FUTURE PUBLIC SCHOOLS

BRIGHT ELEMENTARY SCHOOL PSYCHOLOGICAL EVALUATION CONFIDENTIAL Name: Grade: Date of Report: Examiner: Signature: Katarina Fillips 2 2/6/13 Becky Saper, M.A.
School Psychology Intern

Date of Birth: Chronological Age: Evaluation Dates: Supervisor: Signature:

3/11/2005 7 years, 10 months 1/23; 1/24; 1/25; 1/31; 2/1/13 Elana Wolkoff, Ph.D.
School Psychologist

Date:

Date:

Reason for Assessment/Referral Katarina was referred for an evaluation at the teachers request due to concerns with her academics, sensory challenges, and self-regulation. This current evaluation will address Katarinas learning style including cognitive ability. It will also assist the Special Education TEAM in determining her eligibility for special education services. Assessment Measures Administered Wechsler Intelligence Scale for Children Integrated - 4th Edition (WISC-IV) Conners 3rd Edition: parent and teacher forms Behavior Assessment System for Children, 2nd Edition (BASC-2): self-report form NEPSY-II: selected subtests Roberts-2 Sentence Completion Review of Records Interview Relevant Background Information Information regarding Katarinas background information was gathered during a review of relevant school records and an informal interview with her mother. Katarina was born in California as the oldest of two; she has a younger sister who attends a private preschool in Future. Katarina was a product of a healthy pregnancy and Cesarean section delivery. Early milestones were reportedly within normal limits, with the exceptions of getting her first teeth at 13 months and using a crab-like crawl rather than the typical one, and only after walking. Katarina attended preschool through first grade in a private school located in Los Angeles, California. Ms. Fillips stated that her daughter thrived and loved her time at that school. No concerns were reported while in CA. Katarina and her family moved to Future, MA where she entered the Future Public School System for second grade. Currently, she participates in several extracurricular activities including Girl Scouts, dance class, skating lessons, and the Future Theater Project. By report, there is no family history of disability or mental health; however, high blood pressure runs in the paternal side of her family.

