Examinee Information. Assessment Information

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1 A WPS TEST REPORT by Patti L. Harrison, Ph.D., and Thomas Oakland, Ph.D. Copyright 2010 by Western Psychological Services Version Examinee Information ID Number: Sample-02 Name: Benjamin Moore Gender: Male Date of Birth: 03/04/2007 Ethnicity: African/African American Age: 3 years 7 months Grade: Pre-Kindergarten Age at Testing: 3 years 2 months City: Fargo State: ND School/Daycare: Sunshine Daycare Disabling Condition: None Date of Assessment: 05/22/2010 Date of Report: 10/06/2010 Respondent: Helen Sands Relationship to Child: Private Preschool Teacher Assessment Information Users of this WPS TEST REPORT should be familiar with the information presented in the ABAS-II Manual (WPS Product No. W-486M). All interpretations made on the basis of the information in this report must be verified against informed clinical judgment. Intelligence Assessment Results Intelligence Assessment: Wechsler Preschool and Primary Scale of Intelligence-Third Edition (WPPSI-III) Test Date: 10/06/2010 Full Scale IQ (FSIQ): 100 Referral information for Benjamin is unknown at this time. Reason for Referral Background Information Benjamin s Private Preschool Teacher, Helen Sands, completed the ABAS-II Teacher/Daycare Provider Form on 05/22/2010. Benjamin was 3 years 2 months at the time of the assessment and attending Pre-Kindergarten. Helen Sands has been Benjamin s teacher for 1 year. No disabling conditions were reported. The primary language spoken in Benjamin s home is English.

2 ABAS-II Intervention Planner and Scoring Assistant ID Number: Sample-02 Page: 2 Validity Information Skill Area Number of Items Skipped by Respondent Number of Items Report as Guessed by Respondent Communication (Com) 2 1 Functional Pre-Academics (FA) 1 1 School Living (SL) 0 0 Health and Safety (HS) 0 0 Leisure (LS) 0 0 Self-Care (SC) 0 0 Self-Direction (SD) 1 1 Social (Soc) 1 4 Motor (MO) 0 0 Skill areas with high rates of guessing (4 or more items reported as guessed by the respondent) are scored and included in this report, however, the high guessing rate should be considered when interpreting scores for those skill areas as well as the composites in which they are included. Interpretation of ABAS-II Results Adaptive Behavior s The General Adaptive score (GAC) summarizes performance across all skill areas. Benjamin obtained a GAC score of 82. His true score is likely to fall within the range of at a 95% level of confidence. Benjamin s current overall level of adaptive behavior is in the Below Average range, as high or higher than as high as or higher than the score of 12.0% of children of the same age. Because the GAC provides the most complete measure of adaptive behavior, it is likely to be the most reliable and accurate estimate of overall adaptive functioning. However, more detailed information about Benjamin s unique profile of adaptive functioning may be obtained by reviewing performance within composites and skill areas if significant differences exist between skill area scaled scores. The Conceptual composite score summarizes performance across the Communication, Functional Pre-Academics, and Self-Direction skill areas. Benjamin s Conceptual composite score of 94 (95% confidence interval of 89-99) is in the Average range, as high or higher than as high as or higher than the score of 34.0% of children of the same age. The Social composite score summarizes performance across the Leisure and Social skill areas. Benjamin s Social composite score of 73 (95% confidence interval of 67-79) is in the Borderline range, and as high or higher than as high as or higher than the score of 4.0% of children of the same age. The Practical composite score summarizes performance across the School Living, Health and Safety, and Self-Care skill areas. Benjamin s Practical composite score of 84 (95% confidence interval of 78-90) is in the Below Average range, as high or higher than as high as or higher than the score of 14.0% of children of the same age. Discrepancy Comparisons between Adaptive Behavior s A comparison of performance between the adaptive behavior composites also provides useful information for interpretation. Benjamin s overall functioning in the areas of communication, pre-academics, and self-direction skills (conceptual adaptive behavior) is significantly more developed than his general ability to participate in social and leisure activities (social adaptive

