Sample Psychoeducational Report
(Confidential)
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Sample Psychoeducational Report |
Name: Robertson, Juana Report Date: 1/19/2005
Age: 15 years 6 months Grade: 8 th
Date of Birth: 6/16/1989 Ethnicity: White
Gender: Female Examiner: Martha Affeld
Reason for Referral
Juana is being tested to determine eligibility for Special Education. Juana was eligible in the past and her parents are requesting that she be returned to Special Education if necessary.
Background
Juana Robertson lives in an affluent home in Sedona Arizona with her parents Rick and Marty Robertson. Juana also has two brothers who alternate between living in the home and living on their own. Juana is the youngest of the siblings. Juana was adopted in late childhood by this family. She has had past struggles to adjust to a ‘normal nuclear family.' This past year much of these issues seem to have resolved for her.
Details of Juana's early childhood continue to unravel and not all can be determined. However it is clear that Juana has had to overcome mental and likely physical abuse. Juana does not have clear memories of all the components of her early childhood. This may be due to repression. However at this time it is likely in the best interest of Juana that she focus on the happiness she has found with the Robertson's and work toward becoming as successful an adult as possible.
Juana speaks English as a first language, and there is no indication that she has ever had English as a secondary language. There is no data available regarding prenatal development for Juana. It is possible that she was exposed to alcohol, tobacco, or other illegal substances during gestation.
Juana appears to be in fairly good health. There is no indication of sensory or motor impairments. Medically, she was sexually developed at an extremely early age,
She appears to fall within the mean for height and weight for her age group with no major abnormalities brought to the attention of the examiner. She does not appear to be sick very often, and rarely catches the illnesses that other students are passing around. Juana appears to receive proper nutrition and medical care.
Though there is no information about Robertson's early educational history, her more recent educational background indicates that she can progress but struggles. Robertson entered our school several years behind in schooling, but appears to actually be well suited to being in 8 th grade. Though she has been in Special Education before, she is not currently in Special Education. Juana has difficulty dealing with any changes in schedule or consistency and really needs to have everything remain the same. Even a change to remove something negative from the enviRickment has a much more negative short-term response from Juana then leaving that negative factor in place.
Juana is a very nice young lady, who wants to have friends and wants to belong. She does, unfortunately, seem to be attracted to individuals who may have a negative influence upon her. It is very important to ensure that Juana make wise peer choices. This is likely an outcome of early childhood experiences. She may outgrow this tendency, and has at times, chosen more appropriate friends, but she often sabotages these new friendships with gossiping she does with less positive peer choices. This information is pertinent to her educational progress because peer connections are a major focus for her. Juana needs support and supervision during free time. Her desire to be liked and her natural developmental stage can contribute to situations that are unsafe.
Juana appears to be on the cusp of emotional, social and intellectual growth. It is important that at this time she receive added support from family and positive adult role models, and that she be given opportunities to continue to succeed. She is beginning to be an efficacious learner. She even recognizes when she is making errors, and works to correct mistakes and errors in logic.
Measures Administered
Wechsler Intelligence Scale for Children-IV (WISC-IV)
Peabody Individual Achievement Test-Revised (PIAT)
PEPSI
Behavioral Observations
Behavioral Observations
Juana was very nervous about taking her tests. She did try and work to the best of her ability and wanted very much to succeed. When given choices she chose intelligently, but took longer then normal to complete the WISC-IV. By the time this measure was completed she had lost a lot of focus, was tired, and unable to go on to the PIAT.
Juana became tired of working approximately an hour into testing and started to make mistakes that were due to inattention more then to lack of knowledge. Her eyes would lose focus in the middle of a question, and she would begin guessing at responses without actually listening to an entire question. On some measures she would lose focus by talking in between the time a question was posed and when she should have been answering, and was then unable to entirely remember the ideas she was to convey.
Juana wants to be smart and she wants to learn, but she also knows that it is harder for her to learn than it is for many students. Juana needs continued support and she needs time, in which no one, including her, can interrupt learning so that she can process.
