REPORT OF CONFIDENTIAL PSYCHOEDUCATIONAL ASSESSMENT

  1. DESCRIPTIVE DATA

Name: Marisa SmithSchool: N/A

Date of Birth: 09/23/2000Date of Assessment: 10/14/2004

Chronological Age: 4-1Examiner: XXXXX

Grade: Preschool

  1. REASON FOR REFERRAL
  1. Who made the referral: XXXXXX
  2. Why was the referral made? Assessment practice for experiential learning
  3. What developmental domains are of particular concern? N/A
  1. BACKGROUND INFORMATION

N/A

  1. LIST OF ASSESSMENT TECHNIQUES
  1. Name of instrument: Revised Brigance Diagnostic Inventory of Early Development
  2. Explanation of scores in layman’s terms: Average-Above average
  3. Name two strengths and two weaknesses revealed by the instrument process: very patient and motivated to follow directions. Uncomfortable when not able to answer hard and challenging questions. Struggling to clearly pronounce words and objects clearly. Marisa needs to work on identifying numbers and letters.
  1. OBSERVATIONS/INTERVIEW

Overall, Marisa demonstrates at a higher age level of an average 5.5year old than her chronological age range of 4 years of age, and this is across some domains assessed by Brigance Diagnostic Inventory of Early Development. Marisa’s mother confirmed that she was her typical self during the assessment process as she is in her daily life. As a result the examiner believes that Marisa’s scores are quite accurate.

Fine-motor skills and behaviors: Marisa is left handed, but used both hands to work on putting a paper clip on two pieces of paper that were connected by her fingers. When asked to crease a piece of paper with her fingers, Marisa was able to fold the paper with her fingers but used her palms to crease the paper with the assistance of the table.

Self-help skills: Through parent observation, Marisa can use a knife for spreading condiments on foods, but has trouble with cutting items with a knife. Marisa is able to fully dress and undress herself along with buttoning and unbuttoning larger buttons with the exception of tying her shoes. Marisa is independent when toileting, taking a bath (washing her own hair and body), and grooming (covers her mouth when coughing or sneezing).

Speech and language skills: Marisa asks why, when, how, and where questions, but because Marisa is not in a school setting for proper educational speech, she has troubles with propositions and plurals by adding s to the end of words. Marisa is very knowledgeable when it comes to her name, age, and siblings, but has troubles with knowing the city or street address of where she lives. Though, Marisa did say she lived in Kansas, so she is well on her way to the next step of learning her whereabouts. She is on top of verbal directions and is very compliant. Marisa has trouble with her pronunciation when asked to tell me what pictures were due to a slight lisp and she tends to drop the 1st and last letter of words.

General knowledge and comprehension: Marisa was able to show me the different parts of the body when asked but had difficulty telling me what body parts were when I pointed at them. Needs to work on the more difficult body parts such as chest and heels. Marisa is very knowledgeable on her colors, and shapes, and she is pretty on target with her concepts when knowing slow/fast and above/below.

Basic reading skills: Marisa can say her alphabet by memorization with some difficulty because of her speech but cannot identify letters when asked too. I asked her mother about Marisa’s reading skills and she had said that Marisa cannot read yet.

  1. TEST RESULTS AND INTERPRETATION

This particular battery is structured off of basal (cannot be scored any lower than her lowest function) to ceiling (cannot be scored any higher than her highest function). Marisa’s results were consistent within the areas being assessed, but the overall scores slightly fluctuated compared to one another.

VII. RELATIONSHIP OF FINDINGS TO EDUCATIONAL FUNCTIONING

  1. Marisa hasn’t been integrated into a formal educational setting yet.
  2. To integrate Marisa into a formal educational setting to where her speech can formulate through group learning with other peers of the same age and the speech correction from an education provider.