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Mrs. Fillips described her daughter as very loving and loves to entertain others. She has a typical relationship with her younger sister where she feels protective of her while engaging in the usual sibling rivalries. The Fillips family enjoys spending time together, having dance parties on Friday evenings and taking walks to get breakfast on Saturdays and Sundays. During the interview, Mrs. Fillips described concerns around Katarinas level of anxiety. She stated that her daughter will go through phases where she engages in nervous things or habits such as biting her nails. Additionally, mom commented that Katarina does not always think things through before attempting a task or assignment. Katarinas classroom teacher, Ken Craig, reports that she is a well-liked member of the class, but struggles in both social and academic domains. He observes significant weaknesses with attention, difficulty following directions, and challenges with group work. Academically, Katarina decodes well, but comprehends in a literal manner and has difficulty with sustained independent reading. Written language is an area of strength, although handwriting is poor. In regard to math, fact fluency is an area of weakness, but she is an effective problem solver. Behavioral Observations Katarina presented as a friendly, cooperative, and curious 7 year old throughout the evaluation process. She quickly made the transitions from her classroom to the evaluation setting. Katarina demonstrated some good social pragmatic skills in the one-on-one assessment setting as well as in the whole class activity where she was observed. These include turn taking in conversation, an agreeable manner, and asking/answering questions. On verbal tasks, when she was unable to offer a response or elaborate, she was quick to give up saying, and thats all I got. When encouraged to provide a little more information she was able to do so but would not always offer more independently. She requested that items be repeated or clarified as needed. When presented with an unfamiliar task, Katarina sometimes needed further explanation before she fully understood what was expected. On one of the Processing Speed subtests, she demonstrated impulsive behaviors when she verbalized that she understood the task before the directions were fully given. On occasion, Katarina was observed to become unfocused on a task or distracted by various things around the room. Overall, it appeared that the results of this evaluation provided an accurate and reliable picture of Katarinas current level of functioning. Assessment Results and Interpretations Cognitive Functioning The Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV) was administered to obtain an estimate of Katarinas general ability to think and understand information. The WISCIV is comprised of several subtests that measure four distinct areas of cognitive functioning: Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed. Composite scores between 90 and 110 are considered within the Average range for a childs age. Similarly, individual subtest scores between 8 and 12 are within the Average range compared to same age peers across the country. On the current evaluation, Katarinas Full Scale IQ fell within the Superior range. Please refer to the last pages of this report for a display of her scores. Verbal Comprehension
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Katarinas verbal reasoning abilities as measured by the Verbal Comprehension Index (VCI) fell within the Superior range. The tasks within this composite measure verbal concept formation, verbal reasoning, and knowledge acquired from ones environment. Katarina scored within the Superior range on a higher level verbal task (Similarities). She was able to provide accurate categories which required her to identify conceptual links between familiar words. The Vocabulary subtest assesses an individuals ability to express a wide range of ideas. Katarinas ability to express and define words fell within the High Average range. On a subtest where Katarina was asked to answer questions that involved knowledge of general principles and social situations (Comprehension), she performed within the High Average range. She scored within the Superior range on a subtest that required her to answer questions about different topics such as calendar information, geographical facts, and history (Information). Katarinas verbal comprehension skills indicate a solid and strong ability to use language for both understanding and expressing information. Non-Verbal/Perceptual Reasoning The Perceptual Reasoning Index (PRI) assesses perceptual organization, nonverbal reasoning, the ability to employ visual images in thinking, and the categorization of visual information. Due to the variability in her scores within this domain, a single composite score is not an accurate representation of her abilities and was therefore not calculated. Katarinas performance on this domain fell within the Average to High Average ranges. On a part-to-whole task that required her to replicate two dimensional designs with blocks (Block Design), Katarina was able to confidently and accurately construct designs and scored within the High Average range. On a task where she had to classify a series of pictures into conceptual categories (Picture Concepts), Katarina scored within the High Average range. Picture Concepts is similar to the Similarities subtest, in that the child is asked to identify two or three items that share a common element, but this task does not involve language. Katarinas performance on this task was strong, as was her performance on Similarities, demonstrating a well-developed ability to comprehend part/whole relationships and to make abstract connections. On the Matrix Reasoning subtest, which required her to infer underlying principles from visual materials that present sequences or patterns, Katarina performed within the Average range. There was a statistically significant difference between her score on the Matrix Reasoning subtest and the other two subtests. This discrepancy indicates that inferential reasoning is an area of relative weakness for Katarina. Processing Speed The Processing Speed Index (PSI) represents Katarinas ability to quickly and accurately scan, sequence, or discriminate simple visual information and produce a written output. This composite also measures short-term visual memory, attention, and visual-motor coordination. Katarinas performance on this domain fell within the Superior range. The PSI is assessed using two tasks: Coding and Symbol Search. Katarina scored within the High Average range on the Coding subtest which required her to quickly copy symbols that were paired with numbers according to a key. The Symbol Search subtest required her to identify the presence or absence of a target symbol in a row of symbols. Katarina scored within the Superior
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range on this subtest. These two tasks call on similar abilities in regard to scanning and short term visual memory, although the Coding task has the additional requirement of writing. Katarinas performance on these tasks indicated strong visual processing speed that is not significantly impacted by the addition of a written component. Memory and Learning Working memory tasks require the ability to temporarily retain information in memory, perform some mental operation or manipulation with the information, and produce a result. Working memory involves attention, concentration, and mental control. As measured by the Working Memory Index (WMI), Katarinas ability to attend to verbally presented information and hold that information in her short-term memory while manipulating and processing it fell within the Superior range. Katarina scored within the High Average range on the Digit Span subtest. This subtest assesses a students ability to retain several elements that have no logical relationship to one another. Within this subtest there are two different trials: Digit Span Forward (DSF) and Digit Span Backward (DSB). DSF involves rote learning, auditory short-term memory, and sequential memory. DSB involves the same processes and, in addition, requires an ability to plan and transform the stimulus input before responding. Katarinas similar scores on both DSF and DSB suggest that her short-term memory