Appendix(of(Test(Scores( II.(Basic(Sensorimotor(Functions · 3((! & & & • (! & & & • (! & & &...

School Neuropsychology Report Shell v22.3 (December, 2015) Copyright © 2015 by Daniel C. Miller, Ph.D., KIDS, Inc.

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Appendix of Test Scores

II. Basic Sensorimotor Functions W Diff Score – from the Dean-‐Woodcock Sensory-‐Motor Battery, where -‐6 and above: classify as At Expected and Above -‐13 to -‐7: classify as Slightly Below Expected Level -‐30-‐ to -‐14: classify as Below Expected Level -‐31 and below: classify as Well Below Expected Level

Sensory Functions

Instrument – Subtest: Description

Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Auditory and Visual Acuity DWSMB – Auditory Acuity (Right Ear): A basic auditory test.

W Diff Score

DWSMB – Auditory Acuity (Left Ear): A basic auditory test.

W Diff Score

DWSMB – Auditory Acuity (Both Ears): A basic auditory test.

W Diff Score

DWSMB – Near Point Visual Acuity (Right Eye): Measures near-‐point vision in each eye.

W Diff Score

DWSMB – Near Point Visual Acuity (Left Eye): Measures near-‐point vision in each eye.

W Diff Score

DWSMB – Visual Confrontation (Right Eye): Measures visual field perception.

W Diff Score

DWSMB – Visual Confrontation (Left Eye): Measures visual field perception.

W Diff Score

DWSMB – Visual Confrontation (Both Eyes): Measures visual field perception.

W Diff Score

Tactile Sensation and Perception DWSMB – Finger Identification (Right Hand): While blindfolded, identifying the finger that is touched.

W Diff Score

DWSMB – Finger Identification (Left Hand): While blindfolded, identifying the finger that is touched.

W Diff Score

DWSMB – Object Identification (Right Hand): While blindfolded, identifying common objects by touch.

W Diff Score

DWSMB – Object Identification (Left Hand): While blindfolded, identifying common objects by touch.

W Diff Score

DWSMB – Palm Writing (Right Hand): While blindfolded, recognizing a number or letter traced on palm by the examiner.

W Diff Score

DWSMB – Palm Writing (Left Hand): While blindfolded, recognizing a number or letter traced on palm by the examiner.

W Diff Score

DWSMB – Simultaneous Localization (Right Hand): While blindfolded, identifying the hand, cheek, or both that is touched.

W Diff Score

DWSMB – Simultaneous Localization (Left Hand): While blindfolded, identifying the hand, cheek, or both that is touched.

W Diff Score

DWSMB – Simultaneous Localization (Right and Left Hands): While blindfolded, identifying the hand, cheek, or both that is touched.

W Diff Score

DWSMB – Simultaneous Localization (Right Hand and Cheek): While blindfolded, identifying the hand, cheek, or both that is touched.

W Diff Score

DWSMB – Simultaneous Localization (Left Hand and Cheek): While blindfolded, identifying the hand, cheek, or both that is touched.

W Diff Score

DWSMB – Simultaneous Localization (Both Hands and Cheek): While blindfolded, identifying the hand, cheek, or both that is touched.

W Diff Score

PAL-‐II RW – Finger Localization:3

Ability to point to the finger touched by the examiner’s

CPR


30

pencil behind a shield. PAL-‐II RW – Finger Recognition:1 Ability to give the number of the finger on a hand map that corresponds to the finger touched by the examiner.

CPR

PAL-‐II M – Fingertip Writing Total:1

Ability to integrate kinesthetic-‐sensory input (touch) and abstract symbols without visual cues.

(SS)

Note: Standard scores appear in normal font. Scaled scores appear in (parentheses). Percentile ranks and cumulative percentile ranks of any kind appear in italics. 1 Note that the PAL-‐II scores are based on grade norms not age norms.

Qualitative Behaviors for Sensorimotor Functions

Qualitative Behavior: Description

Total Age Sample Base Rate

(Specify) Clinical Sample Base Rate

NEPSY-‐II: Fingertip Tapping -‐ Visual Guidance: Looking at fingers during the

performance of task. 69% of children this age used visual guidance

65% of [clinical sample] used visual guidance

-‐ Incorrect Position: Wrong position of fingers. -‐ Posturing: Finger/hand on opposite side extended stiffly. -‐ Mirroring: Fingers on opposite side move involuntarily. -‐ Overflow: The lips or mouth move involuntarily.

NEPSY-‐II: Imitating Hand Positions -‐ Mirroring: Fingers on opposite side move involuntarily. -‐ Other Hand Helps: The child uses the other hand to help

model the position.

NEPSY-‐II: Manual Motor Sequences -‐ Rate Change: Variable speed and tempo during

performance of task.

-‐ Overflow: The lips or mouth move involuntarily. -‐ Perseveration: Movement continues for 3–4 sequences

after being told to stop.

-‐ Loss of Asymmetrical Movement: Loss of one side dominance on task.

-‐ Body Movement: Extraneous whole body movements in conjunction with the movement sequences.

-‐ Forceful Tapping: Tapping becomes louder during the production of the movement tasks.

NEPSY-‐II: Visuomotor Precision -‐ Pencil Lift Total: Sum of the pencil lifts (a rule violation) -‐ Quality of Pencil Grip: Percentage of standardization

sample with type of pencil grip.

Note: A base rate is the percentage of the children in the comparison group (e.g., students the same age, or students in a clinical group).

If you do not need to compare the student’s base rate of qualitative behaviors to a clinical sample because one is not relevant, use the table below to document the base rates for just the Total Age Sample comparison. If you have no qualitative behaviors, delete the table.

Qualitative Behaviors for Sensorimotor Functions



NEPSY-‐II: Fingertip Tapping -‐ Visual Guidance: Looking at fingers during the performance of task. 69% of children this age used visual guidance -‐ Incorrect Position: Wrong position of fingers. -‐ Posturing: Finger/hand on opposite side extended stiffly. -‐ Mirroring: Fingers on opposite side move involuntarily. -‐ Overflow: The lips or mouth move involuntarily.

NEPSY-‐II: Imitating Hand Positions -‐ Mirroring: Fingers on opposite side move involuntarily. -‐ Other Hand Helps: The child uses the other hand to help model the position.

NEPSY-‐II: Manual Motor Sequences -‐ Rate Change: Variable speed and tempo during performance of task. -‐ Overflow: The lips or mouth move involuntarily. -‐ Perseveration: Movement continues for 3–4 sequences after being told to stop. -‐ Loss of Asymmetrical Movement: Loss of one side dominance on task. -‐ Body Movement: Extraneous whole body movements in conjunction with the movement sequences. -‐ Forceful Tapping: Tapping becomes louder during the production of the movement tasks.

NEPSY-‐II: Visuomotor Precision -‐ Pencil Lift Total: Sum of the pencil lifts (a rule violation) -‐ Quality of Pencil Grip: Percentage of standardization sample with type of pencil grip. Note: A base rate is the percentage of the children in the comparison group (e.g., students the same age, or students in a clinical group).

Fine Motor Functions


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Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II) Coordinated Finger/Hand Movements

DWSMB – Coordination (Right Finger to Nose): Touching the end of nose with the index finger then touches the examiner’s index finger as it moves across field of vision.

W Diff Score

DWSMB – Coordination (Left Finger to Nose): Touching the end of nose with the index finger then touches the examiner’s index finger as it moves across field of vision.

W Diff Score

DWSMB – Coordination (Right Hand to Right Thigh): Touching the back of the hand then the front of the same had to the thigh quickly.

W Diff Score

DWSMB – Coordination (Left Hand to Right Thigh): Touching the back of the hand then the front of the same had to the thigh quickly.

W Diff Score

DWSMB – Finger Tapping (Dominant Hand): Measuring the speed of fine-‐motor movement for the index finger of each hand over five trials.

W Diff Score

DWSMB – Finger Tapping (Nondominant Hand): Measuring the speed of fine-‐motor movement for the index finger of each hand over five trials.

W Diff Score

DWSMB – Left-‐Right Movements: Making purposeful left-‐right motor movements on command.

W Diff Score

DWSMB – Mime Movements: Following commands (e.g., “Show me how you would brush your teeth”).

W Diff Score

KABC-‐II – Hand Movements: Producing a sequence of motor acts with dominant hand. (SS)

NEPSY-‐II – Fingertip Tapping Dominant Hand Combined: Dominant hand completion time for two fine motor tasks.

(SS)

NEPSY-‐II – Fingertip Tapping Nondominant Hand Combined: Nondominant hand completion time for two fine motor tasks.

(SS)

NEPSY-‐II – Imitating Hand Positions: Imitating hand positions shown by examiner. (SS)

• With Dominant Hand CPR • With Nondominant Hand CPR NEPSY-‐II – Manual Motor Sequences Total: Sequencing motor acts with dominant hand.

PRR

WRAVMA – Pegboard: Inserting as many pegs as possible, within 90 seconds, into a waffled pegboard.

STDS

Note: Standard scores appear in normal font. Scaled scores appear in (parentheses). Percentile ranks and cumulative Percentile ranks and cumulative percentile ranks of any kind appear in italics.

Visual-‐Motor Integration Skills


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II) Visual-‐Motor Copying Skills

VMI (6th ed.) – Total: Copying simple to complex designs on paper.

STDS

• Visual Perception: Visual perception aspects of the task.

STDS

• Motor Coordination: Motor coordination aspects of the task.

STDS

Bender Visual-‐Motor Gestalt Test – Copy: Copying 2-‐dimensional geometric figures.

STDS

• Motor Test: Motor coordination aspects of the task.

CPR

• Perception Test: Visual perception aspects of the task.

CPR


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DWSMB – Construction (Cross): Drawing figures. W Diff Score

DWSMB – Construction (Clock): Drawing figures.

W Diff Score

DAS-‐II – Copying:1

Copying 2-‐dimensional geometric figures. (SS)2

NEPSY-‐II – Design Copying General Score: Copying simple to complex designs on paper.

PRR

NEPSY-‐II – Design Copy Process Total: The fine motor contribution to the overall visual-‐motor task.

(SS)

• Design Copying Process Motor: This score represents the motor output portion of the overall score.

(SS)

• Design Copying Process Global: Ability to recognize the overall configuration of the design.

(SS)

• Design Copying Process Local: Ability to recognize details of the design.

(SS)

Rey-‐Osterrieth Complex Figure Test -‐ Copy: Copying an abstract design on paper. PR

WMS-‐IV – Visual Reproduction II Copy: Copying designs.

(SS)

WRAVMA – Drawing: Coping designs that are arranged in order of increasing difficulty.

STDS

Note: Standard scores appear in normal font. Scaled scores appear in (parentheses). Percentile ranks and cumulative percentile ranks of any kind appear in italics. 1 Convert the DAS-‐II T-‐score to a Scaled Score.

Visual Scanning / Tracking


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II) Direct Measures of Visual Scanning/Tracking

D-‐KEFS – Trail Making Condition 1 (Visual Scanning): All of the number 3s on a page are marked as quickly as possible.

(SS)

Indirect Measures of Visual Scanning/Tracking NEPSY-‐II – Picture Puzzles Total: A large picture divided by a grid with four smaller pictures taken from sections of the larger picture is presented. The student identifies the location on the grid of the larger picture from which each of the smaller pictures was taken.

(SS)

WAIS-‐IV – Cancellation: Marking target pictures within a visual set of pictures in a specified time period.

(SS)

WISC-‐V – Cancellation: Marking target pictures within a visual set of pictures in a specified time period.

(SS)

WAIS-‐IV – Coding: Symbols that are paired with simple geometric shapes or numbers are copied within a specified time limit.

(SS)

WISC-‐V – Coding: Symbols that are paired with simple geometric shapes or numbers are copied within a specified time limit.

(SS)

WISC-‐V Integrated – Cancellation Abstract: Marking target pictures within a visual set of pictures in a specified time period.

(SS)

§ WISC-‐V Integrated – Cancellation Abstract Random: Marking random target pictures within a visual set of pictures in a specified time period.

(SS)

§ WISC-‐V Integrated – Cancellation Abstract Structured: Marking set target pictures within a visual set of pictures in a specified time period.

(SS)

WAIS-‐IV – Symbol Search: Visual scanning a group of stimuli to match target symbols.

(SS)

WISC-‐V – Symbol Search: (SS)


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Visual scanning a group of stimuli to match target symbols. WNV – Coding: Copying symbols paired with geometric shapes or numbers within a time limit.

(SS)*

WJ IV COG – Pair Cancellation: Matching target stimuli from a large visual array under time constraints.

STDS

WJ IV COG – Number-‐Pattern Matching: Rapidly matching two numbers on a row. STDS

Note: Standard scores appear in normal font. Scaled scores appear in (parentheses). Percentile ranks and cumulative percentile ranks of any kind appear in italics. * Convert the WNV T-‐scores to standard scores.

Qualitative Behaviors from the WISC-‐V Integrated

Test/Qualitative Behavior


Cancellation Cancellation Random Search Strategy: Percentage of same age peers with a random search strategy for the target stimuli.

Cancellation Structured (Organized) Search Strategy: Percentage of same age peers with an organized search strategy for the target stimuli.


Gross Motor Functions


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Balance DWSMB – Romberg: Maintaining balance with feet together, standing toe-‐to heel, and standing on one foot, without visual cues.

W Diff Score

Coordination DWSMB – Gait and Station: Walking using three gaits — free walking, heel-‐to-‐toe, and hopping.

W Diff Score

III. Cognitive Processes: Visuospatial

Visuospatial Perception


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II)

Visual Discrimination and Spatial Localization FAR – Visual Perception: Ability to identify letters printed backwards from an array of letters or from an array of words.

(SS)

Leiter-‐3 – Visual Patterns (ages 3-‐5): Ability to select response blocks or manipulative shapes that match stimuli on a printed page.

(SS)

NEPSY-‐II – Arrows Total: Two arrows from many are chosen by letter label, which are thought to point to the center of the target.

(SS)

NEPSY-‐II – Picture Puzzles Total: A large picture divided by a grid with four smaller pictures taken from sections of the larger picture is presented. The student identifies the location on the grid of the larger picture from which each of the smaller pictures was taken.

(SS)

NEPSY-‐II – Route Finding Total: A schematic map with a target house is presented and the student is asked to find that house in a larger map with other houses and streets.

PPR

TVPS-‐3 – Visual Discrimination: Matching a target design among a set of designs on the same page.

(SS)

Visual-‐Motor Constructions DAS-‐II – Pattern Construction: (SS)*


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Imitating constructions made by the examiner with wooden blocks, colored tiles, or patterned cubes. KABC-‐II – Triangles: Recreating shapes that were modeled by examiner. (SS)

NEPSY-‐II – Block Construction Total: Reproducing 3-‐dimensional constructions from models or 2-‐dimensional drawings under time constraints.

(SS)

WAIS-‐IV – Block Design: Re-‐creation of a constructed model or a picture of a block design within a specified time limit.

(SS)

WISC-‐V – Block Design: Re-‐creation of a constructed model or a picture of a block design within a specified time limit.

(SS)

§ WISC-‐V – Block Design No Time Bonus: Re-‐creation of a constructed model or a picture of a block design with no time bonus.

(SS)

§ WISC-‐V Integrated – Block Design Process Approach: Creation of block designs with additional cues or time.

(SS)

§ WISC-‐V Integrated – Block Design Multiple Choice: Matching the correct block configuration to complete a re-‐creation of a block design with extra credit for fast completion time.

(SS)

§ WISC-‐V Integrated – Block Design Multiple Choice No Time Bonus: Matching the correct block configuration to complete a re-‐creation of a block design with no time bonus.

(SS)

WPPSI-‐IV -‐ Block Design: Recreating a design using blocks (SS)

WNV – Object Assembly: Putting puzzle pieces together to form a meaningful whole.

(SS)*

WPPSI-‐IV – Object Assembly: Putting puzzle pieces together to form a meaningful whole.

(SS)

Note: Standard scores appear in normal font. Scaled scores appear in (parentheses). Percentile ranks and cumulative percentile ranks of any kind appear in italics. * Convert the DAS-‐II and WNV T-‐scores to Scaled Scores

Qualitative Behaviors for WISC-‐V: Block Design



WISC-‐V Integrated Partial Score Part A: Percentage of same age peers that received a partial score on the task that required the student to select the correct number of blocks to construct block designs that match a model presented on a page (global details).

Partial Score Part B: Percentage of same age peers that received a partial score on the re-‐administration of failed Part A items using a grid overlay (specific details).

En Route Break in Configuration – Part A: Percentage of same age peers that violated the rules of correct block placement or no rotation on Part A during the construction.

En Route Break in Configuration – Part B: Percentage of same age peers that violated the rules of correct block placement or no rotation on Part B during the construction.

Break in Final Configuration – Part A: Percentage of same age peers that violated the rules of correct block placement or no rotation on Part A at the completion of the construction.

Break in Final Configuration – Part B: Percentage of same age peers that violated the rules of correct block placement or no rotation on Part B at the completion of the construction.

Extra Block Construction – Part A: Percentage of the same age peers that used an extra block in the Part A construction.

Extra Block Construction – Part B: Percentage of the same age peers that used an extra block in the Part B construction.


Visuospatial Reasoning


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II) Recognizing Spatial Configurations


35

DAS-‐II – Matching Letter-‐Like Forms: Multiple-‐choice matching of shapes that are similar to letters.

(SS)*

KABC-‐II – Block Counting: Counting 3-‐dimensional cubes.

(SS)

Leiter-‐3 – Form Completion: Ability to recognize a “whole object” from a randomly displayed array of its fragmented parts.

(SS)

Leiter-‐3 – Visual Patterns (ages 6-‐75): Ability to supply the missing portion of a pattern by moving response blocks into alignment with easel.

(SS)

TVPS-‐3 – Spatial Relationships: Choosing one design that is different from the rest. (SS)

WAIS-‐IV – Visual Puzzles: Identify two or more pieces that go together to form a complete target shape.

(SS)

WISC-‐V -‐ Visual Puzzles: Identify two or more pieces that go together to form a complete target shape.

(SS)

WJ IV COG – Visualization: Identify two or more pieces that go together to form a complete target shape and ability to select the two sets of blocks that are rotated versions of the target pattern.

STDS

Visual Gestalt Closure KABC-‐II – Gestalt Closure: Figuring out what a picture is when is has been partially erased or obscured.

(SS)

Leiter-‐3 – Figure Ground: Identification of embedded figures or designs within a complex stimulus.

(SS)

RIAS-‐2 – What’s Missing: Naming a missing part of a visual picture. (SS)*

TVPS-‐3 – Visual Closure: Matching an incomplete pattern with a completed design.

(SS)

TVPS-‐3 – Visual Figure-‐Ground: Finding one design among many within a complex background.

(SS)

WAIS-‐IV – Picture Completion: Naming a missing part of a visual picture. (SS)

Visuospatial Analyses With and Without Mental Rotations NEPSY-‐II – Geometric Puzzles Total: A picture of a large grid containing several shapes is presented, then the student matches two shapes outside of the grid to two shapes within the grid.

(SS)

SB5 – Nonverbal Visual-‐Spatial Processing: Ability to identify, analyze, and mentally rotate or assemble visual images, geometric shapes, or natural objects occurring in spatial arrangements.

(SS)

TVPS-‐3 – Form Constancy: Finding a design embedded within another object. (SS)

WRAVMA – Matching: Looking at a visual "standard" and select the option that "goes best" with it.

