Shawn has shown somewhat of an increased interest in learning to socialize because of his growing interest in girls and romantic relationships. He wants to be evaluated in so far as he has interest in how his social skills and social intelligence stand up to his peers.
Shawn has accepted that he will be evaluated periodically. He does not show overt resistance to his evaluation, and he does not show overt excitement about it, either. He was mostly cooperative with the evaluation team. He expressed that he did not think many of his classmates liked him or even knew who he was. He mentioned that he recently became interested in sports, but brushed off his interest as "stupid." Shawn also tried to dismiss the necessity of handwriting because the world is in the digital age, although, he did not disparage OT completely. The testing took place within one school week, so as not disrupt Shawn's schedule a great deal, as well as to not overwhelm him and risk triggering an outburst or an emotional shutdown.
Basis for Evaluation:
Record Review
Teacher Interview
Student Interview
Classroom Observation
Psychological Evaluation
Tests of Achievement
The Woodcock-Johnson III
Test Results:
Academic Assessment
The Woodcock-Johnson III Tests of Achievement (WJIII)
Standard Score
Percentile
Overall
85
40
Basic Reading
50
Reading Comprehension
92
3
Reading Fluency
96
5
Oral Expression
75
10
Listening Comprehension
25
Math Computation
97
10
Math Reasoning
99
55
Written Expression
68
60
Interpretation of Testing Results:
The results show that Shawn has above average skills in reading, but lacks skills in oral communication, and written expression.
CONFIDENTIAL
Ellicott Mills Public Middle School
Psychological Assessment
Student: Shawn Date of Birth: 5/22/2000 Age: 12.9
School: Ellicott Mills Middle Assessment Date: 11/23/12 Evaluator: R
Grade/Program: Remedial & Special Education w/Resource Room Report Date: 4/11/13
Background Information:
Shawn is referred because of the connections between his physical impairment and his lack of social skills. Shawn showed signs of depression when he was in elementary school. Shawn furthermore shows deficiencies in oral communication/expression. Shawn's ODD, physical impairment, and emotional issues hinder his ability to develop normatively on the social and physical levels.
Psychological Assessment
The Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV)
Standard Score
Percentile
Qualitative Score
Verbal Comprehension Index
34
Average
Perceptual Reasoning Index
82
High Average
Working Memory Index
83
High Average
Processing Speed Index
45
Average
Full-Scale IQ
50
Average
Interpretation of Testing Results:
Shawn, when outside of the classroom setting, demonstrates average to above average intelligence. The change in environment and context truly affected Shawn's performance. Shawn does not produce consistent scores based on the type of work presented in class, especially if there is a great deal of listening and taking notes, or when a lot of hand writing is involved in the assignment/task overall. Shawn has a very active imagination, which is a result of all the reading he does. The reading Shawn does in his free time, such as in school or at home, contributed to his scores, particularly in those areas where his scores were above average.
Shawn was administered the WISC-IV, which has a variety of functions, including the identification of cognitive strengths and areas in need of improvement. This tests also tests for intellectual disabilities, attention disorders, giftedness, executive functions, and learning disabilities. The results are based on the composite scores of four areas, such as Processing Speed Index, and Perceptual Reasoning Index. The scores from these areas and others are represented in combination as the full scale score.
The Verbal Comprehension score represents Shawn's ability to listen to questions and then to provide answers orally on a particular set of tasks. The set of tasks in this area test and evaluate skill in thinking and reasoning with words, articulating thoughts with words, and understanding verbal information. With Shawn's score, he performed better than 34 students out of 100 of his same age on tasks that required listening and responding to verbal cues.
In Perceptual Reasoning, the score shows how well Shawn performed tasks that required solving problems without words, as well as tasks that required examination and thought. The tasks in this section require that students use visual information swiftly and effectively while they solve nonverbal problems. Shawn's score shows that he performed better than 82 out of 100 students of the same age in tasks that require assessment and application of visual cues to solve problems without words.
With
This is a section that measures students' skill in areas like attention, concentration, and mental reasoning. Retention and attention are key factors in student learning and
student achievement. Shawn's performance in this area was better than 82 out of 100 students of the same age with respect to tasks that require the acquisition & application of information.
