University of Calgary Applied Psychological & Educational Services (UCAPES)

Assessment, Intervention and Professional Development Director: Kelly Dean Schwartz, Ph.D., R.Psych.
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2nd Floor, Education Block (Room 281) 2500 University Drive NW Calgary, AB T2N 1N4 Tel: (403) 220-2851 CLIENT NAME: Astro Boy BIRTHDATE: AGE: XXXX SCHOOL: XXXX GRADE: XXXX DATES OF ASSESSMENT: July X, and X, 2012 DATE OF REPORT: July X, 2012 ASSESSED BY: Charlene Bradford, B.A. , B.A., B.Ed. Fax: (403) 210-8712 Email: UCAPES@ucalgary.ca
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Statement of Confidentiality
All psychological assessments are confidential in nature as they contain private information, which may be used inappropriately by others. To protect the privacy and ensure confidentiality of the persons involved, please ensure that this report is only circulated to those who are considered essential to related judgments and decision-making. The intent of this report is to provide opinions and recommendations in the context of psychological intervention, educational and vocational decision-making, and any use of this report outside of that purpose should only be done with the informed consent of the parties and in consultation with the writer. REASON FOR REFERRAL: Astro was referred for a psychoeducational assessment by his mother, Mrs. Boy on the recommendation of Astros grade two teacher. Both Mrs. Boy and Astros teacher note that Astro is often fidgety and has a hard time focusing. Mrs. Boy would like an assessment to help understand the best way to help Astro learn so that he continues to enjoy school and achieves to his potential.

FACULTY OF EDUCATION
25 0 0 U n i v e r s i ty Dr i ve N. W. , C al g ar y , Al be r t a, C a na d a T 2 N 1N 4 ww w . uc a l g a r y . c a

SURNAME, First 2 BACKGROUND INFORMATION: Background information was obtained from a developmental history and background form completed by Astros mother, Mrs. Boy, and from interviews with Astro and his mother. Family Functioning and History Astro is a X-year-old male who lives in Calgary, Alberta with his mother, father, and younger sister. Astro also has a half-brother whom he visits with approximately once per year. His mother reports that the family enjoys many activities together, including games, sports and meal times. She describes her son as a sociable boy who is very loving and has an enjoyable wit. Developmental and Medical History Mrs. BOY reported a healthy pregnancy and birth with Astro. She commented that he was a healthy baby who met his developmental milestones at appropriate times. His hearing and vision have been checked recently and are fine. According to his mother, there are no medical issues that are believed to affect the current assessment. Education History Astro just completed Grade X at NAMEOFSCHOOL, Calgary, Alberta. His report card shows that he has evident strengths in many areas, including citizenship, personal development and character. He performs within the very good to excellent achievement range in reading, math, science, and social studies. His report card also indicates that he performs satisfactorily in the areas of writing, across all subjects, and has emerging strengths in the areas of responsibility with his learning community and treating others with respect and compassion. Socioemotional and Behavioural Functioning Astros mother describes her son as a wiggly child, who often struggles with maintaining his focus on one task and sitting still. This is a long-standing concern that was first noticed in Kindergarten. Following completion of Grade 1, Astro saw his pediatrician for these concerns, but the results were inconclusive. Astros difficulties with attention and perceived concentration challenges have continued over the past year, and his teacher requested that the parents seek further assessment. His report cards show that he often chooses to complete his work independently as he struggles with remaining focused in group situations. His mother reports that she is worried that his inability to concentrate and focus will begin to impact his achievement development and his enjoyment of school. This is Astros first formal psychoeducational assessment. ASSESSMENT INTRUMENTS: Developmental History and Background Form Parent/Child Interview Wechsler Intelligence Scale for Children 4th edition (WISC-IV) Wechsler Individual Achievement Tests 3rd edition (WIAT-III) Woodcock Johnson III Tests of Achievement 3rd edition (WJ III-ACH) selected subtests

