MOUNT BAKER SCHOOL DISTRICTP.O. Box 95

DEMING, WA 98244(P) (360) 383-2012 (F) (360) 383-2014

EVALUATION REPORT

Student name: School:____________ Birth date: __________________Age: 10:8 Grade: 5Initial Evaluation: Re-evaluation: Eligibility determination date: Three-year reevaluation due date: ___Primary language of student: English Primary language at home: English Parent(s): Parent Interpreter required? no Surrogate parent: no If yes, name: n/a Adult Student: no Primary staff contact name: Title:Special Education TeacherEvaluation Manager: Michael Walton Title: School Psychologist

PREFACE/INTRODUCTION

This report is prepared for a number of potential audiences. If (for any reason) this report needs clarification, please contact Michael Walton, Ed.S.

There are no simple reasons why any student functions as he/she does in school and, therefore, there are no simple solutions or answers to the referral questions posed by parents and teachers. At any given moment, any student's functioning might be influenced (in varying degrees) by various components including cognitive (i.e. intellectual); academic (i.e. current skill levels, school attendance); physical (i.e. chronological age, perhaps unknown physiological factors from gestation/conception to present, including accidents and injuries); environmental (i.e. family dynamics, nutrition, sleep habits, exercise); social (i.e. relationships with others); emotional (i.e. thoughts and feeling about one's self); and, even spiritual (religious and nonreligious influences).

This report should be read within this aforementioned context. For example, if a student is not having as much success as either parents or teachers would like them to have, there is probably a combination of factors (as opposed to any one factor), which influence the student's functioning. Regardless of the reasons why a student functions as he/she does, students will probably make the most progress (and be most positively adjusted) if they are provided with learning experiences with which they can be 85-90% successful. If the student is not being 85-90% successful, then the work/experience is probably too difficult and should be modified, and/or the student should be provided extra time to achieve success/complete requirements.

BACKGROUND INFORMATION

REASON FOR EVALUATION

Federal law mandates a reevaluation to occur at least once every three years for all students receiving special education services, unless the parent and the school district agree that a reevaluation is

2

unnecessary. STDT’s last reevaluation review was completed on XX/XX/XXXX, making his triennial reevaluation due by XX/XX/XXXX.A current evaluation was necessary to:1. Obtain current estimates of STDT’s academic achievement and social/emotional/behavioral functioning.2. Determine whether STDT continues to qualify for special education services.

VISION/HEARING/HEALTH

No vision, hearing, or other health concerns were indicated.

EVALUATION COMPONENTS

Current Assessment Data Required?

Yes/No(Y/N) Instrument/s Used

Classroom Observation Student Observation FormCognitive/Intellectual Differential Ability Scales, Second Edition (DAS-II)

Social/Emotional/Behavioral

Behavior Assessment System for Children, Second Edition (BASC-2)Behavior Rating of Individual Executive Functioning (BRIEF)Functional Behavior Assessment InterviewsBehavior Observations

AdaptiveSelf-Help Skills

Adaptive Behavior Assessment System, Second Edition(ABAS-II)Vineland Adaptive Behavior Scales – Second Edition (Vineland-II)

Academic AchievementWoodcock-Johnson III – Tests of AchievementGray Oral Reading Tests-Fifth Edition (GORT-5)Test of Word Reading Efficiency – Second Edition (TOWRE-2)

CommunicationGross Motor

Fine Motor Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI)

Vision/Hearing/Health

Psychometric Conversion TableStandard

ScoreT-Score Scaled

Score%tile Rank

Standard Deviation

Normative Classification Proficiency Classification

>129 >69 >15 ≥98% +2.00 and higher Superior Markedly Advanced121-129 64-69 15 92-98 +1.34 to +1.9 Well Above Expected Advanced111-120 58-63 13-14 76-91 +0.68 to +1.33 Above Expected Very Proficient90-110 43-57 8-12 25-75 -0.7 to +0.67 At Expected Proficient85-89 40-42 7 16-24 -1.0 to -0.6 Slightly Below Expected Within Normal Limits80-84 37-39 6 9-15 -1.3 to -0.9 Slightly Below Expected Inefficient70-79 30-36 4-5 2-8 -2.00 to -1.4 Below Expected Deficient<70 <30 1-3 ≤2 < -2.00 Well Below Expected Impaired

3

CLASSROOM OBSERVATION

4

PRESENT COGNITIVE/INTELLECTUAL EVALUATION DATA

A cognitive/intellectual evaluation was not completed in the original evaluation and was not needed for the current evaluation. Intellectual functioning was assessed using formal instruments. Select subtests from the Differential Abilities Scales-Second Edition (DAS-II) and the Developmental Neuropsychological Assessment - Second Edition (NEPSY-II) were administered to assess STDT’s general range of intellectual functioning and to determine whether he demonstrated cognitive deficits related to the referral concern.

Testing Observations: Conditions for testing were considered adequate. STDT did not wear glasses or hearing aids during testing. He appeared to be able to see all testing materials and hear all directions/comments. Distractions were minimal and insignificant. STDT was friendly and cooperative during testing. His attentive body language and occasional eye contact with the examiner suggested adequate levels of effort and attention. Unless otherwise indicated, these assessment results are considered valid estimates of STDT’s ability.

Differential Abilities Scales School Age Battery (DAS-II)The Differential Abilities Scales-Second Edition (DAS-II) core battery was administered as a measure of intellectual ability. STDT's overall estimate of intelligence, the General Cognitive Ability (GCA), was at expected levels for his age. STDT’s cluster scores indicate no significant strengths or weaknesses. This means that he does equally well when asked to perform tasks that require verbal skills such as defining and comparing words as he does tasks that require problem-solving skills such as discovering and using patterns to solve puzzles and copying from a picture. Each cluster score can be further broken down into subtest scores. When examined this way, STDT’s scores indicate no other significant strengths or weaknesses.

Verbal (Crystallized) AbilitySTDT demonstrated slightly below expected levels of English language development when asked to explain the common concepts linking clusters of orally-presented words (e.g. apples, bananas, and grapes are... “Fruit;” cars, bicycles, and busses are… “Modes of transportation”), STDT demonstrated slightly below expected levels of lexical knowledge when asked to define a series of orally presented words. In general, STDT demonstrated slightly below expected levels of acquired verbal knowledge, verbal concepts, and verbal reasoning ability.

Nonverbal Reasoning (Fluid) AbilitySTDT demonstrated slightly below expected levels of nonverbal reasoning ability when asked figure out the relationship between figures in cells of a matrix and then, based on that relationship, pick a design from the choices that completed the matrix. This subtest is a measure of STDT’s ability to discover the underlying characteristics that govern a problem or set of materials (Induction). STDT demonstrated slightly below expected levels of quantitative reasoning ability when asked to inductively and deductively reason with concepts involving mathematical relations and properties. In general, STDT demonstrated slightly below expected levels of ability to reason with logic, find solutions to novel problems, and identify relationships or patterns that can be extrapolated with logic to new situations.

Spatial (Visual Processing) AbilitySTDT demonstrated slightly below expected levels of short-term visual and spatial recall when tasked with reproducing abstract figures from immediate memory with paper and pencil. STDT demonstrated slightly below expected levels of nonverbal reasoning and spatial visualization ability when required to reproduce pictured designs with colored blocks as quickly as he could. In general, STDT demonstrated

5

expected levels of ability to generate, perceive, analyze, synthesize, manipulate, transform, and think with visual patterns and stimuli.

Processing Speed STDT demonstrated slightly below expected levels of perceptual speed when asked to scan rows of figures or numbers and mark the figure with the most parts or the greatest number in each row. STDT demonstrated slightly below expected levels of naming facility speed when naming pictures printed in rows on a page, color swatches printed in rows on a page, and colored pictures printed in rows on a page. This rapid automatic naming subtest is a measure of the automaticity of integration of visual symbols with phonetically referenced naming, an important skill for reading development (especially reading fluency). In general, STDT demonstrated slightly below expected levels of ability to perform simple cognitive tasks fluently and automatically.

Short-Term MemoryAuditory Memory Span

STDT demonstrated expected levels of short-term auditory memory span when requested to repeat an increasingly long series of digits in the same sequence dictated by the examiner. STDT was able to repeat X digits dictated by the examiner at two digits per second.

Working MemorySTDT demonstrated expected levels of verbal and pictorial working memory by mentally reorganizing and orally repeating a list of orally-presented words in a pre-specified order determined by their position in a picture. STDT demonstrated expected levels of auditory working memory by repeating in reversed sequence series of digits dictated by the examiner at a rate of two digits per second. In general, STDT demonstrated expected levels of ability to store temporarily and perform a set of cognitive operations with information that required divided attention and the management of the limited capacity of short-term memory.

Short and Intermediate-Term Visual/Verbal RecallSTDT demonstrated expected levels of short-term recall of verbal and pictorial information when viewing a page of 20 pictures, hearing them named by the evaluator, trying to name the pictures from memory, seeing them again, trying again to name all the pictures, and repeating the process once more. STDT demonstrated expected levels of intermediate-term free recall ability when asked to recall these pictures again on a surprise retest 15 to 20 minutes later.

Additional Diagnostic SubtestsPhonological Processing

STDT demonstrated expected levels of ability to rhyme, blend, delete, and segment sounds in spoken words.

STDT demonstrated expected levels of ability to answer oral math questions with illustrations that included counting, number concepts, and simple arithmetic. STDT demonstrated expected levels of ability to match shapes similar to letters. STDT demonstrated expected levels of picture recognition ability when shown one, two, or three pictures for five seconds or four pictures for ten seconds and then asked to find those pictures within a group of four to seven similar pictures.

6

Cognitive/Intellectual Summary

StrengthsSTDT demonstrated above expected levels of short-term visual, spatial, and pictorial recall ability. He demonstrated expected levels of ability to generate, perceive, analyze, synthesize, manipulate, transform, and think with visual patterns and stimuli. STDT’s acquired verbal knowledge, verbal concepts, and verbal reasoning ability were within normal limits for his age. STDT’s general cognitive ability is within normal limits.

ConcernsSTDT demonstrated variable performance on measures of nonverbal (fluid) reasoning ability: He demonstrated expected levels of inductive reasoning when required to perceive and apply relationships among abstract figures in a series of matrices but demonstrated below expected levels of inductive and quantitative reasoning when required to detect and apply sequential patterns involving number sequences.

STDT demonstrated below expected levels of working memory capacity. Working Memory is the ability to direct the focus of attention to perform relatively simple manipulations, combinations, and transformations of information within primary memory while avoiding distracting stimuli and engaging in strategic/controlled searches for information in secondary memory. Working memory capacity is related to reading, math, and advanced writing skills at all ages.

STDT demonstrated impaired levels of short-term auditory memory span. STDT’s performance on this subtest was significantly lower than his mean performance on the core cognitive subtests and a difference of this magnitude is only found in 2-5% of a national sample of his same-age peers. Auditory memory span is important to writing, especially spelling skills.

STDT demonstrated below expected levels of processing speed, with significant variance in his performance across task demands. STDT demonstrated normal limits of perceptual speed when asked to scan rows of numbers and mark the highest number in each row as quickly as he could. Perceptual speed is important for academic achievement in all academic areas, especially at the early elementary level. STDT demonstrated impaired speed of long-term retrieval on a task designed to measure the automaticity of integration of visual symbols with phonetically referenced naming (rapid automatic naming). STDT’s performance on this subtest was significantly lower than his mean performance on the core cognitive subtests and a difference of this magnitude is only found in 2-5% of a national sample of his same-age peers. This naming facility ability is highly related to reading achievement in the elementary school years (especially reading fluency) and has demonstrated relations with writing fluency.

Working memory and the writing process:Working memory capacity has been directly related to the planning, translating, and revision stages of the writing process. Planning (and revision to a lesser extent) places a higher demand on verbal working memory than translation (text production) processes. The lighter working memory demand of translating can be explained by noting that translating sub-processes are also involved in the production of spoken language. The linguistic encoding of sentences requires activation of verbal working memory but these processing demands are reduced when the writer has a high degree of familiarity with the topic. Other situation-specific factors that affect processing demands and activation of the writing process include the medium of production (dictation, keyboarding or handwritten expression) and the writing strategy employed (detailed outline planning vs. unorganized initial draft and proactive revision).

7

Accommodations for impaired working memory and processing speed: Seat the student in a location away from distractions in order to optimize attention. Insure that you have the student’s attention before stating a direction. Gaining eye contact and

proximity (i.e., be within arms length of student) are often helpful. Difficulty retaining orally stated directions/information will be further aggravated by poor attention.

Word oral directions clearly and succinctly, avoiding extraneous words and digressions. When possible, limit the number of steps or requests made. State multi-step directions in the sequence in which they are to be completed.

The student may have difficulty recalling oral directions given to the class. As a result, it will be important to monitor student understanding after group directions are given.

