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CONFIDENTIAL PSYCHOLOGICAL REPORT

NAME: XXXX

DATE OF BIRTH: 7/31/1995

CHRONOLOGICAL AGE: 15:1

PARENTS/GUARDIAN: Mr. & Mrs. XXXX

GRADE/TEACHER: 10th

DATE OF EVALUATION: 9/24/2010

EXAMINER: Erin Milligan – School Psychology Graduate Student

REASON FOR REFERRAL

XXXX was seen for a psychological re-evaluation to review her progress within her
current program.

BACKGROUND INFORMATION:

XXXX is a 15-year old girl in the tenth grade at Chazy Central Rural School
(CCRS). She is currently classified as having Multiple Disabilities due to her
diagnosis of Juvenile Rheumatoid Arthritis (JRA), and language processing difficulties
in receptive as well as expressive language. XXXX currently is in Regular Education
classes with weekly resource room accommodations. XXXX also receives
Occupational Therapy (OT), and Physical Therapy (PT) as needed due to her JRA.

BEHAVIORAL OBSERVATIONS:

XXXX is an extremely polite and sweet young adult. She was cooperative and
very willing to do anything that was asked of her. XXXX appeared interested
throughout the entire administration and made small talk in between the subtests.
XXXX told the examiner that she doesn’t particularly like math, but her mother is a
math teacher so she is consistently encouraged to do well in math. XXXX
maintained good eye contact and readily answered questions putting forth her best
effort. Her interruptions were infrequent, but were usually in the form of asking the
examiner to repeat what was asked of her. During Math, she worked diligently to
complete each problem by utilizing her scrap paper, and refused to give up until she
provided an answer. XXXX did not exhibit complaints or verbal frustration
throughout the evaluation. Given her high level of cooperation with the tasks
presented, this evaluation is considered to be an accurate representation of her
current cognitive functioning.
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TESTS ADMINISTERED:
Record Review
Behavioral Observations
Kaufman Brief Intelligence Test – Second Edition (KBIT-2)
Kaufman Test of Educational Achievement – Second Edition (KTEA-2)

TEST RESULTS:
KBIT-2

Composi Stand. %ile Descriptive


te Score Cat.

Verbal 110 73 Average

Nonverb 99 47 Average
al

KTEA-2

Composi Stand. %ile Descriptive


te Score Cat.

Reading 110 75 Average

Math 92 30 Average

Writing 88 21 Average

RESULTS/INTERPRETATION/SUMMARY

On the KBIT-2, a brief measure of cognitive ability, XXXX presently performs


in the average range of functioning (SS=105, 63rd percentile). She displays overall
average verbal ability which measures verbal concept formation, reasoning ability,
and range of general information (SS=109, 73rd percentile). Her application of
solving novel problems, those that are not specifically taught or trained in class,
also fell within the average range (SS=99, 47th percentile).
Additionally, XXXX’s performance on the KTEA-2, which is a measure of
academic achievement, revealed that her reading skills are appropriately developed
and within age expectations (at the 75th percentile). This measures her ability to
decode words as well as answer questions about what was silently read. Her math
skills (at the 30th percentile) fall within average limits as well. This measures skills in
number concepts, addition, subtraction, multiplication, division, reading
tables/graphs, counting time or money, geometry, measuring, and figuring out an
answer from a word problem. It appeared that XXXX encountered difficulties when
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performing more advanced operations with fractions and decimals, but was
determined to do her best. Her written language domain falls within the average
range of functioning (at the 21st percentile). This requires attention to detail such as
knowing correct punctuation, grammar, and formulating a well written paragraph
about the previous information. Although she performs at grade level, XXXX
required repeated directions several times.
Behaviorally, XXXX is a cooperative and friendly young girl. Her test scores
show that she is capable of performing at grade level for her age. XXXX will benefit
from continuing with weekly resource accommodations and OT/PT as needed for her
JRA. These accommodations should be continued for XXXX to facilitate her
academically when she is struggling with the physical aspects of her JRA.

_________________________________
Erin E. Milligan.
School Psychology Graduate Student

_________________________________
Lori A. Miller, Supervisor
School Psychologist

_________________________________
Date

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