208 Rochdale Road Greetland Halifax West Yorkshire HX4 8JE
Tel: 01422 372222 email: [email protected] www.egs.org.uk
DIAGNOSTIC ASSESSMENT REPORT BY AN EDUCATIONAL PSYCHOLOGIST
Name:
Thomas Hunter
Date of assessment:
25/04/13
Date of birth:
03/08/90
Address:
18 Grindlow Close, Sheffield S14 1PE
University:
Sheffield Hallam
Course of study:
Sport and Exercise Science
Year and length of course:
1 of 3
The author of this report
holds a current Practising Certificate
certifies that this assessment has been conducted and the report written in accordance
with the SpLD Working Group 2005/DfES Guidelines for Assessment of SpLDs in Higher
Education.
Name:
Elaine Douglas, CPsychol
Signature:
14th May 2013
Date:
The author is:
A qualified psychologist holding an approved qualification (as noted in the SpLD
Working Group 2005/DfES Guidelines) and is registered with the Health Professions
Council to practise as an educational psychologist having the registration number
PYL0469
Qualification held and awarding institution: Chartered Educational Psychologist
M.Sc. Sheffield University
Current Practising Certificate number and issuing body: British Psychological Society No. 031190
OUTCOME and SUMMARY
The results of this assessment indicate that Thomas presents a profile of someone who has
mild specific learning difficulties concerning his visual memory and speed of processing visual
information. Some aspects of his literacy skills have been affected by these cognitive
weaknesses.
Reason for Report
This report has been drawn up to inform Thomas of the outcome of an assessment by an
educational psychologist for specific learning difficulties particularly in the context of literacy
skills in a higher education environment. Where appropriate, recommendations are made for
the purpose of supporting Thomas with his university studies.
It should be noted that this assessment and any recommendation made was undertaken for
educational study purposes and is not necessarily appropriate for any other situation or
environment. Study at higher levels places particular requirements on an individual and such
requirements are not typically duplicated elsewhere.
Sources of Information
Discussions and an assessment session with Thomas
BACKGROUND INFORMATION
Thomas is in his first year of a Sport and Exercise Science Degree. During the assessment
session he commented that during his earlier education he did not receive any support with
literacy but he felt that there were issues with his grammar, spelling and hand writing. He
noted that he did not achieve particularly good grades but that his general knowledge was an
area of strength. When he went to college Thomas was tested by, from what he recalls, a
specialist tutor but this test does not appear to have been very thorough. No report was
available. Thomas noted that at GCSE level he achieved a D grade in his Maths and a D in
English Literature and C in English Language.
In terms of his current studies, Thomas reports that he is finding it difficult to read something
and then write it down immediately afterwards. He finds it difficult to keep up with note taking
and has to write very slowly in order to be able to read his script. He would say that his
organisation and planning skills are weak but his time management is usually good. On this
occasion he was late for the assessment but he was keen to stress that this was not usually
the case and he was quite upset that he had arrived late.
Thomas noted that there were no issues with his general health and his hearing and vision are
fine. However, he has noted that he is starting to get a number of headaches which his mother
suffers from also and he has booked himself in for an eye test to check whether there are any
issues here. His gross motor coordination is fine but he has always had issues with fine motor
coordination and in particular with his handwriting.
Thomas noted that his concentration can be rather poor and that when he is reading he does
not experience distortion of print but has to reread text in order to understand it. He also
explained that his basic Maths skills are fine and he can do mental calculations. Thomas also
explained that quite a number of his family including cousins suffer from literacy and numeracy
problems.
ASSESSMENT
Thomas arrived rather late for the assessment session as he had previously attended another
meeting scheduled with a fellow student. He presented as a pleasant, motivated, open and
chatty man with a good range of social skills and a sense of humour. Thomas appeared a little
apprehensive at first, but settled quickly and scores should therefore be reliable and valid. He
appeared to tackle every task to the best of his ability, demonstrating some persistence on
tasks he found a little problematic. His general approach to problem solving appeared to be
reflective in nature. He demonstrated reasonable attention and concentration throughout the
assessment session.
Attainments in Literacy
The Wide Range Achievement Test (Revision IV) commonly known as the WRAT4, is a norm
referenced test that investigates literacy skills. It consists of a word reading task where
Thomas was required to decode a list of increasingly difficult words. There is also a spelling
test. These measures are commonly used to evaluate a persons literacy strengths and
weaknesses as well as investigate their approach to reading and learning generally. There are
one or two equivalent forms and the blue version was used here.
The Wide Range Achievement Test also has a sentence comprehension task that measures
an individuals ability to gain meaning from words and to comprehend ideas and information
contained in sentences.
