PSY 335
Ms. Psych
psy335_documentsforarthuracasefile1.zipdocumentsforarthura_casefileareattached/Arthur A Background Info.pdf
documentsforarthura_casefileareattached/Arthur A Classroom Observation.pdf
documentsforarthura_casefileareattached/Arthur A Drawing.pdf
documentsforarthura_casefileareattached/Arthur A IQ and Achievement.pdf
WISC-IV and WIAT-II Test Scores
Page 1
EXAMINEE: REPORT DATE: 12/4/03 AGE: GRADE: Not Specified DATE OF BIRTH: ETHNICITY: EXAMINEE ID: EXAMINER:
<Not Specified>
GENDER:
Arthur A 12 years 2months 1/18/03 Not Specified Male
Tests Administered: WISC-IV (3/20/15) WIAT-II (3/20/15)
Age at Testing: WISC-IV (12 years 2 months) WIAT-II (12 years 2 months)
Is this a retest? No
About the WISC-IV Arthur was administered the Wechsler Intelligence Scale for Children– Fourth Edition(WISC– IV) on 3/20/2015. The WISC–IV is used to assess the general thinking and reasoning skills of children aged 6 years to 16 years. This test has five main scores: Verbal Comprehension score, Perceptual Reasoning score, Working Memory score, Processing Speed score, and Full Scale score.
The Verbal Comprehension score indicates how well Arthur did on tasks that required him to listen to questions and give spoken answers to them. These tasks evaluate his skills in understanding verbal information, thinking and reasoning with words, and expressing thoughts as words.
The Perceptual Reasoning score indicates how well Arthur did on tasks that required him to examine and think about things such as designs and pictures, and to solve problems without using words. These tasks evaluate his skills in solving nonverbal problems, sometimes using eye-hand coordination, and working quickly and efficiently with visual information.
The Working Memory score indicates how well Arthur did on tasks requiring him to learn and retain information in memory while utilizing the learned information to complete a task. These tasks measure his skills in attention, concentration, and mental reasoning. This skill is closely related to learning and achievement.
The Processing Speed score indicates how well Arthur did on tasks requiring him to quickly scan symbols and make judgments about them. These tasks measure his skills in speed of mental problem-solving, attention, and eye-hand coordination. This skill may be important to his development in reading, and ability to think quickly in general.
The Full Scale score is derived from the combination of the Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed scores. The WISC–IV Full Scale score is one way to view Arthur’s overall thinking and reasoning skills.
Copyright © 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
WISC-IV and WIAT-II Test Scores Report to Parents/Guardians
Page 2
About the WIAT-II Arthur was given the Wechsler Individual Achievement Test - Second Edition (WIAT-II) on 3/20/2015. The WIAT-II is an achievement test for individuals ages four through adulthood. The skills tested are listed below:
Reading: Word Reading Reading Comprehension Pseudoword Decoding
Mathematics: Numerical Operations Mathematics Reasoning
Written Language: Spelling Written Expression
Oral Language: Listening Comprehension Oral Expression
How WISC-IV and WIAT-II Scores are Reported The scores show how well Arthur performed compared to a group of children the same age from across the United States. The highest possible score is 160 and the lowest possible score is 40 for most skills tested. Half of all children will score less than 100, and half of all children will score more than 100. Scores from 90 to 109 are average.
A percentile rank is also given. This shows your child’s rank in the national comparison group. If the percentile rank were 45, for example, it would mean that he scored higher than approximately 45 out of 100 children his age.
When reviewing Arthur’s scores, remember that no test is perfectly accurate. Any child might score slightly higher or lower if tested again on a different day.
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WISC-IV and WIAT-II Test Scores Report to Parents/Guardians
Page 3
WISC-IV Test Scores
Scale Score Percentile Rank Qualitative Range Verbal Comprehension (VCI)
112 79 High Average
Perceptual Reasoning (PRI)
92 30 Average
Working Memory (WMI) 102 55 Average Processing Speed (PSI) 91 27 Average
Arthur’s Verbal Comprehension score is 112. He scored higher than approximately 79 out of 100 children his age on tasks that require listening to questions and giving verbal responses. Generally speaking, Arthur's skills in understanding verbal information, thinking with words, and expressing thoughts in words are in the High Average range. His skills in solving verbal problems are much better developed than his skills in solving nonverbal problems.
His Perceptual Reasoning score is 92. Arthur scored higher than approximately 30 out of 100 children his age on tasks that require him to examine and think about designs and pictures, and solve problems without using words. In general, his skills in solving nonverbal problems quickly and efficiently with visual information are in the Average range.
Arthur's Working Memory score is 102. She scored higher than approximately 55 out of 100 children his age on tasks that require learning and retaining information in memory while utilizing the learned information to complete a task. In general, his skills in attention, concentration, and mental reasoning are in the Average range.
Arthur's Processing Speed score is 91. She scored higher than approximately 27 out of 100 children his age on tasks requiring him to quickly scan symbols and make judgments about them. In general, his skills in speed of mental problem-solving, attention, and eye-hand coordination are in the Average range.
Arthur's Full Scale score is 101. She scored higher than approximately 53 out of 100 children his age. his general thinking and reasoning skills, as assessed by the WISC–IV, are in the Average range.
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WISC-IV and WIAT-II Test Scores Report to Parents/Guardians
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WIAT-II Test Scores
Academic Area Score Percentile Rank Category Reading 75 5 Borderline Mathematics 96 39 Average Written Language 82 12 Low Average Oral Language 81 10 Low Average
Arthur's Reading Composite score is 75. These tasks required his to correctly read a series of printed words, read sentences and paragraphs and answer questions about what was read, and to correctly apply phonetic decoding rules when reading a series of nonsense words. These skills are better than those of approximately 5 out of 100 children his age. Generally speaking, his skills are currently in the Borderline range.
Arthur's Mathematics score is 96. These tasks assess his ability to add, subtract, multiple, and divide one- to three-digit numbers and to understand number, consumer math concepts, geometric measurement, basic graphs, and solve one-step word problems. his skills are currently in the Average range and are higher than those of approximately 39 out of 100 children his age.
Arthur's Written Language score is 82. The writing tasks required him to correctly spell verbally presented words and to generate words within a category, generate sentences to describe visual cues, combine sentences, and compose an organized paragraph. his skills are currently in the Low Average range and are higher than those of approximately 12 out of 100 children his age. Arthur's Oral Language score is 81. The language tasks assess his ability to identify the picture that best represents an orally presented descriptor or generate a word that matches the picture and to generate words within a category, describe scenes, and give directions. his skills are currently in the Low Average range and are higher than those of approximately 10 out of 100 children his age.
The WISC–IV is a test of thinking and reasoning skills and the WIAT-II is a test of academic achievement. A child’s scores on these tests, however, can also be influenced by motivation, attention, interests, and opportunities for learning. Please keep in mind that a few test scores cannot assess all of the skills that Arthur may be capable of using to assist his in achieving success.
Copyright © 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
documentsforarthura_casefileareattached/Arthur A Parent Report.pdf
Parent Rating Scales Report
Behavior Assessment System for Children, Second Edition Cecil R. Reynolds
Randy W. Kamphaus
Child Information
ID:
Name: A, ARTHUR
Sex: MALE
Birth Date: 01/18/2003
Child Age: 12:2
Child Grade:
School:
Other Data:
Test Information
Test Date: 03/25/2015
Rater: MRS. A
Sex: FEMALE
Relationship: MOTHER
Norm Group 1: General - Separate Sex
Results contained herein are confidential, and should only be viewed by those with proper authorization.
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 of children and to aid in the design of treatment plans. This computer-generated report should not be the sole basis for making important diagnostic or treatment
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Validity Index Summary
F Response Pattern Consistency
Acceptable
Raw Score: 0
Acceptable
Raw Score: 100
Acceptable
Raw Score: 6
PRS T Score Profile
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PRS Score Summary: General - Separate Sex Norm Group
Composite Score Summary
Raw Score T Score Percentile
Rank 95% Confidence
Interval Externalizing Problems 162 54 74 50-58 Internalizing Problems 139 45 37 39-51 Behavioral Symptoms Index 321 54 72 50-58 Adaptive Skills 258 52 56 48-56
Composite Comparisons Difference Significance
Level Frequency of
Difference Externalizing Problems vs. Internalizing Problems 9 .05 greater than 25%
Mean T score of the BSI 54 Mean T score of the Adaptive Skills Composite 52
Scale Score Summary
Raw Score
T Score
Percentile Rank
95% Confidence Interval Difference
Significance Level
Frequency of Difference
Ipsative Comparision
Hyperactivity 13 69 95 61-77 Aggression 3 44 31 38-50 Conduct Problems 5 49 57 43-55 Anxiety 7 46 38 37-55 Depression 5 48 52 41-55 Somatization 2 45 35 36-54 Atypicality 3 50 64 41-59 Withdrawal 2 42 20 34-50 Attention Problems 14 68 97 62-74 Adaptability 16 51 51 44-58 Social Skills 15 53 63 46-60 Leadership 18 54 66 46-62 Activities of Daily Living 16 54 64 44-64 Functional Communication 23 46 35 39-53
Note. All classifications of test scores are subject to the application of the standard error of measurement (SEM) when making classification decisions. Individual clinicians are advised to consider all case-related information to determine if a particular classification is appropriate. See the BASC-2 Manual for additional information on SEMs and confidence intervals.
