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Wechsler Intelligence Scale for Children Revised No Discrepancy Children s Memory Scale CMS

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									Children's Memory Scale (CMS)-ages 5-8 or 9-16

Children's Memory Scale (CMS) was administered with the following results:

Subtest                    Index Score     Percentile

Visual Immediate
Visual Delayed
Verbal Immediate
Verbal Delayed
Attention-Concentration
Learning
Delayed Recognition
General Memory

Clinical Evaluation of Language Fundamentals - Third Edition (CELF-3)
(age 6.0-21.11)

The Clinical Evaluation of Language Fundamentals - Third Edition (CELF-3)
was given with the following results:

Subtest                              Standard Score     Percentile

Concepts and Directions

Word Classes
Word Associations
Sentence Structure
Word Structure
Listening to Paragraphs
Semantic Relationships
Sentence Assembly
Formulated Sentences
Recalling Sentences
Rapid Automatized Naming (RAN)

Composites

Receptive Language Score

Expressive Language Score
Total Language Score


Comprehensive Test of Nonverbal Intelligence (CTONI)
The Comprehensive Test of Nonverbal Intelligence (CTONI) was
administered with the following results:

          Subtest             Scores

     Pictorial Analogies

  Geometric Analogies
   Pictorial Categories

    Geometric Categories

    Pictorial Sequences

   Geometric Sequences


Composite                  Standard Score   Percentile

Pictorial Nonverbal
Intelligence (PNIQ)


Geometric Nonverbal
Intelligence (GNIQ)

Nonverbal
Intelligence
(NIQ)

Comprehensive Test of Phonological Processing (CTOPP) for
ages 5 & 6

The Comprehensive Test of Phonological Processing (CTOPP) was
administered with the following results:

Subtest                        Standard Score   Percentile

Ellision (EL)
Rapid Color Naming (RC)
Blending Words (BW)
Sound Matching (SM)
Rapid Object Naming (RO)
Memory for Digits (MD)
Nonword Repetition (NR)
Supplemental

Blending Nonwords (BN)

Composite

Phonological Awareness
Phonological Memory
Rapid Naming

Comprehensive Test of Phonological Processing (CTOPP) for ages 7
through 24

The Comprehensive Test of Phonological Processing (CTOPP) was
administered with the following results:

Subtest                               Standard Score     Percentile

Ellision (EL)
Blending Words (BW)
Memory for Digits (MD)
Rapid Digit Naming (RD)
Nonword Repetition (NR)
Rapid Letter Naming (RL)

Supplemental

Rapid Color Naming (RC)
Phoneme Reversal (PR)
Rapid Object Naming (RO)
Blending Nonwords (BN)
Segmenting Words (SW)
Segmenting Nonwords (SN)

Composites

Phonological Awareness
Phonological Memory
Rapid Naming
Alternate Phonological Awareness
Alternate Rapid Naming

Detroit Tests of Learning Aptitude-4 (DTLA-4)

The Detroit Tests of Learning Aptitude (DTLA-4) were administered with the
following results:
    Verbal Subtest        Standard Score   Percentile

   Word Opposites
  Sentence Imitation
  Story Construction
  Basic Information
  Word Sequences

   Nonverbal Subtest      Standard Score   Percentile

  Design Sequences
   Reversed Letters
  Design reproduction
  Symbolic Relations
  Story Sequence


      Composite           Standard Score   Percentile

 General Mental Ability

  Linguistic Domain

          Verbal
          Nonverbal

   Attentional Domain

  Attention-Enhanced
  Attention-Reduced

    Motor Domain

   Motor-Enhanced
   Motor-Reduced

Diagnostic Achievement Battery-Second Edition (DAB-2)

The Diagnostic Achievement Battery-Second Edition (DAB-2) was
administered with the following results:

Subtest                     Grade Equivalent   Percentile

Story Comprehension
Characteristics
Synonyms
Grammatic Completion
Alphabet/Word knowledge
Reading Comprehension
Capitalization
Punctuation
Spelling
Writing Composition
Mathematics Reasoning
Mathematics Calculation

Composites

Listening
Speaking
Reading
Writing
Mathematics
Spoken Language
Written Language
Total Achievement

Diagnostic Achievement Test For Adolescents-Second Edition (DATA-2)

The Diagnostic Achievement Battery-Second (DATA-2) was administered with
the following results:

Subtest                    Standard Score       Percentile


Receptive Vocabulary
Receptive Grammar
Expressive Grammar
Expressive Vocabulary
Word Identification
Reading Comprehension
Spelling
Writing Composition
Math Calculation
Math Problem Solving
Science Knowledge
Social Studies Knowledge
Reference Skills

Composites
Listening
Speaking

Reading
Writing

Mathematics

Achievement Screener

Total Achievement

Diagnostic Reading Scales (DRS)

On the Diagnostic Reading Scales (DRS), Client's name's Instructional Level,
the level at which he/she could read orally with accuracy and adequate
comprehension, was at a grade ... level. Oral reading errors included...He/she
read ... His/her Independent Level, the level at which he/she could read silently
with adequate comprehension, was at a grade ... level. Comprehension
difficulties included ... Client's name's Potential Level, the level at which he/she
could comprehend stories read aloud to him/her was at a grade ... level. Thus,
his/her listening comprehension was better/not better than his/her reading
comprehension when reading silently. Results of the word analysis and phonics
tests indicated that Client's name has mastered ... , but had difficulties with ...

Durrell Analysis of Reading Difficulty-Third Edition

On the Durrell Analysis of Reading Difficulty-Third Edition, Client's name
was able to read orally at a grade ...level with regard to speed and accuracy.
His/her comprehension at that level was good/fair/ poor. Oral reading problems
included ... When asked to retell a story that he/she had read silently, Client's
name could do so at a grade...level. Recall problems involved ... When asked
questions about his/her recall of passages read orally to him/her, his/her
comprehension was better/not better than when reading independently. Results
of the word recognition and word analysis tests indicated that Client's name has
mastered ... , but had difficulties with ...

Gray Oral Reading Test-Diagnostic (GORT-D)

The Gray Oral Reading Test-Diagnostic (GORT-D) was administered with the
following results:

Subtest                           Standard Score       Percentile

Paragraph Reading
Word Identification
Morphemic Analysis

Contextual Analysis
Word Ordering
Decoding

Word Attack

Composites

Meaning Cue
Function Cue
Graphic/Phonemic Analysis
Total Reading


Kaufman Assessment Battery for Children (K-ABC)

On the Kaufman Assessment Battery for Children (K-ABC), Client's name's
sequential processing score was in the ... range, at the ... percentile,
simultaneous processing score in the ... range, at the ... percentile, and mental
processing composite score in the ... range, at the ... percentile. This means that
he/she was functioning better than ...% of children his/her age on tasks that
involve working with or memory for items presented in a sequence or order,
better than ...% of children his/her age on tasks that are visual-spatial in nature,
and better than ...% of children his/her age overall.

Kaufman Test of Educational Achievement Normative Update - Brief Form
(K-TEA NU)

The Kaufman Test of Educational Achievement Normative Update - Brief
Form (K-TEA NU) was administered with the following results:

Subtest           Standard Scores       Percentile

Mathematics

Reading

Spelling

Composite


Kaufman Test of Educational Achievement Normative Update -
Comprehensive Form (K-TEANU)
The Kaufman Test of Educational Achievement Normative Update -
Comprehensive Form (K-TEANU) was administered with the following results:

Subtest                         Standard Score      Percentile

Reading Decoding
Reading Comprehension
Mathematics Applications
Mathematics Computation
Spelling

