

16. Has stomach problems. Never

39. Complains of shortness of breath. Never

46. Says, ‘I think I’m sick.’ Never

55. Has headaches. Never

69. Complains about health. Never

85. Complains of chest pain. Often

99. Complains of pain. Never

115. Gets sick. Never

129. Is afraid of getting sick. Never

145. Expresses fear of getting sick. Never

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Items by Scale

Withdrawal
Item Response

14. Makes friends easily. Often

44. Refuses to join group activities. Never

74. Is shy with other adolescents. Never

88. Prefers to be alone. Never

104. Quickly joins group activities. Often

118. Is chosen last by other adolescents for
games.

Never

134. Has trouble making new friends. Never

148. Avoids other adolescents. Never

Adaptive Scales

Activities of Daily Living
Item Response
3. Volunteers to help clean up around the
house.

Sometimes

33. Acts in a safe manner. Often

63. Needs help from others to get up on time. Sometimes

81. Needs to be reminded to brush teeth. Never

93. Organizes chores or other tasks well. Sometimes

111. Sets realistic goals. Often

123. Attends to issues of personal safety. Often

141. Picks out clothes that match the weather. Almost always

Adaptability
Item Response
1. Adjusts well to new teachers. Often

18. Adjusts well to changes in plans. Often

31. Adjusts well to changes in routine. Often

48. Is a ‘good sport.’ Often

61. Recovers quickly after a setback. Often

78. Adjusts well to changes in family plans. Often

91. Complains when asked to do things
differently.

Sometimes

108. Is stubborn. Sometimes

Functional Communication
Item Response
2. Accurately takes down messages. Sometimes

26. Is unclear when presenting ideas. Sometimes

32. Communicates clearly. Often

56. Tracks down information when needed. Sometimes

62. Is effective when presenting information
to a group.

Often

86. Is able to describe feelings accurately. Often

92. Is clear when telling about personal
experiences.

Often

107. Has difficulty explaining rules of games
to others.

Never

116. Responds appropriately when asked a
question.

Often

122. Writes messages that are unclear or
incorrect.

Sometimes

137. Answers telephone properly. Often

146. Has trouble getting information when
needed.

Sometimes

Leadership
Item Response
7. Is creative. Often

17. Joins clubs or social groups. Often

37. Is good at getting people to work together. Often

47. Will speak up if the situation calls for it. Often

67. Works well under pressure. Often

77. Makes decisions easily. Sometimes

97. Is a ‘self-starter.’ Sometimes

120. Attends after-school activities. Often

127. Gives good suggestions for solving
problems.

Often

150. Is usually chosen as a leader. Often

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Items by Scale

Social Skills
Item Response
6. Compliments others. Often

24. Encourages others to do their best. Often

36. Congratulates others when good things
happen to them.

Often

54. Says, ‘please’ and ‘thank you.’ Often

66. Tries to bring out the best in other people. Often

84. Shows interest in others’ ideas. Often

96. Volunteers to help with things. Sometimes

126. Offers help to other adolescents. Often

Content Scales

Anger Control
Item Response
1. Adjusts well to new teachers. Often

15. Cannot wait to take turn. Almost always

35. Has a short attention span. Almost always

40. Threatens to hurt others. Never

64. Argues when denied own way. Sometimes

67. Works well under pressure. Often

70. Hits other adolescents. Never

90. Says, ‘I want to die’ or ‘I wish I were dead.’ Never

108. Is stubborn. Sometimes

Bullying
Item Response
15. Cannot wait to take turn. Almost always

34. Teases others. Never

40. Threatens to hurt others. Never

70. Hits other adolescents. Never

73. Breaks the rules. Sometimes

75. Acts out of control. Sometimes

94. Bullies others. Never

130. Is cruel to others. Never

135. Disrupts other adolescents’ activities. Sometimes

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A, ARTHUR Test Date: 03/25/2015

Items by Scale

Developmental Social Disorders
Item Response
6. Compliments others. Often

14. Makes friends easily. Often

24. Encourages others to do their best. Often

31. Adjusts well to changes in routine. Often

32. Communicates clearly. Often

35. Has a short attention span. Almost always

84. Shows interest in others’ ideas. Often

93. Organizes chores or other tasks well. Sometimes

118. Is chosen last by other adolescents for
games.

Never

131. Seems out of touch with reality. Sometimes

134. Has trouble making new friends. Never

147. Acts strangely. Never

Emotional Self-Control
Item Response
45. Has poor self-control. Often

68. Changes moods quickly. Often

75. Acts out of control. Sometimes

82. Is easily upset. Sometimes

100. Loses temper too easily. Sometimes

Executive Functioning
Item Response
13. Uses foul language. Never

15. Cannot wait to take turn. Almost always

20. Acts without thinking. Often

64. Argues when denied own way. Sometimes

68. Changes moods quickly. Often

70. Hits other adolescents. Never

71. Repeats one activity over and over. Never

78. Adjusts well to changes in family plans. Often

80. Interrupts others when they are speaking. Sometimes

82. Is easily upset. Sometimes

97. Is a ‘self-starter.’ Sometimes

136. Is easily distracted. Almost always

Negative Emotionality
Item Response
48. Is a ‘good sport.’ Often

64. Argues when denied own way. Sometimes

68. Changes moods quickly. Often

82. Is easily upset. Sometimes

108. Is stubborn. Sometimes

Resiliency
Item Response
7. Is creative. Often

14. Makes friends easily. Often

31. Adjusts well to changes in routine. Often

38. Is negative about things. Sometimes

61. Recovers quickly after a setback. Often

67. Works well under pressure. Often

78. Adjusts well to changes in family plans. Often

82. Is easily upset. Sometimes

111. Sets realistic goals. Often

134. Has trouble making new friends. Never

144. Is easily annoyed by others. Sometimes

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A, ARTHUR Test Date: 03/25/2015

