Assessing Students for Special Education

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Assessing Students for Special Education

Week 7 – Assignment: Analyze a Student Evaluation for Special Education Services

Brief Fictitious Student Assessment Data: Attachment 1

Name: Peter Palmtree

School: No Chill Elementary School

Age: 8

Grade: 3

Reason for Referral

Peter was referred for a multi-disciplinary team evaluation due to learning difficulties in reading and written language.

Background Information

Peter lives with his mother and younger sister, who is six years old. He has displayed notable learning difficulties in reading and written language since first grade. Peter has received intervention services since second grade but is performing more similarly to a first grader in reading and written language. More recently, he has displayed frequent problems with inattentiveness, concentration, impulsivity, and periodic irritability.

Behavioral Observations

All evaluation team members easily established rapport with Peter. He did put forth a strong effort on all presented tasks but seemed less interested in content involving reading and written language. He appeared to perform best with mathematical concepts and visual-spatial tasks involving hands-on activities.

Intellectual Functioning

Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V)

Index Range (Extremely Low to Extremely High)

Verbal Comprehension Low Average

Visual-Spatial Average

Fluid Reasoning Average

Working Memory Average

Processing Speed Average

Full Scale Average

Academic Achievement

Woodcock-Johnson Tests of Academic Achievement – Fourth Edition (WJ-IV)

Subtests Range (Extremely Limited to Advanced)

Basic Reading Skills Very Limited

Reading Comprehension Very Limited

Reading Fluency Very Limited

Reading Rate Limited

Subtests Range (Extremely Limited to Advanced)

Math Calculation Average

Math Problem Solving Average

Subtests Range (Extremely Limited to Advanced)

Basic Writing Limited

Written Expression Very Limited

Broad Areas Range (Extremely Limited to Advanced)

Broad Reading Very Limited

Broad Mathematics Average

Broad Written Language Limited

Social/Emotional/Behavioral Functioning

Conner’s Comprehensive Behavior Rating Scale (CBRS) Teacher Rating Scale

Atypical or elevated levels of:

ADHD Predominately Inattentive Type

ADHD Predominately Hyperactive-Impulsive Type

Generalized Anxiety Disorder

Typical or unremarkable levels of:

Conduct Disorder

Oppositional Defiant Disorder

Major Depressive Episode

Separation Anxiety Disorder

Social Phobia

Obsessive Compulsive Disorder

SE-5001: Assessing Students for Special Education

Week 7 – Assignment: Analyze a Student Evaluation for Special Education Services

Brief Fictitious Student Assessment Data: Attachment 2

Name: Susie Snowflake

School: Tundra Middle School

Age: 11

Grade: 6

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