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Scale Summary
This report is based on MRS. A's rating of ARTHUR's behavior using the BASC-2 Parent Rating Scales form. The narrative and scale classifications in this report are based on T scores obtained using norms. Scale scores in the Clinically Significant range suggest a high level of maladjustment. Scores in the At-Risk range may identify a significant problem that may not be severe enough to require formal treatment or may identify the potential of developing a problem that needs careful monitoring.
Externalizing Problems The Externalizing Problems composite-scale T score is 54, with a 95 percent confidence-interval range of 50- 58 and a percentile rank of 74.
ARTHUR's T score on Hyperactivity is 69 and has a percentile rank of 95. This T score falls in the At-Risk classification range, and follow-up may be necessary. ARTHUR's mother reports that ARTHUR displays a moderately high number of disruptive, impulsive, and uncontrolled behaviors.
ARTHUR's T score on Aggression is 44 and has a percentile rank of 31. ARTHUR's mother reports that ARTHUR tends not to act aggressively any more often than others of his age.
ARTHUR's T score on Conduct Problems is 49 and has a percentile rank of 57. ARTHUR's mother reports that ARTHUR demonstrates rule-breaking behavior no more often than others his age.
Internalizing Problems The Internalizing Problems composite-scale T score is 45, with a 95 percent confidence-interval range of 39-51 and a percentile rank of 37.
ARTHUR's T score on Anxiety is 46 and has a percentile rank of 38. ARTHUR's mother reports that ARTHUR displays anxiety-based behaviors no more often than others his age.
ARTHUR's T score on Depression is 48 and has a percentile rank of 52. ARTHUR's mother reports that ARTHUR displays depressive behaviors no more often than others his age.
ARTHUR's T score on Somatization is 45 and has a percentile rank of 35. ARTHUR's mother reports that ARTHUR complains of health-related problems to about the same degree as others his age.
Behavioral Symptoms Index The Behavioral Symptoms Index (BSI) composite-scale T score is 54, with a 95 percent confidence-interval range of 50-58 and a percentile rank of 72. Scale summary information for Hyperactivity, Aggression, and Depression (scales included in the BSI) has been provided above. Scale summary information for the remaining BSI scales is provided next.
ARTHUR's T score on Atypicality is 50 and has a percentile rank of 64. ARTHUR's mother reports that ARTHUR generally displays clear, logical thought patterns and he is generally aware of his surroundings.
ARTHUR's T score on Withdrawal is 42 and has a percentile rank of 20. ARTHUR's mother reports that ARTHUR does not avoid social situations and appears to be capable of developing and maintaining friendships with others.
ARTHUR's T score on Attention Problems is 68 and has a percentile rank of 97. This T score falls in the At- Risk classification range, and follow-up may be necessary. ARTHUR's mother reports that ARTHUR has difficulty maintaining necessary levels of attention at school. The problems experienced by ARTHUR might Report printed for: oyster river high school
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Scale Summary
disrupt academic performance and functioning in other areas.
Adaptive Skills The Adaptive Skills composite-scale T score is 52, with a 95 percent confidence-interval range of 48-56 and a percentile rank of 56.
ARTHUR's T score on Adaptability is 51 and has a percentile rank of 51. ARTHUR's mother reports that ARTHUR is able to adapt as well as most others his age to a variety of situations.
ARTHUR's T score on Social Skills is 53 and has a percentile rank of 63. ARTHUR's mother reports that ARTHUR possesses sufficient social skills and generally does not experience debilitating or abnormal social difficulties.
ARTHUR's T score on Leadership is 54 and has a percentile rank of 66. ARTHUR's mother reports that ARTHUR, when compared to others his age, demonstrates a typical level of creativity, ability to work under pressure, and/or an ability to bring others together to complete a work assignment.
ARTHUR's T score on Activities of Daily Living is 54 and has a percentile rank of 64. ARTHUR's mother reports that ARTHUR is able to adequately perform simple daily tasks, in a safe and efficient manner.
ARTHUR's T score on Functional Communication is 46 and has a percentile rank of 35. ARTHUR's mother reports that ARTHUR generally exhibits adequate expressive and receptive communication skills, and that ARTHUR is usually able to seek out and find new information when needed.
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Content Scales
The information provided below is based on content scales that have been theoretically and empirically developed. This information is considered to be secondary to the clinical, adaptive, and composite scale information provided previously. An elevated content scale score may warrant additional follow-up.
Summary: General - Separate Sex Norm Group
Raw Score T
Score Percentile
Rank 95% Confidence
Interval Anger Control 11 59 83 50-68 Bullying 6 54 74 47-61 Developmental Social Disorders 12 51 56 43-59 Emotional Self-Control 7 63 88 55-71 Executive Functioning 16 60 84 52-68 Negative Emotionality 6 53 66 44-62 Resiliency 23 52 54 44-60
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Content Scale Score Summary: General - Separate Sex Norm Group Content Scales
ARTHUR's T score on Anger Control is 59 and has a percentile rank of 83. ARTHUR's mother reports that ARTHUR regulates his affect and self-control under adverse conditions as well as others his age.
ARTHUR's T score on Bullying is 54 and has a percentile rank of 74. ARTHUR's mother reports that ARTHUR does not tend to act in a threatening or intrusive manner.
ARTHUR's T score on Developmental Social Disorders is 51 and has a percentile rank of 56. ARTHUR's mother reports that ARTHUR has social and communication skills that are typical of others his age.
ARTHUR's T score on Emotional Self-Control is 63 and has a percentile rank of 88. This T score falls in the At -Risk classification range, and follow-up may be necessary. ARTHUR's mother reports that ARTHUR can become easily upset, frustrated, and/or angered in response to environmental changes.
ARTHUR's T score on Executive Functioning is 60 and has a percentile rank of 84. This T score falls in the At- Risk classification range, and follow-up may be necessary. ARTHUR's mother reports that ARTHUR sometimes has difficulty controlling and maintaining his behavior and mood.
ARTHUR's T score on Negative Emotionality is 53 and has a percentile rank of 66. ARTHUR's mother reports that ARTHUR reacts to changes in everyday activities or routines in a manner that is typical of others his age.
ARTHUR's T score on Resiliency is 52 and has a percentile rank of 54. ARTHUR's mother reports that ARTHUR is able to overcome stress and adversity about as well as do others his age.
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DSM-IV-TR Diagnostic Considerations
Attention-Deficit/Hyperactivity Disorder 314.0x
The PRS-A contains items related to a number of DSM-IV-TR criteria for the diagnosis of Attention- Deficit/Hyperactivity Disorder. The ratings for this individual tend to be relatively high compared with the general population. Listed below are ALL items related to the DSM-IV-TR criteria, regardless of their responses. Items related to hyperactivity and impulsivity are listed first, followed by items related to inattention.
Hyperactive/Impulsive
Item Response
15. Cannot wait to take turn. Almost always
20. Acts without thinking. Often
45. Has poor self-control. Often
50. Interrupts parents when they are talking on the phone. Sometimes
75. Acts out of control. Sometimes
80. Interrupts others when they are speaking. Sometimes
105. Fiddles with things while at meals. Often
135. Disrupts other adolescents' activities. Sometimes
Inattention
Item Response
5. Pays attention. Sometimes
35. Has a short attention span. Almost always
65. Listens to directions. Sometimes
76. Pays attention when being spoken to. Sometimes
106. Listens carefully. Sometimes
136. Is easily distracted. Almost always
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Target Behaviors for Intervention
The behaviors listed below were identified by the the rater as being particularly problematic. These behaviors may be appropriate targets for intervention or treatment. It can be useful to readminister the BASC-2 in the future to determine progress toward meeting the associated behavioral objectives.
General Behavior Issues Item Response 15. Cannot wait to take turn. Almost Always
10. Annoys others on purpose. Sometimes
73. Breaks the rules. Sometimes
79. Lies. Sometimes
100. Loses temper too easily. Sometimes
135. Disrupts other adolescents' activities. Sometimes
Adaptive/Social Behavior Issues Item Response 63. Needs help from others to get up on time. Sometimes
80. Interrupts others when they are speaking. Sometimes
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Critical Items
This area presents items that may be of particular interest when responses include Sometimes, Often, or Almost always.
