Student Report Final

Young EDEX 790 Student Report Final Teacher: Mrs. Andrews C.A.: 7.6 Grade: 2.4-EMD Classroom

Name: Dennis D.O.B.: 5/12/2003

School: Satchel Ford Elementary

Evaluation Procedures and Dates: Woodcock-Johnson-III Social Skills Improvement System (SSIS) CBM Assessment 9/18/10 9/30/10 10/9/10

Reason for Referral: Dennis was chosen to be evaluated in order to be assessed on his performance in academic and social areas. Relevant Background: Dennis is in self-contained EMD class with Mrs. Andrews for the second year. Last year it was considered a first grade class and now it is a second grade class. Dennis goes to related arts with a general education first grade class daily. Dennis began special education services in 2007. He also receives 30 hours a week outside of school of ABA therapy. Narrative Observation: I observed Dennis at home during ABA therapy sessions many times. Overall he was cooperative and attentive during the therapy session. He did what was asked of him and told the therapist if he did not want to do something by saying either, no handwriting or goodbye handwriting. If the activity that he did not want to do was something that he must do, he would comply when the demand was kept on him. For example, when it was time to practice handwriting and he said no handwriting, the therapist reminded him that he made his schedule and it was time for handwriting. The therapist got the materials out and placed them in front of him and Dennis complied and did the activity. Dennis moved slow throughout the session but completed his tasks. He was able to follow multiple step directions. Dennis was able to start a conversation with someone; he knew how to greet someone, but needed prompting on what to say after the greeting in order to carry on the conversation. When Dennis was not prompted on what to say in the conversation he repeated the greeting over and over (repetitive speech). Dennis would seek others attention by asking for hugs, high fives, or to play catch. Dennis made eye contact with the therapist while he was working on a task with a smile on his face. He smiled when given verbal praise. When making his visual schedule for the therapy session, Dennis put math first and said with a smile on his face, its math time. When working on various tasks Dennis became off task (stopped working, looked around the room, and hand flapped) after an average or 2-3 minutes. The therapist prompted him to continue working using a mix of verbal, gestural, and visual prompts. Dennis complied and continued working. This occurred several times for each task that Dennis is asked to complete.

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Testing Observations: Dennis was attentive and focused to all the assessments I gave him. He was focused during the three subtests of the Woodcock-Johnson III; Test 5 Calculation, Test 6 Math Fluency, and Test 10 Applied Problems. He did need some breaks in order to keep his attention. I provided him with verbal praise and time to play with a squishy ball at times during Test 5 and Test 10 in order to keep him motivated to continue working. I also gave a gestural prompt by pointing to the next problem in order to remind him to keep working during Test 6. Dennis was also given a break between each subtest administered. Dennis was willing to attempt all problems and continued attempting problems in the timed math fluency subtest even when time was up. He did not appear frustrated at any point during the tests; he answered each question with a smile. I based accuracy of Dennis answers on his verbal answers; his handwriting is not legible but he still attempted to write each answer. The Social Skills Improvement System (SSIS) is an assessment that involves the teacher and the parent filling out two separate questionnaires on Dennis social skills. I filled out the teacher assessment and Dennis mother filled out the parent assessment. I felt that some of the questions were not applicable to Dennis. For example, questions about bullying or other peoples property are not applicable because I have never seen Dennis being bullied and he is not exposed to other peoples property when I am with him. I answered all the questions to the best of my knowledge. I worked with Zina; Dennis mother, to answer each question. She is from Russia and is currently undergoing chemotherapy treatments which have affected her fluency in English. I sat down with her and helped her understand each question. I spoke in a neutral tone in order to not give her any impressions of what I thought about Dennis abilities because I wanted to find out how she felt. I noticed that Zina did not understand words such as responsibilities, mistakes, anxious, bullied and embarrassed. Zina asked me for examples and clarity on the majority of the questions and then would circle her answers. She tended to discuss each question and tell me why she chose the response she circled. I remained neutral and said okay and moved on to the next question. Zina often wanted to circle in the middle of the options seldom and often. When this would occur, I would remind her that this was not an option and to pick whichever she felt was more applicable. I gave Dennis three different curriculum based measurements of math fluency. Dennis was cooperative and focused during each measurement. He read each problem aloud and verbally said his response, looked at me, and then wrote the answer. For the thirst measure, Dennis continued working after time was up; I did not count this answer as part of the measurement. Woodcock-Johnson III, Test of Achievement, Standard Battery Subtests Administered: Test 5 Calculation, Test 6 Math Fluency, Test 10 Applied Problems Level of Achievement: Before the WJIII test results are discussed, a brief explanation of scores is offered. In order to find out what scores are high, average, or low, they give the test to a large