Item Responses
1. O

2. S

3. S

4. N

5. S

6. O

7. O

8. N

9. N

10. S

11. N

12. S

13. N

14. O

15. A

16. N

17. O

18. O

19. N

20. O

21. S

22. N

23. N

24. O

25. N

26. S

27. N

28. S

29. N

30. S

31. O

32. O

33. O

34. N

35. A

36. O

37. O

38. S

39. N

40. N

41. N

42. S

43. S

44. N

45. O

46. N

47. O

48. O

49. N

50. S

51. S

52. N

53. N

54. O

55. N

56. S

57. N

58. S

59. N

60. N

61. O

62. O

63. S

64. S

65. S

66. O

67. O

68. O

69. N

70. N

71. N

72. N

73. S

74. N

75. S

76. S

77. S

78. O

79. S

80. S

81. N

82. S

83. S

84. O

85. O

86. O

87. N

88. N

89. S

90. N

91. S

92. O

93. S

94. N

95. N

96. S

97. S

98. N

99. N

100. S

101. N

102. N

103. N

104. O

105. O

106. S

107. N

108. S

109. N

110. N

111. O

112. N

113. S

114. N

115. N

116. O

117. N

118. N

119. N

120. O

121. N

122. S

123. O

124. N

125. N

126. O

127. O

128. N

129. N

130. N

131. S

132. N

133. S

134. N

135. S

136. A

137. O

138. N

139. N

140. N

141. A

142. N

143. S

144. S

145. N

146. S

147. N

148. N

149. N

150. O

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WISC-IV and

WIAT-II Test Scores

Page 1

EXAMINEE: REPORT DATE: 12/4/03
AGE: GRADE: Not Specified
DATE OF BIRTH: ETHNICITY:
EXAMINEE ID: EXAMINER:

GENDER:

Arthur A
12 years 2months
1/18/03
Not Specified
Male

Tests Administered: WISC-IV (3/20/15)
WIAT-II (3/20/15)

Age at Testing: WISC-IV (12 years 2 months)
WIAT-II (12 years 2 months)

Is this a retest? No

About the WISC-IV
Arthur was administered the Wechsler Intelligence Scale for Children– Fourth Edition(WISC–
IV) on 3/20/2015. The WISC–IV is used to assess the general thinking and reasoning skills of
children aged 6 years to 16 years. This test has five main scores: Verbal Comprehension score,
Perceptual Reasoning score, Working Memory score, Processing Speed score, and Full Scale
score.

The Verbal Comprehension score indicates how well Arthur did on tasks that required him to
listen to questions and give spoken answers to them. These tasks evaluate his skills in
understanding verbal information, thinking and reasoning with words, and expressing
thoughts as words.

The Perceptual Reasoning score indicates how well Arthur did on tasks that required him to
examine and think about things such as designs and pictures, and to solve problems without
using words. These tasks evaluate his skills in solving nonverbal problems, sometimes using
eye-hand coordination, and working quickly and efficiently with visual information.

The Working Memory score indicates how well Arthur did on tasks requiring him to learn and
retain information in memory while utilizing the learned information to complete a task.
These tasks measure his skills in attention, concentration, and mental reasoning. This skill is
closely related to learning and achievement.

The Processing Speed score indicates how well Arthur did on tasks requiring him to quickly
scan symbols and make judgments about them. These tasks measure his skills in speed of
mental problem-solving, attention, and eye-hand coordination. This skill may be important to
his development in reading, and ability to think quickly in general.

The Full Scale score is derived from the combination of the Verbal Comprehension, Perceptual
Reasoning, Working Memory, and Processing Speed scores. The WISC–IV Full Scale score
is one way to view Arthur’s overall thinking and reasoning skills.

Copyright © 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.

WISC-IV and WIAT-II Test Scores
Report to Parents/Guardians

Page 2

About the WIAT-II
Arthur was given the Wechsler Individual Achievement Test – Second Edition (WIAT-II) on
3/20/2015. The WIAT-II is an achievement test for individuals ages four through adulthood.
The skills tested are listed below:

Reading: Word Reading
Reading Comprehension
Pseudoword Decoding

Mathematics: Numerical Operations
Mathematics Reasoning

Written Language: Spelling
Written Expression

Oral Language: Listening Comprehension
Oral Expression

How WISC-IV and WIAT-II Scores are Reported
The scores show how well Arthur performed compared to a group of children the same age
from across the United States. The highest possible score is 160 and the lowest possible score
is 40 for most skills tested. Half of all children will score less than 100, and half of all children
will score more than 100. Scores from 90 to 109 are average.

A percentile rank is also given. This shows your child’s rank in the national comparison
group. If the percentile rank were 45, for example, it would mean that he scored higher than
approximately 45 out of 100 children his age.

When reviewing Arthur’s scores, remember that no test is perfectly accurate. Any child
might score slightly higher or lower if tested again on a different day.

Copyright © 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.

WISC-IV and WIAT-II Test Scores
Report to Parents/Guardians

Page 3

WISC-IV Test Scores

Scale Score Percentile Rank Qualitative Range
Verbal Comprehension
(VCI)

112 79 High Average

Perceptual Reasoning
(PRI)

92 30 Average

Working Memory (WMI) 102 55 Average
Processing Speed (PSI) 91 27 Average

Arthur’s Verbal Comprehension score is 112. He scored higher than approximately 79 out of
100 children his age on tasks that require listening to questions and giving verbal responses.
Generally speaking, Arthur’s skills in understanding verbal information, thinking with words,
and expressing thoughts in words are in the High Average range. His skills in solving verbal
problems are much better developed than his skills in solving nonverbal problems.

His Perceptual Reasoning score is 92. Arthur scored higher than approximately 30 out of 100
children his age on tasks that require him to examine and think about designs and pictures,
and solve problems without using words. In general, his skills in solving nonverbal problems
quickly and efficiently with visual information are in the Average range.

Arthur’s Working Memory score is 102. She scored higher than approximately 55 out of
100 children his age on tasks that require learning and retaining information in memory
while utilizing the learned information to complete a task. In general, his skills in attention,
concentration, and mental reasoning are in the Average range.

Arthur’s Processing Speed score is 91. She scored higher than approximately 27 out of 100
children his age on tasks requiring him to quickly scan symbols and make judgments about
them. In general, his skills in speed of mental problem-solving, attention, and eye-hand
coordination are in the Average range.

