XXXX 1 CONFIDENTIAL PSYCHOLOGICAL REPORT NAME: XXXX DATE OF BIRTH: 7/31/1995 CHRONOLOGICAL AGE: 15:1 PARENTS/GUARDIAN: Mr. & Mrs. XXXX GRADE/TEACHER: 10th DATE OF EVALUATION: 9/24/2010 EXAMINER: Erin Milligan – School Psychology Graduate Student
REASON FOR REFERRAL XXXX was seen for a psychological re-evaluation to review her progress within her current program. BACKGROUND INFORMATION: XXXX is a 15-year old girl in the tenth grade at Chazy Central Rural School (CCRS). She is currently classified as having Multiple Disabilities due to her diagnosis of Juvenile Rheumatoid Arthritis (JRA), and language processing difficulties in receptive as well as expressive language. XXXX currently is in Regular Re gular Education classes with weekly resource room accommodations. XXXX also receives Occupational Therapy (OT), and Physical Therapy (PT) as needed due to her JRA. BEHAVIORAL OBSERVATIONS: XXXX is an extremely polite and sweet young adult. She was cooperative and very willing to do anything that was asked of her. XXXX appeared interested throughout the entire administration and made small talk in between the subtests. XXXX told the examiner that she doesn’t particularly like math, but her mother is a math teacher so she is consistently encouraged to do well in math. XXXX maintained good eye contact and readily answered questions putting forth her best effort. Her interruptions were infrequent, but were usually in the form of asking the examiner to repeat what was asked of her. During Math, she worked diligently to complete each problem by utilizing her scrap paper, and refused to give up until she provided an answer. XXXX did not exhibit complaints or verbal frustration throughout the evaluation. Given her high level of cooperation with the tasks presented, this evaluation is considered to be an accurate representation of her current cognitive functioning.
XXXX 2 TESTS ADMINISTERED: Record Review Behavioral Observations Kaufman Brief Intelligence Test – Second Edition (KBIT-2) Kaufman Test of Educational Achievement – Second Edition (KTEA-2) TEST RESULTS: KBIT-2 Composi te
Stand. Score
%ile
Descriptive Cat.
Verbal
110
73
Average
Nonverb al
99
47
Average
Composi te
Stand. Score
%ile
Descriptive Cat.
Reading
110
75
Average
Math
92
30
Average
Writing
88
21
Average
KTEA-2
RESULTS/INTERPRETATION/SUMMARY On the KBIT-2, a brief measure of cognitive ability, XXXX presently performs in the average range of functioning (SS=105, 63 rd percentile). She displays overall average verbal ability which measures verbal concept formation, reasoning ability, and range of general information (SS=109, 73 rd percentile). Her application of solving novel problems, those that are not specifically taught or trained in class, also fell within the average range (SS=99, 47 th percentile). Additionally, XXXX’s performance on the KTEA-2, which is a measure of academic achievement, revealed that her reading skills are appropriately developed and within age expectations (at the 75 th percentile). This measures her ability to decode words as well as answer questions about what was silently read. Her math skills (at the 30th percentile) fall within average limits as well. This measures skills in number concepts, addition, subtraction, multiplication, mu ltiplication, division, reading tables/graphs, counting time or money, geometry, measuring, measurin g, and figuring out an answer from a word problem. It appeared that XXXX encountered difficulties when
XXXX 3 performing more advanced operations with fractions and decimals, but was determined to do her best. Her H er written language domain falls within the average range of functioning (at the 21 st percentile). This requires attention to detail such as knowing correct punctuation, grammar, and formulating a well written paragraph about the previous information. Although she performs at grade level, XXXX required repeated directions several times. Behaviorally, XXXX is a cooperative and friendly young girl. Her test scores show that she is capable of performing at grade level for her age. XXXX will benefit from continuing with weekly resource accommodations and OT/PT as needed for her JRA. These accommodations should be continued for XXXX to facilitate her academically when she is struggling with the physical aspects of her JRA.
_________________________________ Erin E. Milligan. School Psychology Graduate Student _________________________________ Lori A. Miller, Supervisor School Psychologist _________________________________ Date