When giving directions, first provide a simple, global statement that describes the task. Following the general statement, describe in clear terms the sequence of steps required to accomplish the task. Following is an example. “We’re going to complete 15 subtraction problems in your math book now. Here’s what you need to do.......” This approach facilitates memory for the instructions by associating the component parts with a clearly understood objective.

During oral presentation, write important information on the board. Provide written directions that accompany oral directions.

Encourage the student to ask for directions or information to be repeated if not understood or remembered.

It may be helpful to seat the student next to a peer helper who can answer questions or repeat information if the student needs help.

Slow processing speed can significantly reduce the rate of task completion and make long tasks unreasonably difficult to complete. Frustration or boredom can result. As a result, it is important to consider accommodations that emphasize quality of work produced rather than volume and speed of work completed.

Consider shortening tasks that are repetitive. For instance, the student might complete only odd numbered items on a math worksheet.

Reduce volume of writing and copying, especially when it is not a critical component of an instructional task.Slow processing speed can reduce reading fluency/rate and as a result impair reading

Instructional strategies: A deficit in short term working memory (holding information in mental awareness while manipulating or

solving a problem with the information) can create difficulty with phonetic decoding. The student may not be able to hold phonemes associated with a word in mental awareness long enough to blend and decode. In this case, compensate for phonetic decoding difficulty by teaching a sight vocabulary, teaching the student to recognize root words and morphemes (prefixes and suffixes) and teaching the student to recognize words via contextual clues.

Use a top down approach to instruction in order to lessen memory demands. In this approach, the product is presented as a whole before its component parts are described or taught. For example, when teaching phonetic decoding, say the word first and then help the student phonetically analyze the word.

Break instructions into parts, presenting only one or two parts at a time. Establish understanding or mastery of one component before moving onto the next.

Teach information in easily recognized groups or families to facilitate memory. When teaching, provide a written or pictorial model the student can refer to. Use of graphic organizers

can be helpful in this regard. Write key terms on the board so that the student can readily refer to them. Repeat important information at a high rate, emphasizing key words by tone of voice. During periods of class recitation and discussion, call on the student shortly after a question has been

asked to the class in order to prevent the student from forgetting the question and/or answer. Underline key words in text the student will read. This will draw attention to this information as well as

provide a reference the student can refer back to if memory fails the student.

8

Encourage the student to immediately write key concepts, vocabulary or information down when it is presented during a lecture or when read in text. Recording such information in written form will reduce memory demands by providing a bank of information the student can refer to.

The student may experience difficulty taking notes from a lecture. This may be the result of difficulty holding information in mental awareness while recording it in writing. As a result, during lectures, move slowly, repeat key information often and write key words and concepts on the board.

While listening to a lecture, it may be helpful to provide a formatted, written script for the student on which he can fill in blanks (cloze method) with key words/concepts.

Provide the student lecture notes either produced by the teacher or those written by another student. The student may experience difficulty at times copying information from a book or the board with speed

and facility. This may be the result of difficulty keeping information to be copied in mental awareness (i.e., the student forgets information before getting it copied). As a result, the student may be able to only transfer short bits of information at a time. Provide extra time to copy information, provide information already in copied form or reduce the demands of copying on tasks.

9

Cognitive/Intellectual ProfileDifferential Ability Scales, Second Edition (DAS-II)

Administered on XX/XX/XX by Michael Walton, School Psychologist IMP = Impaired; BEL = Below Expected Levels; SBEL = Slightly Below Expected Levels;WNL = Within Normal Limits; AEL = At Expected Levels; SAEL = Slightly Above Expected Levels; Above = Above Expected Levels; 130+ = Superior/Markedly Advanced

STDT’s General Cognitive Ability was at expected levels for his age. SS = XX

Percentile Rank

Standard Score/

T-Score

IMP BEL SBEL WNL AEL SAEL Above

≤70 <75 <80 <85 <90 90-110 111+ 115+ ≤30 <33 <37 <40 <43 43-56 57+ 60+

Crystalized Knowledge (Gc)

DAS-II Word Definitions X X X X X X X XDAS-II Verbal SimilaritiesDAS-II Verbal Cluster

Crystallized intelligence is the breadth and depth of a person’s knowledge of a culture and the effective application of this knowledge. High crystalized intelligence is the result of experience, schooling, and acculturation and is referenced by overlearned skills and knowledge in a variety of areas. Crystalized intelligence tends to increase with age as we absorb factual data and use our fluid intelligence to learn from our environment. Both subtests on the DAS-II Verbal cluster require verbal responses.

Fluid Reasoning (Gf)

DAS-II MatricesDAS-II Sequential and Quantitative ReasoningDAS-II Nonverbal Cluster

Fluid intelligence is the ability to reason with logic, find solutions to novel problems, and identify relationships or patterns that can be extrapolated with logic to new situations. Individuals with high levels of fluid intelligence are skilled in recognizing patterns and making meaning out of confusion. Fluid intelligence is thought to represent a biologically based ability that is referenced, in part, by an ability to learn new information. When high fluid intelligence and a strong long-term memory is combined with an interest in seeking novel experiences, the result is an acquisition of a large store of crystallized knowledge over the life span. Damage to the prefrontal cortex severely disrupts fluid intelligence.

Visual Processing (Gv)

DAS-II Recall of DesignsDAS-II Pattern ConstructionDAS-II Spatial Cluster

Visual Processing is the ability to generate, perceive, analyze, synthesize, manipulate, transform, and think with visual patterns and stimuli. The two subtests contributing to this cluster score are nonverbal and require only simple verbal instructions. Responses require a moderate amount of eye-hand coordination for drawing or for constructing block patterns.

The diagnostic subtests/composites below were not used in the calculation of General Cognitive Ability.Processing Speed

(Gs) andLong-Term

Retrieval (Glr)

DAS-II Speed of Information ProcessingDAS-II Rapid NamingDAS-II Processing Speed

Processing Speed is the ability to perform cognitive tasks fluently and automatically, especially when under pressure to maintain focused attention and concentration. Speed of information processing is related to the activation of information in short-term memory during memory span tasks but not working memory tasks. The DAS-II Rapid Naming subtest is also a measure of long-term retrieval. Specifically, it measures the automaticity of integration of visual symbols with phonetically referenced naming, an important skill for reading fluency development.

Short-Term Memory (Gsm)Includes Memory

Span (MS) and Working

Memory (MW)

DAS-II Recall of Digits - Forward - BackwardDAS-II Recall of Sequential Order (MW)DAS-II Working Memory

Memory Span is the ability to apprehend and hold information in immediate awareness and then reproduce the information in the same sequence in which it was represented. Working Memory is the ability to direct the focus of attention to perform relatively simple manipulations, combinations, and transformations of information within primary memory while avoiding distracting stimuli and engaging in strategic/controlled searches for information in secondary memory. Working Memory is moderately to highly correlated (0.5 - 0.8) with fluid reasoning ability and is one of the primary cognitive competencies underlying fluid intelligence.

Auditory Processing (Ga)

DAS-II Phonological Processing

Rhyming, blending, deleting, and segmenting sounds in spoken words.

10

*may not be a valid estimate of STDT’s “true” ability. See explanation/s in summary.

A Developmental Neuropsychological Assessment - Second Edition (NEPSY-II)

Administered on XX/XX/XX by Michael Walton, School Psychologist WBE = Well Below Expected; BEL = Below Expected Levels; SBEL = Slightly Below Expected

Levels; AEL = At Expected Levels; Above Expected = Very Proficient to Markedly Advanced

Domain/Subtest Ages

Subtest DescriptionsR=reading; M=math; A=attention; B=behavior;

L=language; P=perceptual/motor;R=school readiness; S=social/interpersonal

Scaled Score/

Percentile

WBE BEL SBEL AEL Above Expected

1-3 4 5 6 7 8-12 13-14 15+ ≤2 3-5 6-10 ≤15 ≤25 26-75 76-91 92+

Attention and Executive Functioning - inhibition, self-regulation, monitoring, vigilance, selective and sustained attention, maintenance of response set, planning, flexibility in thinking and figural fluency.

Animal Sorting

7-16BS

This subtest is designed to assess the ability to formulate basic concepts, to transfer those concepts

into action (sort into categories), and to shift set from one concept to another. The child sorts cards into two groups of four cards each using various self-

initiated sorting criteria.

Auditory Attention

andResponse

Set

5-16RMABLPS

This subtest has two parts. Auditory Attention is designed to assess selective auditory attention and the ability to sustain it (vigilance). Response Set is designed to assess the ability to shift and maintain a new and complex set involving both inhibition of

previously learned responses and correctly responding to matching or contrasting stimuli.

The child listens to a series of words and touches the appropriate circle when he or she hears a target

word.

Clocks7-16ABLP

This subtest is designed to assess planning and organization, visuoperceptual and visuospatial skills, and the concept of time in relation to analog clocks. For each drawing item, the child draws the image of

a clock and places the hands where the examiner indicates. For visual items, the child reads the time on clocks that either have or do not have numbers.

Design Fluency

5-12ABP

S

This subtest is designed to assess the behavioral productivity in the child’s ability to generate unique designs

by connecting up to five dots, presented in two arrays: structured and random. The child draws as many designs as

he or she can on each array within a specified time limit.

Inhibition

5-16RMABLS

This timed subtest is designed to assess the ability to inhibit automatic responses in favor of novel responses and the

ability to switch between response types. The child looks at a series of black and white shapes or arrows and nameseither the shape or direction or an alternate response,

depending on the color of the shape or arrow.

Statue

3-6RMABLPR

S

This 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 sound distracters.

Language and Communication - phonological processing, receptive language, expressive naming, verbal fluency and rhythmic oral motor sequences.

Body Part Naming

and Identification

3-4L

This subtest is designed to assess confrontation naming and name recognition, basic components of expressive and

receptive language. For Naming items, the child names the parts of the body on a figure of a child or on his or her own

body. For identification items, the child points to corresponding parts of the body on a figure as the examiner

names them aloud.

11

Comprehension of

Instructions

3-16RMBLR

S

This subtest is designed to assess the ability to receive, process, and execute oral instructions of increasing

syntactic complexity. For each item, the child points to appropriate stimuli in response to oral instructions.

Oromotor Sequences

3-12RLP

This subtest is designed to assess oromotor coordination. The child repeats articulatory sequences until the required

number of repetitions is reached.

Phonological Processing

3-16RRS

This subtest is composed of two phonological processing tasks designed to assess phonemic awareness. Word

Segment Recognition requires identification of words from word segments. Phonological Segmentation is a test of

elision. It is designed to assess phonological processing at the level of word segments (syllables) and of letter sounds

(phonemes). The child is asked to repeat a word and then to create a new word by omitting a syllable or a phoneme, or

by substituting one phoneme in a word for another.Repetition of

Nonsense Words

5-12L

This subtest is designed to assess phonological encoding and decoding. The child repeats nonsense words

presented aloud.

Speeded Naming

3-16RMABLRS

This timed subtest is designed to assess rapid semantic access to and production of names of colors, shapes, sizes,letters, or numbers. The child is shown an array of colors

and shapes; colors, shapes, and sizes; or letters and numbers. He or she names them in order as quickly as

possible.

Word Generation

3-16ABRS

This subtest is designed to assess verbal productivity through the ability to generate words within specific

semantic and initial letter categories. The child is given a semantic or initial letter category and asked to produce as

many words as possible in 60 seconds.Memory and Learning - memory for words, sentences, and faces.List MemoryList Memory

Delayed

7-12A

This subtest is designed to assess verbal learning and memory, rate of learning, and the role of interference in

recall for verbal material. The child is read a list of words several times, recalling them after each presentation. A

delayed task assesses long-term memory for words.Memory for

DesignsMemory for

Designs Delayed

3-16

5-16MPRS

This subtest is designed to assess spatial memory for novel visual material. The child is shown a grid with four to tendesigns on a page, which is then removed from view. The child selects the designs from a set of cards and places the

cards on a grid in the same location as previously shown. A delayed task assesses long-term visuospatial memory.

Memory for Faces

Memory for Faces

Delayed

5-16MBS

This subtest is designed to assess encoding of facial features, as well as face discrimination and recognition. The

child looks at a series of faces and then is shown three photographs at a time from which he or she selects a face

previously seen. A delayed task assesses long-term memory for faces.

Memory for Names

Memory for Names

Delayed

5-16RL

This subtest is designed to assess the ability to learn the names of children over three trials. The child is shown six

or eight cards with drawings of children on them while being read the child’s name. The cards are then shown

again and the child is asked to recall the name of the child on the card. A delayed task assesses long-term memory for

names.

Narrative Memory

3-16LS

This subtest is designed to assess memory for organized verbal material under free recall, cued recall, and

recognition conditions. The child listens to a story and is then asked to repeat the story. The child is then asked

questions to elicit missing details from his or her recall of the story.