and working memory are comparably developed. On another task of short-term auditory memory and mental manipulation (Letter-Number Sequencing) Katarina performed in the High Average range as well. This subtest requires a person to attend to a series of letters and numbers that have been read aloud, hold them in memory, manipulate them into a new order, and repeat the new sequence. The Arithmetic subtest consists of a series of word problems that she was asked to solve without the use of paper. It requires numerical skills, as well as sustained auditory attention, short-term memory, and rapid processing of language. Katarinas performance fell within the Average range. She responded prematurely to some items which prevented her from obtaining all of the relevant information and resulted in her missing some items. Executive Functioning Executive functioning refers to a persons ability to plan, pursue, and complete a task. It involves multiple functions, including cognitive flexibility, organization, and self-regulation. Two tasks on the NEPSY II assess aspects of executive functioning. The Animal Sort task is an assessment of cognitive flexibility, an ability which relates to problem solving, planning, evaluation, and perspective taking. On this task, Katarina was asked to group a set of pictures according to multiple criteria. She performed within the Above Expected Level range on this task. The Auditory Attention and Response task required Katarina to listen to a recording of a list of words and to touch a predetermined stimulus when she heard a target word. The expectation was that she would ignore irrelevant stimuli, respond appropriately to targeted stimuli, and resist impulses to respond in predictable ways. Katarina performed At Expected Level range on the first portion of this subtest. On the second section of this task, her performance significantly decreased and fell within the Well-Below Expected Level range. The discrepancy in her performance indicates that when additional working memory and executive control demands are
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required, her ability to sustain attention decreases. She is able to effectively complete tasks that require simple attention; however, she her performance deteriorates significantly when attention is coupled with higher executive functioning demands Attention/Concentration The Conners 3 rating scale was completed by both Katarinas parents and her teacher. This assessment rates a childs behavior in a variety of situations and domains. The scores are then used to objectively examine how the childs behaviors compare with other children within the same age range. Scores between 40 and 60 are considered within the Average range. Please refer to the last pages of this report for a display of the respondents ratings. At school, Katarinas teachers ratings indicated Very Elevated concerns in the areas of Hyperactivity/Impulsivity (T-Score = 92), Learning Problems (T-Score = 76), and Defiance/Aggression (T-Score = 95). Issues related to hyperactivity/impulsivity included getting overly excited, impulsive, interrupts others, and difficulty being quiet. Learning Problems included forgetting information already learned, difficulty understanding and remembering what she reads, and challenges with spelling and math concepts. Issues that relate to the Defiance/Aggression scale involved being overly focused on her own experiences and inconsistently responding to feedback on her behavior. At home, Katarinas parents indicated Very Elevated concerns with Hyperactivity/Impulsivity and Inattention. Similar issues and behaviors that were noted in the school setting are seen at home. Such behaviors included difficulty being quiet, excitable/impulsive, interrupts others, and constantly moving. Inattentive concerns encompassed distractibility, making careless mistakes, and trouble maintaining focus and concentration. Behavioral/Social-Emotional Functioning Objective Measures In order to gain a better understanding of Katarinas social and emotional strengths and weaknesses, the Behavior Assessment System for Children, 2nd Edition (BASC-2) self-report form was administered to her. The BASC-2 is a rating scaled system used to evaluate behavior of children. The scale compares Katarinas ratings to those of other children, ages 6 through 7. While childrens reports are less reliable than adults, her responses offer important information as to how she currently sees herself. Katarinas ratings were internally valid. Please refer to the last pages of this report for a display of all her ratings. Katarinas ratings indicated a couple of areas of clinical significance and an area of possible concern. Both the Anxiety scale and the Social Stress Scale fell within the clinically significant range. Many of the issues raised from these scales were in regard to interactions with her peers. When asked to further explain some of her thoughts and concerns, her responses suggested that she experiences a great deal of worry that she will be picked on by a peer. Upon discussion of this topic, Katarina revealed that this was something she experienced at her old school but does not feel that it is currently happening at Bright. Although she doesnt see this as a problem right now, she is consumed with the worry that it will eventually occur. When asked how she handles/copes when she feels bullied she explained that she just tries to ignore until it goes away.
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Projective Measures In addition to the BASC-2, a number of projective measures were administered to Katarina to further assess her social and emotional functioning. Projective measures are used to identify possible themes of an individuals thoughts on a variety of topics including school, family, friends, and the self. A sentence completion task and selected cards from the Roberts-2, a projective story telling task, were administered to Katarina. Overall themes that emerged suggest that Katarina has several social and emotional strengths. Her responses indicated that she has an overall positive attitude and outlook on school, interests, and family. She views her parents as a source of support and values her familial relationships. Katarina explained that she enjoys making dinner with mom and playing video games with dad. While generally she has a positive outlook on peers, some her responses further suggest her anxiety around being bullied by her classmates. In one story, which contained a bullying scenario, the outcome was left somewhat unresolved, suggesting that Katarina may be unsure how to manage similar peer situations. Overall, Katarina appears to have a positive outlook on life and her own self-efficacy. Summary and Conclusions Katarina is a curious and outgoing second grade student at Bright Elementary School. At the teachers request, Katarina was referred for an evaluation due to concerns about her academics, sensory challenges, and self-regulation. Results from the current evaluation indicate Katarinas overall cognitive abilities fell within the Superior range. She demonstrated exceptionally strong verbal comprehension skills and an ability to use language for both understanding and expressing information. While her overall perceptual reasoning skills were strong, she showed a relative weakness in inferential reasoning. Katarina is able to quickly and accurately scan, sequence, and discriminate simple visual information and produce a written output. Both her rote and working memory fell within the High Average range and indicated even abilities. Executive Functioning assessments indicated some significant challenges. Although she is able to sustain attention on simple tasks, she demonstrates significant difficulty sustaining attention in the context of higher executive functioning demands. These weaknesses are likely to especially impact Katarina during independent work, when she is expected to self-monitor and selfregulate. In addition, parent and teacher reports indicate that Katarina exhibits hyperactive and impulsive behaviors, as well as significant challenges with sustained attention and making careless mistakes. In terms of Katarinas current social and emotional functioning, results indicated that she experiences high levels of anxiety and social stress. Recommendations: Given Katarinas learning profile, the following recommendations are offered:

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Katarina would benefit from being given directions in a variety of ways to facilitate the probability of understanding (i.e. verbal and written directions). Provide Katarina with frequent teacher check-ins, prompting, and alternative seating arrangements to address attention difficulties. During activities which require sustained auditory attention, Katarina benefits from the use of a fidget or something to hold. In order to prolong Katarinas attention and concentration, she should be provided with movement breaks while learning. Katarina would benefit from support for social problem solving and negotiation. Katarina should be provided with checklists, visual timers and other systems to help her learn to self-regulate. She will need to be taught to use these tools before they can be effective. Roles during group work should be explicitly defined for Katarina. Katarina may benefit from tangible cues to remind her of what is expected at a given moment, e.g., listening, speaking, producing written work. Katarina will benefit from frequent feedback about specific positive actions and the outcome of those actions. This will help her to increase perseverance, self-efficacy, and internal motivation.

These results should be viewed in conjunction with other concurrent testing. It was a pleasure to work with Katarina. Please do not hesitate to contact me with any questions or concerns.

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Data Summary Name: Katarina Fillips Date of Birth: 3/11/2005 Wechsler Intelligence Scale for Children- 4th Edition (WISC-IV) Composite Scores Summary Scale Composite Scores Qualitative Description Verbal Comprehension Perceptual Reasoning Working Memory Processing Speed Full Scale IQ
Subtest Scores Summary VCI Subtests Similarities Vocabulary Comprehension (Information) PRI Subtests Block Design Picture Concepts Matrix Reasoning WMI Subtests Digit Span Letter-Number Sequencing (Arithmetic) PSI Subtests Coding Symbol Search 13 16 High Average Very Superior 13 14 (12) High Average Superior High Average 14 14 9 Superior Superior Average Scaled Score 15 14 14 (14) Qualitative Description Superior Superior Superior Superior

126 115 120 126 127

Superior High Average Superior Superior Superior

**Composite scores are based on a mean of 100 and a standard deviation of 15** *Average range = 90 to 110*

**Subtest scores are based on a scale of 1-19, with a mean of 10 and a standard deviation of 3** *Average range = 8 to 12*

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Behavior Assessment System for Children, 2nd Edition (BASC-2)

Self-Report Scale (SRP) Clinical Scales Emotional Symptoms Index Attitude to School Attitude to Teachers Atypicality Social Stress Anxiety Depression Adaptive Scale Interpersonal Relations Clinical Scales 70 & above 60-69 59 & below Clinically Significant At-Risk Average T-Scores 61 43 49 47 75 70 64 T-Scores 41 T-Score Range Adaptive Scales 30 & below 31-40 41 & above Description At-Risk Average Average Average Clinically Significant Clinically Significant At-Risk Description Average

Conners- 3rd Edition

Content Scales Inattention Hyperactivity/Impulsivity Learning Problems Executive Functioning Defiance/Aggression Peer Relations ADHD Symptoms Scale Inattentive Hyperactive/Impulsive 68 62 T-Score 70 & above 60-69 40-59 39 & below Elevated Elevated Description Very Elevated Elevated Average Low Score 64 87 Elevated Very Elevated Parent 72 62 63 47 49 76 Description Very Elevated Elevated Elevated Average Average Very Elevated Teacher 68 88 62 64 66 45 Description Elevated Very Elevated Elevated Elevated Elevated Average

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