The Wechsler Objective Reading Dimensions (WORD) is a well established individually
administered test used by psychologists to investigate various components of reading. There
is research and information on its use with adults and it is used here to investigate reading
speed and reading comprehension.
General Results:
WRAT4
Standard Score
Words per minute
Comment
Word reading
89
Average
Spelling
86
Average
READING SPEED
Text 1
117
See text
Text 2
63
See text
Dictation speed
19
See text
Free writing
18
See text
WRITING
WIAT2
Pseudoword
86
(Standard scores have a mean of 100; standard deviation = 15)
Average
Reading
Thomass score on the word reading task was 89. Thomas coped well with the high frequency
words but his performance broke down when reading the medium frequency words. He did
demonstrate some word attack strategies which were successful to a point but he was not
always able to read the more complex words successfully. The errors that he made included
misreading gigantic as gig-antic and municipal as minickipal.
Thomas was asked to read a number of passages from the Wechsler Objective Reading
Dimensions. Whilst he was reading aloud he was timed: on a relatively straightforward text
(text 1) he read at a rate of 117 words per minute. This is therefore slower than would be
expected. There is no standardised speed of reading data but it is generally understood that
an average oral reading speed for HE students is 150 words per minute and an average silent
reading speed is 250 words per minute (SASC/ STEC). Thomas misread saurians as sauray-nians, but otherwise coped well with the vocabulary in this text. He answered the
question fairly quickly but noted that his hobby is an interest in wildlife and he was able to pick
up on the content on the text very quickly.
On a more complex text (text 2) Thomas read at a rate of 63 words per minute, reflecting the
greater difficulty which he had in decoding complex and unfamiliar words. It was apparent that
this text was much more challenging for Thomas as his speed of reading reflects. He misread
though as through, jurors as juniors and incontrovertible as inconvertibile, vindicated
as vinidicated and perpetrators as perperaitors. This suggests that he tends to use a
visual strategy when trying to read words that he is not sure of which means that they are not
close to the correct words but may ultimately cause some confusion when reading. He was
able to answer the comprehension question and identified that the perpetrator of the crime
owned up.
Spelling and Writing
On the spelling test Thomas obtained a score of 86. Thomas wrote in uppercase capitals
initially and then printed the rest of the words. This was in an attempt to make his spellings
readable. This score suggests that this is a weak area for him and it is not quite
commensurate with his level of ability. It was apparent that there were occasions when
Thomas realised that he had misspelt a word but he could not work out the correct spelling.
The Pseudoword from the Wechsler Individual Achievement Test (WIAT 2 UK) was
administered. Here, Thomas was required to read a long list of nonsense words to investigate
phonological processing issues. The test is well researched and has a mean of 100 and a
standard deviation of 15. Thomas obtained a score of 86 which places he skills just within the
average range. Thomas found this exercise quite difficult although he was able to identify
most of the consonant-vowel-consonant (CVC) words but his score suggests that there are
generally speaking some issues with phonological processing. Errors were due to lack of
understanding of how words are constructed (for example, the role of the e on the end of the
word to change the vowel) but other errors were more of a visual nature in that he misread a
word from the initial letters.
In a dictation, he wrote at a rate of 19 words per minute compared with an expected rate at this
level of around 28 30 words per minute. He is right handed with an orthodox pen grip. He
used a print script which was almost illegible. Because Thomass handwriting is very difficult
to read and his speed of writing is slower than one would expect, it may well be the case that
both he and others find it difficult to refer back to any notes that he may make, for example.
In a piece of free writing Thomas wrote at a rate of words per minute. A subtest (free writing
exercise) from the Detailed Assessment of Speed of Handwriting (DASH 17+) was
administered. This test provides a reliable measure of handwriting speed for students aged
17-25 years in Further and Higher Education and identifies students with slow handwriting
speeds. On this task, Thomas wrote at a rate of 18 words per minute; this yields a standard
score of 5 which is measured in the below average range. Thomas wrote about his course but
it was very difficult to pick out each individual word and the assessment was only able to get
the gist of what he was trying to say.
Underlying Ability
In order to investigate a range of cognitive strengths and weaknesses the Wechsler Adult
Intelligence Scale (4th Edition UK) was administered (see appendix). Thomas obtained the
following scores:
Table 1
Subtest
Scaled Score
Similarities
Vocabulary
Information
6
7
12
Block Design
Matrix Reasoning
7
8
Digit Span
Letter-Number Sequencing
9
7
Symbol Search
Coding
5
4
(Scaled scores range from 1 to 19, the mid-point is 10, and the average range can be considered to be 8 to 12, which contains
about 50% of the population).