Sentence Repetition

3-6ABLR

This subtest is designed to assess the ability to repeat sentences of increasing complexity and length. The child is read a series of sentences and asked to recall each sentence

immediately after it is presented.

Word List Interference

7-16RM

This subtest is designed to assess verbal working memory, repetition, and word recall following interference. The child

12

ALSis presented with two series of words and asked to repeat each sequence following its presentation. Then, he or she

recalls each series in order of presentation.Sensorimotor - sensory input at the tactile level, fine motor speed for simple and complex movements, the ability to imitate hand positions, rhythmic and sequential movements, and visuomotor precision in controlling pencil use.

Fingertip Tapping

5-16BPS

This timed subtest has two parts. The first part is designed to assess the child’s finger dexterity and motor speed. The

second part is used to assess rapid motor programming. The child copies a series of finger motions demonstrated by the

examiner as quickly as possible.Imitating

Hand Positions

3-12ALP

S

This subtest is designed to assess the ability to imitate hand/finger positions. The child imitates various hand

positions demonstrated by the examiner.

Manual Motor

Sequences

3-12RAP

S

This subtest is designed to assess the ability to imitate a series of rhythmic movement sequences using one or both

hands. The child repeats a series of hand movements demonstrated by the examiner until the required number of

movements is completed.

Visuomotor Precision

3-12MBLPR

S

This timed subtest is designed to assess graphomotor speed and accuracy. The child uses his or her preferred hand to

draw lines inside of tracks as quickly as possible.

Social Perception

Affect Recognition

3-16ABLPS

This subtest is designed to assess the ability to recognize affect (happy, sad, anger, fear, disgust, and neutral)

from photographs of children’s faces in four different tasks. In one task, the child simply states whether or not two

photographs depict faces with the same affect. In a second task, he or she selects two photographs of faces with the

same affect from 3–4 photographs. In a third task, the child selects one of the four faces that depicts the same affect as

a face at the top of the page. Finally, the child is briefly shown a face and, from memory, selects two photographs that depict the same affect as the face previously shown.

Theory of Mind

3-16ABS

This subtest is designed to assess the ability to understand mental functions such as belief, intention, deception,

emotion, imagination, and pretending, as well as the ability to understand that others have their own thoughts, ideas,

and feelings that may be different from one’s own and the ability to understand how emotion relates to social contextand to recognize the appropriate affect given various social

contexts. In the Verbal task, the child is read variousscenarios or shown pictures and is then asked questions that

require knowledge of another individual’s point of viewto answer correctly. In the Contextual task, the child is shown a picture depicting a social context and asked to select a photograph from four options that depicts the appropriate affect of one of the people in the picture.

Visuospatial Processing - ability to judge position and directionality, and the ability to copy two-dimensional geometric figures and reconstruct three-dimensional designs from a model or picture.

Arrows 5-16ABS

This subtest is designed to assess the ability to judge line orientation. The child looks at an array of arrows arrangedaround a target and indicates the arrow(s) that points to the

center of the target.

Block Construction

3-16PR

This timed subtest is designed to assess the visuospatial and visuomotor ability to reproduce three-dimensional

constructions from models or from two-dimensional drawings.

Design Copying

3-16RMABLPR

S

This subtest is designed to assess motor and visual-perceptual skills associated with the ability to copy two-dimensional geometric figures. The child copies figures

displayed in the Response Booklet.

Geometric Puzzles

3-16MA

This subtest is designed to assess mental rotation, visuospatial analysis, and attention to detail. The child is presented with a picture of a large grid containing several

13

PS shapes. For each item, the child matches two shapes outside of the grid to two shapes within the grid.

Picture Puzzles

7-16RMS

This subtest is designed to assess visual discrimination, spatial localization, and visual scanning, as well as the

ability to deconstruct a picture into its constituent parts and recognize part-whole relationships. The child is presented a

large picture divided by a grid and four smaller pictures taken from sections of the larger picture. The child

identifies the location on the grid of the larger picture from which each of the smaller pictures was taken.

Route Finding 5-12

This subtest is designed to assess knowledge of visual spatial relations and directionality, as well as the ability to

use this knowledge to transfer a route from a simple schematic map to a more complex one. The child is shown a schematic map with a target house and asked to find that

house in a larger map with other houses and streets.Normative Data

Items and scores may become outdated over time. Scores used to determine eligibility for special programs and for diagnostic purposes should be based on normative data that are both current and representative of the relevant population. The NEPSY–II normative data were collected from 2005 to 2006. The sample was stratified on key demographic variables (i.e., age, sex, race/ethnicity, parent education level, and geographic region) according to the October 2003 U.S. census data. A complete description of the NEPSY–II standardization sample is provided in Copyright © 2007 by Harcourt Assessment, Inc. All rights reserved. Several subtests were not renormed in the NEPSY–II and the norms collected for the 1998 NEPSY are reprinted. Design Fluency, Imitating Hand Positions, List Memory, Manual Motor Sequences, Oromotor Sequences, Repetition of Nonsense Words, and Route Finding were not renormed and were not modified in any way from the 1998 NEPSY.

14

PRESENT SOCIAL/EMOTIONAL EVALUATION DATA

Descriptive Social/Emotional SummaryThe Behavior Assessment System for Children, Second Edition (BASC-2) is a questionnaire to rate adaptive skills as well as behavior and emotional problems in children. It was given to STDT, his mother MOTHERFIRST MOTHERLAST, and his special education teacher, SPEDTEACHERFIRST SPEDTEACHERLAST, to complete. It should be noted that differences between raters are not unusual and may be explained by differences in subject matter, time of day, level of demands placed on STDT, presence/absence of comparison peers, environmental structure, rater experience with STDT, etc.

The Externalizing Problems Composite (acting out behavior) examines the areas of hyperactivity, aggression, and conduct problems. The hyperactivity scale measures the tendency to be overly active or act without thinking, the aggression scale measures the tendency to act in a hostile manner that may appear threatening to others, and the conduct problems scale measures the tendency to engage in anti-social rule-breaking behavior. Mrs. MOTHERLAST and Mrs. SPEDTEACHERLAST indicated some concern for STDT’s conduct problems, such as lying, breaking the rules, etc. Mrs. MOTHERLAST also reported significant concern for STDT’s hyperactivity, such as not being able to wait to take his/her turn, acting without thinking, and fiddling with things at meals, etc. Mrs. MOTHERLAST reported at-risk concerns for STDT’s aggression, such as arguing when denied his own way, hitting, seeking revenge on others, and annoying others on purpose, etc.

The Internalizing Problems Composite (acting in behavior) examines the areas of anxiety, depression, and somatization. The anxiety scale measures the tendency to be nervous or worried about real/imagined problems, the depression scale measures the tendency to have feelings of unhappiness and sadness that may result in the inability to carry out everyday activities, and the somatization scale examines the tendency to be overly sensitive to relatively minor physical problems/discomforts. Mrs. MOTHERLAST and Mrs. SPEDTEACHERLAST reported concern for depression, such as being negative about things, changing moods quickly, being easily upset, saying 'I hate myself', and seeming sad/lonely. Both raters reported significant levels of somatic complaints, including stomach problems, pain, feeling sick, and visiting the school nurse.

The School Problems Composite examines the areas of attention problems and learning problems. The attention problems scale measures the tendency to be easily distracted and the inability to concentrate. The learning problems scale measures the presence of academic difficulties. STDT’s mother and STDT’s special education teacher reported concern for STDT’s difficulties with attention, such as being easily distracted from class work, having a short attention span, and not paying attention to lectures. All three teachers also reported at-risk concern for STDT’s learning problems, including keeping up in class and earning failing grades, etc.

There are two scales which do not contribute to a composite, atypicality and withdrawal. The atypicality scale examines the tendency to think or behave in an odd or unusual manner. The withdrawal scale examines the tendency to avoid social contact. Within the atypicality scale, STDT's mother and one teacher reported at-risk concerns. They reported that STDT sometimes has strange ideas, babbles to him/herself, and picks at things like hair or clothing. STDT and two teachers reported concern for STDT's withdrawal, such as refusing to talk, difficulty making new friends, and preferring to be alone.

The Adaptive Skills Composite examines pro-social, desirable behaviors, including adaptability, social skills, leadership skills, study skills, functional communication skills, and activities of daily living. However, STDT’s mother and three teachers reported some concerns. For example, they reported that

15

STDT has difficulty working well under pressure and getting people to work together. STDT’s mother and two teachers reported that STDT has difficulty adapting to changes in plans and taking setbacks in stride. STDT’s mother and one teacher reported that STDT lacks social skills. For example, he/she has difficulty encouraging others to do their best and offering to help others. STDT also reported concern for STDT’s daily living skills, such as volunteering to help clean the house, organizing chores/tasks well, etc. All three teachers reported concern for STDT’s study skills, such as reading assigned chapters, being organized, completing homework, and having good study habits. Two of STDT's teachers reported concern for STDT's functional communication skills, including tracking down information when needed, communicating clearly, and being able to describe feelings accurately.

Critical Items The following statements about STDT were indicated by at least one (frequently both) of the aforementioned raters:Sometimes eats too much; sometimes eats too little; almost always easily annoyed by others; sometimes bullies others; sometimes threatens to hurt others; often says ‘I want to die’ or ‘I wish I were dead;’ sometimes says, ‘I want to kill myself;’ sometimes threatens to hurt others

Identified Target Behaviors for Intervention

“Often”Cannot wait to take turn; loses temper too easily; bullies others; calls other children names; teases others;

refuses to join group activities; picks at things like own hair, nails, or clothing.

“Sometimes”Teases others; bullies others; disrupts other children’s activities; bothers other children when they are working; breaks the rules; cheats in school; cannot wait to take turn; threatens to hurt others; annoys

others on purpose; calls other children names; lies; is cruel to others; acts in an unsafe manner; interrupts others when they are speaking; refuses to join group activities; is clear when telling about personal

experiences; refuses to talk

16

Behavior Assessment System for Children, Second Edition (BASC-2)The Behavior Assessment System for Children, Second Edition (BASC-2) is an integrated system designed to facilitate the differential diagnosis and classification of a variety of emotional and behavioral disorders in children and to aid

in the design of treatment plans. The BASC-2 is divided into Clinical Scales and Adaptive Scales. STDT’s scores were compared to a nationally normed sample of his/her same-age peers.

Completed by STDT’s mother MOTHERFIRST MOTHERLAST on xx/xx/xx and STDT’s special education teacher SPEDTEACHERFIRST SPEDTEACHERLAST on

xx/xx/xx.

General Education Teacher Ratings = TParent Ratings = P

Special Education Teacher Ratings = S

T- Scores Clinical >79 >69

At Risk>59

Typical59-41Parent Teacher

Hyperactivitytendency to be overly active or act without thinking

Aggressiontendency to act in a hostile manner that may appear threatening

to othersConduct Problems

tendency to engage in anti-social rule-breaking behaviorExternalizing Problems Composite

Anxietythe tendency to be nervous or worried about real/imagined

problemsDepression

tendency to have feelings of unhappiness and sadness that may result in the inability to carry out everyday activities

Somatizationtendency to be overly sensitive to relatively minor physical

problems/discomfortsInternalizing Problems Composite

Attention Problemstendency to be easily distracted and the inability to concentrate

Learning Problemspresence of academic difficulties

School Problems CompositeAtypicality

tendency to think or behave in an odd or unusual mannerWithdrawal

tendency to avoid social contactBehavioral Symptoms Index

Hyperactivity, Aggression, Depression, and Attention Problems

ADAPTIVE BEHAVIORS (pro-social/desirable) Clinical <21 <31

At Risk<41

Typical41-59

AdaptabilitySocial SkillsLeadershipStudy Skills

Functional CommunicationActivities of Daily Living

Adaptive Skills Composite

17

PRESENT ADAPTIVE ASSESSMENT DATA

Descriptive Adaptive Behavior SummaryThe Adaptive Behavior Assessment System, Second Edition (ABAS-II), Parent/Primary Caregiver Form for Ages 0-5 is designed to assess the personal and social sufficiency of young children. The ABAS-II was completed by XXXXX, STDT’s foster mother.

Overall, STDT was rated as having adaptive skills that were below expected levels (General Adaptive Composite SS = 75). STDT’s conceptual and social composites were within normal limits but his practical composite was below expected levels. At the domain level, STDT’s functional pre-academic skills were rated as slightly below expected levels, as were his social and community use skills. STDT was rated as having borderline skills on the domain that included questions about STDT’s toileting behavior (self-care scaled score = 4). Specifically, Alyssa reported that STDT is not able to tell a parent or another adult when he needs to use the bathroom or sit on the toilet or potty seat without being held.