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number of children across the country. The test is always presented in the same way to all children. The subjects percentile rank indicates the percentage of the children in the norm group who received the same scores or a lower score on the test. A special feature of the WJIII is the option to use either grade- or age-based norms. A grade equivalent reflects the subjects performance in terms of the grade level in the sample at which the average score is the same as the subjects score. An age equivalent score is similar to a grade equivalent, except that it reflects performance in terms of the age level in the sample at which the average score is the same as the subjects score. It is important to note that this does not mean that the subject is performing at the same level as that grade or age, only that the average score was the same as the sample. The ranges for the WJIII are as follows. The WJIII classifications based on standard score and percentile ranks are as follows: High Average= SS 111 to 120 and % Rank 76 to 91 Average= SS 90 to 110 and % Rank 25 to 75 Low Average = SS 80 to 89 and % Rank 9 to 24 Low = SS 70 to 79 and % Rank3 to 8 Very Low = SS 69 and below and % Rank 0.1 to 2 Score Report TABLE OF SCORES: Woodcock-Johnson III Tests of Achievement Norms based on age 7-4
CLUSTER/Test BROAD MATH MATH CALC SKILLS RAW AE 6-2 7-5 PR 12 54 SS(68%) 82 (79-85) 102 (96-107)

---------------------------------------------------------------------Form A of the following achievement tests was administered:

Calculation Math Fluency Applied Problems 9 24 11 7-6 7-2 4-6 57 44 1 103 (96-110) 98 (93-102) 64 (60-68)

Above are the results of the three tests administered to Dennis. The results of the Woodcock-Johnson III describe Dennis performance as average in math calculation skills and low average in mathematics understanding based on his age. His Broad Math score is in the 12th percentile, placing his overall math score as low average. Dennis Math Calculation Skills score is in the 54th percentile, placing his calculation skills score as average. Test 5 Calculation required Dennis to answer mathematical equations on a worksheet. He scored in the 57th percentile for his age. He did not legibly write the answers, but he did say them as he attempted to write the number and I took data on whether his verbal response was correct or incorrect. Dennis even

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continued working by attempting multiplication problems even though multiplication has not been taught yet. He is above average for his age for the Calculation test. Dennis scored in the 44th percentile for the Math Fluency test. He was able to solve the math equations quickly, but was slowed down because he is not used to writing answers to simple addition and subtraction problems (he usually verbally gives the answer and moves on). On the last test, Applied Problems, Dennis scored in the 1st percentile. He was asked to look at pictures and count items, and listen and answer simple word problems. Overall the test results show that Dennis Broad Math skills are low average, but his Math Calculation skills are average for his age. Broad Math skills include calculation, fluency, and applications whereas Math Calculation skills include just fluency and math problems. This tells me that he understands calculations but struggles with the application of math skills. Dennis is able to correctly answer math problems but is has difficulty applying this skills to problem solve. Social Skills Improvement System (SSiS): Tests Administered: Rating Scales Teacher and Parent Hand-Scoring Forms Subscales: Social Skills (communication, cooperation, assertion, responsibility, empathy, engagement, self-control) Problem Behavior (externalizing, bullying, hyperactivity/inattention, internalizing, Autism Spectrum) Level of Achievement: Scores for the Social Skills and Problem Behaviors scales are reported as standard scores and percentiles. Standard scores are derived from the scores of a large nationally representative sample of individuals having a similar age and the same sex as Dennis. They have a mean of 100 and a standard deviation of 15. A percentile indicates the percent of individuals from this representative sample that scored at or below Dennis score. I am rater 1 and the mother is rater 2. Overall Scores Social Skills Standard Score Percentile Rater 1: 73 4 Below Average Rater 2: 72 4 Below Average Problem Behaviors Rater 1: Rater 2: Standard Score 113 117 Percentile 79 87 Rater 2 Average Above Average

Subscale Scores Rater 1

Student Report Final Social Skills: Communication Cooperation Assertion Responsibility Empathy Engagement Self-Control Problem Behaviors: Externalizing Bullying Hyperactivity/Inattention Internalizing Autism Spectrum

