National University

Cognitive Assessment Report

PED671 Course Requirement

Name: Albert Adams School: Charlie Brown Elementary

Gender: Male Grade: 3rd
Age at time of testing: 10 years, 9 months Teacher: Mr. Markson
Date of birth:05/08/2010 Test Date: 12/11/2020
Parents: Mr. Adams and Mr. Barker Report Date: 02/08/2021
Address: XXXXXXXXXXXXXXXXXXXXXXXX Examiner: Sharmet Solarz
ASSESSMENT INSTRUMENTS

Testing and assessment materials and procedures were selected and administered as not to be
racially, culturally, or sexually-discriminatory. Albert’s dominant language was considered in
selecting assessment instruments. The test has been validated for the specific purpose in which it
was used.

❖ Parent Interview
❖ Teacher Interview
❖ Observation(s) during testing
❖ Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V)

REASON FOR REFERRAL

Mr. Albert and Mr. Barker referred Albert because they are interested in better understanding Albert's
learning profile.

BACKGROUND INFORMATION

Albert, a 10 year 9-month-old male, is the oldest of three children. According to his parents, he is
independent and particular about doing things his own way. Albert was adopted at birth after a
typical pregnancy. His developmental milestones were reached at typical points.

Albert attended Peppermint Patty Elementary for Kindergarten and 1st grade. He has attended
Charlie Brown Elementary since second grade. Albert’s California Assessment of Student
Performance and Progress (CAASPP) scores indicate he does not meet the tested standards. His
report card indicates struggles in work completion, ELA, and math.

OBSERVATIONS DURING THE ASSESSMENT

Albert arrived on time for his assessment. He was appropriately dressed and groomed. He was
oriented to person, place, time, and situation. Albert was evaluated over the course of two sessions
lasting a total of two hours. During testing, Albert was focused and maintained good eye contact.
Albert was attentive and followed directions.

ASSESSMENT RESULTS AND CLINICAL IMPRESSIONS

Wechsler Intelligence Scale for Children-V (WISC-V)

Albert was attentive, cooperative, and put forth good effort during testing. These test findings are
considered to be a valid measure of Albert’s current level of functioning. However, it should be
noted that this was only the examiner’s second time administering the Wechsler Intelligence Scale
for Children (WISC-V). The results of this assessment should be interpreted with this information in
mind.

The WISC-V measures a general cognitive ability for children, ages 6 to 16 years old, and consists of
four index measures: verbal comprehension, perceptual reasoning, working memory, and
processing speed. The Full-Scale Intelligence Quotient (FSIQ), obtained by the four index measures
of the WISC-IV, is a reliable and valid estimate of the child’s general intelligence, scholastic aptitude,
and readiness to master a school curriculum. Possible contributing factors to the examinee’s FSIQ
are cultural opportunities, quality of early and general education, ability to self-regulate,
motivation, and persistence.

Albert was administered the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V). The
WISC-V is an individually administered, comprehensive clinical instrument for assessing the
intelligence of children aged 6 years 0 months through 16 years 11 months. The WISC-V provides
subtest and composite scores that represent intellectual functioning in specific cognitive domains,
as well as a composite score that represents general intellectual ability. The five Composite areas
are Verbal Comprehension, Visual-Spatial, Fluid Reasoning, Working Memory, and Processing
Speed.
Albert’s WISC-V scores are presented below.

Comp
Scaled  Qualitative  %ile  95% Confidence 
Subtests  Index  osite 
Scores  Description  Rank  Interval 
Score 

Similarities  3  Verbal 
Comprehens 86  Low Average  18  79-95 
Vocabulary  12  ion 

Block Design  6  Visual 

75  Very Low  5  69-85 
Spatial 
Visual Puzzles  5 

Matrix 
Fluid 
Reasoning  6  79  Very Low  8  73-85 
Reasoning 
Figure Weights  7 

Digit Span  9  Working 

97  Average  42  90-105 
Memory 
Picture Span  10 

Coding  7  Processing 
92  Average  30  84-102 
Speed 
Symbol Search  10 

Full Scale    79  Very Low  8  74-85 

The FSIQ is derived from seven subtests and summarizes ability across a diverse set of cognitive
functions. This score is typically considered the most representative indicator of general intellectual
functioning. Subtests are drawn from five areas of cognitive ability: verbal comprehension,
visual-spatial, fluid reasoning, working memory, and processing speed.