Selected ABAS-II Responses:

“Always When Needed”uses sentences with a noun and a verb; takes own clothes from drawers or closet when getting dressed; remains fairly still when an adult treats a cut or a scrape; participates in a specific fun activity on a routine basis, for example, listening to a certain type of music or playing a favorite computer game; wipes own face when given a cloth by an adult; explores an unfamiliar room or other new situation, even if a parent must encourage it, for example, a waiting room; imitates actions of adults, for example, pretends to clean house or drive a car; runs without falling

“Is Not Able”States his/her own telephone number; recognizes and names buildings, for example, hospital, gas station, or fire department; states his age in years when asked; offers assistance to others, for example, offers to carry packages or put away food; uses scissors to cut paper without assistance, even if must be supervised

18

Adaptive Behavior Assessment System, Second Edition (ABAS-II)WBE = Well Below Expected; BEL = Below Expected Levels; SBEL = Slightly Below Expected Levels; AEL = At Expected Levels;

Above Expected = Very Proficient to Markedly AdvancedCompleted by XX, STDT’s XXX, on XX/XX/XXXX Domain Area Scaled Score/

Standard ScorePercentile

RankQualitative

Range

General Adaptive CompositeConceptual Composite

speech, language and listening skills needed for communication with others, including vocabulary, responding to questions, conversation skills, nonverbal communication skills, etc.

Communication

basic pre-academic skills that form the foundations for reading, writing, math and other skills needed for daily, independent functioning, including letter recognition, counting, drawing simple shapes, etc.

Functional Pre-Academics

skills needed for independence, responsibility, and self-control, including making choices about food and clothing, starting and completing tasks, following a daily routine, following directions, etc.

Self-Direction

Social Compositeskills needed for engaging in and planning leisure and recreational activities, including playing with others, playing with toys, engaging in recreation at home, following rules in games, etc.

Leisure

skills needed to interact and get along with others, including expressing affection, having friends, showing and recognizing emotions, assisting others, using manners, etc.

Social

Practical Compositeskills needed for functioning and appropriate behavior in the community, including getting around in the community, expression of interest in activities outside the home, recognition of different facilities, etc.

Community Use

skills needed for basic care of a home/classroom setting, including cleaning, straightening, helping adults with household tasks, taking care of personal possessions, etc.

Home/School Living

skills needed for protection of health and to respond to illness and injury, including following safety rules, using medicines, showing caution, keeping out of physical danger, etc.

Health and Safety

skills needed for personal care, including eating, dressing, bathing, toileting, grooming, hygiene etc.

Self-Care basic fine and gross motor skills needed for locomotion, manipulation of the environment and the development of more complex activities such as sports, including sitting, pulling up to a standing position, walking, fine motor control, kicking, etc.

Motor

19

Vineland-II Adaptive Behavior Scales (Vineland-II)Completed by XX, STDT’s XXX, on XX/XX/XXXX

Skill Area or Composite LowModeratel

yLow

AdequateModerately

HighHigh

Communication Skills (STDS)- Receptive (SS)- Expressive (SS)- Written (SS)Daily Living Skills (STDS)- Personal (SS)- Academic (SS)- School Community (SS)Socialization (STDS)- Interpersonal Relations (SS)- Play and Leisure Time (SS)- Coping Skills (SS)Motor Skills (STDS)- Gross (SS)- Fine (SS)Adaptive Behavior Composite (STDS)

Scales of Independent Behavior – Revised (SIB-R)Completed by XX, STDT’s XXX, on XX/XX/XXXX

Clusters

Well Below

Expected Level

Below Expected

Level

Slightly Below

Expected Level

At Expected

Level

Above Expected

Level

WellAbove

Expected Level

Superior

Motor Skills STDSSocial Interaction and Communication Skills STDSPersonal Living Skills STDSCommunity Living Skills STDSBroad Independence STDS

Scales of Independent Behavior – Revised (SIB-R) Maladaptive BehaviorsVery

Serious SeriousModerately

SeriousMarginally

Serious NormalInternalized BehaviorsAsocial BehaviorsExternalized BehaviorsGeneral Maladaptive Behaviors

20

PRESENT ACADEMIC ACHIEVMENT DATA

Academic achievement ability was assessed with standardized measures. STDT was administered the reading, writing, and math composites of the Woodcock-Johnson III – Tests of Achievement (WJ-III: ACH), the Gray Oral Reading Tests – Fifth Edition (GORT-5), and the Test of Word Reading Efficiency – Second Edition (TOWRE-2).

Basic ReadingSTDT demonstrated expected levels of achievement on the WJ-III Basic Reading Composite. This composite is composed of an untimed sight-word recognition subtest (Letter Word Identification) and an untimed phonetic decoding subtest (Word Attack). STDT demonstrated expected levels of ability to identify phonetically irregular printed words and expected levels of phonetic decoding skills. In general, STDT demonstrated expected levels of basic reading skills.

Word Reading EfficiencyThe Test of Word Reading Efficiency (2nd Edition; TOWRE2; Form A) is a measure of an individual’s ability to read out loud printed text accurately and quickly (reading fluency). STDT was asked to read as many printed words as possible in 45 seconds (Sight Word Efficiency), and as many pronounceable printed non-words (e.g., “mibgus”) as possible in 45 seconds (Phonemic Decoding Efficiency). The following Table provides a summary of STDT’s TOWRE performance.

Test of Word Reading Efficiency – Second Edition (TOWRE-2)

Administered to STDT on XX/XX/XX by Angela Martin, Learning/Evaluation Specialist

The TOWRE-2 is a standardized norm-referenced measure of phonemic decoding and sight word efficiency.

Percentile Rank

Standard Score

IMP BEL SBEL WNL AEL SAEL Above

≤70 <75 <80 <85 <90 90-110 111+ 115+ Sight Word Efficiency

Phonemic Decoding Efficiency Total Word Reading Efficiency

Reading ComprehensionSTDT demonstrated expected levels of achievement on a measure of amassed vocabulary, verbal reasoning, and passage comprehension (WJ-III Reading Comprehension Composite). STDT demonstrated expected levels of achievement on a test requiring him to read words and supply their synonyms or antonyms and to read incomplete analogies and provide the missing word (Reading Vocabulary). STDT demonstrated expected levels of achievement on a test requiring him to read short paragraphs and identify a missing key word that would make sense in the context of that passage (Passage Comprehension). In general, STDT’s performance on the WJ-III reading comprehension composite was slightly above expected levels.

The GORT-5 required STDT to read short stories of increasing length and complexity as quickly and carefully as he could. STDT was timed reading each passage out loud and each skipped or mispronounced word was counted as an accuracy error by the examiner. He answered five comprehension questions about each passage before reading the next. STDT obtained an Oral Reading Index standard score of 113, slightly above expected levels for his age.

21

Gray Oral Reading Tests-Fifth Edition (GORT-5)Administered to STDT on XX/XX/XX by Angela Martin,

Learning/Evaluation SpecialistIMP = Impaired; BEL = Below Expected Levels; SBEL = Slightly Below Expected Levels; AEL = At Expected Levels; SAEL = Slightly Above Expected Levels; AEL = Above Expected Levels

The GORT-5 is a standardized, norm-referenced, reliable test used for identifying reading difficulties and comparing intra-individual reading skills (e.g., reading rate vs. comprehension) in students ages 6-0 through 23-11.

Percentile Rank

Scaled/ Standard

Score

IMP BEL SBEL WNL AEL SAEL Above

1-3 4 5 6 7 8-12 13-14 15+≤70 <75 <80 <85 <90 90-110 111+ 115+

rateaccuracy

Fluency (rate + accuracy)Comprehension

Oral Reading Index (Fluency + Comprehension)

Written ExpressionWhen compared to a standardized sample of children his age, STDT’s score on the WJ-III Writing Fluency test was above expected levels. On this test, the student is asked to write simple sentences, using three words supplied for each item and describing a picture, as quickly as possible for seven minutes (e.g., this hat is; This is a hat). If the student does not write at least three correct sentences in two minutes, the test is discontinued. The student is allowed to ask that unfamiliar words be read to him. STDT was able to write 22 correct simple sentences during the seven minutes. STDT demonstrated expected levels of achievement on a test that required him to construct increasingly complex sentences about specific pictures or after an oral prompt (WJ-III Writing Samples). The writing sample subtest is not timed or marked-down for spelling. In general, STDT’s performance on the WJ-III written expression composite was slightly above expected levels.

Math CalculationIn general, STDT demonstrated expected levels of math calculation skills. On a subtest requiring him to perform mathematical computations of increasing complexity using a pencil and paper, STDT demonstrated expected levels of achievement (WJ-III Calculation). The speed at which STDT was able to solve single digit addition, subtraction, and multiplication calculations was at expected levels: he attempted 74 single-digit addition and subtraction problems and answered 73 of them correctly in three minutes (WJ-III Math Fluency).

Math ReasoningRegarding math reasoning, STDT’s demonstrated achievement was at expected levels. On the WJ-III Applied Problems test (a test measuring math reasoning –i.e., solving story problems), STDT demonstrated expected levels of achievement. Items on this test included problem solving, analysis, reasoning, and vocabulary related to mathematical concepts. STDT’s score on the Quantitative Concepts subtest was at expected levels. The Quantitative Concepts test consists of two parts. The first part of the test contains oral questions about factual information, operations signs, etc. The second part of this test consists of problems requiring the student to provide the number missing in a number sequence (e.g., 5, 6, __, 8). STDT demonstrated expected levels of achievement on both of these subtests.

Testing Observations

22

Woodcock-Johnson III – Tests of Achievement (WJ-III)Administered to STDT on XX/XX/XX by Angela Martin,

Learning/Evaluation Specialist IMP = Impaired; BEL = Below Expected Levels; SBEL = Slightly Below Expected Levels;

WNL = Within Normal Limits; AEL = At Expected Levels; SAEL = Slightly Above Expected Levels; Above = Above Expected Levels; 130+ = Superior/Markedly Advanced

Test Descriptions: The descriptions below are not the "official" descriptions provided by the WJ III® manual.

Percentile Rank

Standard Score

IMP BEL SBEL WNL AEL SAEL Above

≤70 <75 <80 <85 <90 90-110 111+ 115+reading nonsense words (e.g., plurp, fronkett) aloud to test phonetic word attack skills.

Word Attack

naming letters and reading words aloud from a list.

Letter Word Identification

three minute test reading simple sentences and deciding if they are true or false

Reading Fluency

Basic Readingorally stating synonyms and antonyms for printed words and orally completing written analogies (e.g., elephant : big :: mouse : ____ ).

Reading Vocabulary

orally supplying the missing word removed from each sentence or very brief paragraph (e.g., "Woof," said the _____, biting the hand that fed it.").

Passage Comprehension

Reading Comprehensioninvolves arithmetic computation with paper and pencil. Calculationspeed of performing simple calculations for 3 minutes. Math Fluency

Math Calculationoral, math "word problems," solved with paper and pencil.

Applied Problems

oral questions about mathematical factual information, operations signs, etc.

Quantitative Concepts

Math Reasoningwriting simple sentences, using three given words for each item and describing a picture, as quickly as possible for seven minutes.

WritingFluency

writing sentences according to directions; many items include pictures; spelling does not count on most items.

Writing Samples

written spelling of orally-dictated words SpellingWritten Expression

Academic FluencyAcademic Applications

The WJ III® measures a great many aspects of academic achievement with a wide variety of relatively brief tests. Many of these achievement tests can be used to assess a student’s abilities on many specific McGrew, Flanagan, and Ortiz Integrated Cattell-Horn-Carroll Gf-Gc (CHC) "cognitive factors." The WJ III® was normed on 8,818 children and adults (4,783 in grades kindergarten through 12) in a well-designed, national sample. Standard scores represent the student’s achievement in comparison to same-aged peers.

PRESENT COMMUNICATION ASSESSMENT DATA

23

Assessment completed on XX/XX/XXXX by XXX XXX, SLP

PRESENT FINE MOTOR ASSESSMENT DATA

Assessment completed on XX/XX/XXXX by XXX XXX, OT

PRESENT GROSS MOTOR ASSESSMENT DATA

Assessment completed on XX/XX/XXXX by XXX XXX, DPT

24

ELIGIBILITY DETERMINATION

Does the student have a disability? Yes No

If yes, disability category:

Developmental DelayAges 3 to 9 Years

(WAC 392-172-114). Developmental delay means a student three through eight who is experiencing developmental delays that adversely affect the student’s educational performance in one or more of the following areas: Physical development: Fine and/or gross motor skills requiring precise, coordinated, use of small

muscles and/or motor skills used for body control such as standing, walking, balance, and climbing;

Cognitive development: Comprehending, remembering, and making sense out of one’s experience. Cognitive ability is the ability to think and is often thought of in terms of intelligence;

Communication development: The ability to effectively use or understand age-appropriate language, including vocabulary, grammar, and speech sounds;

Social or emotional development: The ability to develop and maintain functional interpersonal relationships and to exhibit age appropriate social and emotional behaviors; and

Adaptive development: The ability to develop and exhibit age appropriate self-help skills, including independent feeding, toileting, personal hygiene and dressing skills.

