Reason for Referral
Araceli has been going through a lot of transition lately. Araceli’s mother noticed that her daughter was having great difficulties staying focused while performing activities. Araceli is constantly not completing homework assignments, and her academic grades have dropped to below basic. Griselda, Araceli’s mom requested to have her daughter tested.
Background Information and Record Review
Araceli is a very bright young lady, and she likes to play basketball. Araceli mentioned that she likes her high school, but she is having difficulties making friends. She joined the school’s basketball team, but she injured her hand the week after. Therefore, she did not continue to play with her team. Griselda currently took Araceli to her annual doctors visit. She performed well in both vision and hearing. Araceli’s teachers stated that they do not have any behavioral problems with her. She normally comes to class, sits down, and pulls out her notebook. Approximately turns in homework one time a week. Araceli declares that she does not comprehend the homework assignments. Her teacher has taken the time to sit with Araceli after school, but Araceli has difficulty focusing. Griselda describes her daughter as a very smart, polite, and nice young lady. She has never had difficulties with Araceli before, therefore Griselda is very concerned about Araceli. By looking over Araceli’s passed academic records, she has performed average and above average in the past eight years. This year had been extremely difficult for Araceli. Assessment Measures Testing Observation Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V) Validity Statement The instrument used in this evaluation is considered reliable and valid and was used for the purpose intended. …show more content…
Documentation of Assessment Validity (e.g. From Prince George’s County) -The student has Limited English Proficiency: [ ] YES (See Narrative)[X] NO -Student was assessed in his/her primary language: [X] YES [ ] NO (See Narrative) -The assessment is felt to be culturally and linguistically valid for its intended purpose and for this student: [X] YES [ ] NO (See Narrative) -In the opinion of the evaluator, this assessment is an accurate reflection of the student’s performance at this time: [X] YES [ ] NO (See Narrative) Assessment Results: Observations: Griselda requested to a screening for Araceli. During testing, Araceli mentioned that she was lazy. She hated transitions and she is having a difficult time transitioning to her new home town. It was really easy to establish rapport with Araceli. She was quiet at first and a little bit shy. Once the evaluator started asking her questions regarding what she enjoys to do, hobbies, and music she began to open up and talk. She responded to most of the questions that the evaluator asked. After setting up Araceli was asked if she was ready to begin with the assessment and she responded positively. Araceli smiled and the evaluator started the testing process. Even though Araceli’s mother and teacher stated that Araceli has difficulty staying focused and she is easily distracted, Araceli was very cooperative. Every time the evaluator praised her for trying her best she shyly smiled. She was happy, focused and determined to perform her best. However, there were four occasions where Araceli became extremely anxious because of the difficult questions. In several occasions Araceli answered, “I don’t know, I don’t know,” she was biting her nails and chewing her sweaters zipper. After reviewing all of Araceli’s information, the results appear to be an accurate reflection of her cognitive skills at this time. Cognitive Functioning and Results: The Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V) was administered in order to obtain an estimate of Camila’s current level of cognitive functioning. This test battery measures different intellectual and cognitive abilities that are only a portion of the competencies involved in human intelligence. Intelligence tests are designed to assess ability in a variety of areas such as acquired skills and specific knowledge, problem-solving capabilities, and memory. Scores obtained on intelligence tests can provide a likely estimate of performance in school. However, these tests do not measure such important
Araceli has been going through a lot of transition lately. Araceli’s mother noticed that her daughter was having great difficulties staying focused while performing activities. Araceli is constantly not completing homework assignments, and her academic grades have dropped to below basic. Griselda, Araceli’s mom requested to have her daughter tested.
Background Information and Record Review
Araceli is a very bright young lady, and she likes to play basketball. Araceli mentioned that she likes her high school, but she is having difficulties making friends. She joined the school’s basketball team, but she injured her hand the week after. Therefore, she did not continue to play with her team. Griselda currently took Araceli to her annual doctors visit. She performed well in both vision and hearing. Araceli’s teachers stated that they do not have any behavioral problems with her. She normally comes to class, sits down, and pulls out her notebook. Approximately turns in homework one time a week. Araceli declares that she does not comprehend the homework assignments. Her teacher has taken the time to sit with Araceli after school, but Araceli has difficulty focusing. Griselda describes her daughter as a very smart, polite, and nice young lady. She has never had difficulties with Araceli before, therefore Griselda is very concerned about Araceli. By looking over Araceli’s passed academic records, she has performed average and above average in the past eight years. This year had been extremely difficult for Araceli. Assessment Measures Testing Observation Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V) Validity Statement The instrument used in this evaluation is considered reliable and valid and was used for the purpose intended. …show more content…
Documentation of Assessment Validity (e.g. From Prince George’s County) -The student has Limited English Proficiency: [ ] YES (See Narrative)[X] NO -Student was assessed in his/her primary language: [X] YES [ ] NO (See Narrative) -The assessment is felt to be culturally and linguistically valid for its intended purpose and for this student: [X] YES [ ] NO (See Narrative) -In the opinion of the evaluator, this assessment is an accurate reflection of the student’s performance at this time: [X] YES [ ] NO (See Narrative) Assessment Results: Observations: Griselda requested to a screening for Araceli. During testing, Araceli mentioned that she was lazy. She hated transitions and she is having a difficult time transitioning to her new home town. It was really easy to establish rapport with Araceli. She was quiet at first and a little bit shy. Once the evaluator started asking her questions regarding what she enjoys to do, hobbies, and music she began to open up and talk. She responded to most of the questions that the evaluator asked. After setting up Araceli was asked if she was ready to begin with the assessment and she responded positively. Araceli smiled and the evaluator started the testing process. Even though Araceli’s mother and teacher stated that Araceli has difficulty staying focused and she is easily distracted, Araceli was very cooperative. Every time the evaluator praised her for trying her best she shyly smiled. She was happy, focused and determined to perform her best. However, there were four occasions where Araceli became extremely anxious because of the difficult questions. In several occasions Araceli answered, “I don’t know, I don’t know,” she was biting her nails and chewing her sweaters zipper. After reviewing all of Araceli’s information, the results appear to be an accurate reflection of her cognitive skills at this time. Cognitive Functioning and Results: The Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V) was administered in order to obtain an estimate of Camila’s current level of cognitive functioning. This test battery measures different intellectual and cognitive abilities that are only a portion of the competencies involved in human intelligence. Intelligence tests are designed to assess ability in a variety of areas such as acquired skills and specific knowledge, problem-solving capabilities, and memory. Scores obtained on intelligence tests can provide a likely estimate of performance in school. However, these tests do not measure such important