WERKLUND SCHOOL OF EDUCATION

Integrated Services in Education

EDT 408, 2500 University Drive NW
Calgary, AB, Canada T2N 1N4
werklund.ucalgary.ca/ise/
_____________________________________________________________________________________________________________________________________________________________________

Integrated Services in Education

Director: Gabrielle Wilcox PsyD, NCSP, RPsych
Tel: 403.220-2851

Fax: 403.210.8712

Email: ucapes@ucalgary.ca

_____________________________________________________________________________________________________________________________________________________________________

CLIENT NAME:
BIRTHDATE:
AGE:
SCHOOL:
GRADE:

Bowie, David
XXXX
9 years, 4 months
XXXX
3

DATES OF ASSESSMENT: July 7th & 9th, 2015

DATE OF REPORT:
ASSESSED BY:
SUPERVISING PSYCHOLOGIST:

Amanda Medland
ISE Student Clinician
Gabriela Valenzuela
Registered Psychologist

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:
David Bowie was referred for a psycho-educational assessment by his parents, Mr. and Mrs.
Bowie, who expressed concerns regarding his academic performance. According to Mr. and Mrs.
Bowie, all of Davids former teachers have reported that he requires extra help and struggles with
all areas of learning. This assessment was requested to determine his strengths and needs in order
to define strategies to support his learning and achievement at school.
BACKGROUND INFORMATION:
Davidsbackgroundinformationwasgleanedfromclinicquestionnairesandsemistructured
interviewswithDavidandhisparents.
David is a 9-year-old male who lives with his parents in both Mexico and Canada throughout the
year. He was born in Mexico and has travelled back and forth between the two countries

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throughout his entire life, often spending half of the school year in Canada and the other half in
Mexico. When living in Mexico there are periods of time when he will not see his father for
several months due to work, but he maintains regular contact and shows excitement when his
father returns. David will offer to help his father with chores around the house in order to spend
time with him when his father is at home. David also helps around the house by keeping his
room clean, washing dishes, and by feeding and cleaning up after the dog. When David presents
behavior concerns, Mr. and Mrs. Bowie indicated that they typically talk through any concerns
with David, with the occasional use of timeoutandprivilegeremovalasconsequences.At
times,DavidsparentswillaskDavidwhathebelievesisareasonableconsequence,andhewill
suggestanoptionthatismoreseverethanhisparentswouldhavesuggested.Also,Davids
parentsidentifythatheisabletocarryoutsimpleinstructionsbutwillgetdistractedorneeds
frequentpromptstostayontaskbothwithinthehouseandwhileworkingonacademics.
In terms of parental educational history, both Mr. and Mrs. Bowie completed university degrees,
and they currently work in the film industry and property management, respectively. Moreover,
Mr. Bowie reported difficulties in grade school, experiencing trouble with reading, writing,
spelling, and math, as well as experiencing anxiety.
Birth & Development
Mrs. Bowie reported that the pregnancy was unremarkable. Labor was induced at 36 weeks;
delivery was complicated by failure to progress and resulted in general anesthesia and Cesarean
section. However, there were no post-delivery health concerns. All of Davids language and
developmental milestones were apparently reached within typical limits, and he was a happy
child overall.
Medical
Davids parents describe him as a generally healthy child, with the exception of undergoing
invasive dental work requiring several root canals at the ages of 5 and 7 years. Mr. Bowie claims
that David may have allergies to things in his environment, but they are not aware of any
particular triggers.
Educational
David recently completed a semester of home schooling in conjunction with Cooperate Home
School in Mexico. Prior to this, David was exposed to a variety of learning environments. In the
years of kindergarten, David completed one semester in Calgary at Elementary, a Spanish
Bilingual school and the second semester was completed in Mexico at an international school.
During his grade one year, David continued to attend Elementary for the fall and then a Waldorf
style school in Mexico for the winter semester. Once in Grade 2, Davids parents decided to
enroll him full time at School in Mexico where he continued to complete grade 2 and one
semester of Grade 3. At this point, Davids teacher identified that she was not able to connect,
motivate or inspire him and encouraged that the family consider alternative schooling options,
resulting in the decision to homeschool. For his final semester of Grade 3 he was taught by his
parents and by attending a homeschool group 3 times per week.
Integrated Services in Education
EDT 408, 2500 University Drive NW
Calgary, AB, Canada T2N 1N4