Composite Scores

Reading
Mathematics
Total Test

KeyMath-Revised: A Diagnostic Assessment of Essential Mathematics

Client's name's overall score on the KeyMath-R, a diagnostic mathematics test
was approximately at the grade         level. (The score is approximate because a
subtest comprised of imperial measurement items had to be omitted because
Canadian children now learn metric measurement.) Client's name was relatively
good on Subtest assessing... He/she could do items requiring... Problems were
observed on Subtest assessing... He/she could do items involving... but had
difficulty with... Client's name's performance on the KeyMath was higher than
his/her performance in school as reported by his/her teacher and on the      Test.
This may be because the KeyMath has bright pictures, and with the exception of
the computation section is given orally.

Leiter International Performance Scale-Revised

The Leiter International Performance Scale-Revised (Leiter-R) was
administered with the following results:

Visualization and Reasoning Battery


          Composite              Standard Score     Percentile

     Brief IQ Screener

   Full Scale IQ

      Fluid Reasoning
Fundamental Visualization
  Spatial Visualization


Attention and Memory Battery

       Composite            Standard Score      Percentile

   Memory Screener

  Associative Memory

     Memory Span

          Attention

   Memory Process

   Recognition Memory


Peabody Individual Achievement Test Revised (PIAT-R)

The Peabody Individual Achievement Test (PIAT-R) was given with the
following results:

Subtest                        Standard Score   Percentile

Mathematics

Reading Recognition

Reading Comprehension

Spelling

General Information

Written Expression


Composites

Total Reading
Total Test


Stanford-Binet Intelligence Scale: Fourth Edition (SB:IV)

On the Stanford-Binet Intelligence Scale: Fourth Edition (SB:IV), Client's
name's verbal reasoning Standard Age Score (SAS) was in the ... range, at the
... percentile, abstract/visual reasoning SAS in the ... range, at the ... percentile,
quantitative reasoning SAS in the ... range, at the ... percentile, and short-term
memory SAS in the ... range, at the ... percentile. This means that he/she
performed better than ...% of children his/her age on language based tasks,
better than ...% of children his/her age on visual-spatial tasks, better than ...% of
children his/her age on mathematical tasks, and better than ... % of children
his/her age on tasks involving immediate recall for verbal and nonverbal material.
Client's name's test composite was in the ... range, at the ... percentile. Thus,
he/she was functioning better than ...% of children his/her age on the whole test.

Test of Adolescent and Adult Language-Third Edition (TOAL-3)

The Test of Adolescent and Adult Language-Third Edition (TOAL-3) was
administered with the following results;


Subtest                          Standard Score       Percentile

Listening Vocabulary (LV)
Listening/Grammar (LG)
Speaking Vocabulary (SV)
Speaking/Grammar (SG)
Reading/Vocabulary (RV)
Reading Grammar (RG)
Writing/Vocabulary (WV)
Writing/Grammar (WG)

Test of Early Language Development-Third Edition (TELD-3)

The Test of Early Language Development -Third Edition (TELD-3) was
administered with the following results:

Quotient                    Standard Score       Percentile

Receptive Language
Expressive Language
Spoken Language

Test of Language Development Primary- Third Edition (TOLD-P:3)
The Test of Language Development Primary-Third Edition (TOLD:P3) was
administered with the following results:

Subtest                         Standard Score      Percentile

Picture Vocabulary
Relational Vocabulary
Oral Vocabulary
Grammatic Understanding

Sentence Imitation
Grammatic Completion
Word Discrimination-Optional
Word Articulation-Optional
Phonemic Analysis-Optional

Composites           Quotient

Spoken Language
Listening
Speaking
Semantics
Syntax
Organizing

Test of Language Development Intermediate-Third Edition (TOLD I:3)

The Test of Language Development Intermediate-Third Edition (TOLD I:3)
was administered with the following results:

Subtest                         Standard Score      Percentile


Sentence Combining
Vocabulary
Word Ordering
Generals
Grammatical Comprehension
Malapropisms