STDS

Note: Standard scores appear in normal font. Scaled scores appear in (parentheses). Percentile ranks and cumulative percentile ranks of any kind appear in italics. * Convert the DAS-‐II or RIAS-‐2 T-‐scores to a Scaled Score.

IV. Cognitive Processes: Auditory/Phonological

Auditory/Phonological Processes


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II) CTOPP-‐2 – Blending Words: Listening to words in small parts and blending the parts together to make a whole word.

(SS)

CTOPP-‐2 – Elision: Omitting a phoneme from a word to create a new word.

(SS)

CTOPP-‐2 – Sound Matching: Choosing a word that contains a target sound. (SS)


36

DAS-‐II – Phonological Processing: Rhyming, blending sounds, deleting sounds, and identifying the individual sounds in words.

(SS)*

DTAP – Composite Auditory Perception Index: Overall performance on various auditory perception tasks.

PR

o Language Perception Index: An indicator of more left temporal lobe processing of language.

PR

o Non-‐Language Perception Index: An indicator of more right temporal lobe processing of language.

PR

o Background Noise Perception Index: Ability to accurately perceive a target set of sounds in the presence of background noise.

PR

o No Background Noise Perception Index: Ability to accurately perceive a target set of sounds in the presence of no background noise.

PR

FAR – Phonemic Awareness: A series of four tasks (Rhyming, Blending, Segmenting, & Manipulation) measuring phonemic awareness and processing skills.

(SS)

FAR – Positioning Sounds: Ability to determine the missing sound(s) in an incomplete word.

(SS)

KTEA-‐3 – Phonological Awareness: Manipulation of sounds (e.g., rhyming, blending). STDS

NEPSY-‐II – Phonological Processing: Part 1: Word segment recognition Part 2: Phonological segmentation

(SS)

PAL-‐II RW – Phonological Coding Composite:1

Ability to segment spoken words into units that are related to units of written words.

(SS)

o Phonemes: Ability to segment spoken words into phonemes. (SS)

o Rhyming: Ability to analyze and generate rhymes for spoken words.

(SS)

o Rimes: Understanding of rhymes in syllables.

(SS)

o Syllables: Ability to segment spoken words into syllables. (SS)

TAPS-‐3 – Phonological Blending: Ability to synthesize a word when given the individual phonemes.

(SS)

TAPS-‐3: Phonological Segmentation: Ability to manipulate phonemes in words. (SS)

TAPS-‐3 – Word Discrimination: Ability to discern phonological differences and similarities in word pairs.

(SS)

TOPA-‐2+ Kindergarten Edition (KE) – Initial Sound Same: Marking which of three words begins with the same sound as a target word.

(SS)

TOPA-‐2+ Kindergarten Edition (KE) – Initial Sound Different: Marking which of three words begins with a different first sound than the other three.

(SS)

TOPAS – Incomplete Words: Ability to discern a missing phoneme from a spoken word.

STDS

TOPAS – Phoneme Deletion: Ability to repeat a word, then say the word with a certain phoneme missing.

STDS

TOPAS – Rhyming: Ability to complete a sentence with a word that is both semantically correct and rhymes with another word.

STDS

TOPAS – Sound Sequencing: Ability to sequence a set of colored blocks that correspond to a speech sound.

STDS

TPAS – Composite Score: Overall measure of phonological awareness in Spanish-‐speaking children.

STDS

o Initial Sounds: (SS)


37

Determining if a second word begins with the same sound as a target word.

o Final Sounds: Determining if a second word ends with the same sound as a target word.

(SS)

o Rhyming Words: Determining if a second word rhymes or sounds like the target word.

(SS)

o Deletions: Repeating a specific word while leaving out a syllable or sound at the beginning, middle, or end of the word.

(SS)

WJ IV COG – Nonword Repetition: Ability to repeat nonsense words STDS

WJ IV COG – Phonological Processing: Ability to manipulate phonemes in words.

STDS

WJ IV OL – Sound Awareness: Rhyming, deletion, substitution, and reversal of phonemes.

STDS

WJ IV OL – Segmentation: Ability to break apart speech sounds in words. STDS

WJ IV OL – Sound Blending: Blending sounds to form a whole word.

STDS

Note: Standard scores appear in normal font. Scaled scores appear in (parentheses). Percentile ranks and cumulative percentile ranks of any kind appear in italics. Convert the DAS-‐II T-‐score to a Scaled Score. 1Note that the PAL-‐II scores are based on grade norms not age norms.

V. Cognitive Processes: Learning and Memory Use this chart for the CHAMP.

CHAMP Memory Indices

Indices

Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Verbal Memory Index STDS Visual Memory Index STDS Immediate Memory Index STDS Delayed Memory Index STDS Total Memory Index STDS

Use this chart for the Children’s Memory Scale (CMS). Note: Exclude the Attention/Concentration Index since the subtests from that index were reported in the Attention section of this report.

CMS Memory Indices

Indices

Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Verbal Immediate Memory STDS Verbal Delayed Memory STDS Visual Immediate Memory STDS Visual Delayed Memory STDS

Supplemental Index Delayed Recognition STDS

Use this chart for the TOMAL-‐2. Note: Exclude the Attention/Concentration Index since the subtests from that index were reported in the Attention section of this report.

TOMAL-‐2 Memory Indices

Indices

Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Verbal Memory Index STDS Nonverbal Memory Index STDS Verbal Delayed Recall Index STDS

Supplemental Indices Sequential Recall Index STDS


38

Free Recall Index STDS Associative Recall Index STDS Learning Index STDS

Use this chart for the WRAML2. Note: Exclude the Attention/Concentration Index since the subtests from that index were reported in the Attention section of this report.

WRAML2 Memory Indices

Indices

Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Verbal Memory Index STDS Visual Memory Index STDS Working Memory Index STDS Recognition Index STDS

Use this chart for the Wechsler Memory Scales – Fourth Edition (WMS-‐IV).

WMS-‐IV Memory Indices

Indices

Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Auditory Memory Index (SS) Visual Memory Index (SS) Visual Working Memory Index (SS) Immediate Memory Index (SS) Delayed Memory Index (SS)

Rate of Learning


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II) Verbal Learning

CHAMP – Lists Learning a list of unrelated words over multiple trials. PR

CMS – Word Lists – Learning: Learning a list of words over repeated trials.

(SS)

CMS – Word Pairs – Learning: Recalling a word that had been previously associated with another word.

(SS)

CVLT-‐C – Learning Slope: The average number of new words per trial across 5 trials.

(SS)*

CVLT-‐C – Level of Immediate Recall: Recall of words from a verbally presented list across 5 trials (List A) or an additional trial of a new list of words (List B).

• List A Total Trials 1–5: Recall or words from a verbally presented list across 5 trials.

(SS)*

o List A Trial 1 Free Recall: Recall of words from a verbally presented list on the first trial.

(SS)*

o List A Trial 5 Free Recall: Recall of words from a verbally presented list on the last trial.

(SS)*

o List B Free Recall: Immediate recall of a second list of verbally presented words.

(SS)*

o Percent Recall Consistency: The proportion of target words recalled on one of the first four trials that are also recalled on the very next trial.

(SS)*

o Perseveration Errors: Repetitions of previous responses during the same trial.

(SS)*

o Free-‐Recall Intrusions: (SS)*


39

Recalling words that were not on the list. CVLT-‐C – Learning Strategies: The type of strategy used to facilitate learning the list of words across multiple trials.

• Semantic-‐Cluster Ratio: The use of an active learning strategy of reorganizing the target words into categorical groups.

(SS)*

• Serial-‐Cluster Ratio: Degree to which target words are recalled in the same order in which they were presented.

(SS)*

• Percent of the Total Recall from Primacy Region: Percent of words recalled from the beginning of the list (primacy effect).

(SS)*

• Percent of the Total Recall from Middle Region Percent of words recalled from the middle of the list.

(SS)*

• Percent of the Total Recall from Recency Region: Percent of words recalled from the end of the list (recency effect).

(SS)*

FAR – Word Recall: Immediate recall of a list of words over two trials. (SS)

NEPSY-‐II – List Memory Learning Effect: The number of correctly recalled words on the last trial minus the number of correctly recalled words on the first trial.

CPR

NEPSY-‐II – List Memory Interference Effect: Recalling a second list of words after the first list is presented.

CPR

• List Memory Repetitions: The number of repeated words recalled from a list.

CPR

• List Memory Non-‐List Words: The number of words recalled that were not on the list (novel errors).

CPR

• List Memory Wrong List Words: The number of words recalled from a previous list of words (interference effect).

CPR

TOMAL-‐2 – Word Selective Reminding: Recalling a list of words over repeated trials but only being reminded of the words not recalled each time.

(SS)

WRAML2 – Verbal Learning: Learning a list of words over repeated trials. (SS)

o Slope: An indicator of the rate of learning. The change in the number correct from the first to the last trials.

CPR

o Retention: The amount of information retained after a delay.

CPR

o Intrusion Errors: Words not on the list that are recalled. CPR

Visual Learning CMS – Dot Locations Learning: Number of correctly recalled dots on a grid over three trials.

(SS)

CMS – Dot Locations Total: Number of correctly identified dots on a grid over three learning trails and one short delayed recall condition.

(SS)

Note: Standard scores appear in normal font. Scaled scores appear in (parentheses). Percentile ranks and cumulative percentile ranks of any kind appear in italics.

Immediate Verbal Memory


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II) Letter Recall (No Contextual Cues)

TOMAL-‐2 – Letters Forward: Repeating a string of letters spoken by the examiner. (SS)

Number Recall (No Contextual Cues) CAS2 Brief – Successive Digits: Repeating a series of digits forward of increasing length.

(SS)

CMS – Numbers Forward: Repeated increasingly long series of digits. (SS)

DAS-‐II – Recall of Digits Forward: Repeated increasingly long series of digits. (SS)*


40

FAR – Numeric Capacity: Ability to repeat a series of numbers that increase in digit length.

STDS

KABC-‐II – Number Recall: Repeating a string of digits spoken by the examiner.

(SS)

TAPS-‐3 – Number Memory Forward: Repeating a string of digits spoken by the examiner. (SS)

TOMAL-‐2 – Digits Forward: Repeating a string of digits spoken by the examiner. (SS)

WRAML2 – Number/Letter: Repeating auditorially presented number/letter strings of increasing length.

(SS)

WAIS-‐IV – Digit Span Forward: Repeating auditorially presented digits of increasing length.

(SS)

WISC-‐V – Digits Forward: Repeating auditorially presented digits of increasing length.

(SS)

Word Recall (No Contextual Cues) CAS2 – Word Series: Recall of words from a verbally presented list.

(SS)

CVLT-‐C – List A Short-‐Delay Free Recall: Immediate recall of words on a list after multiple learning trials.

(SS)

CVLT-‐C – List A Short-‐Cued Free Recall: Immediate recognition of words contained on a list after multiple learning trials.

(SS)

CMS – Word Lists Immediate Recall: Learning a list of unrelated words over multiple trials.

(SS)

CMS – Word Pairs Immediate Recall: Recalling word pairs over three trials. (SS)

NEPSY-‐II – Word List Interference Repetition: Repeating an initial string of unrelated words.

(SS)

TAPS-‐3 – Word Memory: Ability to retain and manipulate simple sequences of auditory information.

(SS)

WJ IV COG – Memory for Words: Repeating a list of unrelated words in the correct sequence.

STDS

Sentence Recall (with Contextual Cues) NEPSY-‐II – Sentence Repetition: Immediate recall of sentences of increasing length and complexity.

(SS)

TAPS-‐3 – Sentence Memory: Memory for sentences of increasing length and complexity.

(SS)

WRAML2 – Sentence Memory: Memory for sentences of increasing length and complexity.

(SS)

WIAT-‐III – Sentence Repetition: Memory for sentences of increasing length and complexity.

STDS

WJ IV OL – Sentence Repetition: Memory for sentences of increasing length and complexity.

STDS

Story Recall (with Contextual Cues) CHAMP – Instructions Details recalled from verbally presented stories.

PR

CMS – Stories Immediate: Details recalled from verbally presented stories. (SS)

CMS – Stories Immediate Thematic: General themes recalled from verbally presented stories.

(SS)

NEPSY-‐II – Narrative Memory Free Recall: Details recalled from verbally presented stories. (SS)

• Narrative Memory Recognition: Details recognized from verbally presented stories.

PRR

• Narrative Memory Free & Cued Recall: Details recalled freely and with cues from verbally presented stories.

(SS)

RIAS-‐2 – Verbal Memory: Details recalled from verbally presented sentences and stories.

(SS)*

TOMAL-‐2 – Memory for Stories: (SS)


41

Details recalled from verbally presented stories. WMS-‐IV – Logical Memory I: Details recalled from verbally presented stories. (SS)

WRAML2 – Story Memory: Details recalled from verbally presented stories.

(SS)

• Verbatim Total: Exact story details recalled.

(SS)

• Gist Total: General ideas of story details recalled.

(SS)

WJ IV COG – Story Recall: Details recalled from verbally presented stories.

STDS

Note: Standard scores appear in normal font. Scaled scores appear in (parentheses). Percentile ranks and cumulative percentile ranks of any kind appear in italics. * The DAS-‐II and CVLT-‐C test scores are reported as T-‐scores or Z-‐scores. Convert to Scaled Scores.

Immediate Visual Memory


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II) Abstract Designs with Motor Response (No Contextual Cues)

BVMGT-‐II – Recall: Drawing copies of abstract, geometric designs from memory.

STDS

CAS2 – Figure Memory: Tracing a geometric figure embedded within a more complex pattern after initial exposure to the geometric figure.

(SS)

DAS-‐II – Recall of Designs: Drawing copies of abstract, geometric designs from memory. (SS)*

NEPSY-‐II – Memory for Designs Total: Placing elements of an abstract design into a grid after briefly looking at an abstract design.

(SS)

• Memory for Designs Content: Correctly identifying design elements.

(SS)

• Memory for Designs Spatial: Correctly identifying spatial location of design elements.

(SS)

WMS-‐IV – Designs I: Spatial memory for unfamiliar visual material. (SS)

o Content: Correctly identifying design elements in immediate recall.

(SS)

o Spatial: Correctly identifying spatial location of design elements in immediate recall.

(SS)

WMS-‐IV – Visual Reproduction I: Drawing a set of five designs that were presented one at a time. (SS)

WNV – Recognition: Identifying previously seen pictures embedded in a set of similar pictures.

(SS)*

WRAML2 – Design Memory: Redraw geometric shapes in proper locations after brief visual exposure.

(SS)

Abstract Designs with Verbal Response (No Contextual Cues) FAM – Spatial Memory: Ability to identify an abstract shape after a 5-‐second delay. STDS

TOMAL-‐2 – Abstract Visual Memory: Recalling geometric designs when order is not important. (SS)

TOMAL-‐2 – Visual Sequential Memory: Recalling a sequence of geometric designs. (SS)

TVPS-‐3 – Sequential Memory: Identifying a previously seen design sequence embedded in a set of similar design sequences designs.

(SS)

TVPS-‐3 – Visual Memory: Identifying previously seen abstract designs embedded in a set of similar abstract designs.

(SS)

Faces with Verbal or Pointing Response (No Contextual Cues) CMS – Faces Immediate Recall: Remembering faces.

(SS)

KABC-‐II – Face Recognition: Attending to photographs of faces briefly then picking the same photograph of faces in slightly different poses.

(SS)

NEPSY-‐II – Memory for Faces Immediate Recall: Picking out faces from many faces that were previously seen. (SS)

TOMAL-‐2 – Facial Memory: (SS)


42

Recognition and identification of faces. Objects/Pictures with Verbal or Pointing Response (No Contextual Cues)

CHAMP – Objects Immediate recall of pictures of objects. PR

CHAMP – Places Immediate recall of pictures of places.

PR

DAS-‐II – Recognition of Picture: Recalling a set of pictures previously seen. (SS)*

UNIT2 – Object Memory: Identifying common objects shown in a first set of pictures now embedded with many other pictures of common objects.

(SS)

RIAS-‐2 – Nonverbal Memory: Identifying previously seen pictures embedded in a set of similar pictures.

(SS)*

WISC-‐V Integrated – Coding Recall: Immediate recall of the coding subtest shapes and numbers.

(SS)

WJ IV COG – Picture Recognition: Identifying previously seen pictures embedded in a set of similar pictures.

STDS

Spatial Locations with Motor Response (No Contextual Cues) CMS – Dot Locations Short Delayed Recall: Immediate recall of the location of dots on a grid after multiple learning trials.

(SS)

CMS – Picture Locations: Immediate recall of the location of pictures on a grid. (SS)

TOMAL-‐2 – Memory for Locations: Remembering the locations of dots on a page.

(SS)

TOMAL-‐2 – Visual Selective Reminding: Learning a pattern of dots then repeating it, and then only reminded of the dots left out.

(SS)

UNIT2 – Spatial Memory: Recreating a previously seen pattern of colored dots using colored chips on a grid.

(SS)

WISC-‐V Integrated – Spatial Span Forward: Touching a sequence of blocks that was shown by the examiner.

(SS)

WRAML2 – Finger Windows: Using a finger to repeat a visual pattern of increasing length. (SS)

Visual Digit Span with Verbal Response (No Contextual Cues) CAS2 – Visual Digit Span: Recalling numbers orally in the same sequence as shown in a visual sequence of numbers.

(SS)

Visual Sequences Imitation with Motor Response (No Contextual Cues) KABC-‐II – Hand Movements: Copying the examiner’s precise sequence of taps on the table. (SS)

TOMAL-‐2 – Manual Imitations: Copying the examiner’s precise sequence of taps on the table.

(SS)

Picture or Symbolic (With Contextual Cues) CMS – Family Pictures Immediate: Remembering the locations of family members in a picture.

(SS)

UNIT2 – Symbolic Memory: Recreating a sequence of pictures of people. (SS)

WPPSI-‐IV – Picture Memory: Ability to memorize visual information over a short time period.

(SS)

WPPSI-‐IV – Zoo Locations: Ability to recall where pictures of zoon animals were placed in a “zoo” after a short delay.

(SS)

WRAML2 – Picture Memory: Detecting changes in specific features or details within four scenes after brief visual exposure to original scenes.

(SS)

o Commission Errors Chosen details in the pictures that did not change.

CPR

Note: Standard scores appear in normal font. Scaled scores appear in (parentheses). Percentile ranks and cumulative percentile ranks of any kind appear in italics. * Convert the, RIAS-‐2, or WNV T-‐scores to Scaled Scores.

Qualitative Behaviors for WISC-‐V Integrated Working Memory



Coding Recall Cued Symbol: Percentage of age group that benefited from cued symbols during coding recall.

Coding Recall Free Symbol: Percentage of age group that benefited from free symbols during coding recall.

Coding Recall Cued Digit:


43

Percentage of age group that benefited from cued digits during coding recall. Coding Recall Pairing: Percentage of age group that benefited from cued symbols and digits paired during coding recall.


Delayed Verbal Memory


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II) Delayed Verbal Recall Without Contextual Cues

CVLT-‐C – List A Long-‐Delay Free Recall: Long-‐delay (after 20 minutes) free recall of the List A words after multiple learning trials.

(SS)*

CHAMP – Lists Delayed Delayed recall of unrelated words previously learned. PR

CMS – Word Lists Delayed Recall: Delayed recall of unrelated words previously learned. (SS)

CMS – Word Pairs Long Delayed Recall: Delayed recall of word pairs previously learned.