Arthur’s Full Scale score is 101. She scored higher than approximately 53 out of 100 children
his age. his general thinking and reasoning skills, as assessed by the WISC–IV, are in the
Average range.

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WISC-IV and WIAT-II Test Scores
Report to Parents/Guardians

Page 4

WIAT-II Test Scores

Academic Area Score Percentile Rank Category
Reading 75 5 Borderline
Mathematics 96 39 Average
Written Language 82 12 Low Average
Oral Language 81 10 Low Average

Arthur’s Reading Composite score is 75. These tasks required his to correctly read a series of
printed words, read sentences and paragraphs and answer questions about what was read, and to
correctly apply phonetic decoding rules when reading a series of nonsense words. These skills
are better than those of approximately 5 out of 100 children his age. Generally speaking, his
skills are currently in the Borderline range.

Arthur’s Mathematics score is 96. These tasks assess his ability to add, subtract, multiple, and
divide one- to three-digit numbers and to understand number, consumer math concepts,
geometric measurement, basic graphs, and solve one-step word problems. his skills are currently
in the Average range and are higher than those of approximately 39 out of 100 children his age.

Arthur’s Written Language score is 82. The writing tasks required him to correctly spell
verbally presented words and to generate words within a category, generate sentences to
describe visual cues, combine sentences, and compose an organized paragraph. his skills are
currently in the Low Average range and are higher than those of approximately 12 out of 100
children his age.
Arthur’s Oral Language score is 81. The language tasks assess his ability to identify the picture
that best represents an orally presented descriptor or generate a word that matches the picture and
to generate words within a category, describe scenes, and give directions. his skills are currently
in the Low Average range and are higher than those of approximately 10 out of 100 children his
age.

The WISC–IV is a test of thinking and reasoning skills and the WIAT-II is a test of academic
achievement. A child’s scores on these tests, however, can also be influenced by motivation,
attention, interests, and opportunities for learning. Please keep in mind that a few test scores
cannot assess all of the skills that Arthur may be capable of using to assist his in achieving
success.

Copyright © 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.

Teacher Rating Scales Report

Behavior Assessment System for Children, Second Edition
Cecil R. Reynolds

Randy W. Kamphaus

Child Information

ID:

Name: A, ARTHUR

Sex: MALE

Birth Date: 01/18/2003

Child Age: 12:2

Child Grade:

School:

Other Data:

Test Information

Test Date: 03/25/2015

Rater: MS MATH

Position:

Class:

Time Known Child: SIX MONTHS

Norm Group 1: General – Separate Sex

Results contained herein are confidential, and should only be viewed by those with proper authorization.

The Behavior Assessment System for Children, Second Edition (BASC-2) is an integrated system designed to facilitate the
differential diagnosis and classification of a variety of emotional and behavioral disorders of children and to aid in the design of
treatment plans. This computer-generated report should not be the sole basis for making important diagnostic or treatment

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Validity Index Summary

F Response Pattern Consistency

Acceptable

Raw Score: 0

Acceptable

Raw Score: 90

Acceptable

Raw Score: 9

TRS T Score Profile

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TRS Score

Summary: General – Separate Sex Norm Group

Composite Score Summary

Raw Score T

Score
Percentile

Rank
95% Confidence

Interval
Externalizing Problems 175 59 84 56-62
Internalizing Problems 145 48 50 42-54
School Problems 127 65 92 60-70
Behavioral Symptoms Index 336 57 80 54-60
Adaptive Skills 257 52 56 49-55

Composite Comparisons Difference
Significance

Level
Frequency of

Difference
Externalizing Problems vs. Internalizing Problems 11 .01 25% or less
Internalizing Problems vs. School Problems -17 .01 10% or less
Externalizing Problems vs. School Problems -6 NS

Mean T score of the BSI 56
Mean T score of the Adaptive Skills Composite 51

Scale Score Summary

Raw
Score

T
Score

Percentile
Rank

95% Confidence
Interval Difference

Significance
Level

Frequency
of Difference

Ipsative Comparision

Hyperactivity 23 72 95 68-76
Aggression 4 50 64 45-55
Conduct Problems 6 53 71 47-59
Anxiety 2 47 48 38-56
Depression 3 50 67 43-57
Somatization 1 48 56 40-56
Attention Problems 16 66 92 61-71
Learning Problems 10 61 85 54-68
Atypicality 4 55 79 48-62
Withdrawal 2 43 29 35-51
Adaptability 16 51 50 45-57
Social Skills 15 58 77 52-64
Leadership 11 58 79 50-66
Study Skills 7 40 20 35-45
Functional Communication 16 50 49 44-56

Note. All classifications of test scores are subject to the application of the standard error of measurement (SEM) when making classification
decisions. Individual clinicians are advised to consider all case-related information to determine if a particular classification is appropriate. See the
BASC-2 Manual for additional information on SEMs and confidence intervals.

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Scale Summary

This report is based on MS MATH’s rating of ARTHUR’s behavior using the BASC-2 Teacher Rating Scales
form. The narrative and scale classifications in this report are based on T scores obtained using norms. Scale
scores in the Clinically Significant range suggest a high level of maladjustment. Scores in the At-Risk range
may identify a significant problem that may not be severe enough to require formal treatment or may identify
the potential of developing a problem that needs careful monitoring.

Externalizing Problems
The Externalizing Problems composite-scale T score is 59, with a 95 percent confidence-interval range of 56-
62 and a percentile rank of 84.

ARTHUR’s T score on Hyperactivity is 72 and has a percentile rank of 95. This T score falls in the Clinically
Significant classification range, and usually warrants follow-up. ARTHUR’s teacher reports that ARTHUR
engages in a high number of behaviors that are adversely affecting other children in the classroom. ARTHUR is
reported as often being restless and overactive, and he may have difficulty controlling his impulses.

ARTHUR’s T score on Aggression is 50 and has a percentile rank of 64. ARTHUR’s teacher reports that
ARTHUR tends not to act aggressively any more often than others of his age.

