PSYCHOLOGICAL SERVICES

PSYCHOEDUCATIONAL REPORT

Name:       School:      

Student ID:       Grade:      
Date of Birth:       Gender:      
Age:       Examiner:      
Date      of Evaluation:      

Parents:      
Telephone:      
Address:      

CONFIDENTIALITY NOTICE

This report is intended to provide data and recommendations to assist in educational

programming for the student. It is to be used only by individuals who have a legitimate
professional interest in the subject. No portion of this report is to be used out of context, or
applied to persons other than the subject. This report should not constitute the sole
consideration for preparation or alteration of a program for the student. The use of this
evaluation as the exclusive or principal basis for any finding or conclusion as pertains to the
student is prohibited by State Regulations.

Vision:       Passed Hearing:       Passed

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ASSESSMENT TECHNIQUES USED:

Adaptive Behavior Assessment System, Second Edition (ABAS-II)
Attention Deficit Hyperactivity Disorder Rating Scale – IV
Autism Committee Consultation
Autism Diagnostic Observation Schedule, Second Edition (ADOS-2)
Autism Spectrum Rating Scale (ASRS)
Bayley Scales of Infant Development and Toddler Development, Third Edition (Bayley-III)
Beery-Buktenica Developmental Test of Visual-Motor Integration, Sixth Edition (VMI-6)
Behavior Assessment System for Children, Second Edition (BASC-2)
Behavior Rating Inventory of Executive Function (BRIEF)
Bender Visual-Motor Gestalt Test , Second Edition (Bender-Gestalt II)
Bilingual Verbal Ability Tests, Normative Update (BVAT)
Bracken Basic Concept Scale, Third Edition, Receptive
California Verbal Learning Test – Children’s Version (CVLT – C)
Childhood Autism Rating Scale (CARS)
Children’s Depression Inventory (CDI)
Children’s Inventory of Anger (ChIA)
Children's Self Report and Projective Inventory (CSRPI)
Cognitive Assessment System (CAS)
Cognitive Assessment of Young Children (CAYC)
Comprehensive Test of Nonverbal Intelligence, Second Edition (CTONI-2)
Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2)
Conners Early Childhood (Conners EC)
Conners - 3rd Edition, Parent Rating Scale
Conners - 3rd Edition, Teacher Rating Scale
Developmental Activities Screening Inventory - II (DASI-II)
Developmental Profile 3 (DP-3)
Differential Ability Scales, Second Edition (DAS-II)
Draw A Person: Screening Procedure for Emotional Disturbance (DAP:SPED)
Gilliam Asperger’s Disorder Scale (GADS)
Gilliam Autism Rating Scale - Second Edition (GARS-2)
Gray Oral Reading Tests, Fifth Edition (GORT-5)
House-Tree-Person Test (HTP)
Kaufman Brief Intelligence Test, Second Edition (KBIT-2)
Kinetic Family Drawing Test
Matrix Analogies Test (MAT)
Multicultural ESOL Evaluation Team Consultation
A Developmental neuropsychological Assessment, Second Edition (NEPSY – II)
Observation
Parent Report
Peabody Picture Vocabulary Test, Fourth Edition (PPVT-IV)
Piers-Harris Children’s Self-Concept Scale, Second Edition (PHCSCS-2)
Review of Records
Revised Children’s Manifest Anxiety Scale, Second Edition (RCMAS-2)
Rey Osterrieth Complex Figure Test and Recognition Trial (RCFT)
Reynolds Adolescent Depression Scale, Second Edition (RADS-2)
Reynolds Intellectual Assessment Scales (RIAS)
Reynolds Intellectual Screening Test (RIST)
Roberts’ Apperception Test for Children (RATC)
Social Responsiveness Scale, Second Edition (SRS-2)
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Stanford Binet Intelligence Scale, Fifth Edition (SB-V)

Student Interview
Teacher Report
Test of Auditory Processing Skills, Third Edition (TAPS-3)
Test of Early Mathematics Ability, Third Edition (TEMA-3)
Test of Early Reading Ability, Third Edition (TERA-3)
Universal Nonverbal Intelligence Test (UNIT)
Vineland Adaptive Behavior Scales, Third Edition (Vineland-3)
Wechsler Individual Achievement Test, Third Edition (WIAT-III)
Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV)
Wechsler Nonverbal Scale of Ability (WNV)
Wide Range Assessment of Memory and Learning, Second Edition (WRAML2)
Woodcock Language Proficiency Battery, Revised, English and Spanish (WLPB-R)
Woodcock-Johnson III - Tests of Achievement (WJIII-ACH)
Woodcock-Johnson III -Tests of Cognitive Abilities (WJIII-COG)

REASON FOR REFERRAL:

xx is a       year,      -month-old       in the       grade at       School.       was referred
to special education by the Response to Intervention (RtI) Team in order to determine possible
eligibility.       was referred because       has demonstrated difficulty with      .      ’s
teacher, Ms.      , has implemented several interventions to address these weaknesses.
Strategies have included      . However,       has failed to make adequate progress with the
support of these interventions. Therefore, the RtI Team recommended that this evaluation occur in
order to determine xx’s learning strengths and weaknesses and to assist in determining special
education eligibility.

      is currently eligible for special education in the area of      .       was referred for a re-
evaluation      . The IEP (Individual Education Plan) Team recommended that this evaluation
occur in order to determine xx’s learning strengths and weaknesses and to assist in determining
special education eligibility.

      is a transfer student with special education records from       previous district in      ,
     . Records indicate that xx was eligible for special education in the area of      . This
evaluation was requested in order to establish Georgia eligibility for special education services.

BACKGROUND INFORMATION / SOCIAL HISTORY:

Background information was obtained through a review of records, the Parent Questionnaire, and
a parent interview. xx currently lives with       (ages      ) in      , Georgia.

The family’s country of origin is      . xx has lived in the United States since birth.      ’s native
language is      .       began learning English at age      . At home,       speak Spanish
and       speak English.       is the most common language used between adults at home.

xx was born full term with no complications, weighing       pounds,       ounces.
Developmental milestones were met within normal limits.       began crawling at      , speaking
one word at      , walking at      , and was toilet trained at      .

xx has had no serious injuries or hospitalizations.       does not take any medications. There is a
family history of      .
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At home,       reported that       enjoys      .       gets along       with other children and
typically plays with children      . Within a group,       takes the role of      .       is      
involved with       outside the home. When describing      's behavior,       indicated that
      sometimes      .       is most effective when      ’s behavior needs to be corrected.
     ’s primary concerns for       include      .

EDUCATIONAL HISTORY:
Educationally,       attended       (grades      ) and       (grades      ).       has not
repeated any grades.       was absent for       days during the       school year.       has
received       discipline referrals during the current school year. Discipline referrals have been
related to      . Prior to this year       received several discipline referrals due to      .

      initially qualified for special education services in       in the area of      .       most
current Individualized Education Plan dated       states that       receives special education
instruction in      . Modifications in all areas include      .      ’s most recent Behavior
Intervention Plan (BIP) identified      ’s most problematic behaviors as 1)       and 2)      .
The BIP identified the function of these behaviors as      .

     ’s teacher, Ms.      , reported that      ’s performance      .      ’s strengths include
     . However,       also described       as displaying      . In reading,      . In math,
     .

Recent group administered standardized test results include the following:

Cognitive Abilities Test (     ): Verbal SAS:      ; Quantitative SAS:      ; Nonverbal SAS:
     ; Composite SAS:      .

Iowa Tests of Basic Skills (     ): Reading NPR:      ; Language NPR:      ; Mathematics
NPR:      ; Composite NPR:      .

Criterion Referenced Competence Test (     ): Reading:      ; Language Arts:      ; Math:
     .

Response to Intervention:
Response to Intervention is a process of gradual academic and/or behavioral support that is put in
place for students who are exhibiting difficulties in being successful in the general classroom.
Students gradually move through four Tiers of support as needed, with each level providing more
intensive levels of instructional and/or behavioral support. All students receive Tier 1 level support,
which consists of strong teaching practices and differentiated instruction. Tier 2 and Tier 3
interventions focused on      . Please see the RtI documentation for further details. Due to
xx’s slow rate of progress and discrepancy between the expected level of performance and      
current level of performance, a referral to Tier 4, special education, was made.

BEHAVIORAL OBSERVATIONS:
xx was seen for assessment on      .       came easily with the examiner and rapport was
established and maintained. At the time of the evaluation,       was appropriately dressed and
neatly groomed.       wrote with       right hand and had a       pencil grasp.      ’s
language reception and expression appeared intact and appropriate, and       speech was
intelligible. Intonation and facial expressions were also appropriate.
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Throughout the evaluation, xx’s attention was average. When faced with activities that were
difficult,      .      ’s responses to verbal items      .       responses to nonverbal items
     . When given corrective feedback,      . xx’s responses seemed to be the result of
genuine effort; therefore, it is the opinion of this examiner that these results are a valid estimate
of xx’s current level of functioning.

Frequent redirection to the task was required. Frequent breaks and small rewards were
provided to ensure xx’s best performance. Due to      ’s high activity level and distractibility,
the results are considered to be a low estimate of      ’s current functioning.

A classroom observation was completed on      . During a 15 minute timed observation, xx’s
class was      .       was seated      .      ’s on-task behavior was compared to other
      in the class.       was on-task      % of the time, while the average on-task behavior for
other       was      %. Therefore,       was off-task significantly more than       peers.
When       was off-task,       was      .

EVALUATION RESULTS AND INTERPRETATION:

Psychoeducational results reflect a sample of an individual’s skills at a given point in time. The
results should be viewed neither as fixed, nor as necessarily exact representations of ability levels.
Rather, the results are indicators of the skills which the evaluation attempts to assess. Please
keep in mind that results of these assessments cannot evaluate all of the skills that xx might be
capable of using to help       achieve       goals and enjoy life.

All children show slight variations in performance on a particular day. Therefore, confidence
intervals can be helpful in interpreting scores and will be provided when available. The chances
are 95 out of 100 that the confidence intervals contain an accurate representation of xx’s
assessed skills.

In order to facilitate understanding, a common set of descriptors will be used throughout this report
as follows:

Standard Score T Score Percentile Descriptive

>131 >71 98-99+ Very Superior
121-130 64-70 92-97 Superior
116-120 61-63 85-92 Above Average
111-115 57-60 76-84 High Average
90-110 43-56 25-75 Average
85-89 40-42 16-24 Low Average
80-84 37-39 9-15 Below Average
70-79 30-36 3-8 Low
<69 <29 <2 Very Low

Assessment of Language Proficiency:

Woodcock Language Proficiency Battery – Revised
In order to determine xx’s proficiency with the English and Spanish languages,       was given the
Woodcock Language Proficiency Battery – Revised (WLPB-R) in English and Spanish. This
allowed      ’s language skills in English and Spanish to be compared and assisted in
determining      ’s dominant language and level of language acquisition.      , bilingual
assistant, administered the Spanish version. The WLPB-R primarily measures
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Cognitive/Academic Language Proficiency (CALP) which involves more advanced language skills.
Children’s CALP develops following the development of Basic Interpersonal Communication Skills
(BICS).

Spanish Form
Cluster/Tests Standard Score Percentile Rank
Memoria para frases            

Vocabulario sobre dibujos            

Vocabulario oral            

Comprensión de oraciones            

Analogías Verbales            

Identificación de letras y palabras            

           
LENGUAJE ORAL            
Spanish language proficiency level =            
           

English Form            

Cluster/Tests Standard Score Percentile Rank
Memory for Sentences            
Picture Vocabulary            
Oral Vocabulary            
Listening Comprehension            
Verbal Analogies            
Letter-Word Identification            

           
ORAL LANGUAGE            
English language proficiency level =

* Basal was not established. Interpret score with extreme caution.

     ’s scores indicated that       English language skills are better developed than      
Spanish language skills.       Spanish Oral Language composite was at level      , while
      English Oral Language composite was at level      . Notably,      . On the Memoria
Frases/Memory for Sentences subtest, the student is asked to repeat sentences as closely to
verbatim as possible. The Vocab Dibujos/ Picture Vocabulary subtest requires the student is
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asked to name a pictured object or action. On the Vocab Oral/ Oral Vocabulary subtest, the
student is asked to read words and state a synonym (word with the same meaning) or antonym
(word that means the opposite). The Comp Oraciones/ Listening Comprehension requires the
child to listen to a sentence or paragraph with one word missing and is asked to state the
missing word. On the Analogias Verbal/ Verbal Analogies subtest, the student is asked to
complete comparative statements in the form of ___________ is to ____________ as
_____________ is to _____________. The Ident/Letters Palabras/ Letter-Word Identification
subtest asks the student to identify letters and/or read a list of words presented in isolation,
without a context.

Bilingual Verbal Ability Tests, Normative Update (BVAT)

Because of xx’s bilingual background       was administered the Bilingual Verbal Ability Tests,
Normative Update (BVAT). This test is an overall measure of verbal cognitive ability that involves
Cognitive/Academic Language Proficiency (CALP) in English, and English and Spanish Combined.
CALP is needed to understand language used in most classroom instruction. Children’s CALP
develops following the development of Basic Interpersonal Communication Skills (BICS) which
allow students to converse and make “small talk” with others. Three subtests are combined to
generate the CALP score: Picture Vocabulary, Oral Vocabulary, and Verbal Analogies. Items are
first administered in English and then selected items are re-administered in Spanish.

xx was tested in English by this examiner and in Spanish by      , bilingual evaluator. The
following results were obtained:

Cluster Standard Score Percentile

Picture Vocabulary
Oral Vocabulary
Verbal Analogies

Bilingual Verbal Ability

English Language Proficiency
CALP Level

On the BVAT, xx demonstrated       proficiency (CALP Level      ).       standard score
(     ) was within the       range of ability for children       age. xx’s English language
proficiency is comparable to that of an English-speaking individual at age      , suggesting tasks
requiring English language above the       level might be difficult.

ACCESS for English Language Learners

xx was administered the ACCESS for English Language Learners to assess       English
language proficiency in the Spring      of      . The following scores were obtained.

Domain Proficiency Level – Proficiency Level -

200      200     
Listening
Speaking
Reading
Writing

Composites
Oral Language
Literacy
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Comprehension

The Proficiency Levels are described as follows:

1 Entering – Knows and uses minimal social language and minimal academic language with
visual and graphic support
2 Beginning – Knows and uses some social English and general academic language with visual
and graphic support
3 Developing – Knows and uses social English and some specific academic language with
visual and graphic support
4 Expanding – Knows and uses social English and some technical academic language
5 Bridging – Knows and uses social English and academic language working with modified
grade level material
6 Reaching – Knows and uses social and academic language at the highest level measured by
the test

These scores indicate that xx’s oral language in English is in the       range while       literacy
and ability to comprehend information in English is between the       range.

Ms.      , the ESOL teacher at      , provided more information regarding      's English
language abilities.

Due to xx’s relative strengths with the English language, supplemental testing in Spanish was not
conducted.

Because xx’s language development was similar in English and Spanish and       has received
academic instruction primarily in English, limited additional testing was completed in Spanish.

Assessment of Cognitive/Intellectual Functioning:

The reader is reminded that IQ tests measure only a portion of the competencies involved with
human intelligence. Tests of intellectual functioning are designed to assist in predicting
students’ academic achievement in school.

Differential Ability Scales, Second Edition

The Differential Ability Scales, Second Edition (DAS-II) was used to measure xx’s cognitive
abilities. A general measure of cognitive abilities or General Conceptual Ability (GCA) was
measured. In addition, three broad areas of functioning were measured: Verbal, Nonverbal
Reasoning, and Spatial.

Cluster Standard Scores Confidence Intervals (95%) Percentile

Verbal Cluster                  
Nonverbal Cluster                  
Spatial Cluster                  
General Conceptual Ability                  
Special Nonverbal Composite                  

Verbal Cluster Subtests T-Scores Nonverbal Cluster Subtests T-Scores

Similarities       Matrices      
Word Definitions       Sequential & Quantitative      
Reasoning

Spatial Cluster Subtests Working Memory Cluster

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Recall of Designs       Recall of Digits – Backward      

Pattern Construction       Recall of Sequential Order      

Processing Speed Cluster Diagnostic Subtests

Speed of Information Recall of Objects- Immediate
Processing            
Rapid Naming       Recall of Objects- Delayed      
Phonological Processing      

xx’s overall GCA score on the DAS-II of       was in the      range (      percentile) of
intellectual ability. There were statistically and clinically significant differences between the
      and       (Base rate =      ), as well as the       and       (Base rate =      ). This
means that       showed a weakness in       that is unusual for a child with            
abilities. There were no significant differences between       Verbal Reasoning, Nonverbal
Reasoning, and Spatial skills on the DAS-II, suggesting that       skills are equally developed.

Individuals at this level of functioning can be expected to learn at a slower rate, may retain less
knowledge, and require more time to complete tasks than the average student.

Verbal Ability:
This cluster measures students’ language based cognitive abilities. The subtests contributing to
this verbal cluster require verbal responses. On the Word Definitions subtest, students are
asked to define words. This task measures vocabulary and the ability to express word
knowledge and language expression. On the Similarities subtest, students are required to tell
how three items or concepts are the same. This task measures vocabulary and verbal
reasoning. Overall, xx’s Verbal Reasoning skills were measured to be in the       range.

Nonverbal Reasoning Ability:

The Nonverbal Reasoning cluster measures nonverbal and inductive reasoning. These
subtests rely more heavily on pictures and designs. The contributing subtests require the
student to formulate and test hypotheses about relationships among pictures or numbers and to
apply the relationship to additional situations. On the Matrices subtest, the child is required to
look at a pattern and then choose a picture that would complete the pattern. On the Sequential
and Quantitative Reasoning subtest, the child is required to generate the correct number or
symbol that would complete a pattern. xx obtained a standard Nonverbal Cluster score within
the       range.

Spatial Ability:
The Spatial cluster score is a measure of visual-spatial processing. The contributing subtests
are nonverbal and require only simple verbal instructions. On the Recall of Designs subtest,
students look at a design for several seconds, the design is removed, and the student is then
requested to draw the design from memory. This subtest requires short-term visual recall and
perception of spatial orientation. On the Pattern Construction subtest, students use blocks to
construct patterns they are shown. This subtest uses visual-spatial and motor skills. xx
obtained a Spatial Cluster score within the       range.

Working Memory:
The Working Memory cluster measures students’ ability to remember and manipulate
information mentally for short periods of time. xx performed in the       range on this cluster.
This cluster is comprised of the Recall of Sequential Order subtest and the Recall of Digits
Backward subtest. Recall of Sequential Order requires students to remember and reorder a list of
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body parts. Recall of Digits Backward requires students to repeat a series of numbers that they
hear backwards.

