SMITH, Tyson Page 4

KENTUCKY COUNTY PUBLIC SCHOOLS

SCHOOL PSYCHOLOGICAL SERVICES

INTEGRATED ASSESSMENT REPORT

RIVERVIEW, KENTUCKY 40000-2212

Date of Report: May 5, 2011

Multidisciplinary Team Assessment Report

NAME: Smith, Tyson STUDENT ID#: 554556

SCHOOL: Awesome Kentucky Middle School RACE/GENDER: W/M

PARENT(S): John and Frances Smith DATE OF BIRTH: 09/13/98

ADDRESS: 100 Big Road C.A.: 12 yrs.- 7 mos.

Riverview, Nowhere, KY 40000

TELEPHONE: 999-333-1254 GRADE: 7TH

Years in School: 8

Evaluation Procedures / Person Responsible / Date
Child Developmental History / F. Smith, Mother,
via A. Jones, School Psychologist / 04-17-11
Audiological Evaluation / B. Brown, Educational Audiologist / 04-07-11
Functional Listening Evaluation / D. Daniels, D/HH Teacher / 3-28-11
Wechsler Nonverbal Scale of
Ability (WNV) / A. Jones, School Psychologist / 04-07-11
Communication Evaluation / C. Couch, Speech Language Pathologist / 04-07-11
Kaufman Test of
Educational Achievement 2nd ed. / A. Jones, School Psychologist / 04-07-11
Behavior Observations / D. Daniels, D/HH Teacher
E. Evan, Counselor / 04-11-11
04-14-11
04-08-11
File Review / A. Jones, School Psychologist / 05-05-11

REASON FOR REFERRAL

The purpose of the current evaluation is to provide the Awesome Kentucky County school district with evaluation information that will be used by the Admissions and Release Committee (ARC) to make placement and programming decisions for Tyson Smith. Tyson currently receives special education services as a student with a Hearing Impairment. The information contained in this report, along with information collected by the Awesome Kentucky County schools,Public Schools will be used to meet the requirement Tyson’s three-year re-evaluation.

ENVIRONMENTAL FACTORS

Tyson Smith is a 7th grade student at Awesome CountyKentucky Middle School in the Awesome Kentucky County school district. Tyson was previously assessed in May 2008. At that time, Tyson’s speech and language skills were found to be in the severe range as compared to his same age peers. Tyson’s cognitive skills were assessed using the Universal Nonverbal Intelligence Test. Tyson obtained a Full Scale IQ score of 95 which is in the Average range as compared to his same age peers. Tyson’s academic skills were assessed using the Wechsler Individual Achievement Test – Second Edition. Tyson performed in the Extremely Low range on reading, math, and spelling subtests and in the Borderline range on the written expression subtest. Tyson’s adaptive skills were rated in the Average range by his mother, Jackie Smith when administered the Vineland Adaptive Behavior Scale.

In an Audiological evaluation completed February , 10, 2010, at the Audiology Hearing Center in Riverview, KY. Awesomeville, Tyson exhibited a sloping, mild to severe hearing loss for the right ear and a moderate sloping to profound hearing loss for the left ear. Pure-tone averages were 42 dB HL for the right ear and 73 dB HL for the left ear. His hearing loss is believed to be due to health problems and medication used during early infancy. Tyson’s hearing loss was diagnosed and he received hearing aids by the time he was three years old.

CHILD DEVELOPMENTAL HISTORY

The child developmental history was compiled using the following resources: (1) Child Developmental History form, completed by Tyson’s mother, Mrs. Smith; (2) Tyson’s current Individual Education Plan; and (3) Tyson’s previous evaluation information.

Medical and Developmental History

Tyson was born full term, weighing six pounds and eleven ounces. He was breech and was delivered via Caesarean section. There were no other problems during the pregnancy or delivery. Tyson has not experienced any serious accidents. He has a history of high fevers. Tyson Smith’s not currently take any prescribed medications.

Mrs. Smith reported Tyson met most developmental milestones within expected age ranges. He reportedly said his first word at one year of age, sat alone and crawled at around six months and walked at age one and a half. Tyson is left handed. His parents do not notice any difficulty with balance and coordination. His school records indicate that Tyson has shown delays in his concept development as well as his speech and language development.