Interpretation of WISC-IV Results
Juana was administered fourteen subtests of the Wechsler Intelligence Scale for children-Fourth Edition (WISC-IV) from which her composite score was derived. The Full Scale IQ (FSIQ) is derived from a combination of ten subtest scores and is considered the most representative estimate of global intellectual functioning. Robertson's general cognitive ability is within the Low Average range of intellectual functioning as measured by the FSIQ. It is important to note that there is a dramatic drop in IQ due to low processing speed. Juana requires a long time to think about an item, or work out puzzles because she does have such a low processing speed and this significantly lowered her IQ score. Her ability to think with words is comparable to her ability to reason without the use of words. Both Robertson's verbal and nonverbal reasoning abilities are in the Average Range.
Juana's verbal reasoning abilities as measured by the Verbal Comprehension Index are in the Average range and above those of approximately 39% of her peers (VCI=96; 95% confidence interval = 89-103). The Verbal Comprehension Index is designed to measure verbal reasoning and concept formation. Juana's performance on the verbal subtests presents a diverse set of verbal abilities, performing much better on some verbal skills than others. The degree of variability is unusual for a child her age and may be noticeable to adults who know her well.
Juana's nonverbal reasoning abilities as measured by the Perceptual Reasoning Index are in the Average range and above those of approximately 30% of her peers (PRI=92; 95% confidence interval=85-100). The Perceptual Reasoning Index is designed to measure fluid reasoning in the perceptual domain with tasks that assess nonverbal concept formation, visual perception and organization, simultaneous processing, visual-motor coordination, learning, and the ability to separate figure and ground in visual stimuli. Juana presents a diverse set of nonverbal abilities, performing much better on some nonverbal skills than others. As with her verbal reasoning the degree of variability is unusual for a child her age and may be noticeable to adults who know her well.
Juana's ability to sustain attention, concentration, and exert mental control is in the Low Average range (Working memory Index=88; 95% confidence interval 81-97%). It was obvious and made a noticeable impact in her overall score as she struggled to stay focused, even as her eyes stopped focusing and she was unable to stay mentally on task. This, in particular, impacted the mathematics subtest. Juana is making progress and can remember directions throughout a test. However she still needs to concentrate effort in this area.
Juana scored much better on the Letter-Number sequencing subtest (Scaled Score=11) than on the digit Span subtest (Scales Score=5). A direct assessment of Juana's short-term auditory memory, performance on the digit span subtest requires attention, concentration, and mental control and can be easily influenced by the ability to correctly sequence information. Mental control is the ability to attend to and hold information in short-term memory while performing some operation or manipulation with it and then to correctly produce the transformed information. Juana's difficulty in recalling long spans of digits backwards is evidence of weak mental control. This weakness may impede the processing of complex information for her and slow new learning. Solving mathematical problems without pencil and paper also requires mental control.
Juana's ability in processing simple or routine visual material without making errors is in the Extremely Low range when compared to her peers. She performed better than approximately 0.2% of her peers on processing speed tasks Processing Speed Index=56; 95% confidence interval 52-70). Processing visual material quickly is an ability that Juana performs poorly as compared to her verbal and nonverbal reasoning ability,
Processing speed is an indication of rapidity with which Juana can mentally process simple or routing information processing (such as reading) and complex information processing (such as reasoning), a weakness in the speed of processing routine information may make the task of comprehending novel information more time-consuming and difficult for her. Thus, this weakness in simple visual scanning and tracking may leave her less time and mental energy for the complex task of understanding new material. This may explain why she has so much trouble in school because her verbal and nonverbal scores are in the average range and this should allow for Juana to perform on at least an average level at school. However this slow processing speed means she is always struggling. It may also be indicative of why she is not a naturally intuitive learner.