Processing Speed:
The Processing Speed cluster measures students’ ability to quickly complete relatively simple
tasks. xx performed in the       range on this cluster. This cluster is comprised of the Speed of
Information Processing subtest and the Rapid Naming subtest. The Speed of Information
Processing subtest requires students to quickly locate and cross out the highest number in a list.
The Rapid Naming subtest requires students to quickly name colors and animals.

Diagnostic Subtests:
xx also completed the Recall of Objects – Immediate subtest. This required       to remember
visual pictures for a short period of time and to learn the list over time and exposures. The
Recall of Objects – Delayed subtest required       to remember the same list of pictures after a
period of time passed. xx performed within the       range on these tasks. The Picture
Recognition subtest requires students to look at a pictures, remember them, and them identify
the pictures that they say from a group of pictures.       performed in the       range on this
task.       completed the Recall of Digits Forward subtest. This subtest required xx to
remember and state a list of numbers she was told.       performed in the       range.

Differential Ability Scales, Second Edition

The Differential Ability Scales, Second Edition (DAS-II) Early Years was used to measure xx’s
cognitive abilities. A general measure of cognitive abilities or General Conceptual Ability (GCA)
was measured. In addition, three broad areas of functioning were measured: Verbal, Nonverbal
Reasoning, and Spatial.

Cluster Standard Scores Confidence Intervals (95%) Percentile

Verbal Cluster                  
Nonverbal Cluster                  
Spatial Cluster                  
General Conceptual Ability                  
Special Nonverbal Composite                  

Verbal Cluster Subtests T-Scores Nonverbal Cluster Subtests T-Scores

Verbal Comprehension       Picture Similarities      
Naming Vocabulary       Matrices      

Spatial Cluster Subtests

Pattern Construction      
Copying      

xx’s overall GCA score on the DAS-II of       was in the      range (      percentile) of
intellectual ability. There were statistically and clinically significant differences between the
      and       (Base rate =      ), as well as the       and       (Base rate =      ). This
means that       showed a weakness in       that is unusual for a child with            
abilities. There were no significant differences between       Verbal Reasoning, Nonverbal
Reasoning, and Spatial skills on the DAS-II, suggesting that       skills are equally developed.

Individuals at this level of functioning can be expected to learn at a slower rate, may retain less
knowledge, and require more time to complete tasks than the average student.
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Verbal Ability:
This cluster measures children’s language based cognitive abilities. The subtests contributing
to this verbal cluster require verbal responses. The Verbal Comprehension subtest measures
children’s ability to understand oral instructions. The Naming Vocabulary subtest measures
children’s ability to name objects. Overall, xx’s Verbal Reasoning skills were measured to be in
the       range.

Nonverbal Reasoning Ability:

The Nonverbal Reasoning cluster measures nonverbal and inductive reasoning. These
subtests rely more heavily on pictures and designs. On the Picture Similarities subtest,      
was required to demonstrate nonverbal reasoning by matching pictures that have a common
element or concept. For example, pictures of an apple and banana go together because they
are fruit. On the Matrices subtest, the child is required to look at a pattern and then choose a
picture that would complete the pattern. xx obtained a standard Nonverbal Cluster score within
the       range.

Spatial Ability:
The Spatial cluster score is a measure of visual-spatial processing. The contributing subtests
are nonverbal and require only simple verbal instructions. They require the abilities to perceive,
analyze, and remember spatial relationships and shapes. The Pattern Construction subtest
requires children to copy block patterns. The Copying subtest requires children to use visual-
perceptual and fine-motor skills to copy line drawings. xx obtained a Spatial Cluster score
within the       range.

Universal Nonverbal Intelligence Test

Because xx receives ESOL services, an estimate of       intelligence without the confounding
effect of language demands was desired in order to confirm the scores obtained on the      .
      was given the Universal Nonverbal Intelligence Test (UNIT), a comprehensive measure
that is administered entirely in pantomime. This type of administration is thought to thoroughly
minimize any confounding that may occur due to misunderstanding of verbal instructions.

Subtests Scaled Scores

Symbolic Memory      
Cube Design      
Spatial Memory      
Analogic Reasoning      

Quotients Standard Scores Confidence Interval

Memory Quotient            
Reasoning Quotient            
Symbolic Quotient            
Nonsymbolic Quotient            
Full Scale IQ            

There are four subtests that comprise the standard battery of the UNIT. The Symbolic Memory
subtest requires students to look briefly at a series of pictures and then recreate the series with
tiles once the picture is removed. The Cube Design subtest requires students to look at a
design and recreate it using blocks. The Spatial Memory subtest requires students to look at a
picture grid with green and black dots on it. Then they are required to recreate the pattern
without looking at the picture. The Analogic Reasoning subtest requires students to look at a
pattern and then choose a picture that will complete the pattern.
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The Memory Quotient (Symbolic Memory and Spatial Memory) is an index of complex memory
functioning involving short-term recall and recognition for content, location, and sequence. xx
scored in the       range on this scale.

xx scored in the       range on the Reasoning Quotient (Cube Design and Analogic
Reasoning), which measures thinking and problem-solving abilities such as pattern processing,
understanding of relationships, and planning abilities.

The Symbolic Quotient (Symbolic Memory and Analogic Reasoning) measures a child’s ability
to solve problems that involve meaningful material and internal dialogue (e.g., labeling,
organizing, and categorizing). xx scored in the       range in this area.

The Nonsymbolic Quotient (Cube Design and Spatial Memory) measures a child’s ability to
solve problems involving abstract or nonmeaningful material. xx's score in this area was within
the       range.

The Full Scale Intelligence Quotient (FSIQ) is an index of overall cognitive and intellectual
functioning that can predict an individual’s ability to perform in school. xx scored in the      
range overall, which is consistent with             scores.

Wechsler Intelligence Scale for Children, Fourth Edition

xx’s cognitive ability was assessed using the Wechsler Intelligence Scale for Children, Fourth
Edition (WISC-IV). The following results were obtained in four domains of cognitive functioning
and in a Full Scale IQ, which represents       overall cognitive ability.
Confidence
Indexes Standard Scores Interval (95%) Percentile
Verbal Comprehension Index (VCI)                  
Perceptual Reasoning Index (PRI)                  
Working Memory Index (WMI)                  
Processing Speed Index (PSI)                  

Full Scale IQ (FSIQ)                  

These results indicate that xx’s overall cognitive ability falls in the       range of functioning. The
chances are 95 out of 100 that the following ranges contain an accurate representation of xx’s
assessed intellectual skills: Verbal Comprehension Index:      ; Perceptual Reasoning Index:
     ; Working Memory Index:      ; Processing Speed Index:      ; and Full Scale IQ:      .

xx’s ability in the domains of       is equivalent and is in the       range.      ’s       is a
relative weakness and is in the       range.      ’s       is a relative strength and is in the
      range.

There was a significant difference between the       and the       as well as between the
      and      . These differences occur respectively in only       and       of children
     ’s age. Due to these significant differences, the General Ability Index (GAI), which
includes only subtests from the Verbal Comprehension Index and the Perceptual Reasoning
Index and excludes subtests from the Working Memory Index (WMI) and Processing Speed
Index (PSI), was calculated. The difference between the Full Scale IQ score and the GIA score
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was significant at the       level. Therefore, the GAI is considered the better estimate of xx’s
cognitive abilities.

Within the four domains, xx’s performance on the subtests is as follows:

Verbal Comprehension Scaled Scores Perceptual Reasoning Scaled Scores

Similarities       Block Design      
Vocabulary       Picture Concepts      
Comprehension       Matrix Reasoning      

Working Memory Scaled Scores Processing Speed Scaled Scores

Digit Span       Coding      
Letter-Number Sequencing       Symbol Search      

Scaled scores 8-12 are considered average. Scores in parentheses are not included in the composite
scores unless they are starred (*).

The Verbal Comprehension Index (VCI) contains the subtests which assess verbal reasoning,
comprehension, and verbal expression. Xx performed in the       range on the VCI. The Similarities
subtest requires the student to explain how two objects/concepts are similar.      The Vocabulary
subtest measures students’ word knowledge and vocabulary.       The Comprehension subtest
requires students to provide explanations for social situations, conventions, and abstract concepts.
     

xx’s Perceptual Reasoning abilities, which involve nonverbal problem-solving skills, were within
the       range. The Block Design subtest measures students’ ability to analyze and reproduce
patterns of building blocks.       The Picture Concepts subtest requires students to look at
two rows of pictures and select one picture from each row that go together.      The Matrix
Reasoning subtest requires students to complete a visual pattern.      

In the area of Working Memory, which measures a student’s ability to recall, reorganize, and
repeat information over a short period of time (a few seconds), xx performed within the      
range. The Digit Span subtest requires students to repeat a series of spoken numbers in the
same order they were presented (Digit Span-Forward) and the reverse order from which they
were presented (Digit Span-Backwards).       The Letter-Number Sequencing subtest
requires students to repeat and organize a series of spoken letters and numbers.      

In the Processing Speed domain, which measures how quickly students are able to complete
simple tasks, xx performed within the       range. The Coding subtest requires a student to
use a key to draw the correct symbols below their corresponding numbers as quickly as
possible.       The Symbol Search task requires students to scan symbols for similarities as
quickly as possible.      

Comprehensive Test of Nonverbal Intelligence, Second Edition

xx was administered the Comprehensive Test of Nonverbal Intelligence, Second Edition
(CTONI-2) to further assess nonverbal intellectual functioning. Standard scores have a mean of
100 and a standard deviation of 15. Scaled scores have a mean of 10 and a standard deviation
of 3. The chances are 95 out of 100 that the confidence intervals contain an accurate
representation of xx’s assessed intellectual skills.

Composite Standard Score Confidence Interval

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Pictorial Nonverbal Intelligence Quotient            

Geometric Nonverbal Intelligence Quotient            
Nonverbal Intelligence Quotient            

Subtest Raw Score Scaled Score

Pictorial Analogies            

Geometric Analogies            

Pictorial Categories            

Geometric Categories            

Pictorial Sequences            

Geometric Sequences            

The Stanford-Binet Intelligence Scale-Fifth Edition (SB-V) was administered to       in order to
obtain a second measure of       intellectual functioning and problem-solving. The SB-V can
be particularly helpful in assessing the cognitive abilities of lower functioning individuals as it
accurately measures a wide range of abilities. The following results were obtained (each score
has a mean of 100 and a standard deviation of 15):

IQ Standard Score Percentile

Full Scale
Nonverbal
Verbal

According to this administration of the SB-V,      ’s Full Scale IQ score is within the Mildly
Delayed range. The SB-V contains two scales, namely the Nonverbal and Verbal scales. The
Nonverbal scale measures students’ ability to use pictures, geometric shapes, and visual
memory to solve problems. The Verbal scale measures students’ ability to solve problems and
describe words with language.      ’s verbal and nonverbal abilities are similarly developed.
The chances are 95 out of 100 that the following IQ scores contain an accurate representation
of assessed intellectual skills: Verbal IQ:      ; Nonverbal IQ:      ; and Full Scale IQ:      .

In addition to the Verbal, Nonverbal and Full Scale IQ scores, Factor Index scores can be
developed. As with IQ scores, each Index Score has a mean of 100 and a standard deviation of
15.

Factor Standard Score

Fluid Reasoning
Knowledge
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Quantitative Reasoning
Visual Spatial
Working Memory

An analysis of Factor Index scores suggests that      ’s performance was generally consistent
across Factors with a relative strength in Working Memory. The Fluid Reasoning Index requires
the ability to analyze, identify sequences, and explain relationships between words and objects.
      The Knowledge Factor measures the student’s knowledge about common actions,
objects, and words as well as the ability to identify absurd or missing details in a picture. The
Quantitative Reasoning Factor measures the ability to solve mathematical tasks through words
and pictures.       The Visual-Spatial Processing Factor measures the ability to use
visual/spatial terms (ie. “behind” and “farthest left”) and complete puzzles using geometric
shapes. The Working Memory Factor requires students to remember a visual pattern and a set
of words for a short period of time.

Reynolds Intellectual Assessment Scale (RIAS)

The Reynolds Intellectual Assessment Scale (RIAS) was administered to xx in order to obtain
information regarding xx’s current levels of intellectual functioning and style of problem solving.
Standard scores have a mean of 100 and a standard deviation of 15. The following information
was obtained:

Confidence
Index Standard Score Interval (95%) Percentile
Verbal Intelligence Index                  
Nonverbal Intelligence Index                  
Composite Intelligence Index                  
Composite Memory Index                  

Subtests are reported in T-score format and have a mean of 50 and a

standard deviation of 10.

Verbal Subtests T-Score

Guess What      

Verbal Reasoning      

Nonverbal Subtests

Odd – Item Out      

What’s Missing      

Memory Subtests
Verbal Memory      
Nonverbal Memory      

The Composite Intelligence Index is derived from the child’s performances on the Nonverbal
Intelligence Index and Verbal Intelligence Index subtests only. xx’s performance on the RIAS
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yielded a Composite Intelligence Index IQ (CIX) score of      , indicating that       overall
cognitive ability is in the       range and at approximately the       percentile when compared to
other children       age. Overall memory skills fell within the ____________range. The chances
are 95 out of 100 that the following ranges contain accurate representations of      ’s assessed
intellectual skills: Verbal Intelligence Index:      ; Nonverbal Intelligence Index:      ; Composite
Intelligence Index:      ; and Composite Memory Index:      .

The test profile indicates that there is a      -point discrepancy between      ’s verbal and
nonverbal performance, indicating that the CIX may not accurately reflect       true potential.
      demonstrates more proficiency on tasks requiring nonverbal reasoning than on those
requiring verbal reasoning. This suggests that knowledge acquired through immediate visual
problem solving ability may be better developed than knowledge acquired through experience.

Verbal:
The Guess What subtest measures verbal reasoning in combination with vocabulary, language
development, and overall amount of available information. Based on 3 characteristics read by
the examiner, the student must determine what object is being described. The Verbal
Reasoning subtest measures analytical reasoning abilities, but with fewer vocabulary and
general knowledge demands than the Guess What subtest. The Verbal Reasoning subtest
uses analogies that are presented in the format ___________ is to __________ as
_______________ is to ____________________. xx’s performance on these verbal tasks is
within the       range.

Nonverbal:
The Odd-Item Out subtest measures nonverbal reasoning skills, but also requires the use of
spatial ability, visual imagery, and other nonverbal skills on various items. The task requires the
student to determine which of 6 pictures is least like the other pictures. The What’s Missing
subtest measures nonverbal reasoning skills through presentation of pictures in which some
important component of the pictured object is missing. xx’s performance on the nonverbal tasks
is within the       range.

Memory:
The Verbal Memory subtest measures the ability to encode, briefly store, and recall verbal material
in a meaningful context. On this subtest, sentences or stories are read by the examiner. The
student must repeat them as closely to verbatim as possible. It is a measure of short-term auditory
memory. The Nonverbal Memory subtest measures the ability to encode, briefly store, and recall
visually presented material, including both pictures of objects and designs. On this subtest, the
student is shown a picture for a period of five seconds. The picture is removed from xx sight and
      must identify which of six pictures was shown. It is also a measure of short-term visual
memory. xx’s performance on memory tasks is within the       range.       memory appears to
be stronger than       memory.

Wechsler Nonverbal Scale of Ability

Xx was administered the Wechsler Nonverbal Scale of Ability (WNV) to gather a second measure
of       nonverbal abilities. The WNV utilizes pictorial directions which do not require the student
to understand verbal directions. This is done to thoroughly minimize the language demands of the
test. Verbal prompts can be used to assist the student in understanding tasks. Four subtests
comprise the standard battery and combine to provide a Full Scale Nonverbal IQ. The mean is
100 and standard deviation is 15. For subtests, T-Scores between       and       are within the
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Average range.

Confidence Interval
Standard Score (95%) Percentile
Full Scale                  
T-Score
Matrices      
Coding      
Object Assembly      
Recognition      

Overall, xx performed in the       range. There were no significant differences in xx’s
performance on the four subtests. The Matrices subtest requires students to look at an incomplete
pattern and choose a picture to complete the pattern. This task requires nonverbal reasoning and
visual information processing. The Coding subtest requires a student to use a key to draw the
correct symbols below their corresponding numbers as quickly as possible. It measures short-term
memory, visual perception, visual-motor coordination, and visual scanning ability. The Object
Assembly subtest requires students to complete puzzles. This task requires part to whole
reasoning, visual perception, and visual-motor skills. On the Recognition subtest, students look at
pictures for a few seconds, the pictures are removed, and then the student is asked to identify the
pictures they saw within a group of multiple pictures. This task primarily measures visual memory
skills. The Spatial Span subtest requires students to watch the examiner tap a series of blocks and
then tap the blocks in the same or reversed order by themselves. This task measures short-term
visual working memory and also requires visual-motor skills. The Picture Arrangement subtest
requires students to arrange a series of pictures in a logical order. It requires nonverbal reasoning,
sequential reasoning, and social reasoning.

Cognitive Assessment System

The Cognitive Assessment System (CAS) was given as a measure of cognitive processing
strengths and weaknesses. The CAS is an individually administered test of cognitive ability
based on the PASS theory of intelligence. PASS is an acronym for four components—planning,
attention, simultaneous processing and successive processing—hypothesized to represent
basic cognitive processing. Planning is a mental process by which a child determines, selects,
supplies, and evaluates solutions to problems. Attention processes provide focused selective
cognitive activity and resistance to distraction. Simultaneous and successive processes are the
two ways of understanding information. Successive processing involves repetition and
comprehension of a series of events, while simultaneous processing involves the synthesis of
elements into an interrelated group. Although each component has a distinct function, all are
related and used in learning. The following results were obtained:

Standard Score Confidence Percentile

Interval (95%)
Planning                  
Simultaneous Processing                  
Attention                  
Successive Processing                  
Full Scale Score                  

According to this administration of the CAS, xx's Full Scale standard score fell within the      
range. A pattern of relative strengths and weaknesses were evident in      ’s cognitive profile.
      showed relative       in simultaneous information processing, that is, in       ability to
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solve problems involving synthesis of elements into a meaningful whole. Successive

processing involves repetition and comprehension of a series of events.       performed in the
      range in this area.

Consistent with problems with behavioral inhibition and planning difficulties noted in the
classroom,       obtained a       score on the Planning and Attention scales on the CAS. The
Planning tasks required       to complete a plan of action, apply the plan, and check that the
goal was achieved.       was administered two planning subtests. The Attention subtests
required focusing, detecting a particular stimulus, and ignoring irrelevant information.       had
particular difficulty with the Expressive Attention task on this subtest that required       to
rapidly name colors and color names.

xx’s cognitive development was measured using the Bayley Scales of Infant and Toddler
Development, Second Edition, Mental Scale. The Mental Scale measures memory, habituation,
problem solving, generalization, classification, early number concepts, language, and social
skills. Typically, standard scores have a mean of 100 and a standard deviation of 15.      
obtained an age equivalent of      months. Since, the norms for the test do not extend to
     ’s age, an IQ Equivalence score was computed using      ’s mental age equivalent
(      months) and his chronological age (      months). The obtained IQ Equivalence was a
     .