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SURNAME, First 3 Beery-Buktenica Developmental Test of Visual-Motor Integration 5 edition (Beery VMI) Test of Everyday Attention for Children (TEA-ch) selected subtests Behaviour Rating Inventory of Executive Function (BRIEF): parent scales Wide Range Assessment of Memory and Learning 2nd edition (WRAML-2) Behaviour Assessment System for Children 2nd edition (BASC-2): parent and teacher scales Conners Rating Scales 3rd edition (Conners-3): parent and teacher scales
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ASSESSMENT OBSERVATIONS: Astro presented as a polite and responsive boy who was cooperative, compliant, and worked hard throughout the assessment process. He often moved around and fidgeted during the assessment, e.g., would stamp or kick his feet or stand-up while looking at a question. However, despite his constant motion, his focus and attention remained on the task at hand. During writing tasks Astro had an unusual pencil grip and would often move his shoulder to the right and scrunch up his face. When asked about his pencil grip, he stated that his hand gets cramped and sore when writing and he was observed to shake his hand out after writing tasks. Throughout the activities, Astro appeared to put a lot of thought and effort into his responses and often needed to be encouraged to take a break, as he wanted to continue working. As such, it is believed that the results of this assessment are an accurate reflection of Astros current level of functioning. ASSESSMENT RESULTS: Wechsler Intelligence Scale for Children Fourth Edition (WISC-IV) The WISC-IV is a standardized intelligence test consisting of a series of ten core subtests and five optional subtests designed to measure the intellectual functioning of an individual as compared to others of the same age. A Full Scale Intelligence Quotient (FSIQ) is derived from the combined results of the core subtests. The WISC-IV also provides four factor-based scores, including Verbal Comprehension, Perceptual Reasoning, Working Memory and Processing Speed. Canadian norms were used to score this measure.
The WISC-IV was administered to gain an understanding of Astros current level of intellectual functioning. The WISC-IV measures four broad cognitive domains and assessed Astros ability to reason with verbal and nonverbal information, hold, and manipulate information in his short-term memory, and the speed at which he processes information. Astro obtained a Full Scale Intelligent Quotient (FSIQ) at the 77th percentile, indicating that his cognitive ability is within the High Average range. This means that his overall performance across the WISC-IV was equal to, or better than, 77 percent of children his age. This score is considered to be a reliable and valid measure of Astros overall cognitive ability.

Verbal Comprehension Index The Verbal Comprehension Index examined Astros ability to understand and use verbal language to communicate and engage in verbal reasoning. These abilities are essential for success within an academic environment as the ability to think about many key concepts requires the ability to access related ideas, determine the essential components of each idea, understand the logic or reasons behind abstract verbal concepts, and be able to verbally communicate these ideas clearly. He performed within the High Average range for his age at the 75th percentile. Astro displayed a strength in his ability to engage in verbal reasoning and concept formation (95th percentile). \

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SURNAME, First 4 Perceptual Reasoning Index The Perceptual Reasoning Index examined Astros ability to perceive, organize, and reason with visually presented information and non-verbal material where he performed within the High Average range at the 86th percentile. The ability to process information spatially and through imagery is important for school success and optimal understanding, especially in mathematics, science, and in a variety of artistic, motor and mechanical activities. Astro showed a relative strength in his ability to use non-verbal categorical reasoning by grouping pictures according to a common theme and in completing patterns and sequences. Working Memory Index The Working Memory Index examined Astros ability to learn, retain, and manipulate verballypresented information in short-term memory. These tasks also required concentration and sustained attention, cognitive flexibility, and numerical awareness. This process enables an individual to consciously hold information in the mind long enough to complete an activity, such as understanding directions or remembering part of a math problem while working on another aspect of the problem. Working memory is also used when holding in mind what to say next in a conversation while attending to what a person is saying or remembering information read from a whiteboard long enough to write it down. Astro performed within the High Average range at the 82nd percentile. These results indicate that he is better able to retain information after he has practiced the task and when he is required to manipulate and store information in chunks. Processing Speed The Processing Speed Index examined Astros ability to quickly and efficiently to complete simple, visual cognitive tasks. These tasks represent a students ability to fluently and automatically perform cognitive tasks, especially when under pressure to maintain focused attention and concentration. Astro performed within the Low Average range at the 21st percentile. These results suggest that Astro may have difficulties with tasks that require writing and scanning for information at the same time but is able to process other visual information at a level comparable to his peers. As noted in the behavioural observations section, Astro has an awkward pencil grip and it could be that his relatively slower processing speed could be due to the concentration required to maintain his pencil grip. The Wechsler Individual Achievement Test - Third Edition (WIAT-III) The Wechsler Individual Achievement Test - Third Edition (WIAT-III) is a standardized test of achievement and functioning. The WIAT-III is an individually administered measure that examines performance in the areas of Reading, Mathematics, Written Language and Oral Language. Scores in each of these domains are then combined to provide an overall achievement score. Astros ability to perform academically was assessed using the WIAT-III. Overall, Astro demonstrated academic abilities that were in the Average range (73rd percentile) with some variability across subject areas. Therefore, Astros academic achievement can best be understood by examining each domain individually. WIAT-III qualitative descriptors will be used to describe Astros performance in the various areas. Reading