ARTHUR’s T score on Conduct Problems is 53 and has a percentile rank of 71. ARTHUR’s teacher reports that
ARTHUR demonstrates rule-breaking behavior no more often than others his age.

Internalizing Problems
The Internalizing Problems composite-scale T score is 48, with a 95 percent confidence-interval range of 42-54
and a percentile rank of 50.

ARTHUR’s T score on Anxiety is 47 and has a percentile rank of 48. ARTHUR’s teacher reports that ARTHUR
displays anxiety-based behaviors no more often than others his age.

ARTHUR’s T score on Depression is 50 and has a percentile rank of 67. ARTHUR’s teacher reports that
ARTHUR displays depressive behaviors no more often than others his age.

ARTHUR’s T score on Somatization is 48 and has a percentile rank of 56. ARTHUR’s teacher reports that
ARTHUR complains of health-related problems to about the same degree as others his age.

School Problems
The School Problems composite-scale T score is 65, with a 95 percent confidence-interval range of 60-70 and a
percentile rank of 92. ARTHUR’s T score on this composite scale falls in the At-Risk classification range.

ARTHUR’s T score on Attention Problems is 66 and has a percentile rank of 92. This T score falls in the At-
Risk classification range, and follow-up may be necessary. ARTHUR’s teacher reports that ARTHUR has
difficulty maintaining necessary levels of attention at school. The problems experienced by ARTHUR might
disrupt academic performance and functioning in other areas.

ARTHUR’s T score on Learning Problems is 61 and has a percentile rank of 85. This T score falls in the At-
Risk classification range, and follow-up may be necessary. ARTHUR’s teacher reports that ARTHUR has
difficulty comprehending and completing schoolwork in a variety of academic areas.

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Scale Summary

Behavioral Symptoms Index
The Behavioral Symptoms Index (BSI) composite-scale T score is 57, with a 95 percent confidence-interval
range of 54-60 and a percentile rank of 80. Scale summary information for Hyperactivity, Aggression,
Depression, and Attention Problems (scales included in the BSI) has been provided above. Scale summary
information for the remaining BSI scales is provided next.

ARTHUR’s T score on Atypicality is 55 and has a percentile rank of 79. ARTHUR’s teacher reports that
ARTHUR generally displays clear, logical thought patterns and he is generally aware of his surroundings.

ARTHUR’s T score on Withdrawal is 43 and has a percentile rank of 29. ARTHUR’s teacher reports that
ARTHUR does not avoid social situations and appears to be capable of developing and maintaining friendships
with others.

Adaptive Skills
The Adaptive Skills composite-scale T score is 52, with a 95 percent confidence-interval range of 49-55 and a
percentile rank of 56.

ARTHUR’s T score on Adaptability is 51 and has a percentile rank of 50. ARTHUR’s teacher reports that
ARTHUR is able to adapt as well as most others his age to a variety of situations.

ARTHUR’s T score on Social Skills is 58 and has a percentile rank of 77. ARTHUR’s teacher reports that
ARTHUR possesses sufficient social skills and generally does not experience debilitating or abnormal social
difficulties.

ARTHUR’s T score on Leadership is 58 and has a percentile rank of 79. ARTHUR’s teacher reports that, when
compared to others his age, ARTHUR demonstrates a typical level of creativity, ability to work under pressure,
and/or an ability to bring others together to complete a work assignment.

ARTHUR’s T score on Study Skills is 40 and has a percentile rank of 20. This T score falls in the At-Risk
classification range, and follow-up may be necessary. ARTHUR’s teacher reports that ARTHUR demonstrates
weak study skills, is poorly organized, and has difficulty turning in assignments on time.

ARTHUR’s T score on Functional Communication is 50 and has a percentile rank of 49. ARTHUR’s teacher
reports that ARTHUR generally exhibits adequate expressive and receptive communication skills, and that
ARTHUR is usually able to seek out and find new information when needed.

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Content Scales

The information provided below is based on content scales that have been theoretically and empirically
developed. This information is considered to be secondary to the clinical, adaptive, and composite scale
information provided previously. An elevated content scale score may warrant additional follow-up.

Summary: General – Separate Sex Norm Group

Raw Score
T

Score
Percentile

Rank
95% Confidence

Interval
Anger Control 10 57 78 49-65
Bullying 10 61 85 56-66
Developmental Social Disorders 15 51 56 45-57
Emotional Self-Control 7 60 84 53-67
Executive Functioning 9 60 84 54-66
Negative Emotionality 1 44 33 36-52
Resiliency 22 52 53 45-59

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Content Scale Score Summary: General – Separate Sex Norm Group
Content Scales

ARTHUR’s T score on Anger Control is 57 and has a percentile rank of 78. ARTHUR’s teacher reports that
ARTHUR regulates his affect and self-control under adverse conditions as well as others his age.

ARTHUR’s T score on Bullying is 61 and has a percentile rank of 85. This T score falls in the At-Risk
classification range, and follow-up may be necessary. ARTHUR’s teacher reports that ARTHUR has a tendency
to be disruptive, intrusive, and/or threatening toward other students.

ARTHUR’s T score on Developmental Social Disorders is 51 and has a percentile rank of 56. ARTHUR’s
teacher reports that ARTHUR has social and communication skills that are typical of others his age.

ARTHUR’s T score on Emotional Self-Control is 60 and has a percentile rank of 84. This T score falls in the At
-Risk classification range, and follow-up may be necessary. ARTHUR’s teacher reports that ARTHUR can
become easily upset, frustrated, and/or angered in response to environmental changes.

ARTHUR’s T score on Executive Functioning is 60 and has a percentile rank of 84. This T score falls in the At-
Risk classification range, and follow-up may be necessary. ARTHUR’s teacher reports that ARTHUR
sometimes has difficulty controlling and maintaining his behavior and mood.

ARTHUR’s T score on Negative Emotionality is 44 and has a percentile rank of 33. ARTHUR’s teacher reports
that ARTHUR reacts to changes in everyday activities or routines in a manner that is typical of others his age.

