Description
Part One
Read the “Analyzing Cognitive and Educational Evaluation Report” provided for student Adam Gallery. Based on the report, create a table with a row for each assessment. Clearly identify each assessment. In the first column, provide a summary of the results that will help guide appropriate educational decisions. (Do not simply cut and paste the findings.) In the next column, describe how each assessment is technically sound and minimizes rater bias. In the last column, explain why the selected assessment tool is appropriate for this student.
Part Two
In a 500-750-word analysis, advocate for the appropriate educational decisions for this student based on the assessment results, including recommendations on accommodations, modifications, and placement.
Part Three
Using the “Analyzing Cognitive and Educational Evaluation Report,” compose a 250-500-word script for seeking consent for special education services from Adam’s parents. Your script should include a hypothetical conversation with the parents where results of the MET report appropriately relayed.
Prepare this assignment according to the APA guideline
document uploaded below
due tomorrow
Grand Canyon University
Masters of Education in Special Education
SPD-530 Analyzing Cognitive and Educational Evaluation Report
Name: Gallery, Adam
School: Rolling Meadows
Date of Birth: 04/05/1994
Teacher: Mr. Robinson
Age: 11 years, 11 months
Grade: 6.5
Sex: Male
Examiners: Dr. Kowalczyk and Dr. Jones
Dates of Testing: 05/01/2014, 02/25/2014, 02/20/2014
REASON FOR REFERRAL
James Robinson, Adam’s teacher, referred him for an evaluation of observed interpersonal
problems.
Specifically, Adam displays a great deal of anxiety when interacting with his peers. In addition,
Mr. Robinson suspects Adam may have a learning disability, specifically related to math content.
This evaluation is intended to address the following question: Is there evidence for an
ability/achievement discrepancy?
TEACHER’S REPORT
Mr. Robinson described Adam as attentive, caring, and conscientious, but he is also shy. (This
information represents Mr. Robinson’s observations of Adam over the previous month.) At
times, Adam seems unhappy, but overall, his mood varies normally. He said that Adam needs
more one-to-one attention, but completes about as much schoolwork as other boys his age.
Mr. Robinson reported certain characteristics that likely facilitate Adam’s classroom
performance. He usually attends to details in schoolwork. His oral responses to questions are
slow, but careful.
Some reported behaviors might be inhibiting Adam’s performance. Adam seems to have
difficulty sustaining attention in tasks or play activities. He usually attempts, but gives up easily,
when confronted with difficult tasks. He often loses his personal belongings. Adam is easily
distracted.
When seated, Adam is often lethargic. Outside the classroom, he seems sluggish or lacking in
energy. His style of motor activity seems slower and overly careful in comparison to other boys
his age. Adam generally talks much less than other boys his age. He typically avoids interacting
with his peers. However, when he does, he often has difficulty awaiting his turn. Mr. Robinson is
most concerned about the way Adam interacts with his peers; he believes this generally impairs
Adam’s classroom performance.
Mr. Robinson reported that Adam demonstrates serious withdrawn behaviors in the classroom.
He demonstrates slightly serious anxious behaviors in the classroom.
Mr. Robinson rated Adam’s levels of listening comprehension, reading comprehension, and
written expression as average. His levels of oral expression, basic reading skill, and basic writing
skill were rated as limited. His levels of mathematics calculation and mathematics reasoning
were rated as negligible.
FATHER’S REPORT
Mr. Gallery provided the following information. Adam lives with his mother and father, along
with three other children, ages 7, 6, and 2. There have been no significant changes in Adam’s
family life recently.
According to his father, Adam has a health condition, but does not require medication. Adam had
a recent vision test; his vision is normal when he wears corrective lenses. No hearing problems
were reported; Adam’s hearing was tested recently. At night, Adam typically sleeps soundly for 8
or 9 hours.
During pregnancy, Adam’s mother had no significant health problems. Adam’s delivery was
normal. Immediately after birth, Adam was healthy.
Adam’s father remembers Adam as an affectionate, playful, and calm infant and toddler, but also
shy and withdrawn. His early motor skills, such as sitting up, crawling, and learning to walk,
developed normally. His early language development, such as first words, asking simple
questions, and talking in sentences, seemed to be typical.