Table 2
Scale
Verbal Comprehension Index
Perceptual Reasoning Index *
Working Memory Index
Processing Speed Index
Average range 85-115
Mean = 100
Score
Confidence
Limits
Percentile
91
86
89
71
86-97
83-96
66-82
27
18
23
3
Prorated *
Standard
Deviation = 15
The Vocabulary, Similarities and Information subtests all contribute to the Verbal
Comprehension Index, which is often a good indicator of future academic success. On this
Index Thomas obtained a score of 91.
The Block Design and Matrix Reasoning subtests contribute to the Perceptual Reasoning
Index. On this index Thomas obtained a score of 86.
On the Block Design subtest Thomas was required to match a pattern on cubes to a picture.
This can be regarded as a measure of visual and motor planning and organisation. Thomas
achieved a score of 7 on this subtest which indicates that his skills are just below the average
range. He was able to replicate a two by two design but was not able to work on a three by
three design. These results indicate that there may be some issues with organisation and
planning.
Cognitive Processing
Thomas scored 9 on the Digit Span subtest where he was required to repeat digits both
forwards and backwards and to organise a series of digits into numerical order. This subtest
can be regarded as a measure of auditory short-term sequential memory.
Thomas obtained a score of 7 on the Letter Number Sequencing task where he was required
to remember and re-organise a sequence of digits and letters. This task is highly dependent
on auditory short-term memory.
The Digit Span and Letter-Number Sequencing subtests contribute to the Working Memory
Index and Thomass score on this index is 89. This score is statistically not significantly lower
than the Verbal Comprehension and Perceptual Reasoning Indexes. Thomas does not have
specific difficulties in the areas of auditory processing, sequencing and memory.
Thomas obtained a score of 71 on the Processing Speed Index. The Symbol Search and
Coding subtests both contribute to this index and can be regarded as measures of the ability to
process visual symbols within time constraints. The efficient processing of such symbols in
this way can be indicative of the strength of short-term visual memory. Thomass score on this
Index is statistically significantly lower than the Verbal Comprehension and Perceptual
Reasoning Indexes. Thomas does have specific difficulties in these aspects of visual
processing.
Other relevant information
Thomas did not identify any difficulties with coordination and no further testing as
administered.
CONCLUSION
On the basis of this assessment, together with observed behaviours, Thomas presented as a
man whose verbal and non-verbal skills lie in the average range. His verbal skills are slightly
stronger and his non-verbal skills with his general knowledge being a particular area of
strength for him. There do not appear to be too many issues with his auditory memory and
speed of processing auditory information, but his visual memory and speed of processing
visual information as measured by the Processing Speed Index is statistically significantly
lower than all other indexes. This suggests that there are cognitive weaknesses with visual
processing and memory.
An analysis of his literacy skills suggests that in some respects, some of the scores he
achieved are on a par with his level of ability. For example, his word reading, spelling and
phonological skills all like towers the lower end of the average range. However, there are
issues with his speed of reading text and also problem with his speed of writing both when
writing to dictation and writing freely.
Because of these results it is apparent that Thomas will need some support from appropriate
technology and software and also from specialist tutors. Extra time in written examinations is
also advised as is the use of either a PC or a scribe. His handwriting is extremely difficult to
read and will be challenging for anyone who assesses his examination papers.
The results of this assessment indicate that Thomas presents a profile of someone who has
mild specific learning difficulties concerning his visual memory and speed of processing visual
information. Some aspects of his literacy skills have been affected by these cognitive
weaknesses.
Thomas should seek advice and support to investigate any extra help he could receive from
his department and any courses organised by the university which might help his cope more
adequately with his studies. It would be hoped that his tutors will be particularly supportive and
helpful to his.
Recommended Support
In view of this profile of specific learning difficulties, which is likely to inhibit Thomass ability to
access his university course, an assessment was made of his general support needs. All of
the following should be given full consideration (within the context of the universitys current
policy and practice). It is worth noting that these are the independent recommendations of the
educational psychologist, but the local authority, funding agency or the university may have
regulations and/or policies which make these difficult or impossible to provide in that particular
setting or on that particular course as they may conflict with core assessment criteria.
Typically, extra support and resources will only be available following a successful application
for the Disabled Students Allowances.
Academic Tutor Support
All academic and personal tutors should be made aware of Thomass specific learning
difficulties.
Tutors should be as clear, selective and directive as possible in their suggestions for
reading.
Tutors should not require Thomas to read aloud in group situations without the opportunity
to prepare adequately.