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SURNAME, First 5 Astros overall reading performance was within the Average range (81 percentile). Specifically, his ability to identify beginning sounds, ending sounds and rhyming words was within the Average range (63rd percentile). He also performed within the Average range (63rd percentile) on a subtest that required him to read specific passages and orally answer comprehension questions with the passage available for reference. His ability to read a list of words and to phonetically decode non-words were both in the Average range (86th and 87th percentile respectively), indicating that he has welldeveloped sight word vocabulary and phonological awareness. On the final subtest, which assessed both reading rate and accuracy, Astro performed within the Superior range (97th percentile). While, Astro read very quickly and accurately on this task, he used little expression and did not pause appropriately at punctuation. Overall, Astros reading skills are within an age appropriate level with a demonstrated strength in decoding and sight word recognition.
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Mathematics Overall, Astros mathematics performance was within the Average range (23rd percentile). Specifically, he demonstrated Average abilities (19th percentile) in solving word problems. Notably, while Astro was provided with a pencil and paper to use during the task, he did not use them for any item. He also performed within the Average range on both a subtest that assessed his ability to solve written mathematical equations (34th percentile), and on one that measured his speed and accuracy of solving basic addition and subtraction questions (32nd percentile). Overall, Astros mathematics skills are at a level that would be expected by his same aged peers, with a demonstrated relative weakness in mathematical problem solving. Written Expression In Written Expression, Astros overall performance was within the Average range (32nd percentile). When asked to quickly write the letters of alphabet, Astro performed within the Average range (37th percentile). While Astro formed all letters correctly, he was slow to begin this timed task. He also performed within the Average range (70th percentile) when required to spell dictated words. Notably, Astro required the instructions to be repeated multiple times for this subtest as he had difficulty understanding that what was required. On a subtest that measured sentence formulation skills (i.e., morphology, grammar, syntax, semantics, and mechanics), Astro performed within the Below Average range (12th percentile). Specifically, on a task that required him to effectively combine sentences (i.e., taking two or three sentences and combining them into one sentence that maintains the same meaning), he performed within the Below Average range (8th percentile) as the majority of his sentences were run-on sentences. He performed within the Average range (21st percentile) on the other task in this subtest, which required him to build sentences around target words. Astro required more than two minutes of think time on some items prior to beginning writing, and was unable to come up with sentences for three items. Throughout this subtest, Astro stated that his hand was sore from writing. He also did not begin any sentences with capitals or end sentences with punctuation. Overall, Astro demonstrates some difficulty with written expression, particularly with sentence structure, capitalization, and punctuation. Oral Language Overall, Astros ability to comprehend language and orally express himself was within the Above Average range (93rd percentile). He performed within the Above Average range (95th percentile) on a subtest measuring listening comprehension, which was comprised of two tasks; one required him to

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SURNAME, First 6 choose a picture to match the word or sentence verbally provided, while the other required him to make inferences about, and remember details from, oral sentences and discourse. He performed within the Average range (79th percentile) on the second subtest in this composite, which examined his oral expression. However, his performance was variable. Specifically, he performed within the Average range (19th percentile) on a task that required him to quickly generate words for specified categories. His relative weakness on this task is commensurate with his relatively weak processing speed demonstrated on the WISC-IV. Astro performed within the Average range on a task that required him to provide a word to match a given picture (49th percentile) and within the Superior range (99.7th percentile) on a task, which measured his short-term memory of basic oral stimuli by requiring him to repeat orally presented sentences. Taken together, his performance on this composite suggests Astro has well developed oral language skills compared to his same aged peers, with a demonstrated relative weakness in oral word fluency. Therefore, in the classroom Astro would benefit from being given think time to formulate his thoughts before being required to to answer a question. Overall, Astros performance on the WIAT-III was variable, which is not unusual for a child his age. He performed within the Average range on Written Expression, Math, Math Fluency and Reading, and in the Above Average range on Oral Language. Listening comprehension and word reading are strengths for Astro. Mathematical reasoning and sentence composition are relative weaknesses for him, indicating he may benefit from additional support in these areas. The results of the academic assessment indicate that Astro has clearly learned the curriculum to date, except, possibly in the area of written language. Woodcock-Johnson III Tests of Achievement (WJ III ACH) The Woodcock-Johnson III Tests of Achievement (WJ III ACH) contains 22 individually administered tests that are subdivided into two batteries: the Standard Battery (tests 1 through 12) and the Extended Battery (tests 13 through 22). Each test measures various aspects of academic achievement. In order to learn more about Astros writing abilities, the Writing Fluency subtest from the WJ III Achievement was administered. This timed test evaluated Astros ability to write simple sentences using given words and a picture prompt. He performed within the Average range (66th percentile) indicating that he was able to complete this subtest at a level expected of his same aged peers. In comparison to the tasks on the Sentence Composition subtest on the WIAT-III, this subtest required Astro to generate more simplistic sentences (compared to the sentence combining task) and provided more word prompts (compared to the sentence building task). It also did not penalize for capitalization or punctuation. Wide Range Assessment of Memory and Learning (WRAML) The Wide Range Assessment of Memory and Learning (WRAML) is a standardized test that evaluates the important processes involved in learning and memory and compares performance to that of others of the same age. A General Memory and Index score can be derived from the core subtests. Results are interpreted in accordance with United States norms.