STDT is eligible in the areas of:

-2SD -1.5 SD Physical – fine motor -2 SD -1.5 SD Cognitive -2 SD -1.5 SD Communication -2 SD -1.5 SD Social/emotional -2 SD -1.5 SD Adaptive

Documentation of severe discrepancy between intellectual ability and academic achievement: Full scale intellectual ability score: 86 Criterion discrepancy score for achievement: 73

Area/Subtest Test Name

Obtained Standard

Score

Criterion Discrepancy

Score

Severe Discrepancy?

Written expression WJ-IIIBasic reading skills WJ-IIIReading comprehension WJ-IIIMath Calculation Skills WJ-IIIMath Reasoning WJ-IIIReading Fluency GORT-5

TOWRE

WAC 392-172A-01035(a)(i) Autism means a developmental disability significantly affecting verbal and nonverbal

communication and social interaction, generally evident before age three, that adversely affects a student's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

(ii) Autism does not apply if a student's educational performance is adversely affected primarily because the student has an emotional behavioral disability, as defined in subsection (2)(e) of this section.

(iii) A student who manifests the characteristics of autism after age three could be identified as having

25

Eligibility Team Recommendations:

Instructional and Curricular Practices:Special education service provision should take the form of specially designed instruction for communication and cognitive skills development. This would be the most appropriate and least restrictive placement for him.

Other Information: Based on the data currently available, Extended School Year (ESY) services are not recommended, because there is no evidence of eligibility (arising from regression/recoupment, failure to make meaningful progress, loss of skills without ESY in the past, or critical learning period). Therefore, STDT is not eligible to receive Extended School Year services at this time.

______________________________________________ Michael Walton, Ed.S. DateSchool Psychologist

26

Short-Term MemoryInvolves the ability to hold information in mental awareness and use it within a few seconds. May be influenced by attention.

Implications: Following directions; Remembering information long enough to process it for understandingRecalling sequences; Memorizing factual information (e.g., math facts); Listening to and comprehending lengthy discourse; Taking notes

Keep oral directions short and simpleEnsure directions are understood; have student or paraphrase directions.Provide compensatory aids (e.g., write directions, procedures, and assignments on board or paper, provide lecture notes or arrange for peer-shared notes, provide study guide to be filled out during pauses in presentation.Provide overlearning, review and repetitionTeach memory strategies (e.g., chunking, verbal rehearsal, visual imagery)

Accommodations - Academic and Attention1. It is very difficult to stop children and adolescents from rushing through tasks.Perhaps tasks could be presented to Xxxxxx in parts or ―chunks‖, so that she does notfeel that she has been presented with a long, daunting task. She may work morecarefully on the smaller chunks.2. Xxxxxx may be inclined to rush through tasks that she knows she cannot do well or that tap into her weaknesses. Her teachers should build their awareness of what Neuropsychological and Psychoeducational Screening EvaluationXxxxxx Xxxxxxxxxxx

31 interests her, and then tap into her interests and strengths.3. It will be critical to Xxxxxx‘s progress at school that all personnel who work with herare educated as to her needs, and provide consistent support across environments.4. Xxxxxx will need support in all aspects of organization, including organizing her timeand her possessions. Xxxxxx would benefit from a weekly extra help session with a

27

tutor or teacher, where she may check in, get organized, and go over assignmentswith which she is having difficulties.4. It is recommended that Xxxxxx have the opportunity to take breaks during tests as anaccommodation.5. To minimize her fatigue and frustration, Xxxxxx will require breaks from tasks thatrequire her to focus intensely.6. To help her compensate for attentional difficulties, Xxxxxx could benefit fromclassroom accommodations such as these: Preferential seating (in the front of the room) Teacher cueing to attract and focus her attention. Xxxxxx will benefit from being cued when important instructions orinformation are to be given. Seat Xxxxxx away from fans, air conditioners, or open doors, which can bedistracting8. Xxxxxx will benefit from having a study area with few distractions (i.e., visualdistractions, distracting stimuli, etc.).9. Xxxxxx is more likely to remember the content of a lecture if she can devote her fullattention to listening rather than dividing her attention between listening and notetaking.To this end, provide her with a copy of your lecture notes or a copy of thenotes of a student who is a particularly good note-taker.Instruction1. Provide intensive repetition, practice, and review in learning activities. To promoteretention, provide activities to reinforce the skills or content at frequent and regularintervals, gradually increasing the intervals to less frequent and intermittent.2. In each teaching session, before introducing new information to Xxxxxx, reviewprevious information from the last lesson and check for mastery.3. When teaching Xxxxxx new skills, provide frequent opportunities for practice andreview. Provide systematic review within a few hours and for the next few days andthen slowly fade review. Check retention after a week has passed without review,then two weeks, and a month. Neuropsychological and Psychoeducational Screening EvaluationXxxxxx Xxxxxxxxxxx

324. Whenever it is possible, use a game format for learning (e.g., reviewing for a test byplaying Jeopardy with the target information). Xxxxxx will find it easier to attend tothe information and hold it in mind long enough to process it more effectively.Multiple Modalities1. When introducing new information and skills, provide Xxxxxx with pictures to lookat or a way to visualize and form associations regarding what she is learning.2. Use graphic organizers to teach new concepts and information. When Xxxxxx canpicture how the ideas are interrelated, she will be able to store and retrieve them moreeasily.3. Xxxxxx will need multisensory instruction in subjects, like Science and ForeignLanguage, where he must learn new vocabulary, spellings, and other rote material. Heshould utilize the following in class and in extra help:o recitation from memory, when possibleo flashcards that Xxxxxx creates herselfo computer softwareo frequent brief quizzes and knowledge checks

28

o repeated readingso repeated writing or keyboarding of the materialo create cartoons and sketches to help recall vocabulary words4. Present all types of verbal information accompanied by visual stimuli that clearlyillustrate the concept being taught. Examples are: pictures, charts, graphs, semanticmaps, and videotapes. Simultaneous visual-verbal presentation will improvecomprehension and retention of information.5. Provide experiential approaches to learning to enhance memory.Math Reasoning1. Demonstrations and hands-on activities will improve Xxxxxx‘s comprehension ofand attention to mathematics tasks.2. If hands-on materials are not part of the regular lesson it will be important to providethese specifically as an accommodation for Xxxxxx.3. Her lessons should be multi-sensory, and could utilize workbooks, games, flash cardsand computer software. She may enjoy online sites such as ―www.funbrain.com‖.4. Due to her attentional difficulties, Xxxxxx is likely to make errors of the typecommonly called ―careless‖. Xxxxxx needs assistance with checking her work for Neuropsychological and Psychoeducational Screening EvaluationXxxxxx Xxxxxxxxxxx

33―careless‖ errors. Checking her work should be a required step for her, i.e., sheshould be reminded to check all work herself before handing it in.5. Teach Xxxxxx how to differentiate among assignment propositions, relationalstatements, and questions.6. As Xxxxxx appears to have difficulty converting relational statements (e.g., a planetravels 10 times faster than a car, Tia‘s grade is 17 points higher than Robin‘s) intomathematical expressions, focus instructional time on interpreting and paraphrasing awide variety of relational statements and then representing them in mathematicalform.7. To help Xxxxxx recognize the mathematical structure of word problems, providedirect instruction in comparing a group of word problems and identifying those withthe same mathematical structure by drawing representations of the problem structures(i.e., equation network), for example, with a chart or diagram (d‘Ailly, 1995).8. When presenting a new type of problem or equation, in addition to instructingXxxxxx in how to work them, give her examples that have already been worked.Give her time to study them, answer any questions he has, and have her use them asmodels while working problems with the same structure. This strategy should helpher recognize the problem structure at a later time and facilitate the solution.9. Xxxxxx‘s difficulty with comprehending word problems increases along with levelof abstraction. She will have more success if, within each procedure or conceptpresented, concrete factual problem types are introduced first, concrete hypotheticalsecond, abstract factual third, and abstract hypothetical, the most difficult, last.Examples of each problem type follow:10. Concrete Factual: A farmer has eight more hens than dogs. Since hens have two legseach, and dogs have four legs each, all together the animals have 118 legs. Howmany dogs does the farmer own?11. Concrete Hypothetical: There are four more girls in an English class than boys. Ifthere were six times as many girls and twice as many boys, there would be 136

29

pupils. How many boys are there?12. Abstract Factual: The value of a given number is six more than the value of a secondnumber. The sum of two times the first number and four times the second number is126. what is the value of the second number?13. Abstract Hypothetical: A given number is six more than a second number. If the firstnumber were four times as large and the second two times as large, their sum shouldbe 126. what is the second number? (Caldwell & Goldin, 1987).Neuropsychological and Psychoeducational Screening EvaluationXxxxxx Xxxxxxxxxxx

3414. To help Xxxxxx learn to analyze and then reintegrate the information in a problem,teach her to create a situational model (e.g., picture, diagram) of the problem beforetrying to set up a quantitative representation such as an equation. Research indicatesthat inclusion of this intermediate step (the situational model) is positively related tocorrect solutions (d‘Ailly, 1995).15. Use the following types of self-questioning strategies to help Xxxxxx learn how torepresent algebra word problems (Hutchinson, 1993): Have I read and understood each sentence? Are there any words whose meaning Ineed to ask? Have I gotten the whole picture of the problem? Have I written down my representation of the problem on my worksheet? (goals;unknown(s); known(s); type of problem; equation) What should I look for in a new problem to see if it is the same kind of problem?16. Use tutorial computer software to reinforce word problem-solving strategies,representations, and solutions but make sure that Xxxxxx is able to transfer theability demonstrated when using the program to paper-pencil tasks.ReadingEmbedded Phonics1. Provide Xxxxxx with practice in word attack skills using high interest readingmaterials. When Xxxxxx comes to a word that she does not know, provide phonicclues (such as the initial sound) to help her identify the word.2. Teach phonics instruction within meaningful text reading. Highlight specific phonicelements when they appear in text.3. Integrate phonics instruction into daily reading and writing activities. Provideopportunities for Xxxxxx to use her knowledge of letter-sound relationships.Multisyllabic Words1. Teach Xxxxxx the six most common syllable structures. Show her how recognizingthe syllable structure will aid with word pronunciation and help her know how topronounce the vowel sound.2. A good supplementary activity for practicing recognition of the syllable structuresand their most common pronunciations is Syllable Plus: A Game to Teach SyllableTypes (Stoner, 1985). Available from Educational Tutorial Consortium, 4400 South44th, Lincoln, NE 68516, (402) 489-8133.Neuropsychological and Psychoeducational Screening EvaluationXxxxxx Xxxxxxxxxxx

353. Teach Xxxxxx how to use structural analysis to decode multisyllabic words. Ensure

30

that she ―over learns‖ these skills so that she begins to see unfamiliar words as asequence of recognizable word parts. Teach her to identify both meaning parts(prefixes, suffixes, and root words) and pronunciation parts (common clusters andsyllables).4. Some activities and programs that might be helpful in this regard are: Reinforce Xxxxxx‘s pronunciation and knowledge of the meaning of affixesand root words by providing Xxxxxx with the most common prefixes,suffixes, and root words printed on index cards, one to a card. Have Xxxxxxbuild and then pronounce both real and nonsense words by rearranging thecards (e.g., subductable – able to be taken under; transportation – the act ofcarrying across). Reinforce Xxxxxx‘s recognition and pronunciation of affixes and root wordsby using activities in game format, such as Intermediate Syllable Plus(Anderson, Cross, & Stoner, 1992) and Advanced Syllable Plus (Anderson,Cross, & Stoner, 1994). In these activities, students categorize a wide varietyof the most common prefixes, suffixes, and roots by syllable type andpronunciation. Available from Educational Tutorial Consortium, 4400 South44th, Lincoln, NE 68516, (402) 489-8133.5. Focus Xxxxxx‘s decoding and spelling instruction on content area words whileteaching syllabication and structural analysis. One program specifically addressingthe needs of older learners is WORDS: Integrated Decoding and Spelling InstructionBased on Word Origin and Word Structure (Henry, 1990). This program, intended forgrades 3-8 and older students with learning disabilities, includes activities such asorganizing letter-sound correspondences, studying syllable patterns, learning aboutword origins, and practicing decoding and spelling multisyllabic words taken frommath, social studies, and science textbooks. The manual contains a tests, content areaword lists, non-phonetic word lists, and spelling rules. Available from PRO-ED, 8700Shoal Creek Blvd., Austin, TX 78757-6897, (800) 897-3202,http://www.proedinc.com.6. Teach structural analysis by cutting apart words into common clusters. Keep theletters of the words you are working with large. Combine the word parts in a varietyof ways to make psuedowords or real words to pronounce. Let Xxxxxx then scramblethe letters to make new words for you to pronounce.7. Make a chart with several suffixes listed down the side, such as ing, er, and ed. Writeroot words across the top. Have Xxxxxx determine which endings can be added toform new real words. When he has completed the chart, have her pronounce all thewords. Neuropsychological and Psychoeducational Screening EvaluationXxxxxx Xxxxxxxxxxx

368. Use high-interest materials, such as magazines or newspaper articles to reinforcepronunciation of multisyllabic words. Before reading, have Xxxxxx scan the passage,underline, and attempt to pronounce words containing three or more syllables.9. Have Xxxxxx engage in activities that will develop his automatic recognition of anyaffixes, specific letter patterns, and morphemes on which Xxxxxx is working, such asing or cious.10. To develop automatic recognition of the word part on which Xxxxxx is working,prior to reading a passage aloud, have her color code or highlight it each time itappears in the text.