Item Response
11. Has eye problems. Never
25. Is cruel to animals. Never
27. Sees things that are not there. Never
29. Drinks alcoholic beverages. Never
40. Threatens to hurt others. Never
41. Has a hearing problem. Never
49. Smokes or chews tobacco. Never
59. Is in trouble with the police. Never
60. Says, 'I want to kill myself.' Never
70. Hits other adolescents. Never
90. Says, 'I want to die' or 'I wish I were dead.' Never
94. Bullies others. Never
95. Eats things that are not food. Never
101. Hears sounds that are not there. Never
103. Uses illegal drugs. Never
110. Falls down. Never
114. Sleeps with parents. Never
121. Sets fires. Never
125. Throws up after eating. Never
132. Eats too little. Never
138. Eats too much. Never
140. Runs away from home overnight. Never
144. Is easily annoyed by others. Sometimes
149. Has seizures. Never
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Items by Scale
Clinical Scales
Aggression Item Response 4. Calls other adolescents names. Never
10. Annoys others on purpose. Sometimes
34. Teases others. Never
40. Threatens to hurt others. Never
64. Argues when denied own way. Sometimes
70. Hits other adolescents. Never
94. Bullies others. Never
100. Loses temper too easily. Sometimes
124. Seeks revenge on others. Never
130. Is cruel to others. Never
Anxiety Item Response 12. Worries about making mistakes. Sometimes
23. Is nervous. Never
28. Says, 'I'm not very good at this.' Sometimes
42. Worries about what teachers think. Sometimes
53. Tries too hard to please others. Never
58. Says, 'I get nervous during tests' or 'Tests make me nervous.'
Sometimes
72. Worries about things that cannot be changed.
Never
83. Worries about what other adolescents think.
Sometimes
102. Is fearful. Never
113. Worries. Sometimes
143. Says, 'I'm afraid I will make a mistake.' Sometimes
Attention Problems Item Response 5. Pays attention. Sometimes
35. Has a short attention span. Almost always
65. Listens to directions. Sometimes
76. Pays attention when being spoken to. Sometimes
106. Listens carefully. Sometimes
136. Is easily distracted. Almost always
Atypicality Item Response 21. Seems unaware of others. Sometimes
27. Sees things that are not there. Never
51. Stares blankly. Sometimes
57. Has strange ideas. Never
71. Repeats one activity over and over. Never
87. Says things that make no sense. Never
101. Hears sounds that are not there. Never
117. Babbles to self. Never
131. Seems out of touch with reality. Sometimes
147. Acts strangely. Never
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Items by Scale
Conduct Problems Item Response 13. Uses foul language. Never
19. Steals. Never
29. Drinks alcoholic beverages. Never
43. Sneaks around. Sometimes
49. Smokes or chews tobacco. Never
59. Is in trouble with the police. Never
73. Breaks the rules. Sometimes
79. Lies. Sometimes
89. Gets into trouble. Sometimes
103. Uses illegal drugs. Never
109. Breaks the rules just to see what will happen.
Never
119. Deceives others. Never
133. Disobeys. Sometimes
139. Lies to get out of trouble. Never
Depression Item Response 8. Cries easily. Never
22. Complains about being teased. Never
30. Says, 'Nobody understands me.' Sometimes
38. Is negative about things. Sometimes
52. Says, 'I hate myself.' Never
60. Says, 'I want to kill myself.' Never
68. Changes moods quickly. Often
82. Is easily upset. Sometimes
90. Says, 'I want to die' or 'I wish I were dead.' Never
98. Seems lonely. Never
112. Says, 'Nobody likes me.' Never
128. Says, 'I don't have any friends.' Never
142. Is sad. Never
Hyperactivity Item Response 15. Cannot wait to take turn. Almost always
20. Acts without thinking. Often
45. Has poor self-control. Often
50. Interrupts parents when they are talking on the phone.
Sometimes
75. Acts out of control. Sometimes
80. Interrupts others when they are speaking. Sometimes
105. Fiddles with things while at meals. Often
135. Disrupts other adolescents' activities. Sometimes
Somatization Item Response 9. Complains of being sick when nothing is wrong.
Never
16. Has stomach problems. Never
39. Complains of shortness of breath. Never
46. Says, 'I think I'm sick.' Never
55. Has headaches. Never
69. Complains about health. Never
85. Complains of chest pain. Often
99. Complains of pain. Never
115. Gets sick. Never
129. Is afraid of getting sick. Never
145. Expresses fear of getting sick. Never
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Items by Scale
Withdrawal Item Response 14. Makes friends easily. Often
44. Refuses to join group activities. Never
74. Is shy with other adolescents. Never
88. Prefers to be alone. Never
104. Quickly joins group activities. Often
118. Is chosen last by other adolescents for games.
Never
134. Has trouble making new friends. Never
148. Avoids other adolescents. Never
Adaptive Scales
Activities of Daily Living Item Response 3. Volunteers to help clean up around the house.
Sometimes
33. Acts in a safe manner. Often
63. Needs help from others to get up on time. Sometimes
81. Needs to be reminded to brush teeth. Never
93. Organizes chores or other tasks well. Sometimes
111. Sets realistic goals. Often
123. Attends to issues of personal safety. Often
141. Picks out clothes that match the weather. Almost always
Adaptability Item Response 1. Adjusts well to new teachers. Often
18. Adjusts well to changes in plans. Often
31. Adjusts well to changes in routine. Often
48. Is a 'good sport.' Often
61. Recovers quickly after a setback. Often
78. Adjusts well to changes in family plans. Often
91. Complains when asked to do things differently.
Sometimes
108. Is stubborn. Sometimes
Functional Communication Item Response 2. Accurately takes down messages. Sometimes
26. Is unclear when presenting ideas. Sometimes
32. Communicates clearly. Often
56. Tracks down information when needed. Sometimes
62. Is effective when presenting information to a group.
Often
86. Is able to describe feelings accurately. Often
92. Is clear when telling about personal experiences.
Often
107. Has difficulty explaining rules of games to others.
Never
116. Responds appropriately when asked a question.
Often
122. Writes messages that are unclear or incorrect.
Sometimes
137. Answers telephone properly. Often
146. Has trouble getting information when needed.
Sometimes
Leadership Item Response 7. Is creative. Often
17. Joins clubs or social groups. Often
37. Is good at getting people to work together. Often
47. Will speak up if the situation calls for it. Often
67. Works well under pressure. Often
77. Makes decisions easily. Sometimes
97. Is a 'self-starter.' Sometimes
120. Attends after-school activities. Often
127. Gives good suggestions for solving problems.
Often
150. Is usually chosen as a leader. Often
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Items by Scale
Social Skills Item Response 6. Compliments others. Often
24. Encourages others to do their best. Often
36. Congratulates others when good things happen to them.
Often
54. Says, 'please' and 'thank you.' Often
66. Tries to bring out the best in other people. Often
84. Shows interest in others' ideas. Often
96. Volunteers to help with things. Sometimes
126. Offers help to other adolescents. Often
Content Scales
Anger Control Item Response 1. Adjusts well to new teachers. Often
15. Cannot wait to take turn. Almost always
35. Has a short attention span. Almost always
40. Threatens to hurt others. Never
64. Argues when denied own way. Sometimes
67. Works well under pressure. Often
70. Hits other adolescents. Never
90. Says, 'I want to die' or 'I wish I were dead.' Never
108. Is stubborn. Sometimes
Bullying Item Response 15. Cannot wait to take turn. Almost always
34. Teases others. Never
40. Threatens to hurt others. Never
70. Hits other adolescents. Never
73. Breaks the rules. Sometimes
75. Acts out of control. Sometimes
94. Bullies others. Never
130. Is cruel to others. Never
135. Disrupts other adolescents' activities. Sometimes
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Items by Scale
Developmental Social Disorders Item Response 6. Compliments others. Often
14. Makes friends easily. Often
24. Encourages others to do their best. Often
31. Adjusts well to changes in routine. Often
32. Communicates clearly. Often
35. Has a short attention span. Almost always
84. Shows interest in others' ideas. Often
93. Organizes chores or other tasks well. Sometimes
118. Is chosen last by other adolescents for games.
Never
131. Seems out of touch with reality. Sometimes
134. Has trouble making new friends. Never
147. Acts strangely. Never
Emotional Self-Control Item Response 45. Has poor self-control. Often
68. Changes moods quickly. Often
75. Acts out of control. Sometimes
82. Is easily upset. Sometimes
100. Loses temper too easily. Sometimes
Executive Functioning Item Response 13. Uses foul language. Never
15. Cannot wait to take turn. Almost always
20. Acts without thinking. Often
64. Argues when denied own way. Sometimes
68. Changes moods quickly. Often
70. Hits other adolescents. Never
71. Repeats one activity over and over. Never
78. Adjusts well to changes in family plans. Often
80. Interrupts others when they are speaking. Sometimes
82. Is easily upset. Sometimes
97. Is a 'self-starter.' Sometimes
136. Is easily distracted. Almost always
Negative Emotionality Item Response 48. Is a 'good sport.' Often
64. Argues when denied own way. Sometimes
68. Changes moods quickly. Often
82. Is easily upset. Sometimes
108. Is stubborn. Sometimes
Resiliency Item Response 7. Is creative. Often
14. Makes friends easily. Often
31. Adjusts well to changes in routine. Often
38. Is negative about things. Sometimes
61. Recovers quickly after a setback. Often
67. Works well under pressure. Often
78. Adjusts well to changes in family plans. Often
82. Is easily upset. Sometimes
111. Sets realistic goals. Often
134. Has trouble making new friends. Never
144. Is easily annoyed by others. Sometimes
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A, ARTHUR Test Date: 03/25/2015
Item Responses 1. O
2. S
3. S
4. N
5. S
6. O
7. O
8. N
9. N
10. S
11. N
12. S
13. N
14. O
15. A
16. N
17. O
18. O
19. N
20. O
21. S
22. N
23. N
24. O
25. N
26. S
27. N
28. S
29. N
30. S
31. O
32. O
33. O
34. N
35. A
36. O
37. O
38. S
39. N
40. N
41. N
42. S
43. S
44. N
45. O
46. N
47. O
48. O
49. N
50. S
51. S
52. N
53. N
54. O
55. N
56. S
57. N
58. S
59. N
60. N
61. O
62. O
63. S
64. S
65. S
66. O
67. O
68. O
69. N
70. N
71. N
72. N
73. S
74. N
75. S
76. S
77. S
78. O
79. S
80. S
81. N
82. S
83. S
84. O
85. O
86. O
87. N
88. N
89. S
90. N
91. S
92. O
93. S
94. N
95. N
96. S
97. S
98. N
99. N
100. S
101. N
102. N
103. N
104. O
105. O
106. S
107. N
108. S
109. N
110. N
111. O
112. N
113. S
114. N
115. N
116. O
117. N
118. N
119. N
120. O
121. N
122. S
123. O
124. N
125. N
126. O
127. O
128. N
129. N
130. N
131. S
132. N
133. S
134. N
135. S
136. A
137. O
138. N
139. N
140. N
141. A
142. N
143. S
144. S
145. N
146. S
147. N
148. N
149. N
150. O
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documentsforarthura_casefileareattached/Arthur A Test Results.docx
|
Arthur A. |
DOE: |
3/25/15 |
Page 11 |
Confidential Psychological Report
|
Name: |
Arthur A. |
DOB: |
1/18/03 |
|
School: |
|
AGE: |
12-2 |
|
Grade: |
7 |
DOE: |
3/25/15 |
PRESENT TESTING
Tests Used
Wechsler Intelligence Scale for Children—4th Edition (WISC-IV)
Woodcock-Johnson Tests of Cognitive Ability (WJ-IV)
Kaufman Test of Educational Achievement—3rd Edition (KTEA-III; selected subtest)
Behavior Assessment Rating Scales for Children—2nd Edition (BASC2
—Parent Response Form-Adolescent
—Teacher Response Form-Adolescent
Test Conditions
· Came willingly for testing. When asked why he thought he was here, he answered. “to see if I’m crazy, because I’m always getting into trouble”
· Fidgety during testing, swinging feet, tapping with pencil, chewed on pencil
· Frequent yawning, reported he had been up until midnight playing video game (unknown to parents)
· Impulsive—would start tasks without listening to all the direction
· Tended to do well on timed tasks.