(SS)

NEPSY-‐II – List Memory Delayed Effect: The number of correctly recalled words on Trial 5 minus of the number of correctly recalled words on the delayed recall trial.

CPR

TOMAL-‐2 – Word Selective Reminding Delayed: Delayed recall of the words learned in the Word Selective Reminding task.

(SS)

WRAML2 – Verbal Learning Delayed Recall: Number of correct words recalled from list after delay.

(SS)

Delayed Verbal Recall With Contextual Cues CHAMP – Instructions Delayed Delayed recall of story details.

PR

CMS – Stories Delayed Recall: Delayed recall of story details. (SS)

CMS – Stories Delayed Thematic: Delayed recall of story themes.

(SS)

TOMAL-‐2 – Memory for Stories Delayed: Delayed recall of story details. (SS)

WMS-‐IV – Logical Memory II Free Recall: Delayed free recall of story details.

(SS)

WRAML2 – Story Memory Delayed Recall: Number of correct story details recalled after delay. (SS)

Delayed Verbal Recognition Without Contextual Cues CMS – Word Lists Delayed Recognition: Delayed recognition of words contains within the previously learned list of words.

(SS)

CMS – Word Pairs Delayed Recognition: Delayed recognition of previously learned word pairs.

(SS)

CVLT-‐C – Short and Long-‐Delay Cued Recall: Short-‐delay cued recall of the List A words and long-‐delay (after 20 minutes) recall of the List A words after multiple learning trials.

o List A Short-‐Delay Cued Recall: Short-‐delay cued recall of the List A words after multiple learning trials.

(SS)*

o List A Long-‐Delay Cued Recall: Long-‐delay (after 20 minutes) cued recall of the List A words after multiple learning trials.

(SS)*

o Correct Recognition Hits: The number of List A words endorsed as correct on the recognition trial.

(SS)*

o Cued-‐Recall Intrusions: Recalled words not on the original list.

(SS)*

o Discriminability Index: A measure of overall recognition performance that takes into consideration both correct and incorrect responses.

(SS)*

o False-‐Positive Rate: Endorsing a word as being on the original list of words when it was not present.

(SS)*

o Response Bias: A tendency to over-‐respond with either to many “yes” or “no” responses on the recognition trial.

(SS)*


44

CHAMP – Lists Recognition Delayed recognition of unrelated words previously learned.

WRAML2 – Verbal Learning Recognition: Number of words correctly recognized as being on the original learned list of words selected from a broad list of words.

(SS)

• Semantic Errors: Incorrect recall of words that are similar in meaning (e.g., “car” instead of “truck”).

CPR

• Phonological Errors: Incorrect recall of words that sound alike (e.g., “hat” instead of “cat”).

CPR

Delayed Verbal Recognition With Contextual Cues CHAMP – Instructions Recognition Delayed recognition of story details.

CMS – Stories Delayed Recognition: Recognized details of a story after a delay. (SS)

WMS-‐IV – Logical Memory II Recognition: Delayed recognition of story details.

(SS)

WRAML2 – Story Memory Delayed Recognition: Number of story details recalled with additional multiple-‐choice cues.

(SS)

Note: Standard scores appear in normal font. Scaled scores appear in (parentheses). Percentile ranks and cumulative percentile ranks of any kind appear in italics. * The CVLT-‐C test scores are reported as T-‐scores or Z-‐scores. Convert to scaled scores.

Delayed Visual Memory


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II) Delayed Visual Recall Without Contextual Cues

CHAMP – Objects Delayed Delayed recall of unrelated pictures of objects previously learned.

PR

CHAMP – Places Delayed Delayed recall of unrelated pictures of places previously learned. PR

CMS – Dot Locations Long Delayed: Delayed recall of the location of dots on a grid.

(SS)

CMS – Faces Delayed: Delayed recall of faces. (SS)

NEPSY-‐II – Memory for Faces Delayed: Delayed recall of previously learned target faces.

(SS)

NEPSY-‐II – Memory for Designs Delayed Total: Delayed recall of the abstract designs. (SS)

• Delayed Content: Delayed recall of design elements.

(SS)

• Delayed Spatial: Delayed recall of spatial location of design elements.

(SS)

WMS-‐IV – Designs II: Delayed free recall of spatial memory for unfamiliar visual material.

(SS)

• Delayed Content: Correctly identifying design elements in delayed recall.

(SS)

• Delayed Spatial: Correctly identifying spatial location of design elements in delayed recall.

(SS)

WMS-‐IV – Visual Reproduction II: Delayed visual-‐spatial memory with free recall and recognition tasks.

(SS)

Delayed Visual Recall With Contextual Cues CMS – Family Pictures Delayed Recall: Delayed recall of the locations of family members in a picture. (SS)

Delayed Visual Recognition Without Contextual Cues WMS-‐IV – Designs II Recognition: Delayed recognition of spatial location of design elements. (SS)

WMS-‐IV – Visual Reproduction II Recognition: Delayed recognition of designs. (SS)

WRAML2 – Design Memory Recognition: Correctly identifying designs that appeared in the original stimuli. (SS)

Delayed Visual Recognition With Contextual Cues WRAML2 – Picture Memory Recognition: Correctly identifying portions of pictures that appeared in the original stimuli.

(SS)


45


Verbal-‐Visual Associative Learning and Recall


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior


Verbal-‐Visual Associative Learning DAS-‐II – Recall of Objects Immediate: Naming pictures from memory over repeated trials. (SS)*

KABC-‐II – Atlantis: Learning visual-‐verbal associations and then recalling them.

(SS)

KABC-‐II – Rebus: Learning new information in the form of symbols and words. (SS)

NEPSY-‐II – Memory for Names Total: Recalling names associated with faces over repeated trials.

(SS)

TOMAL-‐2 – Object Recall: Recalling names associated with pictures. (SS)

TOMAL-‐2 – Paired Recall: Recalling a learned word paired with a first word provided by the examiner.

(SS)

WMS-‐IV – Verbal Paired Associates I: Recalling a learned word paired with a first word provided by the examiner.

(SS)

WRAML-‐2 – Sound Symbol: Remembering the unique sound associated with a unique nonsense shape.

(SS)

• Slope: The increase in correct sound-‐symbol associated from the first to the last trial.

PRR

WISC-‐V: Immediate Symbol Translation: Learning visual-‐verbal associations and then recalling them. STDS

WJ IV COG – Visual-‐Auditory Learning: Learning visual-‐verbal associations and then recalling them. STDS

Verbal-‐Visual Associative Delayed Recall DAS-‐II – Recall of Objects Delayed: Recalling the names of the pictures after a delay in time.

(SS)*

KABC-‐II – Atlantis Delayed: Recalling, after a delay, visual-‐verbal associations. (SS)

KABC-‐II – Rebus Delayed: Recalling, after a delay, associations between symbols and words.

(SS)

NEPSY-‐II – Memory for Names Delayed: Recalling, after a delay, names associated with faces. (SS)

WISC-‐V: Delayed Symbol Translation: Recalling, after a delay, visual-‐verbal associations.

STDS

WMS-‐IV – Verbal Paired Associates II Word Recall: Delayed free recall of a learned word pair. (SS)

WMS-‐IV – Verbal Paired Associates II Recognition: Delayed recognition of a learned word pair.

(SS)

WRAML-‐2 – Sound-‐Symbol Delayed Recall: Remembering the unique sound associated with a unique nonsense shape after a period of delay.

(SS)

• Sound-‐Symbol Retention: The number of sound-‐symbol associated remembered after delay.

PRR

Verbal-‐Visual Associative Recognition WISC-‐V: Recognition Symbol Translation: Ability to view a symbol and select the associated word from among response options.

STDS

Note: Standard scores appear in normal font. Scaled scores appear in (parentheses). Percentile ranks and cumulative percentile ranks of any kind appear in italics. * Convert the DAS-‐II T-‐score to a Scaled Score.

VI. Cognitive Processes: Executive Functions

Cognitive Flexibility


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II) Verbal Cognitive Flexibility


46

D-‐KEFS – Color-‐Word Interference Condition 4 (Inhibition/Switching): Completion time as the child rapidly switches back and forth between naming the dissonant ink colors and reading the words.

(SS)

§ Total Errors: Total uncorrected and corrected errors. (SS)

D-‐KEFS – Verbal Fluency Condition 3 (Category Switching Total Correct Responses): Total number of correct responses when switching between verbalizing fruits and pieces of furniture.

(SS)

o Category Switching Total Switching Accuracy: The correct number of switches between verbal categories.

(SS)

NEPSY-‐II – Inhibition Switching Combined: Rapidly and accurately name shapes while switching cognitive sets.

(SS)

• Switching Total Completion Time: How quickly the task was completed (slower time = lower scaled score).

(SS)

• Switching Total Errors: Total errors made on the task (more errors = lower % rank).

PRR

• Switching Uncorrected Errors: Errors with no attempt to correct (more errors = lower % rank).

PRR

• Switching Self-‐Corrected Errors: Errors that were self-‐corrected (more self-‐corrections = lower % rank).

PRR

Visual Cognitive Flexibility D-‐KEFS – Design Fluency Condition 3 (Switching): Switching between connecting solid dots and empty dots.

(SS)

D-‐KEFS – Trail Making Condition 4 (Number-‐Letter Switching): A psychomotor task that requires switching between number and letter sequences (e.g., 1-‐A-‐2-‐B…).

(SS)

§ Trail-‐Making Condition 1 (Visual Scanning): All of the number 3s on a page are marked as quickly as possible.

(SS)

o Trail-‐Making Condition 2 (Number Sequencing): Quickly connecting lines between consecutive numbers.

(SS)

o Trail-‐Making Condition 3 (Letter Sequencing): Quickly connecting lines between sequential letters. (SS)

o Trail-‐Making Conditions 2 & 3 Combined (Sequential Processing): Time taken across number and letter trials.

(SS)

o Trail-‐Making Condition 5 (Motor Speed): Tracing a dotted line as quickly as possible. (SS)

Leiter-‐3 -‐ Nonverbal Stroop: Ability to match the correct color with a small white mark on the targeted color circle.

(SS)

TEA-‐Ch – Creature Counting Total Correct: Ability to follow a path and count up or down depending on the direction of the arrows along the path.

(SS)

§ Creature Counting Timing Score: Reflects the response style of the student: low scores reflect slow processing, high scores reflect fast, perhaps impulsive processing.

(SS)

WCST – Perseveration Responses: Responses that involve getting stuck on the correct response from a previously learned rule.

STDS

o Percent Perseveration Responses: The percentage of perseveration responses.

STDS

WCST – Perseverative Errors: Errors that involve getting stuck on the correct response from a previously learned rule.

STDS

o Percent Perseverative Errors: The percentage of perseveration errors. STDS

Verbal and Visual Cognitive Flexibility NEPSY-‐II – Response Set Combined Score: Added shifting of attention while selectively responding

(SS)


47

to auditory target words and ignoring auditory non-‐target words over time. • Total Commission Errors: Responding to non-‐target words that were to be ignored (more errors = lower % rank).

PRR

• Total Correct: Responding correctly to target words (more correct = higher scaled score).

(SS)

o Total Omission Errors: Missing target words (more errors = lower % rank).

PRR

o Total Inhibitory Errors: Ignoring distracter words (more errors = lower % rank).

PRR

PAL-‐II RW & M – RAS Word and Digit Total Time:1

The time taken to rapidly name a mixture of words and digits.

(SS)

PAL-‐II RW & M – RAS Words and Digits Rate Change:1

The incidence rate of changing the speed of reading the words and digits.

(SS)

PAL-‐II RW & M – RAS Words and Digits Total Errors:1

The total number of errors when rapidly reading the mixture of words and digits.

CPR

TEA-‐Ch – Opposite Worlds Same World Total: Ability to follow a path filled with the digits 1 and 2 while saying “1” when seeing a 1 and “2” when seeing a 2.

(SS)

TEA-‐Ch – Opposite Worlds Opposite World Total: Ability to follow a path filled with the digits 1 and 2 while saying “1” when seeing a 2 and “2” when seeing a 1.

(SS)

Note: Standard scores appear in normal font. Scaled scores appear in (parentheses). Percentile ranks and cumulative percentile ranks of any kind appear in italics. 1Note that the PAL-‐II scores are based on grade norms not age norms.

Concept Recognition and Generation


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II) Concept Recognition

Boehm-‐3 Preschool – Total Score: Measures child’s ability to identify basic concepts. PR

Boehm-‐3 Grades K to 2 – Total Score: Measures child’s ability to identify basic concepts. PR

CTONI-‐2 – Geometric Categories: Categorical classification using geometric designs. (SS)

CTONI-‐2 – Pictorial Categories: Categorical classification using pictures of familiar objects. (SS)

DAS-‐II – Early Number Concepts: Oral math questions with illustrations.

(SS)*

DAS-‐II – Picture Similarities: Multiple-‐choice matching of pictures on the basis of relationships. (SS)*

DAS-‐II – Verbal Similarities: Explaining how three things or concepts go together.

(SS)*

D-‐KEFS – Sorting Test (Condition 2) Sort Recognition Description – Card Set 1: Ability to describe sorting concepts or rules used by the examiner to sort the cards.

(SS)

D-‐KEFS – Sorting Test (Condition 2) Sort Recognition Description – Card Set 2: Ability to describe sorting concepts or rules used by the examiner to sort the cards.

(SS)

D-‐KEFS – Sorting Test (Condition 2) Sort Recognition Incorrect Descriptions: Reflects inaccurate descriptions of the card sorts complete by the examiner.

(SS)

D-‐KEFS – Sort Test (Condition 2) Sort Recognition Repeated Descriptions: Reflects the tendency to repeat more than once the descriptions of the examiner’s card sorts.

CPR

D-‐KEFS – Twenty Questions Initial Abstraction: Level of abstract reasoning in the first questions asked. (SS)

D-‐KEFS – Twenty Questions Total Questions Asked: The fewer the questions asked the better. (SS)

D-‐KEFS – Twenty Questions Total Weighted Achievement: (SS)


48

This score used if the child guesses the correct answer quickly. WAIS-‐IV – Similarities: Describing how two words that represent common objects or concepts are similar.

(SS)

WISC-‐V– Similarities: Describing how two words that represent common objects or concepts are similar.

(SS)

§ WISC-‐V Integrated: Similarities Multiple-‐Choice: A multiple-‐choice version of the Similarities subtest, which lowers the verbal and memory demands of the task.

(SS)

WPPSI-‐IV – Similarities: Ability to select or verbally describe how two items are similar.

(SS)

Concept Generation D-‐KEFS – Sorting Test Condition 1 (Free Sorting) Confirmed Correct Sorts (Card Set 1 + 2): The number of confirmed correct sorts made on the two card sets.

(SS)

• Condition 1 Free Sorting Description (Card Set 1 + 2): Ability to describe sorting concepts or rules used in sorting the cards.

(SS)

• Condition 1 Confirmed Correct Verbal Sorts (Card Set 1 + 2): The tendency to rely on verbal descriptions for explaining the cart sorts.

(SS)

• Condition 1 Confirmed Correct Perceptual Sorts (Card Set 1 + 2):

The tendency to rely on visual-‐spatial details for explaining the cart sorts.

(SS)

§ Condition 1 Confirmed/Unconfirmed Target Sorts (Card Set 1 + 2):

The ability to correctly verify the reasons for the card sorts. (SS)

NEPSY-‐II – Animal Sorting Combined: A combination of the number of correct sorts and the number of errors. Measures initiation, cognitive flexibility, self-‐monitoring, and conceptual knowledge.

(SS)

• Animal Sorting Total Correct Sorts: A high score suggests good initiation or sustained effort, good conceptual reasoning or semantic knowledge.

(SS)

• Animal Sorting Total Errors: A low number of errors suggests good self-‐monitoring (More errors = lower % rank).

PPR

o Animal Sorting Total Novel Sort Errors: A high score suggests idiosyncratic or immature reasoning (more errors = lower % rank).

PPR

o Animal Sorting Total Repeated Sort Errors: A high score suggests poor cognitive flexibility and self-‐monitoring (more errors = lower % rank).

PPR

Concept Generation and Recognition Combined D-‐KEFS – Sorting Test Condition 1 + 2 Combined Description Score: Ability to describe sorting concepts or rules used in sorting the cards and in describing the sorts done by the examiner.

(SS)

• Combined Description Score: Verbal Rules: This score reflects a tendency to emphasize the verbal attributes of the card sort descriptions.

(SS)

• Combined Description Score: Perceptual Rules: This score reflects a tendency to-‐emphasize the perceptual attributes of the card sort descriptions.

(SS)


Problem Solving, Fluid Reasoning, and Planning


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II) Planning

CAS2 Teacher Rating Scale: Planning: The teacher’s rating of the student’s planning skills. STDS

CAS2 – Planned Connections: Quickly connecting number and letter sequences.

(SS)

KABC-‐II – Rover: Moving a toy dog through a maze in an efficient manner. (SS)


49

UNIT2 – Mazes: Tracing a path through mazes. (SS)

Verbal Deductive and Inductive Reasoning D-‐KEFS – Proverbs Total Achievement: Free Inquiry: Knowledge of verbal proverbs.

(SS)

§ Common Proverb Achievement Free Inquiry: Ability to explain common proverbs. (SS)

§ Uncommon Proverb Achievement Free Inquiry: Ability to explain uncommon proverbs.

(SS)

§ Accuracy Only: Ability to provide accurate interpretations. (SS)

§ Abstraction Only: Ability to provide accurate abstractions.

(SS)

D-‐KEFS – Proverbs Total Achievement: Multiple Choice: Recognition of verbal proverbs. CPR

§ Common Proverb Achievement Multiple Choice: Ability to recognize the meaning of common proverbs.

CPR

§ Uncommon Proverb Achievement Multiple Choice: Ability to recognize the meaning of uncommon proverbs. CPR

§ Total Correct Abstract Choices: Ability to correctly identify abstract statements that describe a proverb.

CPR

§ Total Correct Concrete Choices: Correctly identify statements that describe a proverb but at a concrete level.

CPR

§ Total Incorrect Phonemic Choices Incorrectly identify statements that describe a proverb based on a statement that sounds the same.

CPR

§ Total Incorrect Unrelated Choices: Incorrectly identify statements that describe a proverb based on a statement that is unrelated in any way.

CPR

§ Total Incorrect + Unrelated Choices: Total of all incorrect choices. CPR

D-‐KEFS – Word Context Total Consecutively Correct: Verbal abstract deductive reasoning.

(SS)

§ Repeated Incorrect Responses: A low score indicates many repeated incorrect responses, which reflects impairment in flexibility of thinking.

(SS)

§ Consistently Correct Ratio: Low score indicates increased distractibility and stimulus-‐bound tendencies.

(SS)

RIAS-‐2 – Guess What: Deduction of object or concept being described with a set of 2–4 clues.

(SS)*

RIAS-‐2 – Verbal Reasoning: Competing sentences to form verbal analogies. (SS)*

SB5 – Verbal Fluid Reasoning: Ability to solve novel problems presented in words and sentences.

(SS)

TAPS-‐3 – Auditory Reasoning: Understanding jokes, riddles, inferences, and abstractions. (SS)

WAIS-‐IV – Comprehension: Answering questions based on understanding of general principles and social situations.

(SS)

WISC-‐V– Comprehension: Answering questions based on understanding of general principles and social situations.