3 ABAS-II Intervention Planner and Scoring Assistant ID Number: Sample-02 Page: 3 behavior). 1.3% of the standardization sample displayed such a discrepancy in functioning between the Conceptual and Social composites. Benjamin s overall conceptual adaptive behavior is also significantly better developed than his general skills in the areas of school living, health and safety, and self-care (practical adaptive behavior). The rate at which such a discrepancy in functioning between the Conceptual and Practical composites occurred in the standardization sample was 17.1%. Additionally, Benjamin s general practical adaptive behavior is significantly more developed than his overall social adaptive behavior. Such a discrepancy in functioning between the Practical and Social composites was displayed by 14.3% of the standardization sample. Adaptive Skill Area Results Skill areas within the Conceptual composite provide a more detailed view of Benjamin s functioning. Benjamin s communication abilities, including speech, listening, conversation and nonverbal communication skills are in the Below Average range. He functions in the Average range when performing basic pre-academic skills that form the foundations of reading, writing, and mathematics. His ability to make independent choices, exhibit self-control and take responsibility when appropriate is in the Average range. A more in-depth look at Benjamin s specific skill sets within the Social composite may be obtained by examining the skill areas. The leisure skills needed for engaging in play and recreational activities are in the Borderline range for Benjamin. His ability to interact socially, initiate and maintain friendships, and express and recognize emotions is in the Below Average range. Skill areas within the Practical composite offer a more specific picture of Benjamin s capabilities. Benjamin s level of functioning in a classroom or daycare setting, including maintenance of school or daycare property and taking care of personal possessions, is in the Average range. The health and safety skills needed to protect his physical well-being and prevent and respond to injuries, including following safety rules and showing caution when necessary, are in the Average range. His ability to perform self-care activities such as eating, dressing, and taking care of personal hygiene is in the Borderline range. Benjamin s motor abilities, including the basic fine and gross motor skills needed for locomotion, manipulation of the environment, and the later development of skills necessary for more complex activities such as sports, are in the Borderline range. Adaptive Skill Area Strengths and Weaknesses It is important to look at relative strengths and areas for improvement within an individual s adaptive skills profile for the purposes of assessment, treatment and intervention planning, and progress monitoring. In order to determine the areas of personal strength and weakness within Benjamin s profile, each skill area scaled score was compared to his average across all skill areas within the same domain (i.e. Conceptual, Social, or Practical) to look for differences at the.15 level of statistical significance. Benjamin s Communication skill area scaled score was significantly lower than his average across all skill areas within the Conceptual composite, representing a relative weakness within this domain. This difference occurred infrequently in the standardization sample, suggesting that Benjamin s difficulties with communication skills including speech, listening, conversation and nonverbal communication are an observable area of weakness within his everyday adaptive functioning. Benjamin s Functional Pre-Academics skill area scaled score was significantly higher than his average across all skill areas within the Conceptual composite, representing a relative strength within this domain. This difference occurred infrequently in the standardization sample, suggesting that Benjamin s basic pre-academic skills that form the foundations of reading, writing, and mathematics are an observable area of strength within his everyday adaptive functioning. In Benjamin s case, the skill area scores within the Social composite did not differ significantly enough from each other to be considered strengths or weaknesses within the domain. Benjamin s Health and Safety skill area scaled score was significantly higher than his average across all skill areas within the Practical composite, representing a relative strength within this domain. This difference occurred infrequently in the standardization sample, suggesting that Benjamin s ability to protect his physical well-being and prevent and respond to injuries, and to follow safety rules and show caution when necessary, is an observable area of strength within his everyday adaptive functioning.

4 ABAS-II Intervention Planner and Scoring Assistant ID Number: Sample-02 Page: 4 Benjamin s Self-Care skill area scaled score was significantly lower than his average across all skill areas within the Practical composite, representing a relative weakness within this domain. This difference occurred infrequently in the standardization sample, suggesting that Benjamin s difficulties with self-care activities such as eating, dressing, and taking care of personal hygiene form an observable area of weakness within his everyday adaptive functioning. Summary of ABAS-II Results Benjamin s overall adaptive behavior can be characterized as somewhat lower functioning than is typical for his age. Benjamin s conceptual adaptive can be characterized as typical for his age. Benjamin s social adaptive behavior can be characterized as lower functioning than that of most other children his age. Benjamin s practical adaptive behavior can be characterized as somewhat lower functioning than is typical for his age. Summary of Adaptive Behavior and Intelligence Assessment Results Benjamin s reported WPPSI-III FSIQ falls in or above the Average range and his ABAS-II GAC falls in the Below Average range, suggesting that environmental or motivational factors rather than his level of intellectual functioning may be contributing to his adaptive behavior difficulties. It may be important to identify those environmental or personal factors that are having a negative effect on Benjamin s current adaptive behavior. Additionally, Benjamin s intellectual strengths suggest the potential for successful program implementation, and should be considered when planning adaptive skills interventions. Short-and long-term adaptive behavior goals may be structured to utilize Benjamin s intellectual abilities so as to improve his functioning within current and future environments. Further review of Benjamin s ABAS-II results, including skill area and composite scores, as well as information from additional sources such as background history or other assessments, may be useful in identifying priorities for adaptive skills interventions.