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SURNAME, First 7 The General Memory Index gives an indication of Astros overall memory abilities on this task. He performed within the Average range at the 68th percentile. However, there were large discrepancies in his scores between the types of memory tasks. Astros ability to recall verbal information (such as the facts and ideas in a story or list of words) was within the Average range at the 70th percentile and his ability to later recognize this verbal information (as in a multiple choice question) was in the Superior range (93rd percentile). In particular, Astro was best at remembering meaningful verbal information such as that found in a story, rather than non-meaningful information such as a list of words. Astros ability to recall visual information (like pictures or symbols) was in the Extremely Low range at the 1st percentile. He was better at recognizing visual information (like in multiple choice questions) where he performed within the Average range (25th percentile). During the visual tasks, Astro did not often look at the pictures and symbols for the allotted time, but instead touched or turned the picture and asked the examiner questions. Taken together, these results indicate that Astro remembers and recognizes verbal information at a much higher rate than visual information. While this does not seem to be the case for reading, as shown by his performance on the WIAT, he may need prompts to attend to other forms of visual information. Tasks and information should be presented in verbal format as often as possible and a multiple-choice format will likely allow him to show the information that he has retained. If visual information needs to be presented, his retention should be evaluated using a multiple-choice format as well. Beery-Buktenica Developmental Test of Visual-Motor Integration - Fifth Edition (Beery VMI) The Beery-Buktenica Developmental Test of Visual-Motor Integration - Fifth Edition (Beery VMI) is a standardized test that examines a childs ability to accurately integrate visual skills, visual perceptual skills, and motor skills to produce visual models using paper and pencil. In order to assess his visual-motor integration skills, Astro completed the Beery VMI. This task looked at his ability to replicate increasingly complex shapes. His overall performance was in the Average range at the 27th percentile. On the visual perception task which required him to find matching shapes within an array, Astro performed within the Average range at the 30th percentile. The final task examined Astros motor coordination by asking him to trace numerous shapes, staying within the road of each item. On this subtest, Astro performed within the Low Average range at the 21st percentile. Taken together, his performance on this test indicates that Astro is able to process and integrate visual information similarly to his same-aged peers. Test of Everyday Attention for Children (TEA-Ch) The Test of Everyday Attention for Children (TEA-Ch) is a standardized test that measures how well children and adolescents can control their attention in order to achieve specific goals. Selected subtests from the TEA-Ch were administered to learn more about Astros attentional capabilities. Selective Attention:

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SURNAME, First 8 Selective attention is the ability to keep ones mind on a task by resisting distractions, sorting through information and discriminating which elements are important to the task. Both subtests in this area require quickly circling specific targets that are mixed in with non-targets on a large response sheet. Astro performed within the low average range (9th percentile) for Map Mission and within the Average range for Sky-Search (26th percentile). For both subtests, Astro was able to accurately identify targets but did so at a rate that was slower than was expected for his age. His slower response rate in these tasks correlates with his slower processing speed on the WISC-IV tasks. Attentional Control/Switching: Attentional control/switching is the ability to switch the focus of attention between one thing and another. One task, Creature Counting, was administered in this area and required Astro to count forward and backward based on visual cues. His performance on this subtest was within the Average range for time (37th percentile) but within the Borderline range for accuracy (5th percentile). These results indicate that Astro may have difficulties with attentional control/switching. Sustained Attention: Sustained attention is the capacity to self-maintain an actively attentive stance to a task, despite the task being boring, repetitive or lengthy. Four subtests within the TEA-Ch were administered to measure sustained attention. He performed within the Low Average range (16th percentile) on Walk, Dont Walk, which required Astro to decide whether to make a mark on a page based on the audio stimuli presented. He demonstrated considerably more difficulty with controlling his responses as the audio prompts increased in speed. He performed within the Borderline range (5th percentile) for Score!, which required him to count the number of scoring sounds based on an audio prompt. The Score DT task required Astro to count the scoring sounds while also listening for a target word on a prerecorded newscast. On this task, Astros performance was within the Average range (37th percentile). Notably, Astro had less difficulty counting the scoring sounds when the task required his attention to be divided than when he previously did the same task alone. This was also the case in the Sky Search DT subtest, where Astro was required to count scoring sounds while also circling specific visual targets on a large sheet. His performance on this subtest was also within the Average range (26th percentile). Astros performance on the Score DT and Sky Search DT subtests indicate that he was able to monitor his attentional allocation to ensure both tasks received a sufficient amount of attention. This indicates that Astro may better attend to cognitively demanding tasks than to those that do not require as much cognitive effort. Overall, Astros performance on the TEA-Ch subtests was variable. While the tasks in the selective attention domain indicate that he is able to accurately attend to specified stimuli, they were completed more slowly than would be expected of his same aged peers. His difficulty with completing these tasks quickly is a reflection of his relatively weak processing speed abilities as demonstrated on the WISC-IV. Astro also demonstrated some difficulty with the attentional control/switching task administered, indicating difficulty with quickly and accurately switching from one task to another. Within the sustained attention area, it was noted that when Astro was presented with a singular nonengaging auditory task he performed within the Borderline range. However, when the task was made more challenging with the addition of additional auditory or visual stimuli to attend to, Astro performed better. This indicates that Astro is better able to attend to stimuli when he is required to allocate his attention to multiple tasks.

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SURNAME, First 9 Behavioral Rating Inventory of Executive Function (BRIEF) The Behavioral Rating Inventory of Executive Function (BRIEF) is a questionnaire for parents and teachers of school age children that enable professionals to assess executive function behaviors in both the home and school environments. Executive functions are a collection of processes that are responsible for guiding, directing, and managing cognitive, emotional, and behavioral functions. Each form contains 86 items within eight theoretically and empirically derived clinical scales that measure differing aspects of executive functioning. The clinical scales form two broader Index categories, Behavioral Regulation and Metacognition, and an overall score, the Global Executive Composite. Astros mother completed the BRIEF (parent form) to assess Astros current capabilities in executive functions. Mrs. BOYs ratings of Astros executive functions exhibited in everyday behavior reveal no current concerns, suggesting he is able to control his thoughts, behaviors, and emotions at a level appropriate for his age. Specifically, the overall index, the Global Executive Composite, was within the expected range for Astros age. Similarly, the Behavioral Regulation and Metacognition Indexes were also within normal limits. Within these summary indicators, none of the individual BRIEF scales were elevated. This suggests that Astro exhibits appropriate ability to self-regulate at a basic level, including the ability to inhibit impulsive responses, adjust to changes in routine or task demands, and regulate his emotions. Within the metacognitive domain, Astro is described as appropriately able to initiate an activity or problem solve, sustain working memory, plan and organize problem solving approaches, organize his environment and materials, and monitor his own behavior. Behavior Assessment System for Children (BASC-2) The Behavior Assessment System for Children (BASC-2) is an assessment tool that evaluates the behavior and self-perceptions of children ages 4 to 18 years. It measures numerous aspects of behavior and personality including positive (adaptive) as well as negative (clinical) dimensions. The BASC-2 provides information about a student from a variety of sources, allowing for a more complete understanding of the student. On the BASC-2, scores that fall in the Clinically Significant range suggest a high level of maladjustment. Scores in the At-Risk range identify either a significant problem that may not be severe enough to require formal treatment or the potential of developing a problem that needs careful monitoring. Astros current social and emotional functioning was evaluated with the BASC-2. Rating scales were completed by Astros mother and classroom teacher. Astros mother, Mrs. Boy, rated Astro in the At Risk range for attention problems, which is consistent with the reason for referral. All other areas of functioning were within the normal range. Astros teacher, rated Astro in the Clinically Significant range for hyperactivity and within the At Risk range for externalizing problems and attention problems. The higher ratings made by Astros teacher are consistent with the higher demands for attention to task and teachers instructions that are placed on children while at school. Conners Third Edition (Conners -3)