(SS)

§ WISC-‐V Integrated: Comprehension Multiple Choice: A multiple-‐choice version of the Comprehension subtest. Lesser verbal and recall memory demands.

(SS)

WPPSI-‐IV – Comprehension: Understanding of general principles and social situations.

(SS)

Visual Deductive and Inductive Reasoning CAS2 Teacher Rating Scale: Simultaneous: The teacher’s rating of the student’s simultaneous processes. STDS

CAS2 Matrices: Comprehend the relationships among the parts of a visual matrix and choose the best of six options.

(SS)

CAS2 Brief – Simultaneous Matrices: Comprehend the relationships among the parts of a visual matrix and choose the best of six options.

(SS)

CTONI-‐2 – Geometric Analogies: (SS)


50

Completing nonverbal analogies using geometric designs. CTONI-‐2 – Pictorial Analogies: Completing nonverbal analogies using pictures of familiar objects. (SS)

D-‐KEFS – Tower Total Achievement: Overall quality of tower building within time limits.

(SS)

DAS-‐II – Matrices: Solving visual puzzles. (SS)*

Leiter-‐3 – Classification/Analogies: Completing nonverbal analogies using geometric designs.

(SS)

NEPSY-‐II – Clocks: Recognizing time on analog clocks, and constructing clock faces. (SS)

RIAS-‐2 – Odd-‐Item Out: Designating one item out of many visual objects that does not match the remainder of the objects.

(SS)*

SB5 – Nonverbal Fluid Reasoning: Ability to solve novel problems presented in pictures and figures.

(SS)

UNIT2 – Analogic Reasoning: Completing a matrix analogies task using common objects. (SS)

UNIT2 – Cube Design: Completing a 3-‐dimensional block design.

(SS)

WAIS-‐IV – Matrix: Completing a missing portion of a picture matrix. (SS)

WISC-‐V – Matrix Reasoning: Completing a missing portion of a picture matrix.

(SS)

WISC-‐V – Picture Concepts: Choosing one picture from among two or three rows of pictures to form a group with a common characteristic.

(SS)

WPPSI-‐IV – Matrix Reasoning: Ability to select a response option that completes a matrix. (SS)

WPPSI-‐IV – Picture Concepts: Ability to group pictures to form a group with a common characteristic.

(SS)

WNV – Matrices: Completing a missing portion of a picture matrix.

(SS*)

WCST – Total Number of Errors: Number of errors made in categorizing cards. STDS

• % Total Errors: STDS • Nonperseverative Errors: STDS • % Nonperseverative Errors STDS • % Conceptual Level Responses STDS • Number of Categories Completed PPR • Learning to Learn PPR

WJ IV COG – Concept Formation: Categorical reasoning and inductive logic. STDS

Sequential Reasoning CTONI-‐2 – Geometric Sequences: Sequential reasoning using geometric designs. (SS)

CTONI-‐2 – Pictorial Sequences: Sequential reasoning using pictures of familiar objects.

(SS)

KABC-‐II – Pattern Reasoning: Selecting a pattern that completes a logical, linear pattern. (SS)

KABC-‐II – Story Completion: Selecting a scene that completes a complete story sequence.

(SS)

Leiter-‐3 – Sequential Order: Ability to select stimuli that progress in a corresponding order. (SS)

WNV – Picture Arrangement: Rearrange a set of pictures to tell a story that makes sense.

(SS)*

WJ IV COG – Analysis/Synthesis: General sequential (deductive) reasoning. STDS

Quantitative Reasoning DAS-‐II – Sequential and Quantitative Reasoning: Figuring out sequential patterns in pictures or geometric figures, or common rules in numerical relationships.

(SS)*

FAM – Sequences: Ability to identify the picture or number missing from a pattern or sequence.

STDS

WAIS-‐IV – Figure Weights: Ability to determine what weight is needed to balance a scale.

(SS)

WISC-‐V -‐ Figure Weights: Ability to determine what weight is needed to balance a scale. (SS)

WISC-‐V Integrated – Figure Weights Recall: Ability to recall what weight was needed to balance a scale.

(SS)


51

WISC-‐V Integrated – Figure Weights Process Approach: Ability to recall what weight was needed to balance a scale with modifications of the task.

(SS)

WJ IV ACH – Number Matrices Ability to analyze the relationship among numbers and identify the missing number.

STDS

WJ IV COG – Number Series: Ability to determine a numerical pattern and provide the missing number in a series.

STDS

Note: Standard scores appear in normal font. Scaled scores appear in (parentheses). Percentile ranks and cumulative percentile ranks of any kind appear in italics. * Convert the DAS-‐II, RIAS-‐2, or WNV T-‐scores to Scaled Scores.

Response Inhibition


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II) Verbal Response Inhibition

CAS2/CAS2 Brief – Expressive Attention: Rapidly naming animals or color words with varying degrees of stimulus distraction.

(SS)

D-‐KEFS – Color-‐Word Interference Condition 3 (Inhibition): Time to rapidly naming the color of the ink a color word (“red”) is printed in. An inhibitory task.

(SS)

§ Color-‐Word Interference Inhibition Total Errors: Total uncorrected and corrected errors. (SS)

NEPSY-‐II – Inhibition (Condition 2) Combined: Rapidly and accurately naming the opposite names of shapes (e.g., “circle” for “square”).

(SS)

• Inhibition Total Completion Time: How quickly the task was completed.

(slower time = lower scaled score) (SS)

• Inhibition Total Errors: Total errors made on the task. (more errors = lower % rank)

PPR

o Inhibition Uncorrected Errors: Errors with no attempt to correct (more errors = lower % rank).

PPR

o Inhibition Self-‐Corrected Errors: Errors that were self-‐corrected (more self-‐corrections = lower % rank).

PPR

Motoric Response Inhibition NEPSY-‐II – Statue Total: Maintaining a body position during distractions.

(SS)

• Body Movement Inhibitory Error: Number of times moved during the task.

PPR

• Eye Opening Inhibitory Error: Number of times opened eyes during the task.

PPR

• Vocalization Inhibitory Error: Number of times talked during the task.

PPR

TEA-‐Ch – Walk Don’t Walk: Marking a line on a printed pathway only in response to a target tone.

(SS)


Qualitative Behaviors

Instrument: Subtest

Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II) Set-‐Loss Errors (Failure to Maintain the Directions)

D-‐KEFS: Design Fluency: Total Set-‐Loss Designs (SS) D-‐KEFS: Sorting Test Condition 1 Set-‐Loss Sorts CPR D-‐KEFS: Trail Making Test: Condition 2 – Number Sequencing Set-‐Loss Errors CPR

D-‐KEFS: Trail Making Test: Condition 3 – Letter Sequencing Set-‐Loss Errors

CPR

D-‐KEFS: Trail Making Test: Condition 4 – Number-‐Letter Switching Set-‐Loss Errors CPR

D-‐KEFS: Twenty Questions: Set-‐Loss Questions CPR


52

D-‐KEFS: Verbal Fluency: Set-‐Loss Errors (SS) D-‐KEFS: Verbal Fluency: Percent Set-‐Loss Errors (SS) D-‐KEFS: Word Context: Total Correct-‐to-‐Incorrect Errors CPR WCST: Failure to Maintain Set PPR

Repetition Errors (Close Together = perseveration, Far Apart = memory weakness) D-‐KEFS: Design Fluency: Total Repeated Designs (SS) D-‐KEFS: Proverbs Repeated Responses CPR D-‐KEFS: Sorting Test Condition 1 Repeated Sorts (SS) D-‐KEFS: Sorting Test Combined Repeated Descriptions CPR • Condition 1: Free Sorting Repeated Descriptions CPR • Condition 2: Sort Recognition Repeated Descriptions CPR

D-‐KEFS: Twenty Questions: Repeated Questions CPR D-‐KEFS: Verbal Fluency: Repetition Errors (SS) D-‐KEFS: Verbal Fluency: Percent Repetition Errors (SS) D-‐KEFS: Word Context Repeated Incorrect Responses (SS)

Corrected Errors (Good Self-‐Monitoring) D-‐KEFS: Color-‐Word Interference Test: Condition 3 – Inhibition Corrected Errors CPR

D-‐KEFS: Color-‐Word Interference Test: Condition 4 – Inhibition/Switching Corrected Errors CPR

Uncorrected Errors (Poor Self-‐Monitoring) D-‐KEFS: Color-‐Word Interference Test: Condition 3 – Inhibition Uncorrected Errors CPR

D-‐KEFS: Color-‐Word Interference Test: Condition 4 – Inhibition/Switching Uncorrected Errors CPR

Omission Errors D-‐KEFS: Trail Making Test: Condition 1 – Visual Scanning Omission Errors CPR

Commission Errors D-‐KEFS: Trail Making Test: Condition 1 – Visual Scanning Commission Errors

CPR

Sequencing Errors D-‐KEFS: Trail Making Test: Condition 2 – Number Sequencing: Sequencing Errors CPR

D-‐KEFS: Trail Making Test: Condition 3 – Letter Sequencing: Sequencing Errors CPR

D-‐KEFS: Trail Making Test: Condition 4 – Number-‐Letter Switching: Sequencing Errors CPR

Time-‐Discontinuation Errors D-‐KEFS: Trail Making Test: Condition 2 – Number Sequencing: Time Discontinuation Errors CPR

D-‐KEFS: Trail Making Test: Condition 3 – Letter Sequencing: Time Discontinuation Errors CPR

D-‐KEFS: Trail Making Test: Condition 4 – Number – Letter Switching: Time Discontinuation Errors

CPR

D-‐KEFS: Trail Making Test: Condition 5 – Motor Speed: Time Discontinuation Errors CPR

Initiating Behaviors (Reflective or Impulsive) D-‐KEFS: Tower Mean First-‐Move Time (SS) D-‐KEFS: Verbal Fluency First 15” Interval Correct (SS) D-‐KEFS: Verbal Fluency Second 15” Interval Correct (SS) D-‐KEFS: Verbal Fluency Third 15” Interval Correct (SS) D-‐KEFS: Verbal Fluency Fourth 15” Interval Correct (SS) WCST: Trials to Complete First Category PPR

Rule Violations During Task Performance (Impulsive Response Style or Oppositional Response Style) D-‐KEFS: Tower Total Rule Violations CPR D-‐KEFS: Tower Rule Violations-‐per-‐Item Ratio (SS) NEPSY-‐II: Memory for Designs and Memory for Designs Delayed CPR

Total Attempted Items D-‐KEFS: Design Fluency: Total Attempted Designs (SS) D-‐KEFS: Sorting Test: Condition 1 Attempted Sorts (SS)

Percent Accuracy D-‐KEFS: Design Fluency Percent Design Accuracy (SS) D-‐KEFS: Sorting Test: Condition 1 Percent Sorting Accuracy (SS)

For the BDEF, put the corresponding percentile rank in the table based on the classification and type the percentile in italics.

Barkley Deficits in Executive Functioning Scale – Children and Adolescents (BDEF) Long Form

Scales

Not Clinically Significant

Marginally Clinically Significant

Borderline 85-‐92%

Mildly

Deficient

Moderately Deficient 96-‐98%

Markedly Deficient ≥99%


53

≥75% 76-‐84% 93-‐95% Self-‐Management to Time – one’s sense of time, time management, planning, preparing for deadlines, and other goal-‐directed behavior.

Self-‐Organization – organizing one’s thoughts, actions, and writing, and thinking quickly when encountering unexpected events.

Self-‐Restraint – making impulsive comments, poor inhibition of reactions to events, impulsive decision making, and doing things without regard to consequences.

Self-‐Motivation – taking shortcuts in one’s work, not doing all assigned work, being described as lazy by others, and not putting in much effort on work.

Self-‐Regulation of Emotion – being easily distracted by one’s thoughts when doing boring work, and staying awake and alert while working,

Total EF Summary Score – overall indicator of executive function skills.

EF Symptom Count – sum of key test items, which predict executive function deficits.

Not At-‐Risk for ADHD (based on raw scores)

At-‐Risk for ADHD (based on raw scores) Males 6-‐11 yrs > 25; Males 12-‐17 yrs >26

Females 6-‐11 yrs >22; Females 12-‐17 yrs >23 ADHD-‐EF Index – an indicator of ADHD symptomatology.

Write a brief summary about the BDEFS-‐CA results. How do these behavioral ratings relate to current test result

For the BDEF-‐S, put the corresponding percentile rank in the table based on the classification and type the percentile in italics.

Barkley Deficits in Executive Functioning Scale – Children and Adolescents (BDEF-‐S) Short Form

Scales

Not Clinically Significant ≥75%

Marginally Clinically Significant 76-‐84%

Borderline 85-‐92%

Mildly

Deficient 93-‐95%

Moderately Deficient 96-‐98%

Markedly Deficient ≥99%

Total EF Summary Score – overall indicator of executive function skills.

EF Symptom Count – sum of key test items, which predict executive function deficits.

If more than one parent completed the BRIEF, designate “M” for mother and “F” for father, or whatever is appropriate. Do the same for teachers (e.g., “T1”, “T2”) if needed.

BRIEF Rating Scales

Index/Scale

Parent T-‐Score (%ile)*

Teacher T-‐Score (%ile)

Student T-‐Score (%ile)

T-‐Score Mean = 50, SD = 10 Inhibit – control impulses and stops behavior Shift – moves freely from one activity/situation to another and problem-‐solving flexibility. Emotional Control – modulate emotional responses appropriately. Behavioral Regulation Index (BRI) Initiate – begin activities and generate ideas. Working Memory – hold information in mind for purposes of completing a task. Plan/Organize – anticipate future events, set goals, develop steps, and grasp main ideas. Organization of Materials – sense of organization of one’s personal space and belongings. Monitor – check work, and assess one’s own progress. Metacognition Index (MI) Global Executive Composite (GEC)

* Percentile is reported in parenthesis. ** Scores between 30-‐49 are in the acceptable range. Scores between 60 and 64 are in the elevated range. Scores between 65-‐100 are in the highly elevated range and are in bold.

Put the T-‐scores that are clinically significant (≥65) in Bold.

If more than one parent completed the CEFI, designate “M” for mother and “F” for father, or whatever is appropriate. Do the same for teachers (e.g., “T1”, “T2”) if needed. Examples: (enter the standard score followed by the rater abbreviation: 105 (P) or 84 (T) or 95 (S, for Self).


54

Comprehensive Executive Function Inventory (CEFI) Parent’s /Guardian’s Rating Teacher’s Rating Self-‐Rating (12-‐18 yrs)

Validity Scales Indicated Not Indicated Indicated Not Indicated Indicated Not Indicated Consistency Index – indicator of an inconsistent response style.

Negative/Positive Impression Scales – indicator of a positive or negative response bias.

Number of Omitted Items – indicator of a valid profile.

Well Below Average

Below Average

Low Average

Average

High Average

Superior

Very Superior

Clinical Scales Attention (AT) – ability to avoid distractions, concentrate on tasks, and sustain attention.

Emotional Regulation (ER) – ability to control and manage emotions.

Flexibility (FX) – ability to adjust behavior to meet circumstances.

Inhibitory Control (IC) – ability to control behavior or impulses.

Initiation (IT) – skills at beginning tasks or projects. Organization (OG) – ability to manage personal effects, work, or multiple tasks.

Planning (PL) – ability to develop and implement strategies to accomplish tasks.

Self-‐Monitoring (SM) – ability to evaluate one’s own behavior in order to determine a different approach.

Working Memory (WM) – ability to keep information in mind that is important for knowing when help is required, and understanding when a task is completed.

Full Scale – overall measure of executive functioning.

If more than one parent completed the D-‐REF, designate “M” for mother and “F” for father, or whatever is appropriate. Do the same for teachers (e.g., “T1”, “T2”) if needed. Examples: (enter the T score followed by the rater abbreviation: 45 (P) or 35 (T) or 51 (S, for Self).

Delis Rating of Executive Functions (D-‐REFS)

Indices Within

Normal Limits < 50 T

Slightly Elevated 51-‐59 T

Moderately Elevated 60-‐69 T

Significantly Elevated >70 T

Behavioral Functioning – ability to regulate one’s behavior to meet the demands of the environment.

Emotional Functioning – ability to regulate one’s emotions relative to the demands of the environment.

Executive Functioning – higher level cognitive ability to effectively adapt and function with the demands of the environment.

Total Composite – ability to plan, execute, and regulate cognitive, emotional, and behavioral functions to adapt to the demands of the environment.

VII. Facilitators/Inhibitors: Allocating and Maintaining Attention

Selective/Focused and Sustained Attention


Selective

Sustaine

d

Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior


Teacher’s Rating of the Student’s Attention CAS2 Teacher Rating Scale: Attention: The teacher’s rating of the student’s attention processes.

STDS

Auditory Selective/Focused and Sustained Attention NEPSY-‐II – Auditory Attention Combined: Selectively responding to auditory target words while ignoring auditory non-‐target words over time.

X

X (SS)

• Total Commission Errors: PRR


55

Responding to non-‐target words that were to be ignored (more errors = lower % rank).

• Total Correct: Responding correctly to target words (more correct = higher scaled score).

(SS)

o Total Omission Errors: Missing target words (more errors = lower % rank).

PRR

o Total Inhibitory Errors: Ignoring distracter words. (More errors = lower % rank).

PRR

TEA-‐Ch – Code Transmission: Listening to a series of numbers and recalling the number heard just prior to two fives being heard together.

X

(SS)

TEA-‐Ch – Score!: Keeping count of “scoring sounds” from an audiotape.

X (SS)

TEA-‐Ch – Score DT: Keeping count of “scoring sounds” from an audiotape with the presence of an auditory distracter.

X

(SS)

Visual Selective/Focused and Sustained Attention CAS2 – Number Detection: Quickly finding as many target numbers within a visual array.

X

(SS)

CAS2 – Receptive Attention: Quickly finding as many target letters within a visual array.

X

(SS)

Leiter-‐3 – Attention Divided: Ability to place colored foam circles in a corresponding colored bowl while also only slapping pictures of red triangles.

X

(SS)

Leiter-‐3 – Attention Sustained: Ability to find and quickly cross-‐out all squares found in an array of geometric shapes.

X (SS)

TEA-‐Ch – Map Mission: Searching a map to find as many target symbols as possible in one minute.

X

(SS)

TEA-‐Ch – Sky Search Attention Score: Finding as many “target” spaceships as quickly as possible on paper filled with target and non-‐target ships. A measure of selective attention.

X

(SS)

§ Number of Correct Targets Found: Number of correctly found “target” spaceships.

(SS)

§ Sky Search Time Per Target: Reflects the response style of the student: low scores reflect slow processing, high scores reflect fast, perhaps impulsive processing.

(SS)

TEA-‐Ch – Sky Search Dual Task (DT): Combines two tasks of finding spaceships and keeping count of scoring sounds.

X X (SS)

WJ IV COG – Pair Cancellation: Matching target stimuli from a large visual array under time constraints.

X STDS

Note: Standard scores appear in normal font. Scaled scores appear in (parentheses). Percentile ranks of any kind appear in italics.

Connors– III (CCPT III)

General Population Norms Summary Based on Comparison to ADHD Data Measure T-‐ Scores Interpretation Measure T-‐ Scores Interpretation

# Omissions: Failure to respond to target letters.

# Omissions: Failure to respond to target letters.

# Commissions: Responses given to non-‐targets

# Commissions: Responses given to non-‐targets

Hit Reaction Time: Average speed of correct responses for the entire test.