Composites                      Quotient

General Intelligence-Aptitude
Spoken Language
Listening

Speaking

Semantics
Syntax

Test of Mathematical Abilities-Second Edition (TOMA-2)

The Test of Mathematical Abilities (TOMA-2) was administered with the
following results:

Subtest                       Standard Score       Percentile

Vocabulary (VO)
Computation (CO)

General Information (GI)

Story Problems (SP)

Attitude Toward Math (AT)

MATH QUOTIENT


Test of Written Language-Third Edition (TOWL-3)

Test of Written Language-Third Edition (TOWL-3) was administered with the
following results:

Subtest                    Standard Score   Percentile

Vocabulary
Spelling
Style
Logical Sentences
Sentence Combining
Thematic Maturity
Contextual Vocabulary
Syntactic Maturity
Contextual Spelling
Contextual Style


Composites                      Quotient
Contrived Writing
Spontaneous Writing
Overall Written Language

Test of Written Spelling-Third Edition (TWS-3)

The Test of Written Spelling-Third Edition (TWS-3) was administered with the
following results:


Subtest                    Standard Score             Percentile

Predictable Words
Unpredictable Words
Total Words

Vineland Adaptive Behaviour Scales

The Vineland Adaptive Behaviour Scales were administered with the following
results:

Domain                          Standard Score       Percentile

Communication Domain
Daily Living Skills Domain
Socialization Domain
Motor Skills Domain

Composite

Adaptive Behaviour
Composite

Wechsler Adult Intelligence Scale-Third Edition (No Discrepancy)

On the Wechsler Adult Intelligence Scale-Third Edition (WAIS-3), an
individually administered test of intelligence, Client's name's verbal IQ was in the
range, at the percentile, his/her performance IQ in the range, at the
percentile, and his/her full scale IQ in the range, at the percentile. This
means that Client's name performed better than % of people his/her age on
language-based tasks, better than % of people his/her age on non-verbal
visual-spatial tasks, and better than % of people his/her age overall. There was
no significant discrepancy between verbal and performance IQ.
When Client's name's Index scores were considered, a more specific profile of
strengths and problem areas were evident. He/She obtained a score in the
…range, at the …percentile on the Verbal Comprehension Index, which means
that he/she scored better than …% of people his/her age on tasks that measure
verbal reasoning and expression. He/She obtained a score in the …range, at the
…percentile on the Perceptual Organization Index which means that he/she
scored better than …% of people his/her age on tasks that measure ability to
interpret and organize visually presented material within a time limit. He/She
obtained a score in the …range, at the …percentile on the Working Memory
Index, which means that he/she scored better than …% of people his/her age on
tasks that measure memory for material that was just presented, ability to sustain
attention, concentrate, and exert mental control. He/She obtained a score in the
…range, at the …percentile on the Processing Speed Index, which means that
he/she scored better than …% of people his/her age on tasks that measure
ability to process visually perceived nonverbal information quickly.

Wechsler Adult Intelligence Scale-Third Edition (WAIS-3) (Discrepancy)

On the Wechsler Adult Intelligence Scale-Third Edition (WAIS-3), an
individually administered test of intelligence, Client's name's verbal IQ was in the
range, at the percentile, and his/her performance IQ in the range, at the
percentile. This means that Client's name performed better than % of people
his/her age on language-based tasks, and better than % of people his/her age
on non-verbal visual-spatial tasks. There was a significant discrepancy between
verbal and performance IQ.