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Below Average Average Below Average Below Average Below Average Below Average Average Average Average Average Average Above Average

Below Average Average Below Average Below Average Below Average Below Average Average Average Average Above Average Average Above Average

Definitions of each subscale: The SSIS Rating Scales breaks social skills down into seven subscales and problem behavior into five subscales. Each subscale is defined below. Social Skills: -Communication-includes behaviors such as: making eye contact when talking, and saying please and thank you. -Cooperation-includes behaviors such as: following rules, and completing tasks without bothering others. -Assertion-includes behaviors such as: asks for help when needed, and states when theres a problem. -Responsibility-includes behaviors such as: respects the property of others, and is wellbehaved when unsupervised. -Empathy-includes behaviors such as: tries to comfort others, and feels bad when others are sad. -Engagement-includes behaviors such as: invites others to join in activities, makes friends easily, and introduces himself to others. -Self-Control-includes behaviors such as: stays calm when teased, and uses appropriate behavior when upset. Problem Behaviors: -Externalizing-includes behaviors such as: disobeys rules, fights with others, and has temper tantrums. -Bullying-includes behaviors such as: does things to make people scared, and keeps others out of social circles. -Hyperactivity/Inattention-includes behaviors such as: acts without thinking, has temper tantrums, and is inattentive. -Internalizing-includes behaviors such as: withdraws from others, acts sad, and has low energy. -Autism Spectrum-includes behaviors such as: is preoccupied with objects, repeats things over and over, and does not make eye contact when talking.

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According to the SSIS Rating Scales, Zina and I agree that Dennis social skills are below average based on him being a 7.4 year old male. Social Skills include any prosocial behaviors. They are skills learned and are socially acceptable and promote positive interactions among others. Our individual ratings both placed Dennis in the 4th percentile; meaning 4 percent of his peers score at or below his social skills behavior level. He is well below average in development of social skills. The overall social skills behavior scores are broken down into seven subscales: Communication, Cooperation, Assertion, Responsibility, Empathy, Engagement, and Self-Control. The ratings that Zina and I gave Dennis placed him below average in all seven areas with the exception of cooperation and self-control. Dennis has a deficit in the majority of the aspects of social skills. He does display average cooperation skills and self-control according to the SSIS Rating Scales. Problems behaviors are behaviors that may interfere with a individuals social skill development. Based on the SSIS Rating Scales, Zina and I disagree slightly about Dennis problem behaviors. Zinas ratings place Dennis in the above average range and my ratings place Dennis in the average range for his age. When looking at the percentile rankings for our responses we do not disagree by much. Based on my rating Dennis has a percentile rank of 79 and based in Zinas rating Dennis has a percentile rank of 87. The score I gave Dennis falls toward the top of average and Zinas score falls toward the bottom of above average. Based on my responses I believe that 79 percent of Dennis peers score at or below his level in relation to problem behaviors and Zina believes that 87 percent of Dennis peers score at or below his level in relation to problem behaviors. The ratings that Zina and I gave Dennis in relation to problem behaviors are broken down into five subscales: Externalizing, Bullying, Hyperactivity/Inattention, Internalizing, and Autism Spectrum. Zina and I agreed that his problem behaviors in relation to externalizing, bullying, and internalizing were all average for his age. We also agreed that his Autism Spectrum behaviors were above average. We disagreed on the subscale of hyperactivity/inattention; I rated him as average and Zina rated him as above average. Dennis problem behaviors are overall average; close to above average, in comparison to other males his age. He does not have many problem behaviors with the exception of Autism Spectrum behaviors and a little more than average hyperactivity and inattention. Dennis social skills are overall below average. He has strengths in cooperation and selfcontrol but struggles with other skills related to social skills; communication, assertion, responsibility, empathy, and engagement. Dennis is able to follow directions and complete tasks when asked without distracting others; he is a compliant child. Dennis also is unaffected when someone teases him or makes fun of him. It appears to not bother him; he stays calm. I agree with the results of the assessment; Dennis does need more practice and experience in developing socially appropriate behaviors and social skills. He has difficulty in the majority of aspects involved in social skills. He is not