5 ABAS-II Intervention Planner and Scoring Assistant ID Number: Sample-02 Page: 5 General Adaptive Profile Conceptual Social Practical Vertical bar represents the Standard Error of Measurement. SEM GAC CON SO PR

6 ABAS-II Intervention Planner and Scoring Assistant ID Number: Sample-02 Page: 6 Sum of Scaled s to Conversions Sum of Scaled s SEM Percentile Rank 95% Confidence Interval Qualitative Range GAC Below Average Conceptual Average Social Borderline Practical Below Average Discrepancy Comparisons Pairs 1 2 Difference Critical Value Significant Difference (Y/N) Base Rate in Standardization Sample Conceptual -- Social Y 1.3% Conceptual -- Practical Y 17.1% Social -- Practical Y 14.3% Discrepancies based on Statistical Significance (Critical Values) at the.15 level. Raw to Scaled Conversions Skill Areas Raw Scaled Qualitative Range Communication (Com) 47 7 Below Average Functional Pre-Academics (FA) Average School Living (SL) 46 8 Average Health and Safety (HS) Average Leisure (LS) 40 5 Borderline Self-Care (SC) 42 4 Borderline Self-Direction (SD) 50 9 Average Social (Soc)* 45 6 Below Average Motor (MO) 47 4 Borderline * Rater guessed on 4 or more items. Strengths and Weaknesses Skill Areas Scaled Mean Scaled Difference from Mean Critical Value Strength (S) or Weakness (W) Base Rate in Standardization Sample Conceptual Communication W 10-25% Functional Pre-Academics S 10-25% Self-Direction >25% Social Leisure % Social % Practical School Living >25% Health and Safety S 2-5% Self-Care W 2-5% Domain Mean: Conceptual = 9.33 Domain Mean: Practical = Strengths/Weaknesses are statistically significant at the.15 level.

7 ABAS-II Intervention Planner and Scoring Assistant ID Number: Sample-02 Page: 7 Skill Area Scaled Profile Conceptual Social Practical Com FA SD LS Soc SL HS SC MO Skill Area Scaled Communication (Com) 7 Functional Pre-Academics (FA) 12 Self-Direction (SD) 9 Leisure (LS) 5 Social (Soc) 6 School Living (SL) 8 Health and Safety (HS) 11 Self-Care (SC) 4 Motor (MO) 4

8 ABAS-II Intervention Planner and Scoring Assistant ID Number: Sample-02 Page: 8 Recommended Interventions This section of the interpretive report provides recommended interventions for those ABAS-II items that were selected in the Intervention Planner and Scoring Assistant. Interventions for adaptive behavior require a step-by-step problem-solving approach which takes into account the science of behavior and learning. In addition to the specific interventions recommended in this report, it is important to keep in mind the following general guidelines for program planning and monitoring. 1. Identify skill levels needed in the child s current environment or the environment into which the child is moving. 2. Identify current areas of strength and weaknesses relative to environmental requirements. 3. Identify and prioritize intervention objectives based on discrepancies between environmental needs and personal attainment. 4. Implement interventions. 5. Monitor their implementation and effectiveness. Refer to the ABAS-II manual for a thorough discussion of these steps. The Progress Monitoring Report available in the Intervention Planner and Scoring Assistant provides a comparison of scores across multiple assessments to assist in the program planning and monitoring process. Self-Care Skill Area Adequate self-care skills allow children to engage in personal care activities such as eating, dressing, toileting, and grooming. Self-care skills support daily functioning, community participation and access to experiences that enhance the quality of life. Self-care skills also provide the foundation for children with developmental disabilities (for example, autistic disorder, developmental delay, or intellectual disabilities) to benefit from inclusive environments. Self-care skills development is often dependent upon motor skills, social understanding and cognitive skills. Difficulties in any or a combination of these areas will impact intervention planning and selection. The intervention focus will also vary depending on whether a child has a performance deficit (i.e., will not perform the skill) or an acquisition deficit (i.e., can not currently do the skill). Medical issues may also influence the development and performance of self-care skills. Consultation with an occupational therapist can provide information about adaptive technologies that could support development of self-care skills. The following item(s) within the Self-Care skill area were chosen for intervention for this child. A recommended intervention appears after each item. Self-Care Item 14 Feeds self for most of a meal, using a spoon or fork, with little spilling. When the child is first learning to use a spoon or fork, provide foods that are easy to place on the spoon or fork and that stay on the spoon or fork as the child raises the spoon or fork to his/her mouth. Also provide the child with small servings with refills as appropriate to lessen the amount that can be spilled. If the child is experiencing much difficulty with feeding himself/herself with a spoon or fork, consult an occupational therapist about possible adaptive technologies (for example, Teflon coated spoon, non-slip placement that would hold a dish in place) that may support independent eating. Self-Care Item 17 Sits on the toilet or potty seat without being held. Initially, the child may need help to get on the toilet or potty seat. Gently hold the child until he/she is steady and then let go, keeping your hands close by to steady him/her if he/she begins to wobble. Increase the amount of time the child sits without assistance as balance is achieved. If the child can maintain balance and sit without your assistance on such things as a chair, riding toy, or swing, remind him/her that the way he/she sits on the potty is the same way he/she sits on a chair/toy/swing. END OF REPORT