In between each subtest, Minnie required a minimum 10-minute break. When asked to reengage in the assessment, she would engage in off-task behavior. Although it is typical to complete the entire test in approximately one hour, Minnie required 3.5 hours to complete the assessment due to her behaviors (e.g., repeated crying, excessive motor activity and talking). Given the number of behavioral issues, the results of the WISC-V are considered to be a low estimate of her actual ability. During administration of the Kaufman Test of Educational Achievement, Third Edition (KTEA-3). Minnie again demonstrated a pattern of inattentive and impulsive behavior. During administration of subtests that required her to write letters and sentences, she refused to continue until given a break. She frequently said “I don’t know” and asked for her mother. On numerous occasions, she demanded the examiner tell her how many items were left or she would quit. Because it is not possible for the examiner to provide this information, that become a source of frustration for Minnie. These observations were consistent with those that her mother describes she displays at home when asked to engage in an undesirable
In between each subtest, Minnie required a minimum 10-minute break. When asked to reengage in the assessment, she would engage in off-task behavior. Although it is typical to complete the entire test in approximately one hour, Minnie required 3.5 hours to complete the assessment due to her behaviors (e.g., repeated crying, excessive motor activity and talking). Given the number of behavioral issues, the results of the WISC-V are considered to be a low estimate of her actual ability. During administration of the Kaufman Test of Educational Achievement, Third Edition (KTEA-3). Minnie again demonstrated a pattern of inattentive and impulsive behavior. During administration of subtests that required her to write letters and sentences, she refused to continue until given a break. She frequently said “I don’t know” and asked for her mother. On numerous occasions, she demanded the examiner tell her how many items were left or she would quit. Because it is not possible for the examiner to provide this information, that become a source of frustration for Minnie. These observations were consistent with those that her mother describes she displays at home when asked to engage in an undesirable