Juana achieved her best performance among the verbal reasoning tasks on the similarities subtest. On this subtest Juana was required to respond orally to a series of word pairs by explaining how the words of each pair are actually alike. This subtest examines her ability to abstract meaningful concepts and relationships from verbally presented material (Similarities scaled score=12).
Juana's performance was significantly better on the Picture concepts subtest than her own mean score. Further, she performed better than most of her age-mates, thus demonstrating stRickg abilities in this area. On the Picture concepts subtest, Juana was presented with two or three rows of easily identifiable pictures and asked to choose one picture from each row to form a group with a common characteristic. This subtest is designed to measure fluid reasoning and abstract categorical reasoning ability. The task invokes verbal concepts, but does not require verbal responses; (Picture concepts scaled score=14).
Peabody Individual Achievement Test- Revised (PIAT)
Subtest Raw Score Derived Age Score
General Information 80 14.4-14.7
Reading Recognition 82 13.4
Reading Comprehension 74 11.8
Total Reading 156 12.7
Mathematics 61 10.4
Spelling 79 12.4
Total Test 376 12.2
Juana performed reasonably well in comparison with her grade level, but not in comparison with students who were similar to her in age. Juana performed consistently with scores just at, or slightly above a student in the Junior High. The one exception to this is her score in mathematics, which was significantly, lower then her performance in other areas and compared to her grade level (10.4). This again is very likely due to weak mental control. Her errors were often due to simple mistakes. She also had trouble with anything that was abstract, or did not tie to logic. She invariably missed problems that were not tied to an application. She also needs more work in basic mathematical terminology, which was another area in which she was having difficulty. These should have been taught in early childhood, but may be missing because of early life traumas.
Juana's highest score was in General Information (14.4-14.7). In this scaled subtest Juana is actually approaching peers at her own age level. Areas where she is still having difficulty are surprising, an indication that she is missing some of the most basic units of information. These again should have been taught in early elementary school, but may be missing due to early life stressors, which prevented her full attention on those early K-3 studies.
Juana's Reading Recognition Subtest score (13.4) was much more appropriate than her reading Comprehension Subtest score (11.8). This combined with her General Information score works together to help Juana maintain the appearance of understanding more in the classroom then she actually comprehends. This may help her to look more “with it,” but it is actually a disservice because it means people may expect more from Juana then she is actually able to do. Presenting well, is rarely helpful for the individual in the long run. Juana is still working on comprehending her reading information fully. She is approaching her own age level. The slow processing makes it hard for Juana to read and actually comprehend because the conversions between written word and mental image require in-depth processing and mental control.
Juana is performing within tolerable limits for a student in the eighth grade. Juana is not ready emotionally or intellectually to interact with peers who are 15-16. She still has to learn some of the social cues that go with this age group. She is also not ready to be in a fast paced classroom. It is important to note that Juana will not be able to maintain adequate academic functioning in a classroom that requires the division of attention between notes and lecture. Juana can, if she struggles, maintain attention on one item at a time. Even this is a struggle and wears her out.
Juana is, at the moment, performing adequately for a student in her grade range and because of this she is not eligible for an IEP. However, it is important to note that in a regular classroom she will get lost quickly because of her labored processing.
PEPSI
This PEPSI is based on interactions with Juana rather then an interview. Juana is a 15-year-old girl who seems to be working hard on learning and growing intellectually. She is easily upset and tends to perseverate when things don't go well. She also catastrophizes and during those moments others can take advantage of her.
Physically , Physically Juana is on target for a 15, almost 16-year-old girl. She was an early bloomer. She is slightly shorter then average. All small and large motor coordination seems to be within targeted realms.
Emotionally, Juana is more on target with her 8 th grade peers then with 10 th or-11 th grade girls. She is both emotionally and socially very much a 13-year-old, with the same dramatization, fury, frustration and then happiness that characterizes a girl of 13. Juana tends to present herself as happy most of the time.