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SURNAME, First 10 The Conners-3 uses observer ratings to help assess a childs behaviour related to inattention, hyperactivity/impulsivity, learning problems, executive functioning, aggression, and peer relations. In addition, the scale provides a total score indicative of an attention or behavioural disorder. Scores in the Very Elevated range indicate a possible significant problem and scores in the Elevated range indicate a possible concern. The Conners-3 rating scales were completed by Astros mother, Mrs. Boy, and his grade two teacher. Astros mother rated him within the Very Elevated range for inattention and the Elevated range for hyperactivity/impulsivity, while his teacher rated him within the Elevated range for inattention and Very Elevated range for hyperactivity/impulsivity. Astros teacher also rated him within the Elevated range for poor executive functioning and defiance/aggression. Despite these elevated and very elevated ratings, Astros behaviour does not appear to result in serious impairment in functioning across all areas of his life. His teacher reports that Astros behaviour seriously affects his functioning in the academic setting very frequently, while his mother rated this as often. His teacher rated his behaviours as occasionally affecting his social functioning and his mother rated his behaviours as occasionally affecting his functioning in the home setting. While it may appear that Astros behaviours in the classroom are negatively affecting his academic functioning, his performance on the WIAT III and his report card grades did not support this. As such, his behaviours are likely a reflection of his learning style, rather than a reflection of AttentionDeficit/Hyperactive Disorder. FORMULATIONS/SUMMARY: Astro is a X year old boy who recently completed grade two at SCHOOLNAME. He was referred for this assessment by his mother who was concerned that Astro was very wiggly and had a hard time focusing in school. He is a well-mannered, pleasant and cooperative child who put forth his best effort throughout the assessment period. Cognitively, Astro demonstrated High Average abilities to understand and reason with verbal information, with a demonstrated strength in verbal concept formation. He also performed within the High Average range in the ability to reason with visual-perceptual information and to retain and manipulate auditory information in his short-term memory. Astro displayed Average ability with processing speed, a relative weakness for him, as he experienced some difficulty completing simple visual-spatial tasks quickly and efficiently. Academically, Astro performed within the Average range in all mathematics and written expression tasks, with the exception of a task that required him to combine sentences. He also demonstrated average abilities in oral expression, early reading skills and reading comprehension. Astro demonstrated relative strengths in listening comprehension, sight word identification, sounding out non-words, and oral reading fluency, as he performed within the Above Average range for these subtests. Overall, Astro has average memory abilities, with a notable strength in remembering verbal

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SURNAME, First 11 information over visual information. Astro was also stronger with recognition over recall for both visual and verbal information. Recall for visual information was a notable weakness for him, indicating that he may need additional time to process visual information and would also benefit from additional cues when memorization of visual information is required. Astros performance on tasks of attention provided some insight into his ability in the areas of attentional control/switching, sustained attention and selective attention. He demonstrated some difficulty with attentional control/switching as well as sustaining attention to non-engaging auditory stimuli. However, he was better able to sustain attention when the stimuli became more challenging and/or engaging with the addition of additional auditory or visual stimuli. While Astro was able to accurately selectively attend to given stimuli, he completed tasks slower than would be expected. This may be due to his relatively weaker processing speed as indicated by the WISC-IV. With regard to Astros social, emotional, and behavioural functioning, both Astros mother and classroom teacher indicate that he demonstrates attention problems and hyperactivity and impulsivity above what is expected for boys his age. Additionally, his teacher also indicates that Astro demonstrates higher levels of externalizing behaviors, defiance/aggression and executive function difficulties than boys his age. However, on a measure of executive functioning, Astros mother indicated that his executive functioning abilities are comparable to those of his same aged peers. Overall, despite the high levels of attention problems and hyperactivity/impulsivity endorsed by both Astros mother and teacher, his behavior does not appear to severely impact his academic functioning. This is evidenced by his report card marks (where he is meeting or exceeding grade level expectations in all core subjects), as well as his Average to Above Average performance on all subtests of the WIAT-III. Therefore, Astros behaviours are likely a reflection of his learning style, rather than Attention-Deficit/Hyperactive Disorder. RECOMMENDATIONS: Based on the current assessment, the suggestions below are offered for consideration. However, these recommendations are intended for current use. If Astros academic or social functioning becomes significantly impacted by his behavior, re-assessment in two years should be considered. 1. Movement and Attention: Astro is a kinesthetic learner, which means he benefits from moving his body while he thinks. It should be noted that while it may look as though Astro is not paying attention because he is moving around (e.g., wiggling, tapping his head, or moving in his chair), he may still be focused on the task at hand. Astro may benefit from accommodations within the classroom that allow him to move without distracting other students. Provide Astro with a wiggle cushion on his chair, which will allow for movement during seat work Provide Astro with a soft, thick rug under his feet. This will enable him to move and tap his feet, which will give him the physical stimulation that he needs, while keeping his tapping quiet and movement controlled.