ARTHUR’s T score on Resiliency is 52 and has a percentile rank of 53. ARTHUR’s teacher reports that
ARTHUR is able to overcome stress and adversity about as well as do others his age.

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DSM-IV-TR Diagnostic Considerations

Attention-Deficit/Hyperactivity Disorder 314.0x

The TRS-A contains items related to a number of DSM-IV-TR criteria for the diagnosis of Attention-
Deficit/Hyperactivity Disorder. The ratings for this individual tend to be relatively high compared with
the general population. Listed below are ALL items related to the DSM-IV-TR criteria, regardless of
their responses. Items related to hyperactivity and impulsivity are listed first, followed by items related
to inattention.

Hyperactive/Impulsive

Item Response

6. Has trouble staying seated. Almost always

15. Acts without thinking. Almost always

27. Cannot wait to take turn.

Often

43. Calls out in class. Often

55. Has poor self-control. Often

62. Acts out of control. Often

71. Is overly active. Almost always

90. Disrupts other adolescents’ activities.

Sometimes

99. Interrupts others when they are speaking. Often

118. Disrupts the schoolwork of other children. Often

Inattention

Item Response

8. Listens to directions. Sometimes

21. Is easily distracted from class work. Almost always

36. Does not pay attention to lectures. Often

49. Has a short attention span. Almost always

64. Listens carefully. Sometimes

74. Is well organized.

Never

92. Is easily distracted. Often

120. Pays attention. Sometimes

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Target Behaviors for Intervention

The behaviors listed below were identified by the the rater as being particularly problematic. These
behaviors may be appropriate targets for intervention or treatment. It can be useful to readminister the
BASC-2 in the future to determine progress toward meeting the associated behavioral objectives.

General Behavior Issues
Item Response
27. Cannot wait to take turn. Often

118. Disrupts the schoolwork of other children. Often

2. Breaks the rules. Sometimes

13. Annoys others on purpose. Sometimes

41. Loses temper too easily. Sometimes

50. Teases others. Sometimes

90. Disrupts other adolescents’ activities. Sometimes

Adaptive/Social Behavior Issues
Item Response
99. Interrupts others when they are speaking. Often

30. Uses others’ things without permission. Sometimes

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Critical Items

This area presents items that may be of particular interest when responses include Sometimes, Often, or Almost always.

Item Response

12. Throws up after eating. Never

22. Threatens to hurt others. Never

65. Sees things that are not there. Never

77. Eats too much. Never

91. Says, ‘I want to die’ or ‘I wish I were dead.’ Never

97. Bullies others. Never

105. Has a hearing problem. Never

107. Hears sounds that are not there. Never

113. Eats things that are not food. Never

116. Is easily annoyed by others. Sometimes

119. Has seizures. Never

122. Smokes or chews tobacco at school. Never

127. Eats too little. Never

133. Has eye problems. Never

134. Hits other adolescents. Never

135. Falls down. Never

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Items by Scale

Clinical Scales

Aggression
Item Response
13. Annoys others on purpose. Sometimes

22. Threatens to hurt others. Never

41. Loses temper too easily. Sometimes

50. Teases others. Sometimes

69. Defies teachers. Sometimes

78. Argues when denied own way. Never

97. Bullies others. Never

106. Seeks revenge on others. Never

125. Calls other adolescents names. Never

134. Hits other adolescents. Never

Anxiety
Item Response
26. Worries about what other adolescents
think.