· Fluent expressive language
· Observant of small details; good at pattern recognition and drawing conclusions
· On comprehension questions, responses often reflected an expedient style; e.g.: Q: why shouldn’t you cheat on a test at school? A: “You might get caught”.
· Asked for break after 40 minutes of testing. Conversed about his interests (video games, karate). Difficult to redirect him back to the testing tasks.
· During achievement testing, often skipped spelling words, saying “I know how to write them but it would take too long”.
Test Findings
Tests results are reported below in terms of tasks. For easier comparison, all results have been converted to standard scores (100 is average, 90 to 109 represents the average range) and classified in the same way. Actual test names and scores are in bold type
ACHIEVEMENT
Reading:
Arthur’s Reading Test Results in Standard & Percentiles for his age:
|
Test |
Task |
Score |
%ile |
Classification |
|
WJ-IV |
Identifying printed letters and words (Reading decoding) Letter-Word Identification |
93 |
31 |
Average |
|
WJ-IV |
Reading phonically regular made-up words (Reading decoding; phonetic analysis) Word Attack |
111 |
77 |
Average to Above Average |
|
WJ-IV |
Fluency and accuracy in reading oral passages Oral Reading |
104 |
61 |
Average |
|
WJ-IV |
Identify a missing word that makes sense in the context of a written passage (Reading comprehension: Cloze skill) Passage Comprehension |
110 |
75 |
Average to Above Average |
|
WJ-IV |
Rapidly reading and responding to sentences (Reading fluency) Sentence Reading Fluency |
110 |
75 |
Average to Above Average |
Writing:
Arthur’s Writing Test Results in Standard & Percentiles for his age:
|
Test |
Task |
Score |
%ile |
Classification |
|
WJ-IV |
Spelling orally presented words (Spelling skill) Spelling |
107 |
67 |
Average |
|
WJ-IV |
Writing meaningful sentences for a given purpose (Writing skills)Writing Samples |
106 |
65 |
Average |
|
WJ-IV |
Formulating and writing simple sentences rapidly (Writing skill; Writing speed) Sentence Writing Fluency |
120 |
91 |
Above Average to Superior |
Mathematics:
Arthur’s Math Test Results in Standard Scores & Percentiles for his age:
|
Test |
Task |
Score |
%ile |
Classification |
|
WJ-IV |
Performing various mathematical calculations (Math achievement) Calculation |
95 |
38 |
Average |
|
WJ-IV |
Performing math calculations in response to problems presented orally and visually (or by reading) (Math achievement; Math knowledge; Quantitative reasoning) Applied Problems |
108 |
96 |
Average to Above Average |
|
WJ-IV |
Adding, subtracting, and multiplying rapidly (Math achievement; Numerical fluency)Sentence Writing Fluency |
114 |
83 |
Above Average |
COGNITIVE
Arthur fell within the below average range in overall cognitive ability. His performance was variable however; he was typical in performing conceptual tasks, but performed less well on cognitive efficiency tasks, i.e., processing speed. When conceptual ability is considered apart from cognitive efficiency, he falls within the average range, suggesting he would be expected to perform regular academics in the absence of other difficulties.
Oral-Verbal Ability:
Arthur’s Oral-Verbal Ability in Standard Scores & Percentiles for his age:
|
Test |
Task |
Score |
%ile |
Classification |
|
WISC |
Answering social comprehension questions (Language Development) Comprehension |
95 |
37 |
Average |
|
WISC |
Classifying words by similarity (Language Development) Similarities |
95 |
37 |
Average |
|
WISC |
Answering vocabulary questions Vocabulary |
100 |
50 |
Average |
|
KTEA |
Listening to spoken passages, answering questions about the content Listening Comprehension |
82 |
12 |
Well Below Average to Below Average |
Reasoning: The second task is more verbally based and less abstract.
Arthur’s Fluid Intelligence (Reasoning) in Standard Scores & Percentiles for his age:
|
Test |
Task |
Score |
%ile |
Classification |
|
WISC |
Choosing a component to complete a complex design or sequence (inductive reasoning) Matrix Reasoning |
90 |
25 |
Below Average to Average |
|
WISC |
Finding common elements in arrays of pictures (inductive reasoning Picture Concepts |
110 |
75 |
Average to Above Average |
Visual Processing: This was the first task presented, so there may have been somewhat of a “warm-up” effect.
Arthur’s Visual Processing in Standard Scores & Percentiles for his age:
|
Test |
Task |
Score |
%ile |
Classification |
|
WISC |
Assemble pattern blocks to match printed designs (Spatial relations) Block Design |
90 |
25 |
Below Average to Average |
Short-Term Memory:
Arthur’s ST Memory in Standard Scores & Percentiles for his age
|
Test |
Task |
Score |
%ile |
Classification |
|
WISC
|
Recalling strings of numbers in forward and reversed order (memory span/working memory) Digit Span |
90 |
25 |
Below Average to Average |
|
WISC |
Sorting and ordering strings of random numbers and letters (divided attention/working memory Number-Letter Sequencing |
100 |
50 |
Average |
Processing Speed: He was quite variable in automatically processing visual information under pressure to maintain focused attention. He performed much lower on the first task, which requires attention to detail and visual discrimination, than on the second task, which requires fine-motor skills, short-term memory, and learning ability. He made many errors on the first task, suggesting he was guessing at the answers.
Arthur’s PS Results in Standard Scores & Percentiles for his age:
|
Test |
Task |
Score |
%ile |
Classification |
|
WISC |
Rapidly comparing visual symbols in an array (perceptual) Symbol Search |
55 |
<1 |
Well Below Average |
|
WISC |
Rapid matching of symbols and numbers (decision making) Coding |
90 |
25 |
Below Average to Average |
EXECUTIVE FUNCTIONS
Parent and teacher ratings and direct testing were used to gain information about Arthur’s overall ability to self-regulate behaviors and emotions, and to plan, monitor, and arrive at solutions during active problem solving.
Behavioral/Emotional Regulation: Parent and Teacher Ratings indicate that Arthur is typical of boys his age in his ability to respond flexibly to changes and to regulate his emotions, but there are concerns about behavioral regulation at home and school.
Arthur’s BR Results in Standard Scores & Percentiles for his age:
|
Test |
Task or Behavior |
Score |
%ile |
Classification |
|
BASC |
Adapting to change, overcoming setbacks (Adaptability) |
|
Average (Teacher) Average (Parent) |
|
|
BASC |
Overactive, impulsive behavior (Hyperactivity) |
|
Significant Concern (Teacher) At-risk (Parent) |
|
|
BASC |
Verbal and physical aggression, non-compliance (Aggression) |
|
Average (Teacher) At-risk (Parent) |
|
|
BASC |
Resistance to rules and norms, delinquency (Conduct Problems) |
|
Average (Teacher) Average to At-risk (Parent) |
|
|
BASC |
Tendency to be nervous, fearful, worried (Anxiety) |
|
Average (Teacher) Average (Parent) |
|
|
BASC |
Feelings of unhappiness & stress(Depression) |
|
Average (Teacher) Average to At-risk (Parent) |
|
|
BASC |
Sensitivity to minor physical problems & complaints (Somatization) |
|
Average (Teacher) Average (Parent) |
Metacognitive: Parent and Teacher ratings indicate significant teacher concerns with his overall abilities in initiating, planning, organizing, and sustaining active problem solving.