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Mr. and Mrs. Bowie report that since kindergarten, teachers in both countries have suggested that
David struggles with learning and is behind same aged peers in all areas. David acknowledges
that school is difficult for him, and his parents report that he finds Math particularly unenjoyable.
Davids parents report they were not given much information about Davids school experience,
but that he was often unmotivated and will zone out by staring off and not paying attention.
Throughout his education, David has never received homework and the schooling operated on a
continuous learning schedule during which he did not receive formalized tests to assess the
knowledge gained.
Mr. and Mrs. Bowie report that most of his schooling was administered 50/50 in English and
Spanish. Davids parents identified that at home they speak primarily English but they believe he
understands the Spanish language when spoken to him. His parents rely on his schooling
environment to teach him the fundamentals of the Spanish Language. Davids parents reported
that he refuses to speak in Spanish, and David identifies that he does not know how.
Behavioural, Social, and Emotional Functioning
Mr. and Mrs. Bowie reported several concerns regarding Davids social/emotional functioning.
Mrs. Bowie commented that David seemed to be seeking sensory stimulation on a regular basis; ,
and it had been suggested to her that the family might consider diagnoses such as Sensory
Processing Disorder or Autism Spectrum Disorder. More specifically, if given the opportunity,
David will spend long periods of time running back and forth in a line, swinging his arms in a
sword wielding fashion. Mrs. Bowie reported that she believes he is playing out his favorite
fantasy game, but will engage in this activity for such a long duration that he has worn out a path
in their yard. Prompts to squeeze his hands or giving deep pressure stimulation have been
successful to direct his movements to a more socially appropriate avenue, although David has
not shown the ability to independently correct these behaviours. Davids parents have also
reported that he seems oversensitive to sights and noises and will overreact by covering his ears
to sirens and loud noises. The school also reported that David often hid or liked to be contained
inside boxes. Mr. and Mrs. Bowie were told that they should consider diagnoses such as Sensory
Processing Disorder or Autism Spectrum Disorder.
Socially, David has started to seek out friendships with the neighbouring children in Mexico, and
can report several friendships in both countries. Mrs. Bowie identified that he prefers to engage
in one-on-one interactions or small groups of three children. Davids parents also reported that he
could spend long periods of time engaged in imaginary play. If David starts playing an imaginary
game with friends, he can be flexible with the story and rules, but finds it difficult to incorporate
children into preexisting imaginary games that were previous solitary activities. David will also
initiate physical play such as wrestling with peers, but during this he often becomes the target or
becomes injured without knowledge of how this occurred.
Mr. and Mrs. Bowie identified that David is easily distracted or will not pay attention. He may
stare off and daydream when doing schoolwork and needs coaxing to be engaged. Davids
parents brought their concerns to their pediatrician in Mexico who ruled out ADHD for David.
Integrated Services in Education
EDT 408, 2500 University Drive NW
Calgary, AB, Canada T2N 1N4

