U-CAPES

University of Calgary Applied Psychological & Educational Services (U-CAPES)

Assessment, Intervention and Professional Development Kelly Dean Schwartz, Ph.D., Director
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2nd Floor, Education Block (Room 281)

2500 University Drive NW

Calgary, AB T2N 1N4

Tel: (403) 220-2851 Fax: (403) 210-8712 Email: UCAPES@ucalgary.ca

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CLIENT NAME: BIRTHDATE: AGE: GRADE:

October 26, 1991 18 years, 9 months completed grade 12

DATE OF ASSESSMENT: July 27, 2010 DATE OF REPORT: August 11, 2010

EXAMINER(S) and REPORTER: RK / Jaylene Bettcher / DK

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: A was referred for an expressive and receptive vocabulary assessment by teacher K C of the University of Calgary in order to assess As English vocabulary skills. BACKGROUND INFORMATION: A is an 18-year-old male, who currently lives with his mother, father, and younger brother (14 years of age). A communicates with his family primarily in Cantonese and Mandarin, and they rarely communicate in English. A was born in Toronto; however, A and his family moved to Hong Kong where A was enrolled in an English speaking school. A recalls that the English he learned at school in Hong Kong is a lot

FACULTY OF EDUCATION
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2 different then what he is learning here. When A was 16, his family and he moved back to Canada and settled in Calgary. A was enrolled in an English speaking school where he completed his high school education to grade 12. A has not had a lot of exposure to English outside of a school setting. A stated that he is most comfortable speaking Cantonese, which is also the language that he prefers to speak with his friends. As hobbies include soccer and video games. ASSESSMENT INSTRUMENTS: Expressive Vocabulary Test, Second Edition (EVT-2) Peabody Picture Vocabulary Test-4th Edition Form X administered (PPVT-IV) ASSESSMENT RESULTS AND INTERPRETATIONS: Peabody Picture Vocabulary Test-4th Edition Form A administered (PPVT-IV) The Peabody Picture Vocabulary Test-4th Edition (PPVT-IV) is a test of listening comprehension for spoken English. It is designed to measure a students vocabulary acquisition that does not require a spoken response. A was administered the PPVT-IV Form A, and was required to respond by pointing to the picture or indicating the number of the picture which depicted the vocabulary word presented to him orally. A obtained a score in the Extremely Low range at the <0.1 percentile. In analyzing the errors, 21% of As overall errors were made with nouns, 13% of his overall errors were made with attributes, and 14% of his overall errors were made with verbs. A demonstrated more difficulties with nouns, which are typically more concrete and straightforward, compared to verbs, which require a more abstract thought process. It was noted by the examiner that the majority of his errors were in identifying the harder, more advanced or specific types of nouns, adjectives or verbs. For example, he may have been able to identify car but was unable to identify vehicle. His response to many items was I dont know. Expressive Vocabulary Test, Second Edition (EVT-2): The Expressive Vocabulary Test, Second Edition (EVT-2) is designed to measure expressive vocabulary and word-retrieval abilities, or the ability to retrieve and pronounce the correct word in order to communicate verbally. The EVT-2 Form A was administered and measured As expressive vocabulary and word retrieval. A was required to respond with a one-word answer when presented with a question pertaining to either a picture or stimulus word. A obtained a score in the Extremely Low range at the 0.3 percentile. In analyzing the errors, 21% of As overall errors were made with nouns. At the end of the assessment the examiner tested the limits and requested that A name the final items in Cantonese. A answered 4 out 5 items in Cantonese. FORMULATIONS/SUMMARY: Although A showed signs of being nervous, he was willing to take part in the assessment and tried to perform his best. The examiner noted that he took time to diligently examine each picture before answering and, when needed, requested the examiner to repeat words he was unsure of. A was

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CHAN, Aaron Ka Yeung 3 very polite and respectful throughout the entire assessment. He was able to converse with the examiner, and shared personal information about himself and his hobbies with both examiners. As receptive and expressive language skills are within the Extremely Low range. Although A was born in Canada, he has only been exposed to English in Canada for approximately 2 years, and he primarily communicates with Cantonese. In order to increase his expressive and receptive language, A may benefit from increasing his word knowledge and expanding his knowledge of basic nouns. A is encouraged to use visuals whenever possible to reinforce auditory and verbal communication. A presented himself as a quiet, polite person, so it is imperative that he understands that asking for clarification from people is alright.

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