Arthur’s Metacognitive Results for his age:
|
Test |
Task or Behavior |
Score |
%ile |
Classification |
|
WISC |
Working Memory |
94 |
34 |
Average |
|
BASC |
Distractibility, difficulty concentrating (Attention Problems) |
|
Significant Concern (Teacher) At-risk to Significant Concern (Parent) |
|
|
BASC |
Organizational skills and study habits (Study Skills) |
|
Average to At-risk (Teacher) |
|
|
BASC |
Academic difficulties, particularly understanding and completing schoolwork (Learning problems) |
|
Average to At-risk (Teacher) |
OTHER AREAS ASSESSED
Social:
Arthur’s Social Functioning Results for his age:
|
Test |
Task or Behavior |
Classification |
|
BASC |
Evading others, avoiding contact (Withdrawal) |
Average (Teacher) Average to At-risk (Parent)
|
|
BASC |
Skills for successful interaction with peers and adults |
Average (Teacher) Average (Parent) |
|
BASC |
Skills for accomplishing group goals, working well with others |
Average (Teacher) Average (Parent) |
Atypicality: At school, Arthur sometimes does not seem aware of others and may seem out of touch with his surroundings.
Arthur’s Level of atypicality for his age:
|
Test |
Task |
Classification |
|
BASC |
Tendency to display thoughts and behavior not typical for his age. |
Average to At-risk (Teacher) Average (Parent) |
Functional Communication:
Arthur’s Level of FC for his age:
|
Test |
Task |
Classification |
|
BASC |
Communicating thoughts, ideas and feelings Clearly |
Average (Teacher) Average (Parent) |
Joseph Saxe, Ph. D.
School Psychologist
Explanation of Scores:
· Standard scores are based on 100 being an average or typical score; 90 to 109 represents the average range.
· Scale scores are based on 10 being an average score. 7 to 13 represents the average range.
· Percentiles are based on a ranking of these scores. For example, a student scoring at the 50th percentile is considered to be functioning better than 49 out of a hundred students in the general population.
WISC-IV
|
Subtest |
Scale Score |
Std. Score |
Percentile |
|
Similarities |
9 |
|
|
|
Vocabulary |
10 |
|
|
|
Comprehension |
9 |
|
|
|
Verbal Comprehension |
|
112 |
79 |
|
Block Design |
8 |
|
|
|
Matrix Reasoning |
8 |
|
|
|
Picture Concepts |
12 |
|
|
|
Perceptual Reasoning |
|
92 |
30 |
|
Digit Span |
8 |
|
|
|
Number-Letter Sequencing |
10 |
|
|
|
Working Memory |
|
102 |
55 |
|
Coding |
8 |
|
|
|
Symbol Search |
1 |
|
|
|
Processing Speed |
|
91 |
27 |
|
|
|
|
|
|
FULL SCALE |
|
87 |
19 |
|
GENERAL ABILITY* |
|
96 |
39 |
*Conceptual ability minus cognitive efficiency (working memory and processing speed)
WJ-IV Tests of Achievement
|
Subtest |
Std Score |
Percentile |
|
Letter-Word Identification |
93 |
31 |
|
Word Attack |
111 |
77 |
|
Passage Comprehension |
93 |
33 |
|
Oral Reading |
104 |
61 |
|
Sentence Reading Fluency |
110S |
75 |
|
Broad Reading |
101 |
53 |
|
Applied Problems |
108 |
69 |
|
Calculation |
95 |
38 |
|
Math Facts Fluency |
114S |
83 |
|
Broad Math |
107 |
68 |
|
Spelling |
107 |
67 |
|
Writing Fluency |
120 |
91 |
|
Writing Samples |
106 |
65 |
|
Broad Written Language |
113 |
80 |
Academic Skills |
98W |
44 |
|
Academic Fluency |
116S |
85 |
|
Academic Applications |
103 |
58 |
documentsforarthura_casefileareattached/Arthur A. Teacher Rating.pdf
Teacher Rating Scales Report
Behavior Assessment System for Children, Second Edition Cecil R. Reynolds
Randy W. Kamphaus
Child Information
ID:
Name: A, ARTHUR
Sex: MALE
Birth Date: 01/18/2003
Child Age: 12:2
Child Grade:
School:
Other Data:
Test Information
Test Date: 03/25/2015
Rater: MS MATH
Position:
Class:
Time Known Child: SIX MONTHS
Norm Group 1: General - Separate Sex
Results contained herein are confidential, and should only be viewed by those with proper authorization.
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 of children and to aid in the design of treatment plans. This computer-generated report should not be the sole basis for making important diagnostic or treatment
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Validity Index Summary
F Response Pattern Consistency
Acceptable
Raw Score: 0
Acceptable
Raw Score: 90
Acceptable
Raw Score: 9
TRS T Score Profile
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TRS Score Summary: General - Separate Sex Norm Group
Composite Score Summary
Raw Score T Score Percentile
Rank 95% Confidence
Interval Externalizing Problems 175 59 84 56-62 Internalizing Problems 145 48 50 42-54 School Problems 127 65 92 60-70 Behavioral Symptoms Index 336 57 80 54-60 Adaptive Skills 257 52 56 49-55
Composite Comparisons Difference Significance
Level Frequency of
Difference Externalizing Problems vs. Internalizing Problems 11 .01 25% or less Internalizing Problems vs. School Problems -17 .01 10% or less Externalizing Problems vs. School Problems -6 NS
Mean T score of the BSI 56 Mean T score of the Adaptive Skills Composite 51
Scale Score Summary
Raw Score
T Score
Percentile Rank
95% Confidence Interval Difference
Significance Level
Frequency of Difference
Ipsative Comparision
Hyperactivity 23 72 95 68-76 Aggression 4 50 64 45-55 Conduct Problems 6 53 71 47-59 Anxiety 2 47 48 38-56 Depression 3 50 67 43-57 Somatization 1 48 56 40-56 Attention Problems 16 66 92 61-71 Learning Problems 10 61 85 54-68 Atypicality 4 55 79 48-62 Withdrawal 2 43 29 35-51 Adaptability 16 51 50 45-57 Social Skills 15 58 77 52-64 Leadership 11 58 79 50-66 Study Skills 7 40 20 35-45 Functional Communication 16 50 49 44-56
Note. All classifications of test scores are subject to the application of the standard error of measurement (SEM) when making classification decisions. Individual clinicians are advised to consider all case-related information to determine if a particular classification is appropriate. See the BASC-2 Manual for additional information on SEMs and confidence intervals.
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Scale Summary
This report is based on MS MATH's rating of ARTHUR's behavior using the BASC-2 Teacher Rating Scales form. The narrative and scale classifications in this report are based on T scores obtained using norms. Scale scores in the Clinically Significant range suggest a high level of maladjustment. Scores in the At-Risk range may identify a significant problem that may not be severe enough to require formal treatment or may identify the potential of developing a problem that needs careful monitoring.
Externalizing Problems The Externalizing Problems composite-scale T score is 59, with a 95 percent confidence-interval range of 56- 62 and a percentile rank of 84.
ARTHUR's T score on Hyperactivity is 72 and has a percentile rank of 95. This T score falls in the Clinically Significant classification range, and usually warrants follow-up. ARTHUR's teacher reports that ARTHUR engages in a high number of behaviors that are adversely affecting other children in the classroom. ARTHUR is reported as often being restless and overactive, and he may have difficulty controlling his impulses.
ARTHUR's T score on Aggression is 50 and has a percentile rank of 64. ARTHUR's teacher reports that ARTHUR tends not to act aggressively any more often than others of his age.
ARTHUR's T score on Conduct Problems is 53 and has a percentile rank of 71. ARTHUR's teacher reports that ARTHUR demonstrates rule-breaking behavior no more often than others his age.
Internalizing Problems The Internalizing Problems composite-scale T score is 48, with a 95 percent confidence-interval range of 42-54 and a percentile rank of 50.
ARTHUR's T score on Anxiety is 47 and has a percentile rank of 48. ARTHUR's teacher reports that ARTHUR displays anxiety-based behaviors no more often than others his age.
ARTHUR's T score on Depression is 50 and has a percentile rank of 67. ARTHUR's teacher reports that ARTHUR displays depressive behaviors no more often than others his age.
ARTHUR's T score on Somatization is 48 and has a percentile rank of 56. ARTHUR's teacher reports that ARTHUR complains of health-related problems to about the same degree as others his age.
School Problems The School Problems composite-scale T score is 65, with a 95 percent confidence-interval range of 60-70 and a percentile rank of 92. ARTHUR's T score on this composite scale falls in the At-Risk classification range.
ARTHUR's T score on Attention Problems is 66 and has a percentile rank of 92. This T score falls in the At- Risk classification range, and follow-up may be necessary. ARTHUR's teacher reports that ARTHUR has difficulty maintaining necessary levels of attention at school. The problems experienced by ARTHUR might disrupt academic performance and functioning in other areas.
ARTHUR's T score on Learning Problems is 61 and has a percentile rank of 85. This T score falls in the At- Risk classification range, and follow-up may be necessary. ARTHUR's teacher reports that ARTHUR has difficulty comprehending and completing schoolwork in a variety of academic areas.
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Scale Summary
Behavioral Symptoms Index The Behavioral Symptoms Index (BSI) composite-scale T score is 57, with a 95 percent confidence-interval range of 54-60 and a percentile rank of 80. Scale summary information for Hyperactivity, Aggression, Depression, and Attention Problems (scales included in the BSI) has been provided above. Scale summary information for the remaining BSI scales is provided next.
ARTHUR's T score on Atypicality is 55 and has a percentile rank of 79. ARTHUR's teacher reports that ARTHUR generally displays clear, logical thought patterns and he is generally aware of his surroundings.
ARTHUR's T score on Withdrawal is 43 and has a percentile rank of 29. ARTHUR's teacher reports that ARTHUR does not avoid social situations and appears to be capable of developing and maintaining friendships with others.
Adaptive Skills The Adaptive Skills composite-scale T score is 52, with a 95 percent confidence-interval range of 49-55 and a percentile rank of 56.