The Developmental Activities Screening Inventory –II (DASI-II) was used to measure xx’s cognitive
developmental functioning through direct involvement with common childhood objects. This test is
nonverbal; therefore,       was not penalized for       low language skills. An age equivalent of
     months was obtained.      obtained a Developmental Quotient of      .

The Developmental Profile – (DP-3) was used to measure xx’s functional and developmental age
in five domains: Physical, Self-Help, Social, Academic, and Communication.       was assessed
through direct observation, by the report of      , special education teacher, and by the report of
     . Age equivalents obtained are as follows:

Domain Age Equivalent

Physical      
Self-Help      
Social      
Academic      
Communication      

IQ Equivalence =      

Physically,       is able to go upstairs putting one foot on each step, go downstairs putting one
foot on each step, and throw an object. In the area of Self-Help,       feeds       with a fork
and spoon, can dry       hands without help, and stay away from common dangers. Socially,
      can keep busy and content watching TV for at least 10-15 minutes, will bring an item to
      mother if she requests it, and shows jealousy when another child has the attention of an
adult. Academically,       can group things together by color, name at least 20 objects, and
point to at least one body part on      . In the area of Communication,       can name 20
objects, put two words together, and carry out short commands.

The Matrix Analogies Test-Expanded Form was also used to assess nonverbal cognitive ability.
The mean is 100 with a standard deviation of 15. The overall score was within the Average range.
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The following scores were obtained.

Subtest Scaled/Standard
Scores
Pattern Completion      
Reasoning by Analogy      
Serial Reasoning      
Spatial Visualization      
Total      

Assessment of Psychological Processing:

An examination of xx’s processing strengths and weaknesses serves to provide insight into
potential contributing factors to lower-than-expected academic performance. Just as processing
weaknesses can provide insight into why a student may be struggling in a given academic area,
processing strengths may provide insight into how the student learns best. It may be helpful to
teach to these strengths as much as possible.

Woodcock-Johnson III -Tests of Cognitive Abilities (WJIII-COG)

Portions of the Woodcock-Johnson III -Tests of Cognitive Abilities (WJIII-COG) were administered
in order to obtain information regarding xx’s processing skills. The following scores were
obtained:

Broad Clusters/Tests Standard Score

Verbal Ability      
Verbal Comprehension      
General Information      
Thinking Ability      
Visual-Auditory Learning      
Spatial Relations      
Sound Blending      
Concept Formation      
Retrieval Fluency      
Picture Recognition      
Auditory Attention      
Analysis-Synthesis      
Cognitive Efficiency      
Visual Matching      
Numbers Reversed      
Decision Speed      
Memory for Words      

Clusters/Tests
Comprehension-knowledge      
Verbal-Comprehension      
General Information      
Long-term Retrieval      
Visual-Auditory Learning      
Retrieval Fluency      
Auditory Processing      
Sound Blending      
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Auditory Attention      

Fluid Reasoning      
Concept Formation      
Analysis-Synthesis      
Processing Speed      
Visual Matching      
Decision Speed      
Short-Term Memory      
Numbers Reversed      
Memory for Words      
Phonemic Awareness      
Sound Blending      
Incomplete Words      
Working Memory      
Numbers Reversed      
Auditory Working Memory      
Broad Attention      
Numbers Reversed      
Auditory Working Memory      
Auditory Attention      
Pair Cancellation      
Cognitive Fluency      
Retrieval Fluency      
Decision Speed      
Rapid Picture Naming      
Executive Processes      
Concept Formation      
Planning      
Pair Cancellation      
Delayed Recall      
Visual Auditory Learning Del.      
Story Recall- Delayed      
Knowledge      
General Achievement      
Academic Knowledge      

Broad Clusters
The Verbal Ability-      Scale (Verbal Comprehension, General Information) is a measure of
language development that includes comprehension of individual words and the comprehension
of relationships among words. This is generally highly correlated with cognitive ability. Tasks
include skills such as vocabulary, knowledge of antonyms and synonyms, and completion of
verbal analogies. Xx performed in the       range.

The Thinking Ability-      Scale (Visual-Auditory Learning, Spatial Relations, Sound Blending,
Concept Formation, Retrieval Fluency, Picture Recognition, Auditory Attention, Analysis-
Synthesis) measures different thinking processes that are used when information in short-term
memory cannot be processed automatically. The scale includes subtests which measured long-
term retrieval, visual-spatial thinking, auditory processing, and fluid reasoning. Xx performed in
the       range.
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Cognitive Efficiency (Visual Matching, Numbers Reversed, Decision Speed, Memory for Words)
involves the ability to process information automatically. This cluster includes one measure of
processing speed and one measure of short-term memory. Processing speed measures
children’s ability to quickly perform a simple task, while short-term memory measures the ability
to remember information for several seconds. Xx performed in the       range.

Clusters
Comprehension-Knowledge (Verbal Comprehension, General Information) involves language
development and includes the comprehension and knowledge of words. Picture vocabulary
measures aspects of word knowledge. This task requires the student to identify pictures of
familiar and unfamiliar objects. The items become increasingly more difficult as the selected
pictures appear less frequently in the environment. Synonyms require the student to provide a
synonym for an orally presented word. Similarly, Antonyms requires the student to provide an
opposite for an orally presented word. Verbal Analogies measures the ability to reason using
word knowledge. This task requires the student to listen to three words of an analogy and then
provide the fourth word to complete the analogy. For example, “Kitten is to Cat like Puppy is to
_______”. Overall, xx’s Comprehension-Knowledge skills were in the       range.

Long-Term Retrieval (Visual-Auditory Learning, Retrieval Fluency) refers to the ability to store
information and fluently retrieve it later. This includes meaningful memory and associative
fluency, as well as naming facility. Visual-Auditory Learning requires the student to learn, store,
and retrieve a series of visual-auditory associations. For example, an individual could be shown
a symbol similar to “₣” and be told it means “fire.” The student would be taught a variety of
symbols and then be asked to retell what the symbols meant. The Retrieval Fluency test
measures an individual’s ability to retrieve information from stored knowledge. This test
requires the student to name as many examples as possible from a given category within a 1-
minute time period. Overall, xx’s Long-Term Retrieval was in the       range.

Visual-Spatial Thinking (Spatial Relations, Picture Recognition) is the ability to analyze and think
with visual patterns including the ability to remember visual representations. This includes
being able to recognize rotations and reversals of figures, finding hidden figures, identifying
incomplete or distorted figures, and comprehending spatial configurations. Spatial Relations is
a measure of visual-spatial thinking. This test requires the student to identify two or three
pieces that form a complete target shape. The difficulty increases as the pieces are flipped,
rotated, or become more similar in shape. Picture Recognition measures an individual’s visual
memory and aspects of visual-spatial thinking. This test requires the student to recognize a
subset of previously presented pictures within a set of other pictures. Overall, xx’s Visual-
Spatial skills were in the       range.

Auditory Processing (Sound Blending, Auditory Attention) is the ability to make sense of
information that is presented orally, even when it is presented in a distorted manner. The
Sound Blending subtest requires the student to listen to a series of phonemes or syllables and
then blend the sounds together into a word. For example, if give the phonemes “c,” “a,” and “t,”
the student would blend the sounds and say the word “cat.” Auditory Attention measures an
individual’s ability to overcome the effects of auditory distortion or masking in understanding oral
language. This test requires the student to listen to a word while seeing four pictures and is
then asked to point to the correct picture for the word. This task increases in difficulty as the
sound discriminations become increasingly difficult and added background noise increases.
Overall, xx’s Auditory Processing skills were in the       range.
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Fluid Reasoning (Concept Formation, Analysis-Synthesis) involves several cognitive skills

including the ability to identify relations, draw inferences, recognize and form concepts, identify
conjunctions, and recognize disjunctions. Concept Formation is an assessment of reasoning
skills. This test requires the student to use logical thinking in order to form categories for
visually presented information. Analysis-Synthesis measures general deductive reasoning.
This test requires the student to use presented pictures to identify the rule for solving another
series of presented pictures. Overall, xx’s Fluid Reasoning was in the       range.

Processing Speed (Visual Matching, Decision Speed) is the ability to perform automatic
cognitive tasks, particularly when measured under pressure to maintain focused attention.
These tasks are easy, rote, or clerical tasks. Visual Matching is a measure of an individual’s
perceptual processing speed. This test requires the student to locate and circle two identical
numbers in a row of six numbers. Decision Speed measures an individual’s ability to make
correct conceptual decisions quickly. The student is presented with a sheet of paper with rows
of pictures. In each row, the student is asked to locate quickly the two pictures that are most
similar conceptually. Overall, xx’s Processing Speed was in the       range.

Short-Term Memory (Numbers Reversed, Memory for Words) refers to the ability to hold
information in memory for a short period of time, usually a few seconds. The Numbers Reversed
subtest requires the student to hold a span of numbers in immediate awareness while
performing a mental operation on it (reversing the sequence). The Memory for Words subtest
requires the student to repeat lists of unrelated words in the correct sequence. xx performed in
the       range on the Short-Term Memory cluster.

The Phonemic Awareness (Sound Blending and Incomplete Words) measures the child’s
awareness of and access to the sound structure of oral language, or their awareness of the
phonemes of English. The Sound Blending subtest requires the student to listen to a series of
phonemes or syllables and then blend the sounds together into a word. For example, if given
the phonemes “c,” “a,” and “t,” the student would blend the sounds and say the word “cat.” The
Incomplete Words subtest requires the student to listen to a word that has one or more
phonemes missing and then identify the word. For example, the student may hear a word
similar to “tele_ision”. The student would then identify the word as television. Xx performed in
the       range on this cluster.

Working Memory (Numbers Reversed, Auditory Working Memory) refers to the ability to hold
information in immediate awareness while performing a mental operation on it. The Numbers
Reversed subtest requires the student to listen to a string of numbers and then recall them in
the opposite order in which they were presented. For example, if given the numbers “4…6” the
student would be expected to say “6…4.” The Auditory Working Memory subtest requires the
student to listen to a series that contains digits and words, such as “cat, 3, ball, 4, 6, orange.”
The student then attempts to reorder the information, repeating the objects first in sequential
order and then the digits in sequential order. Overall, xx’s Working Memory skills were in the
      range.

Cognitive Fluency (Retrieval Fluency, Decision Speed, Rapid Picture Naming) measures the
ease and speed by which a student performs cognitive tasks. Retrieval Fluency measures the
ease in which an individual can retrieve information from stored knowledge. This subtest
requires the student to name as many examples as possible from a given category within a 1-
minute time period. Decision Speed measures an individual’s ability to make correct conceptual
decisions quickly. The student is presented with a sheet of paper with rows of pictures. In each
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row, the student is asked to locate quickly the two pictures that are most similar conceptually.
Xx performed in the       range on this cluster.

Executive Processes (Concept Formation, Planning, Pair Cancellation) measure aspects of

executive functioning including planning, interference control, and the ability to shift cognitive
focus. The Concept Formation subtest involves reasoning skills that use logic to develop
categories. This subtest requires the student to look at a series of objects and state the “rule”
for each item. For example, a subject would be expected to say “circle” for the reason the circle
was in a box but the four squares were not due to the circle being the only stimulus with a box
around it. The Planning subtest measures the processes involved in determining, selecting, and
applying solutions to problems. The student is asked to trace a pattern without removing the
pencil from the paper or retracing any lines. Pair Cancellation provides a measure of attention,
concentration, processing speed, and interference control (the ability to disregard irrelevant
information). This subtest requires the student to locate and mark a repeated pattern as quickly
as possible. Xx performed in the       range on this cluster.

Differential Ability Scales, Second Edition

Several of the Diagnostic Subtests of the Differential Ability Scales, Second Edition were
administered to xx in order to obtain information regarding       processing skills. Cluster
scores are expressed as standard scores with an average of 100 and a broad range
between 85 and 115. Scores from the subtests are reported as T-Scores with an
average of 50 and an average range between 40 and 60.
Cluster Standard Scores Confidence Intervals (95%) Percentile
Working Memory                  
Processing Speed                  

Subtest T-Score
Recall of Objects – Immediate      
Recall Of Objects – Delayed      
Recognition of Pictures      
Recall of Sequential Order      
Speed of Information Processing      
Recall of Digits Backward      
Phonological Processing      
Rapid Naming      

The Working Memory cluster measures students’ ability to remember and manipulate information
mentally for short periods of time. xx performed in the       range on this cluster. This cluster is
comprised of the Recall of Sequential Order subtest and the Recall of Digits Backward subtest.
Recall of Sequential Order requires students to remember and reorder a list of body parts. Recall
of Digits Backward requires students to repeat a series of numbers that they hear backwards.

The Processing Speed cluster measures students’ ability to quickly complete relatively simple
tasks. xx performed in the       range on this cluster. This cluster is comprised of the Speed of
Information Processing subtest and the Rapid Naming subtest. The Speed of Information
Processing subtest requires students to quickly locate and cross out the highest number in a list.
The Rapid Naming subtest requires students to quickly name colors and animals.

xx performed similarly on the Recall of Objects-Immediate subtest and the Recall of Objects-
Delayed subtest. xx performed within the       range. These two subtests measure students’
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ability to learn and recall a series of pictures. The Recognition of Pictures subtest requires students
to look at pictures briefly and then identify the pictures from an array of pictures. xx performed in
the in the       range on this task.

xx performed in the       range on the Phonological Processing subtest. On this subtest,      
was required to rhyme words, isolate sounds in words, and segment words. Phonological
processing is a significant weakness for      . Phonological processing involves knowing how
letters and sounds go together. This is an important skill for reading.

Beery-Buktenica Developmental Test of Visual-Motor Integration, Sixth Edition (VMI-6)

xx’s visual-motor functioning was measured by the Beery-Buktenica Developmental Test of
Visual-Motor Integration, Sixth Edition (VMI-6), a paper and pencil measure that requires the
student to copy geometric designs. Visual-motor integration is the extent to which visual-
perceptual and motor movements are well coordinated. The purpose of the VMI-6 is to help
identify any difficulties with the integration and/or coordination of visual-perceptual and motor
functioning. Xx’s visual-motor skills were measured to be in the       range for      
chronological age.       obtained a standard score of      , which corresponds to the      
percentile.       performance on this measure is consistent with the estimate of       overall
ability.

Bender Visual-Motor Gestalt Test, Second Edition

xx’s visual-motor functioning was measured by the Bender Visual-Motor Gestalt Test, Second
Edition (Bender-Gestalt II), a paper and pencil measure that requires the student to copy
geometric designs. Visual-motor integration is the extent to which visual-perceptual and motor
movements are well coordinated. The purpose of the Bender-Gestalt II is to help identify any
difficulties with the integration and/or coordination of visual-perceptual and motor functioning.
Xx’s visual-motor skills were in the       range for students       age. On the Recall portion of
the test,       was asked to remember as many designs as possible.       scored in the      
range for students       age. In addition,       scores on the Motor subtest and Perception
subtest were in the       range. Overall, this indicates that       does not have difficulty with
visual-motor skills.

Test of Auditory-Processing Skills, Third Edition

The Test of Auditory-Processing Skills, Third Edition (TAPS-3) was administered to assess
various areas of xx’s auditory processing skills. Abilities assessed include phonological abilities,
basic memory, and auditory cohesion. On the TAPS-3,       obtained the following scores:

Area Standard Score Scaled Score Percentile

Phonologic Cluster            
Word Discrimination      
Phonological Segmentation      
Phonological Blending      

Memory Cluster            

Number Memory Forward      
Number Memory Reversed      
Word Memory      
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Sentence Memory      

Cohesion Cluster            

Auditory Comprehension      
Auditory Reasoning      

Overall Auditory Processing            

xx’s overall Auditory Processing Quotient is within the       range. This score includes      ’s
performance in the three major clusters, namely phonology, memory, and cohesion.

The Phonological Cluster measures students’ ability to discriminate between sounds, segment
words into sounds, and blend sounds into words. These skills are important for understanding
language and when learning to read. Taken together, xx’s overall phonologic skills are within
the       range.

xx demonstrated       skills within the Memory Cluster. The Memory Cluster measures
students’ ability to remember words, numbers, and sentences for short periods of time. If
students are not able to retain what they hear and maintain it in the correct sequence, they are
not able to process the information.

xx performed in the       range in the Auditory Cohesion area. Auditory cohesion is a higher-
order linguistic skill that requires the student not only to understand what is said, but also be
able to use inferences, deductions and abstractions to understand the meaning of a passage.
Weaker skills in this area may affect       understanding of oral communication and directions
in the classroom.

Wide Range Assessment of Memory and Learning, Second Edition

The Wide Range Assessment of Memory and Learning, Second Edition (WRAML2) was used in
order to further assess xx’s abilities related to memory. This test requires students to remember
verbal and visual information, recall verbal and visual information after a period of time, and
recognize verbal and visual information that was presented earlier.

Standard Score Confidence

Composite Scales Interval (95%) Percentile
Verbal Memory                  
Visual Memory                  
Attention/Concentration                  
General Memory                  
Verbal Recognition                  
Visual Recognition                  
General Recognition                  
                 
Subtests Scaled Scores
Story Memory      
Design Memory      
Verbal Learning      
Picture Memory      
Finger Windows      
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Number Letter      

Story Memory Recall      
Verbal Learning Recall      
Sound Symbol Recall      
Story Recognition      
Design Recognition      
Picture Memory Recognition      
Verbal Learning Recognition      

xx’s General Memory was measured to be in the       range overall. xx’s verbal memory, or
memory involving information       hears, and      ’s visual memory, or memory involving
information       sees, are       developed.       performed better of      . On subtests
comprising the Verbal Memory scale, students are required to remember short stories and a list
of words. On the subtest comprising the Visual Memory scale students are required to
remember and redraw geometric patterns as well as remember and locate differences in
pictorial scenes that       had previously seen. On the subtests comprising the
Attention/Concentration scale, students are required to remember and duplicate a visual pattern
as well as repeat a sequence of digits and letters presented orally.

On the General Recognition Composite, xx scored in the       range. Subtests on this
composite require students to recognize visual and verbal information that they have been
presented with previously. The Verbal Recognition scale requires students to recognize
information from short stories and words that they have been told before. The Visual
Recognition scale requires students to visually recognize parts of pictures and geometric
designs that were previously present to them.

Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2)

To address phonological processing, a skill necessary for reading, xx was given the
Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2). This test
requires the student to blend words from sounds, separate words into their component parts,
repeat nonsense words, and name various objects.