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Davids skills lie in his artistic abilities, as his parents identify he can copy intricate drawings or
designs with precision or memorize scripts from his favorite movies and rehearse or repeat them
back. His parents also report that he is very capable of standing up for him self and letting others
know when he is in need of assistance.
ASSESSMENT INSTRUMENTS/PROCEDURES:
Semi-Structured interviews with David and his parents
Wechsler Intelligence Scale for Children Fourth Edition (WISC-IV)
The Wechsler Individual Achievement Test Third Edition (WIAT-III)
Behaviour Rating Inventory of Executive Function (BRIEF) Parent Form
Conners-3 Parent Form
Informal Autism Rating Scale
OBSERVATIONS
Assessment Observations
Davidarrivedattheclinicwithbothofhisparents.Whilehewaswaitingintheplayroom,David
appearednervous.DavidexhibitedconversationthatwasonesidedwithDavidonlytalking
abouthisinterestsratherthanengaginginareciprocalconversation.Hiseyecontactwas
sporadicandherarelylookeddirectlyattheconversationalpartner.Daviddidnotengageinany
play,butrathermadecommentstotheadultaboutconversationaltopicsthattheotherchildren
wereengagedin.Heshowednoconcernfortheotherchildintheroomanddidnotengagewith
him.
The assessment occurred in a quiet room that was relatively free from distractions and
interruption. David presented as a quiet yet confident young man who appeared comfortable with
the testing environment. He warmed up quickly and openly answered questions about himself,
showing excitement when talking about something he liked or that he was proud of. As the
assessment progressed David become increasingly distracted by the 2-way mirror and would
frequently try to look through it. Prompts to redirect his attention were often unsuccessful,
although he would continue to answer questions or complete subtests while staring into the
mirror. When David was not looking at himself in the mirror, he would find things to fidget with
such as garbage, or by picking his nose or placing his hands in his pants. He also found an elastic
band that he preceded to use for hand weaving while continuing to be involved in the
assessment. David would interrupt the instructions given to him by saying OK, I get it but then
would answer questions quickly without thinking or planning his work. When presented with
tasks that he found difficult he would comment as such and ask for breaks frequently. David
appeared to exhibit more task persistence when he knew how many items he would have to
complete before having a break from work. He would often talk through his answers, or
verbalize what he was thinking, rationalizing his decisions. For example, on Picture Concepts,
which required him to select an overarching theme from several rows of images, he would create
a story matching items together rather than finding a common concept. He would rush through
activities with little planning, focusing more on quantity rather than quality of his work.
Integrated Services in Education
EDT 408, 2500 University Drive NW
Calgary, AB, Canada T2N 1N4

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Despite his frequent distractions, David showed considerable effort, concentration, and
determination throughout the assessment. He appeared to adequately understand the task
requirements, appeared comfortable in the tasks being asked of him, and gave his best effort on
all subtests; therefore, these results are believed to be an accurate reflection of his cognitive
abilities and academic achievements.
RESULTS:
Cognitive Functioning
The Wechsler Intelligence Scale for Children- Fourth Edition (WISC-IV, Canadian norms) 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.
*Percentiles provide an estimate of a childs functioning relative to other same-aged children
and indicates the proportion of children who have achieved a score equal to or less than the
specific score identified. For example, a score of 20 means that 19 out of 100 children scored
lower or 79 out of 100 higher.
Davids level of cognitive functioning in specific areas was assessed using the WISC-IV. Due to
significant discrepancy between Davids index scores, the FSIQ does not provide an adequate
representation of his overall cognitive abilities. As such, his cognitive abilities are best
understood by looking at his Global Achievement Index. David Bowie obtained a GAI of 97,
which places him within the Average range (42nd percentile).
The Verbal Comprehension Index score examines a students word knowledge, social
comprehension skills, and verbal concept formation. Verbal reasoning develops largely as a
function of both formal and informal educational opportunities and experiences, and it represents
a students overall ability to reason using previously learned information. The ability to perform
these types of tasks is important because it shows the extent to which David can utilize his
conceptual thinking, cognitive flexibility, and verbal skills. Davids scores on the Verbal
Comprehension Index indicate abilities in the Average range (70th percentile). Although Davids
score falls within the average range, it can be viewed as a personal strength when compared to
other indices. This Index is comprised of three subtests, Similarities, Vocabulary, and
Comprehension whereby he scored at the 75th percentile, 75th percentile, and 50th percentile,
respectively.
The Perceptual Reasoning Index is a measure of perceptual and fluid reasoning, spatial
processing and visual-motor integration. Tasks in this area require the student to analyze and
synthesize visual stimuli, as well as to reason with it. Subtests require that the student apply
visual perception, visual organization, and visual discrimination skills. Davids scores on the
Perceptual Reasoning Index indicate abilities in the Low Average range (16th percentile). His
scores varied within this index from the 9th percentile on Picture Concepts and the 25th percentile
Integrated Services in Education
EDT 408, 2500 University Drive NW
Calgary, AB, Canada T2N 1N4