31

11. To familiarize Xxxxxx visually with affixes, introduce her to a short list of prefixesand suffixes with their most common meanings. Provide practice pronouncing theseaffixes with a variety of root words.12. To teach immediate visual recognition of common affixes, have Xxxxxx scan forthem in his school texts or the newspaper.13. Prior to having Xxxxxx read a passage, underline any multisyllabic words that shemay have difficulty pronouncing. Review pronunciation of the words. Have Xxxxxxthen practice reading the words fluently in context.14. When pronouncing multisyllabic words, have Xxxxxx slide his index finger slowlyunder the word parts as she pronounces them.15. Teach syllabication and structural analysis through a highly structured and sequentialprogram that highlights the visual aspect of the word parts and reinforces a strongassociation with their corresponding sounds. One such method is Glass-AnalysisMethod for Decoding Only (Glass, 1973, 1976).16. Teach Xxxxxx a learning strategy, such as DISSECT (Lenz, Schumaker, Deshler, &Beals, 1984), to use when she encounters unknown words.Sight Word IdentificationGeneral1. Teach Xxxxxx to recognize and pronounce common exception words (e.g., once).Discuss with Xxxxxx that some words are not consistent in sound-symbolcorrespondence and that these irregular or exception words must be memorized orlearned as sight words.2. Teach sight words from one of the lists of the words most frequently used in readingmaterials, such as the 220 words of the Dolch Basic Sight Word List (Dolch, 1939) or1,000 Instant Words (Fry, 1994). Available from Teacher Created Materials, 6421Industry Way, Westminister, CA, 92683, (800) 662-4321. Neuropsychological and Psychoeducational Screening EvaluationXxxxxx Xxxxxxxxxxx

373. Teach Xxxxxx to recognize the 300 Instant Words (Fry, 1980). These words make upapproximately 65 percent of written material.4. Assign the same list of words for reading and spelling. Have Xxxxxx write, read, orread and write his sight/spelling words every day. Several times a week, she needs tosee them in his reading assignments and use them in writing activities such assentence dictation. When Xxxxxx has read and spelled the word correctly for fiveconsecutive days, fade practice to twice, then once a week, and eventually to once amonth. Once Xxxxxx has studied the word, subsequent writing of the word must befrom memory. If she cannot write the word from memory correctly, Xxxxxx needsadditional practice.5. Prior to reading, introduce and practice any unknown words with Xxxxxx.6. To promote automatic recognition of sight words, practice with rapid exposure. Thismay be done with brief exposures of words on index cards, a simple tachistoscope, ora computer. Expose the word for progressively decreasing periods of time.7. To help Xxxxxx generalize sight word recognition to text, have her scan printedmaterial and name and cross out target sight words she recognizes. Word Tracking:High Frequency Words (Kratoville, 1989), a book of tracking worksheets using theFrancis-Kucera list of the 1,092 most frequently used words in English, is appropriatefor this type of activity (Kucera & Francis, 1967).

32

Strategies for Sight Word Instruction1. Because Xxxxxx has difficulty with memory, teach sight words using the Fernaldmethod (Fernald, 1943) or the modified Fernald method. Important elements of thesemethods are repeatedly tracing the word while saying it, then writing it from memory.2. When teaching sight words, directly teach Xxxxxx to recognize common letterpatterns within the word (e.g., ight in sight, oo in look). Reinforce automaticrecognition of the letter pattern by giving practice finding it in other words and indiscriminating it from similar patterns. For example, given a page of wordscontaining oo, have her track across each line, circling oo. Later, have her circle ooon a similar worksheet comprised of words that incorporate oo as well as vowelcombinations similar to oo such as ou.3. Use a modified letter cloze procedure to help Xxxxxx with word identification. Writethe whole word on the front of an index card and then rewrite the word on the back ofcard, deleting all the vowels. After showing Xxxxxx both sides twice, have heridentify the word and the missing vowels.Neuropsychological and Psychoeducational Screening EvaluationXxxxxx Xxxxxxxxxxx

384. To increase Xxxxxx's word recognition, use patterned language books that repeatwords and phrases. If Xxxxxx does not retain the words introduced in these books,provide additional practice with flash cards. If she continues to have difficulty withretention, incorporate a tracing component.5. Use a modified language experience approach (Bos & Vaughn, 1991) to help Xxxxxxestablish a positive attitude toward reading, reinforce his understanding that printedwords represent spoken language, and increase sight vocabulary.6. Have Xxxxxx develop electronic flash cards for sight word practice.Reading Practice in Decodable Text1. Provide daily reading practice in decodable text (text based on a controlledvocabulary with many presentations of the sight words and reading/spelling patternstaught and in the same sequence). Xxxxxx must read decodable text to integrate newand previously learned subskills into meaningful and connected text as well as todevelop automaticity in word attack and sight word identification in multiplecontexts. Regular basal texts or trade books are not effective for this purpose, as theydo not provide a controlled vocabulary with sufficient presentations of specificreading and spelling patterns in a specific sequence.2. Combine phonics instruction with a reading program that uses decodable text.Decodable text is reading material that is composed primarily of words with regularsound-symbol correspondence. Reading decodable text provides the opportunity forapplication of newly learned skills and generalizing skills learned in isolation topractical use.3. Set aside at least 15 minutes every day for Xxxxxx to read decodable text. Decodabletext is reading material comprised of the phonics and sight words she has alreadylearned. Reading decodable text provides the opportunity for application of newlylearned skills, reinforcement of sight words, and transitioning skills learned inisolation to practical use. At his current skill level, reading aloud is best.4. Supplement Xxxxxx‘s phonics instruction with additional decodable books that shecan read during free reading time and at home. Examples of the series available fromeducational publishers are the Steck-Vaughn Phonics Readers (Steck-Vaughn), SRA

33

Reading Series (SRA/McGraw-Hill), Decodable Books (The Wright Group), J & JLanguage Readers (Sopris West), Phonics-Based Chapter Books (High Noon), andScholastic Phonics Readers (Scholastic).5. Use direct instruction for teaching phonics and then have Xxxxxx apply the skills indecodable text formats. The use of controlled vocabulary will help Xxxxxx practicethe skills that she is learning.6. Set aside at least 15 minutes every day for Xxxxxx to read decodable text. At hiscurrent skill level, reading aloud is best.Neuropsychological and Psychoeducational Screening EvaluationXxxxxx Xxxxxxxxxxx

397. Use paired reading to provide practice in reading decodable text. Pair up Xxxxxx withanother student another student at a similar reading level may take turns readingaloud to each other. Each student is responsible for making sure that what his partnerreads makes sense and for stopping her if it does not.OrganizationXxxxxx would benefit from developing better organization skills. Prior to commencing atask, Xxxxxx should be asked to think about what will be needed in order to complete it,including not only materials but also all steps necessary for task completion.1. Xxxxxx should keep a well-organized routine to reduce stress and enhance memoryand recall of daily activities.2. Xxxxxx should use a calendar and planner each day, so that she may workon planning ahead and organizing his time.3. She may use Post-it notes to write notes about particularly important events. ThePost-its can be placed by the front door where they are easily viewed before leavingthe house each day.4. Xxxxxx‘s parents can also use Post it notes to remind her of events.5. The family may want to install a white-board in a family area and write reminders onthis. Xxxxxx can be encouraged to write things on the board, as the act of writing aidsmemory.Developing Self-Advocacy in Older Students1. Learn as much about ADHD as possible from reliable sources and consider how itaffects you.2. Have Xxxxxx schedule private meetings with her academic teachers periodically tocheck on her academic status and to discuss any accommodations she might need atthat time. This arrangement will help her stay on top of her course work as well asdemonstrate to her teacher that she is motivated.

EDUCATIONAL IMPLICATIONSLong-Term Retrieval (Glr)�relationship to basic reading skills, i.e. sound/symbol association – word recognition (also to basic writing skills, spelling)�also to accurate “word” or “information” finding – the “I know it but can’t think of it” phenomena�mathematics: recall/utilization of basic facts for efficient calculationShort-Term Memory (Gsm)�most obviously relating to language acquisition�basic reading skills such as phonics/decoding

34

�spelling�listening comprehension to the extent that details or information cannot be compensated for through Gc – for example when needing to listen to novel (i.e. content specific) information which is unfamiliar to the listener in terms of prior knowledge�math – learning new sequential processesProcessing Speed (Gs)�automaticity/fluency in reading (and rare) accuracy>frustration and shut-down for tasks�writing production and fluency of written language�math calculation/percept accuracy with detailsAuditory Processing (Ga)�poor performance argues against phonics instruction for reading – use a visual approach like whole word or an integrated approach using multi-model methods�ability to process unfamiliar words during a lecture, words not previously learned�problems on tasks which require rapid recognition of sounds�difficulty with phonetic reading activities�difficulty with beginning spelling skills development�methodologies to be chosen need to incorporate knowledge of the other factors (Glr, Gs, Gc) that relate to these same skills – not enough room here to elaborate – phonetic methods are so well documented (ad nauseum)�obviously related to phonetic reading and spelling skills�listening comprehension/language and vocabulary acquisition�ability to work with settings with competing noises (selective listening discrimination and attention)�closely related to development early reading�may indicate to teach or not to teach phonetically�problems would show in spelling and writing�reading fluency – and therefore reading comprehension may be affected�ESL? Difficulties�hearing acuity – check ears�listening skills�check oral language development�ear infections?�deficit in word attack skills�implications for identifying alternative learning channels other than auditory�particularly if language comprehension is good tend to have a hard time learning by an auditorally-based (phonics only) method – they don’t discriminate sounds well�use of a mix of methods heavy on tactile/visual presentation with the auditory stimulus helps shore up the weakness, while using a (suppose) strength in visual; use a whole language approach in addition to address the comprehension�insure student is attending to instructions�have student repeat instructions back�keep auditory distraction to a minimum�increase use phonics approach for reading and writing (strong)�decrease use language experience approach Visual Processing (Gv)�look at Gv/Ga comparison – see where strong modality is – use strengths to plan instruction – strong visual skills: have child employ visual strategies to recall information, visual associations, whole word reading instruction, outlining words, sports�does not rapidly/fluently cope with large quantities of visual/graphic information – slow readers

35

�difficulty on rapid sound/symbol processing – matchings�difficulty on copying tasks�may not rapidly recognize “whole” words�may have trouble with math (visualizing number lines, etc)�augment demonstrations of visual presentations with verbal/oral explanation�teach kids to “talk through” when working on visual tasks�content specific issues (i.e. reading graphs/maps or in geometry)�picture recognition with relationship to Glr might infer some strategies and relationship to acquisition of sight vocabulary and spelling�eyes checked for acuity�use a visual cue for a child with strength�teach to strength�provide concrete representations so visualizing is not necessary initially – then move to that�ex: use manipulatives – for math concept development – move to visualizing without the manipulatives�visual strengths: use charts, diagrams to illustrate relationships in problem solving, or reading – to assist in more concrete organization, less auditory if that’s a problem�helpful in analyzing visual imagery skills�may be related to higher cognitive abilities related to visual processing�could help to focus on career direction science versus humanities, academic versus artComprehension/Knowledge (Gc)�limited word knowledge affecting all aspects of comprehension�word choice in written language limited�problems here should be referred perhaps to a speech/language pathologist for more definitive identification of problem�indicator for higher education success despite decrease in mathematics or reading achievement can store data – needs compensatory strategies or accommodations�kids have trouble comprehending much of what they read (don’t have background information)�need “horizon expansion” activities (read to them, field trips to zoo, etc)�possibly could use language experience approach to reading�can see a pervasive impact across all academic areasFluid Reasoning (Gf)�predictor of problems with algebra or math problems�may do well in statistics – geometry, etc.�good for career lawyer, etc. (reasoning)�creative writing?�kids have trouble with abstract/conceptual thinking, learning�need more direct instruction (can’t learn rules, etc. on their own)�will have trouble with math and every rule-bound systems of reading�need more concrete approaches to learning (e.g. using objects, meaningful material, etc.)�establishing a curriculum that probes and enhances connective reasoning and strategies as opposed to rote drill activities – for example – use of manipulatives or concrete instances to illustrate abstract concepts. Actual methods are as varied as the subject area and age/grade of subject�application skills (reading comprehension, math reasoning and cognitive calculation skills – fractions, place value)�written language tasks for novel assignments (i.e. comparative essays)�can be taught – problem solving strategies; may have to be shaped with concrete manipulatives�will have difficulty with transfer and generalization of learning