When Client's name's Index scores were considered, a more specific profile of
strengths and problem areas were evident. He/She obtained a score in the
…range, at the …percentile on the Verbal Comprehension Index, which means
that he/she scored better than …% of people his/her age on tasks that measure
verbal reasoning and expression. He/She obtained a score in the …range, at the
…percentile on the Perceptual Organization Index which means that he/she
scored better than …% of people his/her age on tasks that measure ability to
interpret and organize visually presented material within a time limit. He/She
obtained a score in the …range, at the …percentile on the Working Memory
Index, which means that he/she scored better than …% of people his/her age on
tasks that measure memory for material that was just presented, ability to sustain
attention, concentrate, and exert mental control. He/She obtained a score in the
…range, at the …percentile on the Processing Speed Index, which means that
he/she scored better than …% of people his/her age on tasks that measure
ability to process visually perceived nonverbal information quickly.

Wechsler Abbreviated Scales of Intelligence (WASI)

The Wechsler Abbreviated Scale of Intelligence (WASI) was administered
with the following results:

Verbal Scale IQ
Performance Scale IQ
Full Scale IQ (Block Design and Matrix Reasoning)
Full Scale IQ (Vocabulary and Matrix Reasoning)

Wechsler Adult Intelligence Scale-Third Edition (Summary of scores to
enclose in letters to other psychologists)


  Verbal I.Q. =       Full Scale I.Q. =    Performance
                                           I.Q. =



          Subtest           Scale Score           Subtest        Scale Score

       Information                         Picture Completion

       Digit Span                         Picture Arrangement

       Vocabulary                              Block Design

       Arithmetic                             Object Assembly

    Comprehension                               Digit Symbol

       Similarities                           Matrix Reasoning

     Letter-Number                             Symbol Search
      Sequences

Index Scores

Verbal Comprehension
Perceptual Organization
Working Memory
Processing Speed

Wechsler Individual Achievement Test-Screener (WIAT-Screener)

The Wechsler Individual Achievement Test-Screener (WIAT-Screener) was
administered with the following results:

Subtest                      Standard Score     Percentile

Basic Reading

Mathematics Reasoning
Spelling


Wechsler Individual Achievement Test - Second Edition (WIAT-II)

The Wechsler Individual Achievement Test - Second Edition (WIAT - II) was
administered with the following results:

Subtest                            Percentile            Age/Grage
                                                         Equivalent

Basic Reading
Pseudoword Decoding
Reading Comprehension

Mathematics Reasoning
Numerical Operations
Listening Comprehension

Oral Expression
Spelling
Written Expression

Composites

Reading
Mathematics
Language
Writing
Total

Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV)

Clients name’s current level of intellectual functioning was evaluated using the
Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), an
individually administered test of intelligence. This test provides a broad
assessment of general intellectual functioning and school-related abilities. It
measures four areas (i.e., Four Index Scores): verbal abilities, perceptual
reasoning and organization, memory, and speed of processing information.
There is also a Full Scale IQ score which assesses Clients name’s overall ability.
On this test Client’s name was compared to other Canadian children his/her age.
The results on this test and many of the other tests discussed below will be
presented in terms of percentiles. Percentiles indicate where a child performs
relative to others his or her age. For example, a score at the 65 th percentile
indicates that the child did as well as or better than 65% of children his or her
age. An average score is between the 25th and 75th percentiles.

Client’s name’s Full Scale IQ was in the …range, at the ….percentile. In terms
of the individual index scores, Client’s name obtained a score in the …range, at
the …percentile on the Verbal Comprehension Index, which measures verbal
concepts, vocabulary, general knowledge, and understanding of social rules.
He/She obtained a score in the …range, at the …percentile on the Perceptual
Reasoning Index which involves understanding of concepts presented in
pictures, visual-spatial abilities and visual-motor integration. He/She obtained a
score in the …range, at the …percentile on the Working Memory Index, which is
comprised of tasks that require the ability to retain information in memory,
manipulate it and produce a result. Finally, he/she obtained a score in the
…range, at the …percentile on the Processing Speed Index, which measures
speed and accuracy. [There was(were) a significant discrepancy(ies) between
Verbal Comprehension/Perceptual Reasoning/Working Memory/Processing
Speed and Verbal Comprehension/Perceptual Reasoning/Working
Memory/Processing Speed.]