Overall, Albert's FSIQ Score is within the Very Low range when compared to other children his age
(FSIQ=79, PR=8, CI=74-85).
Cognitive Proficiency

Albert was also administered subtests that contribute to the Cognitive Proficiency Index (CPI). These
four subtests are drawn from the working memory and processing speed domains. Albert’s CPI is
within the normal range when compared to other children his age (CPI=92, PR=30, CI=85-100).
Theoretically, the CPI represents Albert’s proficiency at cognitive processing. The General Abilities
Index (GAI) comprises verbal comprehension and perceptual reasoning subtests, while CPI
comprises working memory and processing speed subtests. Because there is a discrepancy between
Albert’s GAI and CPI (-14), the FSIQ may not be an accurate representation of his FSIQ.

DOMAIN SPECIFIC COGNITIVE PROCESSING

While the FSIQ provides a broad representation of cognitive ability, describing Albert's
domain-specific performance allows for a more thorough understanding of his functioning in
distinct areas. Some children perform at approximately the same level in all of these areas, but
many others display areas of cognitive strengths and weaknesses.

Verbal Comprehension (Cognitive Expression)

The Verbal Comprehension Index (VCI) measures Albert's ability to access and apply acquired
knowledge. Specifically, this score reflects his ability to verbalize meaningful concepts, think about
verbal information, and express himself using words. Albert's performance on the VCI was within
the Low Average range (VCI=86, PR=18, CI=79-95).

Visual Spatial

The Visual-Spatial Index (VSI) measured Albert's ability to evaluate visual details and understand
visual-spatial relationships in order to construct geometric designs from a model. This skill requires
visual-spatial reasoning, integration, and synthesis of part-whole relationships, attentiveness to
visual detail, and visual-motor integration. Overall, Albert's performance on the VSI is within the
Very Low range (VSI=75, PR=5, CI=69-85).

The VSI is derived from two subtests. During Block Design (BD), Albert viewed a model and/or
picture and used two-colored blocks to re-create the design. Visual Puzzles (VP) required Albert to
view a completed puzzle and select three response options that together would reconstruct the
puzzle. Albert's scaled scores are, for Block Design (BD=6, Below Average), and Visual Puzzles (VP=5,
Below Average).

Fluid Reasoning (Cognitive Conceptualization)

The Fluid Reasoning Index (FRI) measured Albert's ability to detect the underlying conceptual
relationship among visual objects and use reasoning to identify rules. Identification and application
of conceptual relationships in the FRI require inductive and quantitative reasoning, broad visual
intelligence, simultaneous processing, and abstract thinking. Overall, Albert's performance on the
FRI was within the Very Low range (FRI=79, PR=8, CI=73-85).

The FRI is derived from two subtests: Matrix Reasoning (MR) and Figure Weights (FW). Matrix
Reasoning required Albert to view an incomplete matrix or series and select the response option
that completed the matrix or series. On Figure Weights, Albert viewed a scale with a missing
weight(s) and identified the response option that would keep the scale balanced. Albert's
performance on these subtests was Matrix Reasoning (MR=6, Below Average) and on Figure
Weights (FW=7, Below Average).

Working Memory (Cognitive Association)

The Working Memory Index (WMI) measured Albert's ability to register, maintain, and manipulate
visual and auditory information in conscious awareness, which requires attention and
concentration, as well as visual and auditory discrimination. Albert's performance on the WMI fell
within the Average range (WMI=97, PR=42, CI=90-105.)