All tutors need to be sensitive to Thomass specific difficulties and make allowances when
assessing and marking for the way in which difficulties with the following may affect his
work:
o the structure and organisation of written work including grammar, punctuation and
sentence structure
o spelling
o handwriting
o prioritisation
Thomas needs support to develop his self-esteem and self-confidence with respect to
literacy.
Thomas needs positive and constructive feedback on literacy issues to help his improve his
personal performance.
Thomas should be encouraged to attend appropriate support groups and courses provided
by the university.
Copies of PowerPoint/OHP slides and appropriate notes should be made available before
lectures where possible. Alternatively, notes could be posted on the universitys internal
systems.
Additional Support
Universities have a range of resources available such as support workers, equipment and
software packages. A fuller assessment of Thomass needs will be undertaken to identify an
appropriate package to meet support requirements during his course of study. As noted
earlier, such support may only be available following a successful application for Disabled
Students Allowances.
Such support should be subject to review and may be required for only a short time or on an
occasional basis, or at critical periods during the course, e.g. preparation of dissertation.
The package of support will be accessed in order to:
Give guidance to Thomas to plan and structure his essays and similar assignments more
adequately, including assistance in developing proof-reading skills).
Improve his personal organisation skills.
Support Thomas in improving his note-taking skills; in particular provide help and ideas to
develop concise and appropriate techniques.
Help develop spelling skills.
Foster skills in basic grammar.
Aid the development of punctuation skills.
Provide support in the development of phonological awareness skills.
Examination Support
A word processor in written examinations should be considered.
Extra time will be required in any future written examinations, or equivalent forms of
assessment, to:
Read questions carefully
Plan and structure answers
Check answers
A scribe could be considered rather than a word processor (there will be a need to
practise this skill).
Suggested amount of extra time 25%
The examination may need to be taken in a private room
Technology and Other Aids
Access to a recording device for use in lectures and seminars and similar learning
situations so that all relevant work is on record for later use. Such a device could also be
used to aid memory generally.
The level of access provided by the university network systems should prove adequate for
Thomass needs.
Other considerations
Good use should be made of any lectures or courses on study skills provided by the
university
Information on the topic of study skills, often available in the university, should also be
browsed with particular reference to: -
Planning and structuring essays and assignments.
General organisation of the learning environment (e.g. file systems).
*A good, prize winning, text is A Brief Guide for Successful Learning by Rebecca Thomas.
4.95 should be available on Amazon. The book covers essay writing, revision, exam
techniques and useful aids to study.
A structured diary system is essential if Thomas is to make the best use of his chosen
course.
It may be helpful for Thomas to undertake a course on keyboarding skills.
The author of this report:
certifies that this assessment has been conducted and the report written in accordance
with the SpLD Working Group 2005/DfES Guidelines for Assessment of SpLDs in
Higher Education.
Signature:
Name:
E Douglas C Psychol
Date: 14th May 2013
APPENDIX
th
A brief description of the Wechsler Adult Intelligence Scale (WAIS) (4 Edition UK)
th
The WAIS-4 Edition UK is a test used by psychologists to assess your general abilities. It gives an
insight into your strengths, weaknesses and learning style and assists in the identification of specific
learning difficulties. It does not require you to undertake any reading or writing, and each subtest only
lasts a few minutes. Scores are not the only criteria of interest. Observation and other techniques are
brought to bear by the psychologist to help analyse strengths and learning styles.
The WAIS is divided into four index scales. The Verbal Comprehension Scale consists of subtests that
assess the development of language skills. It includes an assessment of your vocabulary, reasoning
skills and general knowledge. The Perceptual Reasoning Scale consists of subtests that assess visual
perceptual and visuo-motor skills.
There are items involving the construction, repetition and
interpretation of patterns and designs. The Working Memory Index is a measure of an Individuals ability
to hold information temporarily in memory to undertake a specific task. The Processing Speed Index
provides a measure of ability to process symbolic visual information rapidly and efficiently and to quickly
perform tasks based on this information. A Full Scale Score gives an overall estimate based on all
subtests but has less meaning where there is a wide range of scores on the four Indexes.
Essentially the main subtests drawn on within the assessment can be described as follows: Information:
Questions on general knowledge
Digit Span
Requires the recall and re-sequencing of numbers (forwards,
backwards and into numerical order)
Vocabulary:
Asks for definitions for words
Arithmetic:
A short test of mental arithmetic
Similarities:
Asks for a conceptual link between two words
Block Design:
A pattern replication task matching coloured cubes to pictures
Matrix Reasoning:
Finding a best fit to complete a pattern
Coding:
A paper and pencil task requiring the linking of
Symbols and numbers
Symbol Search:
Identifying pairs of matching symbols
Visual Puzzles:
Selecting items that go together to reconstruct a puzzle
Letter-Number Sequencing:
Re-ordering sequences of letters and numbers
Do contact us if you would like more information on descriptors.