Sometimes

40. Says, ‘I’m afraid I will make a mistake.’ Never

54. Worries. Sometimes

68. Worries about things that cannot be
changed.

Never

82. Is fearful. Never

110. Says, ‘I get nervous during tests’ or ‘Tests
make me nervous.’

Never

138. Is nervous. Never

Attention Problems
Item Response
8. Listens to directions. Sometimes

21. Is easily distracted from class work. Almost always

36. Does not pay attention to lectures. Often

49. Has a short attention span. Almost always

64. Listens carefully. Sometimes

92. Is easily distracted. Often

120. Pays attention. Sometimes

Atypicality
Item Response

9. Acts strangely. Sometimes

23. Seems out of touch with reality. Sometimes

37. Babbles to self. Sometimes

51. Has strange ideas. Never

65. Sees things that are not there. Never

79. Seems unaware of others. Sometimes

93. Picks at things like own hair, nails, or
clothing.

Never

107. Hears sounds that are not there. Never

121. Says things that make no sense. Never

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Items by Scale

Conduct Problems
Item Response
2. Breaks the rules. Sometimes

10. Deceives others. Never

24. Gets into trouble. Sometimes

30. Uses others’ things without permission. Sometimes

38. Has to stay after school for punishment. Sometimes

52. Steals at school. Never

66. Sneaks around. Sometimes

80. Lies. Never

94. Disobeys. Sometimes

108. Cheats in school. Never

122. Smokes or chews tobacco at school. Never

136. Uses foul language. Never

Depression
Item Response
7. Seems lonely. Never

20. Is sad. Sometimes

25. Says, ‘I don’t have any friends.’ Never

35. Is negative about things. Never

48. Says, ‘I hate myself.’ Sometimes

53. Complains about being teased. Never

63. Is pessimistic. Sometimes

76. Is easily upset. Never

91. Says, ‘I want to die’ or ‘I wish I were dead.’ Never

104. Cries easily. Never

132. Says, ‘Nobody likes me.’ Never

Hyperactivity
Item Response
6. Has trouble staying seated. Almost always

15. Acts without thinking. Almost always

27. Cannot wait to take turn. Often

34. Seeks attention while doing schoolwork. Sometimes

43. Calls out in class. Often

55. Has poor self-control. Often

62. Acts out of control. Often

71. Is overly active. Almost always

90. Disrupts other adolescents’ activities. Sometimes

99. Interrupts others when they are speaking. Often

118. Disrupts the schoolwork of other
children.

Often

Learning Problems
Item Response
11. Has trouble keeping up in class. Often

39. Has poor handwriting or printing. Often

67. Gets failing school grades. Often

81. Does not complete tests. Often

95. Complains that lessons go too fast. Never

109. Has spelling problems. Sometimes

123. Has reading problems. Never

137. Has problems with mathematics. Sometimes

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Items by Scale

Somatization
Item Response
3. Visits the school nurse. Sometimes

14. Complains of shortness of breath. Never

28. Has headaches. Never

31. Is afraid of getting sick. Never

42. Gets sick. Never

56. Complains about health. Never

84. Complains of pain. Never

112. Has stomach problems. Never

Withdrawal
Item Response
70. Avoids other adolescents. Never

83. Makes friends easily. Often

96. Refuses to join group activities. Never

98. Quickly joins group activities. Often

111. Plays alone. Never

124. Refuses to talk. Never

126. Has trouble making new friends. Never

139. Is chosen last by other adolescents for
games.

Never

Adaptive Scales

Adaptability
Item Response
17. Seems to take setbacks in stride. Sometimes

45. Is a ‘good sport.’ Often

59. Recovers quickly after a setback. Often

73. Adjusts well to changes in routine. Often

87. Complains when asked to do things
differently.

Sometimes

101. Adjusts well to new teachers. Often

115. Adjusts well to changes in plans. Often

129. Gets upset when plans are changed. Never

Functional Communication
Item Response
16. Has trouble getting information when
needed.

Sometimes

44. Tracks down information when needed. Sometimes

58. Responds appropriately when asked a
question.

Often

72. Is unclear when presenting ideas. Sometimes

86. Is clear when telling about personal
experiences.

Often

100. Is able to describe feelings accurately. Often

114. Communicates clearly. Often

128. Has difficulty explaining rules of games
to others.

Never

Leadership
Item Response
4. Is usually chosen as a leader. Often

32. Is creative. Often

60. Makes decisions easily. Often

88. Works well under pressure. Sometimes

103. Gives good suggestions for solving
problems.

Often

131. Is good at getting people to work
together.

Often

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Items by Scale

Social Skills
Item Response
5. Shows interest in others’ ideas. Often

19. Tries to bring out the best in other people. Often

33. Congratulates others when good things
happen to them.

Often

47. Makes suggestions without offending
others.

Often

61. Encourages others to do their best. Often

75. Offers help to other adolescents. Sometimes

89. Says, ‘please’ and ‘thank you.’ Often

117. Compliments others. Often

Study Skills
Item Response
1. Reads assigned chapters. Sometimes

18. Tries to do well in school. Sometimes

29. Analyzes the nature of a problem before
starting to solve it.

Sometimes

46. Uses the Internet effectively for
schoolwork.

Sometimes

57. Asks to make up missed assignments. Never

74. Is well organized. Never

85. Completes homework. Sometimes

102. Has good study habits. Sometimes

130. Takes careful notes during lectures. Sometimes

Content Scales

Anger Control
Item Response
17. Seems to take setbacks in stride. Sometimes

22. Threatens to hurt others. Never

27. Cannot wait to take turn. Often

49. Has a short attention span. Almost always

78. Argues when denied own way. Never

88. Works well under pressure. Sometimes

91. Says, ‘I want to die’ or ‘I wish I were dead.’ Never

101. Adjusts well to new teachers. Often

124. Refuses to talk. Never

134. Hits other adolescents. Never

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Items by Scale

Bullying
Item Response
2. Breaks the rules. Sometimes

22. Threatens to hurt others. Never

27. Cannot wait to take turn. Often

30. Uses others’ things without permission. Sometimes

50. Teases others. Sometimes

62. Acts out of control. Often

90. Disrupts other adolescents’ activities. Sometimes

97. Bullies others. Never

118. Disrupts the schoolwork of other
children.

Often

134. Hits other adolescents. Never

Developmental Social Disorders
Item Response
5. Shows interest in others’ ideas. Often

9. Acts strangely. Sometimes

23. Seems out of touch with reality. Sometimes

47. Makes suggestions without offending
others.

Often

49. Has a short attention span. Almost always

61. Encourages others to do their best. Often

73. Adjusts well to changes in routine. Often

74. Is well organized. Never

83. Makes friends easily. Often

111. Plays alone. Never

114. Communicates clearly. Often

117. Compliments others. Often

126. Has trouble making new friends. Never

139. Is chosen last by other adolescents for
games.

Never

Emotional Self-Control
Item Response
17. Seems to take setbacks in stride. Sometimes

41. Loses temper too easily. Sometimes

55. Has poor self-control. Often

62. Acts out of control. Often

76. Is easily upset. Never

129. Gets upset when plans are changed. Never

Executive Functioning
Item Response
15. Acts without thinking. Almost always

27. Cannot wait to take turn. Often

76. Is easily upset. Never

78. Argues when denied own way. Never

92. Is easily distracted. Often

99. Interrupts others when they are speaking. Often

134. Hits other adolescents. Never

136. Uses foul language. Never

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Items by Scale

Negative Emotionality
Item Response
45. Is a ‘good sport.’ Often

76. Is easily upset. Never

78. Argues when denied own way. Never

129. Gets upset when plans are changed. Never

Resiliency
Item Response
17. Seems to take setbacks in stride. Sometimes

29. Analyzes the nature of a problem before
starting to solve it.

Sometimes

32. Is creative. Often

35. Is negative about things. Never

59. Recovers quickly after a setback. Often

73. Adjusts well to changes in routine. Often

76. Is easily upset. Never

83. Makes friends easily. Often

88. Works well under pressure. Sometimes

116. Is easily annoyed by others. Sometimes

126. Has trouble making new friends. Never

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Item Responses
1. S

2. S

3. S

4. O

5. O

6. A

7. N

8. S

9. S

10. N

11. O

12. N

13. S

14. N

15. A

16. S

17. S

18. S

19. O

20. S

21. A

22. N

23. S

24. S

25. N

26. S

27. O

28. N

29. S

30. S

31. N

32. O

33. O

34. S

35. N

36. O

37. S

38. S

39. O

40. N

41. S

42. N

43. O

44. S

45. O

46. S

47. O

48. S

49. A

50. S

51. N

52. N

53. N

54. S

55. O

56. N

57. N

58. O

59. O

60. O

61. O

62. O

63. S

64. S

65. N

66. S

67. O

68. N

69. S

70. N

71. A

72. S

73. O

74. N

75. S

76. N

77. N

78. N

79. S

80. N

81. O

82. N

83. O

84. N

85. S

86. O

87. S

88. S

89. O

90. S

91. N

92. O

93. N

94. S

95. N

96. N

97. N

98. O

99. O

100. O

101. O

102. S

103. O

104. N

105. N

106. N

107. N

108. N

109. S

110. N

111. N

112. N

113. N

114. O

115. O

116. S

117. O

118. O

119. N

120. S

121. N

122. N

123. N

124. N

125. N

126. N

127. N

128. N

129. N

130. S

131. O

132. N

133. N

134. N

135. N

136. N

137. S

138. N

139. N

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Arthur A.