Hit Reaction Time: Average speed of correct responses for the entire test.

Hit Reaction Time Standard Error: Measure of response speed consistency across test items.

Hit Reaction Time Standard Error: Measure of response speed consistency across test items.


56

Variability: Measure of response speed consistency within student’s responses.

Variability: Measure of response speed consistency within student’s responses.

Detectability: Measure of difference between signal and noise distributions.

Detectability: Measure of difference between signal and noise distributions.

Response Style Indicator: High score = cautious responses style Low score = more free response style

Response Style Indicator: High score = cautious responses style Low score = more free response style

Perseverations: Reaction times less than 100 milliseconds.

Perseverations: Reaction times less than 100 milliseconds.

Hit Reaction Time Block Change: Measures change in reaction time across the duration of the test.

Hit Reaction time Block Change: Measures change in reaction time across the duration of the test.

Hit Standard Error Block Change: Detects changes in response consistency over the duration of test.

Hit Standard Error Block Change: Detects changes in response consistency over the duration of test.

Reaction Time by Inter-‐Stimulus Interval: Measures change in average reaction times at different inter-‐stimulus intervals.

Reaction Time by Inter-‐Stimulus Interval: Measures change in average reaction times at different inter-‐stimulus intervals.

Standard Error by Inter-‐Stimulus Interval: Examines change in the standard error of reaction times at different inter-‐stimulus intervals.

Standard Error by Inter-‐Stimulus Interval: Examines change in the standard error of reaction times at different inter-‐stimulus intervals.

*Report T-‐scores for the CCPT-‐II – do not convert.

Attentional Capacity


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II) Attentional Capacity for Numbers or Letters with Verbal Response

CAS2 Brief – Successive Digits: Repeating a series of digits forward of increasing length.

(SS)

DAS-‐II – Recall of Digits Forward: Repeating a series of digits of increasing length. (SS)*

KABC-‐II – Number Recall: Repeating auditorially presented digits of increasing length.

(SS)

TOMAL-‐2 – Digits Forward: Repeating auditorially presented digits of increasing length.

(SS)

TOMAL-‐2 – Letters Forward: Repeating auditorially presented letters of increasing length.

(SS)

WRAML2 – Number/Letter: Repeating auditorially presented number/letter strings of increasing length.

(SS)

WAIS-‐IV – Digit Span Forward: Repeating auditorially presented digits of increasing length.

(SS)

WISC-‐V – Digits Forward: Repeating auditorially presented digits of increasing length.

(SS)

Attentional Capacity for Visual Sequential Patterns with Motor Response Leiter-‐3 – Forward Memory: Ability to remember a sequence of pictured objects to which the examiner points in a given sequence.

(SS)

WISC-‐V Integrated – Spatial Span Forward: Repeating visually presented motoric sequences of increasing length.

(SS)

WRAML2 – Finger Windows: Using a finger to repeat a visual pattern of increasing length.

(SS)

Attentional Capacity for Words and Sentences (Increased Meaning) with Verbal Response CAS2 – Word Series: Recall of words from a verbally presented list.

(SS)


57

KABC-‐II – Word Order (without color interference): Touching pictures in sequential order based on the order spoken by the examiner.

(SS)

NEPSY-‐II – Sentence Repetition: Repeating sentences of increased length and complexity.

(SS)

WRAML2 – Sentence Memory: Repeating sentences of increased length and complexity. (SS)

WJ IV OL -‐ Sentence Repetition: Memory for sentences of increasing length and complexity.

STDS

WJ III COG NU/WJ IV COG – Memory for Words: Repeating lists of unrelated words in correct sequence.

STDS

Attentional Capacity for Stories (Even more Contextual Meaning) with Verbal Response CMS – Stories Immediate: Recalling verbally presented story details. (SS)

NEPSY-‐II – Narrative Memory Free Recall: Recalling verbally presented story details. (SS)

TOMAL-‐2 – Memory for Stories: Recalling verbally presented story details. (SS)

WRAML2 – Story Memory: Recalling verbally presented story details. (SS)

WJ IV COG – Story Recall: Recalling verbally presented story details.

STDS


Qualitative Behaviors for Attentional Processes



(Specify) Clinical Sample Base Rate

NEPSY-‐II: Auditory Attention and Response Set

-‐ Inattentive/Distracted Off-‐Task Behaviors

___% of children this age who exhibited

inattentive/distracted or off-‐task behaviors

___% of [clinical sample] who exhibited inattentive/distracted

or off-‐task behaviors

-‐ Out of Seat/Physical Movement in Seat Off-‐Task Behaviors


Qualitative Behaviors for Attentional Processes



NEPSY-‐II: Auditory Attention and Response Set

-‐ Inattentive/Distracted Off-‐Task Behaviors

___% of children this age who exhibited

inattentive/distracted or off-‐task behaviors

-‐ Out of Seat/Physical Movement in Seat Off-‐Task Behaviors


Enter the T-‐score in parentheses for each scale and rater.

Brown Attention-‐Deficit Disorder Scales for Children – Ages 3-‐7 (BADDS)

Cluster Scales

Average Range 45–54 T

Somewhat Atypical Score 55–59 T

Moderately Atypical Score 60–69 T

Markedly Atypical Score 70 T+

Parent Teacher Parent Teacher Parent Teacher Parent Teacher Cluster 1 – Organizing, Prioritizing, and Activating to Work: Tells if the child has a problem with organizing and initiating work activities.

Cluster 2 –Focusing, Sustaining, and Shifting Attention to Tasks: Tells if the child has a problem in sustaining attention for tasks that are not self-‐selected.

Cluster 3 – Regulating Alertness, Sustaining Effort, and Mental Processing Speed: Tells if the child has decreased ability in processing information, keeping alert, and sustaining effort.


58

Cluster 4 – Managing Frustration and Modulating Emotions: Tells if the child has excessive vulnerability or sensitivity and how well frustration is managed.

Cluster 5 – Utilizing Working Memory and Accessing Recall: Tells is the child has difficulty with short-‐term working memory.

Cluster 6 – Monitoring and Self-‐Regulating Action: Tells if the child can self-‐regulate actions.

ADD Inattention Total: An overall indicator of the presence of ADD-‐Inattentive Type

ADD Combined Total: An overall indicator of the presence of ADD-‐Combined Type



Cluster Scales





Parent Teacher Self Parent Teacher Self Parent Teacher Self Parent Teacher Self Cluster 1 – Organizing, Prioritizing, and Activating to Work: Tells if the child has a problem with organizing and initiating work activities.

Cluster 2 – Focusing, Sustaining, and Shifting Attention to Tasks: Tells if the child has a problem in sustaining attention for tasks that are not self-‐selected.




Cluster 6 – Monitoring and Self-‐Regulating Action: Tells if the child can self-‐regulate actions.

ADD Inattention Total: An overall indicator of the presence of ADD-‐Inattentive Type

ADD Combined Total: An overall indicator of the presence of ADD-‐Combined Type



Cluster Scales





Parent Self Parent Self Parent Self Parent Self Cluster 1 – Organizing, Prioritizing, and Activating to Work: Tells if the child has a


59

problem with organizing and initiating work activities. Cluster 2 – Focusing, Sustaining, and Shifting Attention to Tasks: Tells if the child has a problem in sustaining attention for tasks that are not self-‐selected.




ADD Symptomology Total: An overall indicator of the presence of ADD/ADHD

VIII. Facilitators/Inhibitors: Working Memory

Working Memory


Well .Below Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II) Verbal Working Memory

CMS – Numbers Backward: Repeating number strings in reverse order that were spoken by the examiner.

(SS)

CMS – Sequences: Ability to manipulate and sequence verbal information quickly. (SS)

DAS-‐II – Recall of Digits Backward: Repeating in reverse order increasingly long digit strings.

(SS)1

DAS-‐II – Recall of Sequential Order: Sequencing, from highest to lowest, increasingly long series of words.

(SS)1

KABC-‐II – Word Order (with color interference): Touching pictures in sequential order based on the order spoken by the examiner.

(SS)

NEPSY-‐II – Word List Interference Recall: Repeating an initial string of unrelated words after a second interference list of unrelated words is presented.

(SS)

PAL-‐II M – Numeric Coding Total:2

Ability to code written numerals into working memory accurately and quickly.

(SS)

PAL-‐II M – Quantitative Working Memory:2

Ability to store numbers and perform quantitative operations on them in working memory.

(SS)

PAL-‐II RW – Verbal Working Memory Composite:2 (SS) o Letters + Words Composite: (SS) o Letters Total: Ability to store and manipulate letters in working memory. (SS)

o Words Total: Ability to store and manipulate words in working memory. (SS)

• Sentences: Listening + Sentences: Writing Composite: (SS) o Sentences: Listening Total: Ability to manipulate sentences in working memory. (SS)

o Sentences: Writing Total: Ability to store sentences in working memory and plan and write new sentences.

(SS)

SB5 – Verbal Working Memory:

Ability to store verbal information in short-‐term memory and then sort or transform that information.

(SS)

TAPS-‐3 – Number Memory Reversed: Repeating number strings in reverse order that were spoken by the examiner.

(SS)


60

TOMAL-‐2 – Digits Backward: Repeating number strings in reverse order that were spoken by the examiner.

(SS)

TOMAL-‐2 – Letters Backward: Repeating letter strings in reverse order that were spoken by the examiner.

(SS)

WAIS-‐IV – Digit Span Backwards: Repeating letter strings in reverse order that were spoken by the examiner.

(SS)

WAIS-‐IV – Letter-‐Number Sequencing: Recalling numbers in ascending order and letters in alphabetical order after listening to a sequence of numbers and letters spoken by the examiner.

(SS)

WISC-‐V – Arithmetic: Mentally solving orally presented arithmetic problems within time limits.

(SS)

§ WISC-‐V Integrated: Arithmetic with Time Bonus: Mentally solving orally presented arithmetic problems with a time bonus.

(SS)

§ WISC-‐V Integrated: Arithmetic Process Approach Part A: Mentally solving arithmetic problems that are simultaneously read aloud and visually presented in a stimulus book.

(SS)

§ WISC-‐V Integrated: Arithmetic Process Approach Part A with Time Bonus: Mentally solving arithmetic problems that are simultaneously read aloud and visually presented in a stimulus book with extra points awarded for quick solutions.

(SS)

§ WISC-‐V Integrated: Arithmetic Process Approach Part B: Solving the problems that were missed in Part A using paper and pencil.

(SS)

§ WISC-‐V Integrated: Arithmetic Process Approach Part B with Time Bonus: Solving the problems that were missed in Part A using paper and pencil with extra points awarded for quick solutions.

(SS)

§ WISC-‐V Integrated: Written Arithmetic: Solving arithmetic problems presented visually using paper and pencil.

(SS)

WISC-‐V – Digit Span Backward: Repeat number strings in reverse order that were spoken by the examiner.

(SS)

WISC-‐V – Letter-‐Number Sequencing: Recalling numbers in ascending order and letters in alphabetical order after listening to a sequence of numbers and letters spoken by the examiner.

(SS)

WISC-‐V Integrated – Sentence Recall: Repeating orally presented sentences. (SS)

WJ IV COG – Object-‐Number Sequencing: Repeating the name of the objects in sequential order, followed by the numbers in sequential order, after listening to an audio recording of a series of names of both objects and digits.

STDS

WJ IV COG – Numbers Reversed: Repeating number strings in reverse order that were spoken by the examiner.

STDS

WJ IV COG: Verbal Attention: Listening to a set of animal names and digits, then answering questions about the sequence of the items.

STDS

WRAML-‐2 – Verbal Working Memory: Three levels of difficulty, which requires reordering of words to some stimulus property (e.g., word order, size of object, etc.).

(SS)

Visual Working Memory Leiter-‐3 -‐ Reverse Memory: Ability to remember a sequence of pictured objects in the opposite order from what the examiner pointed to.

(SS)

PAL-‐II M – Spatial Working Memory:2

Ability to locate objects in two-‐dimensional visual array and coding their quality.

• Oral Total (Processing): Ability to recall the number of dots shown on a set of dominos.

(SS)

• Drawing Total (Storage): Recall of where pictures of dominos were located.

(SS)

SB5 – Nonverbal Working Memory:

Ability to store nonverbal information in short-‐term memory and (SS)


61

then sort or transform that information. WISC-‐V -‐ Picture Span: Ability to recall the order of visual stimuli. (SS)

WISC-‐V Integrated -‐ Spatial Span Backward: Touching a sequence of blocks that was shown by the examiner in reverse order.

(SS)

WISC-‐V Integrated – Visual Working Memory: A summary score of processing speed and spatial span. PPR

WMS-‐IV – Spatial Addition: Visual-‐spatial memory using a visual addition task. (SS)

WMS-‐IV – Symbol Span: Visual working memory using novel visual stimuli.

(SS)

WNV – Spatial Span: Touching a sequence of blocks that was shown by the examiner in forward to reverse order.

(SS)*

WRAML-‐2 – Symbolic Working Memory: Pointing to number string recalled or number letter strings. (SS)

Note: Standard scores appear in normal font. Scaled scores appear in (parentheses). Percentile ranks and cumulative percentile ranks of any kind appear in italics. 1 DAS scores are reported as T-‐scores but could be converted to scaled scores. 2Note that the PAL-‐II scores are based on grade norms not age norms. * Convert the DAS-‐II or WNV T-‐scores to Scaled Scores.

Qualitative Behaviors for WISC-‐V and WISC-‐V Integrated Working Memory



Longest Spatial Span Forward vs. Backward: Percentage of same age peers with a better visual immediate memory (spatial span forward) compared to visual working memory (spatial span backward).

-‐ Longest Spatial Span Forward: Percentage of same age peers who achieved this number of the longest spatial span forward (visual immediate memory).

-‐ Longest Spatial Span Backward: Percentage of same age peers who achieved this number of the longest spatial span backward (visual working memory).

Sentence Recall Question Errors: Percentage of errors made during sentence recall.


IX. Facilitators/Inhibitors: Speed, Fluency, and Efficiency of Processing

Performance Fluency


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II) Psychomotor Fluency

D-‐KEFS: -‐ Trail Making Condition 5 – Motor Speed: Tracing a dotted line as quickly as possible.

(SS)

NEPSY-‐II – Visuomotor Precision Combined: Tracing a path from a start to finish quickly and while trying to stay with the lines.

(SS)

• Total Completion Time: (slower completion time = lower scaled score)

(SS)

• Total Errors: (more errors = lower % rank)

PRR

• Pencil Lift Total: (more lifts = lower % rank)

PRR

WISC-‐V Integrated – Coding Copy: Rapidly and accurately copying symbols. (SS)

Perceptual Fluency CAS2/CAS2 Brief – Planned Codes: Quickly filling in the appropriate codes in empty boxes beneath each letter from a corresponding legend.

(SS)

CAS2 – Planned Number Matching: Rapidly matching two numbers on a row. (SS)

DAS-‐II – Speed of Informational Processing: Marking a target figure or number contains within a row of similar objects or numbers.

(SS)*

WISC-‐V – Cancellation: Marking target pictures within a visual set of pictures in a specified time period.

(SS)


62

§ Cancellation Random: Marking target pictures within a random visual set of pictures in a specified time period.

(SS)

§ Cancellation Structured: Marking target pictures within a structured visual set of pictures in a specified time period.

(SS)

WPPSI-‐IV – Cancellation: Marking target pictures within a visual set of pictures in a specified time period.

(SS)

§ Cancellation Random: Ability to scan objects and mark only target objects in a random array.

(SS)

§ Cancellation Structured: Ability to scan objects and mark only target objects in a structured array.

(SS)

WISC-‐V – Coding: Copying symbols paired with geometric shapes or numbers within a time limit.

(SS)

WISC-‐V – Symbol Search: Scanning a search group and marking the presence or absence of a target symbol or symbols within a time limit.

(SS)

WNV – Coding: Copying symbols paired with geometric shapes or numbers within a time limit.

(SS)*

WPPSI-‐IV – Animal Coding: Ability to quickly match shapes that correspond to pictured animals.

(SS)

WPPSI-‐IV – Bug Search: Ability to quickly match target bugs. (SS)

WJ IV COG – Letter-‐Pattern Matching: Rapidly matching two letter patterns on a row. STDS

WJ IV COG – Number-‐Pattern Matching: Rapidly matching two numbers on a row.

STDS

Figural Fluency D-‐KEFS – Design Fluency Total Correct Condition 1 + 2: The total number correct across Conditions 1 & 2. (SS)

§ Condition 1 (Filled Dots) Total Correct: Connects filled dots to create as many different designs as possible in 60 seconds.

(SS)

§ Condition 2 (Empty Dots) Total Correct: Connects empty dots to create as many different designs as possible in 60 seconds.

(SS)

NEPSY-‐II – Design Fluency Total: Connecting dots with unique line patterns.

(SS)

• Design Fluency Structured Array CPR • Design Fluency Random Array CPR

Naming Fluency CTOPP-‐2 – Rapid Digit Naming: Naming numbers on a page as quickly as possible. (SS)

CTOPP-‐2 – Rapid Letter Naming: Naming letters on a page as quickly as possible.

(SS)

CTOPP-‐2 -‐ Rapid Color Naming: Naming colors on a page as quickly as possible. (SS)

CTOPP-‐2 – Rapid Object Naming: Naming objects on a page as quickly as possible.

(SS)

DAS-‐II – Rapid Naming:1

Naming colors or pictures as quickly as possible. (SS)

D-‐KEFS – Color-‐Word -‐ Condition 1 (Color Naming): Time to name the color of colored squares rapidly. (SS)

§ Color-‐Word Interference Condition 1 Total Errors: Total number of uncorrected and corrected errors. CPR

D-‐KEFS – Color-‐Word Interference Condition 2 (Word Reading): Time to name color words (e.g., “red”) rapidly. (SS)

§ Color-‐Word Interference Condition 2 Total Errors: Total number of uncorrected and corrected errors. CPR

D-‐KEFS – Color-‐Word Naming and Reading Completion Time Combined: Total time needed to name both the name of the colors and the color words combined.

(SS)

FAR – Rapid Automatic Naming (RAN): Naming objects, letters, and stenciled letters quickly. (SS)

KTEA-‐3 – Naming Facility (RAN): Naming objects, colors, and letters quickly.

STDS


63

NEPSY-‐II – Inhibition: Naming Combined: Rapidly and accurately name shapes. (SS)

• Naming Total Completion Time: How quickly the task was completed.


• Naming Total Errors Total errors made on the task.

(more errors = lower % rank) PRR

o Naming Uncorrected Errors: Errors with no attempt to correct (more errors = lower % rank).

PRR

o Naming Self-‐Corrected Errors: Errors that were self-‐corrected (more self-‐corrections = lower % rank).

PRR

NEPSY-‐II – Speeded Naming Combined: Rapidly naming attributes of objects or a series of numbers and letters.

(SS)

• Speeded Naming Total Completion Time: How quickly the task was completed.


• Speeded Naming Total Correct: How accurately the task was completed.

(more correct = higher % rank) PRR

• Speeded Naming Total Self-‐Corrected Errors: Awareness of errors made on the task with self-‐correction.

(more self-‐corrections = lower % rank)

PRR

PAL-‐II M – RAN Digits and Double Digits Total Time Composite:3

Total time required to rapidly read single and double digits. (SS)

• RAN Single Digits Total Time: Total time required to rapidly read single digit numbers.