Adam attended preschool, beginning at age 4. His preschool cognitive development and social
skills progressed normally. Adam had no atypical behavior management problems.
Mr. Gallery believes that Adam has learning problems and has been concerned about this for
about a year.
At the time of this assessment, Mr. Gallery described Adam as reserved and caring, but also shy.
(These descriptions are based on Mr. Gallery’s observations of Adam over the previous year.)
Adam’s mood is typical of others his age. He typically avoids interacting with his peers. Mr.
Gallery said that Adam likes some things about school but dislikes other things. Generally, he
tries to succeed at schoolwork.
Some things that Mr. Gallery reported may be significant. Adam frequently fails to pay close
attention to details or makes careless mistakes. He seems to have difficulty organizing and
sustaining attention during his tasks and play activities. He often does not follow through on
instructions and fails to finish his homework. Adam usually attempts, but gives up easily, when
confronted with difficult tasks.
Mr. Gallery reported that Adam demonstrates slightly serious problem behaviors at home; these
include inattentiveness, anxiousness, and withdrawal.
SELF-REPORT
Adam lives with his mother and father. Altogether, there are five people in Adam’s home. There
have been no significant changes in Adam’s home life recently. He has a health condition, but he
does not require medication. Adam had a recent vision test; he can see normally when he wears
corrective lenses. Adam’s hearing is normal; he recently had a hearing test.
When asked to describe himself, Adam said that he likes some things about school but dislikes
other things. Generally, he tries to succeed at schoolwork. He likes some things about himself
and dislikes other things. Adam typically avoids interacting with others. Although he typically
avoids interacting with his father, he has a very close relationship with his mother. Adam usually
is patient and organized, attends to details while working, concentrates long enough to get his
work done, and finishes the work he starts. He usually remembers what he is supposed to do. He
often has difficulty relaxing. Further, he has recently experienced an inability to concentrate.
Adam always, or almost always, keeps his personal belongings in order; this is a characteristic
that facilitates cognitive and academic performance. One reported behavior may be inhibiting
Adam’s cognitive and academic performance; that is, he is easily distracted.
Adam reported that he finds tasks involving comprehension-knowledge, auditory processing,
long-term retrieval, short-term memory, listening comprehension, reading comprehension, basic
writing skills, and written expression manageable. He finds tasks requiring processing speed
difficult, and he finds oral expression, mathematics calculation, and mathematics reasoning very
difficult.
When recalling his early years of schooling, Adam said that he liked some things about school
but disliked other things. Generally, he tried to succeed at schoolwork. He always, or almost
always, kept his personal belongings in order. Adam usually attended to details and concentrated
while doing schoolwork, followed instructions, and finished his homework. In social situations
outside the home, he was less active than his peers. He had more difficulty sustaining attention in
tasks or activities than his peers did. Adam often avoided, disliked, or was reluctant to engage in
tasks that were difficult for him. His style of motor activity was slower than other boys his age.
He could usually play quietly when required. Adam generally talked much less than other boys
his age. He typically avoided playing with his peers.
CLASSROOM OBSERVATIONS
Adam was observed in the classroom on 06/03/2014. James Robinson was the observer. A smallgroup activity was observed. Adam usually wears glasses and was wearing them during this
observation.
When compared to another male student who was identified as typical, Adam was observed as
having more off-task behaviors. During the 15-minute observation, the comparison student was
off-task 11 times; Adam was off-task 16 times. Inattentive behaviors and anxious behaviors were
observed; these behaviors were slightly serious, but not disruptive to others. Withdrawn
behaviors were observed; these behaviors were serious and slightly disruptive to others. The
primary problem behavior observed was withdrawal. This behavior may have occurred because
of group activities scheduled with the other students. According to Adam’s teacher, his behavior
during this observation was typical for him.