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on Block Design to the 37th percentile on Matrix Reasoning. When comparing Davids verbal and
nonverbal abilities, David demonstrates a significant strength with his ability to verbally reason
with information. David will benefit from teaching instructions delivered in a verbal manner in
order to increase understanding of concepts and expectations.
The Working Memory Index is a measure of a students ability to temporarily retain information
in memory, perform some operation or manipulation with it, and produce a result. Working
memory is affected by attention, concentration, mental control, and reasoning and is closely
related to achievement and learning. David obtained a score in the Low Average range (18th
percentile). On the Letter-Number Sequencing subtest, he was at the16th percentile, and on Digit
Span subtest score at the 25th percentile.
The Processing Speed Index represents a students ability to fluently and automatically focus
attention during cognitive tasks. Davids ability to quickly and correctly scan, sequence, or
discriminate simple visual information is in the Extremely Low range (1st percentile). His
performance in this category shows that he has extreme difficulties efficiently processing and
reproducing visual information at approximately the same rate as his same-aged peers. During
this, David would work at a constant pace, but would frequently be making errors, which
affected the accuracy of his work. This Index includes Coding and Symbol Search, whereby he
scored at the 0.4th percentile and 2nd percentile, respectively, which shows large deficits in his
processing speed.
Attention and Executive Functioning
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.
Davids mother completed the BRIEF (parent form) to assess his current abilities in executive
functioning.Mrs.BowieindicatedaslightlyAtRiskrangeintheMetacognitionIndexas
comparedtosameagedpeers(60thpercentile).Specifically,Mrs.BowierateshimintheAtRisk
rangeforhisabilitytoinitiate(i.e.,beginningatask,independentlygeneratingideas,responses,
orproblemsolvingstrategies),toutilizehisworkingmemory(e.g.,hastroubleconcentratingon
schoolworkandchores,andiseasilydistractedbynoises,activity,sights),andtoplanor
organize(i.e.,anticipatefutureevents,setgoals,determinethemosteffectivestrategiestoattain
goal).Mrs.BowiealsoratedDavidintheAtRiskrangeforinhibit(i.e.,theabilitytoinhibit,
resistornotactonanimpulse)andshift(i.e.,abilitytomaketransitions,problemsolveflexibly,
switchoralternateattention,andchangefocusfromonemindsetortopictoanother).

Integrated Services in Education

EDT 408, 2500 University Drive NW
Calgary, AB, Canada T2N 1N4

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The Conners-3 uses observer ratings to help assess attention-deficit/hyperactivity disorder
(ADHD), and to evaluate problem behaviour in children and adolescents. Any score in the
Markedly or Moderately Atypical range suggests a high level of maladjustment. Scores in the
Mildly Atypical range indicate a possible significant problem and scores in the Slightly Atypical
range indicate a possible concern.
The Conners-3 was used to compare Davids behaviours to other typically developing children
his age. Based on the report from Davids mother, his scores fell in the Very Elevated range on
the Inattention (i.e., poor concentration, easily distracted) and Learning Problems scales, and
Elevated on the Hyperactivity/Impulsivity scale (i.e., high activity levels, difficulty being quiet,
disrupting others, restless and impulsive). David scored in the Very Elevated Range for ADHD
Predominantly Inattentive presentation (73rd percentile), yet did not meet symptom count as per
the DSM-V guidelines.
Unfortunately, it was not possible to gather any additional information regarding Davids
attention and executive functioning from his previous school.
Academic
The Wechsler Individual Achievement Test - Third Edition (WIAT-III, Canadian norms) is a
standardized individually administered measure of achievement and functioning 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. WIAT-III
scores do not reflect the Alberta curriculum or age/grade placement relative to that curriculum.
For consistency, the results of the WIAT-III are interpreted with the qualitative descriptors of the
WISC-IV.
Davids academic function was assessed in the areas of reading, written language, oral language,
and math. His overall Total Achievement Composite score fell in the Borderline range (5th
percentile). This means, Davids achievement is better than or equal to 5 percent of his peers.
The abovementioned domains were further assessed in order to gain a more comprehensive view
of Davids current abilities.
Davids Total Reading Composite score was determined to be in the Borderline range (5th
percentile). Despite a reduced reading rate, Davids Reading Comprehension score was in the
Average range (39th percentile), during which he showed the ability to go back to a passage and
find information to answer questions. When David was asked to read aloud from a list of words,
and a list of non-words designed to apply phonetic decoding skills, he scored in the Extremely
Low range (2nd percentile) on both tasks. David also struggled when asked to read grade-level
passages out loud, which is designed to assess speed, accuracy and rhythm of reading, by scoring
in the Borderline range (5th percentile). OntheEarlyReadingSkillssubtest,whichmeasures
severalareasconsideredimportantfordevelopingreadingskills,hescoredintheLowAverage
range(16thpercentile).

