Joseph Henry is a 16 years 10 month old Caucasian male currently in 11th grade at St Peter’s Prep, NJ. He was referred by his mother, Ms. Rosemarie Henry with concerns in the area of attention, academic performance, and emotional well-being. A neuropsychological evaluation was conducted for the purpose of identifying and clarifying diagnoses and establishing treatment recommendations.
Comprehensive neuropsychological assessment of Joseph Henry reveals a pattern of dysfunction associated with a right cerebral hemisphere locus, as well as evidence of frontoparietal networks and subcortical dysfunctions. The pattern is consistent with both predisopsed non-verbal difficulties as well as difficulties associated with diffused axional injury, commonly …show more content…
Joseph’s WAIS-IV profile suggests general intellectual ability in the low average range with significant difference between verbal and non-verbal abilities. Joseph’s Verbal Comprehension Index score was marked with inter subtest scatter. His lexical knowledge and knowledge of acquired facts was in the high average range; however, his verbal abstract reasoning was in the impaired range. Vocabulary is considered a reasonable measure of premorbid verbal ability as it is less susceptible to conditions like injuries and neurodegenerative processes. Based on this premise, one can postulate that Joseph’s verbal ability was at least in the …show more content…
Immediate verbal memory was in the average range and immediate visual memory was in the low average range for designs and mildly impaired range for picture task. Delayed semantic/episodic memory as measured by story recall and list learning tasks were both in the mildly impaired range; whereas, delayed scores on the visual tasks as noted by recognition scores were in the impaired range. Picture Memory Recognition score was in the mildly to moderately impaired range; whereas, Design Recognition scores was in the moderately to severely impaired range. A significant difference between General Memory and General Recognition was noted. Although, memory was weak across modality the impairment was more pronounced and significant on the visual tasks. Retention was maintained on word list task, which supports ability to learn verbal material with
Comprehensive neuropsychological assessment of Joseph Henry reveals a pattern of dysfunction associated with a right cerebral hemisphere locus, as well as evidence of frontoparietal networks and subcortical dysfunctions. The pattern is consistent with both predisopsed non-verbal difficulties as well as difficulties associated with diffused axional injury, commonly …show more content…
Joseph’s WAIS-IV profile suggests general intellectual ability in the low average range with significant difference between verbal and non-verbal abilities. Joseph’s Verbal Comprehension Index score was marked with inter subtest scatter. His lexical knowledge and knowledge of acquired facts was in the high average range; however, his verbal abstract reasoning was in the impaired range. Vocabulary is considered a reasonable measure of premorbid verbal ability as it is less susceptible to conditions like injuries and neurodegenerative processes. Based on this premise, one can postulate that Joseph’s verbal ability was at least in the …show more content…
Immediate verbal memory was in the average range and immediate visual memory was in the low average range for designs and mildly impaired range for picture task. Delayed semantic/episodic memory as measured by story recall and list learning tasks were both in the mildly impaired range; whereas, delayed scores on the visual tasks as noted by recognition scores were in the impaired range. Picture Memory Recognition score was in the mildly to moderately impaired range; whereas, Design Recognition scores was in the moderately to severely impaired range. A significant difference between General Memory and General Recognition was noted. Although, memory was weak across modality the impairment was more pronounced and significant on the visual tasks. Retention was maintained on word list task, which supports ability to learn verbal material with