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SURNAME, First 12 The use of small hand held fidgets while at his desk and/or during group work and the use of thera-bands on the legs of his chair may also provide Astro with the ability to move and focus. One source for tactile fidgets is http://toolsforkids.ca/. Allowing Astro to stand while completing work may also be beneficial. Astro should be encouraged to develop and utilize self-advocacy skills. This can include asking for movement breaks (e.g., walk to water fountain) and being able to choose whether to sit with a group or alone when working on tasks. 2. Writing Output: Astro presents with an awkward pencil grip, which he complained hurt his hand during testing. Furthermore, it appears that he expends considerable effort when writing (e.g., his entire body would tense up while he concentrates on what he writes). As such he may benefit from the following to improve his writing ease and output: Improve pencil grasp and/or make it more comfortable for Astro to use a pencil. This may increase his writing output as the physical aspect of writing will become easier for him and may also free some of his cognitive resources to enable him to process information more quickly while writing. o It may be beneficial to seek assessment and intervention from an occupational therapist regarding Astros pencil grasp o Try a variety of pencils and pencil grips out and encourage Astro to select and use the pencil and grip that he finds works best o The website http://www.hwtears.com/hwt may be of assistance in teaching Astro how to hold a pencil more comfortably and provide options for pencils and grips. Break longer writing tasks into shorter more manageable parts and provide Astro with non-writing breaks between written tasks Use of a word processing program to write longer assignments 3. General Learning Techniques: The following general suggestions may help Astro learn and remember information at school and home. Whenever possible, present information verbally, as Astro learns best through verbal information Astro may need reminders to attend carefully to visual cues. He would likely benefit from accompanying visually presented information with verbal explanations

________________________________ Charlene Bradford, B.A. Masters Student ________________________________

_____________________________ Cheryl Chase, M.Sc. Registered Psychologist

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SURNAME, First 13 , B.A., B.Ed. Masters Student

NOTE: Due to the developing and changing nature of an individuals skills and abilities, the
results and recommendations contained in this report are intended for current use. Care must be taken not to characterize an individual on the basis of statements in this report, and not to assume that such statements apply indefinitely. Any reference to these results and recommendations in the future should be made with caution.

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SURNAME, First 14 Appendix A. Wechsler Intelligence Scale for Children, 4 Edition

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The Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) is an individually administered, comprehensive clinical instrument for assessing the intellectual abilities of children ages 6 years, 0 months through 16 years, 11 months. The WISC-IV provides composite scores that represent intellectual functioning in specified cognitive domains (i.e., Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI) and Processing Speed Index (PSI)). Lastly, the WISC-IV provides a composite score that represents a childs general intellectual ability (i.e., Full Scale IQ (FSIQ)). Percentile scores, scaled scores, and confidence intervals are also provided to assist in interpretation. The IQ and Index scores have a mean of 100 and a standard deviation of 15. Each of the subtests has a mean of 10 and a standard deviation of 3. The subtests can be broken down as follows: Verbal Comprehension Index (VCI): is composed of subtests measuring verbal abilities utilizing reasoning, comprehension and conceptualization. Similarities, Vocabulary and Comprehension are the three core subtests that comprise the VCI, and Information and Word Reasoning are the two supplemental subtests of the VCI. Perceptual Reasoning Index (PRI): is composed of subtests measuring perceptual and fluid reasoning, spatial processing, and visual-motor integration. Block Design, Picture Concepts and Matrix Reasoning comprise the three core subtests of the PRI, and Picture Completion is the sole supplemental subtest of the PRI. Working Memory Index (WMI): is composed of subtests measuring attention, concentration and working memory. Digit Span and Letter-Number Sequencing comprise the two core subtests of the WMI and Arithmetic is the sole supplemental subtest of the WMI. Processing Speed Index (PSI): is composed of subtests measuring the speed of mental and graphomotor processing. Coding and Symbol Search are the two core subtests that comprise the PSI, and Cancellation is the sole supplementary subtest of the PSI. The results of the Full Scale IQ (FSIQ), Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI) and Processing Speed Index (PSI) are reported in the following tables. The scores on the WISC-IV have a mean of 100 and a standard deviation of 15.
NOTE: Due to the developing and changing nature of an individuals skills and abilities, the results and recommendations contained in this report are intended for current use. Care must be taken not to characterize an individual on the basis of statements in this report, and not to assume that such statements apply indefinitely. Any reference to these results and recommendations in the future should be made with caution.