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Calgary, AB, Canada T2N 1N4

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In terms of written expression, Davids overall performance placed him in the Extremely Low
range (1st percentile). He struggled significantly with spelling (0.1st percentile), as he was unable
to spell age appropriate words. When required to compose sentences David performed in the
Borderline range (8th percentile). David also showed difficulties with composing an essay,
scoring in the Extremely Low range (1st percentile). Throughout all measures of written
expression, David struggled to use his phonetic knowledge to accurately spell familiar and
unfamiliar words.
David demonstrated significantly higher performance on measures for Oral Language, scoring in
the Average range (45th percentile). David scored in the Average range for Listening
Comprehension (47th percentile), when asked questions about an audio track and identify images
based on verbal prompts. He performed in the Average range for his oral expression which
measured expressive vocabulary, word retrieval and verbal short-tem memory (45th percentile).
When compared to Davids other academic skills his oral language skills are a personal strength
for David.
In regard to mathematics, David scored in the Borderline range, performing at the 7th percentile.
When asked to do grade-level math problems, David scored in the Borderline range in Math
Problem Solving (8th percentile) and Numerical Operations (8th percentile). In Math Fluency,
David was asked to complete a series of calculations within a time limit. He scored in the
Borderline Range on the Addition (4th percentile) and Subtraction (8th percentile) subtests, and
scored in the Below Average range on the Multiplication subtest (16th percentile). David
struggles with understanding basic math concepts and applying them consistently in a timely
manner.
Social, Emotional, Behavioural Functioning
An informal Autism Rating Scale was completed by Mrs. Bowie to assess Davids behaviours
that may be indicative of Autism Spectrum Disorder. Mrs. Bowie reported that David struggles
with reciprocal social interactions, as he often stays on the periphery, engages in unusual
behavior, is unable to read social cues of other peers, and has a limited use of communication
with others such as lacking facial expressions or eye contact. It was also reported that he has
difficulty with theory of mind and the concept that others may have different feelings or interests
than him. David also experiences lack of cognitive flexibility and impaired imaginary play.
Lastly, David experiences sensory sensitivities around smells, loud noises and underreacts to
pain. David also will stand too close to objects or people, or will withdraw to avoid sensory
stimulation.
Mrs. Bowies indicators on the rating scale showed consistent information to the observations of
behavior within the testing environment. During this time, he was given the opportunity to
interact with both adults and similar aged children. Unfortunately, it was not possible to gather
any additional information regarding Davids social, emotional, and behavioural functioning
from his previous school.
CONCLUSIONS
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Calgary, AB, Canada T2N 1N4