TESTS ADMINISTERED
Woodcock-Johnson III Tests of Achievement (administered on 02/20/2014 by Dr. Kowalczyk)
WJ III Tests of Cognitive Abilities (administered on 02/25/2014 by Dr. Kowalczyk)
Universal Nonverbal Intelligence Test (administered on 05/01/2014 by Dr. Jones)
The WJ III tests provided measures of Adam’s overall intellectual ability, specific cognitive
abilities, academic achievement, and oral language abilities. Relative strengths and weaknesses
among his cognitive and academic abilities are described in this report. A description of each
ability is provided. His performance is compared to peers from the same age group using a
standard score range. Adam’s proficiency is described categorically, ranging from negligible to
average; his test performance can be generalized to similar, non-test, age-level tasks. Clinical
interpretation (with qualitative observations) of cognitive and academic task performance is
provided. Additionally, the Universal Nonverbal Intelligence Test was administered to provide a
measure of non-verbal intelligence.
INTELLECTUAL ABILITY
Adam’s overall intellectual ability, as measured by the WJ III GIA (Ext) score, is in the average
range of those his age. There is a 68% probability that his true GIA score would be included in
the range of scores from 95-99. As measured by the Universal Nonverbal Intelligence Test
(UNIT) FSIQ, Adam’s intellectual ability is also in the average range of standard scores of others
his age. There is a 68% probability that his true UNIT FSIQ score would be included in the range
for scores from 90-100.
COGNITIVE ABILITIES
Intra-Cognitive Variations
When compared to others his age, Adam’s cognitive abilities are in the average range in working
memory, short-term memory, fluid reasoning, auditory processing, visual-spatial thinking,
processing speed, phonemic awareness, comprehension-knowledge, and long-term retrieval.
Clinical Interpretation of Cognitive Fluency and Executive Processing
Adam’s overall speed in performing cognitive tasks is average. For example, his performance on
tasks measuring speed of forming simple concepts was average; he made decisions slowly. On
tasks measuring speed of direct recall of simple vocabulary, Adam’s performance was average.
On tasks measuring fluency of retrieval from stored knowledge, Adam gave examples very
slowly; his performance was average.
His overall ability to plan, monitor, and arrive at solutions to problems is average. Specifically,
Adam’s ability to maintain focus on a task amid visual distractors is average. Adam’s adaptive
learning and flexibility in thinking are average. Even though Adam’s strategic planning ability
appeared to be impulsive in style, his performance was average. During testing, Adam’s ability to
focus his attention on relevant stimuli for information processing purposes was average.
ACHIEVEMENT
Intra-Achievement Variations
Among his achievement and oral language abilities, Adam has a relative strength in basic
reading skills.
Basic reading skills include sight vocabulary, phonics, and structural analysis skills. His basic
reading skills standard score is within the low average range (percentile rank range of 20-28;
standard score range of 87-91) when compared to others his age. His basic reading skills are
limited; Adam will probably find age-level tasks requiring accurate word perception and use of
decoding skills very difficult.
Listening comprehension is also a relative strength for him. Listening comprehension includes
listening ability and verbal comprehension. His listening comprehension standard score is within
the average range (percentile rank range of 20-38; standard score range of 87-95) when
compared to others his age. Adam’s listening and oral comprehension abilities are limited to
average; it is likely that he will find age-level tasks requiring listening skills, working memory,
and oral comprehension difficult.
When compared to others his age, Adam’s academic achievement is in the average range in oral
expression.
Academic knowledge is a sampling of Adam’s knowledge in the sciences, history, geography,
government, economics, art, music, and literature. His standard score is within the low average
range (percentile rank range of 9-24; standard score range of 80-89) when compared to others his
age. Adam’s academic knowledge is limited; this suggests that he will find similar age-level tasks
very difficult.
Basic writing skills include spelling skills and knowledge of English language usage. His basic
writing skills standard score is within the low average range (percentile rank range of 10-20;
standard score range of 81-87) when compared to others his age. Adam’s basic writing skills are
limited; it is predicted that he will find age-level tasks requiring spelling of single-word
responses and knowledge of conventions of English writing very difficult. His handwriting
legibility is average. Adam’s punctuation and capitalization skills are low average.
Reading comprehension measures Adam’s reading vocabulary and his ability to comprehend
connected discourse while reading. His reading comprehension standard score is within the low
range (percentile rank range of 4-9; standard score range of 74-80) when compared to others his
age. His reading comprehension is limited; Adam will likely find age-level tasks requiring the
ability to decode and understand printed text very difficult.
Written expression measures Adam’s fluency of production and quality of expression in writing.