Composites/Subtests Standard Scores/Scaled Scores

Phonological Awareness      
Elision      
Blending Words      
Phoneme Isolation      
Phonological Memory      
Memory for Digits      
Nonword Repetition      
Rapid Naming      
Rapid Digit Naming      
Rapid Letter Naming      

Phonological awareness refers to an individual’s awareness of and access to the sound

structure of oral language, or phonemes. Phonological awareness skills have a strong
correlation with reading ability. xx’s awareness of different phonemes is in the       range.
      had great difficulty taking sounds out of words and blending sounds together to form
words. In addition, he had difficulty isolating sounds within words. Phonological memory refers
to coding information phonologically for temporary storage in working memory. Impairments in
this area can make it difficult to learn new written and spoken vocabulary. xx’s Phonological
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Memory is in the       range. Rapid Naming requires efficient retrieval of phonological
information from long-term memory. The more efficient a child is at retrieving this type of
information, the more useful the information is when decoding printed words. xx’s rapid naming
skills are      .

Rey Complex Figure and Recognition Test

      was administered the Rey Complex Figure and Recognition Test. This task assesses
children’s ability to copy a complex figure, replicate the drawing from memory immediately, and
then replicate the drawing after 30 minutes.       On the recall tasks,      .       was      
able to recognize portions of the design. The following scores were obtained:

Subtest T- Score Percentile

Copy n/a
Immediate Recall
Delayed Recall
Recognition

NEPSY- II
Selected subtests of the NEPSY- II were administered to provide additional diagnostic
information.
Subtest Scaled Score Percentile
Affect Recognition            
Theory of Mind            
Statue            
Imitating Hand Position Score            
Inhibition            

The Social Perception domain was administered to xx. Social Perception refers to a number of
cognitive processes that serve to facilitate social interactions. Skills measured by this domain
have been identified in research as being impaired in disorders associated with social deficits
such as autism spectrum disorders. The Affect Recognition subtest requires children to
recognize emotion from photographs of children’s faces. xx performed within the       for
      age on this task.       low performance on this task may have been partially due to his
difficulty with language which may have affected his understanding of the directions for the task.
The Theory of Mind subtest assesses the ability to understand concepts such as intention,
deception, and emotions, as well as the ability to understand that others have their own
thoughts, ideas, and feelings. xx performed within the       for       age on this task.

The Statue subtest is designed to assess motor persistence and inhibition. The child is asked
to maintain a body position with eyes closed during a 75-second period and to inhibit the
impulse to respond to distractions. xx’s performance on the Statue subtest was in the      
range. In The Imitating Hand Position subtest is designed to assess skills related to motor
planning, kinesthetic feedback, and visuospatial skills. The child copies hand and finger
positions demonstrated by the examiner. xx performed in the       range on this task. The
Inhibition subtest measures the ability to inhibit automatic responses in favor of novel responses
and the ability to switch between response types. It also measures cognitive flexibility and self-
monitoring. xx performed within the       for       age on this subtest.       made errors at a
typical rate for a child his age.       was careful to monitor       responses and often self-
corrected       errors.
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California Verbal Learning Test-Children’s Version (CVLT-C)

To obtain a measure of verbal learning skills,       was administered the California Verbal
Learning Test-Children’s Version (CVLT-C).This task required       to recall a list of words
across several learning trials, recall a new list of words, and recall the original list in various
recall conditions. The following scores were obtained:

Level of Recall SS Learning Characteristics SS

List A Total Trials 1 – 5* Semantic Cluster Ratio
List A Trial 1 Free Recall Serial Cluster Ration
List B Free Recall Percent of Recall from: Primary Region
List A S-Delay Cued Recall Middle Region
List A L-Delay Free Recall Recency Region
List A L-Delay Cued Recall Recall Errors
L-Delay Free Recall vs. Perseverations (Free and Cued Recall
S-Delay Free Recall Total)
Recognition Measures Free-Recall Intrusions
Recognition Discriminability vs. Cued-Recall Intrusions
L-Delay Free Recall
False Positives Intrusions (Free and Cued Recall Total)
Response Bias
S=Short
L=Long
* Scaled to T-Score

When       was first read a list of words,       remembered       out of       items. This
indicates that       initial auditory attention span is in       range for       age. By the fifth
and last reading of the list,       recalled       out of 15 items.       performance on this trial
was in the      range. Overall,       total recall of the word list across the five learning trials
was      .

      performed in the Average range when       was required to remember information after
a short period of time. Following a delay of about 20 minutes,      ’s performance was in the
      range. Reminding       of some of the categories that the words were in did help      
remember words on the short delay task.

An analysis of      ’s learning and memory strategies can be helpful in determining how to help
      learn.       used some semantic clustering strategies, where words from the same
category are remembered together (e.g., fruits).       use of this strategy was in the      
range for       age. This is usually a more effective strategy than trying to remember the list of
words in order. While       used some semantic clustering,       tended to remember more
words from the middle of the list, indicating an atypical learning style.       performed in the
      range related to the consistency with which       was able to remember the same items
each time. Related to auditory information,      ’s ability to recognize verbal information was
about the same as       ability to recall it, indicating that       encoding and retrieval of verbal
information is adequate.

Assessment of Academic Achievement:

Academic achievement testing was completed in order to measure xx’s reading, math, and
writing skills. These are the skills that are directly taught in school.
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Wechsler Individual Achievement Test, Third Edition

xx was administered the Wechsler Individual Achievement Test, Third Edition (WIAT-III) in order
to assess       current levels of academic functioning. The following scores were obtained:

Area Assessed Standard Score Percentile

READING            
Early Reading Skills            
Word Reading            
Pseudoword Decoding            
Oral Reading Fluency            
Reading Comprehension            
Total Reading Composite            
Basic Reading Composite            
Reading Comprehension and Fluency Composite            

MATH            

Numerical Operations            
Math Fluency – Addition            
Math Fluency – Subtraction            
Math Fluency – Multiplication            
Math Problem Solving            
Mathematics Composite            
Math Fluency Composite            

WRITTEN EXPRESSION            

Spelling            
Alphabet Writing Fluency            
Sentence Composition            
Sentence Building            
Sentence Combining            
Essay Composition            
Word Count            
Theme Development and Text Organization            
Written Expression Composite            

ORAL LANUGAGE            

Listening Comprehension            
Oral Expression            
Oral Language Composite            

Early Reading Skills

The Early Reading Skills subtest measures students’ reading readiness skills. Students are
asked to name letters, rhyme words, identify words with similar beginning and ending sounds,
and identify diagraphs. Xx performed in the       range on this task.

Basic Reading
On the Word Reading subtest, Xx was required to read a list of words. The examiner takes note
of how many words the student has read at 30 seconds, while continuing to allow the student to
read. Xx’s score on this test was in the       range. When approaching unfamiliar words,
      tended to attempt to sound out the words.       also used a sight word method when      
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approached unfamiliar words. Therefore,       occasionally made errors by reading a visually
similar word (e.g., ball for belt).       read as fast as       of students       age.

Xx’s ability to apply phonetic decoding skills was assessed on the Pseudoword Decoding
subtest. This subtest measures the ability to decode nonsense words. This task assesses a
child’s ability to use his or her knowledge of phonological rules (e.g., how letters and sounds
correspond) to decode unfamiliar words. The examiner records the student’s progress after 30
seconds and continues to administration until the discontinue rule is met or the last item is
administered. Xx’s performance on the Pseudoword Decoding subtest was in the       range.
      read as fast as       of students       age.

Reading Comprehension and Fluency

The Oral Reading Fluency subtest was administered to Xx. This subtest measures speed and
accuracy of oral reading. The student reads passages aloud, and then orally responds to
comprehension questions after each passage. Fluency is calculated as the number of words
read correctly per minute. A qualitative scale is completed by the examiner to assess the
student’s reading prosody, or the rhythm that they use when reading. Comprehension
questions are asked only to encourage reading for meaning: comprehension performance is not
scored quantitatively. Xx’s score on this subtest is in the       range.

Xx’s reading comprehension skills were also evaluated. The Reading Comprehension subtest
measures untimed reading comprehension of various types of text, including fictional stories,
informational text, advertisements, and how-to passages. The student may read passages
aloud or silently. After each passage, the student orally responds to literal questions and
inferential comprehension questions, questions that are not directly answered within the
passage, that are read aloud by the examiner. Xx’s performance on the Reading
Comprehension subtest was in the       range.

Mathematics
The Numerical Operations subtest was administered to Xx. This subtest measures untimed,
written math calculation skills in the following domains: basic skills, basic operation with
integers, geometry, algebra, and calculus. Xx’s score on this subtest was in the       range.
      was able to      ; however,       was not able to      .

The Math Problem Solving subtest was administered to Xx. This subtest measures untimed
math problem-solving skills in the following domains: basic concepts, everyday applications,
geometry, and algebra. On these tasks,       obtained a standard score in the       range of
functioning.       was able to      ; however,       was not able to      .

Math Fluency
Math fluency subtests measure the speed at which the student is able to correctly solve simple
addition, subtraction, and multiplication problems. Overall, xx performed in the       range.
      addition fluency was in the       range,       subtraction fluency was in the       range,
and       multiplication fluency was in the       range.

Written Expression
The Alphabet Writing Fluency subtest measures students’ ability to quickly and correctly form and
sequence the letters of the alphabet. Xx performed in the       range on this task.

The Spelling subtest measured      ’s ability to spell words       was read.       obtained a
score in the       range of functioning.
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The Sentence Composition subtest was administered to Xx. This subtest contains two
components: Sentence Combining and Sentence Building. These components measure sentence
formulation skills and written syntactic maturity. On the Sentence Combining task, the student
combines two or three sentences into one sentence that preserves the meaning of the original
sentences. For each item on the Sentence Building task, the student is asked to write one
sentence that uses a target word with appropriate context. xx performed in the       range.

The Essay Composition subtest measures spontaneous, compositional writing skills within a 10-
minute time limit. Xx scored in the       range on this subtest. This subtest section assesses
theme development and organizational skills.

Oral Language
The Listening Comprehension subtest was administered to Xx. This subtest contains two
components. The Receptive Vocabulary measures listening vocabulary. The student points to
the picture that best illustrates the meaning of each word he or she hears. The Oral Discourse
Comprehension measures the ability to make inferences about, and remember details from, oral
sentences and discourse. The student listens to sentences and passages and orally responds
to comprehension questions. Xx’s ability to listen and understand fell within the       range.

Woodcock-Johnson III - Tests of Achievement

xx was administered portions of the Woodcock-Johnson III - Tests of Achievement
(WJIII-ACH) in order to obtain a measure of       current level of academic functioning. The
WJIII-ACH measures reading, math, and writing skills. The following results were obtained:

Subtests Standard Scores Percentile

Age Based Norms
Letter-Word Identification            
Passage Comprehension            
Reading Fluency            
Pseudoword Decoding            

Calculation            

Applied Problems            
Math Fluency            

Writing Samples            

Writing Fluency            
Spelling            

xx’s Broad Reading Skills score (SS =      ) was composed of the Letter-Word Identification,
Passage Comprehension, and Reading Fluency scores combined. To determine       word
reading skills, xx was asked to read words in isolation.       obtained a score in the      
range of functioning. When approaching unfamiliar words, xx tended to attempt to sound out the
words.       also used a sight word method when       approached unfamiliar words.
Therefore,       occasionally made errors by reading a visually similar word (e.g., ball for belt).
xx’s reading comprehension skills were assessed by having       read sentences and fill in the
appropriate missing word.       scored in the       range on this task. On a task that
measured       reading speed and accuracy,       scored in the       range of functioning.
      overall reading skills are in the       range and are a relative      . Xx was also asked
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to read a list of nonsense words. This task measures students’ ability to sound out unfamiliar
words, an important skill in reading.       performed in the       range.

xx’s Broad Math score (SS =      ) is composed of Calculation, Applied Problems, and Math
Fluency scores combined.       calculation skills were determined by       ability to perform
addition, subtraction, multiplication, division, and combinations of these basic operations, on
which       obtained a score in the       range of functioning.       was able to      , but had
difficulty with      . On a task that required       to use math skills in the context of everyday
situations,       scored in the       range of functioning.       was able to demonstrate skills
related to      , but could not accurately      .       math calculation speed and accuracy were
measured by the Math Fluency subtest. On this subtest,       obtained a score in the       range
of functioning.

      scored in the       range on the Written Expression cluster (SS =      ), which is
composed of the Writing Fluency and Writing Samples subtests. On a task that measured skill
in composing written responses to a variety of demands,       scored in the       range. For
this subtest,       was required to produce written sentences that were evaluated with respect
to the quality of expression.       was also asked to write as many sentences as possible,
given three stimulus words and a picture, under a time limit.       scored in the       range on
this task.       Spelling skills were also in the       range.

Gray Oral Reading Tests, Fifth Edition

The Gray Oral Reading Tests, Fourth Edition (GORT-5) was used to further assess      ’s
reading skills. The GORT- 5 requires students to read passages aloud and then answer
questions about the passage. This task is similar to classroom reading activities and therefore
provides a good measure of a student’s reading skills within the classroom. Overall,      ’s
reading abilities were in the       range. The subtest scores are below.

It should be noted that a basal was not established as       missed one of the comprehension
questions on the first passage; therefore scores should be interpreted with caution.

Subtest Standard Score

Rate      
Accuracy      
Fluency      
Comprehension      

Oral Reading Quotient      

     ’s Rate and Accuracy were in the       range. The Rate subtest measures the speed
with which       reads. The Accuracy subtest measures errors in reading.      ’s most
frequent errors involved replacing words with words that either functioned similarly within the
passage or graphically looked similar. The Fluency subtest combines both the Rate and
Accuracy scores. Fluency involves how quickly and accurately a student can read.      ’s
Comprehension score was in the       range. The Comprehension subtest requires students
to answer questions about passages that they read.

Test of Early Reading Ability, Third Edition

The Test of Early Reading Ability, Third Edition (TERA-3) was administered to measure      ’s
current pre-reading and reading functioning. Overall      ’s reading skills were in the      
range. The following standard scores were obtained:
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Subtest Standard Score

Alphabet      
Conventions      
Meaning      

Reading Quotient      

      was able to point to and name letters as well as identify common words.       is not yet
able to read simple words.       knows where text begins on the page but does not yet know
how to track word by word.       is able to understand symbols and the meaning of symbols;
however,       is still learning to read words and assign meaning.

Test of Early Mathematics Ability, Third Edition

The Test of Early Mathematics Ability, Third Edition (TEMA-3) was administered to measure
     ’s current math functioning.       obtained a standard score of      , which is in the
      range.       was able to identify numbers, write several numbers, and identify the larger
of two numbers.

Bracken Basic Concept Scale, Third Edition, Receptive

The Bracken Basic Concept Scale, Third Edition, Receptive was used to measure      ’s basic
academic readiness skills.       overall score was a       and is in the       range.      
was able to identify colors, single digit numbers, shapes, and letters with the exception of “b”.
      demonstrated       knowledge of some size related words and comparisons between
objects.

Assessment of Social/Emotional/Behavioral Functioning:

Behavior Assessment System for Children, Second Edition
The Behavior Assessment System for Children (BASC-2) is a system of rating scales that assess
children’s behaviors and emotions.       completed the BASC-2 Parent Rating Scales-      and
     , classroom teacher, completed the BASC-2 Teacher Rating Scales-     . For Clinical
Scales, scores in the Clinically Significant range (T Score > 70) suggest a high level of problems
needing further attention. Scores in the At-Risk range (T Score = 60-69) identify either a potential
problem or a significant problem that may not require formal treatment. For Adaptive Scales, that
measure positive behaviors, scores in the Clinically Significant range (T Score < 30) suggest that
the student shows significantly fewer skills than peers       age. Scores in the At-Risk range (T
Score = 31-40) identify a potential deficit in positive skills. The Response Pattern, Consistency,
and F indices were within the Acceptable range. An elevated score on the Consistency index
suggests that similar items were answered differently and therefore scores should be interpreted
with caution. F indexes within the caution/extreme caution range suggest that the raters may have
had a tendency to rate the student in an excessively negative manner. Results of BASCs with
elevated F indexes and Response Indexes may be considered valid if they are consistent with
information from other raters, verbal reports, and observations. A summary of scores is below.

Teacher Parent
Clinical Scales T-Scores T-Scores
Hyperactivity            

Aggression            

Conduct Problems            
Anxiety            
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Depression            

Somatization            

Atypicality            

Withdrawal            
Attention Problems            
Learning Problems       N/A

* T-Scores of 70 and above are considered "clinically significant."

+ T-Scores of 60-69, inclusive, are considered "at-risk."
Teacher Parent
Adaptive Scales T-Scores T-Scores
Adaptability            
Social Skills            
Leadership            
Activities of Daily Living N/A      
Study Skills       N/A
Functional Communication            
* T-Scores of 30 and below are considered "clinically significant."
+ T-Scores of 31-40, inclusive, are considered "at-risk."

When considering ratings from the BASC-2, it is important to consider similarities between raters.
Both       and       rated       as having Clinically Significant problems in the areas of      .
Indicated items included,      . In addition, both       and       rated       as having At-Risk
problems in the areas of      . Indicated items included,      .

The Activities of Daily Living scale measures skills associated with performing basic, everyday
tasks.

The Adaptability scale measures the ability to adapt to changes in the environment, including home
and school settings.

The Aggression scale assesses the tendency to act in a verbally or physically hostile way toward
others.

The Anxiety scale measures the tendency to be nervous, fearful, or worried about real or imagined
problems.

The Attention Problems scale assesses the tendency to be easily distracted and unable to
concentrate for sustained periods of time.

The Atypicality scale measures the tendency to behave in ways that are considered “odd” or
unusual.

The Conduct Problems scale measures the tendency to engage in antisocial and rule-breaking
behavior.

The Depression scale assesses feelings of unhappiness, sadness, and stress that may result in an
inability to carry out everyday activities.
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The Functional Communication scale measures the ability to express ideas and communicate in a
way others can easily understand.

The Hyperactivity scale measures the tendency to be overly active, rush through work or activities,
and act without thinking.

The Leadership scale measures skills associated with accomplished academic, social, or
community goals, including the ability to work with others.
The Learning Problems scale assesses the presence of academic difficulties, particularly
understanding or completing homework.

The Social Skills scale measures skills necessary for interacting successfully with peers and adults.

The Somatization scale measures the tendency to be overly sensitive to and complain about
relatively minor physical problems and discomforts.

The Study Skills scale measures skills that are conducive to strong academic performance,
including organizational skills and good study habits.

The Withdrawal scale measures the tendency to evade others and to avoid social contact.

      completed the BASC-2 Self Report to gather information about how       perceives
      feelings and behaviors. All validity and reliability scales were within Acceptable ranges.
The following scores were obtained.