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David presents as a happy, self-confident 9-year-old male who has a positive attitude about his
family life and peers. Despite his positive self-regard, David acknowledges that school is hard
for him and that he struggles with most areas. David was referred for testing by his parents due
to concern across all areas of academics.
Current assessment results indicate that Davids overall cognitive abilities are within the Average
range, as identified by the GAI. Specifically, David displays an average ability to reason with
verbal information. David shows a low average ability to manipulate information in short-term
memory and perceptually reason with non-verbal concepts. In areas where David was required to
process visual information rapidly, he struggled significantly, in comparison to same aged peers.
The current assessment identified a significant weakness in processing speed, indicating that
David would demonstrate significant difficulty with completing tasks in a timely manner in the
classroom and may express feelings of anxiety when feeling rushed or pressured to complete
timed tasks.
Overall, David performs academically in the Borderline Range. His strengths are in oral
language, as he is able to express himself verbally and communicate his thoughts and ideas in an
effective way. David struggles significantly in the areas of reading and writing, which suggests
weak phonemic awareness. Consequently, his limited decoding skills are an impediment to his
reading success in fluency. In addition, expressing ideas through writing is a challenge for David.
David also struggles in the area of mathematics, as completing rote math calculations and
solving math problems is difficult for him. His slow processing speed makes it difficult for
David to manipulate number equations in his mind and answer math problems quickly and
accurately. Davids struggles in reading, writing and mathematics are consistent with his school
performance, as he is reported to be behind grade level in all areas.
The Behaviour Rating Inventory of Executive Functioning (BRIEF) parent forms indicate that Mrs.
Bowie recognizes At-Risk behaviours in executive functioning challenges, including inhibition,
shift, initiation, working memory, planning and organization.
The Conners-3 parent form identifies Very Elevated scores on inattention and learning problems
for David, as well as elevated scores on hyperactivity and impulsivity. Despite not meeting
symptom count for ADHD Predominantly Inattentive Type, it is encouraged that parents monitor
this behavior and, if future concerns arise, seek out a reassessment on his behavior surrounding
attention.
Lastly, in relation to the Autism Rating Scale, Davids mother identified several observations that
may warrant further investigation in terms of his developmental functioning. If concerns
surrounding his unique behaviours persist, it is recommended that Davids parents seek out a
professional assessment to further explore the identified concerns.
Based upon the results of this current assessment, David would benefit from being identified as a
student with learning difficulties related to reading, written expression, mathematics and
processing speed deficits. David meets Alberta Educations criteria for a student with a Learning
Disability and/or DSM-V criteria for a Specific Learning Disorder with impairments in reading,
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written expression, and mathematics. Individualized accommodations in the classroom to
address his learning needs will be necessary to support him in developing his academic skills.
RECOMMENATIONS:
Based on the current assessment the following suggestions are offered for consideration in
helping David achieve his maximum potential. Davids parents and teacher may already be
implementing some of these strategies, so it is expected that they choose those recommendations
that best fit with both home and classroom routines.
1. General Academic
In order to achieve his own academic potential, David will likely have to work much harder
than his peers at school. Therefore, it is suggested that homework be kept to a minimum in an
effort to keep academic work positive.
Provide David with more time to complete assignments.
Promote quality over quantity; reduce the amount of work required from David in favour of
getting more meaningful work.
Given Davids diagnoses of Learning Disorders in Reading, Written Expression and
Mathematics, it is recommended that his parents consider educating him in these areas solely
in the English language.
Give David movement breaks to expend energy on regular intervals. When focused at home
and school, he should be allowed opportunity to move/stretch throughout longer periods of
seatwork as well as before and during difficult tasks such as reading.
2. Reading/Phonological awareness
Place emphasis on letter-sound awareness. Begin with a small set of letters (i.e. one vowel
and several consonants) and practice until mastered through the use of stories, flash cards,
and academic puzzles. After a set of letters is mastered, slowly add additional letters, but
continue review of mastered letters. Provide extensive practice and frequent review so David
is able to retain learned letters. If new information is not reviewed frequently, he will not be
successful in retaining learned skills.
When reading, discourage or avoid the tendency for David to guess. Provide cues at each step
so he does not create a habit of producing incorrect sounds. When he struggles with a word,
say the correct sound and have him repeat it.
Take common words from readings and put them on cue cards. Cut the cards in half and have
him put the words together. With mastery, add in more difficult words. Work on this daily to
improve basic word awareness and practice applying basic early reading skills.
Enforce a daily home reading routine where David has the opportunity to work on reading at
his level. Start with small, manageable sections and/or a short time frame, as it is not realistic
to expect David to maintain focus and complete a whole book at one time. Choose books at
or below his reading level so that David may experience success. Praise, positive attention,
and incentives will help to instill a sense of mastery and pleasure in reading. Emphasis should
be on effort, not outcome.
For all subjects where reading is necessary, David will need extra help to understand what is
expected of him. For example, written directions should be given orally and he should not be
expected to read when being assessed knowledge, or when expected to acquire knowledge.
David would benefit from having a reader during assessments.
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David will require extra time and one-on-one assistance as often as possible when practicing
reading.
Encourage David to look at and identify all letters in a word, instead of only the first one or
two letters.
Make learning phonics fun by downloading apps that promote phonemic awareness.
Echoed reading. This is when you read a phrase or a page (depending on the amount of
support he needs to be successful) and he reads the same passage when you are done. This is
an excellent way to build fluency and confidence. If, during this strategy, he is not looking at
the words, have him try again, but ensure he points at the words he is saying.
Shared reading. Take turns reading alternating pages. This allows David to hear good, fluent
reading modeled, while allowing him to practice in short bouts to avoid frustration.
Encourage David to read some well-known texts that he can read quickly and easily.
Practicing well known texts reinforce reading pathways in the brain, and allow the child to
experiment with different phrasing, and to notice more details in the text. Discard a book
when it has been so memorized that he is not looking at the text anymore.
Ensure there is a time, perhaps before bed, when David can just listen to a story without the
added pressure of having to participate (unless he wants to!). Research shows that listening to
a good reader read is an integral part of helping struggling readers learn to read.

