Confidential
The names in this report have been changed to protect the privacy of the parents and the child.
Name: Ron Klein
Date of Birth: 11-25-1998
Age: 16 years
Parent Interview: 9-16-2014
Testing Dates: 9-29-14, 10-5-14, 10-12-14, 10-19- 14
Summary Conference: 10-25- 14
Tests Given: Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI)
Hooper Visual Organization Test (VOT)
Rey Complex Figure Test
Wechsler Adult Intelligence Scale – Third Edition (WAIS-III)
Woodcock-Johnson – Third Edition (WJ-III):
Tests of Achievement, Select Subtests
Tests of Cognitive Abilities, Select Subtests
PRIMARY REFERRAL CONCERNS
Ron’s parents requested a psychoeducational evaluation of their 16-year-old son at the
recommendation of his high school guidance counselor. Ron is highly verbal and excels in
most academic areas but has a history of significant difficulty with math courses. A special
education evaluation in the 1st grade identified processing delays in the nonverbal domain,
including visual-motor integration, visual-processing speed, and visual-perceptual skills.
Academic delays in the areas of reading, math and writing were remediated by the 3rd grade
and, although eligible for educational accommodations and modifications through Section 504,
Ron has attended regular education classes with no educational interventions in place. In high
school, Ron has succeeded in Advanced Placement and Honors classes but has struggled
with math classes.
BACKGROUND INFORMATION
CONDENSED FOR SAMPLE REPORT PURPOSES.
Developmental/Family: Normal pregnancy and delivery. Developmental milestones within
normal limits.
Health/Medical: Ron has been a healthy youngster. He has had no stitches, surgeries or
overnight hospitalizations.
Social/Emotional/Behavioral: Ron’s social and emotional development has been normal.
Educational: Ron has attended public schools throughout his education. He was referred for
a special education evaluation in grade 3. Testing at that time revealed general cognitive ability
at the very superior level (99th percentile). Ron displayed strong memory skills (WJ-R,
Memory, 98th percentile).
Testing also showed academic achievement at the low average to average levels in all areas
(WJ-R, Reading, 9th percentile; Math, 34th percentile; Writi...
... middle of paper ...
...riting Fluency 125 95 Superior
Writing Samples 93 31 Average
Handwriting 71 2 Very Low
Total Achievement 115 84 High Average
Broad Reading 121 92 Superior
Broad Mathematics 93 33 Average
Broad Written Language 124 94 Superior
Academic Skills 118 88 High Average
Letter-Word Identification 127 96 Superior
Calculation 89 23 Low Average
Spelling 121 92 Superior
Academic Fluency 117 88 High Average
Reading Fluency 120 90 Superior
Math Fluency 95 36 Average
Writing Fluency 125 95 Superior
Academic Application 97 42 Average
Passage Comprehension 100 51 Average
Applied Problems 97 43 Average
Writing Samples 93 31 Average
REY COMPLEX FIGURE TEST
T-score of 50 is average.
T-Score Percentile Classification
Immediate Recall 67 96 Superior
Delayed Recall 40 16 Low Average
Recognition 32 4 Impaired
BEERY-BUKTENICA DEVELOPMENTAL TEST OF VISUAL-MOTOR INTEGRATION (VMI)
Standard score of 100 is average.
StandardScore
Scaled
Score
Age
Equivalent Percentile Classification
Visual-Motor 88 8 14-0 21 Low Average
HOOPER VISUAL ORGANIZATION TEST (VOT)
T-Score of 50 s average.
T-score = 58 (intact)
This is a reading intervention classroom of six 3rd grade students ages 9-10. This intervention group focuses on phonics, fluency, and comprehension. The students were placed in this group based on the results of the DIBELS Oral Reading Fluency assessment. Students in this class lack basic decoding skills.
Hitchcock, C., Meyer, A., Rose, D., & Jackson, R. (2002). Providing new access to the general curriculum. Exceptional Children, 35(2), 8–17.
The Kaufman Test of Educational Achievement, Third Edition (KTEA-3) is a revised and updated comprehensive test of academic achievement (Kaufman & Kaufman, 2014). Authored by Drs. Alan and Nadeen Kaufman and published by Pearson, the KTEA-3 remains an individually administered test of achievement intended for use with examinees ages 4 through 25 years, or those in grades Pre-Kindergarten (PK) through 12 and above. The KTEA-3 is based on a clinical model of academic skills assessment in the broad areas of reading, mathematics, and written and oral language. It was designed to support clinicians utilizing a Cattell-Horn-Carroll (CHC) or Information Processing theoretical approach to assessment and detailed information regarding the structure
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Willcutt, E. G., Betjemann, R. S., Pennington, B. F., Olson, R. K., Defries, J. C., & Wadsworth, S. J. (2009). Longitudinal Study of Reading Disability and Attention-Deficit/Hyperactivity Disorder: Implications for Education. Mind, Brain, and Education, 181-192.
What are the benefits of implementing early intervention and RTI’s for children with early signs of a learning disability? This is a serious topic because of the increase over the years of children with learning disabilities. Instead of just placing students in special education programs educators must assess and evaluate students. As well as try early intervention programs and responsiveness to intervention known as RTI to try to delay the disability or stop the disability from forming and progressing. I have gathered articles that show the implementing of early intervention programs and RTI models to enhance children that show signs of an early learning disability. The articles all show how these programs can help students progress in academics as well as behavior areas in the classroom.
For starters, I would like to have more information on the student prior to assessing. I would like to know about the student classroom experience with reading. As a future Special Education Teacher, I have a passion for helping students who face more challenges. This student did not demonstrate that he faced reading challenges. In hindsight, I would like to have worked with a student with reading challenges in order to start developing a plan to close the achievement gap. Although, all students have room to grow, so I am glad to have worked with
Journal of Intellectual & Developmental Disability, by Dillenburger, K., and Keenan M., published in 2009, summarized Nov 19, 2009
The names in this report have been changed to protect the privacy of the parents and the child.
Rubin, J. A. (2001). Approaches to art therapy: Theory and technique. (2nd ed.). New York: Routledge.
The causes of reading difficulties often arise because of learning disabilities such as dyslexia, poor preparation before entering school, no value for literacy, low school attendance, insufficient reading instruction, and/or even the way students were taught to read in the early grades. The struggles that students “encounter in school can be seen as socially constructed-by the ways in which schools are organized and scheduled, by assumptions that are made about home life and school abilities, by a curriculum that is often devoid of connections to students’ lives, and by text that may be too difficult for students to read” (Hinchman, and Sheridan-Thomas166). Whatever the reason for the existence of the reading problem initially, by “the time a [student] is in the intermediate grades, there is good evidence that he will show continued reading g...
specific learning disabilities in the United States of America. The Journal of International Association of Special Education, 10(1), 21-26.
Carbohydrates - the main role of a carbohydrate is to provide energy, this is because they are the body's main source of fuel, which is needed for physical activity, brain and operation of the organs. All the tissues and cells in the body need carbs but not only that they are also important for intestinal health. Carbohydrates are biological molecules that contain carbon(c), hydrogen(H) and oxygen(O) atoms. Monosaccharides are the simplest unit of carbohydrates and the simplest form of sugar.
Pierangelo, R. A., & Giuliani, G. A. (2013). Assessment in special education: A practical approach. (10th ed.). Upper Saddle River, NJ: Pearson.
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