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often exposed to typically developing peers; his only time with general education students is when he joins a first grade class for related arts. I think this is why his social skills are below average; he does not have enough exposure to situations in with he can learn from peers and practice social skills. I feel that with more supports, guidance, and exposure to situations that involve using social skills Denniss social behavior will improve. According to the results of the SSIS Rating Scales Dennis problem behaviors are average to above average. Dennis exhibits more problem behaviors than his typically developing peers in the areas of hyperactivity and Autism Spectrum behaviors. The majority of the time, Dennis is a well-behaved child but has trouble staying focused and is easily distracted. He also displays a large amount of stereotypical Autism Spectrum behaviors including hand flapping, repetitive speech, minimal eye contact, and inappropriate toy play. To help decrease Dennis problem behaviors I need to look at the function of the behavior and teach a more socially acceptable skill in place of the behavior. Curriculum Based Measurement of Math Fluency: Dennis completed three different timed math fluency measurements. He was given a strip of paper with a mix of eight single and two-digit addition problems. The problems were all different and some involved regrouping and others did not. I gave Dennis one minute to do as many problems as he could. He answered 7, 6, and 7 out of 8 on each measurement. Dennis median score is 7 out of 8. Dennis answered each math problem correctly. Dennis handwriting is not legible so I based his accuracy on his verbal response. I have compared Dennis math fluency scores to the norms for first grade since he spends time with general education first grade. According to the research norms for math fluency for first grade, Dennis is at the level of frustration. He is solving the problems slower than his average peers. I think part of Dennis slowness is due to the fact that he has just begun having to write the numbers. In the past he was able to simply verbally say his response but a little over a month ago he was asked to start writing his numbers. Number writing is still a skill that is developing. Summary and Conclusions: Dennis overall skill level of mathematics according to the Woodcock Johnson-III and CBM assessments were below average to average for his age. His strengths in math are math calculations. He did well completing basic addition and subtraction math problems although he was below average in fluency of answering math problems. I feel that he was below average in this area because he is an individual that moves slowly and also he is not typically asked to write his numbers but did for the assessments which took time on the timed subtests. Dennis displayed a weakness in applied mathematics. He was unable to apply his math calculation skills to word problems. I believe that Dennis needs supports and practice with writing his numbers and moving quickly from problem to problem in order to increase and build upon his math calculation

Student Report Final skills. He also needs supports in applying math calculation skills to various word problems.

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Overall Dennis social skills are below average and his problem behaviors are slightly above average for his age. Dennis has strengths in cooperation and self-control but needs to work other social skills including; communication, assertion, responsibility, empathy, and engagement. Dennis problems behaviors are shown by his tendency to become easily distracted and his display of stereotypical Autism Spectrum behaviors such as hand flapping and repetitive speech. Teaching Dennis communication skills and leisure skills will help improve his social skills and decrease his behaviors that come across as different in comparison to his peers. IEP Present Level of Academic Achievement and Functional Performance: Type Academic Areas of Assessment
Math Calculation and Math Fluency

Method of Assessment WJIII CBM

Date

Findings In math calculation Dennis scored slightly average for his age. He is able to correctly answer addition and subtraction equations. Dennis is below average when it comes to math fluency; he answers math problems at a slower pace than his peers. He needs to improve his handwriting skills and speed in order to improve his math fluency skills. Dennis scored in the 1st percentile for applied mathematics. He is performing well below the average range. Dennis needs supports in ways to use math calculation skills to applied situations. Dennis was rated below average in social skills. He does show strengths in cooperation and self-control but has deficits in communication, assertion, responsibility, empathy, and engagement. Dennis scored average to above average with problem behaviors. The problems behaviors that were noted on the assessment were his hyperactivity (easily distractibility) and

9/18/2010 10/9/2010

Academic

Math Application

WJIII

9/18/2010

Functional

Social Skills And Problem Behavior

SSiS Observation

9/30/2010 Month of October

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stereotypical Autism Spectrum behaviors (hand flapping and repetitive speech). Dennis would benefit from more exposure to peers along with supports to help advance his social skills and decrease problem behaviors. Dennis needs more experience with social interactions and ways to carry on a conversation. He also would benefit from being taught leisure skills and activities in order to decrease problem behaviors; it will give him something to do. These activities could also be incorporated into group activities in order to help develop social skills. ANNUAL GOAL When indicated on Dennis visual schedule that is time for math, Dennis will complete math assignment of 10 applied math problems; providing correct and legible responses 80 percent of the time by the end of the school year. Objectives: Dennis will legibly write numerical answers to math problems using a pencil 80 percent of the time during math. Dennis will correctly solve and match number equations with the equivalent picture equations 80 percent of the time during math. Dennis will correctly answer math word problems given the corresponding pictures 80 percent of the time during math.