3. Writing
Provide additional time to complete written work

Use organizational prompts, such as graphic organizers and/or planning webs, and sentence
starters to facilitate his planning and organization of written language

Provide David an opportunity to plan his creative writing in advance; for example he can preview assignment instruction, come up with ideas, and organize ideas at home or day before
completing writing task in the learning environment

During school David will benefit from the use of a scribe or computer technology when he is
expected to produce longer written output.

David would benefit from education and practice not only on his spelling, but also in
sentence composition, appropriate capitalization and punctuation.

When writing tests and assignments in school, it is recommended that David have access to a
reader and scribe in order to gain an accurate understanding of his skill level. As he gets
older, he will also benefit from extra time when writing exams.

4. Mathematics
When working on math problems, spread the practice time over short periods.
Concentrate on teaching David the supporting concepts and algorithms of addition and
subtraction before moving on to multiplication.
Use flashcards to train David to increase his speed in math operations.
Whenever possible, teach new concepts to David by using multiple modalities. Present
information both orally and visually, and provide him with manipulatives.
Teach David visual strategies (such as drawing) to assist him in working a problem.
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Accompany graphic presentation with verbal description and relate abstract concepts to reallife examples to capitalize on Davids stronger verbal comprehension skills.
Use mnemonic strategies to introduce basic math facts: e.g. 2x2 = two wheels on skateboard
David may benefit from engaging in computerized mathematical games to gain fluency with
basic facts and to keep up his motivation in this subject area (e.g. Math Blaster, Mathletics,
Cool Math Games)
Break down multi-step math problems into manageable and sequential units.

5. Shifting and Problem Solving

Introduce the concept of shifting strategies.

o Encourage David to think about different ways an object can be used (i.e. an apple, a
box) outside of its typical use.
o Look at words with multiple uses and have the child explain each of the ways the
word can be used (i.e. head start, head ache), or multiple meaning phrases/sentences
(i.e. wear your heart on your sleeve)
Model shifting strategies
o Identify everyday scenarios where shifting is necessary
o Verbalize when faced with a problem, outlining the steps to come to an alternative.
This will allow David to see the silent thought processes gone through in a more
concrete fashion (orally, written out, etc.)
o Verbalize when using assistive strategies such as lists, bringing attention to the
necessity for supports in everyday life.
o Allow David to work through a problem with you, giving guidance throughout.
Provide opportunities for David to engage in guided problem solving (define problem, gather
information, generate possible solutions, evaluate ideas and choose one, evaluate
effectiveness).
When David appears to be struggling, prompt him to think about other alternatives or use
other strategies rather than providing answers to obstacles.

6. Initiating

Increased structure in the environment or in activity can help with initiation difficulties. For
example, routines or activities can be broken down into a sequence of steps, and these steps
can be written down as a list. David might then follow the list of steps each day with
supervision as needed until the routine becomes automatic. He can learn to use such lists as
prompts.

External prompting may be necessary to help David get started on tasks.

Provide appropriate supportive signals or cues that remind David to initiate an activity (e.g.,
cues by caretaker, cues by devices such as alarm watch). Use natural cues whenever possible,
including peers in social or academic situations when appropriate.

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7. Planning/Organizing

Providing to do lists on paper or index cards can be a method of developing automatic

routines and can serve as external cues to begin an activity. David may benefit from keeping a
binder or cookbook with lists of steps for each activity. He can look up a page with steps for
completing a specific task, and use the list to guide the activity.

David can have a section for approaches to specific types of math problems, writing
assignments, or reading materials and he can reference the plans as needed.