Clinical Scales T-Scores

Attitude to School      
Attitude to Teachers      
Sensation Seeking      
Atypicality      
Locus of Control      
Social Stress      
Anxiety      
Depression      
Sense of Inadequacy      
Somatization      
Attention Problems      
Hyperactivity      
* T-Scores of 70 and above are considered "clinically significant."
+ T-Scores of 60-69, inclusive, are considered "at-risk."
Adaptive Scales T-Scores
Relations with Parents      
Interpersonal Relations      
Self-Esteem      
Self-Reliance      
* T-Scores of 30 and below are considered "clinically significant."
+ T-Scores of 31-40, inclusive, are considered "at-risk."
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On the BASC-2 Self-Report,       scales were within the Clinically Significant range. On the
      scale,       indicated items such as      . The       scale was within the At-Risk range.
Indicated items included      .

The Alcohol Abuse scale measures the tendency to use alcohol to fell better or to calm down and
to experience adverse outcomes as a result of alcohol use.

The Anxiety scale measures feelings of nervousness, worry, and fear as well as the tendency to be
overwhelmed by problems.

The Attention Problems scale measures the tendency to report being easily distracted and unable
to concentrate more than momentarily.

The Attitude to School scale assesses feelings of alienation, hostility, and dissatisfaction regarding
school.

The Attitude to Teachers scale measures feelings of resentment and dislike of teachers as well as
beliefs that teachers are unfair, uncaring, or overly demanding.

The Atypicality scale assesses the tendency toward bizarre thoughts or other thoughts and
behaviors considered “odd”.

The Depression scale measures feelings of unhappiness, sadness, and dejection as well as a
belief that nothing goes right.

The Hyperactivity scale assesses the tendency to report being overly active, rushing through work
or activities, and acting without thinking.

The Interpersonal Relations scale measures the perception of having good social relationships and
friendships with peers.

The Locus of Control scale measures a positive regard towards parents and a feeling of being
valued by them.

The School Maladjustment scale assesses feelings of being overwhelmed, unmotivated, and
forced to attend school.

The Self-Esteem scale measures feeling of self-esteem, self-respect, and self-acceptance.

The Self-Reliance scale assesses confidence in one’s ability to solve problems as well as a belief
in one’s personal dependability and decisiveness.

The Sensation Seeks scale measures the tendency to take risks and to seek excitement.

The Sense of Inadequacy scale assesses perceptions of being unsuccessful in school, unable to
achieve one’s goals, and generally inadequate.

The Social Stress scale measures feelings of stress and tension in personal relationships as well
as a feeling of being excluded from social activities.
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The Somatization scale assesses the tendency to experience or to complain about relatively minor
physical problems and discomforts.

Conners 3rd Edition

The Conners - 3rd Edition-Teacher (Conners 3–T) and the Conners - 3rd Edition-Parent
(Conners 3–P) were used to gather further information regarding Xx’s behavior in the school.
This instrument is designed to assess Attention Deficit/Hyperactivity Disorder (ADHD) and the
most common co-occurring problems in children and adolescents aged 6 to 18 years old. The
following table summarizes the results based on rating scales completed by Xx’s       grade
teacher and parent, and provides general information about how he compares to a normative
group. T-scores represent Xx’s functioning in comparison to       peers, with scores to be
interpreted as 40-59 (Average functioning), 60-69 (Elevated score indicating some concern),
and 70+ (Very Elevated score indicating many more concerns than typically reported). The
rating scale includes Positive Impression and Negative Impression scales to detect if a rater had
an overly positive or negative response style. The following scores were obtained:

Content/ SymptomScale Teacher Ratings Parent Ratings

T-Score T- Score
Inattention
Hyperactivity/ Impulsivity
Learning Problems
Executive Functioning
Aggression
Peer Relations

ADHD Predominantly Inattentive Type

ADHD Predominantly Hyperactive/Impulsive Type
Conduct Disorder
Oppositional Defiant Disorder
* T scores of 70 and above are considered “Very Elevated.”
+ T-scores of 60-69, inclusive, are considered “Elevated.”

The elevated Inattention subscale reflected      ’s difficulties with staying focused and
concentrating on       work as well as a need for frequent prompts to stay on-task and
complete his assignments. The elevated Hyperactivity/Impulsivity subscale indicates that      
may easily become restless, exhibit high levels of activity, and may disrupt class by interrupting
others. The elevated Learning Problems subscale highlighted that       has academic
struggles and difficulty remembering academic concepts. The elevated Executive Functioning
subscale reflected that       may have difficulty starting or finishing projects on-time, and have
poor planning, prioritizing, or organizational skills. The elevated Aggression subscale indicates
that      may argue with or bully others and have poor control over       anger and/or
aggression. The elevated Peer Relations scale suggests that       may have difficulty with
friendships, poor social skills, and limited social connections. No significant problems with
anxiety or depression were noted.

The Conners-3 also measures criteria for ADHD provided by the Diagnostic Statistical Manual
of Mental Disorder, Fourth Edition, Text Revision (DSM-IV-TR), which is the standard
classification system used by mental health professionals to diagnose psychological disorder.
DSM-IV-TR criteria for ADHD include six of nine behaviors divided into two categories,
specifically Inattention and Hyperactivity/Impulsivity.       met the criteria for both the
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Inattention and the Hyperactivity/Impulsivity categories. Therefore,       appears to meet the
criteria for ADHD-Combined Type. The probability that       has ADHD was measured to be at
the      and       probability rate on the teacher and parent scales respectively.

Conners Early Childhood

The Conners Early Childhood was used to obtain xx’s      ’s and       teacher’s observations
about a       behavior in the areas of behavioral, emotional, social and developmental
functioning. Results are reported as T-scores. All T-scores have a mean of 50 and a standard
deviation of 10. T-scores falling below 60 generally indicate typical behavior or development in
that area for a child’s age and gender, and are not areas of concern based on the rater’s
responses. T-scores of 61 and higher reflect areas of concern. The following scores were
obtained based on Mrs.      ’s responses:

Behavior Scales T-score

Inattention/Hyperactivity      
Defiant/Aggressive Behaviors      
Defiance/Temper      
Aggression      
Social Functioning/Atypical Behaviors      
Social Functioning      
Atypical Behaviors      
Anxiety      
Mood and Affect      
Physical Symptoms      
Sleep Problems      
Developmental Milestone Scales:      
Adaptive Skills      
Communication      
Motor Skills      
Play      
Pre-Academic/Cognitive      
Early Childhood Global Index (GI):      
Restless-Impulsive      
Emotional Lability      
GI Total      

Behavior Rating Inventory of Executive Function

The Behavior Rating Inventory of Executive Function (BRIEF) was used to measure abilities
responsible for the regulation of thought and behavior processes. Executive functioning refers to
an individual’s ability to guide, direct, and manage their cognitive, emotional, and behavioral
functions, particularly during active, novel problem solving. The BRIEF is made up of a number of
subtests, which provide information regarding the ability to stop a behavior, shift attention from one
task to another and the ability to modulate emotional response. In addition, responses on the
BRIEF can provide estimates of the ability to plan, initiate, organize, and sustain future-oriented
problem solving in working memory. These individual functions combine to form the Behavior
Regulation Index (BRI), the Metacognition Index (MI), and the Global Executive Composite (GEC).
On this measure, scores at or above 65 should be considered as having potential clinical
significance.       completed the Parent Form and       completed the Teacher Form.      ’
scores on the indexes are as follows:
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Parent Form Scoring Summary:

T-Score %ile
Behavior Regulation Index (BRI)            
Inhibit            
Shift            
Emotional Control            
Metacognition Index (MI)            
Initiate            
Working Memory            
Plan/Organize            
Organization of Materials            
Monitor            
Global Executive Composite (GEC) = (BRI + MI)            

Teacher Form Scoring Summary:

T-Score %ile
Behavior Regulation Index (BRI)            
Inhibit            
Shift            
Emotional Control            
Metacognition Index (MI)            
Initiate            
Working Memory            
Plan/Organize            
Organization of Materials            
Monitor            
Global Executive Composite (GEC) = (BRI + MI)            
* Clinically Significant

The Global Executive Composite (GEC) is a summary score that incorporates all clinical scales
of the BRIEF.      ’x overall scores on parent report were within       ranges; however, the
teacher report was      , indicating difficulties.

The Behavior Regulation Index (BRI) represents the student’s ability to shift cognitive set and
modulate behaviors or behavior by appropriate inhibitory control. The Inhibit, Shift, and
Emotional Control scales make up this index. The BRI was       significantly elevated      ’s
rating. On both ratings, the       subscale was elevated.

Shift -
This indicates that       may have difficulty smoothly shifting between classroom activities,
changing his approach to a task, and thinking too much about the same topic. Children who
have difficulty shifting may “carry over” a problem-solving approach or information from a
previous tasks that is no longer appropriate, may need additional explanations or demonstration
to grasp the demands of a novel tasks, and may have difficulty changing from one task to the
next.

Inhibition -
This indicates that       has difficulty thinking before       acts and has difficulty thinking
about consequences before       acts.
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Emotional Control -
An elevated score on the Emotional Control index indicates that      ’s mood is easily
influenced by the situation and       may have difficulty regulating their emotional reactions to
situations. Students may over or under react emotionally to situations.

The Metacognition Index (MI) represents a student’s ability to initiate, plan, organize, and
sustain future oriented problem solving in working memory. This index is interpreted as the
ability to cognitively self-manage tasks and reflects the student’s ability to monitor his or her
performance. It is made up of the Initiate, Working Memory, Plan/Organize, Organization of
Materials, and Monitor scales.

Working Memory -
Working Memory is essential for carrying out multistep activities, completing mental
manipulations such as mental arithmetic, and following complex instructions. Elevated scores
indicate that a student may have difficulty remembering sets of directions, have a short attention
span, have trouble finishing assignments, forget what they were doing, be easily distracted, and
have trouble concentrating on school tasks.

Initiate –
Elevated scores on the Initiate subscale indicate problems with starting tasks, generating ideas,
and independently initiating activities.

Plan/Organize
The Plan/Organize scale measures a student’s ability to manage current and future-oriented
task demands.      ’s elevated score in this area suggests       may have difficulty planning,
setting goals, developing appropriate steps in order to complete a goal, as well as identifying the
main ideas or key concepts when learning or communicating information.

Organization of Materials
The Organization of Materials scale measures orderliness of work, play, and storage spaces.
      struggles to keep up with       materials and keep them organized.

Monitor
The Monitor scale assesses task-oriented monitoring and self-monitoring. Task-oriented
monitoring refers to a student’s ability to check a task to make sure       completed it
accurately and in a timely manner. Self-monitoring refers to a student’s ability to keep track of
the effect that       behavior has on others. In particular, it appears       has difficulty with
      monitoring.

Children’s Depression Inventory

      completed the Children’s Depression Inventory, a rating scale that addresses feelings in
children that may be indicative of depression.       self-ratings on this measure also were
found to be      .

Subscales T-Scores

Negative Mood      

Interpersonal Problems      
Ineffectiveness      
Anhedonia      
Negative Self-Esteem      
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Total CDI Score      

The Negative Mood scale reflects feeling sad, worrying about “bad things,” being uable to make
up one’s mind, and being bothered or upset about things.

The Interpersonal Problems scale reflects problems and difficulties interacting with others or
feeling isolated from others.

The Ineffectiveness scale reflects negative self-evaluation of ability or school performance.

The Anhedonia scale measures impaired ability to experience pleasure.

The Negative Self-Esteem scale reflects low self-esteem, self-dislike, and feeling of being
unloved.

Reynolds Adolescent Depression Scale, Second Edition

      was given the Reynolds Adolescent Depression Scale, Second Edition to assess feelings of
sadness and depression. The subscales measure Dysphoric Mood (Depressed mood),
Anhendonia/Negative Affect (Feelings not finding any activity pleasurable), Negative Self-
Evaluation (Negative feelings about self), and Somatic Complaints (Physical complaints).

Scale T-Scores
Dysphoric Mood      
Anhedonia/Negative Affect      
Negative Self-Evaluation      
Somatic Complaints      
Total      

Children’s Inventory of Anger (ChIA)

      was given the Children’s Inventory of Anger (ChIA), a rating scale that assesses a child’s
feelings of anger in various situations. The situations are designed to represent frustration-
based situations, physical altercations, peer situations, and interactions with authority figures.
      exhibited higher anger ratings than other children his age to situations involving      .

Anger Types T-Scores

Frustration      
Physical      
Peer      
Authority      
Total      

Revised Children's Manifest Anxiety Scale, Second Edition

To further evaluate possible feelings of anxiety,       completed the Revised Children's
Manifest Anxiety Scale, Second Edition (RCMAS-2). The scores on this rating scale yield four
subscales and a Total Anxiety score. The four subscales include Physiological Anxiety,
Worry/Oversensitivity, Social Concerns/ Concentration and a Lie Scale. T-Scores above 60
indicate indicate clinically significant levels of anxiety. The scores are below, presented as T-
Scores with a mean of 50 and a standard deviation of 10.

Scale Scaled Score T-Score

Physiological Anxiety            
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Worry/Oversensitivity            

Social Concerns/ Concentration            
Lie            
Total Anxiety            

On the RCMAS-2,      ’s Total Anxiety T-score was      , indicating potential problems related to
anxiety. The       and       scales were also elevated. An elevated score on the Physiological
Anxiety scale indicates that       has physical symptoms such as stomach aches, restlessness,
difficulty sleeping, and bad dreams that may be associated with anxiety. An elevated score on the
Worry/Oversensitivity scale suggests that       frequently worries and is sensitive to how others
perceive      . An elevated score on the Social Concerns/Concentration scale suggests that
      is experiencing anxiety in how       views       in relationship to       peers and is
experiencing difficulty concentrating. Children that score high on these subscales may feel anxiety
that they are unable to live up to the expectations of other significant individuals in their lives.
      scored in the       range on the Lie subscale indicating that       answers on this measure
are valid.

Piers-Harris Children’s Self-Concept Scale, Second Edition

      also completed the Piers-Harris Children’s Self-Concept Scale, Second Edition (PHCSCS
2), which is a questionnaire designed to assess the positive feelings a child has about himself in
several key areas. The areas assessed are: Behavioral Adjustment, Intellectual and School
Status, Physical Appearance and Attributes, Freedom from Anxiety, Popularity, and Happiness
and Satisfaction. The scores are below, presented as T-Scores with a mean of 50 and a
standard deviation of 10.

Areas T-Scores

Behavioral Adjustment      

Intellectual and School Status      
Physical Appearance and Attributes      
Freedom from Anxiety      
Popularity      
Happiness and Satisfaction      

As can be seen above,       rated      self as having       self-concept in the areas of      .
      rated      self as having       self-concept in the area of      , which means that
     .

Draw-A-Person: Screening Procedure for Emotional Disturbance

      was given the Draw-A-Person: Screening Procedure for Emotional Disturbance (DAP).
      was asked to draw a man, woman, and      self.       drawings were scored for the
presence of features that are commonly found in drawings of children with emotional
disturbances.       received a T-Score of       on this measure, placing       at the      
percentile.       score is       indicative of the need for further evaluation.

Roberts’ Apperception Test for Children

The Roberts’ Apperception Test for Children (RATC) is a projective measure used with children
ages 6 to 15 in order to assess characteristics of the child’s personality. The test involves the
presentation of 16 stimulus cards that depict common interpersonal themes in the lives of
children. The task requires that the student tell a story about the scene depicted in the stimulus
card.       had a great deal of difficulty with this task and refused to elaborate on many of the
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cards presented. Many of the stories that he told involved themes of      , resulting in clinically
significant scores for      . This may indicate that       has difficulty coping with problem
situations and has difficulty determining solutions to problems.

Children’s Self-Report Projective Inventory

      was given the Children’s Self-Report Projective Inventory (CSRPI), a multi-component
projective inventory designed to assess a child’s thoughts and feelings.       was asked to
color      self and several important people in       life using different colors to represent
different feelings.       showed      .      expressed themes of      .      ’s drawing of a
child in the rain indicated that      .       kinetic family drawing showed      .       may
feel that      .

When asked to identify critical items,       indicated that      .

When asked about       strengths and weaknesses,       reported       weaknesses as
being:      . Positively, however,       rated       strengths as being:      .

      was also asked to complete sentences as part of the CSRPI. Overall,      ’s responses
indicated themes of      .

      was asked to tell several stories based on story cards       was shown.       stories
involved several recurring themes. Many of       stories involved      .       may feel as
though      .

Gilliam Asperger’s Disorder Scale

The Gilliam Asperger’s Disorder Scale (GADS) was completed by      ’s parent and teacher,
     . The GADS is a behavioral ratings scale that helps identify individuals who demonstrate
unique behavioral problems and may have Asperger’s Disorder. The GADS consists of four
subscales that describe characteristics of Asperger’s Disorder. The subscales include: Social
Interaction, Restricted Pattern of Behavior, Cognitive Patterns, and Pragmatic Skills. In
addition, the GADS contains a Parent Interview Form which can be used to obtain information
regarding a child’s early and current development.

It is important to note that scores obtained on the GADS are compared to a normative group of
individuals who have been diagnosed with Asperger’s Disorder. Therefore, higher scores
indicate a greater likelihood of the presence of Asperger’s Disorder. The ratings of      ’s
parent and teacher resulted in the following scores:

Parent Ratings Teacher Ratings

Areas Standard Scores Standard Scores
           
Social Interaction            
Restricted Patterns of Behavior            
Cognitive Patterns            
Pragmatic Skills            
Asperger’s Disorder Quotient            

It should be noted that these scores are not intended to rule out or confirm the presence of
Asperger’s Disorder, but rather provide an indication of the level and severity of a pervasive
developmental disorder, or where a student may fall along the continuum of Autistic/Asperger’s
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characteristics at the present time.      ’s Asperger’s Disorder Quotient as reported by      
indicates an       probability of Asperger’s Disorder. Areas that are considered the most
problematic at this time include      ’s      .       indicated that      . Additionally,      
reported that      .       also reported that       sometimes      . She also expressed that
     .

     ’s Asperger’s Disorder Quotient as reported by his teacher,      , indicates an      
probability of Asperger’s Disorder. Areas that are considered the most problematic at this time
include      ’s      .       indicated that      . Additionally,       reported that      .

Gilliam Autism Rating Scale, Second Edition

The Gilliam Autism Rating Scale, Second Edition (GARS-2) was administered to      ’s
teacher and mother. This rating scale is designed to assess a child’s functioning in the areas of
stereotyped behaviors, communication, social interaction, and development and may help
determine if an autism spectrum disorder is present. It is important to note that scores obtained
on the GARS-2 are compared to a normative group of individuals who have been diagnosed
with Austim. Therefore, higher scores indicate a greater likelihood of the presence of Autism.
The following scores were obtained.

Parent Teacher
Subtests Standard Scores Standard Scores
Stereotyped Behaviors            
Communication            
Social Interaction            
Developmental            
Autism Quotient            

      scores indicate that       currently displays symptoms consistent with a       probability
of autism based on comparison to a sample of persons with autism.       teacher,      ,
reported that he has       probability of autism.       reported that difficulties are most
notable in the area of      .       frequently      .       also reported that      .