ARTHUR's T score on Adaptability is 51 and has a percentile rank of 50. ARTHUR's teacher reports that ARTHUR is able to adapt as well as most others his age to a variety of situations.
ARTHUR's T score on Social Skills is 58 and has a percentile rank of 77. ARTHUR's teacher reports that ARTHUR possesses sufficient social skills and generally does not experience debilitating or abnormal social difficulties.
ARTHUR's T score on Leadership is 58 and has a percentile rank of 79. ARTHUR's teacher reports that, when compared to others his age, ARTHUR demonstrates a typical level of creativity, ability to work under pressure, and/or an ability to bring others together to complete a work assignment.
ARTHUR's T score on Study Skills is 40 and has a percentile rank of 20. This T score falls in the At-Risk classification range, and follow-up may be necessary. ARTHUR's teacher reports that ARTHUR demonstrates weak study skills, is poorly organized, and has difficulty turning in assignments on time.
ARTHUR's T score on Functional Communication is 50 and has a percentile rank of 49. ARTHUR's teacher reports that ARTHUR generally exhibits adequate expressive and receptive communication skills, and that ARTHUR is usually able to seek out and find new information when needed.
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Content Scales
The information provided below is based on content scales that have been theoretically and empirically developed. This information is considered to be secondary to the clinical, adaptive, and composite scale information provided previously. An elevated content scale score may warrant additional follow-up.
Summary: General - Separate Sex Norm Group
Raw Score T
Score Percentile
Rank 95% Confidence
Interval Anger Control 10 57 78 49-65 Bullying 10 61 85 56-66 Developmental Social Disorders 15 51 56 45-57 Emotional Self-Control 7 60 84 53-67 Executive Functioning 9 60 84 54-66 Negative Emotionality 1 44 33 36-52 Resiliency 22 52 53 45-59
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Content Scale Score Summary: General - Separate Sex Norm Group Content Scales
ARTHUR's T score on Anger Control is 57 and has a percentile rank of 78. ARTHUR's teacher reports that ARTHUR regulates his affect and self-control under adverse conditions as well as others his age.
ARTHUR's T score on Bullying is 61 and has a percentile rank of 85. This T score falls in the At-Risk classification range, and follow-up may be necessary. ARTHUR's teacher reports that ARTHUR has a tendency to be disruptive, intrusive, and/or threatening toward other students.
ARTHUR's T score on Developmental Social Disorders is 51 and has a percentile rank of 56. ARTHUR's teacher reports that ARTHUR has social and communication skills that are typical of others his age.
ARTHUR's T score on Emotional Self-Control is 60 and has a percentile rank of 84. This T score falls in the At -Risk classification range, and follow-up may be necessary. ARTHUR's teacher reports that ARTHUR can become easily upset, frustrated, and/or angered in response to environmental changes.
ARTHUR's T score on Executive Functioning is 60 and has a percentile rank of 84. This T score falls in the At- Risk classification range, and follow-up may be necessary. ARTHUR's teacher reports that ARTHUR sometimes has difficulty controlling and maintaining his behavior and mood.
ARTHUR's T score on Negative Emotionality is 44 and has a percentile rank of 33. ARTHUR's teacher reports that ARTHUR reacts to changes in everyday activities or routines in a manner that is typical of others his age.
ARTHUR's T score on Resiliency is 52 and has a percentile rank of 53. ARTHUR's teacher reports that ARTHUR is able to overcome stress and adversity about as well as do others his age.
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DSM-IV-TR Diagnostic Considerations
Attention-Deficit/Hyperactivity Disorder 314.0x
The TRS-A contains items related to a number of DSM-IV-TR criteria for the diagnosis of Attention- Deficit/Hyperactivity Disorder. The ratings for this individual tend to be relatively high compared with the general population. Listed below are ALL items related to the DSM-IV-TR criteria, regardless of their responses. Items related to hyperactivity and impulsivity are listed first, followed by items related to inattention.
Hyperactive/Impulsive
Item Response
6. Has trouble staying seated. Almost always
15. Acts without thinking. Almost always
27. Cannot wait to take turn. Often
43. Calls out in class. Often
55. Has poor self-control. Often
62. Acts out of control. Often
71. Is overly active. Almost always
90. Disrupts other adolescents' activities. Sometimes
99. Interrupts others when they are speaking. Often
118. Disrupts the schoolwork of other children. Often
Inattention
Item Response
8. Listens to directions. Sometimes
21. Is easily distracted from class work. Almost always
36. Does not pay attention to lectures. Often
49. Has a short attention span. Almost always
64. Listens carefully. Sometimes
74. Is well organized. Never
92. Is easily distracted. Often
120. Pays attention. Sometimes
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Target Behaviors for Intervention
The behaviors listed below were identified by the the rater as being particularly problematic. These behaviors may be appropriate targets for intervention or treatment. It can be useful to readminister the BASC-2 in the future to determine progress toward meeting the associated behavioral objectives.
General Behavior Issues Item Response 27. Cannot wait to take turn. Often
118. Disrupts the schoolwork of other children. Often
2. Breaks the rules. Sometimes
13. Annoys others on purpose. Sometimes
41. Loses temper too easily. Sometimes
50. Teases others. Sometimes
90. Disrupts other adolescents' activities. Sometimes
Adaptive/Social Behavior Issues Item Response 99. Interrupts others when they are speaking. Often
30. Uses others' things without permission. Sometimes
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Critical Items
This area presents items that may be of particular interest when responses include Sometimes, Often, or Almost always.
Item Response
12. Throws up after eating. Never
22. Threatens to hurt others. Never
65. Sees things that are not there. Never
77. Eats too much. Never
91. Says, 'I want to die' or 'I wish I were dead.' Never
97. Bullies others. Never
105. Has a hearing problem. Never
107. Hears sounds that are not there. Never
113. Eats things that are not food. Never
116. Is easily annoyed by others. Sometimes
119. Has seizures. Never
122. Smokes or chews tobacco at school. Never
127. Eats too little. Never
133. Has eye problems. Never
134. Hits other adolescents. Never
135. Falls down. Never
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Items by Scale
Clinical Scales
Aggression Item Response 13. Annoys others on purpose. Sometimes
22. Threatens to hurt others. Never
41. Loses temper too easily. Sometimes
50. Teases others. Sometimes
69. Defies teachers. Sometimes
78. Argues when denied own way. Never
97. Bullies others. Never
106. Seeks revenge on others. Never
125. Calls other adolescents names. Never
134. Hits other adolescents. Never
Anxiety Item Response 26. Worries about what other adolescents think.
Sometimes
40. Says, 'I'm afraid I will make a mistake.' Never
54. Worries. Sometimes
68. Worries about things that cannot be changed.
Never
82. Is fearful. Never
110. Says, 'I get nervous during tests' or 'Tests make me nervous.'
Never
138. Is nervous. Never
Attention Problems Item Response 8. Listens to directions. Sometimes
21. Is easily distracted from class work. Almost always
36. Does not pay attention to lectures. Often
49. Has a short attention span. Almost always
64. Listens carefully. Sometimes
92. Is easily distracted. Often
120. Pays attention. Sometimes
Atypicality Item Response 9. Acts strangely. Sometimes
23. Seems out of touch with reality. Sometimes
37. Babbles to self. Sometimes
51. Has strange ideas. Never
65. Sees things that are not there. Never
79. Seems unaware of others. Sometimes
93. Picks at things like own hair, nails, or clothing.
Never
107. Hears sounds that are not there. Never
121. Says things that make no sense. Never
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Items by Scale
Conduct Problems Item Response 2. Breaks the rules. Sometimes
10. Deceives others. Never
24. Gets into trouble. Sometimes
30. Uses others' things without permission. Sometimes
38. Has to stay after school for punishment. Sometimes
52. Steals at school. Never
66. Sneaks around. Sometimes
80. Lies. Never
94. Disobeys. Sometimes
108. Cheats in school. Never
122. Smokes or chews tobacco at school. Never
136. Uses foul language. Never
Depression Item Response 7. Seems lonely. Never
20. Is sad. Sometimes
25. Says, 'I don't have any friends.' Never
35. Is negative about things. Never
48. Says, 'I hate myself.' Sometimes
53. Complains about being teased. Never
63. Is pessimistic. Sometimes
76. Is easily upset. Never
91. Says, 'I want to die' or 'I wish I were dead.' Never
104. Cries easily. Never
132. Says, 'Nobody likes me.' Never
Hyperactivity Item Response 6. Has trouble staying seated. Almost always
15. Acts without thinking. Almost always
27. Cannot wait to take turn. Often
34. Seeks attention while doing schoolwork. Sometimes
43. Calls out in class. Often
55. Has poor self-control. Often
62. Acts out of control. Often
71. Is overly active. Almost always
90. Disrupts other adolescents' activities. Sometimes
99. Interrupts others when they are speaking. Often
118. Disrupts the schoolwork of other children.
Often
Learning Problems Item Response 11. Has trouble keeping up in class. Often
39. Has poor handwriting or printing. Often
67. Gets failing school grades. Often
81. Does not complete tests. Often
95. Complains that lessons go too fast. Never
109. Has spelling problems. Sometimes
123. Has reading problems. Never
137. Has problems with mathematics. Sometimes
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Items by Scale
Somatization Item Response 3. Visits the school nurse. Sometimes
14. Complains of shortness of breath. Never
28. Has headaches. Never
31. Is afraid of getting sick. Never
42. Gets sick. Never
56. Complains about health. Never
84. Complains of pain. Never
112. Has stomach problems. Never
Withdrawal Item Response 70. Avoids other adolescents. Never
83. Makes friends easily. Often
96. Refuses to join group activities. Never
98. Quickly joins group activities. Often
111. Plays alone. Never
124. Refuses to talk. Never
126. Has trouble making new friends. Never
139. Is chosen last by other adolescents for games.
Never
Adaptive Scales
Adaptability Item Response 17. Seems to take setbacks in stride. Sometimes
45. Is a 'good sport.' Often
59. Recovers quickly after a setback. Often
73. Adjusts well to changes in routine. Often
87. Complains when asked to do things differently.
Sometimes
101. Adjusts well to new teachers. Often
115. Adjusts well to changes in plans. Often
129. Gets upset when plans are changed. Never
Functional Communication Item Response 16. Has trouble getting information when needed.