Hearing Loss and Communication Skills

Tyson was diagnosed with a hearing loss at around age three. Tyson’s records indicate that his hearing loss may have been caused by medication given to him as an infant due to high fevers. There are no other known family members with hearing loss. Tyson first received hearing aids at age three and currently uses them consistently. An FM system is used with Tyson at school. Tyson uses speech as his primary mode of communication at home and at school.

Home and Family

Tyson lives in AwesomevilleRiverview, Kentucky with his mother and father (Frances and John Smith) and his grandparents (Paul and Vera Smith). He is an only child. Tyson has a room of his own and sleeps by himself. He has a regular bedtime of 8:30 PM. Tyson is described as sometimes being active. He laughs and smiles easily but can be easily frustrated at times. Tyson tends to become nervous about changes in routine. He is disciplined by both parents at home, by being grounded. Tyson tends to play alone, but will sometimes play with other children. He does not have any deaf or hard of hearing friends. At home, Tyson is responsible for picking up his own toys and clothes and he shares in some household chores. He watches “too much” television, as reported by his mother. He sometimes plays video games.

Educational Experiences

Tyson did not receive early intervention services in the home. He attended a preschool program for deaf and hard of hearing students in Indiana, from 2001-2004. In 2005, the family moved to Kentucky, where Tyson began attending school at Awesome Kentucky County Elementary. Tyson is currently in the seventh grade at AwesomeKentucky County Middle School.

Tyson receives special education services under the category of Hearing Impaired. He receives service daily from a teacher of the deaf and hard of hearing to target his reading and writing skills. He receives speech and language therapy twice weekly to improve articulation and language. Accommodations in the classroom include providing Tyson with readers or reading support, visual prompts and cues, preferential seating and extended time. As stated earlier, Tyson also utilizes an FM system in the classroom. Tyson’s records indicate that he is very responsible with his FM equipment at school.

Currently, based on Tyson’s IEP he was working on reading comprehension, basic vocabulary development and written expression. Tyson was able to answer factual questions about a grade level passage with 70% accuracy. Tyson has shown improvement in using context clues to comprehend vocabulary in reading passages but continues to have difficulty in figuring out meaning of vocabulary in other content areas. According to IEP progress monitoring data, he answers inferential questions with 40% accuracy. On Tyson’s previous IEP goals of writing complex sentences using appropriate grammar and syntax, he was performing at 50% accuracy.

Tyson’s general education teachers reported that he was below grade level performance in reading comprehension and written expression. His Math teacher reported that he performs near grade level in math calculations. He continues to struggle with deciphering the language in word problems.

ASSESSMENT RESULTS

*****When ARC committee reviews test results, it is important be cognizant of the fact that Tyson’s performance is being assessed using standardized assessments that are normed for hearing children and being compared with same age hearing peers.****

Physical Functioning

On a child developmental history form, Mrs. Smith indicated that Tyson’s general health is good. He has no balance or coordination problems and is currently on no medication. He is left handed. His vision is reported to be within normal limits. No concerns are noted with his fine or gross motor skills.

Audiological Evaluation

Tyson was seen for an audiological evaluation on 4-07-11 as part of his triennial psycho-educational evaluation. He currently uses Phonak MAXX 411 hearing aids. He also uses a Phonak Campus personal FM amplification system in school. Tyson communicated orally with the examiner throughout the evaluation.

Pure tone air conduction test results for the right ear indicated a moderate to severe hearing loss. Results for the left ear indicated a moderate sloping to profound hearing loss. Speech reception thresholds[1] were 40 dB HL for the right ear and 60 dB HL for the left ear. The word recognition score[2] for monosyllabic (one syllable) words was 60% for the right ear. Otoscopic examination of both ears was unremarkable. Tympanometric test results indicated normal middle ear pressure and compliance, bilaterally.

His hearing aids and FM amplification system were functioning appropriately. The aided speech reception threshold was 25 dB HL. The aided word recognition score[3] was 90%, when listening in a quiet environment. When noise was added to the testing environment (in an effort to simulate the level of background noise in a typical classroom), his performance was reduced to 60%.

The BKB-SIN[4] (Speech In Noise Test) resulted in a 7.4 dB SNR (Signal to Noise Ratio[5]) loss which is more than two standard deviations from the mean. His ability to correctly repeat the words presented in background noise was comparable to less than 1% of children with normal hearing in his age range.