Philosophically, Juana is age appropriate in this area. She knows the difference between right and wRickg and has a stRickg desire to please. She may tell partial truths to look like she is behaving when errors are brought to her attention. She has the ability to express herself and her insights about self if given the opportunity. At the same time, when pressed, she can give into the prevailing message in order to please. This may also be a function of her processing deficit. Like so many young adolescents, Juana is just beginning to gain second person perspective and it is possible for her to feel overwhelmed as she tries to please all the “voices” in her life. Especially difficult for her are the unseen pressures from people she wants to please when they come in conflict with her desire to be like by peers.
Socially, Juana acts very much like a 13-year-old girl. She does not choose particularly good peers to spend time with, nor does she tend to be able to protect herself from them when they are involved in borderline activities. Juana is attempting to make better choices but tends to full back toward more negative friend choices. Juana does a lot of self-sabotage through gossip and rumors and saying unpleasant things about people, which may or may not be true. Juana has had several incidents in the past year because of the rumors she has started and unkind things she has said. This is included in the evaluation as a caution. Juana is not malicious and does not realize the impact of her tale bearing. She will need support from adults if she uses this adaptation in new settings.
Intellectually, Juana is working hard at trying to catch-up and learn everything she can. She is willing to admit when she doesn't know something, and becomes frustrated when she knows that she knows something and cannot bring it to bearing. Juana is pushing herself to learn, and is demanding of herself, working consistently to do everything she can. She does know that she is behind, and though this does bother her, she is dealing with it in a constructive manner. This is well beyond her age, and in fact, rarely does anyone reach this openness to learning before many years in higher education.
Juana is a fairly even 13-year old across most levels except intellectually and physically. This is actually to her advantage because she is in class with 13-year-olds and should continue to progress at the same rate as they do. This means that she will have a peer group, and will be able to enjoy them and will not feel like an outsider.
Juana is progressing nicely and with a little work on her processing speed and memory control she will perform well in many facets of life.
Summary
Juana is a 15-year-old young woman who completed all her measures. The evaluation had to be broken down to two days because she exhausted herself fairly quickly, and lost focus as she got more and more tired.
Juana still seems to be haunted by the ghosts of a long ago past, and unfortunately it appears that they will always impact some component of her life. This is common. At this time they are clearly still impacting some of the basic components of education, and Juana needs to take a brief refresher course in very basic mathematical concepts periodically, since she loses acuity without consistent practice. She also really needs all of her learning to be applied rather then abstract so that she can understand the information, and make use of it.
Juana has a very impressive take on education, and is focused on learning no matter what the learning is. She is not embarrassed about making mistakes, or not knowing something. Instead Juana wants to know and wants to learn. This is a very progressive and unusual attitude and a teacher who understands what is happening will be able to capitalize on this period of her life and help her build into a much more well rounded student.
Juana has average verbal and nonverbal ability. She has an extremely Low Average Processing Speed score. This is holding her back from learning, and may prevent her from being successful in a traditional classroom. It will also mean that she will miss many details as she struggles to understand the basics of a concept. Juana really does need things to go slowly.
According to mandates under PL 94-142 Juana is not eligible for Special Education. If the school has Title One services in mathematics she would be eligible for these and for math tutoring. Juana is achieving within reasonable limits for her grade level. However, in a traditional public education, with a fast-paced group orientation, Juana may quickly lose ground. It is highly recommended that she be retested for achievement, and not IQ in one year and be re-evaluated for Special Education placement.
Juana belongs in the grade that she is in, and should not be placed in a higher grade. She is socially, and emotionally, as well as intellectually, in line with eighth grade students. Moving her from this level will impact her negatively on many axes.
Five Axis Diagnosis
Axis One: No Diagnosis
Axis Two: No Diagnosis
Axis Three: No referral
Axis Four: Stressors in current family within reason. She has some sadness over death of biological sibling. She is also sad about both brothers living on the East Coast.
Axis Five: GAF:89
Recommendations
Signed this 19 th day of January, 2005.
______________________ _________________
J'Anne M Affeld, Ph.D. Martha A Affeld
Licensed Psychologist Certified Counselor