Sometimes
44. Tracks down information when needed. Sometimes
58. Responds appropriately when asked a question.
Often
72. Is unclear when presenting ideas. Sometimes
86. Is clear when telling about personal experiences.
Often
100. Is able to describe feelings accurately. Often
114. Communicates clearly. Often
128. Has difficulty explaining rules of games to others.
Never
Leadership Item Response 4. Is usually chosen as a leader. Often
32. Is creative. Often
60. Makes decisions easily. Often
88. Works well under pressure. Sometimes
103. Gives good suggestions for solving problems.
Often
131. Is good at getting people to work together.
Often
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Items by Scale
Social Skills Item Response 5. Shows interest in others' ideas. Often
19. Tries to bring out the best in other people. Often
33. Congratulates others when good things happen to them.
Often
47. Makes suggestions without offending others.
Often
61. Encourages others to do their best. Often
75. Offers help to other adolescents. Sometimes
89. Says, 'please' and 'thank you.' Often
117. Compliments others. Often
Study Skills Item Response 1. Reads assigned chapters. Sometimes
18. Tries to do well in school. Sometimes
29. Analyzes the nature of a problem before starting to solve it.
Sometimes
46. Uses the Internet effectively for schoolwork.
Sometimes
57. Asks to make up missed assignments. Never
74. Is well organized. Never
85. Completes homework. Sometimes
102. Has good study habits. Sometimes
130. Takes careful notes during lectures. Sometimes
Content Scales
Anger Control Item Response 17. Seems to take setbacks in stride. Sometimes
22. Threatens to hurt others. Never
27. Cannot wait to take turn. Often
49. Has a short attention span. Almost always
78. Argues when denied own way. Never
88. Works well under pressure. Sometimes
91. Says, 'I want to die' or 'I wish I were dead.' Never
101. Adjusts well to new teachers. Often
124. Refuses to talk. Never
134. Hits other adolescents. Never
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Items by Scale
Bullying Item Response 2. Breaks the rules. Sometimes
22. Threatens to hurt others. Never
27. Cannot wait to take turn. Often
30. Uses others' things without permission. Sometimes
50. Teases others. Sometimes
62. Acts out of control. Often
90. Disrupts other adolescents' activities. Sometimes
97. Bullies others. Never
118. Disrupts the schoolwork of other children.
Often
134. Hits other adolescents. Never
Developmental Social Disorders Item Response 5. Shows interest in others' ideas. Often
9. Acts strangely. Sometimes
23. Seems out of touch with reality. Sometimes
47. Makes suggestions without offending others.
Often
49. Has a short attention span. Almost always
61. Encourages others to do their best. Often
73. Adjusts well to changes in routine. Often
74. Is well organized. Never
83. Makes friends easily. Often
111. Plays alone. Never
114. Communicates clearly. Often
117. Compliments others. Often
126. Has trouble making new friends. Never
139. Is chosen last by other adolescents for games.
Never
Emotional Self-Control Item Response 17. Seems to take setbacks in stride. Sometimes
41. Loses temper too easily. Sometimes
55. Has poor self-control. Often
62. Acts out of control. Often
76. Is easily upset. Never
129. Gets upset when plans are changed. Never
Executive Functioning Item Response 15. Acts without thinking. Almost always
27. Cannot wait to take turn. Often
76. Is easily upset. Never
78. Argues when denied own way. Never
92. Is easily distracted. Often
99. Interrupts others when they are speaking. Often
134. Hits other adolescents. Never
136. Uses foul language. Never
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A, ARTHUR Test Date: 03/25/2015
Items by Scale
Negative Emotionality Item Response 45. Is a 'good sport.' Often
76. Is easily upset. Never
78. Argues when denied own way. Never
129. Gets upset when plans are changed. Never
Resiliency Item Response 17. Seems to take setbacks in stride. Sometimes
29. Analyzes the nature of a problem before starting to solve it.
Sometimes
32. Is creative. Often
35. Is negative about things. Never
59. Recovers quickly after a setback. Often
73. Adjusts well to changes in routine. Often
76. Is easily upset. Never
83. Makes friends easily. Often
88. Works well under pressure. Sometimes
116. Is easily annoyed by others. Sometimes
126. Has trouble making new friends. Never
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A, ARTHUR Test Date: 03/25/2015
Item Responses 1. S
2. S
3. S
4. O
5. O
6. A
7. N
8. S
9. S
10. N
11. O
12. N
13. S
14. N
15. A
16. S
17. S
18. S
19. O
20. S
21. A
22. N
23. S
24. S
25. N
26. S
27. O
28. N
29. S
30. S
31. N
32. O
33. O
34. S
35. N
36. O
37. S
38. S
39. O
40. N
41. S
42. N
43. O
44. S
45. O
46. S
47. O
48. S
49. A
50. S
51. N
52. N
53. N
54. S
55. O
56. N
57. N
58. O
59. O
60. O
61. O
62. O
63. S
64. S
65. N
66. S
67. O
68. N
69. S
70. N
71. A
72. S
73. O
74. N
75. S
76. N
77. N
78. N
79. S
80. N
81. O
82. N
83. O
84. N
85. S
86. O
87. S
88. S
89. O
90. S
91. N
92. O
93. N
94. S
95. N
96. N
97. N
98. O
99. O
100. O
101. O
102. S
103. O
104. N
105. N
106. N
107. N
108. N
109. S
110. N
111. N
112. N
113. N
114. O
115. O
116. S
117. O
118. O
119. N
120. S
121. N
122. N
123. N
124. N
125. N
126. N
127. N
128. N
129. N
130. S
131. O
132. N
133. N
134. N
135. N
136. N
137. S
138. N
139. N
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documentsforarthura_casefileareattached/Test Observations of Arthur A.PDF
Test Observations of Arthur A. 3/20/15
Came willingly for testing. When asked why he thought he was here, he
answered. “to see if I’m crazy, because I’m always getting intro trouble”
Fidgety during testing, swinging feet, tapping with pencil, chewed on pencil
Frequent yawning, reported he had been up until midnight playing video
game (unknown to parents)
Impulsive—would start tasks without listening to all the directions
Tended to do well on timed tasks.
Fluent expressive language
Observant of small details; good at pattern recognition and drawing
conclusions
On comprehension questions, responses often reflected a expedient style.
E.g: Q: why shouldn’t you cheat on a test at school? A: “You might get
caught”.
Asked for break after 40 minutes of testing. Conversed about his interests
(video games, karate). Difficult to redirect him back to the testing tasks.
During achievement testing, often skipped math problems, saying “I know
how to do them but it would take too long”.
documentsforarthura_casefileareattached/PSY 335 Arthur A Test Results Revised.docx
|
Arthur A. |
DOE: |
3/25/15 |
Page 11 |
Confidential Psychological Report
|
Name: |
Arthur A. |
DOB: |
1/18/03 |
|
School: |
|
AGE: |
12-2 |
|
Grade: |
7 |
DOE: |
3/25/15 |
PRESENT TESTING
Tests Used
Wechsler Intelligence Scale for Children—4th Edition (WISC-IV)
Woodcock-Johnson Tests of Cognitive Ability (WJ-IV)
Kaufman Test of Educational Achievement—3rd Edition (KTEA-III; selected subtest)
Behavior Assessment Rating Scales for Children—2nd Edition (BASC2
—Parent Response Form-Adolescent
—Teacher Response Form-Adolescent
Test Conditions
· Came willingly for testing. When asked why he thought he was here, he answered. “to see if I’m crazy, because I’m always getting into trouble”
· Fidgety during testing, swinging feet, tapping with pencil, chewed on pencil
· Frequent yawning, reported he had been up until midnight playing video game (unknown to parents)
· Impulsive—would start tasks without listening to all the direction
· Tended to do well on timed tasks.
· Fluent expressive language
· Observant of small details; good at pattern recognition and drawing conclusions
· On comprehension questions, responses often reflected an expedient style; e.g.: Q: why shouldn’t you cheat on a test at school? A: “You might get caught”.
· Asked for break after 40 minutes of testing. Conversed about his interests (video games, karate). Difficult to redirect him back to the testing tasks.
· During achievement testing, often skipped spelling words, saying “I know how to write them but it would take too long”.