     ,      , reported severity of behavior consistent with a       probability of Autism.      
indicated that difficulties were most notable in the area of      .

Childhood Autism Rating Scale (CARS)

The Childhood Autism Rating Scale (CARS) was completed based on direct observation of
     . Results yielded a score of      , falling within the       range. It should be noted that
this score is not intended to rule out nor confirm the presence of Autism. It does provide an
indication of where a child may fall along the continuum of autistic characteristics and indicate
areas of concern. Ratings on the CARS suggest areas of concern related to      .

Autism Spectrum Rating Scales

The Autism Spectrum Rating Scales (ASRS) are norm-referenced assessments that identify
symptoms and behaviors associated with the full range of autism spectrum disorders as
reported by parents, teachers or other caregivers. xx’s       and teacher completed the ratings.

Scale Parent Score Teacher Score

Social/Communication
Unusual Behaviors
Peer Socialization
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Adult Socialization
Social/Emotional Reciprocity
Atypical Language
Stereotypy
Behavioral Rigidity
Sensory Sensitivity
Attention
Self-Regulation
Total Score
+ Slightly Elevated
* Elevated
** Very Elevated

The Social/Communication scale measures difficulty in using verbal and nonverbal

communication to initiate, engage in, and maintain social contact.

The Unusual Behaviors scale measures behaviors related to having trouble tolerating changes
in routine, engaging in stereotyped behaviors, and overreacting to some sensory experiences.

The Peer Socialization scale notes a child’s willingness and capacity to successfully engage in
and maintain relationships with peers.

The Adult Socialization scale measures a child’s willingness and capacity to successfully
engage in and maintain relationships with adults.

An elevated score on the Social/Emotional Reciprocity scale indicates limited ability to provide
an appropriate emotional response to another person in a social situation.

The Atypical Language scale measures communication that may be repetitive, unstructured, or
unconventional.

The Stereotypy scale measures behaviors that are purposeless and/or repetitive.

The Behavioral Rigidity scale indicates behaviors such as having difficulty tolerating changes in
routine.

The Sensory Sensitivity scale measures the overreaction to touch, sound, vision, smell, and/or
taste.
The Attention scale refers to problems focusing attention on one thing while ignoring distractions
as well as problems maintaining organization.

The Self-Regulation scale measures deficits in attention and/or motor/impulse control.

Social Responsiveness Scale, Second Edition (SRS-2)

     ’s parent and teacher completed the Social Responsiveness Scale, Second Edition (SRS-
2) in order to further evaluate possible autistic social impairment. A Total T-Score of 59 or less
falls in the normal range, while scores of 60 to 75 fall in the Mild to Moderately impaired range,
and scores of 76 or higher fall in the Severe range.      l’s T-scores are as follows:
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Subscale Parent T-Score Teacher T-Score

Social Awareness
Social Cognition
Social Communication
Social Motivation
Autistic Mannerisms
Total T-score

+ indicates Mildly or Moderately Impaired range;

* indicates Severe range.

Overall, Ms.       and Ms.       both rated       as having       levels of concerns. Both
raters indicated concerns in the areas of      .

Social Awareness refers to the ability to pick up on social cues; items in this category represent
the sensory aspects of reciprocal social behavior. Items that were rated as Often to Almost
Always suggested that       does not mind being on a different wavelength than others and
Often walks in between two people who are talking.

Social Cognition refers to the ability to interpret social cues once they are picked up; this
category represents the cognitive-interpretive aspects of reciprocal social behavior. Indicated
items suggested that       Often to Almost Always concentrates too much on parts of things,
takes things too literally, and gives unusual or illogical answers.

Social Communication includes expressive social communication; this category represents the
motoric aspects of reciprocal social behavior.       Often to Almost Always avoids eye contact,
has overly serious facial expressions, laughs at inappropriate times, and is socially awkward.

Social Motivation is the extent to which a student is generally motivated to engage in social-
interpersonal behavior; elements of social anxiety, inhibition, and empathy are included.
Indicated items included:      Almost Always seems much more fidgety in social situations
than when alone, clings to adults, and stares off into space.

Autistic Mannerisms includes stereotypical behaviors or highly restricted interests characteristic

of autism. Indicated items included:       Often to Almost Always has repetitive odd behaviors,
has too narrow of interests, is regarded by other children as odd, and cannot get      mind off
of something once       starts thinking about it.

Autism Diagnostic Observation Schedule, Second Edition

The Autism Diagnostic Observation Schedule, Second Edition (ADOS-2), Module       was
administered to xx. The ADOS-2 is a standardized, semi-structured series of tasks that allow
for assessment of communication, social interaction, and imaginative use of play materials. The
ADOS-2 incorporates the use of planned social occasions, referred to as “presses” in which a
behavior of a particular type is likely to appear. One of four modules is administered depending
on the age and expressive language skills of the person being evaluated.

Module 1 was selected for use with xx. While       does speak in some short phrases,      
often uses only single words to communicate. Module 1 includes activities such as anticipating
a routine with an object, responding to your name, having a birthday party, and playing with
bubbles and balloons.
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Module 2 was selected for use with xx. While xx does speak in short sentences,       speech
is not fully fluent. In addition, the tasks in Module 2 were thought to be developmentally
appropriate for      . Module 2 includes activities such as telling a story from a picture book,
describing a picture, demonstrating a common task, engaging in conversation, having a birthday
party, playing with bubbles and balloons, and engaging in pretend play using figures.

Module 3 was selected for use with       and is designed for children that speak fluently.
Module 3 includes activities such as telling a story from a picture book, describing a picture,
demonstrating a common task, engaging in conversation, and engaging in pretend play using
figures.
xx tended to use single words and short sentences to communicate throughout the assessment.
      stated, “     ,” and “     .” xx tended to use relatively short sentences to communicate
throughout the assessment and demonstrated frequent grammatical errors. Pronoun errors
across person were noted. Some instances of echolalic, or repeated language, were noted.
      sometimes spoke with an unusual intonation.       had difficulty modulating the volume
of       voice.       struggled to engage in a back and forth conversation with the examiner,
but would answer direct questions.       demonstrated several common tasks using gestures
and a verbal description.       was able to tell a story, including some descriptions of the
character’s emotions.
Socially, xx appeared to enjoy the time       spent completing the ADOS tasks. In particular,
      enjoyed      .       facial expressions were. When       name was called, xx
responded immediately by      . His eye contact was generally limited; however,       did
some take some pleasure in the activities with the examiner. In general, the quality of xx’s
social overtures toward the examiner were      .
When playing, xx played with a variety of toys; however,       preferred to play with      . Xx
was able to imitate symbolic play, but did not initiate it.       allowed the examiner to enter into
play, but then began to play independently again. xx had difficulty transitioning from one activity
to the next and attempted to prolong activities. The examiner had to provide boundaries and
forecast transitions. He did not engage the examiner, except when he needed something or
wanted assistance. Xx did not ask for assistance, but would gesture in the direction of the
examiner. He was able to indicate his preference between two objects by pointing.

xx demonstrated some inattention and higher activity levels during the administration of the
ADOS-2. The examiner modified the order of tasks administered to keep his attention. Xx
became over-focused on      . No self-injurious or aggressive behavior was observed during
the administration of the ADOS-2.
On the ADOS-2, xx’s performance met criteria for Autism Spectrum Disorder in the areas of
Communication, Reciprocal Social Interaction, and Total Score.

Assessment of Adaptive Functioning:

Adaptive Behavior Assessment System, Second Edition
     ’s teacher, Ms.      , and       mother, Ms.      , completed the Adaptive Behavior
Assessment System, Second Edition (ABAS-2) forms. These forms evaluate a child’s adaptive
functioning in several areas, including communication, school living, home living, self-care, and
social skills. A scaled score with a mean of 10 and a standard deviation of 3 is obtained for each
Adaptive Skill Area. The scaled scores for each area are then added, and a General Adaptive
Composite is obtained from the sum. The General Adaptive Composite is a standard score with a
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mean of 100 and a standard deviation of 15. Scores between 85 and 115 are considered to be
average.

Adaptive Skill Areas Scaled Scores

Teacher Mother
Communication            
Community Use            
Functional Academics            
School Living            
Health and Safety            
Leisure            
Self-Care            
Self-Direction            
Social            

Conceptual Composite            

Social Composite            
Practical Composite            
General Adaptive Composite            

Ms.       rated      ’s adaptive skills as being in the       range overall, with a composite score
of      . Ms.       indicated that, in the school environment,       has relative strengths in
     . She indicated that       has relative weaknesses in      . She further indicated difficulties
in the areas of      . Related to communication skills,       is able to      . However,       is
not yet able to      . Related to daily living skills,       is able to       but does not      
consistently. Socially,       is able to       but is not able to      .

Ms.       rated      ’s adaptive skills as being       overall, with a composite score of      .
Ms.       rated       as having relative strengths in the areas of      . She indicated that      
has relative weaknesses in the areas of      . Related to communication skills,       is able to
     ; however,       is not yet able to consistently      . Related to daily living skills,       is
able to       but does not yet      . Socially,       is able to       but is not able to      .

Vineland Adaptive Behavior Scale, Third Edition – Teacher Rating Form

Ms.       completed the Vineland Adaptive Behavior Scale, Third Edition (Vineland-3) – Teacher
Rating Form in order to assess      ’s adaptive skills within the school setting. Ms.      's ratings
of       are below:

Subdomains Standard Scores Age Equivalencies

Communication            
Daily Living Skills            
Socialization            
Motor Skills            
Adaptive Behavior Composite            

Information provided by Ms.

     
indicates that      ’s overall adaptive functioning is in the       range. More specifically, this is
indicative of a       in adaptive behavior.
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In terms of communication skills, Ms.       has observed that       does      . In the school
setting,       has not demonstrated an ability to      .

According to Ms.      ’s report,      's daily living skills are      . Positively,       is      .
However,       does not      .

Socialization skills are      .       does      .       reportedly does not      .

     's motor skills are      .       can      ; however,       is unable to      .

Vineland Adaptive Behavior Scale, Third Edition – Survey Interview Form or Parent Caregiver
From
Ms.       completed the Vineland Adaptive Behavior Scale, Third Edition – Survey Interview Form
or Parent Caregiver Rating Form in order to assess      ’s adaptive skills within the home setting.
Ms.      's ratings of       are below:

Subdomains Standard Scores Age Equivalencies

Communication            

Daily Living Skills            

Socialization            

Motor Skills            

Adaptive Behavior Composite            

Information provided by Ms.

     
and gained through the completion of the Vineland 3- Survey Interview or Parent Caregiver Rating
Form
indicates that

     ’s overall adaptive functioning is

in the       range in the home setting, specifically indicating a       deficit in functioning.

In terms of communication skills, Ms.       has observed that       does      .       does not
     .
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Ms.       indicated that       daily living skills are      .       is able to      . However,      
does not      .

Socialization skills are      .       does      .       reportedly does not      .

Motor skills are      .       gross motor skills are       developed than       fine motor skills.
Specifically,       can      ; however,       cannot      .

SUMMARY AND RECOMMENDATIONS:

      is a      -year-old       who is in the       grade at       School.      was referred to
special education in order to determine possible eligibility /// to address currently observed      
difficulties that were not responding adequately to remediation. /// to establish Georgia eligibility for
special education services.///

     ’s personal strengths include      .       overall cognitive functioning is in the       range.
      academic achievement is       this ability level, with strengths in       and weaknesses in
     . Xx demonstrated processing strengths and weaknesses which may explain the variation in
      academic performance.       exhibited processing strengths related to      .      
demonstrated processing weakness related to      .

Processing Strengths -
Therefore,       may benefit from strategies that rely on graphic organizers or visual plans.      
may also need to be taught to visually represent math problems with graphs and pictures.

Therefore,       should benefit from strategies that encourage       to talk       through tasks.

Therefore,       is able to solve novel problems and will likely be able to generate solutions to new
problems       encounters.

Processing Weaknesses -
Crystallized knowledge refers to information such as vocabulary. A weakness in vocabulary can
affect all academic areas. For example,       may not know the vocabulary used in a reading
passage or in a math story problem. This will affect       learning.

Auditory processing refers to the ability to understand and use verbal information. It is a higher-
order language skill. This may affect      ability to understand verbal instruction. In addition,
reading comprehension and math problem solving tasks that are more language dependent will be
more difficult for      .

Deficits in phonological awareness cause problems with sounding out and blending sounds
together within words, affecting basic reading and spelling skills.

Weaknesses in rapid automatic naming may make is difficult for students to quickly name words
that they read.

In addition, a deficit in short term memory may make it challenging for a student to remember what
they have read and answer questions about it. Similarly,       may have difficulty tracking what
      is writing and organizing a sentence. Short term memory can also be important in keeping
track of steps within math problems.       also has a short memory span which may cause      
to struggle to sequence ideas and remember the sequence of events within a reading passage.
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Working memory is an important process that influences all academic areas and entails the ability
to hold information in mind and complete some mental task. In math, xx must use working memory
to keep track of multiple steps in order to complete problems. While in reading,       must use it
to remember the passage, remember the question, search for the answer, and produce a
response.

Finally,      ’s weakness in long term retrieval may affect       ability to relate what       is
reading and writing to       previous knowledge.      ’s weakness in this area suggests that
      may need information to be repeated more frequently in order to learn and remember the
information.

Visual-motor integration involves the ability to reproduce drawings, copying them with paper and
pencil. These skills can be particularly important in math problem solving. In addition,       deficit
in visual-motor integration may affect       ability to correctly align math problems as well as form
letters when writing.

Executive functioning is important in planning how to approach a task and sequential processing
involves being able to complete multiple step activities. Math story problems often involve the
ability to plan how to solve a problem and then carry out multiple steps.

Not Eligible Shell -- Though       academic achievement is somewhat delayed relative to      
peers, it is not significantly below what would be expected given       cognitive ability. Given the
proper support in       environment,       could be expected to perform within normal limits at
school. Eligibility is a team decision. The team is encouraged to use the results of this evaluation
in conjunction with additional information obtained from team members in terms of their experience
with       in determining       eligibility for special education services.

Eligible Shell -- Based on the results of this evaluation, it is recommended that       be
considered for eligibility in the area of      . Eligibility is a team decision. The team is
encouraged to use the results of this evaluation in conjunction with additional information obtained
from team members in terms of their experience with       in determining       eligibility for
special education services.

ESOL LD Shell -- Though these achievement areas are affected by       English language skills,
     ’s progress in these areas has been slow, and       shows evidence of processing deficits
indicative of a Learning Disability. Specifically,      . These deficits are greatly affecting      
ability to learn to read and write.       has relative strengths with regard to      . Based on the
results of this evaluation, it is recommended that       be considered for eligibility in the area of
Specific Learning Disability in      . Considering       age and the immediacy of       grade, it
is also recommended that eligibility in the area of written expression be considered.

EBD Shell - Classroom observations, teacher report, and reports from       indicate that       is
experiencing significant emotional and behavioral difficulties that are impacting his ability to
adequately participate and benefit from the classroom environment. These behaviors are having a
negative impact on his education. Specifically,       is missing out on a great deal of instructional
time,       is unable to focus on his classroom work, and       shuts down to the point that      
will not complete his work in the classroom. Based on the results of this evaluation it is
recommended that       be considered for eligibility in the area of Emotional and Behavioral
Disorder. Eligibility is a team decision. The team is encouraged to use the results of this evaluation
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in conjunction with additional information obtained from team members in terms of their experience
with       in determining       eligibility for special education services.

AU Shell -       is demonstrating symptoms associated with autism spectrum disorders. These
symptoms were observed and noted through observations, the      , the      , and teacher and
parent reports. Children with disorders on the autism spectrum typically display difficulties in
regard to their language, social skills, and repetitive behaviors.       experienced a
developmental delay in       language development. While       is now able to communicate
with others,       still demonstrates pragmatic language deficits.       struggles to participate in
conversation, use appropriate eye contact, and monitor his voice volume.       pragmatic
language, including using appropriate eye contact, participating in the give-and-take of
conversation, and understanding of non-literal language, are areas of weakness. Intonation is also
an area of concern. Socially, forming friendships and engaging in reciprocal interactions is
challenging for      .       prefers to play by      .       has preferences for routines and
becomes anxious when experiencing change. In addition,       has strong stereotyped interests
in      .       has sensory sensitivities associated with loud noises and      . Further,      
appears to have some sensory sensitivities that are common for children with autism spectrum
disorders. These sensitivities have become milder over time. Based on the results of this
evaluation it is recommended that       be considered for eligibility in the area of Autism Spectrum
Disorder. Eligibility is a team decision. The team is encouraged to use the results of this evaluation
in conjunction with additional information obtained from team members in terms of their experience
with       in determining       eligibility for special education services.

OHI Shell – Rating scales, reports, and observations indicate that       is exhibiting high levels of
inattention and distractibility.      reported that these symptoms have been present since Tanese
was younger. The Conners-3 indicated that the probability that       has ADHD was at the      
% and      % probability rate on the teacher and parent scales respectively. Many students
with symptoms of ADHD also have problems with executive functioning. Executive functioning is
important in planning how to approach a task and sequential processing involves being able to
complete multiple step activities. If a medical professional confirms a diagnosis of ADHD, it is
recommended that       be considered for eligibility in the area of Other Health Impaired.
Eligibility is a team decision. The team is encouraged to use the results of this evaluation in
conjunction with additional information obtained from team members in terms of their experience
with       in determining       eligibility for special education services.

The IEP team may wish to consult with the Occupational Therapist regarding xx’s difficulties with
fine motor skills.

The IEP team may wish to consult with the Speech and Language Therapist regarding xx’s
difficulties with      .

