Intellectual and Educational Assessment of Ben - Assignment Example

Psychological report-Intellectual and Educational Assessment (Insert your name here) (University or college affiliate here) Task 1 i. Z-scores Z-scores for WISC-IV Results Full Scale IQ Z-scores = (the test score - the mean) /the standard deviation 99-100/15 = -0.06667 Verbal Comprehension 114-100/15 =0.93333 Perceptual Reasoning 90-100/15 = -0.66667 Working Memory 83-100/15 = -1.1333 Processing Speed 106-100/15 = 0.4 Z-scores for WIAT-II Results Word reading =0.6666 Numerical Operations = -0.33333 Spelling 0.53333 Pseudoword Operations =1.0 Maths Reasoning = -1.7333 ii. Percentile ranks for the scores Full Scale IQ = 48 Verbal Comprehension =17 Perceptual Reasoning = 26 Working Memory = 13 Processing Speed = 66 Word reading = 74 Numerical Operations = 38 Spelling = 69 Pseudoword Operations = 84 Maths Reasoning = 5 iii. a. 95% confidence intervals for Ben's WISC-IV scores 95%ci=2.60(sem)x1.96 95%ci=3.67(sem)x1.96 95%ci=3.97(sem)x1.96 95%ci=4.24(sem)x1.96 95%ci=4.97(sem)x1.96 95%ci=± 5.096 95%ci=± 7.19 95%ci=± 7.78 95%ci=± 8.31 95%ci=± 9.74 b. 95% confidence intervals for Ben's WIAT-II scores 95%ci=2.12(sem)x1.96 95%ci=4.50(sem)x1.96 95%ci=3.67(sem)x1.96 95%ci=2.60(sem)x1.96 95%ci=3.97(sem)x1.96 95%ci=± 4.15 95%ci=± 8.82 95%ci=± 7.20 95%ci=± 5.1 95%ci=± 7.78 Task 2 In this case, I will need about 95% confidence to ascertain that the two scores are different. Therefore separation by two standard errors of the difference is needed since only if it Task 3 From the table, Ben needs help with Maths Reasoning and Numerical Operations but does well with other subtests. Task 4 Like its predecessor, the application of Wechsler Intelligence Scale for Children fourth edition (WISC-IV; Wechsler, 2003a) in Ben’s situation can be greatly helped in cognitive assessment in this clinical practice. Ben’s mum ought to understand that the test above provides types of scores that can enable her interpret Ben’s intellectual functioning (Needelman et al., 2006). To begin with, the Full Scale IQ shows that he performed well and has good understanding of overall thinking and reasoning skills which generally involved two aspects; performance and verbal. For instance, the mother should understand that the score from Verbal IQ shows that Ben is doing well on tasks that require him to listen to questions and orally respond to them. On Verbal Comprehension, the mother needs to be told that this is the actual index score that helps her and Ben refine measure of verbal reasoning abilities (Lichtenberger & Smith, 2005). Therefore from the performance, Ben is above average with his score. That is, he is above average when given verbal information and asked to think and reason with words. As a point to note, the mum needs to be told that Ben, as also reported by the teacher is sweet and cooperative, his verbal reasoning abilities can therefore be characterized by the scores manifested. This Verbal Comprehension, as witnessed, varies across subtests thus showing that he is within the limits. Lastly, the mother ought to understand that Perceptual Reasoning on the other hand measures Ben’s ability to manipulate concrete materials or his ability to process visual stimuli so as to solve problem that are non-verbal. Therefore from the result shown, the mother should be aware that Ben has an average ability of dealing with non-verbal problems. This, well explained, includes his ability to efficiently use eye-hand coordination, and working quickly and efficiently with visual information. Task 5 Beginning with WISC-IV subtests, Ben has strength in Verbal Comprehension. This is an indication that it is as well the area that he must be performing well in class. As part of WIAT-II, he also has strength in Word Reading. His score is significantly high, an indication that it is another area where Ben must be performing very well. It can therefore be concluded just like Gregory (2007) concludes regarding Word Reading. Ben experiences less difficulty handling tasks that require this skill. On Numerical Operation skills, Ben scored marks which were not impressive but still within the limits that can allow him compete with his colleague favorably. However, it should be noted that within the same subtest, Ben could have problems with tasks that require him to complete tasks that require multiplication, division, addition and subtraction. Talking of this, Ben thus has weakness in Maths Reasoning as well. Ben is also strong in tasks that require picture arrangement and those that might require his matrix reasoning subtests. He is also strong in his processing speed and when he is presented with task of comprehending information from a novel for instance, Ben will spend less time. This is interpreted that his abilities in the subtests that are related with speed processing of information is above average. Unfortunately, Ben’s Working Memory Index shows a working memory skill which is still lower than expected. Finally, Ben was strong on Full Scale IQ as his performance on giving oral response after listening to a question was average. Task 6 The WISC–IV Integrated Technical and Interpretive Manual (Deakin University, 2009) discusses comprehensive issues that are related with the isolated use of the ability-achievement inconsistencies model that can be used in the identification of learning disability. With the case of Ben, it needs to be appreciated that though we have different models of evaluating learning disabilities (The Psychological Corporation, 2003) we still lack diagnostic makers that have been establish in the literature. Therefore with some progresses that have been made (rapid automatised naming and pseudoword for instance) Ben’s learning disability is going to be ascertained in the following manner: Ben obtained a Full Scale IQ of 99. This value is within the average range of