Test Findings
Tests results are reported below in terms of tasks. For easier comparison, all results have been converted to standard scores (100 is average, 90 to 109 represents the average range) and classified in the same way. Actual test names and scores are in bold type
ACHIEVEMENT
Reading:
Arthur’s Reading Test Results in Standard & Percentiles for his age:
|
Test |
Task |
Score |
%ile |
Classification |
|
WJ-IV |
Identifying printed letters and words (Reading decoding) Letter-Word Identification |
93 |
31 |
Average |
|
WJ-IV |
Reading phonically regular made-up words (Reading decoding; phonetic analysis) Word Attack |
111 |
77 |
Average to Above Average |
|
WJ-IV |
Fluency and accuracy in reading oral passages Oral Reading |
104 |
61 |
Average |
|
WJ-IV |
Identify a missing word that makes sense in the context of a written passage (Reading comprehension: Cloze skill) Passage Comprehension |
110 |
75 |
Average to Above Average |
|
WJ-IV |
Rapidly reading and responding to sentences (Reading fluency) Sentence Reading Fluency |
110 |
75 |
Average to Above Average |
Writing:
Arthur’s Writing Test Results in Standard & Percentiles for his age:
|
Test |
Task |
Score |
%ile |
Classification |
|
WJ-IV |
Spelling orally presented words (Spelling skill) Spelling |
107 |
67 |
Average |
|
WJ-IV |
Writing meaningful sentences for a given purpose (Writing skills)Writing Samples |
106 |
65 |
Average |
|
WJ-IV |
Formulating and writing simple sentences rapidly (Writing skill; Writing speed) Sentence Writing Fluency |
120 |
91 |
Above Average to Superior |
Mathematics:
Arthur’s Math Test Results in Standard Scores & Percentiles for his age:
|
Test |
Task |
Score |
%ile |
Classification |
|
WJ-IV |
Performing various mathematical calculations (Math achievement) Calculation |
95 |
38 |
Average |
|
WJ-IV |
Performing math calculations in response to problems presented orally and visually (or by reading) (Math achievement; Math knowledge; Quantitative reasoning) Applied Problems |
108 |
96 |
Average to Above Average |
|
WJ-IV |
Adding, subtracting, and multiplying rapidly (Math achievement; Numerical fluency)Sentence Writing Fluency |
114 |
83 |
Above Average |
COGNITIVE
Arthur fell within the below average range in overall cognitive ability. His performance was variable however; he was typical in performing conceptual tasks, but performed less well on cognitive efficiency tasks, i.e., processing speed. When conceptual ability is considered apart from cognitive efficiency, he falls within the average range, suggesting he would be expected to perform regular academics in the absence of other difficulties.
Oral-Verbal Ability:
Arthur’s Oral-Verbal Ability in Standard Scores & Percentiles for his age:
|
Test |
Task |
Score |
%ile |
Classification |
|
WISC |
Answering social comprehension questions (Language Development) Comprehension |
95 |
37 |
Average |
|
WISC |
Classifying words by similarity (Language Development) Similarities |
95 |
37 |
Average |
|
WISC |
Answering vocabulary questions Vocabulary |
100 |
50 |
Average |
|
KTEA |
Listening to spoken passages, answering questions about the content Listening Comprehension |
82 |
12 |
Well Below Average to Below Average |
Reasoning: The second task is more verbally based and less abstract.
Arthur’s Fluid Intelligence (Reasoning) in Standard Scores & Percentiles for his age:
|
Test |
Task |
Score |
%ile |
Classification |
|
WISC |
Choosing a component to complete a complex design or sequence (inductive reasoning) Matrix Reasoning |
90 |
25 |
Below Average to Average |
|
WISC |
Finding common elements in arrays of pictures (inductive reasoning Picture Concepts |
110 |
75 |
Average to Above Average |
Visual Processing: This was the first task presented, so there may have been somewhat of a “warm-up” effect.
Arthur’s Visual Processing in Standard Scores & Percentiles for his age:
|
Test |
Task |
Score |
%ile |
Classification |
|
WISC |
Assemble pattern blocks to match printed designs (Spatial relations) Block Design |
90 |
25 |
Below Average to Average |
Short-Term Memory:
Arthur’s ST Memory in Standard Scores & Percentiles for his age
|
Test |
Task |
Score |
%ile |
Classification |
|
WISC
|
Recalling strings of numbers in forward and reversed order (memory span/working memory) Digit Span |
90 |
25 |
Below Average to Average |
|
WISC |
Sorting and ordering strings of random numbers and letters (divided attention/working memory Number-Letter Sequencing |
100 |
50 |
Average |
Processing Speed: He was quite variable in automatically processing visual information under pressure to maintain focused attention. He performed much lower on the first task, which requires attention to detail and visual discrimination, than on the second task, which requires fine-motor skills, short-term memory, and learning ability. He made many errors on the first task, suggesting he was guessing at the answers.
Arthur’s PS Results in Standard Scores & Percentiles for his age:
|
Test |
Task |
Score |
%ile |
Classification |
|
WISC |
Rapidly comparing visual symbols in an array (perceptual) Symbol Search |
55 |
<1 |
Well Below Average |
|
WISC |
Rapid matching of symbols and numbers (decision making) Coding |
90 |
25 |
Below Average to Average |
EXECUTIVE FUNCTIONS
Parent and teacher ratings and direct testing were used to gain information about Arthur’s overall ability to self-regulate behaviors and emotions, and to plan, monitor, and arrive at solutions during active problem solving.
Behavioral/Emotional Regulation: Parent and Teacher Ratings indicate that Arthur is typical of boys his age in his ability to respond flexibly to changes and to regulate his emotions, but there are concerns about behavioral regulation at home and school.
Arthur’s BR Results in Standard Scores & Percentiles for his age:
|
Test |
Task or Behavior |
Score |
%ile |
Classification |
|
BASC |
Adapting to change, overcoming setbacks (Adaptability) |
|
Average (Teacher) Average (Parent) |
|
|
BASC |
Overactive, impulsive behavior (Hyperactivity) |
|
Significant Concern (Teacher) At-risk (Parent) |
|
|
BASC |
Verbal and physical aggression, non-compliance (Aggression) |
|
Average (Teacher) At-risk (Parent) |
|
|
BASC |
Resistance to rules and norms, delinquency (Conduct Problems) |
|
Average (Teacher) Average to At-risk (Parent) |
|
|
BASC |
Tendency to be nervous, fearful, worried (Anxiety) |
|
Average (Teacher) Average (Parent) |
|
|
BASC |
Feelings of unhappiness & stress(Depression) |
|
Average (Teacher) Average to At-risk (Parent) |
|
|
BASC |
Sensitivity to minor physical problems & complaints (Somatization) |
|
Average (Teacher) Average (Parent) |
Metacognitive: Parent and Teacher ratings indicate significant teacher concerns with his overall abilities in initiating, planning, organizing, and sustaining active problem solving.
Arthur’s Metacognitive Results for his age:
|
Test |
Task or Behavior |
Score |
%ile |
Classification |
|
WISC |
Working Memory |
94 |
34 |
Average |
|
BASC |
Distractibility, difficulty concentrating (Attention Problems) |
|
Significant Concern (Teacher) At-risk to Significant Concern (Parent) |
|
|
BASC |
Organizational skills and study habits (Study Skills) |
|
Average to At-risk (Teacher) |
|
|
BASC |
Academic difficulties, particularly understanding and completing schoolwork (Learning problems) |
|
Average to At-risk (Teacher) |
OTHER AREAS ASSESSED
Social:
Arthur’s Social Functioning Results for his age:
|
Test |
Task or Behavior |
Classification |
|
BASC |
Evading others, avoiding contact (Withdrawal) |
Average (Teacher) Average to At-risk (Parent)
|
|
BASC |
Skills for successful interaction with peers and adults |
Average (Teacher) Average (Parent) |
|
BASC |
Skills for accomplishing group goals, working well with others |
Average (Teacher) Average (Parent) |
Atypicality: At school, Arthur sometimes does not seem aware of others and may seem out of touch with his surroundings.
Arthur’s Level of atypicality for his age:
|
Test |
Task |
Classification |
|
BASC |
Tendency to display thoughts and behavior not typical for his age. |
Average to At-risk (Teacher) Average (Parent) |
Functional Communication:
Arthur’s Level of FC for his age:
|
Test |
Task |
Classification |
|
BASC |
Communicating thoughts, ideas and feelings Clearly |
Average (Teacher) Average (Parent) |
Joseph Saxe, Ph. D.
School Psychologist
Explanation of Scores:
· Standard scores are based on 100 being an average or typical score; 90 to 109 represents the average range.
· Scale scores are based on 10 being an average score. 7 to 13 represents the average range.
· Percentiles are based on a ranking of these scores. For example, a student scoring at the 50th percentile is considered to be functioning better than 49 out of a hundred students in the general population.
WISC-IV
*Conceptual ability minus cognitive efficiency (working memory and processing speed)
WJ-IV Tests of Achievement
|
Subtest |
Std Score |
Percentile |
|
Letter-Word Identification |
93 |
31 |
|
Word Attack |
111 |
77 |
|
Passage Comprehension |
93 |
33 |
|
Oral Reading |
104 |
61 |
|
Sentence Reading Fluency |
110S |
75 |
|
Broad Reading |
101 |
53 |
|
Applied Problems |
108 |
69 |
|
Calculation |
95 |
38 |
|
Math Facts Fluency |
114S |
83 |
|
Broad Math |
107 |
68 |
|
Spelling |
107 |
67 |
|
Writing Fluency |
120 |
91 |
|
Writing Samples |
106 |
65 |
|
Broad Written Language |
113 |
80 |
Academic Skills |
98W |
44 |
|
Academic Fluency |
116S |
85 |
|
Academic Applications |
103 |
58 |