(SS)

• RAN Double Digits Total Time: Total time required to rapidly read double-‐digit numbers.

(SS)

• RAN Digits + Double Digits Rate Change Total Score: The incidence rate of changing the speed of reading the single or double digits.

(SS)

• RAN Digits + Double Digits Total Errors: The sum of any type of error (e.g., omissions, insertions, incorrect naming) across the single and double-‐digit tasks.

CPR

PAL-‐II RW – RAN Letters + Letter Groups + Word Total Time Composite:3

Total time required to rapidly read letters, letter groups, and words.

(SS)

o RAN Letters Total Time: Time required to rapid read letters. (SS)

o RAN Letter Groups Total Time: Time required to rapid read letter groups.

(SS)

o RAN Words Total Time: Time required to rapid read words. (SS)

o RAN Letters + Letter Groups + Word Rate Change Total: The incidence rate of changing the speed of reading the letters, letter groups, or words.

(SS)

o RAN Letters + Letter Groups + Words Total Errors: The number of total errors while reading the letters, letter groups, or words.

CPR

RAN/RAS – Rapid Automatized Naming Objects: Correctly identify pictures of objects as rapidly as possible. STDS

RAN/RAS – Rapid Automatized Naming Colors: Correctly identify color names as rapidly as possible.

STDS

RAN/RAS – Rapid Automatized Naming Numbers: Correctly identify numerals by name as rapidly as possible. STDS

RAN/RAS – Rapid Automatized Naming Letters: Correctly identify letters by name as rapidly as possible. STDS

RAN/RAS –-‐ Rapid Alternating Switching Letters and Numbers: Correctly identified letters and numbers as rapidly as possible. STDS

RAN/RAS – Rapid Alternating Switching Letter, Numbers, and Colors: Correctly identified letters, numbers, and colors as rapidly as possible.

STDS

WISC-‐V -‐ Naming Speed Literacy: Correctly identified letters, numbers, and colors as rapidly as possible.

STDS

WISC-‐V -‐ Naming Speed Quantity: STDS


64

Correctly naming the number of various stacks of blocks om a page as rapidly as possible. WJ IV COG – Rapid Picture Naming: Naming quickly pictures of common objects across a row of five objects.

STDS

Oral Motor Fluency CAS2 Teacher Rating Scale: Successive: The teacher’s rating of the student’s successive processes. STDS

CAS2 – Sentence Repetition: Repeating nonsense sentences. (SS)

CAS2– Sentence Questions: Repeating a three word series of high imagery, single-‐ or double-‐syllable words in order, 10 times in a row.

(SS)

CTOPP-‐2 – Segmenting Words: Repeating a word then saying it one sound at a time.

(SS)

CTOPP-‐2 – Segmenting Non-‐words: Listening to non-‐words, repeats each non-‐word, then says it one sound at a time.

(SS)

DWSMB – Expressive Speech: Repeating groups of successively more difficult words and phrases.

W Diff Score

KTEA-‐3 – Oral Expression: Performing specific speaking tasks in the context of real-‐life scenarios.

STDS

NEPSY-‐II – Oral Motor Sequences Total: Repetition of articulatory sequences like tongue twisters.

PRR

NEPSY-‐II – Repetition of Nonsense Words Total: Repetition of nonsense words.

(SS)

OWLS-‐II – Oral Expression: Answering questions, completing sentences, or generating sentences in response to oral or verbal stimuli.

STDS

PAL-‐II RW – Oral Motor Planning Total Time:2 Time taken to plan the production of alternating syllables compared to repeatedly producing the same syllables.

(SS)

PAL-‐II RW – Oral Motor Planning Errors Total:2

Total errors in the production of alternating syllables compared to repeatedly producing the same syllables.

PRR

Note: Standard scores appear in normal font. Scaled scores appear in (parentheses). Percentile ranks and cumulative percentile ranks of any kind appear in italics. 1 Convert the DAS-‐II t-‐score to a Scaled Score. 2Note that the PAL-‐II scores are based on grade norms not age norms.

Retrieval Fluency

Instrument – Subtest

Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II) Word Fluency

D-‐KEFS – Verbal Fluency – Condition 1 (Letter Fluency): Naming as many words within a time limit that start with a specific letter.

(SS)

NEPSY-‐II – Word Generation Initial Letter Total: Words recalled quickly that start with a particular letter.

(SS)

Semantic Fluency D-‐KEFS – Verbal Fluency – Condition 2 (Category Fluency): Naming as many words within a time limit that all fall in the same category (e.g., fruits).

(SS)

KTEA-‐3 – Associational Fluency: Naming words quickly that belong to a semantic category to start with the same letter.

STDS

NEPSY-‐II – Word Generation Semantic Total: Words recalled quickly that fit into a category. (SS)

WIAT-‐III – Oral Word Fluency: Name as many words within a time limit that fit within a category.

STDS

Word and Semantic Fluency FAR – Verbal Fluency: Naming words as quickly as possible that start with a particular letter or fit in the same category (e.g., animals).

(SS)

WJ IV COG – Retrieval Fluency: Naming words as quickly as possible that start with a particular letter or fit in the same category (e.g., animals).

STDS



65

1 The Word Generation subtest scores were previously reported in the Language Processes section of the report, but need to be considered in this section as well. Word Generation is the verbal analog to the nonverbal Design Fluency subtest. Both subtests require retrieval fluency, which is an executive function.

Acquired Knowledge Fluency


RPI

Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Reading Fluency: Rapid Phonological Decoding FAR – Isolated Word Reading Fluency: Reading isolated words quickly.

(SS)

FAR – Oral Reading Fluency: Reading passages fro rate and accuracy.

(SS)

FAR – Irregular Word Reading Fluency: Ability to read a list of phonologically irregular words.

(SS)

FAR – Silent Reading Fluency: Ability to read a passage and answer questions.

(SS)

GORT-‐5 – Rate: The amount of time taken to read a story.

(SS)

GORT-‐5 – Fluency: Rate and Accuracy Scores combined.

(SS)

KTEA-‐3 – Decoding Fluency: Quickly applying decoding skills while reading nonsense words.

STDS

KTEA-‐3 – Word Recognition Fluency: Reading isolated words quickly.

STDS

PAL-‐II RW – Pseudoword Decoding Fluency Total Correct at 60 seconds: Number of words accurately decoded after 60 seconds.

(SS)

TOSWRF-‐2 – Silent Word Reading Fluency: Ability to properly segment letters into words rapidly.

STDS

WIAT-‐III – Oral Reading Fluency: Reading passages aloud and then orally responds to comprehension questions.

STDS

o Oral Reading Accuracy: Number of correctly read words.

STDS

o Oral Reading Rate: How quickly passages were read.

STDS

WJ IV ACH – Oral Reading: Reading sentence for accuracy and fluency of expression of increasing lengths and difficulty.

??/90 STDS

WJ IV ACH – Sentence Reading Fluency: Rapidly reading short, simple sentences and circles yes or no if they make sense over a 3-‐minute interval.

??/90 STDS

WJ IV ACH – Word Reading Fluency: Rapidly reading isolated words.

??/90 STDS

Reading Fluency: Rapid Morphological Decoding FAR – Morphological Processing: Ability to choose the morpheme that best completes an incomplete target word.

(SS)

PAL-‐II RW – Morphological Decoding Composite:1

Quickly and accurately pronouncing words when different suffixes are added to the same word base.

(SS)

• Find the True Fixes: Ability to differentiate spelling patterns that are and are not

prefixes and suffices.

(SS)

• Morphological Decoding Fluency Accuracy: Number correct of pronounced words in which the base

word is modified with different suffixes.

(SS)

• Morphological Decoding Fluency: Quickly pronouncing words when different suffixes are

added to the same word base.

(SS)

PAL-‐II RW – Sentence Sense Fluency:1

Ability to quickly coordinate silent word-‐recognition and sentence comprehension when reading for meaning under timed conditions.

(SS)

Writing Fluency PAL-‐II RW – Narrative Compositional Fluency:1 • Narrative Compositional Fluency Total Number of Words:

Total number of words written across items.

(SS)

• Narrative Compositional Fluency Total Correctly Spelled Words: Total number of correctly spelled words written across

(SS)


66

items. WIAT-‐III – Alphabet Writing Fluency: Ability to write the letters of the alphabet quickly.

STDS

WJ IV ACH – Sentence Writing Fluency: Producing, in writing, simple sentences that are legible.

??/90 STDS

Mathematical Fluency PAL-‐II M – Numerical Writing:1

Ability to write numerals both legibly and automatically.

• Automatic Legible Numeral Writing at 15 seconds: The sum of legible numerals written in 15 seconds.

(SS)

• Legible Numeral Writing: The sum of legible numerals written in 3 minutes.

(SS)

• Total Time: Total completion time required to complete writing of 26 numerals.

(SS)

WIAT-‐III – Math Fluency-‐Addition: Solving simple addition problems quickly.

STDS

WIAT-‐III – Math Fluency – Subtraction: Solving simple subtraction problems quickly.

STDS

WIAT-‐III – Math Fluency – Multiplication: Solving simple multiplication problems quickly.

STDS

WJ IV ACH – Math Facts Fluency: Solving simple math problems quickly.

??/90 STDS 1Note that the PAL-‐II scores are based on grade norms not age norms.

Qualitative Behaviors for WISC-‐V and WISC-‐V integrated



Coding Coding B – Time Interval 1” – 30”: Percentage of same age peers with this number correct in first 30 seconds.

Coding B – Time Interval 31” – 60”: Percentage of same age peers with this number correct in second 30 seconds.

Coding B – Time Interval 61” – 90”: Percentage of same age peers with this number correct in third 30 seconds.

Coding Copy – Time Interval 1” – 30”: Percentage of same age peers with this number correct in first 30 seconds.

Coding Copy – Time Interval 31” – 60”: Percentage of same age peers with this number correct in second 30 seconds.

Coding Copy – Time Interval 61” – 90”: Percentage of same age peers with this number correct in third 30 seconds.

Note: A base rate is the percentage of the children in the comparison group (e.g., students the same age, or students in a clinical group). X. General Intellectual Functioning

Cognitive Assessment Scale – Second Edition (CAS2)

Cognitive Assessment System – Second Edition

Standard Score

Confidence Interval (90

%ile)

Percentile

Rank

Classification

Planning STDS Attention STDS Simultaneous STDS Sequential STDS Full Scale IQ STDS Supplemental Scales: Executive Function w/o Working Memory

STDS

Executive Function with Working Memory

STDS

Working Memory STDS Verbal Content STDS Nonverbal Content STDS

Differential Ability Scale – Second Edition (DAS-‐II) Lower Early Years (Ages 2:6 to 3:5 with norm extension up to 8:11)

DAS-‐II Indices

Standard Score


%ile)

Percentile

Rank

Classification

Verbal Ability STDS


67

Nonverbal Reasoning Ability STDS General Conceptual Ability STDS

Differential Ability Scale – Second Edition (DAS-‐II) for Upper Early Years (Ages 3:6 to 6:11 with norm extension up to 8:11)

DAS-‐II Indices

Standard Score


%ile)

Percentile

Rank

Classification

Core Clusters Verbal Ability STDS Nonverbal Reasoning Ability STDS Spatial Ability STDS Special Nonverbal Composite STDS General Conceptual Ability STDS

Diagnostic Clusters Working Memory STDS Processing Speed STDS School Readiness (ages 3:6 – 8:11) STDS

Differential Ability Scale – Second Edition (DAS-‐II) for School-‐Age Years (Ages 7:0 to 17:11 with norm extension down to 5:0)

DAS-‐II Indices

Standard Score


%ile)

Percentile

Rank

Classification

Core Clusters Verbal Ability STDS Nonverbal Reasoning Ability STDS Spatial Ability STDS Special Nonverbal Composite STDS General Conceptual Ability STDS

Diagnostic Clusters Working Memory STDS Processing Speed STDS

Kaufman Assessment Battery for Children – Second Edition (KABC-‐II)

KABC-‐II

Standard Score


%ile)

Percentile

Rank

Classification

Sequential/Gsm STDS Simultaneous/Gv STDS Learning/Glr STDS Planning/Gf STDS Knowledge/Gc STDS Fluid-‐Crystallized Index (FCI) STDS Mental Processing Index (MPI) STDS

Leiter-‐3

Leiter-‐3

Standard Score


%ile)

Percentile

Rank

Classification

Nonverbal IQ Scale STDS Attention and Memory Composite STDS

Reynolds Intellectual Assessment Scales (RIAS-‐2)

RIAS-‐2

Standard Score


%ile)

Percentile

Rank

Classification

Verbal Intelligence Index STDS Nonverbal Intelligence Index STDS Composite Intelligence Index STDS

Stanford Binet Intelligence Scales – Fifth Edition (SB5)

SB5

Standard/ Scaled Score


%ile)

Percentile

Rank

Classification

Nonverbal IQ STDS Verbal IQ STDS Full Scale IQ STDS Fluid Reasoning STDS Knowledge STDS


68

Quantitative Reasoning STDS Visual-‐Spatial Processing STDS Working Memory STDS

Universal Nonverbal Intelligence Scale

Universal Nonverbal Intelligence Scale

Standard Score


%ile)

Percentile

Rank

Classification

Memory Quotient STDS Reasoning Quotient STDS Symbolic Quotient STDS Nonsymbolic Quotient STDS Full Scale IQ STDS

Wechsler Intelligence Scale for Children – Fifth Edition (WISC-‐V)

WISC-‐V Indices

Standard Score


%ile)

Percentile

Rank

Classification

Verbal Comprehension STDS Visual Spatial STDS Fluid Reasoning STDS Working Memory STDS Processing Speed STDS Full Scale IQ STDS

Ancillary and Complementary Analyses Quantitative Reasoning STDS Auditory Working Memory STDS General Ability STDS Cognitive Proficiency STDS

Woodcock-‐Johnson IV Tests of Cognitive Abilities (WJ IV COG)

WJ III Cognitive NU Factor Scores

Standard Score


%ile)

Percentile

Rank

Classification

General Intellectual Ability (GIA) STDS Gf-‐Gc Composite

CHC Factor Scores Comprehension-‐Knowledge (Gc) STDS Fluid Reasoning (Gf) STDS Fluid Reasoning Extended Short-‐Term Working Memory (Gwm)

STDS

Short-‐Term Working Memory -‐ Extended (Gwm)

STDS

Cognitive Processing Speed (Gs) STDS Auditory Processing (Ga) STDS Long-‐Term Retrieval (Glr) STDS Visual-‐Spatial Thinking (Gv) STDS

Narrow Abilities and Other Clinical Clusters Quantitative Reasoning (Gf-‐RQ) STDS Auditory Memory Span (MS) STDS Number Facility (N) STDS Perceptual Speed (P) STDS Vocabulary (VL/LD) STDS Cognitive Efficiency STDS Cognitive Efficiency – Extended STDS

X. Acquired Knowledge: Acculturation Knowledge

Semantic Memory


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Verbal Comprehension KABC-‐II – Riddles: (SS)


69

Pointing or naming a concrete or abstract verbal concept based on verbal characteristics (riddles) provided by the examiner. WJ IV COG – Oral Vocabulary: Two parts (Synonyms and Antonyms) that measures semantic memory.

STDS

General Information KABC-‐II – Verbal Knowledge: Selecting one picture that corresponds to a vocabulary word or answers a general question.

(SS)

SB5 – Nonverbal Knowledge: Ability to recall from the accumulated fund of nonverbal general information.

(SS)

SB5 – Verbal Knowledge: Ability to recall from the accumulated fund of verbal general information.

(SS)

WAIS-‐IV – Information: Answering questions about a wide range of general knowledge topics.

(SS)

WISC-‐V– Information: Answering questions about a wide range of general knowledge topics.

(SS)

§ WISC-‐V Integrated – Information Multiple Choice: A multiple-‐choice version of the Information subtest. Lesser verbal and recall memory demands.

(SS)

WPPSI-‐IV – Information: Questions answered about a broad range of general-‐knowledge topics.

(SS)

WJ IV COG – General Information: Depth of verbal knowledge based on “where” and “what” questions.

STDS

Domain-‐Specific Knowledge WJ IV ACH – Academic Knowledge: Knowledge of basic academic areas (e.g., science, humanities). STDS


XI. Acquired Knowledge: Language Abilities

Oral Expression


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II) Vocabulary Knowledge

CREVT-‐2 – Expressive Vocabulary: Ability to define a word spoken by the examiner.

STDS

DAS-‐II – Naming Vocabulary:1

Naming pictures. (SS)2

DAS-‐II – Word Definitions: Explaining the meaning of each word. (SS)2

DWSMB – Naming Pictures of Objects: Measures knowledge of semantic labels for pictures of common objects.

W Diff Score

EOWPVT-‐4 – Total Score Ability to name objects, actions, or concepts illustrated in pictures.

STDS

EOWPVT-‐SBE – English Expressive Language: Naming in English colored pictures on common objects, actions, or concepts.

STDS

EOWPVT-‐SBE – Spanish Expressive Language: Naming in Spanish colored pictures on common objects, actions, or concepts.

STDS

EVT-‐2 – Total: Ability to define vocabulary words. STDS

KABC-‐II – Expressive Vocabulary: Naming pictures. (SS)

NEPSY-‐II – Body Part Naming Total: Naming of body parts.

(SS)

SPELT-‐P2 – Total: Assesses expressive vocabulary related to everyday situations and objects.

STDS


70

SPELT-‐3 – Total: Assesses expressive vocabulary related to everyday situations and objects.

STDS

WAIS-‐IV – Vocabulary: Ability to name pictured objects or define word meanings.

(SS)

WIAT-‐III – Oral Expression (Expressive Vocabulary): Naming the concept shown in a picture or saying words from a given category and repeating sentences.

STDS

• WIAT-‐III – Expressive Vocabulary: Ability to name objects, actions, or concepts illustrated in pictures.

STDS

WISC-‐V – Vocabulary: Ability to name pictured objects or define word meanings.

(SS)

o WISC-‐V Integrated – Vocabulary Multiple Choice: A multiple-‐choice version of the Vocabulary subtest. Lesser verbal and recall memory demands.

(SS)

§ WISC-‐V Integrated – Picture Vocabulary Multiple Choice: Same items as the WISC-‐V Vocabulary test except with less memory and verbal expression demands.

(SS)

WPPSI-‐IV – Picture Naming: Ability to name depicted objects. (SS)

WPPSI-‐IV – Vocabulary: Ability to name pictured objects or define word meanings.

(SS)

WJ IV OL – Picture Vocabulary: Recognize and name pictured objects.

STDS

Note: Standard scores appear in normal font. Scaled scores appear in (parentheses). Percentile ranks and cumulative percentile ranks of any kind appear in italics. 1 Convert the DAS-‐II t-‐score to a Scaled Score.

Qualitative Behaviors of Oral Expression

Instrument: Subtest

Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II) Oral Motor Hypotonia: Low muscle tone that affects the oral production of speech

NEPSY-‐II: Oromotor Sequences CPR Rate Change: Variability in the rate of motor output response

NEPSY-‐II: Oromotor Sequences CPR Stable Misarticulations: Consistent misarticulations

NEPSY-‐II: Oromotor Sequences CPR NEPSY-‐II: Repetition of Nonsense Words CPR

Spatial Questions D-‐KEFS: Twenty Questions: Spatial Questions CPR

Receptive Language (Listening Comprehension)


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II) Receptive Language With Verbal Response

KTEA-‐3 – Listening Comprehension: Listening to passages and then responding to questions. STDS

ROWPVT-‐4 – Total Score Ability to match verbally or by pointing a spoken word by the examiner to a picture of an object, action, or concept.