36

�may do better with rote learning tasks�good to identify ESL’s ability�task-analyze information�verbalize problem solving�teach review, drill to mastery�for weaker students – use high interest, low vocabulary materials�not fast on his/her feet when required to cope with situation not common or everyday experiences�creative writing and new and unique applications of learning information/vocabulary�communication skills may be heavily reliance on concrete descriptions�need to develop applicative strategies for mathematics concepts�useful in identifying a student’s ability to correct after feedback�ability to use reasoning skills in a new learning situation�useful in identifying a nonverbal learning problem�useful in identifying learning efficiency in a task requiring higher-order cognitive abilities

COGNITIVE/INTELLECTUAL SUMMARY/RECOMMENDATION(S)Long-Term Retrieval1. Provide intensive review, repetition, and over learning at each step.2. Introduce only as many facts, words, etc., as the student is able to learn in a session.3. Provide the student with lists, notes, or summaries that will help organization and, subsequently, facilitate recall. Make it a priority that good note taking is occurring.4. Provide immediate feedback of results. This may be accomplished with small group instruction, programmed learning materials, or a microcomputer.5. When introducing new information and skills, provide the student with pictures to look at or a way to visualize and form associations regarding what she/he is learning.6. Ensure teachers understand that the student has a processing deficit in long-term recall and that this will affect several areas of achievement and not just one.7. Modifications in instruction and assessment can help students with deficits in long-term retrieval.8. Test skills more frequently; avoid long periods of time between presentation of information and assessment of retention.9. Avoid fill in the blank or essay questions when possible; if not, allow for open book or open note testing.10. Utilize multiple choice and/or matching testing formats when possible. Provide key formulas or operations at the top of the test.11. Provide memory aiding devices at school: spell checkers, calculator, multiplication chart on desk, tape or video recording of lesson, notes, or books.12. Allow for review of information before presentation of new concepts or taking tests; mini study period.13. Appreciate the fact that students can demonstrate mastery of important concepts besides taking a standardized skills test.Auditory Processing1. There is a clear association between reading achievement and ability to analyze and interpret sounds in words. In categorizing various phonemic awareness tasks, sound blending and oral phonemic segmentation (separately articulating the sounds of a word in the correct sequence) are the most essential and closely associated with early reading success.2 Specific training in phonemic awareness appears to benefit elementary children.

37

3 Some students who perform poorly on STM also have trouble with auditory processing. In these cases, many of the recommendations for STM may be appropriate for the student (the most important being give clear, direct instructions for all tasks, limited in length and complexity).4 Refer to the speech pathologist for a more comprehensive language assessment.5 If phonological awareness training has been unsuccessful, recommend a nonphonic reading approach.6. In severe cases, the school will need to excuse the student from foreign language requirement at the secondary level.7 Provide visual outlines and graphic organizers for tasks involving listening.8 Do not penalize the student for difficulties in reading, decoding, or spelling; provide separate grades for mechanics and content.9 Allow extra time for reading, writing, and testing assignments. Reduce distractions (especially auditory ones) to a minimum during these activities.10 Devise activities that reinforce the student’s ability to discriminate between “real” and “silly” (nonsense) words.11 For development of spelling skills, dictate short words with regular sound-symbol correspondence for the student to write. Pronounce words slowly so that the student can hear the separate phonemes. Have him/her pronounce each sound as she/he writes the letter or letter combinations.12 When you speak, face the student, enunciate clearly, and have the student watch your mouth as the sounds are made. Pause between clauses or ideas. In the most extreme of cases, fit the student with an auditory trainer so that teacher’s voice is amplified; this makes it easier for the student to focus on verbalizations rather than being distracted by background noise.13 There is a correlation of moderate size between poor auditory processing and behavioral/ interpersonal problems (most likely related to poor pragmatics). Guidance counseling may be beneficial (especially in group setting).Visual Processing1 The research on the relationship between visual processing and reading achievement is not conclusive (as is the literature on auditory processing). Three factors usually emerge in the research: a reading factor, a visual-cognitive factor which includes skills requiring more cognitive involvement, and a visual differentiation factor, which includes skills that are more automatic.2 In general, recommendations for visual processing include activities that increase awareness of spatial relationships and require visual thinking.3 Provide practice with object assembly, construction of patterns, tracing, copying and drawing geometric patterns (all with constant feedback during and after the task). This type of remedial intervention is most effective during elementary years and much less effective after fifth grade.4 These students make errors on tasks involving reading diagrams, charts, and maps. Provide an assistant to help with this type of visual-data interpretation. Try to verbalize (summarize concepts using oral language) this information as much as possible. Provide the student with practice in the areas (ass this to normal homework schedule).5 Provide more time for writing, math, and science assignments.6 Reduce the number of problems on handouts (homework sheets) or provide a card for the student to use to cover extraneous information on the page.7 Encourage (at home) the student to participate in activities that have elements of visual problem solving and manual manipulation, such as chess, checkers, guitar or piano, and puzzles. Don’t expect high mastery of such activities (accept what ever level of proficiency the student achieves.)8 Try to grade on content and final accuracy rather than errors made in copying, spelling, or creative writing along the way. Use a high-lighter (yellow) and mark the most important of these mistakes and have the student edit the work. This is important behavior modification.

38

9 In extreme cases, allow use of technology (computer, word processor, talking dictionary and calculator) when possible; this will reduce the opportunity for visual processing errors and allow for easier correction.Short-Term Memory1 Make sure teachers understand the importance of STM as a mediator in the chain of information processing. If STM is poor, this will act as an inhibitor in the application of reasoning, auditory and visual processing, and comprehension abilities.2 Students with poor STM usually do not enjoy activities and attests that require listening.3 Ensure that teachers understand poor STM will affect skill acquisition in many skill areas.4 A hereditary component may exist in STM (stronger than other Gf-Gc areas) that may not be pliable beyond a certain point.5 Deficits in STM in childhood are more likely to persist into adulthood than deficits in other Gf-Gc areas.6 When giving instruction to the student, use brief simple sentences that are sequenced in the order of the tasks.7 Repeat directions to this student making certain they are paying attention.8 Write specific directions and assignments on the chalkboard for the student to copy. Provide the student with a copy of the notes of a student who is particularly good note- taker. This will allow the student to give his/her complete attention to the speaker.9 Provide practice for the student in retelling events and stories (auditory), or a group of objects/pictures shown for five (5) seconds and then hidden from sight (visual). STM is a Gf-Gc ability that can be improved with such practice. In this manner, the student must come to learn that they have some responsibility in developing their own attending and memory skills.10 Have a responsible peer assist with recording assignments for the student. Have the teacher take the responsibility to check an assignment notebook. In some cases, a parent or teacher will need to monitor the recording and completion of assignments (homeschool communication chart).11 Seat the student in the front row of the classroom or a close to the teacher as possible to reduce distractions and increase his/her ability to attend to oral directions.12 Students with poor STM must learn how to request and feel comfortable about requesting additional help or repetition of information they don’t understand.13 Do not forget that there are moderate to strong correlations between deficits in STM and language disorders. Refer for additional testing by the speech pathologist if STM tests particularly low.Processing Speed1 Place the emphasis in evaluation on accuracy rather than speed. Because the student has difficulty performing tasks rapidly under pressure, provide him/her with ample time to complete work or shorten the assignments (especially in math operations) so they can be accomplished within the allotted time.2 Seat the student in the front row near the chalkboard for all copying activities.3 Recommend visual tracking exercises or computer games that require rapid visual scanning.4 Provide access to computer programs that target reading speed (Speed Reader). Do the same for math operations (Math Blaster).5 When copying is necessary, do not require speech or accuracy.6 Do not require the student to copy problems from his/her math or other textbooks. Instead, provide him/her with clear worksheets that contain only a few problems and plenty of white space.Comprehension-Knowledge1 Consult a speech/language pathologist for recommendations on oral language development and effective teacher approaches for the student.2 Educate the student’s teacher(s) as to the nature of the student’s vocabulary deficit and how it will affect academic, social, and general classroom functioning. The student with low Gc is going to struggle in many different subject areas. There is no quick fix to this problem. If the low Gc score is due to a

39

language disorder, it may take several years to correct. If the low Gc is indicative of lower ability/aptitude, this will be a chronic drag on skill acquisition. Lower standards may need to be applied if the Gc score is consistent with other Gf-Gc abilities (all within borderline-slow learner range). Provide an expectancy chart to the teacher showing prediction of achievement to the overall measure of “g”.3 Paraphrase information to the student using simplified language.4 These students must develop better receptive and expressive vocabulary skills. Choose someone to work on it and see that it gets done. The regular education teacher can provide a structured-sequence reading vocabulary program. This should be continued grade to grade. Ask them to tell you the name of this program and ask to see the actual vocabulary development worksheets.5 Remember that memory problems may interfere with vocabulary assignments.6 Provide redundancy and repetition in teaching new concepts. Repeat important statements verbatim and explain the concept in a variety of ways.7 When lecturing, present ideas in an organized and logical sequence. Keep the points as simple as possible and group related information. In the most extreme cases (severe language disorders), do not pair the student with a teacher who is hyper-verbal. 8 Remember that Gc (comprehension-knowledge) is highly influenced by cultural, environmental, and educational opportunities. At the same time, remember that Gc is single best predictor of performance in language arts. It is not appropriate to expect academic achievement beyond current levels of Gc and Gf. Work on these abilities concurrently with basic academic skills.Fluid Reasoning1 Research indicates that one of the most difficult areas for students with learning problems is that of abstract reasoning and mathematics. Gf abilities are those most often described in the literature as representing “g”.2 Encourage the use of manipulative to develop concepts.3 Attempt to teach concepts in a concrete manner. Use concrete cues in all directions, telling the student exactly what to do at each step.4 Require a considerable amount of over learning.5 At the secondary level, help the student select courses that emphasize practical and experiential learning and do not require a high level of abstract reasoning.6 Provide the student with a list of procedures to follow when working with tasks that involve problem solving.7 Do not introduce abstract concepts until you are sure the student has mastered the prerequisite skills.8 Even when the final solutions or answers are incorrect, provide the student with encouragement and praise for persistence in problem solving and attempts to discover a solution.9 Remember that Gf abilities are ones that are most difficult to remediate beyond the student’s natural course of development. Most intervention activities designed to stimulate these abilities do not generalize to new tasks.Quantitative Reasoning1 Do not fail to consider quantitative ability as a cognitive factor. This is going to be confusing to teachers and parents. It is confusing to most psychologists.2. Provide time for drill, drill, drill. Do not move on to new concepts until the student is at a 95% mastery level. Send practice problems home daily (but not too many and only on those skills at least at 80% mastery level).3 Enforce working on memorization of basic math facts (adding and subtracting). This is best supplemented by parents. Tell them you expect them to work on these; accept no excuses.4 If multiplication and division mastery is slow, place easy access charts on the student’s desk for quick reference.5 Beginning at grade 4, encourage the student to use a calculator for all problem-solving activities. Hold off on use of the calculator for basic operations until 6th grade.

40

6 Be sure to check our processing speed. If this is weak as well, reduce work load or provide more time to finish the assignment.7 Use concrete objects and manipulatives to teach all new concepts and to extend previously presented concepts.8 Encourage parents and student to consider basic math classes in high school. The quantitative score on college entrance exams may be considerably lower than verbal.9 Remediation in math is most effective with basic operations and less so with problem solving involving high level abstract-conceptual ideas (chemistry, physics, calculus, statistics, algebra). Understand that improvement in problem solving will be slow and at times, frustrating to both teacher and student.