abilities that children within his age can depict. Besides, as Kaufman et al. (2006) explains it, his score does not fall anywhere near the 1st percentile (meaning that when in a group of 100 children, Ben will by far surpass or achieve beyond the same or less than 1 if those children were his age mates). The same was also true regarding other areas that he was tested. That is, no much difference with his verbal and visual skills. In fact, as Kaufman et al. (2006) explain it, the ICD-10 (World Health Organisation) makes classification of an IQ score of 50 as on the cusp. Therefore Ben has no learning disability. Before ascertaining that indeed Ben has learning disorder there is a need to investigate Wechsler sub-tests. That is, a given learning disability is not anchored on variations among the sub-tests. Instead, we need to have a comparison of Ben’s achievement tests and that of intellectual level measured by the by the scores of IQ. This will help us understand his patterns of weakness and strength. Again, information required to be sure is that there must be have been an attempt and a failure when Wechsler’s scores was used find clues regarding Ben’s weakness and strength. Task 7 Based on Ben’s performance in both the WISC-IV and WIAT-II assessment, he has some cognitive problems in terms of working memory, numerical operations and maths reasoning. To begin with, Ben has good processing ability and that needs to be enhanced by balancing between visual models and oral presentation so that cases of excessive reliance on only visual models are controlled. On different note, the mother and teachers involved should be prepared to use simple and easy to understand language and approach when handling mathematics related tasks. While doing this, distracters such as TV should be avoided. On other hand, Ben will require to be told concepts more than once as it takes several times before he will be able to remember them. In general, Ben still requires support from the mother and teachers in order to learn new tasks and be able to cope with the demands of his life owing that the parents are separated and he needs to juggle that with class work. Task 8 There was an examination of WISC IV reliability where internal consistency values were examined (Reitan, 1955). These included subtest values that went through test-retest to ascertain reliability. According to this reliability test, inter-scorer reliability posted by the research indicates over 98% (Kaufman et al., 2006). On the other hand, researches have continued to ascertain validity of WISC IV in different ways. For instance, Content Validity has been put into test by different researches. This has included creation of contents similar to others, establishment of tests meant to expand the evaluation of base of the WISC IV. The results indicate was 98% valid. (Wechsler, 2003b) With WIAT–II, there have been test-retests to ascertain reliabilities and the result has ranged from 0.86-0.99. Wechsler, (2003b) reports that when linked with other tests such as WAIS-III and WISC-IV, there is valid discrepancy. On its validity, accumulated studies on WIAT–II have included construct, content and criterion which have indicated that sub-tests and composites have over time been measuring the achievement constructs designed to measure. Gregory (2007) also explains that when correlation of the WIAT–II is taken vis-à-vis achievement test scores, moderations and consistent scores across a variety of individual scores have been witnessed. This pattern, if need to be commented on, shows standardization samples that have been able to align itself with different performance on comparable tests. In terms of its strength, WISC IV has considerable strengths that makes it credible test. To begin with is its stout four-factor structures worked across different ranges of ages of the test administered. There is also increment in its development appropriateness where there is modification of instructions to be used and lastly is the improved psycho-metric property. On different research, Deakin University (2009) reports that there have been alteration and restructuring that have been considered its strength. On a separate note, there have been weaknesses reported on WISC IV. For instance, there is concern that the test does not incorporate psychological and educational tests standards needed. That is, standards were new when WISC IV was under the process of development and thus did not get space in the test. Other intelligence tests too are reported to have fallen short due to the same reason. References Deakin University (2009). Study guide for HPS309 and HPS789 psychological testing and measurement. (Module 6) Gregory, R.J. (2007). Theories and individual tests of intelligence and achievement (Chapter 5). In Psychological testing: history, principles and applications (fifth edition). Boston: Allyn & Bacon. pp224-231. Kaufman, A.S., Flanagan, D.S., Alfonso, V.C., & Mascolo, J.T. (2006). WISC-IV Review. Journal of Psychoeducational Assessment, 23(4), 278-295. Lichtenberger, E.O., & Smith, D.R. (2005). Essentials of WIAT-II and KTEA-II assessment. John Wiley & Sons: N.J. pages 13-25 & 82-85. Needelman, H., Schnoes, C.J., & Ellis, C.R. (2006). The new WISC-IV. Developmental and Behavioral Pediatrics, 27(2), 127-128. The Psychological Corporation. (2003). WISC-IV technical and interpretive manual. San Antonio, TX: Author. Reitan, R. M. (1955). Certain differential effects of left and right cerebral lesions in human adults. Journal of Comparative and Physiological Psychology, 48, 474-477. Wechsler, D. (2003a). Wechsler Intelligence Scale for Children–Fourth Edition. San Antonio, TX: The Psychological Corporation. Wechsler, D. (2003b). Wechsler Intelligence Scale for Children–Fourth Edition (WISC-IV) administration and scoring manual. San Antonio, TX: The Psychological Corporation. Read More