STDS

ROWPVT-‐SBE – English Receptive Language: Ability to match verbally or by pointing a spoken English word by the examiner to a picture of an object, action, or concept.

STDS

ROWPVT-‐SBE – Spanish Receptive Language: Ability to match verbally or by pointing a spoken Spanish word by the examiner to a picture of an object, action, or concept.

STDS

TAPS-‐3 – Auditory Comprehension: Listening to an oral passage and then answering (SS)


71

questions. WIAT-‐III – Listening Comprehension: Listening to a word and pointing to a picture that illustrates the word, then listening to passages and answering questions about each one.

STDS

o Oral Discourse Comprehension: Listening to verbal content and then answering questions about that content.

STDS

WJ IV OL – Oral Comprehension: Listening to passages and then orally providing a one-‐word response to fill in a missing last word.

STDS

Receptive Language With Nonverbal Motor Response CAS2 – Verbal-‐Spatial Relations: Matching a spatial configuration of objects to a verbal description.

(SS)

CREVT-‐2 – Receptive Vocabulary: Pointing to one of four pictures that corresponded to a spoken word.

STDS

DAS-‐II – Verbal Comprehension: Following oral instructions to point to or move pictures and toys.

(SS)*

NEPSY-‐II – Body Part Identification Total: Pointing to body parts on self upon command.

(SS)

NEPSY-‐II – Comprehension of Instructions Total: Respond quickly to verbal instructions of increasing complexity.

(SS)

OWLS-‐II – Listening Comprehension: Pointing to a picture that matches the corresponding word spoken by the examiner.

STDS

PPVT-‐IV – Receptive Vocabulary: Pointing to one of four pictures that corresponded to a spoken word.

STDS

WIAT-‐III – Receptive Vocabulary: Pointing to one of four pictures that corresponded to a spoken word.

STDS

WPPSI-‐IV – Receptive Vocabulary: Ability to select a response that best represents the word the examiner reads aloud.

(SS)

WJ IV OL – Understanding Directions: Pointing to various objects in a picture after listening to a sequence of recorded instructions.

STDS


Qualitative Behaviors for Asking for Repetitions


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Possible Attentional or Receptive Language Deficits NEPSY-‐II: Comprehension of Instructions CPR NEPSY-‐II: Phonological Processing CPR

Possible Attentional, Receptive Language, or Verbal Immediate Memory Deficits NEPSY-‐II: Sentence Repetition CPR NEPSY-‐II: Word List Interference CPR Percentile ranks and cumulative percentile ranks of any kind appear in italics.

Note: The more times a student asks for repetitions, the lower the % rank. Relate the qualitative behaviors to actual classroom examples.

XII. Acquired Knowledge: Reading Achievement

Reading Achievement Scores


RPI

Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

FAR Summary Indices FAR – Phonological Index: Significantly low scores are consistent with dysphonetic dyslexia.

STDS

FAR – Fluency Index: Significantly low scores are consistent with surface dyslexia.

STDS


72

FAR – Phonological + Fluency Index: Significantly low scores are consistent with mixed dyslexia.

STDS

FAR – Comprehension Index: Significantly low scores are consistent with reading comprehension deficits.

STDS

FAR – Total Index: Significant low scores are consistent with overall difficulties with reading.

STDS

Basic Reading Skills: Phonological Decoding FAR – Nonsense Word Decoding: Ability to decode a series of individual nonsense words.

(SS)

GORT-‐5 – Accuracy: Ability to pronounce each word in the story correctly.

(SS)

KTEA-‐3 – Letter & Word Recognition: Identifying letters and pronouncing words of gradually increasing difficulty.

STDS

KTEA-‐3 – Nonsense Word Decoding: Application of phonics and structural analytic skills to decode made-‐up words.

STDS

PAL-‐II RW – Pseudoword Decoding Accuracy:1

Ability to phonologically decode pseudowords. (SS)

TOWRE-‐2 – Reading Efficiency Index: An overall indicator of reading efficiency.

STDS

• TOWRE-‐2 – Sight Word Efficiency: Ability to recognize whole words or sight words.

STDS

• TOWRE-‐2 – Phonemic Decoding Efficiency: Ability to sound out words quickly and accurately.

STDS

WIAT-‐III – Early Reading Skills: Basic letter identification and phonemic awareness skills.

STDS

WIAT-‐III – Pseudoword Decoding: Ability to phonologically decode pseudowords.

STDS

WIAT-‐III – Word Reading: Reading words in isolation.

STDS

WJ IV – Basic Reading Skills ??/90 STDS • WJ IV ACH – Letter-‐Word Identification:

Reading words in isolation. ??/90

STDS

• WJ IV ACH – Word Attack: Reading phonetically regular nonsense words orally.

??/90 STDS

WIST – Sound-‐Symbol Knowledge: Ability to produce the appropriate sounds associated with specific letters.

STDS

WIST – Word Identification: Ability to read words aloud accurately.

STDS

WRAT 4 -‐ Word Reading: Measures letter and word decoding through letter identification and word recognition.

STDS

Basic Reading Skills: Orthographic Coding (taps immediate and working memory) FAR – Orthographical Processing: Ability to recall the letter of group of letters that are in a target word after a short presentation.

(SS)

PAL-‐II RW – Orthographic Coding:1

Ability to code whole words into memory and then relate units of these words to corresponding units.

(SS)

• Expressive Coding: Ability to code whole written words into memory and then reproduce the words in whole or part in writing,

(SS)

• Receptive Coding: Ability to code whole written words into memory and then to segment each word into units of different sizes.

(SS)

Basic Reading Skills: Morphological/Syntactic Coding PAL-‐II RW – Morphological/Syntactical Coding Composite:1

Assesses knowledge of word structure that conveys meaning, especially suffixes that code meaning and part of speech.

(SS)

• Are They Related? Ability to understand morphemes that are presented both orally and in writing.

(SS)

• Does it Fit? Ability to understand morphemes and syntax (parts of speech) that presented both orally and in writing.

(SS)

• Sentence Structure: Ability to understand morphemes and syntax (parts of speech) that presented both orally and in writing.

(SS)


73

Reading Comprehension Skills FAR – Semantic Concepts: Ability to select a word that is similar or an opposite in meaning to a target word.

(SS)

GORT-‐5 – Comprehension: Appropriateness of responses to questions about the content of each story read.

(SS)

KTEA-‐3 – Reading Comprehension: Different levels of tasks designed to measure reading comprehension.

STDS

WIAT-‐III – Reading Comprehension: Reading passages aloud or silently under untimed conditions, then answering open-‐ended questions about each one.

STDS

WRAT 4 -‐ Sentence Comprehension: Ability to gain meaning from words and to comprehend ideas and information in sentences using a modified cloze technique.

STDS

WJ IV – Reading Comprehension ??/90 STDS • WJ IV ACH – Passage Comprehension:

Reading a passage silently and provides the missing word. ??/90

STDS

• WJ IV ACH – Reading Recall: Ability to read a story silently and retell as much of the story as possible.

??/90 STDS

• WJ IV ACH – Reading Vocabulary: Orally producing synonyms, antonyms, or verbal analogies.

??/90 STDS

PAL-‐II RW – Sentence Sense Accuracy:1

Ability to coordinate silent word-‐recognition and sentence comprehension when reading for meaning under timed conditions.

(SS)

Note: Standard scores appear in normal font. Scaled scores appear in (parentheses). Percentile ranks and cumulative percentile ranks of any kind appear in italics. 1Note that the PAL-‐II scores are based on grade norms not age norms.

XIII. Acquired Knowledge: Written Language Achievement

Written Language Achievement Scores


RPI

Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Print Knowledge FAR – Print Knowledge: Ability to answer pre-‐literacy questions about a storybook.

(SS)

Written Expression KTEA-‐3 – Written Expression: Measures writing skills at all levels.

STDS

OWLS-‐II – Written Expression: The examiner presents oral, written, and pictorial prompts, and examinees write their responses in a booklet.

STDS

TEWL-‐3 – Basic Writing: Measures spelling, correcting punctuation and grammar, combining sentences, and identifying parts of a sentence.

STDS

TOWL-‐4 – Logical Sentences: Examinee edits illogical sentence so that it makes sense.

(SS)

TOWL-‐4 – Sentence Combining: Examinee integrates meaning of several short sentences into one grammatically correct sentence.

(SS)

TOWL-‐4 – Vocabulary: Examinee writes sentences that incorporates a stimulus word.

(SS)

WIAT-‐III – Written Expression: Measures writing skills at all levels.

STDS

WJ IV ACH – Written Expression: Measures writing skills at all levels.

??/90 STDS

WJ IV ACH – Editing: Ability to use proper punctuation and capitalization and identify writing mistakes.

??/90 STDS

Expository Composition PAL-‐II RW – Expository Note Taking and Report Writing:1 • Accuracy Total:

A combined score that takes into account the quality of note taking, the correctly linked facts, and the interrelationship of all facts.

(SS)

• Fact Errors: The sum of incorrect facts and incorrect linked facts in the

CPR


74

note taking. • Writing Quality:

A combined score that takes into account the content from notes, content from memory, and the interrelating of all facts.

(SS)

• Writing Organization: A combined score that takes into account the cohesive devices, relevant thoughts added, and organizing statements in the note taking.

(SS)

• Irrelevant Thoughts Added Total: The number of irrelevant thoughts written in the note taking.

CPR

PAL-‐II – Cross-‐Genre Compositional and Expository Writing:1 • Total Number of Words:

Total number of words produced in written samples.

(SS)

• Total Correctly Spelled Words: Total number of correctly spelled words in written samples.

(SS)

• Total Complete Sentences: Total number of sentences produced in written samples.

(SS)

TEWL-‐3 – Contextual Writing: Composing and writing a story under time constraints.

STDS

TOWL-‐4 – Contextual Conventions: Composing and writing a story. Points are earned for orthographic and grammatic composition.

(SS)

TOWL-‐4 – Story Composition: Composing and writing a story. Points are earned for the quality of composition.

(SS)

WIAT-‐III – Sentence Composition: Combining information from two or three sentences into single sentences that mean the same thing, then writing meaningful sentences that use specific words.

STDS

• Sentence Combining: Combining two sentences into a single sentence.

STDS

• Sentence Building: Building a sentence that incorporates a certain word.

STDS

WIAT-‐III – Essay Composition: Writing an essay within a 10-‐minute time limit.

STDS

• Word Count: The number of words produced in the essay.

STDS

• Theme Development and Text Organization: The quality of the essay.

STDS

• Grammar and Mechanics: The correct word sequences minus the incorrect word sequences.

STDS

WJ IV ACH – Writing Samples: Producing meaningful written sentences.

??/90 STDS

Orthographic Spelling KTEA-‐3 – Spelling: Writing words from dictation.

STDS

PAL-‐II RW – Orthographic Spelling:1 • Word Choice Accuracy:

Identifying correctly spelled words presented with two misspelled words that have the same pronunciation.

(SS)

• Word Choice Fluency: Identifying quickly spelled words presented with two misspelled words that have the same pronunciation.

(SS)

TOC – Orthographic Ability: Measures orthographic abilities in reading and writing.

STDS

• Sign and Symbols (6–7 yrs only): Ability to identify a series of signs and symbols.

(SS)

• Grapheme Matching (6–7 yrs only): Ability to identify two of five objects in a row that are identical.

(SS)

• Homophone Choice (6–12 yrs): Ability to choose the correct spelling of a word from several choices related to a visual picture of that word.

(SS)

• Conventions (8–17 yrs): Understanding of basic English usage conventions.

STDS

o Punctuation (6–17 yrs): Ability to apply the correct punctuation in sentences.

(SS)

o Abbreviations (8–17 yrs): Ability to write what each abbreviation means.

(SS)


75

• Spelling Speed (8–17 yrs): Spelling fluency.

STDS

o Letter Choice (8–17 yrs): Ability to write in missing letters in words.

(SS)

o Word Scramble (8–17 yrs): Ability to unscramble letters to form words.

(SS)

• Spelling Accuracy (8–17 yrs): Accuracy of spelling.

STDS

o Sight Spelling (8–17 yrs): Ability to listen to a spoken word and fill in the missing letter or letters.

(SS)

o Word Choice (13–17 yrs): Ability to listen to a spoken word and circle the correct spelling of that word from several choices.

(SS)

TOWL-‐4 Punctuation: Examinee writes sentences from dictation, making proper use of punctuation and capitalization rules.

(SS)

TOWL-‐4 Spelling: Examinee writes sentences from dictation, making proper use of spelling rules.

(SS)

WIAT-‐III – Spelling: Writing single words that are dictated within the context of a sentence.

STDS

WRAT 4 -‐ Spelling: Ability to encode sounds into written form from dictated letters and words.

STDS

WIST – Spelling: Ability to spell words from dictation.

STDS

WJ IV ACH – Spelling: Ability to spell words from dictation.

??/90 STDS

WJ IV ACH – Spelling of Sounds: Ability to spell nonsense words that conform to conventional phonetics.

??/90 STDS

Handwriting Skills PAL-‐II RW – Alphabet Writing: The automatic printing of lowercase letters in alphabetical order from memory.

• Automatic Legible Writing at 15 seconds: The number of legible letters written in alphabetical order in 15 seconds.

(SS)

• Legible Letter Writing Total: The number of legible letter written in alphabetical order in 3 minutes.

(SS)

• Total Time: Completion time to write the alphabet.

(SS)

PAL-‐II RW – Copying a Sentence (Task A):1

Ability to copy a sentence containing all letters of the alphabet.

• Automatic Legibility Letter Writing at 15 seconds: The number of legible letters written in correct order in 15 seconds.

(SS)

• Legible Letter Writing Total: The number of legible letter written in correct order in 3 minutes.

(SS)

• Total Time: Completion time to write the sentence.

(SS)

PAL-‐II RW – Copying a Paragraph (Task B):1

Ability to sustain copying a paragraph.

• Legible Letter Writing at 30 seconds: The number of legible lowercase letters written in correct order in 30 seconds.

(SS)


(SS)


(SS)

• Copy Accuracy: A composite score that takes into account accuracy, total time, legibility, and punctuation.

(SS)

PAL-‐II RW – Handwriting Summary Scores:1 -‐ Total Automatic Letter Legibility Composite (SS) -‐ Total Legibility Composite (SS)


76

-‐ Total Time Composite (SS) PAL-‐II RW – Handwriting Errors:1 -‐ Total # of Reversals in Handwriting CPR -‐ Total # of Inversions in Handwriting CPR -‐ Total # of Omissions in Handwriting CPR -‐ Total # of Repetitions in Handwriting CPR -‐ Total # of Transpositions in Handwriting CPR -‐ Total # of Case Confusions in Handwriting CPR -‐ Total # of Format Confusions in Handwriting CPR Note: Standard scores appear in normal font. Scaled scores appear in (parentheses). Percentile ranks and cumulative percentile ranks of any kind appear in italics. 1Note that the PAL-‐II scores are based on grade norms not age norms.

Qualitative Behaviors for PAL-‐II Writing



Alignment on Baseline Alphabet Writing Copy A – Sentence Writing Copy B – Paragraph Writing

Letter Sizing Alphabet Writing Copy A – Sentence Writing Copy B – Paragraph Writing

Overall Consistency of Sizing Alphabet Writing Copy A – Sentence Writing Copy B – Paragraph Writing

Process Observations for Expository Note Taking and Report Writing Expository Note Taking Letter Legibility Expository Report Writing Primary Mode of Handwriting Expository Report Writing Letter Legibility Expository Report Writing Capitalization and Punctuation


XIV. Acquired Knowledge: Mathematics Achievement

Mathematics Achievement Scores


RPI

Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

FAM Summary Indices FAM – Procedural Index: Significantly low scores are consistent with procedural dyscalculia.

STDS

FAM – Verbal Index: Significantly low scores are consistent with verbal dyscalculia.

STDS

FAM – Semantic Index: Significantly low scores are consistent with semantic dyscalculia.

STDS

FAM – Total Score: Significant low scores are consistent with overall difficulties with mathematics.

STDS

Oral Counting FAM – Forward Number Count: Ability to orally identify the number that comes after a given number and to then count backward by various increments.

STDS

FAM – Backward Number Count: Ability to orally identify the number that comes before a given number and to then count forward by various increments.

STDS

FAM – Object Counting: Ability to count various objects using picture cues as well as match numerals to their corresponding amounts.

STDS

PAL-‐II M – Oral Counting:1

Ability to orally produce numbers along the internal number line. (SS)

Fact Retrieval PAL-‐II M – Fact Retrieval:1

The accuracy and speed in retrieving basic math facts, depending on different combinations of input and output modes.

-‐ Look and Write – Addition Total (SS) -‐ Look and Say – Addition Total (SS) -‐ Look and Write – Subtraction Total (SS)


77

-‐ Look and Say – Subtraction Total (SS) -‐ Look and Write – Mixed Addition and Subtraction Total (SS) -‐ Look and Say – Mixed Addition and Subtraction Total (SS) -‐ Look and Write – Multiplication Total (SS) -‐ Look and Say – Multiplication Total (SS) -‐ Look and Write – Division Total (SS) -‐ Look and Say – Division Total (SS) -‐ Look and Write – Mixed Multiplication and Division Total (SS) -‐ Look and Say – Mixed Multiplication and Division Total (SS)

Mathematical Calculations FAM – Addition Knowledge: Ability to identify the missing number in as many addition problems as possible in 60 seconds.

STDS

FAM – Subtraction Knowledge: Ability to identify the missing number in as many subtraction problems as possible in 60 seconds.

STDS

FAM – Multiplication Knowledge: Ability to identify the missing number in as many multiplication problems as possible in 60 seconds.

STDS

FAM – Division Knowledge: Ability to identify the missing number in as many division problems as possible in 60 seconds.

STDS

KTEA-‐3 – Math Computation: Performing a variety of math calculations.

STDS

KeyMath3 – Operations: Written and mental computation skills.

STDS

• Mental Computation and Estimation: Ability to mentally compute answers to math problems.

(SS)

• Addition and Subtraction: Solving written algorithmic procedures and concepts.

(SS)

• Multiplication and Division: Solving written algorithmic procedures and concepts.

(SS)

PAL-‐II M – Computation Operations Composite:1

Evaluation of the visual-‐spatial and temporal-‐sequential processes underlying the student’s application of computational algorithms.

(SS)

-‐ Task A – Spatial Alignment Total (SS) -‐ Task B – Verbal Explanation Total (SS) -‐ Task C – Problem Solving Total (SS) PAL-‐II M – Place Value Composite:1

Evaluation of understanding of the place value concept when representing numbers orally and in writing.

(SS)

-‐ Oral Total (SS) -‐ Written Total (SS) -‐ Problem Solution Total (SS) PAL-‐II M – Part-‐Whole Relationship Composite:1

Evaluation of the understanding of the relationships between relative and absolute size of parts of wholes, fractions and mixed numbers, and the measurement system of time.

(SS)

-‐ Total (SS) -‐ Fractions and Mixed Numbers Total (SS) -‐ Whole Time Total (SS) WIAT-‐III – Numerical Operations: Performing a variety of math calculations.

STDS

WRAT 4 -‐ Math Computation: Ability to count, identify numbers, solve simple oral math problems, and calculate written math problems.