Recommendations:
The following recommendations may be helpful for      ’s teachers and parents and are meant to
be a list to assist the team in brainstorming strategies that will work within xx’s environment:

1) To increase reading skills:

a) Many public libraries have books on tape. It may be helpful for       and       family to
check out a book on tape, either in Spanish or in English, and the same book in print.
Then,       and       family can listen to the tape and follow along in the book to
reinforce basic reading skills.
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b) Phonics flash cards and sight word flash cards may be helpful in teaching       the
beginning skills necessary for reading. Frequent repetition and overlearning may be
helpful.
2) To increase reading fluency:
a) Encourage       to reread passages aloud.
b) Use the looping strategy when students read in a group. Have the first student in the
group read 2      . The following student reads the last       again and then reads a
new      .
c) Use choral reading. Have       read aloud with teacher, small group, or whole class.
d) Encourage the reading of high interest-minimal vocabulary books.
e) Read aloud nightly with       to develop a positive attitude toward reading.
f) Provide       with leisure-time reading materials that are brief, simple, and interesting to
     .
2) To increase reading vocabulary:
a) Continue to practice Dolch high frequency word lists. Focus on over learning these
words. Flashcards may be beneficial.
b) Peer tutoring may be used in conjunction with flashcards.
c) Preview new words before       reads a story.
d) Word recognition strategies may help xx build automatic sight-word recognition. These
strategies include word walls, flow lists, word banks, flash cards, and games. It is beneficial
to use high-frequency words when implementing these strategies, as this will enhance xx’s
ability to read independently.
3) To increase reading comprehension skills:
a) Teach       to map a story. The map could include information on the who, where,
when, and what was the problem/solution of the story.
b) Teacher       to ask five “wh” questions while reading to help       remember the
story.
c) Pair       with another student and ask the pair to take turns retelling the story to each
other.
d) The 3 H strategy (Here, Hidden, Head) is a mnemonic designed to aid reading
comprehension by teaching xx how to ask and answer questions about a text. The first
H, Here, represents explicit questions and answers which are found in the text. The
second H, Hidden, represents implicit questions and answers which are implied by the
text. The third H, Head, represents information that is not in the text, but in the student's
background knowledge.
e) Have xx use sticky notes (1”X2”) which have “main idea,” “vocabulary” or “important
detail” written on them. As xx reads have       place the sticky note on the text. This
will promote active reading and strengthen comprehension.
4) To increase math fluency:
a) Use the Cover, Copy, and Compare procedure to practice basic math facts. Teach
student to read the problem and answer silently on the left side of the page. Cover the
problem and then write the problem and answer from memory on the right side of the
page. Uncover the problem on the left and check the accuracy of the problem on the
right.
b) Used timed trials of 100 basic problems. Encourage       to chart       performance
each day.
c) Encourage xx to work on the website www.aplusmath.com or similar sites to develop auto-
maticity in basic math facts. This will allow       to utilize working memory more effectively
as math problems become more complex.
2) To improve written expression:
a) Help       learn to revise and improve written drafts.
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b) To help with written language, consider teaching       to cluster and brainstorm topics
of interest, semantic mapping, outlining, etc. Encourage writing for personal usage such
as letters or cards to relatives, shopping lists, letters to friends, emails, and notes to
family members. Use of a tape recorder to record thoughts before writing may be fun
and helpful.
c) Teach       to outline her ideas before writing. Outlining will help       remember to
include the necessary elements of writing and arrange them in an organized manner.
d) Have       read       writing aloud, just as it is written. Doing so will likely help      
identify spelling and punctuation errors.
e)      ’s oral expression skills are better than       written expression skills. Though it is
very important to improve       writing, it may be beneficial to also allow       to
express       knowledge orally since       may have difficulty showing in writing what
      has learned.
f) Encourage       to write on a daily basis and to share       writing with others. Examples of
things for       to write include: letters to family, friends, or penpals; grocery lists and "to do"
lists; and a daily “note exchange” with family members.       could also be encouraged to
write a long story, adding a few sentences each day for a specified length of time.
g) Teach xx how to write various types of sentences. Show xx an interesting picture and have
      generate varied sentence patterns. Begin with practice writing simple sentences and
questions. Next, teach xx how to join and create compound sentences. Then introduce
and provide practice writing complex sentences with one clause. Finally, teach xx how to
write compound-complex sentences.
h) Use sentence-combining exercises to help xx write longer, more complex sentences.
Present xx with a set of simple sentences to combine. Begin teaching sentence combining
with just two sentences and gradually progress to more complex transformations. Teach
specific patterns – for example, by asking xx to use the word “who” to combine the sen-
tences.
i) xx may benefit from his/her having concepts or other important facts on file cards, sticky
notes, or a dry erase board prior to writing       thoughts into a final essay or paper.
1) In order to increase spelling skills:
a) Use the Cover, Copy, and Compare strategy. Divide a page into two columns and write the
spelling words in the 1st column.       should first study the word. Then cover the 1st
word, copy the word from memory, and then compare the word. This could also be done
on the overhead.
b) Use the read, recite, and review method in spelling.
c) Individualize the spelling list so that certain features of the English language are empha-
sized. Teach spelling rules, such as adding endings to words with a silent “e” (e.g., take,
taking), or adding a suffix to closed syllables ending in a single consonant (e.g., fit, fitting),
as well as building knowledge about root words and affixes, gives xx a means to spell
words without relying solely on memorizing how words look.
2) In order to assist       with maintaining attention:
a) Teach       to set small goals for himself and self-monitor       progress.
b) Set a timer for 15 minutes and have       work for 15 minutes. Then take a break and
start again.
c) Continue to provide a quiet location for       to work.
d) Divide work pages into section with specific time expectation for each section. Allow
      to estimate how long tasks may take       and have       check       accuracy
after completion.
e) Give frequent breaks.
f) Avoid long tests. Provide frequent short quizzes and opportunity for retest or discussion
to demonstrate mastery.
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2) To assist       in understanding directions and classroom instruction:

a) Speak in clear, simple noun-verb-object sentences. Pause between sentences to allow
processing. Do not add directions when       is working on a task.
b) Use nonverbal communication to reinforce appropriate behavior.
c) Slow the rate of presentation.
d) Avoid using abstract language (e.g., metaphors, idioms, puns, sarcasm, etc.).
3) In order to support organizational skills:
a) Provide structure and clear expectations for      .
b) Teach       to create an organizational system for       materials.
c) Provide       with a consistent person for him to touch base with regarding      
academic progress and interactions with others.
d) Create a predictable homework habit. A set location should be established and supplies
should be available. A checklist for daily homework activities may also be helpful.
6) To assist       in learning early academic skills:
a) Spend 30 minutes daily reading to your child. Let the student choose the book from the
library. Help “read” the pictures. After the story, could draw a sequence of simple pictures
to tell the story and/or verbally retell it.
After a fun outing, ask       to dictate a story about the day. Write the story a
b) s       watches you. As each word is written, say the word aloud. Then, ask       to
read the story. By dictating       own story, a child learns that whatever he says can be
written down and whatever is written can be read. A child is more likely to be interested in
and remember       own words. You could then make flash cards for words in the story
and ask       to match the flash card to the story word. This activity can also be
expanded to a summer vacation log, with art work added.
c) Make greeting cards for friends and family with      . Cards can be for holidays,
birthdays, etc.
d) While in the car, play word or sound games. Choose a sound or word. Look for objects or
signs that have the sound or word in them. See who can find the most. Point out and read
with       the signs he sees every day.
e) Consider the use of flash cards to help       learn       numbers, shapes, and letters.
f) Ask       to count household objects. Then, help       write the number on a piece of
paper. Begin by making the numbers yourself and having       trace over them. Then,
have       try to make the numbers on       own using yours as a model. As
improves, begin having       write the numbers on his own.
g) Exercises, which emphasize the concept of sequence, can be incorporated into the
curriculum. For instance, the sequencing of pictures cut from a comic strip can provide
instruction in the logical ordering of events, a prerequisite for reading comprehension.
10) Encourage xx to become increasingly aware of which learning strategies are most effective for
     . Encourage       to become an advocate in stating to teachers and instructors what
will help       to learn best in. This will be especially important as       moves into higher
grades/college.

Recommendations that may be helpful related to processing strengths/weaknesses:

1) To assist       with weaknesses in fluid/nonverbal reasoning:
i) General Strategies
a) Explicitly teach multiple approaches to solving problems
b) Define relationships and connections between ideas in a concrete way
c) Provide analogies that the student can relate to
d) Provide opportunities to sort, classify, and categorize
e) Use teacher demonstrations with a think-aloud procedure followed by guided
practice with feedback
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f) Make use of graphic organizers to assist in unifying information and breaking

information apart
g) Teach problem-solving strategies
h) Use cooperative groups and reciprocal teaching to help with perspective taking and
exposure to different problem solving methods
i) Integrate visual and verbal information to enhance learning
j) Use a problem solving planner that sequences the questions that need to be asked
when approaching a problem
ii) Math Strategies
a) Model problem solving through talking aloud
b) Teach math mnemonic strategies that specifically identify the steps for solving
problems
c) Teach patterns and relationships such as skip-counting or patterns on 100s chart to
help learn multiplication facts
d) Attach number-line to desk to help with number sense and pattern recognition
e) Specifically teach the way a number or problem can be represented
f) Provide manipulatives in order to help make information concrete and less abstract
g) Have students explain their strategies when problem solving to expand solving
options
h) Require the student to show their work
iii) Reading Strategies
a) Use graphic organizers to help summarize information
b) Model self-monitoring skills while reading, demonstrating how to stop and ask
oneself if material/words have been understood
c) Teach cues for identifying main ideas such as looking for transition words
iv) Writing Strategies
a) Use graphic organizers to help sequence information for effective communication
b) Model brainstorming for generation of ideas
c) Explicitly teach about genres and writing to an audience
d) Present models of good writing with guidance in determining why the writing was
effective for its purpose
2) To assist with weakness in verbal reasoning:
i) General Strategies
a) Repeat skills and vocabulary
b) Use mnemonics to help retrieve knowledge
c) Pre-teach vocabulary
d) Use a quick vocabulary book or reference wall
e) Relate information to prior knowledge
f) Chunk information
g) Create a language and experience rich environment (e.g., label items in the house,
name sights on the road, talk through activities, etc.)
h) Systematically teach new vocabulary
i) Teach key verbs, such as those in the GPS, that appear in questions (e.g.,
demonstrate, analyze, synthesize)
j) Explicitly review and teach idioms and figurative language
ii) Math Strategies
a) Teach math vocabulary
b) Convert story problems to visual representation
c) Teach synonyms for math vocabulary (e.g. sum = add = plus)
iii) Reading/Reading Comprehension Strategies
a) Pre-teach vocabulary
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b) Read for different purposes

iv) Writing Strategies
a) Use word bank
b) Use graphic organizers
c) Model brainstorm activities
3) To assist xx with tasks requiring short-term and/or working memory
i) General Strategies
a) Deliver information in smaller units or portions
b) Use multimodal presentation of information (e.g., visual, tactile, and auditory)
c) Use stepwise approach to studying
d) Use rehearsal strategies (e.g., rhymes, acronyms, anagrams, associations)
e) Model re-telling, paraphrasing, and summarizing
f) Use lists, notes, checklist, or memory plans
g) Teach chunking strategies
ii) Reading Strategies
a) Encourage automatization of sound-symbol associations 
b) Build sight word vocabulary
c) During reading comprehension tasks, use active reading techniques such as
underlining, using a highlighter, re-reading, marking important parts, writing on
margins of books, using sticky notes while reading, and/or reading to a tape recorder
and listening to what was read
d) Review prior knowledge before teaching new information
e) Check for comprehension at strategic points
f) Have students take turns making/asking questions and responding to questions
about material being taught
g) Use graphic organizers
h) Model self-monitoring for comprehension
iii) Math Strategies
a) Provide a stepwise plan to follow during multiple-step problem solving or procedures
(e.g., during regrouping, division)
b) Verbalize while solving problems and summarize at strategic points
c) Teach use of a number line or calculator
d) Use mnemonic techniques (e.g., PEMDAS: Parentheses, Exponents, Multiply,
Divide, Add, and Subtract for order of operations)
e) Provide visual model of multi-step problem
f) Explicitly teach a problem solving model (e.g., QDPAC: Question, Data, Procedure,
Answer, Check)
g) Use visual organizers
iv) Writing Strategies
a) Use graphic organizers
b) Have a word bank available
c) Use a tape recorder to record ideas prior to writing them
d) Teach self-monitoring for organization and grammar
4) To assist xx with       poor executive functioning skills:
i) General Strategies
a) Use tools such as timers, planners, outlines, and visual supports (e.g., signs, lists,
and note cards) to make tasks more concrete and minimize strains on       internal
processing
b) Promote a high level of consistency across all settings to develop regular
expectations and habits
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c) Gradually teach xx to internalize skills by initially providing external supports and

then gradually removing them. Ask xx to identify concerns, generate possible
solutions, and help select motivating incentives. Having xx take part in this problem-
solving process will encourage buy-in, self-reflection, and self-regulation.
d) Use mnemonic strategies, rhymes, visualizations, songs, stories, and acronyms with
“crazy phrases” can be helpful for weaknesses in working memory
e) For continuous tasks involving sustained attention, create structure that encourages
reflection. For example, the use of a partial outline for note-taking or a chart for
identifying the crucial aspects of a story while reading can be helpful.
f) Act as the child’s “Executive Coach” and explicitly teach a child the steps to take in
order to be successful.
ii) Strategies for Attention Control
a) Use an incentive system to encourage student to remain on-task
b) Use an “If-Then” plan to encourage student to remain focused on non-preferred task
c) Teach student to use accommodations independently
iii) Strategies for Shifting and Cognitive Flexibility
a) Try to teach frameworks for “walking through” new situations and changes.  This
includes teaching self-talk as well as determining when to seek external assistance.
b) Model a range of ways of approaching a single task or situation
c) Teach brainstorming techniques
d) Provide a place for self-calming during stressful times and teach self-soothing
techniques
e) Create visual cues for routines and schedules
f) Highlight changes and help the individual build a bridge from what he/she knows to
what he/she does not know
g) Provide additional support during transitions when new concepts, tasks, or
environments are introduced
iv) Strategies for Planning
a) Break down tasks into parts and provide a checklist for each component
b) Plan out the project with a clear first step to provide an entry point for getting started
c) Work with the student to create a very specific list of the steps needed to complete
the project and to plan the time line for completion of each step 
d) Teach the student to enter steps into an agenda book as daily tasks
e) Offer organizational frameworks in advance that help students organize new material
in their heads
f) Model problem-solving skills
g) Review assignments and model the planning process by talking it through out loud 
Gradually switch to having the student lay out the plan while you take a coaching role
helping only as much as needed
h) Utilize computer software that aids in organization and brainstorming
v) Strategies for Goal Setting
a) Break down tasks into component parts and provide a checklist for each component
b) Plan out the project with a clear first step to provide an entry point for getting started
c) Work with the student to create a very specific list of the steps needed to complete
the project and to plan the time line for completion of each step 
d) Teach the student to enter steps into an agenda book as daily tasks
e) Offer organizational frameworks in advance that help students organize new material
in their heads
f) Model problem-solving skills
g) Walk through the planning process with the student and help him/her plan an
approach to the task at hand
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h) Review assignments and model the planning process by talking it through out
loud;gradually switch to having the student lay out the plan while you take a coaching
role helping only as much as needed
i) Provide external structure and feedback in a sensitive and developmentally
appropriate manner
j) Teach the use of tools and techniques to improve monitoring such as checklists for
repetitive tasks
k) Highlight the process of self-review and analysis of behavior
l) Provide checklists to help the student monitor his/her performance
m) Have student set a goal and rate their performance and then have an adult rate their
performance
vi) Strategies for Self Monitoring
a) Provide external structure and feedback in a sensitive and developmentally
appropriate manner
b) Teach the use of tools and techniques to improve monitoring such as checklists for
repetitive tasks
c) Highlight the process of self-review and analysis of behavior
d) Provide checklists to help the student monitory his/her performance
e) Have student set a goal and rate their performance
f) Teach reading self-monitoring strategies (e.g., SQ3R, Click or Clunk)
g) Teach student to use a proofreading strategy (e.g., COPS)
h) Teach students to use a problem-solving strategy (e.g., QDPAC)
i) Teach students to check answers by using the opposite operation or estimation
j) Teach the student how to monitor others’ reactions through discussions and practice
of role playing
vii) Strategies for Initiation
a) Have student specify when he/she will begin task
b) Teach self-talk strategies (e.g., “I need to start working now.”)
c) Use an incentive system to reinforce independent initiation of tasks
d) Create a visual cue to prompt the student to start working
e) Note start and stop times when tasks are assigned/completed
viii) Strategies for Organization
a) Provide external structure and feedback
b) Highlight the process of self-review and analysis of behavior
c) Have student set a goal and rate their performance
d) Use graphic organizers
5) To assist       in learning and remembering new material:
i) General Strategies
a)       appears to require amore frequent repetition than others to learn new information
in some subjects.
b) Provide consistent review of any previous lessons before introducing new information.
c) Provide       with many opportunities for success. It is important to praise      
growth and improved skill, even if       achievement is below average.
d) Multi-modal teaching strategies (e.g., combining visual, auditory, tactile learning)
should be used to enhance the acquisition and retention of new information. These
strategies should be used when presenting directions, explanations, and instructional
content.
e) Have xx complete the first few items of a task and then check for accuracy and
understanding before
f) Use frequent drill periods of short duration and strive for overlearning.
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g) Use memory devices, such as chunking, visual cues, repetition, requests, etc., to
help      remember facts and concepts
h) Use “backward chaining” to teach the use of specific skills (i.e., The instructor
initially completes all but the final step of a task for the student. The student
completes the final step. In the next stage, the instructor completes all but the last
two steps, which are left for the student, etc.)
i) To improve      ’s memory skills,       should be prompted to use language as a
bridge to help       remember what she sees (e.g., Ask       to verbally describe
details of pictures or designs). Given       strengths in the area of language, verbal
mediation strategies will be useful in enhancing       learning.
j) Model the skill in several ways and provide additional guided practice.
k) Relate information to the student’s experiential base
ii) Reading Strategies
a) Help the student associate information with prior experiences and known information
b) Focus on overlearning sight words
iii) Math Strategies
a) Encourage use of a number line
b) Teach mnemonics for math procedures (e.g., PEMDAS: Parentheses, Exponents,
Multiply, Divided, Add, and Subtract for order of operations)
c) Teach multiple strategies for calculating math facts
d) Teach Touch Math
e) Encourage the repetition of math facts through flashcards and computer programs
iv) Writing Strategies
a) Provide topic lists to aid pre-writing brainstorming activities
b) Use structured organizers to aid in connecting multiple ideas
c) Help the student associate information with prior experiences and known information
1) Due to concerns related to auditory processing:
i) General Strategies
a) Expose children to sounds, music, rhythms and language
b) Read aloud to the child
c) Read books that use a lot of rhyming words
d) Provide opportunities to explore and manipulate sounds, words, and language
e) Use decodable texts for daily practice
f) Listen to books on tape
ii) Reading Strategies
a) Provide Elkonin boxes (boxes that have the shape of letters for students to fill in)
b) Use explicit, systematic, synthetic phonic instruction
c) Use a whisper box to allow the student to hear their own reading
iii) Writing Strategies
a) Provide drill and practice for memorizing the spelling of words
b) Use Cover, Copy, and Compare strategies
c) Teach spelling using word groups and sorts
2) Due to problems with processing speed:
i) General Strategies
a) Self-monitoring strategies that focus students’ to set goals and rate their success
related to timely completion of tasks
b) Explicitly teach student to increase speed and use concrete measures of progress
using charts and graphs
ii) Reading Strategies (Specifically related to reading fluency)
a) Model fluent reading by reading aloud
b) Use choral reading
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c) Practice with sight words using flashcards and incremental rehearsal of facts
d) Use repeated reading of texts (3-5 times)
e) Encourage rereading of a text until speed criteria is met
f) Encourage a student to read two sentences/paragraphs and have the following
student read the last sentence/paragraph read along with a new one
g) Utilize speed drills
h) Preview reading materials
i) Use books on tape to address fluency weaknesses
j) Provide lower level books to aid with fluency
iii) Math Strategies
a) Use repetition of facts
b) Use computerized math programs that focus on increasing the automaticity of math
facts
c) Practice with math facts using flashcards and incremental rehearsal of facts
d) Use speed drills
iv) Writing Strategies
a) Use short speed drills that emphasize output over grammar, spelling, and
punctuation
3) Due to problems with visual-spatial processing:
i) General Strategies
a) Provide activities designed to develop discrimination of visual features (e.g., Where's
Wally?, find the odd one out, find the hidden object, circle the same word in a text,
word searches, find words with beginning with "t", ending with "ing" or containing
"ou”)
b) Give examples and point out the important details of visual information
c) Teach the student to self-talk themselves through a task
d) Partially cover a picture and ask the student to identify the whole
e) Encourage the student to verbalize what he/she has seen (e.g., remembering routes
around school may be easier if he/she has a verbal description in his head)
f) Model visual memory skills by showing the student a picture or card and asking them
to remember what is on it. Remove it from view and ask for a detailed description of
it or ask specific questions about the picture.
ii) Reading Strategies
a) Teach student common visual patterns within words (e.g, prefixes and suffixes)
b) Teach student to key in on headings within texts
iii) Math Strategies
a) Teach student to verbalize the math problem
b) Verbally model steps to a math problem
iv) Writing Strategies
a) Teach proof-reading strategies (e.g., COPS) or use a proof-reading buddy
b) Before writing letters or essays, create an outline to simplify and organize ideas