It can therefore be concluded just like Gregory (2007) concludes regarding Word Reading. Ben experiences less difficulty handling tasks that require this skill. On Numerical Operation skills, Ben scored marks which were not impressive but still within the limits that can allow him compete with his colleague favorably. However, it should be noted that within the same subtest, Ben could have problems with tasks that require him to complete tasks that require multiplication, division, addition and subtraction.

Talking of this, Ben thus has weakness in Maths Reasoning as well. Ben is also strong in tasks that require picture arrangement and those that might require his matrix reasoning subtests. He is also strong in his processing speed and when he is presented with task of comprehending information from a novel for instance, Ben will spend less time. This is interpreted that his abilities in the subtests that are related with speed processing of information is above average. Unfortunately, Ben’s Working Memory Index shows a working memory skill which is still lower than expected.

Finally, Ben was strong on Full Scale IQ as his performance on giving oral response after listening to a question was average. Task 6 The WISC–IV Integrated Technical and Interpretive Manual (Deakin University, 2009) discusses comprehensive issues that are related with the isolated use of the ability-achievement inconsistencies model that can be used in the identification of learning disability. With the case of Ben, it needs to be appreciated that though we have different models of evaluating learning disabilities (The Psychological Corporation, 2003) we still lack diagnostic makers that have been establish in the literature.

Therefore with some progresses that have been made (rapid automatised naming and pseudoword for instance) Ben’s learning disability is going to be ascertained in the following manner: Ben obtained a Full Scale IQ of 99. This value is within the average range of abilities that children within his age can depict. Besides, as Kaufman et al. (2006) explains it, his score does not fall anywhere near the 1st percentile (meaning that when in a group of 100 children, Ben will by far surpass or achieve beyond the same or less than 1 if those children were his age mates).

The same was also true regarding other areas that he was tested. That is, no much difference with his verbal and visual skills. In fact, as Kaufman et al. (2006) explain it, the ICD-10 (World Health Organisation) makes classification of an IQ score of 50 as on the cusp. Therefore Ben has no learning disability. Before ascertaining that indeed Ben has learning disorder there is a need to investigate Wechsler sub-tests. That is, a given learning disability is not anchored on variations among the sub-tests.

Instead, we need to have a comparison of Ben’s achievement tests and that of intellectual level measured by the by the scores of IQ. This will help us understand his patterns of weakness and strength. Again, information required to be sure is that there must be have been an attempt and a failure when Wechsler’s scores was used find clues regarding Ben’s weakness and strength. Task 7 Based on Ben’s performance in both the WISC-IV and WIAT-II assessment, he has some cognitive problems in terms of working memory, numerical operations and maths reasoning.

To begin with, Ben has good processing ability and that needs to be enhanced by balancing between visual models and oral presentation so that cases of excessive reliance on only visual models are controlled. On different note, the mother and teachers involved should be prepared to use simple and easy to understand language and approach when handling mathematics related tasks. While doing this, distracters such as TV should be avoided. On other hand, Ben will require to be told concepts more than once as it takes several times before he will be able to remember them.

In general, Ben still requires support from the mother and teachers in order to learn new tasks and be able to cope with the demands of his life owing that the parents are separated and he needs to juggle that with class work.

Read More