For ease of reference 85-115 is taken as the average range on both the WAIS and the WRAT.
10
Useful resources for Study Skills
Listed below are some useful links to websites/resources that you may find beneficial for
developing your study skills. Some cover very general basic skills in numeracy and literacy
while others focus on more specific areas such as time management, organisation and putting
completing an assignment. Your university will have a study skills website which you will find
useful. You may wish to look at the resources below for further information and help.
Google Calendar An electronic calendar that can be programmed to send email or text
message reminders for events to aid time management and organisation.
https://accounts.google.com/ServiceLogin?service=cl&passive=1209600&continue=https://ww
w.google.com/calendar/render&followup=https://www.google.com/calendar/render
Basic Maths and English study skills/tips/tasks. Very easy to use and has clear factsheets
on numerous areas of numeracy and literacy. Particularly good for suggesting strategies, for
example the look, say, cover, write, check technique to aid spelling. These are basic skills
and a good starting point.
http://www.bbc.co.uk/skillswise
How to study A website that has some good resources on all aspects of studying and the
skills involved. This is an American site and is reflected in the language used. This site is a
base for lots of resources that are pulled from various educational institutions.
http://www.howtostudy.org/
Skills 4 Study Campus This is a fully interactive e-learning resource that can help develop
core study skills (essays, critical analysis, listening in lectures, notes and exam techniques).
Students can log in to the site using their Athens login, or university login if the institution is
subscribed. Universities can investigate how to subscribe on the site. Also on this website are
some useful books/pocket guides to studying.
http://www.palgrave.com/skills4studycampus/
ASK Assignment Survival Kit. This is currently accessible through Staffordshire
Universitys website. This is a very detailed tool for planning and writing assignments (essays,
reports, portfolios and presentations). Once a submission date is entered, the system puts a
step by step plan into place, with completion dates and checklists along the way. Some of the
information (library resources) are specific to Staffordshire University, but can be easily
adapted. http://www.staffs.ac.uk/ask/
Mind mapping. This website is helpful with planning and organising work.
http://www.bbc.co.uk/keyskills/extra/module4/1.shtml - This has a step by step guide to
creating an efficient mind map.
http://eduapps.org/?page_id=7 - MyStudyBar is a tool which has a planning / mind mapping
function. It can also help to overcome problems that students commonly experience with
studying, reading and writing.
Grammar - The Internet Grammar of English is an online course in English grammar written
primarily for university undergraduates. It has a website and more recently a downloadable
app for Apple hand-held devices (iPhone, iPod Touch and iPad). This site covers the very
basics, right through to the very complex but does use some very technical language.
However, it is very useful for reference.
http://www.ucl.ac.uk/internet-grammar/verbs/verbs.htm
The Educational Guidance Service is not affiliated with the makers of these programs. We cannot provide technical support or
promise that these programs will work for you. If you have problems installing or using any software listed on this page, please
contact the makers of the software for assistance.
11
208 Rochdale Road Greetland Halifax West Yorkshire HX4 8JE
Tel: 01422 372222 email:
[email protected] www.egs.org.uk
14th May 2013
Dear Thomas
Important Information
Please find enclosed report as promised. If you have any questions surrounding the contents
please contact us on the above telephone number.
The Disabled Student Support Team at Sheffield Hallam University will write to you shortly to
explain the next stages in the process. They are based at City Campus, Level 5, Owen
Building, Sheffield Hallam University (tel: 0114 225 3813) or Collegiate Campus, Heart of the
Campus (tel: 0114 225 2491).
As the educational psychologist has diagnosed a specific learning difficulty you may apply for
Disabled Students Allowances by contacting your funding authority (the Local Education
Authority, Student Finance England, the NHS or Research Council). If you have any queries
about this, please contact Student and Learning Services at Sheffield Hallam University.
The Disabled Students Allowances (DSA) pays for disability-related costs incurred by a
student studying for a full-time degree. We would recommend that you make an application for
this allowance in order to ascertain your eligibility. Many of the recommendations in the report
can be funded through the DSA.
It is important that you inform a Disability Support Assistant from the Disabled Student Support
Team Department regarding the contents and recommendations contained in this report. This
will enable your needs to be determined in relation to your course.
May we take this opportunity to wish you well in your future studies?
Best wishes
Yours sincerely
Thelma A Morley
Business Manager
Enc
12