The Processing Speed score reflects Shawn's ability to complete tasks where he had to make judgment calls on symbols after only having scanned them for a short time. The tasks in this section measure the speed with which the child's mind operates with specific attention to mental problem solving, eye-hand coordination, and attention. These are skills that are key in reading, an area in which Shawn excels. His skills in this section reflect his ability to think quickly overall. Shawn performed better than 45 students out of 100 of the same age in tasks measuring mental processing speed. His score likely suffered somewhat because of the impairments in his limbs, limiting his hand-eye coordination, and perhaps hand-eye speed.
Shawn's scores show that his
cognitive ability is somewhere between average and above average, based on the performed in various areas and the IQ score.
CONFIDENTIAL
Ellicott Mills Public Middle School
Psychological Assessment
Student: Shawn Date of Birth: 5/22/2000 Age: 12.9
School: Ellicott Mills Middle Sex: 11/23/12
Grade/Program: Remedial & Special Education Parents/Guardians: Renee & Philip
Classification: ODD, ADD Recommended Program: Special Education, Blended
Services: OT, PT,
Counseling, 1:1 Paraprofessional, Therapist (Privately), Social Skill training, Participation in School and After-School activities (Recommended)
IEP Meeting Date: December 12, 2012
Role
Student
Shawn
Parent
Renee
Parent
Philip
General Education Teacher
Michael
Special Education Teacher
Alison
Evaluator
Dr. Pete
Speech Language Therapist
Katerina
Medical Professional
Dr. Sam
1:1 Paraprofessional
Arthur
School Social Psychologist
Dr. Wei
Student Academic Performance Profile:
About half a page single spaced max.
Shawn is a male student that is nearly 13 years old. He attends Ellicott Mills Middle School as an
8th grade. When Shawn was 7 years old, he was professionally evaluated and received a primary
diagnosis of Oppositional Defiance Disorder and mild society anxiety. Shawn underwent an
educational assessment at the start of his 6th grade year and during his 7th grade year. He receives Special Education because he began falling behind in his school work due to a physical impairment that limits the use of his arms, hands, and fingers. This special education and his related services are provided as stipulated by IDEA. Upon annual review of Shawn's IEP, it was noted that Shawn still shows signs of ODD while his social anxiety fluctuates. It was also noted that Shawn may have a diagnosis of mild ADD. Shawn shows social deficits overall while in the
classroom and in physical education. Shawn prefers to work alone, or with his paraprofessional, and recently he will work cooperatively with one or two other students who are his friends. Shawn has emotional outbursts and occasional extended tantrums. Shawn does not often seek others out for
social interaction. Shawn reads a lot more relative to the students (his peers) in the classroom, so even though he has a lot of topics he could discuss with others, he often cannot initiate or sustain basic conversations and other forms of basic social activities. Jason has learned to retreat to the meditation corner when he becomes emotionally overwhelmed throughout the day, which is at least a few times everyday. Shawn's scores show that he has average to above average cognitive abilities, yet his
behavior in class suggests that he has problems socially and physically; some of those problems hinder his cognitive skills. Shawn shows anxiety and defiance in subjects such as Physical Education, Lunch, Recess/Free Time, and during transitions from subject to subject.
Academic Assessment
The Woodcock-Johnson III Tests of Achievement (WJ III)-
Shawn scored below average in Reading Fluency (96), Reading Comprehension (92), Oral Expression (75), and Math Computation (97).
Psychological Assessment
The Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV)
VCI -- 100, PRI -- 121, WMI -- 115, PSI -- 110, and FSIQ -- 125.
Program Eligibility:
Eligible ____X____ Not Eligible ____ Area(s) of Disability: ODD, ADD
Rationale for Eligibility: Jason meets eligibility criteria for ODD that moderately to severely interferes with his performance and intelligence. The recent review of his IEP shows that he meets the criteria for ADD as well.
Revised Recommendations:
1:1 paraprofessional support to assist Shawn in maintaining focus, using his
energy toward worthwhile activities, and staying on task
Occupational Therapy three times a week for 30 -- 45 minutes for the remainder of the school year
After school social training and participation in 1 student organization for the remainder of the school year
Physical therapy three times a week for 30 -- 45 minutes for the remainder of the academic year
Group social training with a normative peer and a special education peer administered by the Social Psychologist
Use of a token system/economy to reinforce desired behaviors with a concrete reward that can be accumulated and exchanged for rewards that the student prefers
Assistance and resources provided…