DOE:

3/25/15

Page 11

Confidential Psychological Report

Name:

Arthur A.

DOB:

1/18/03

School:

AGE:

12-2

Grade:

7

DOE:

3/25/15

PRESENT TESTING

Tests Used

Wechsler Intelligence Scale for Children—4th Edition (WISC-IV)

Woodcock-Johnson Tests of Cognitive Ability (WJ-IV)

Kaufman Test of Educational Achievement—3rd Edition (KTEA-III; selected subtest)

Behavior Assessment Rating Scales for Children—2nd Edition (BASC2

—Parent Response Form-Adolescent

—Teacher Response Form-Adolescent

Test Conditions

· Came willingly for testing. When asked why he thought he was here, he answered. “to see if I’m crazy, because I’m always getting into trouble”
· Fidgety during testing, swinging feet, tapping with pencil, chewed on pencil
· Frequent yawning, reported he had been up until midnight playing video game (unknown to parents)
· Impulsive—would start tasks without listening to all the direction
· Tended to do well on timed tasks.
· Fluent expressive language
· Observant of small details; good at pattern recognition and drawing conclusions
· On comprehension questions, responses often reflected an expedient style; e.g.: Q: why shouldn’t you cheat on a test at school? A: “You might get caught”.
· Asked for break after 40 minutes of testing. Conversed about his interests (video games, karate). Difficult to redirect him back to the testing tasks.
· During achievement testing, often skipped spelling words, saying “I know how to write them but it would take too long”.

Test Findings

Tests results are reported below in terms of tasks. For easier comparison, all results have been converted to standard scores (100 is average, 90 to 109 represents the average range) and classified in the same way. Actual test names and scores are in bold type

ACHIEVEMENT

Reading:

Arthur’s Reading Test Results in Standard & Percentiles for his age:

Test

Task

Score

%ile

Classification

WJ-IV

Identifying printed letters and words (Reading decoding)
Letter-Word Identification

93

31

Average

WJ-IV

Reading phonically regular made-up words (Reading decoding; phonetic analysis)
Word Attack

111

77

Average to Above Average

WJ-IV

Fluency and accuracy in reading oral passages
Oral Reading

104

61

Average

WJ-IV

Identify a missing word that makes sense in the context of a written passage (Reading comprehension: Cloze skill)
Passage Comprehension

110

75

Average to Above Average

WJ-IV

Rapidly reading and responding to sentences (Reading fluency)
Sentence Reading Fluency

110

75

Average to Above Average

Writing:

Arthur’s Writing Test Results in Standard & Percentiles for his age:

Test

Task

Score

%ile

Classification

WJ-IV

Spelling orally presented words (Spelling skill)
Spelling

107

67

Average

WJ-IV

Writing meaningful sentences for a given purpose (Writing skills)
Writing Samples

106

65

Average

WJ-IV

Formulating and writing simple sentences rapidly

(Writing skill; Writing speed)
Sentence Writing Fluency

120

91

Above Average to Superior

Mathematics:

Arthur’s Math Test Results in Standard Scores & Percentiles for his age:

Test

Task

Score

%ile

Classification

WJ-IV

Performing various mathematical calculations (Math achievement)
Calculation

95

38

Average

WJ-IV

Performing math calculations in response to problems presented orally and visually (or by reading) (Math achievement; Math knowledge; Quantitative reasoning)
Applied Problems

108

96

Average to Above Average

WJ-IV

Adding, subtracting, and multiplying rapidly (Math achievement; Numerical fluency)
Sentence Writing Fluency

114

83

Above Average

COGNITIVE

Arthur fell within the below average range in overall cognitive ability. His performance was variable however; he was typical in performing conceptual tasks, but performed less well on cognitive efficiency tasks, i.e., processing speed. When conceptual ability is considered apart from cognitive efficiency, he falls within the average range, suggesting he would be expected to perform regular academics in the absence of other difficulties.

Oral-Verbal Ability:

Arthur’s Oral-Verbal Ability in Standard Scores & Percentiles for his age:

Test

Task

Score

%ile

Classification

WISC

Answering social comprehension questions (Language Development)
Comprehension

95

37

Average

WISC

Classifying words by similarity (Language Development)
Similarities

95

37

Average

WISC

Answering vocabulary questions
Vocabulary

100

50

Average

KTEA

Listening to spoken passages, answering questions about the content
Listening Comprehension

82

12

Well Below Average to Below Average

Reasoning:
The second task is more verbally based and less abstract.

Arthur’s Fluid Intelligence (Reasoning) in Standard Scores & Percentiles for his age:

Test

Task

Score

%ile

Classification

WISC

Choosing a component to complete a complex design or sequence (inductive reasoning)
Matrix Reasoning

90

25

Below Average to Average

WISC

Finding common elements in arrays of pictures (inductive reasoning
Picture Concepts

110

75

Average to Above Average

Visual Processing: This was the first task presented, so there may have been somewhat of a “warm-up” effect.