8. Attention and Inhibitory Control

Establish a homework routine creating a consistent time and space for homework and
studying.
Reduce distractions within Davids working environment
Ensure David is given frequent breaks when completing tasks, and that tasks are broken into
manageable portions.
Provide frequent positive reinforcement (praise, attention, small tangibles) for on-task
behaviours.
Between tasks requiring focus, allow for movement breaks.

9. Processing Speed
David is more likely to grasp and follow instructions that are short and presented in
step-by-step fashion.
Given concerns related to speed in processing information, David will benefit from a
focus on the quality rather than quantity of work produced. For example, provide him
with fewer questions to complete on assignments and tests.

Provide opportunities for frequent practice to assist David in acquiring automaticity

in basic skill areas (e.g., basic math computations, spelling). Doing so will help
decrease the cognitive load necessary for more complex academic tasks.

Pre-teach key vocabulary and foundational concepts of a lesson before beginning an

instructional unit. This will help David follow along with the new material that is
being taught.

David will benefit from having assignments and curriculum materials presented to
him in advance to allow additional time for processing information. This will also
provide the opportunity for him to ask questions regarding the presented material,
which may lead to increased comprehension.

The results of this assessment were shared with Davids parents on July 28th, 2015.
______________________________

_____________________________

Amanda Medland, B.A., M.Ed. Student

Gabriela Valenzuela, M.A

Registered Psychologist

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Calgary, AB, Canada T2N 1N4

Last Name, First. Page 14 of 16

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.
This clinic does not conduct parenting capacity or custody and access assessments, and
parents/guardian/client were informed that this report is not intended to be used for such
purposes.

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Calgary, AB, Canada T2N 1N4

Last Name, First. Page 15 of 16

Appendices
Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV)
Composite Standard Scores Summary
Composite Scale
Verbal Comprehension Index (VCI)
Perceptual Reasoning Index (PRI)
Working Memory Index (WMI)
Processing Speed Index (PSI)
Full Scale IQ (FSIQ)

Standard Score
108
85
86
62
84

95% CI
100-115
78-95
79-95
57-74
79-90

Percentile
70
16
18
1
14

Classification
Average
Low Average
Low Average
Extremely Low
Low Average

Subtest Scores Summary

Subtest
VCI
Similarities
Vocabulary
Comprehension
(Information)
PRI
Block Design
Picture Concepts
Matrix Reasoning
(Picture Completion)
WMI
Digit Span
Letter-Number Sequencing
(Arithmetic)
PSI
Coding
Symbol Search
(Cancellation)

Scaled Score

Percentile

Classification

12
12
10

75
75
50

Average
Average
Average

8
6
9

25
9
37

Average

8
7

25
16

Low Average

2
4

0.4
2

Extremely Low
Extremely Low

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Below Average

Average
Average

Last Name, First. Page 16 of 16

Wechsler Individual Achievement Test, Third Edition (WIAT-III)
Subtest and Composite Scores Summary
Subtest or Composite
Oral Language Composite
Listening Comprehension
Oral Expression

Standard Score
98
99
98

95% CI
88-108
86-112
87-109

Percentile
45
47
45

Classification
Average
Average
Average

Reading Composite
Word Reading
Reading Comprehension
Pseudoword Decoding
Oral Reading Fluency

75
70
96
69
76

71-79
66-74
84-108
64-74
68-84

5
2
39
2
5

Borderline
Borderline
Average
Extremely Low
Borderline

Written Expression Composite

Spelling
Sentence Composition
Essay Composition

62
49
79
65

55-69
42-56
69-89
55-75

1
<0.1
8
1

Extremely Low
Extremely Low
Borderline
Extremely Low

Mathematics Composite
Math Problem Solving
Numerical Operations

78
79
79

70-86
69-89
70-88

7
8
8

Borderline
Borderline
Borderline

Math Fluency Composite

Addition
Subtraction
Multiplication

78
74
79
85

71-85
61-87
69-89
76-94

7
4
8
16

Borderline
Borderline
Borderline
Low Average

TOTAL ACHIEVEMENT

75

71-79

Borderline

Integrated Services in Education

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Calgary, AB, Canada T2N 1N4