Within the WMI, Picture Span required Albert to memorize one or more pictures presented on a
stimulus page and then identify the correct pictures (in sequential order, if possible) from options
on a response page. On Digit Span (DS), the student listened to sequences of numbers read aloud
and recalled them in the same order, reverse order, and ascending order. Albert scored on the
Picture Span (PS=10, Average) and on the Digit Span (DS=9, Average).

Processing Speed (Cognitive Association)

The Processing Speed Index (PSI) measured Albert’s speed and accuracy of visual identification,
decision making, and decision implementation. Performance on the PSI is related to visual scanning,
visual discrimination, short-term visual memory, visuomotor coordination, and concentration. The
PSI assessed Albert's ability to rapidly identify, register, and implement decisions about visual
stimuli. Overall, Albert's performance on the PSI was within the Average range (WMI=92, PR=30,
CI=84-102).

The PSI is derived from two timed subtests. Symbol Search requires a student to scan a group of
symbols and indicate if the target symbol was present. On Coding, students use a key to copy
symbols that corresponded with numbers. Albert scored on Coding (CD=7, Below Average) and
Symbol Search (SS=10, Average).
RECOMMENDATIONS

Based on the current assessment, the following recommendations include:

1. Place word parts or words that Albert does not know on index cards. Albert could review the

cards daily. New cards can be added after he has learned the words and recognizes them in text.

2. Albert should be given the opportunity to read in a group that is at his level. This will help Albert
gain confidence with reading.

3. Albert could also engage in peer tutoring within the classroom. Albert could practice math facts
with his peers who also struggle.

4. Albert should be encouraged to read books that allow him to experience success. Regular visits

to the school or local library would allow Albert to choose books that are based on his interests.

5. It is important for Albert to read with an adult on a daily basis for fun. When engaged in the

reading process, Albert should be asked questions about the story.

6. Having a time when family members take turns reading to each other will provide Albert with

an opportunity to see that reading is valued.

7. Praise Albert for attempts to engage in reading and stay focused on tasks. Show him that the
success he has with his schoolwork.

8. Visual schedules that depict Albert’s daily routine will help him organize his time to complete his
work.

Albert’s FSIQ was measured in the Very Low range, which means that his overall level of cognitive
ability is greater than 8% of children his age. Children with this level of functioning may experience
academic difficulty when compared to same-age peers.

Albert may learn new information at a rate that is somewhat slower than other children his age and
may have particular difficulty with abstract thinking. It is therefore recommended that adults
support his academic progress using multiple interventions:

1. Pre-teaching and re-teaching lessons learned in school will give him additional exposure to
new concepts and may facilitate his comprehension and recall of information.
2. Present new content material in a variety of different ways. Using relatively simple
vocabulary and sentence structure may help Albert.
 3. Focusing on literacy goals is encouraged, as strong reading skills can build a foundation for
academic success.
4. Adults should involve Albert in enjoyable hobbies and extracurricular activities, in order to
build his competency in a variety of areas.

SUMMARY

Albert, a 10 year 9-month-old male was referred for a cognitive assessment by Mr. Albert and Mr.
Barker to determine the way he learns. Albert was administered a cognitive assessment to
determine his strengths and weaknesses. Albert was attentive, cooperative, and put forth good
effort during testing. These test findings are considered to be a valid measure of Albert’s current
level of functioning. Overall, Albert's FSIQ Score is within the Very Low range when compared to
other children his age. Recommendations included multiple interventions that address his academic
progress. Pre-teaching and re-teaching lessons, chunking information, and focusing on literacy may
help Albert succeed academically. At home, parent involvement including reading, cultivating
interests, and time management strategies were recommended.

SIGNATURES

_________________________________________
Sharmet Solarz
School Psychologist Student

________________________________________
Tiffany Kalick
School Psychologist