Matthew’s cognitive abilities were assessed through the use of the Wechsler Intelligence Scale for Children, fifth edition (WISC-V). The areas of cognitive processing ability measured include crystallized intelligence, short-term memory, visual-spatial processing, reasoning ability, and processing speed. The subtests measure different cognitive processing abilities combine to form five index scores: Verbal Comprehension, Visual-Spatial, Fluid Reasoning, Working Memory and Processing Speed which all together make up the Full-Scale IQ score. Matthew obtained a score of 97 (42nd percentile), which falls within the Average Range. His performance across the various indexes ranged from the Low Average to the High Average. Matthew’s overall performance
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A teacher report (TRS-A) were also administered to Matthews’s Resource Room teacher; Mrs. Doumas. A clinically significant score (T=70 or higher) suggests a high level of maladjustment. Scores in the At-Risk range (T=60-90) 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. In addition, on the Adaptive scales, the At-Risk range fall from 31-40 and a Clinically Significant score falls from 30 and …show more content…
This composite is made up of the Attitude to School, Attitude to Teachers and Sensation Seeking scales. Overall, Matthew rated his feelings towards school and attitude towards his teachers within the Average range, suggesting he does not experience difficulty in school. Also, his sensation seeking scale was in the Average range, indicating that Matthew reports engaging in behaviors typical to his peers. On the teacher’s rating form, the School Problem composite is made up of the Attention Problems and Learning Problems, both scales fell within the Average range on Mrs. Doumas’ report. Her responses indicated that Matthew does not have difficulty maintaining necessary levels of attention in class and he can comprehend and complete assignments during assigned times in class.
The Externalizing Problems Composite measures behaviors, which are typically “under controlled” by the child and are often seen as disruptive to both peers and adults within the school or home environment. This composite was measured on the teacher rating form, which included the Hyperactivity, Aggression, and Conduct Problems scales. Matthew’s hyperactivity, aggression and conduct behaviors were within the Average range. Mrs. Doumas reported that Matthew demonstrates typical classroom behavior and self-control. In the class, Matthew does not display any concerns with aggressive or rule-breaking
A teacher report (TRS-A) were also administered to Matthews’s Resource Room teacher; Mrs. Doumas. A clinically significant score (T=70 or higher) suggests a high level of maladjustment. Scores in the At-Risk range (T=60-90) 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. In addition, on the Adaptive scales, the At-Risk range fall from 31-40 and a Clinically Significant score falls from 30 and …show more content…
This composite is made up of the Attitude to School, Attitude to Teachers and Sensation Seeking scales. Overall, Matthew rated his feelings towards school and attitude towards his teachers within the Average range, suggesting he does not experience difficulty in school. Also, his sensation seeking scale was in the Average range, indicating that Matthew reports engaging in behaviors typical to his peers. On the teacher’s rating form, the School Problem composite is made up of the Attention Problems and Learning Problems, both scales fell within the Average range on Mrs. Doumas’ report. Her responses indicated that Matthew does not have difficulty maintaining necessary levels of attention in class and he can comprehend and complete assignments during assigned times in class.
The Externalizing Problems Composite measures behaviors, which are typically “under controlled” by the child and are often seen as disruptive to both peers and adults within the school or home environment. This composite was measured on the teacher rating form, which included the Hyperactivity, Aggression, and Conduct Problems scales. Matthew’s hyperactivity, aggression and conduct behaviors were within the Average range. Mrs. Doumas reported that Matthew demonstrates typical classroom behavior and self-control. In the class, Matthew does not display any concerns with aggressive or rule-breaking