His written expression standard score is within the low range (percentile rank range of 3-10;
standard score range of 71-81) when compared to others his age. His overall ability to express
himself in writing is limited; Adam will probably find age-level tasks requiring clear expression
and organization of sentences very difficult.
Among his achievement and oral language abilities, he has a relative weakness in math
calculation skills.
Math calculation skills measure Adam’s computational skills and automaticity with basic math
facts. His mathematics calculation skills standard score is within the very low range (percentile
rank of
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Masters of Education in Special Education
SPD-530 Analyzing Cognitive and Educational Evaluation Report
Name: Gallery, Adam
School: Rolling Meadows
Date of Birth: 04/05/1994
Teacher: Mr. Robinson
Age: 11 years, 11 months
Grade: 6.5
Sex: Male
Examiners: Dr. Kowalczyk and Dr. Jones
Dates of Testing: 05/01/2014, 02/25/2014, 02/20/2014
REASON FOR REFERRAL
James Robinson, Adam’s teacher, referred him for an evaluation of observed interpersonal
problems.
Specifically, Adam displays a great deal of anxiety when interacting with his peers. In addition,
Mr. Robinson suspects Adam may have a learning disability, specifically related to math content.
This evaluation is intended to address the following question: Is there evidence for an
ability/achievement discrepancy?
TEACHER’S REPORT
Mr. Robinson described Adam as attentive, caring, and conscientious, but he is also shy. (This
information represents Mr. Robinson’s observations of Adam over the previous month.) At
times, Adam seems unhappy, but overall, his mood varies normally. He said that Adam needs
more one-to-one attention, but completes about as much schoolwork as other boys his age.
Mr. Robinson reported certain characteristics that likely facilitate Adam’s classroom
performance. He usually attends to details in schoolwork. His oral responses to questions are
slow, but careful.
Some reported behaviors might be inhibiting Adam’s performance. Adam seems to have
difficulty sustaining attention in tasks or play activities. He usually attempts, but gives up easily,
when confronted with difficult tasks. He often loses his personal belongings. Adam is easily
distracted.
When seated, Adam is often lethargic. Outside the classroom, he seems sluggish or lacking in
energy. His style of motor activity seems slower and overly careful in comparison to other boys
his age. Adam generally talks much less than other boys his age. He typically avoids interacting
with his peers. However, when he does, he often has difficulty awaiting his turn. Mr. Robinson is
most concerned about the way Adam interacts with his peers; he believes this generally impairs
Adam’s classroom performance.
Mr. Robinson reported that Adam demonstrates serious withdrawn behaviors in the classroom.
He demonstrates slightly serious anxious behaviors in the classroom.
Mr. Robinson rated Adam’s levels of listening comprehension, reading comprehension, and
written expression as average. His levels of oral expression, basic reading skill, and basic writing
skill were rated as limited. His levels of mathematics calculation and mathematics reasoning
were rated as negligible.
FATHER’S REPORT
Mr. Gallery provided the following information. Adam lives with his mother and father, along
with three other children, ages 7, 6, and 2. There have been no significant changes in Adam’s
family life recently.
According to his father, Adam has a health condition, but does not require medication. Adam had
a recent vision test; his vision is normal when he wears corrective lenses. No hearing problems
were reported; Adam’s hearing was tested recently. At night, Adam typically sleeps soundly for 8
or 9 hours.
During pregnancy, Adam’s mother had no significant health problems. Adam’s delivery was
normal. Immediately after birth, Adam was healthy.
Adam’s father remembers Adam as an affectionate, playful, and calm infant and toddler, but also
shy and withdrawn. His early motor skills, such as sitting up, crawling, and learning to walk,
developed normally. His early language development, such as first words, asking simple
questions, and talking in sentences, seemed to be typical.
Adam attended preschool, beginning at age 4. His preschool cognitive development and social
skills progressed normally. Adam had no atypical behavior management problems.
Mr. Gallery believes that Adam has learning problems and has been concerned about this for
about a year.
At the time of this assessment, Mr. Gallery described Adam as reserved and caring, but also shy.
(These descriptions are based on Mr. Gallery’s observations of Adam over the previous year.)
Adam’s mood is typical of others his age. He typically avoids interacting with his peers. Mr.