Audiometric testing revealed a sensorineural hearing loss. Test results showed a moderate to severe hearing loss for the right ear and a moderate sloping to profound hearing loss for the left ear. A slight overall drop in hearing is suggested by the current test results, which may have been due to fatigue.

Tyson’s pure-tone averages were 52 dB HL for the right ear and 82 dB HL for the left ear. At these hearing levels a student can miss over 80% of spoken information when amplification is not being used. With hearing aids, a student can “hear” speech, but may have difficulty understanding speech. Use of visual supports to increase access to auditory information and continued use of an FM amplification system in school are recommendedare recommended. [6]

An FM amplification system assists with reducing the effects of background noise and distance. But his test results suggest that even when using the FM system, Tyson may not have full access to all spoken information

Functional Listening Evaluation

A Functional Listening Assessment was completed on 3/28/11 by the teacher of the deaf and hard of hearing utilizing both his hearing aids and his FM System. Both were in good working order.

Functional Listening: Tyson was assessed with a standardized list of familiar words for his age group. He was read a set of individual words in several environmental settings. Those settings were:

A) Quiet setting and allowed to see mouth movements;

Tyson was aware of and able to understand single words with 90% accuracy.

B) Quiet and mouth movements covered with a screen (listening hoop);listening hoop;

Tyson was able to accurately recognize 30% of the individual words and 35% of a word in context.

C) Background noise present and allowed to see mouth movements;

Tyson was able to identify 3 in every 5 words or 60%.

D) Background noise present and mouth movements covered by a screen (listening hoop);listening hoop; screen;

Tyson was able to accurately recognize 15% of the individual words and 20% of a word in context.

A preset “white noise” on CD was used to replicate background noise (i.e. people talking, the AC running, pencils being sharpened, papers rustling, etc., ). Each setting was performed from 3 feet away and again 15 feet away from the student. Tyson was wearing his hearing aids and FM system during the assessment.

Even though he might be able to hear spoken English he could not readily understand the meaning of what he has heard. His severe language delay due to a lack of complete auditory and/or visual access to spoken English continues to drive his language and communication developmental needs.

Tyson has difficulty understanding classroom material that is only presented orally and benefits from visual supports. Tyson’s hearing loss impacts his language development, concept acquisition, incidental learning opportunities, interactions with peers and adults, and auditory attention to meaningful speech.

General Intelligence

To assess Tyson’s cognitive abilities, he was given the Wechsler Nonverbal Scale of Ability (WNV). The WNV is a nonverbal assessment designed to measure a child’s general cognitive abilities. Tyson was given four subtests including Matrices, Coding, Spatial Span, and Picture Arrangement. No modifications to standardized testing procedures were needed as all instructions for this test are given through pictorial directions and verbal prompts in any language. Tyson communicated orally with the examiner and wore his hearing aids and FM system throughout the testing session. Tyson put forth good effort throughout the assessment. He studied items carefully before responding. Overall it is the examiner’s opinion that these results are a valid reflection of Tyson’s current cognitive skills.

Tyson obtained a Full Scale Score of 110 on the WNV, which is at the 75th percentile and in the High Average range as compared to other students his age. Students Tyson’s age are administered four of the six subtests on the WNV.

The Matrices subtest requires the student to discern how different shapes and geometric patterns are interrelated through spatial or logical organization and to select an option that completes the relationship among the parts. This task has been shown to be a good measure of general ability, perceptual reasoning, and simultaneous processing abilities. Tyson performed in the Average range on this subtest with a T-score of 55 (see Appendix for explanation).

The Coding subtest requires the student to copy symbols paired with simple geometric shapes or numbers within a two minute time limit. Tyson performed in the Average range on this subtest with a T-score of 47 (see Appendix for explanation).

The Spatial Span subtest requires students to reproduce a sequence of tapped blocks in the same and reverse order of that demonstrated by the examiner. Tyson performed in the High Average range with a T-score of 59 (see Appendix for explanation).

The Picture Arrangement subtest requires students to arrange cards illustrating an event in an order that makes sense and tells a story. Tyson performed in the High Average range on this subtest with a T-score of 58 (see Appendix for explanation).