Wechsler Intelligence Scale for Children-Fourth Edition (Summary of
scores to enclose in letters to other psychologists)

                                 Full Scale IQ =
Verbal                     Perceptual               Working                Processing
Comprehension              Reasoning              Memory Index             Speed Index
Index                      Index
Similarities               Block Design          Digit Span               Coding
Vocabulary                 Picture               Letter-Number            Symbol Search
                           Concepts              Sequencing
Comprehension              Matrix                Arithmetic               Cancellation
                           Reasoning             (optional)               (optional)
Information                Picture
(optional)                 Completion
                           (optional)
Word Reasoning
(optional)

Wechsler Preschool and Primary Scale of Intelligence-Revised (No
Discrepancy)

On the Wechsler Preschool and Primary Scale of Intelligence-Revised
(WPPSI-R), an individually administered test of intelligence, Client's name's
verbal IQ was in the range, at the percentile, his/her performance IQ in the
range, at the percentile, and his/her full scale IQ in the range, at the
percentile. This means that Client's name performed better than % of children
his/her age on language-based tasks, better than % of children his/her age on
non-verbal visual-spatial tasks, and better than % of children his/her age
overall. There was no significant discrepancy between verbal and performance
IQ.

On the Wechsler Preschool and Primary Scale of Intelligence-Revised
(WPPSI-R), an individually administered test of intelligence, Client's name's
verbal IQ was in the range, at the percentile, and his/her performance IQ in
the range, at the percentile. This means that Client's name performed
better than % of children his/her age on language-based tasks, and better than
% of children his/her age on non-verbal visual-spatial tasks. There was a
significant discrepancy between verbal and performance IQ.

Wechsler Preschool and Primary Scale for Children-Revised (Summary of
scores to enclose in letters to other psychologists)

  Verbal I.Q. =        Full Scale I.Q. =       Performance
                                               I.Q. =


      Subtest            Scale Score              Subtest           Scale Score

     Information                             Object Assembly

     Similarities                            Geometric Design

     Arithmetic                                Block Design

     Vocabulary                                   Mazes

  Comprehension                             Picture Completion

Sentences (optional)                       Animal Pegs (optional)

Wide Range Achievement Test-Third Edition (WRAT-3)

The Wide Range Achievement Test-Third Edition (WRAT-3) was administered
with the following results:

Subtest       Standard Score       Percentile

Reading

Spelling

Arithmetic


Wide Range Assessment of Memory and Learning (WRAML)
The Wide Range Assessment of Memory and Learning (WRAML) was
administered with the following results:

Subtest                      Scaled Score       Percentile

Picture Memory
Design Memory
Verbal Learning
Story Memory
Finger Windows
Sound Symbol
Sentence Memory
Visual Learning
Number/Letter

Verbal learning Recall
Story Memory Recall
Sound Symbol Recall
Visual Learning Recall
Story Memory Recognition


Index              Index Score   Percentile

Verbal Memory
Visual Memory
General Memory
Learning

Woodcock-Johnson III Tests of Cognitive Abilities

The Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG) was
administered with the following results:

Cluster                       Grade Score     Percentile

Comprehension-Knowledge

Long-Term Retrieval

Visual-Spatial Thinking

Auditory Processing

Fluid Reasoning
Processing Speed

Short-Term Memory

General Intellectual Ability

Note: The WJ III COG can only be scored by a computer software package.

Woodcock Reading Mastery Tests-Revised

The Woodcock Reading Mastery Tests - Revised, Form G/H were given with
the following results:

Subtest                            Grade Equivalent     Percentile


Visual Auditory Learning
Letter Identification
Word Identification
Word Attack
Word Comprehension
Passage Comprehension

Clusters

Readiness Cluster
Basic Skills Cluster
Reading Comprehension Cluster

Total Reading-Full Scale
Total Reading-Short Scale

								
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