Gallery said that Adam likes some things about school but dislikes other things. Generally, he
tries to succeed at schoolwork.
Some things that Mr. Gallery reported may be significant. Adam frequently fails to pay close
attention to details or makes careless mistakes. He seems to have difficulty organizing and
sustaining attention during his tasks and play activities. He often does not follow through on
instructions and fails to finish his homework. Adam usually attempts, but gives up easily, when
confronted with difficult tasks.
Mr. Gallery reported that Adam demonstrates slightly serious problem behaviors at home; these
include inattentiveness, anxiousness, and withdrawal.
SELF-REPORT
Adam lives with his mother and father. Altogether, there are five people in Adam’s home. There
have been no significant changes in Adam’s home life recently. He has a health condition, but he
does not require medication. Adam had a recent vision test; he can see normally when he wears
corrective lenses. Adam’s hearing is normal; he recently had a hearing test.
When asked to describe himself, Adam said that he likes some things about school but dislikes
other things. Generally, he tries to succeed at schoolwork. He likes some things about himself
and dislikes other things. Adam typically avoids interacting with others. Although he typically
avoids interacting with his father, he has a very close relationship with his mother. Adam usually
is patient and organized, attends to details while working, concentrates long enough to get his
work done, and finishes the work he starts. He usually remembers what he is supposed to do. He
often has difficulty relaxing. Further, he has recently experienced an inability to concentrate.
Adam always, or almost always, keeps his personal belongings in order; this is a characteristic
that facilitates cognitive and academic performance. One reported behavior may be inhibiting
Adam’s cognitive and academic performance; that is, he is easily distracted.
Adam reported that he finds tasks involving comprehension-knowledge, auditory processing,
long-term retrieval, short-term memory, listening comprehension, reading comprehension, basic
writing skills, and written expression manageable. He finds tasks requiring processing speed
difficult, and he finds oral expression, mathematics calculation, and mathematics reasoning very
difficult.
When recalling his early years of schooling, Adam said that he liked some things about school
but disliked other things. Generally, he tried to succeed at schoolwork. He always, or almost
always, kept his personal belongings in order. Adam usually attended to details and concentrated
while doing schoolwork, followed instructions, and finished his homework. In social situations
outside the home, he was less active than his peers. He had more difficulty sustaining attention in
tasks or activities than his peers did. Adam often avoided, disliked, or was reluctant to engage in
tasks that were difficult for him. His style of motor activity was slower than other boys his age.
He could usually play quietly when required. Adam generally talked much less than other boys
his age. He typically avoided playing with his peers.
CLASSROOM OBSERVATIONS
Adam was observed in the classroom on 06/03/2014. James Robinson was the observer. A smallgroup activity was observed. Adam usually wears glasses and was wearing them during this
observation.
When compared to another male student who was identified as typical, Adam was observed as
having more off-task behaviors. During the 15-minute observation, the comparison student was
off-task 11 times; Adam was off-task 16 times. Inattentive behaviors and anxious behaviors were
observed; these behaviors were slightly serious, but not disruptive to others. Withdrawn
behaviors were observed; these behaviors were serious and slightly disruptive to others. The
primary problem behavior observed was withdrawal. This behavior may have occurred because
of group activities scheduled with the other students. According to Adam’s teacher, his behavior
during this observation was typical for him.
TESTS ADMINISTERED
Woodcock-Johnson III Tests of Achievement (administered on 02/20/2014 by Dr. Kowalczyk)
WJ III Tests of Cognitive Abilities (administered on 02/25/2014 by Dr. Kowalczyk)
Universal Nonverbal Intelligence Test (administered on 05/01/2014 by Dr. Jones)
The WJ III tests provided measures of Adam’s overall intellectual ability, specific cognitive
abilities, academic achievement, and oral language abilities. Relative strengths and weaknesses
among his cognitive and academic abilities are described in this report. A description of each
ability is provided. His performance is compared to peers from the same age group using a
standard score range. Adam’s proficiency is described categorically, ranging from negligible to
average; his test performance can be generalized to similar, non-test, age-level tasks. Clinical
interpretation (with qualitative observations) of cognitive and academic task performance is
provided. Additionally, the Universal Nonverbal Intelligence Test was administered to provide a
measure of non-verbal intelligence.