Recommendations related to behavioral/social/emotional functioning:

1) In order to continue to support      ’s positive behavior:
a) Teach       problem-solving skills and positive strategies for handling conflict (e.g.,
Walk away, count to ten, and positive self-talk).
b) Catch       “Being Good” and verbally reinforce       behavior. State the positive
behavior you are praising (e.g.,“     , you finished that assignment quickly.”).
c) Reprimands should be short, soft, and close. Short, quiet reprimands delivered in close
proximity to misbehaving or unproductive students are more effective.
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d) Set clear expectations and consequences for      . Frequently restate expectations.
Consequences should be immediate and consistent across school settings.
e) Work with       to construct a list of reinforcements       is willing to work for. Provide
daily opportunities for rewards. Possible reinforcements may include      .
f) Focus on increasing positive behaviors. However, when punishment is necessary, set
clear time limits for the punishment as well as reasonable contingencies for the removal
of the punishment.
g) When demanding compliance consider the following variables. Avoid questions and use
statements instead (e.g., “I need you to stop jumping on the bed.”) Use positive
statements to start a behavior (“Please carry your shoes to your room”) rather than a
negative statement to stop a behavior (e.g., “Stop watching TV”). Make the request from
up close to       rather than from across the room. Use eye contact, speak firmly, but
quietly and remain unemotional. Give requests twice, rather than many times. After that
enforce a consequence. Give       time to comply (3-5 seconds) and wait silently.
Descriptive requests (e.g., “Sit in your chair, hands on the desk, pencil out, looking at
me”) rather than vague requests (e.g., “Pay attention”) are more effective. Praise
compliance immediately when it occurs.
h) Provide       with activities which will allow       to experience a sense of control or
influence over situations. Allow       to make decisions by providing him/her with two
or three equally acceptable alternatives and allow       to make the final choice.
2) In order to build      ’s feelings of competency:
a) Provide opportunities for       to succeed academically. Additional academic support
may be beneficial for      . Point out      ’s strengths including       helpfulness and
the ease in which       makes friends.
b) Encourage       to participate in school and after-school activities that are not related to
academics (e.g., sports, drama, boy scouts, and community activities).
c) At home, spend time with       alone, without his siblings, to allow       to feel that he
has a valued place in the family.
d) Have       be the leader of a small group and coach       to assign tasks to each
member (e.g., note taker and reporter).
e) Whenever possible, allow      to share strengths or talents with       classmates.
Allow them to perceive       in this positive way. This will assist       in having a
higher level of overall school satisfaction.
7) To encourage      ’s positive mood:
a) Provide       with as many social and academic successes as possible.
b) When correcting      , state the positive behavior       should demonstrate rather than
the negative behavior       is exhibiting.
c) Avoid giving       excessive attention when       is angry. Make sure       is safe
and allow       to calm down on       own.
d) Provide frequent praise and recognition of appropriate behavior as often as possible.
e) Create a quiet area of the classroom for       to go if       begins to get upset. Teach
      about this area when       is calm. Help       learn to identify times when      
needs to have some quiet time to regain       composure.
f) Establish a trusting relationship with       so that       will begin to attempt new skills
and ask for help when       does not understand the task demands.
g) Bibliotherapy can be an effective means for facilitating the understanding of one's
feelings through identification with the character(s) in a book who are experiencing
similar feelings or circumstances. Perhaps the school counselors and/or media
specialist can provide such books.
h) Discuss feelings with       and help her adjust to the idea that everyone has feelings,
it’s okay to have feelings, and it’s okay to discuss your feelings. Encourage       to
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draw pictures of how she feels. In addition, providing       with pictures of people with
different expressions on their faces and allowing      to point to the one that most
closely relates to       at that point in time may also be helpful for facilitating discussion
and helping       understand and cope with her feelings.
i) Encourage      to think positive thoughts. For instance, help       to recognize that
thinking positively about circumstances can help       feel better and worry less.
Encourage       to think about things that make      happy instead of things that worry
     .
j) To improve his mood,       may benefit from encouragement to scan      
environment for positive events. By focusing on the positive,       may become more
aware of positive events in his life and less aware of negative events.
k)       should be praised frequently for academic performances, appropriate social
interactions, and other accomplishments.      should also be encouraged to praise
and reward       for his accomplishments.
l) Assist       in coping with frustration by helping       to recognize when he is
beginning to become frustrated and assisting       in finding an appropriate outlet for
frustration such as drawing, or talking about it, or going for a walk.
m) Have       list activities that       enjoys, finds relaxing, and/or is skilled at.
Encourage       to frequently participate in those activities.
n) Emphasize       strengths rather than       weaknesses.
o) As language can often influence how we think and feel, help       to modify      
language so that instead of saying events are horrible or terrible,       says they are
unpleasant but tolerable.
p) Encourage      to discuss       feelings on a regular basis. Help       to label      
feelings and encourage healthy coping strategies such as going for a walk, calling a
friend, or drawing a picture.
q) Encourage       to discuss       feelings. If       is unwilling to do so at first, parents
can model appropriate discussion of feelings and ways to cope with them. Suggestions
for coping techniques could include thinking pleasant thoughts (e.g., thinking of an
upcoming activity that will be enjoyable), listing the things that       is happy with in
      life, taking deep breaths when experiencing anxiety, and encouraging       to
reward himself when he performs something well. Similarly, discourage       from
criticizing himself too harshly, focusing on the negative aspects of       life, or
exaggerating negative events. Persons experiencing symptoms of depression have a
tendency to describe unpleasant situations as “horrible or awful.” Helping them to
rephrase their language can lead to an improvement in mood.
r) Encourage       to think of positive or happy things that happen to       everyday.
s) Model appropriate affect management for       by verbalizing your feelings and thought
process for coping with them. For example, if a favorite activity is canceled state that
you are disappointed about the cancellation but that you can deal with it and you will find
something else to do. Stress that it is only unpleasant and not awful and that you know
you will have the opportunity to participate in the activity again at another time. For
example, adults can verbally express their feelings of anxiety during a stressful situation
such as by saying “This really make me nervous, I have to speak in front of all these
people, but I’m just going to do it. Nothing bad is likely to happen and I will miss out on a
great opportunity if I do not do it.”
t) Help       to challenge overly negative thoughts such as, “I am stupid”. Encourage her
to provide evidence against       thought. For instance, help       think of times when
      generated clever solutions to problems, tasks that       is skilled at, and times
when       has assisted others.
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u) Help       to challenge       negative thoughts. For example, if       states that no
one likes       ask       to list all of the people who like      . If h     still insists that
no one likes       ask       to list the evidence that no one likes       and help      
refute the evidence. Challenging the negative thoughts will hopefully reduce their
frequency and strength, subsequently resulting in an improvement in      ’s mood.
8) To facilitate      ’s ability to adapt to change:
a) Provide       with a 5 minute warning before an activity ends. This could be
accomplished by giving the class a verbal or visual cue.
b) Provide a visual schedule of daily activities for       so that       learns the classroom
routine.
c) When introducing new activities or changes in routine, rehearse expectations to
decrease anxiety related to change.
9) In order to decrease      ’s experience of stress:
a) Decrease the length of assignments if necessary.       may be able to complete the
evens or odds of an assignment.
b) Teach       to be satisfied with personal best effort and not to insist on perfection.
c) It is important that       be monitored for any signs of increased anxiety, such as an
increased number of stomachaches particularly on test days, school refusal, crying, etc.
Should these types of behaviors increase in frequency, intensity, or duration, it may be
beneficial to have       evaluated again.
d) Listen to       when       reports feeling worried or tense and do not treat      
feelings as silly or unimportant. Listen with interest and concern and give advice only
when it is asked for.
e) When teachers observe that       has reached a frustration level,       may need to
take a break or work on a different activity for a brief time. When anxiety and frustration
have decreased,       may be able to return to the activity and be more successful.
f) Allow       to serve as a classroom aide on occasion, which will allow       to get up
and move around the room appropriately. This can serve as a nice break from sitting
and doing work; it can be rewarding and anxiety-reducing.
g) Provide close monitoring of      ’s after school activities, including       television and
movie watching.       appears to be being scared by the things that       is seeing on
TV and it may be more appropriate for       to see shows designed for children closer
to       age.
h) If feasible,      may benefit from being taught anxiety-reducing coping skills by the
school counselor or by an outside source. These coping skills may help       feel more
at ease and more in control in his environment. In turn,       should feel better able to
cope with the demands at school and should experience fewer outbursts.
i) Provide       with an indirect way to ask the teacher for help; a brightly colored note
card or eraser displayed at       seat may be a good way to “ask” the teacher to come
over without letting the other children know       needs assistance.
j) If      expresses worry about an upcoming event, such as giving a speech in class,
practice it often so that       confidence increases and discomfort decreases. The goal
should be to get       anxiety to a manageable level.
k) Teach      strategies to help with anxiety, such as organizing time and materials,
developing scripts of what to do or say when anxiety increases, and learning how to
relax when under stressful circumstances.
l) Help      to deal with his own feelings and emotions by telling him to take deep
breaths and tell       calm thoughts when he is worried. For instance, a calm thought
could be imagining       at the park or playing with a friend.
m) Help       to reduce       own anxiety by encouraging       to take a deep breath,
count to 10, recognize which muscles       is tightening and encouraging       to relax
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them during times of anxiety. Other techniques, such as visualizing peaceful scenes like
the beach can also be helpful.
10) In order to support      ’s work completion:
a) Provide structure and clear expectations for      .
b) Identify rewards that       is willing to work toward and create a behavioral
reinforcement system. These goals should be attainable with reasonable effort.
c) Create a system to communicate clearly between home and school.
11) To reduce self-stimulatory behaviors, replace them with more purposeful activities such as:
a) Using vestibular activities using therapy balls and swings may be more therapeutic than
allowing       to run around the room. Other examples might include a rocking horses,
a rocking chair, a hammock, play ground equipment, trampolines, and teeter-totters. In
this process, teaching appropriate play skills which can become reinforcing in
themselves can help replace inappropriate, self-stimulating behavior.
b) Providing alternative vision activities such as flashlights, whirling lights, wheels, swinging
balls, light games, Lite Brite board and pegs, pinwheels, and wind-up toys.
5) In order to decrease feelings of social stress:
a)      may benefit from role playing social situations or encounters with       friends. This
may shed light on      ’s perception that       doesn’t have friends. If       is
encountering difficult situations, this role play can equip him/her in dealing with these
situations more satisfactorily.
6) Recognize xx’s interest and desire for activities which are exciting and may be perceived as
risky. Continued participation in athletics will be helpful in fulfilling       desire for this
type of activity. Rock climbing, whitewater rafting or other outdoor activities are
additional suggestions.

Additional recommendations that the family may wish to consider:

1) The following are Center for Disease Control (CDC) and American Academy of Pediatrics
recommendations for children and adolescents:
a) Sleep
a. Children ages 5-10 years need 10-11 hours of sleep a day
b. Children ages 11-18 years need 8.5-9.25 hours of sleep a day
b) Exercise
a. At least 60 minutes of active play such as playing on a playground, playing tag,
dancing, and running
c) Electronics (e.g., television, video games, computer)
a. Limit electronic use to 1-2 hours a day
b. Keep televisions out of children’s rooms
d) Nutrition
a. Present fruits and vegetables first before other food; children and adolescents
need 2 ½ - 6 ½ cups of fruits and vegetables a day
b. Drink water and low-fat or fat-free milk, or limited amounts of 100% fruit juices;
Soft drinks, sports drinks, and sweetened tea should be rare treats

1) In order to continue to support      's academic and behavioral growth, it would be beneficial
for       to maintain a more regular sleep schedule to maximize his alertness in school.
2) The family is encouraged to share this report with       pediatrician or with the Prevention
and Intervention Center (678-842-5820) who may be able to assist in finding them a
family counselor. Providing       a safe environment in which to talk about      
feelings may be very beneficial.
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3) Due to elevated levels of symptoms of depression,      ’s family may wish to discuss the
evaluation results with       psychologist/psychiatrist to continue comprehensive
treatment.
4)       may benefit from extracurricular activities to encourage       interaction with peers
and allow       to succeed in non-academic activities.
5) The Learning Disabilities Association (LDA) and the Children and Adults with Attention
Deficit Disorder (CHADD) organizations can be useful resources and may be able to
offer suggestions for further recommendations or local contacts.
6) Due to inattention and distractibility,      ’s       may wish to discuss the evaluation results
with a pediatrician in order to explore any medical interventions that are available.
7) Recognize      ’s interest and desire for activities which are exciting and may be perceived
as risky. Continued participation in athletics will be helpful in fulfilling       desire for
this type of activity.
8) xx’s parents may benefit from reading materials to help understand students who have
attentional difficulties, as well as other issues associated with attentional difficulties.
Some suggestions for reading material include Driven to Distraction and Delivered From
Distraction by Edward Hallowell and John Ratey or Taking Charge of ADHD-The
Complete Authoritative Guide For Parents by Russell Barkley.
9) xx may benefit from participating in a Rainbows Group. This community based group for
children who have experienced life changes, either through death or divorce work
through a variety of activities to help them understand changes. Information about
current groups can be obtained from ____________________.
3) xx’s parents may benefit from reading materials to help understand students who have
symptoms of Autism Spectrum Disorders. The book You are a Social Detective: Explaining Social
Thinking to Kids by Michelle Garcia Winner is available in the Russell Elementary media center. In
addition, the books A Practical Guide to Autism: What Every Parent, Family Member, and Teacher
Needs to Know by Fred Volkmar and Look Me in the Eyes by John Elder Robison may be helpful.
The website www.autismspeaks.com also contains a lot of helpful information.

Possible accommodations to consider:

1) To assist with attentional difficulties:
a) Break assignments into smaller pieces.
b) Provide frequent breaks.
2) Strategies to help       remember and attend to the details of instructions will be helpful.
a) Have       repeat oral direction or explain written directions prior to beginning work.
b) Highlight key words in questions.
3) To assist with language difficulties:
a) When providing directions, establish eye contact and give short directions in close
proximity to      .
b) Paraphrase and repeat directions.
c) Rather than essay tests,       may need to have multiple choice or fill in the blank items
where a word bank is provided.
c) Use of visual aids and manipulatives may assist       in learning information.
4) Due to      ’s slower processing speed:
a) Provide additional time in completing assignments and tests.
b)       could be required to complete only odd or even numbered problem.
c) Provide copies of notes.
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d) Use a timer to increase self-monitoring of output and speed of completion.

e) Reduce the amount of copying required from a book or board.
5) To assist with verbally based tasks:
a) Provide copies of notes (During lecture to follow along or after class to supplement
student notes).
b) Use organizers when writing or reading to help expressive skills and comprehension.
c) Provide study guides.
d) Provide extended time for reading or writing tasks.
e) Rephrase instructions or questions.
f) Allow "think time" when responding to questions.
g) Use visual aids (e.g., story maps, formulas, etc.).
h) Highlight key words or facts.
6) To assist with auditory processing tasks:
a) Allow the student to use books on tape.
b) Provide a modified spelling list.
c) Use computer spell check.
d) Read tests aloud to the student.
e) Provide a quiet environment.
f) Allow only one person to speak at a time.
g) Require student to repeat directions back to you.
h) Provide copies of notes.
7) Due to problems with short term or working memory:
a) Allow the use of a number line or calculator.
b) Provide copy of notes.
c) Write on tests or materials to eliminate transfer errors.
d) Use repetition of instructions and information.
e) Allow for use of a calculator, written formulas, or math fact list to decrease the student’s
need to rely on mental computations.
f) Have fewer problems to complete, focusing on accuracy.
g) Allow the use of a word processor for easier editing.
h) Provide visual/written output of lectures so that the student can follow along and take
additional notes.
8) To assist with executive processing weaknesses:
a) Provide an outline of content to be covered in the lesson.
b) Provide a second set of materials if needed.
c) Create an organization system for student.
d) Provide an adult to check in with regarding organization.
e) Use graph paper for math problems.
f) Use a checklist to remind a student of the steps they need to take to complete a task.
9) To facilitate tasks requiring visual perceptual skills:
a) Provide copies of notes presented on the board or overhead.
b) Reduce the amount of copying from books required for assignments.
c) Enlarge math operation symbols within problems to facilitate      ’s ability to attend to
the correct math operation.
d) Allow the use of graph paper for the completion of math problems to maintain proper
place value.
e) Encourage use of a paper guide in reading.
d) A “busy” page with numerous problems or questions can be confusing and distracting for
children like      . A cover sheet, which allows focusing on one question at a time, can
be helpful. Perhaps a cover sheet through which a hole has been cut can be used for
exposing one math problem at a time.
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e) Allow student to write answers on the same sheet of paper as the questions or offer
opportunities for student to explain answers orally
f) Provide a tape recorder to supplement note-taking
g) Use color-coding of materials
10) To assist with a weakness in long-term retrieval and learning:
a) Provide extended time on tests and completion of classroom tasks
b) Present questions prior to expecting a response
c) Give student cheat sheet of frequently used equations
d) Provide a word bank rather than require free recall of information
11) Provide visual cues and pictures to assist xx.

I enjoyed working with

     .
If I can be of further assistance, please contact me at      .