Case Study
Diagnostic Report
469
Name of Student: __Josh Jones______________________________________________
School: __School B_______________________________________________
Birthdate: _07-05-90________ Age: __11-9__________________________
Year/Months
Grade: __5th____________________________________________________
Examiner: __Heather Moan___________________________________________
Reason for Referral:
Josh Jones is currently an eleven year, nine month year old fifth grader receiving special education services at School B. He had been referred for a triennial evaluation.
Background Information:
Josh has been receiving special education services since he was eight years old. He is educated in an inclusive setting, with support from a special education teacher who co-teaches with his general education teacher.
Previous Test Data:
Josh has previously been administered two tests. He has been administered the Weschler Intelligence Scale for Children – Third Edition (WISC-III) and the Vineland Adaptive Behavior Scale – Classroom Edition. The WISC-III is a measure of intelligence for children ages six and a half to sixteen and a half. The test measure two areas, verbal areas and performance areas. The Vineland is an assessment of adaptive behavior in the classroom. It covers the domains of Communication, Daily Living Skills, Socialization, and Motor Skills. Josh’s scores fell significantly below the average range of academic functioning based upon comparison to his same aged peers on both tests.
Test Results and Interpretation:
The Slosson Intelligence Test – Revised (SIT-R) is a short individualized test measuring a child’s verbal intellectual potential. It is typically used as a screening measure and should only be interpreted as a gross measure of verbal abilities. Josh’s scores feel within the below average range of academic functioning based upon comparison of his same aged peers. Josh’s age standard score of 62 and percentile ranking of 1 suggests that his academic skills are well below expectations for his current grade placement. Josh performed better than only 1 % of his peers.
The Peabody Picture Vocabulary Test – Third Edition (PPVT-3) is a test of listening comprehension. Its first purpose is a measure of an examinee’s receptive vocabulary. For this it is an achievement test of the level of a person’s vocabulary. Its second purpose is a screening test of verbal ability. Josh’s score on this test fell below average based upon comparison to his same aged peers. Josh’s age standard score of a 69 and percentile ranking of 2 suggests that his academic skills are below expectations for his current grade placement. Josh performed better than only 2 % of his peers.
The purpose of the Wide Range Achievement Test – Third Edition (WRAT-3) is to gain information about basic academic skills including reading recognition, spelling, and arithmetic. Josh’s scores fell significantly below the average range of academic functioning based upon comparison to his same aged peers. Josh’s strongest performance was in the area of spelling where he earned an age standard score of 73 and a percentile ranking of 4. Reading recognition and arithmetic skills were somewhat weaker with age standard scores of 69 and percentile rankings of 2. These scores suggest that Josh’s academic skills are below expectations for his current grade placement.
The Peabody Individual Achievement Test – Revised (PAIT-R) is an individually administered wide range achievement test. It assesses six content areas of general information, reading recognition, reading comprehension, mathematics, spelling, and written expression. Josh’s scores feel within the below average range of academic functioning based upon comparison to his same aged peers. His strongest performance was in the area of mathematics with an age standard score of 70 and a percentile ranking of 1. General information, reading recognition, reading comprehension, spelling and total test scores were somewhat weaker. Josh earned an age standard score of 61 on general information and a percentile ranking of 1. He earned an age standard score of 62 on reading recognition and a percentile ranking of 1. He earned an age standard score of65 on reading comprehension and a percentile ranking of 1. He earned an age standard score of 59 on spelling and a percentile ranking of 1. Josh earned an age standard score of 55 on total test and a percentile ranking of 1. Most of these scores suggest that Josh’s academic skills are below expectations for his current grade placement. Math was a strong point for Josh.
Summary and Recommendations:
Josh is currently an eleven year, nine month fifth grader. He has been referred for a triennial evaluation. He has been receiving special education services since he was eight. These test results suggest Josh’s academic skills in the areas of reading, language, and mathematics are in the below average range. Josh appears to function below his same aged peers. Josh had higher scores in the area of math on the WRAT-3 and PIAT-R but is still functioning below his same aged peers. Josh also falls significantly below average when being compared to his same aged peers on the intelligence tests that were administered. This examiner feels as though Josh still needs special education services.
Josh may benefit from individual study or preparatory courses offered by private tutors of agencies. This may help him concentrate more on what he is doing. Josh may also benefit from tutoring from his same aged peers. They think more on his age level than an adult would, therefore he could benefit from a tutor more his age. For Josh’s parents and teachers I would recommend lots of one on one time with Josh. For him to understand what he is doing he has to have one on one training.
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Name Of Examiner Signature of Examiner