INTELLECTUAL ABILITY
Adam’s overall intellectual ability, as measured by the WJ III GIA (Ext) score, is in the average
range of those his age. There is a 68% probability that his true GIA score would be included in
the range of scores from 95-99. As measured by the Universal Nonverbal Intelligence Test
(UNIT) FSIQ, Adam’s intellectual ability is also in the average range of standard scores of others
his age. There is a 68% probability that his true UNIT FSIQ score would be included in the range
for scores from 90-100.
COGNITIVE ABILITIES
Intra-Cognitive Variations
When compared to others his age, Adam’s cognitive abilities are in the average range in working
memory, short-term memory, fluid reasoning, auditory processing, visual-spatial thinking,
processing speed, phonemic awareness, comprehension-knowledge, and long-term retrieval.
Clinical Interpretation of Cognitive Fluency and Executive Processing
Adam’s overall speed in performing cognitive tasks is average. For example, his performance on
tasks measuring speed of forming simple concepts was average; he made decisions slowly. On
tasks measuring speed of direct recall of simple vocabulary, Adam’s performance was average.
On tasks measuring fluency of retrieval from stored knowledge, Adam gave examples very
slowly; his performance was average.
His overall ability to plan, monitor, and arrive at solutions to problems is average. Specifically,
Adam’s ability to maintain focus on a task amid visual distractors is average. Adam’s adaptive
learning and flexibility in thinking are average. Even though Adam’s strategic planning ability
appeared to be impulsive in style, his performance was average. During testing, Adam’s ability to
focus his attention on relevant stimuli for information processing purposes was average.
ACHIEVEMENT
Intra-Achievement Variations
Among his achievement and oral language abilities, Adam has a relative strength in basic
reading skills.
Basic reading skills include sight vocabulary, phonics, and structural analysis skills. His basic
reading skills standard score is within the low average range (percentile rank range of 20-28;
standard score range of 87-91) when compared to others his age. His basic reading skills are
limited; Adam will probably find age-level tasks requiring accurate word perception and use of
decoding skills very difficult.
Listening comprehension is also a relative strength for him. Listening comprehension includes
listening ability and verbal comprehension. His listening comprehension standard score is within
the average range (percentile rank range of 20-38; standard score range of 87-95) when
compared to others his age. Adam’s listening and oral comprehension abilities are limited to
average; it is likely that he will find age-level tasks requiring listening skills, working memory,
and oral comprehension difficult.
When compared to others his age, Adam’s academic achievement is in the average range in oral
expression.
Academic knowledge is a sampling of Adam’s knowledge in the sciences, history, geography,
government, economics, art, music, and literature. His standard score is within the low average
range (percentile rank range of 9-24; standard score range of 80-89) when compared to others his
age. Adam’s academic knowledge is limited; this suggests that he will find similar age-level tasks
very difficult.
Basic writing skills include spelling skills and knowledge of English language usage. His basic
writing skills standard score is within the low average range (percentile rank range of 10-20;
standard score range of 81-87) when compared to others his age. Adam’s basic writing skills are
limited; it is predicted that he will find age-level tasks requiring spelling of single-word
responses and knowledge of conventions of English writing very difficult. His handwriting
legibility is average. Adam’s punctuation and capitalization skills are low average.
Reading comprehension measures Adam’s reading vocabulary and his ability to comprehend
connected discourse while reading. His reading comprehension standard score is within the low
range (percentile rank range of 4-9; standard score range of 74-80) when compared to others his
age. His reading comprehension is limited; Adam will likely find age-level tasks requiring the
ability to decode and understand printed text very difficult.
Written expression measures Adam’s fluency of production and quality of expression in writing.
His written expression standard score is within the low range (percentile rank range of 3-10;
standard score range of 71-81) when compared to others his age. His overall ability to express
himself in writing is limited; Adam will probably find age-level tasks requiring clear expression
and organization of sentences very difficult.
Among his achievement and oral language abilities, he has a relative weakness in math
calculation skills.
Math calculation skills measure Adam’s computational skills and automaticity with basic math
facts. His mathematics calculation skills standard score is within the very low range (percentile
rank of
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