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SURNAME, First 15 Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) Composite Scale Scores Summary Composite Scale Verbal Comprehension Index Perceptual Reasoning Index Working Memory Index Processing Speed Index Full Scale IQ Std Score 110 116 114 88 111 95% CI 102-117 106-123 105-121 81-98 105-116 Percentil Classification e 75 High Average 86 High Average 82 High Average 21 Low Average 77 High Average

Subtest Scores (S.S.) Summary Subtests Verbal Comprehension Index Similarities Vocabulary Comprehension (Information) Perceptual Reasoning Index Block Design Picture Concepts Matrix Reasoning Working Memory Index Digit Span Letter-Number Sequencing Processing Speed Index Coding Symbol Search (Cancellation) S.S. 15 10 10 12 9 14 14 11 14 6 10 4 Percentile Classification 95 50 50 75 37 91 91 63 91 9 50 2 Superior Average Average Average Average Above Average Above Average Average Above Average Below Average Average Extremely Low

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SURNAME, First 16 Appendix B. Wechsler Individual Achievement Test, 3 Edition

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The Wechsler Individual Achievement Test, Third Edition (WIAT-III) is a rich and reliable source of information about an individuals academic skills and problem-solving abilities that can be used to guide appropriate intervention. It is a comprehensive yet flexible measurement tool useful for achievement skills assessment, learning disability diagnosis, special education placement, curriculum planning, and clinical appraisal for preschool children through adults. The WIAT-III provides composite scores that represent academic ability in several domains (i.e., Reading, Mathematics, Written Communication, and Oral Communication). Percentile scores, scaled scores, and confidence intervals are also provided to assist in interpretation. The Composite and Scaled scores have a mean of 100 and a standard deviation of 15. The composites can be broken down as follows: Total Reading Composite: is composed of subtests measuring pre-reading, reading, and decoding skills. Word Reading, Reading Comprehension, Pseudoword Decoding, and Oral Reading Fluency are the subtests in this area. (Note: Oral Reading Fluency is not used in the calculation of the Total Reading Composite for students in Kindergarten and Grade 1). Basic Reading Composite: Word Reading and Pseudoword Decoding are the two subtests in this area. Reading Comprehension & Fluency: Reading Comprehension and Oral Reading Fluency. Mathematics Composite: is composed of subtests measuring the ability to evaluate and write numbers, to solve written calculation problems, identify geometric shapes, solve multi-step problems, and identify mathematical patterns. Numerical Operations and Math Reasoning are the two subtests in this area. Math Fluency: is composed of subtests measuring how quickly and accurately students can complete math questions. Separate scores can be derived for Addition, Subtraction and Multiplication (Grades 3-12). Written Expression Composite: is composed of subtests evaluating spelling and written communication including sentence and paragraph construction. Spelling, Alphabet Writing Fluency (Grades K-3), Sentence Composition (Grades 1-12), and Essay Composition (Grades 3-12) are the subtests in this area. Oral Language Composite: is composed of subtests measuring the ability to listen for details, generate a word that matches a given picture and oral description, generate stories from visual cues, and generate directions from visual or verbal cues. Listening Comprehension and Oral Expression are the two subtests in this area.
NOTE: Due to the developing and changing nature of an individuals skills and abilities, the results and recommendations contained in this report are intended for current use. Care must be taken not to characterize an individual on the basis of statements in this report, and not to assume that such statements apply indefinitely. Any reference to these results and recommendations in the future should be made with caution.

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SURNAME, First 17 APPENDIX B. Wechsler Individual Achievement Test, Third Edition (WIAT-III) Composite Standard Scores Summary Composite Scale Reading Composite Mathematics Composite Written Language Composite Oral Language Composite Total Achievement Standard Score 122 89 93 122 109 95% CI 112-132 82-96 85-101 112-132 105-113 Percentile 93 23 32 93 73 Classification Above Average Average Average Above Average Average

WIAT-III Subtest Scores Summary Subtest Scores Reading Composite Early Reading Skills Reading Comprehension Word Reading Pseudoword Decoding Oral Reading Fluency Mathematics Composite Math Problem Solving Numerical Operations Math Fluency Composite Written Language Composite Alphabet Writing Fluency Sentence Composition Spelling Oral Language Composite Listening Comprehension Oral Expression Standard Score 122 105 105 116 117 128 89 87 94 93 93 95 82 108 122 125 112 Percentile 93 63 63 86 87 97 23 19 34 32 32 37 12 70 93 95 79 Classification Above Average Average Average Above Average Above Average Above Average Average Average Average Average Average Average Below Average Average Above Average Above Average Average

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SURNAME, First 18

Empowering People Building Strengths