LONG TERM RETRIEVAL DEFICITS:Definition:The student experiences difficulty with retrieval of learned information. While this student might learn information adequately, the student may nonetheless demonstrate difficulty efficiently retrieving it for use in future situations. Long term retrieval difficulties likely vary, however, for different types of information.Accommodations: Limit the amount of information to be learned during an instructional session, giving the student fewer concepts or skills to retain at any one time. Examples might be limiting the number of spelling words to learn for the week or number of definitions to memorize.Provide “cheat sheets” for the student to reference in order to compensate for memory deficits. These might be taped to the student’s desk and should also be available at home.Allow the student to use a calculator during math computation in order to compensate for lack of recall of math facts.Since the student might have difficulty recalling important information, allow the student access to a peer helper to provide information needed to solve a problem or assignment.Allow the student to take open book tests where information can be found to respond to test items.Employ test formats that require recognition (multiple choice, matching, true/false and fill in the blank with an associated word bank) in favor of test formats that require recall (essay, fill in the blank without a word bank, writing definitions). Allow the student free access to ask questions should he forget information. Encourage the student to ask questions.In grading, emphasize concepts understood instead of memory for rote information (e.g., less important names, dates, locations, terms, etc.).During instruction write information on the board to provide a source of external memory. Provide written directions to supplement oral directions for a task. Provide a written list of tasks to be accomplished. In the case of tasks that require a sequence of steps, provide a written copy for the student to refer to. Such information might be written on an index card and taped to the student’s desk as a reminder.After directions are given in class, check to insure that the student has retained sufficient information to work independently. Limit the length of oral directions and state directions in the order in which the student is expected to complete them.

41

If the student is forgetful about some responsibility, put a rubber band around the student’s wrist as a reminder and remove when the responsibility or task is accomplished.Provide a daily planner in which the student is instructed to write homework and long term assignments down as soon as they are assigned. It may be necessary to check accuracy of this information. A study buddy might be of help in this regard.

Instructional strategies/methodsBefore introducing a new concept or skill, activate prior knowledge to enhance understanding. Prior knowledge can be activated by:asking questions about the topic being taught, sharing personal experiences related to the topic,brainstorming everything the student(s) knows about the topic, asking the student to identify what the student still needs to learn about the subject matter,asking the student to respond to opinion statements that prompt discussion regarding the topic (e.g., when discussing the defining characteristics of fruits and vegetables ask: What do you like best about spinach? About apples? etc.).Review rote information frequently. Expand time for rehearsal and practice by using peer tutors or teaching assistants to employ structured practice activities. Rehearsing information immediately after it is learned and intermittently thereafter will likely be helpful. Capitalize on the benefits of spaced practice by providing the student opportunities to rehearse rote information for short periods several times per day. Rehearsal at home as part of a homework assignment might be helpful.Employ multiple modalities (e.g., writing, speaking, listening, etc.) when the student rehearses rote information.To teach rote information, employ formal academic interventions (e.g., cover, copy, compare) which use a high rate of opportunities to respond, high rate of success, immediate feedback and formal error correction procedures. Review information at the start of an instructional session to refresh the student’s memory for previously taught information.Prompt the student to take notes during instruction. Note taking strengthens recall ability and provides a hard copy of information to refer to later.Help the student group information into meaningful categories in order to facilitate memory. The more involved the student is in this process, the better the effect on retention. Help the student learn to break a long list of information into small parts or chunks of seven or fewer items. Encourage the student to master one small group before moving to the next.Enhance meaningfulness by relating new concepts and information taught to experiences familiar to the student (e.g., describe steam formed in a shower on a cold day as an example of condensation). Encourage the student to cite more familiar examples.Discuss the meaning of a story or text immediately after it is read. Ask the student to elaborate on what was read. Memory for information will be improved if the student has good understanding and makes associations. Provide opportunities for the student to use a concept or skill to solve a problem. The student is more likely to retain information which the student has put into practice.Prompt the student to elaborate on and reason with information and concepts taught. For instance, the student is more likely to remember that Paraguay is one of the poorest countries in South America if the student develops reasons for this condition (e.g., land locked, small country, lack of natural resources, arid climate, etc.).

42

Help the student use mnemonic devices to retain information. It will be important that the student initiate such efforts and realize the benefits that can be experienced from their use. Following are some specific mnemonic strategies. Repetition: The student rehearses information by orally repeating it or writing it several times. Rehearsal will be most beneficial if it occurs shortly after learning and occurs intermittently thereafter.Acrostic: The student recalls a list of words or terms by forming a word using the first letters of the words to be remembered (e.g, HOMES to recall names of the Great Lakes).Acronym: The student forms a memorable (i.e., silly, outrageous, familiar) phrase or sentence using the first letters of the words or terms to be recalled (e.g., My waffle is under the new car to recall the seven mountain states of Montana, Wyoming, etc.).Method of Loci: This strategy involves the student imagining himself walking through a familiar location such as a bedroom or walking to school. The student imagines placing a term, word or element to be recalled in prominent locations along the route. When it is necessary to recall the information, the student mentally retraces the route. The mental image of the prominent locations along the route elicits the corresponding element to be recalled.Learning Something New: The student learns more information about a term or vocabulary word. The association of new information with the term strengthens memory for the term. An example would be the student reading some information about a state9 capital to become more familiar with the city.Visualization: The student forms a mental image associated with a term to be recalled (e.g., mental image of Native American squatting in a corn field to recall the name Squanto).At the start of independent seat work, monitor student functioning to insure that he has necessary information available to complete the task. Have the student serve as a peer tutor to help another student rehearse information which the target student is also learning.Teach the student to underline important information in text to refer to later.Teach the student to rehearse information just after learning it to strengthen long term retrieval.Consult with parents to rehearse newly acquired information at home. Employ computer programs to help the student rehearse learned information.Provide extra time for rehearsal of such academic survival information as math facts and times tables.The student may experience difficulty learning from a lecture format. Retrieval of previously presented information during the lecture may be limited. As a result, provide visual references such as models and graphic organizers, write key concepts on the board, allow time for the student to take notes and repeat information.

SHORT TERM MEMORY DEFICITS:Definition:The student experiences difficulty holding information in immediate mental awareness. This problem often affects ability to follow oral directions, take notes or retain or understand information presented in a lecture format. Attention is a prerequisite condition supporting short term memory.Accommodations:Seat the student in a location away from distractions in order to optimize attention.° Insure that you have the student’s attention before stating a direction. Gaining eye contact andproximity (i.e., be within arms length of student) are often helpful. Difficulty retaining orallystated directions/information will be further aggravated by poor attention.° Word oral directions clearly and succinctly, avoiding extraneous words and digressions. Whenpossible, limit the number of steps or requests made. State multi-step directions in the sequence in10which they are to be completed.° The student may have difficulty recalling oral directions given to the class. As a result, it will be

43

important to monitor student understanding after group directions are given. ° When giving directions, first provide a simple, global statement that describes the task. Following the general statement, describe in clear terms the sequence of steps required toaccomplish the task. Following is an example.“We’re going to complete 15 subtraction problems in your math book now. Here’s whatyou need to do.......”This approach facilitates memory for the instructions by associating the component parts with aclearly understood objective. ° During oral presentation, write important information on the board. Provide written directionsthat accompany oral directions.° Encourage the student to ask for directions or information to be repeated if not understood orremembered.° It may be helpful to seat the student next to a peer helper who can answer questions or repeatinformation if the student needs help.

Instructional strategies/methods:P A deficit in short term working memory (holding information in mental awareness whilemanipulating or solving a problem with the information) can create difficulty with phoneticdecoding. The student may not be able to hold phonemes associated with a word in mentalawareness long enough to blend and decode. In this case, compensate for phonetic decodingdifficulty by teaching a sight vocabulary, teaching the student to recognize root words andmorphemes (prefixes and suffixes) and teaching the student to recognize words via contextualclues.P Use a top down approach to instruction in order to lessen memory demands. In this approach,the product is presented as a whole before its component parts are described or taught. Forexample, when teaching phonetic decoding, say the word first and then help the studentphonetically analyze the word.P Break instructions into parts, presenting only one or two parts at a time. Establish understandingor mastery of one component before moving onto the next.P Teach information in easily recognized groups or families to facilitate memory.P When teaching, provide a written or pictorial model the student can refer to. Use of graphicorganizers can be helpful in this regard. Write key terms on the board so that the student canreadily refer to them.P Repeat important information at a high rate, emphasizing key words by tone of voice.11P During periods of class recitation and discussion, call on the student shortly after a question hasbeen asked to the class in order to prevent the student from forgetting the question and/or answer. It may also be helpful to use a technique called positive questioning in order to maintain attentionof the student as well as classmates. In this method, the teacher asks a question, pauses for thestudents to formulate a response and then randomly calls on a student.P Underline key words in text the student will read. This will draw attention to this information aswell as provide a reference the student can refer back to if memory fails the student.P Encourage the student to immediately write key concepts, vocabulary or information downwhen it is presented during a lecture or when read in text. Recording such information in writtenform will reduce memory demands by providing a bank of information the student can refer to.P The student may experience difficulty taking notes from a lecture. This may be the result ofdifficulty holding information in mental awareness while recording it in writing. As a result,during lectures, move slowly, repeat key information often and write key words and conceptson the board. P While listening to a lecture, it may be helpful to provide a formatted, written script for the

44

student on which he can fill in blanks (cloze method) with key words/concepts.P Provide the student lecture notes either produced by the teacher or those written by anotherstudent. P The student may experience difficulty at times copying information from a book or the board withspeed and facility. This may be the result of difficulty keeping information to be copied in mentalawareness (i.e., the student forgets information before getting it copied). As a result, the studentmay be able to only transfer short bits of information at a time. Provide extra time to copyinformation, provide information already in copied form or reduce the demands of copying ontasks.P Consider presenting rote information (particularly sequential information) in the form of a song orrhyme.

Low Intellectual AbilityBecause STDT obtained intellectual level is in the [Low Average, Slow Learner [Borderline], Mentally Handicapped] range, he [may, wilhave more difficulty mastering school related curriculum than many of his same-age and same-grade peers. However, with a positive environment and an appropriate instructional level, he should be able to [achieve, make progress]. The following suggestions have helped children with difficulties that are similar to Ns, and may prove beneficial to him:Focus on language development activities. These will help STDT develop in the verbal area as well as provide him with a greater fund of information.Focus on visual learning activities. Children who experience learning problems often find it helpful to have information presented to them in many different ways (auditory, visual, and tactile), especially visually. STDT’s pattern of scoring indicates he likely learns best if presented with concrete material, and may be at a disadvantage if information is left in the abstract. [This will also help his significant short-term memory problems and keep his attention longer]Develop concept formation skills. Concepts and abstract ideas may be difficult for STDT to deal with. Provide activities that help teach abstract ideas, classifications, and generalizations.Picture instructions and manipulatives should be given in addition to oral directions to help cue relevant material. Computer-based learning activities may serve to enhance STDT’s attention and motivation.Use a peer-tutor, "work buddy," or small group work whenever possible. Classmates can help STDT keep on track and can help teachers recognize when he is falling behind.Given the level of Ns general cognitive reasoning, he may have difficulty keeping up with his peers in a variety of settings, especially as he moves from skill acquisition to skill application. As such, her family and teachers should have realistic expectations of STDT’s ability while working to motivate him to achieve to his potential. Opportunities to experience success should be incorporated into STDT’s daily class work.

Low Verbal IQDue to STDT’s difficulties with factual knowledge, expressive language, and word knowledge, effort should be made to stimulate his use and application of language. The following suggestions are offered to help improve these abilities:Make sure that STDT has a conceptual understanding of all new vocabulary words presented to him in class. Have him use new words in a sentence, and use visuals when presenting new concepts.

45

Talk with STDT at home about any new vocabulary words he is learning at school. Discuss these words with him using familiar concepts that relate to real life experiences.Allow STDT to write about concepts he is learning in class, using content area vocabulary.Have STDT write out all new vocabulary words on flash cards. Drill him on these items until he can give the definitions from memory using his own words.

Low score on sequential tasks or visual discrimination

STDT’s difficulties in sequencing and alertness to important details can be helped by teaching her step-by-step processing of any new concept. Help her identify the beginning, middle, and endof everyday activities and favorite stories. [It may be helpful to focus on her strengths in visualmotor-spatial tasks, when doing this.]

STDT had a great deal of difficulty with putting concepts and ideas in sequential order. To help with this difficulty, the following suggestions are offered:Make sure that STDT feels comfortable asking for clarification of directions, explanations, or instructions that she does not understand.Let STDT be responsible for helping a peer remember sequences of information or activities.Tell STDT specific word cues to listen for when being given directions or receiving information. She should be taught to listen for words such as: first, second, third, next, after, because, for example, etc.Stop at various points during the presentation of information to check STDT’s comprehension.To practice sequencing information, read stories with STDT and ask her to re-tell them using "sequencing vocabulary" including first, next, after that, etc. STDT might also enjoy making up her own stories that have a beginning, middle, and end or with storylines that involve the protagonist going through a series of challenges or activities.Teach STDT to make reminders for herself like making notes or lists of things to do. In addition, a schedule of daily activities would also be beneficial for her.Provide STDT with visual outlines and graphic organizers for tasks involving listening. Provide visual outlines and graphic presentations to accompany subject area content when a lecture format is used. This format will provide a concrete visual guide for STDT to organize her thoughts and information presented in a logical order.STDT may need to be reminded to stop and think about the order of sequence before providing answers.