Arthur’s Visual Processing in Standard Scores & Percentiles for his age:

Test

Task

Score

%ile

Classification

WISC

Assemble pattern blocks to match printed designs (Spatial relations)
Block Design

90

25

Below Average to Average

Short-Term Memory:

Arthur’s ST Memory in Standard Scores & Percentiles for his age

Test

Task

Score

%ile

Classification

WISC

Recalling strings of numbers in forward and reversed order (memory span/working memory)

Digit Span

90

25

Below Average to Average

WISC

Sorting and ordering strings of random numbers and letters (divided attention/working memory

Number-Letter Sequencing

100

50

Average

Processing Speed: He was quite variable in automatically processing visual information under pressure to maintain focused attention. He performed much lower on the first task, which requires attention to detail and visual discrimination, than on the second task, which requires fine-motor skills, short-term memory, and learning ability. He made many errors on the first task, suggesting he was guessing at the answers.

Arthur’s PS Results in Standard Scores & Percentiles for his age:

Test

Task

Score

%ile

Classification

WISC

Rapidly comparing visual symbols in an array (perceptual)
Symbol Search

55

<1 Well Below Average WISC Rapid matching of symbols and numbers (decision making) Coding 90 25 Below Average to Average EXECUTIVE FUNCTIONS Parent and teacher ratings and direct testing were used to gain information about Arthur’s overall ability to self-regulate behaviors and emotions, and to plan, monitor, and arrive at solutions during active problem solving. Behavioral/Emotional Regulation: Parent and Teacher Ratings indicate that Arthur is typical of boys his age in his ability to respond flexibly to changes and to regulate his emotions, but there are concerns about behavioral regulation at home and school. Arthur’s BR Results in Standard Scores & Percentiles for his age: Test Task or Behavior Score %ile Classification BASC Adapting to change, overcoming setbacks (Adaptability) Average (Teacher) Average (Parent) BASC Overactive, impulsive behavior (Hyperactivity) Significant Concern (Teacher) At-risk (Parent) BASC Verbal and physical aggression, non-compliance (Aggression) Average (Teacher) At-risk (Parent) BASC Resistance to rules and norms, delinquency (Conduct Problems) Average (Teacher) Average to At-risk (Parent) BASC Tendency to be nervous, fearful, worried (Anxiety) Average (Teacher) Average (Parent) BASC Feelings of unhappiness & stress(Depression) Average (Teacher) Average to At-risk (Parent) BASC Sensitivity to minor physical problems & complaints (Somatization) Average (Teacher) Average (Parent) Metacognitive: Parent and Teacher ratings indicate significant teacher concerns with his overall abilities in initiating, planning, organizing, and sustaining active problem solving. Arthur’s Metacognitive Results for his age: Test Task or Behavior Score %ile Classification WISC Working Memory 94 34 Average BASC Distractibility, difficulty concentrating (Attention Problems) Significant Concern (Teacher) At-risk to Significant Concern (Parent) BASC Organizational skills and study habits (Study Skills) Average to At-risk (Teacher) BASC Academic difficulties, particularly understanding and completing schoolwork (Learning problems) Average to At-risk (Teacher) OTHER AREAS ASSESSED Social: Arthur’s Social Functioning Results for his age: Test Task or Behavior Classification BASC Evading others, avoiding contact (Withdrawal) Average (Teacher) Average to At-risk (Parent) BASC Skills for successful interaction with peers and adults Average (Teacher) Average (Parent) BASC Skills for accomplishing group goals, working well with others Average (Teacher) Average (Parent) Atypicality: At school, Arthur sometimes does not seem aware of others and may seem out of touch with his surroundings. Arthur’s Level of atypicality for his age: Test Task Classification BASC Tendency to display thoughts and behavior not typical for his age. Average to At-risk (Teacher) Average (Parent) Functional Communication: Arthur’s Level of FC for his age: Test Task Classification BASC Communicating thoughts, ideas and feelings Clearly Average (Teacher) Average (Parent) Joseph Saxe, Ph. D. School Psychologist Explanation of Scores: · Standard scores are based on 100 being an average or typical score; 90 to 109 represents the average range. · Scale scores are based on 10 being an average score. 7 to 13 represents the average range. · Percentiles are based on a ranking of these scores. For example, a student scoring at the 50th percentile is considered to be functioning better than 49 out of a hundred students in the general population. WISC-IV Subtest Scale Score Std. Score Percentile Similarities 9 Vocabulary 10 Comprehension 9 Verbal Comprehension 96 112 739 Block Design 8 Matrix Reasoning 8 Picture Concepts 12 Perceptual Reasoning 926 309 Digit Span 8 Number-Letter Sequencing 10 Working Memory 10294 5534 Coding 8 Symbol Search 1 Processing Speed 9170 27 FULL SCALE 87 19 GENERAL ABILITY* 96 39 *Conceptual ability minus cognitive efficiency (working memory and processing speed) WJ-IV Tests of Achievement Subtest Std Score Percentile Letter-Word Identification 93 31 Word Attack 111 77 Passage Comprehension 93 33 Oral Reading 104 61 Sentence Reading Fluency 110S 75 Broad Reading 101 53 Applied Problems 108 69 Calculation 95 38 Math Facts Fluency 114S 83 Broad Math 107 68 Spelling 107 67 Writing Fluency 120 91 Writing Samples 106 65 Broad Written Language 113 80 Academic Skills 98W 44 Academic Fluency 116S 85 Academic Applications 103 58 image1

Test Observations of Arthur A. 3/20/15

 Came willingly for testing. When asked why he thought he was here, he

answered. “to see if I’m crazy, because I’m always getting intro trouble”

 Fidgety during testing, swinging feet, tapping with pencil, chewed on pencil

 Frequent yawning, reported he had been up until midnight playing video

game (unknown to parents)

 Impulsive—would start tasks without listening to all the directions

 Tended to do well on timed tasks.

 Fluent expressive language

 Observant of small details; good at pattern recognition and drawing

conclusions

 On comprehension questions, responses often reflected a expedient style.

E.g: Q: why shouldn’t you cheat on a test at school? A: “You might get

caught”.

 Asked for break after 40 minutes of testing. Conversed about his interests

(video games, karate). Difficult to redirect him back to the testing tasks.

 During achievement testing, often skipped math problems, saying “I know

how to do them but it would take too long”.

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