Matthew’s cognitive abilities were assessed through the use of the Wechsler Intelligence Scale for Children (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 and when combined together they 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 72 (3rd percentile) on the Full Scale Index and this index was within the Very Low range. His performance across the various indexes ranged from Extremely Low to Low Average.
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Matthew was able to rapidly make a decision based on visual information (i.e. a key of different symbols) and then to draw the correct symbol from the key that matched a given shape. On the Symbol Search, he performed accurately, but slowly. When asked to consider two symbols, then code whether they were present among an array of symbols, Matthew score within the Low Average Range. Although his performance varied among task demands, Matthew obtained an index score of 80, which is ranked at the 9th percentile and is classified as the Low Average …show more content…
He has a diagnosis of Pervasive Developmental Disorder and Attention Deficit Hyperactivity Disorder. He has a current special education classification of Autism. Matthew is educated within Special Class/Life Skill classes. Matthew attends Essentials classes with a behavior consultant once a week for 30 minutes and a related service of small group Speech and Language Therapy twice a week for 30 minutes. In addition, Matthew has a fulltime paraprofessional to assist him with transitioning throughout the day. His current test accommodations include the questions and the directions read to Matthew. As per IEP, Program Modification includes a Behavior Intervention Plan and the use of a
Matthew was able to rapidly make a decision based on visual information (i.e. a key of different symbols) and then to draw the correct symbol from the key that matched a given shape. On the Symbol Search, he performed accurately, but slowly. When asked to consider two symbols, then code whether they were present among an array of symbols, Matthew score within the Low Average Range. Although his performance varied among task demands, Matthew obtained an index score of 80, which is ranked at the 9th percentile and is classified as the Low Average …show more content…
He has a diagnosis of Pervasive Developmental Disorder and Attention Deficit Hyperactivity Disorder. He has a current special education classification of Autism. Matthew is educated within Special Class/Life Skill classes. Matthew attends Essentials classes with a behavior consultant once a week for 30 minutes and a related service of small group Speech and Language Therapy twice a week for 30 minutes. In addition, Matthew has a fulltime paraprofessional to assist him with transitioning throughout the day. His current test accommodations include the questions and the directions read to Matthew. As per IEP, Program Modification includes a Behavior Intervention Plan and the use of a