STDS

WJ IV – Mathematics Calculations ??/90 STDS • WJ IV ACH – Calculations:

Performing a variety of math calculations. ??/90

STDS

Mathematical Reasoning FAM – Linguistic Math Concepts: Ability to select the correct definition of various math terms embedded within sentences.

STDS

FAM – Equation Building: Ability to select the correct equation to answer math word problems.

STDS

FAM – Perceptual Estimation: Ability to identify which of two containers has more and to estimate the number of items in each picture without counting them.

STDS

FAM – Number Comparison: Ability to identify the larger number in as many pairs of numbers

STDS


78

presented in an array in 60 seconds. KeyMath3 – Applications: Ability to identify the key elements of math problems and the operations and strategies necessary to solve problems.

STDS

• Foundations of Problem Solving: Ability to identify the necessary elements, operations, and strategies required to solve problems.

(SS)

• Applied Problem Solving: Ability to interpret problem set in a context and to apply computational skills and conceptual knowledge to produce a solution.

(SS)

KeyMath3 – Basic Concepts: Conceptual understanding of basic math concepts.

STDS

• Numeration: Understanding of whole and rational numbers.

(SS)

• Algebra: Understanding of pre-‐algebraic and algebraic concepts.

(SS)

• Geometry: Ability to analyze, describe, compare, and classify two-‐ and three-‐dimensional shapes.

(SS)

• Measurement: Ability to compare objects on a variety of attributes.

(SS)

• Data Analysis and Probability: Ability to collect, display, and interpret data.

(SS)

KTEA-‐3 – Math Concepts and Applications: Analyzing and solving practical math problems.

STDS

PAL-‐II M – Finding the Bug:1

Ability to detect computational or fact retrieval errors. (SS)

PAL-‐II M – Multi-‐Step Problem Solving:1

Ability to understand the question a math word problem is asking and to plan the calculation steps necessary to solve it.

(SS)

SB5 – Nonverbal Quantitative Reasoning: Ability to solve nonverbal problems with numbers of numerical concepts.

(SS)

SB5 – Verbal Quantitative Reasoning: Ability to solve verbal problems with numbers of numerical concepts.

(SS)

WIAT-‐III – Math Problem Solving: Analyzing and solving practical math problems.

STDS

WJ IV– Mathematical Reasoning ??/90 STDS • WJ IV ACH – Applied Problems:

Analyzing and solving practical math problems. ??/90

STDS

Note: Standard scores appear in normal font. Scaled scores appear in (parentheses). Percentile ranks of any kind appear in italics. 1Note that the PAL-‐II scores are based on grade norms not age norms.

Qualitative Behaviors for PAL-‐II Math



Numeral Writing Errors Numeral Writing Reversals Total Numeral Writing Omissions Total Numeral Writing Transpositions Total


XV. Social-‐Emotional Functioning and Adaptive Behaviors

Use these BASC3 tables to report the scores. The classification labels should be either Average (< 60), At-‐Risk (60–69), or Clinically Significant (> 69).

BASC-‐2 Domain Parents Classification Teacher Classification Self-‐Report Classification

Externalizing Problems

Hyperactivity

Aggression

Conduct Problems

Internalizing Problems

Anxiety


79

BASC-‐2 Domain Parents Classification Teacher Classification Self-‐Report Classification

Depression

Somatization

Behavioral Symptoms Index

Attention Problems

Learning Problems

School Problems

Atypicality

Withdrawal

Adaptive Skills

Adaptability

Social Skills

Leadership

Study Skills

Functional Communication

Use labels such as “P” for parent, or “M” for mother, “F” for father, or “T” for teacher and place the labels in the columns based on the rating scores. Note the validity index results in the narrative.

Conners Comprehensive Behavior Rating Scales (CBRS DSM-‐5)

Content Scales

Low Score <40 T

Average Score 40-‐59 T

High Average Score 60-‐69 T

Very Elevated Score 70 T+

Emotional Distress: Worries a lot (including possible social and/or separation anxieties), may show signs of depression or may have physical complaints; may have rumination.

Upsetting Thoughts/Physical Symptoms (ED Subscale): Has upsetting thoughts and/or ruminations. May complain about physical symptoms; may show signs of depression.

Worrying (CRBS-‐P) (ED subscale): Worries a lot, including anticipatory and social worries. May experience inappropriate guilt.

Social Problems: Socially awkward, may be shy; may have difficulty with friendships, poor social connections, limited conversational skills; may have poor social reciprocity.

Separation Fears (ED subscale): Fears being separated from parents/caregivers. Social Anxiety (CRBS-‐T) (ED subscale): Worries about social and performance situations; worries about what others think.

Defiant/Aggressive Behaviors: May be argumentative; may defy requests from adults; may have poor control of anger or may lose temper; may be physically and/or verbally aggressive; may show violence, bullying, and destructive tendencies; may seem uncaring.

Academic Difficulties (AD): Total: Problems with learning and/or understanding academic material. Poor academic performance.

Language (AD subscale): Problems with reading, writing, and/or language skills. Math (AD subscale): Problems with math. Hyperactivity/Impulsivity: High activity levels, may be restless, may have difficulty being quiet.

Perfectionistic and Compulsive Behaviors: Rigid, inflexible. Has repetitive behaviors. May become “stuck” on a behavior or idea at times. May be overly concerned with cleanliness.

Violence Potential Indicatorr: At risk for acting violently. Physical Symptoms: Complains about aches, pains, or feeling sick; may have sleep or weight/appetite issues.

Use labels such as “P” for parent, or “M” for mother, “F” for father, or “T” for teacher and place the labels in the columns based on the rating scores. Note the validity index results in the narrative. Put the symptom count for each rater after the rater’s initial in parentheses (e.g., P (2)).

Conners Comprehensive Behavior Rating Scales (CBRS DSM-‐5): Symptom Scales

DSM-‐V Symptom Scales

Low Score < 40 T

Average Score 40–59 T

High Average Score 60–69 T


Conduct Disorder Oppositional Defiant Disorder


80

Add the descriptor “Probably Valid,” “Possibly Invalid,” or “Probably Invalid” for each of the validity scales and for each rater.

Conners-‐3 DSM-‐5 Validity Scales

Rater Positive Impression Negative Impression Inconsistency Index

Parent 1 (Specify)

Parent 2 (Specify)

Teacher 1 (Specify)

Teacher 2 (Specify)

Student Self-‐Report

Use labels such as “P” for parent, or “M” for mother, “F” for father, or “T” for teacher and place the labels in the columns based on the rating scores.

Add the descriptor “Probably Valid,” “Possibly Invalid,” or “Probably Invalid” for each of the validity scales and for each rater.

Conners-‐3 DSM-‐5 Validity Scales

Rater Positive Impression Negative Impression

Parent 1 (Specify)

Parent 2 (Specify)

Teacher 1 (Specify)

Teacher 2 (Specify)

Student Self-‐Report

The following tables summarize the results of the teacher’s and parent’s assessment.

Use labels such as “P” for parent, or “M” for mother, “F” for father, or “T” for teacher and place the labels in the columns based on the rating scores. Note the validity index results in the narrative.

Conners – Third Edition DSM-‐5

Content Scales

Parent

Teache

r

Self-‐Re

port

Low Score <40 T

Average Score 40-‐59 T

High Average Score 60-‐69 T


Learning Problems / Executive Functioning X -‐ Learning Problems X X X -‐ Executive Functioning X X Aggression X X X Peer Relations X X Family Relations X

For the DSM-‐IV Symptom Scales, enter the T-‐score and the classification (e.g., probably not net or probably met) in parentheses for each scale and rater.

For the Screener Items just enter the label “Not Endorsed” or “Endorsed” based on the scores.

Conners 3: DSM-‐5 Symptom Scales and Screener Items DSM-‐IV Diagnosis Probability

(Probably Not Met or Probably Met) Screener Items

(Not Endorsed or Endorsed) Rater Conduct

Disorder Oppositional Defiant

Disorder Anxiety Depression

Parent 1 (Specify) Parent 2 (Specify) Teacher 1 (Specify) Teacher 2 (Specify) Student Self-‐Report

Child Behavior Checklist (CBCL/6–18) and Teacher Report Form (TRF/6–18)

Clinical Scales CBCL

TRF

CBCL & TRF

Normal Range

Borderline Clinical Range

Clinical Range

Adaptive Functioning Scale X Total Adaptive Functioning X -‐ Academic Performance X -‐ Working Hard X -‐ Behaving X


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-‐ Learning X -‐ Happy X Total Social Competence X -‐ Activities X -‐ Social X -‐ School X Syndrome Scales X Total Problems X Internalizing Problems X -‐ Anxious/Depressed X -‐ Withdrawn/Depressed X -‐ Somatic Complaints X Externalizing Problems X -‐ Rule-‐Breaking Behavior X -‐ Aggressive Behavior X Other Clinical Problems X -‐ Social Problems X -‐ Thought Problems X -‐ Attention Problems X DSM-‐Oriented Scales X -‐ Affective Problems X -‐ Anxiety Problems X -‐ Somatic Problems X -‐ Attention Deficit/Hyperactivity Problems X -‐ Oppositional Defiant Problems X -‐ Conduct Problems X Supplemental Clinical Scales X -‐ Sluggish Cognitive Tempo X -‐ Obsessive-‐Compulsive Problems X -‐ Post-‐Traumatic Stress Problems X

Social Perception


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Above Expected (NEPSY-‐II) NEPSY-‐II – Affect Recognition Total: Ability to recognize emotions in pictures of faces. (SS)

• Total Happy Errors PPR • Total Sad Errors PPR • Total Neutral Errors PPR • Total Fear Errors PPR • Total Angry Errors PPR • Total Disgust Errors PPR NEPSY-‐II – Theory of Mind Total: Ability to tale the perspective of others. PPR

§ Theory of Mind Verbal Score: Verbal items related to perspective taking. PPR


Social Skills Improvement System (SSIS) Rating Scales


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Social Skills: (SS) -‐ Communication (SS) -‐ Cooperation (SS) -‐ Assertion (SS) -‐ Responsibility (SS) -‐ Empathy (SS) Competing Problem Behaviors: (SS) -‐ Externalizing (SS) -‐ Bullying (SS) -‐ Hyperactive/Inattentive (SS) -‐ Internalizing (SS) -‐ Autism Spectrum (SS) Academic Competency: (SS) -‐ Reading Achievement (SS)


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-‐ Math Achievement (SS) -‐ Motivation to Learn (SS)

Enter the T score for each rater followed by (P) for parent, or (M) for mother, (F) for father, or (T) for teacher. For example: 85 (M)/ 86 (T).

Autism Spectrum Rating Scales Autism Spectrum Rating Scales (ASRS) – Short Form for Parents or Teachers (Ages 2-‐5)

Score

Low <16%

Average 16-‐83%

Slightly Elevated 84-‐92%

Elevated 93-‐97%

Very Elevated 98+%

Overall T-‐Score Autism Spectrum Rating Scales (ASRS) – Short Form for Parents or Teachers (Ages 6-‐18)

Score

Low <16%

Average 16-‐83%


Elevated 93-‐97%

Very Elevated 98+%

Overall T-‐Score Autism Spectrum Rating Scales (ASRS) – Full-‐Length Form for Parents and Teachers (Ages 2-‐5)

Score

Low <16%

Average 16-‐83%


Elevated 93-‐97%

Very Elevated 98+%

Total Score: Has many behavioral characteristics similar to individuals diagnosed with and Autism Spectrum Disorder.

ASRS Scales: -‐ Social/Communication: Inappropriate use of verbal and non-‐

verbal communication to initiate, engage in, and maintain social contact.

-‐ Unusual Behaviors: Has trouble tolerating changes in routine. Engages in apparently purposeless stereotypical behaviors. Overreacts to certain sensory experiences.

DSM-‐IV TR Scale Treatment Scales: -‐ Peer Socialization: Has limited interest and capacity to

successfully engage in activities that develop and maintain relationships with other children.

-‐ Adult Socialization: Has limited interest and capacity to successfully engage in activities that develop and maintain relationships with adults.

-‐ Social/Emotional Reciprocity: Has limited ability to provide an appropriate emotional response to another person in a social situation.

-‐ Atypical Language: Spoken language may be repetitive, unstructured, or unconventional.

-‐ Stereotypy: Engages in apparently purposeless, repeated movements, noises, or behaviors.

-‐ Behavioral Rigidity: Has difficulty tolerating changes in routine, activities, or behavior; aspects of the environment must remain unchanged.

-‐ Sensory Sensitivity: Overacts to certain experiences sensed through touch, sound, vision, smell, or taste.

-‐ Attention/Self-‐Regulation: Has trouble appropriately focusing attention on one thing while ignoring distractions; appears disorganized. May have deficits in motor/impulse control; is argumentative.

Autism Spectrum Rating Scales (ASRS) – Full-‐Length Form for Parents and Teachers (Ages 6-‐18)

Score Low <16%

Average 16-‐83%


Elevated 93-‐97%

Very Elevated 98+%

Total Score: Has many behavioral characteristics similar to individuals diagnosed with and Autism Spectrum Disorder.

ASRS Scales: -‐ Social/Communication: Inappropriate use of verbal and non-‐

verbal communication to initiate, engage in, and maintain social contact.

-‐ Unusual Behaviors: Has trouble tolerating changes in routine. Engages in apparently purposeless stereotypical behaviors. Overreacts to certain sensory experiences.

-‐ Self-‐Regulation: Has deficits in attention and/or motor/impulse control; is argumentative.

DSM-‐IV TR Scale Treatment Scales: -‐ Peer Socialization: Has limited interest and capacity to

successfully engage in activities that develop and maintain relationships with other children.

-‐ Adult Socialization: Has limited interest and capacity to successfully engage in activities that develop and maintain relationships with adults.

-‐ Social/Emotional Reciprocity: Has limited ability to provide an


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appropriate emotional response to another person in a social situation.

-‐ Atypical Language: Spoken language may be repetitive, unstructured, or unconventional.

-‐ Stereotypy: Engages in apparently purposeless, repeated movements, noises, or behaviors.

-‐ Behavioral Rigidity: Has difficulty tolerating changes in routine, activities, or behavior; aspects of the environment must remain unchanged.

-‐ Sensory Sensitivity: Overacts to certain experiences sensed through touch, sound, vision, smell, or taste.

-‐ Attention: Has trouble appropriately focusing attention on one thing while ignoring distractions; appears disorganized.

Childhood Autism Rating Scale – Second Edition (CARS 2) Check which version: ___ Standard Version ___ High Functioning Version

Minimal-‐to-‐No Symptoms of Autism Spectrum Disorder

Mild-‐to-‐Moderate Symptoms of Autism Spectrum Disorder

Severe Symptoms of Autism Spectrum Disorder

Classification of Total Raw Score

Asperger’s Rating Scales


Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Asperger Syndrome Diagnostic Scale (ASDS) Language STDS Social STDS Maladaptive STDS Cognitive STDS Sensorimotor STDS

Possibility of Asperger Syndrome Very Unlikely

≤69 Unlikely 70-‐79

Possibly 80-‐90

Likely 90-‐100

Very Likely >110

Asperger Syndrome Quotient (ASQ) STDS Autism Spectrum Rating Scales (ASRS) – Short Form for Parents and Teachers Combined (Ages 2-‐5)

Low <16%

Average 16-‐83%


Elevat-‐ed 93-‐97%

Very Elevated 98+%

Overall T-‐Score Gilliam Asperger’s Disorder Scale (GADS)

Social Interaction (SS) Restricted Patterns of Behavior (SS) Cognitive Patterns (SS) Pragmatic Skills (SS)

Possibility of Asperger’s Disorder

Low/Not Probable

≤69

Borderline 70-‐79

High/Probable ≥80

Asperger’s Disorder Quotient STDS

For the SRS Rating Scale below, put an initial for the rater (M – mother; F – father; T – teacher), and then put in parentheses the actual T-‐score for that rater. Put the t-‐score for each rater in the proper classification column.

Social Responsiveness Scale (SRS)

Scale Normal Range T score ≤59

Mild to Moderate Range T score 60-‐75

Severe Range T score ≥76

Social Awareness Social Cognition Social Communication Social Motivation Autistic Mannerisms

Adaptive Behavior Assessment System – Second Edition (ABAS-‐III) Ages 5-‐21

Skill Area or Composite Extremely

Low

Low Below Average

Average

Above Average

High

Conceptual Domain Composite -‐ Communication -‐ Functional Academics -‐ Self-‐Direction


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Social Domain Composite -‐ Leisure -‐ Social Practical Domain Composite -‐ Community Use -‐ Home Living -‐ Health and Safety -‐ Self-‐Care General Adaptive Composite

For the Vineland-‐II Rating Scale below, put an initial for the rater (M – mother; F – father; T – teacher), and then put in parentheses the actual standard/scaled score for that rater. Put the standard/scaled score for each rater in the proper classification column.

Vineland-‐II Adaptive Behavior Scales (Vineland-‐II)

Skill Area or Composite

Low Moderately

Low

Adequate Moderately

High

High Communication Skills (STDS) -‐ Receptive (SS) -‐ Expressive (SS) -‐ Written (SS) Daily Living Skills (STDS) -‐ Personal (SS) -‐ Academic (SS) -‐ School Community (SS) Socialization (STDS) -‐ Interpersonal Relations (SS) -‐ Play and Leisure Time (SS) -‐ Coping Skills (SS) Motor Skills (STDS) -‐ Gross (SS) -‐ Fine (SS) Adaptive Behavior Composite (STDS)

Scales of Independent Behavior – Revised (SIB-‐R)

Clusters

Well Below

Expected Level

Below

Expected Level

Slightly Below

Expected Level

At

Expected Level

Above

Expected Level

Well Above

Expected Level

Superior

Motor Skills STDS Social Interaction and Communication Skills STDS Personal Living Skills STDS Community Living Skills STDS Broad Independence STDS

For the SIB-‐R Maladaptive Behavior Indices, put an initial for the rater (M – mother; F – father; T – teacher), and then put in parentheses the actual difference score for that rater. Put the difference score for each rater in the proper classification column.

Scales of Independent Behavior – Revised (SIB-‐R) Maladaptive Behaviors Very

Serious

Serious Moderately Serious Marginally

Serious

Normal Internalized Behaviors Asocial Behaviors Externalized Behaviors General Maladaptive Behaviors

For the PPC Scales, put an initial for the rater (M – mother; F – father; T – teacher), and then put in parentheses the actual t-‐score for that rater. Put the t-‐score for each rater in the proper classification column.

Processing Scale

No Significant Difficulty

Mild Processing Difficulty

Moderate Processing Difficulty

Severe Processing Difficulty

Auditory Processing -‐ Ability to interpret what is heard, and includes such skills as auditory memory, auditory discrimination, auditory analysis and synthesis, and auditory figure-‐ground.

Visual Processing – Ability to interpret what is seen, and includes such skills as visual memory, visual discrimination, visual analysis, and visual figure-‐ground.

Visual-‐Motor Processing – Ability to perceive stimuli received through the visual modality and reproduce them with motor movements.

Social Perception – Perception of body language and other nonverbal cues (e.g., loudness and tone of voice) relating to social interactions.

Organization – Ability to organize verbal or nonverbal (spatial) stimuli and to mentally manipulate information, includes verbal organization, mental manipulation, and spatial organization.


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Attention – Ability to focus and sustain attention, including selective, maintenance, and shifting.

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