Lauren Klaus

Case Study- Graduate

BASC-2 Summary- Behavior Assessment System for Children

To address Jordyns academic behaviors, a behavior rating scale (the Behavior Assessment
System for Children, Second Edition) was completed by Jordyns mother, Denise Dawson.
The Behavior Assessment System for Children- Second Edition (BASC-2) is a behavior report
scale used by teachers and students. The purpose of the BASC-2 is to measure behavior and
personality, including positive (adaptive) and negative (clinical) dimensions. The form consists
of a variety of items that gather information about the childs observable behavior. The scale is
used to gather information from a variety of sources and to get an overall picture of behavior in a
variety of settings.
There were no areas of at-risk or clinically significant concerns identified by Ms. Dawson. In the
area of Externalizing Problems (hyperactivity, aggression, and conduct problems), Jordyn
received a score in the 1st percentile. Jordyn scored in the 18th percentile for Internalizing
Problems (anxiety, depression, and somatization) and in the 2nd percentile for Behavioral
Symptoms (atypicality, withdrawl, and attention problems). Since Jordyn is in the below average
range in these areas, that means she does not exhibit any of the negative emotions or behaviors.
In the area of Adaptive Skills, Jordyn ranked in the 98th percentile, meaning that she displays
very superior characteristics in the categories of adaptability, social skills, leadership, activities
of daily living, and functional communication. Jordyn scored in the above average range in the
area of Adaptive Skills.

ABAS-II Summary- Adaptive Behavior Assessment System

Jordyns adaptive behavior was evaluated using the Adaptive Behavior Assessment System,
Second Edition (ABAS-II). The ABAS-II is designed to assess skills needed to function
independently at home, school, work, and community settings. It measures those facets of social
development and adaptive and problem behaviors that define, influence, or limit an individuals
adjustment in a variety of environments. Mrs. Dawson, Jordyns mother completed the ABAS-II
Parent Form.
The results indicate Jordyns overall adaptive behavior is more than developmentally appropriate
(based on performance in Very Superior on the General Adaptive Composite or GAC). Jordyns
GAC score fell at the <90th percentile, meaning Jordyn performed equal to or better than <90%
of her same-age peers in the standardization sample.
Additional composite scales reported on the ABAS-II include conceptual, social, and practical.
In the conceptual domain (communication, functional academics, and self-direction), Mrs.
Dawsons responses indicate Jordyn is in the above average range (86th percentile). In the social
domain (leisure and social), Jordyns skills fall in the superior range (<90th percentile). Finally, in

the practical domain (community use, home living, health and safety, and self-care), Jordyns
skills fall in the superior range (<90th percentile). Jordyn displayed strengths in all skill areas and
showed no areas of concern.

CMAT Summary- Comprehensive Mathematical Abilities

Jordyns math skills were evaluated using the Comprehensive Mathematical Abilities Test
(CMAT). The CMAT is designed to assess a wide range of mathematical skills by being broken
into different subtests. Jordyns results are based on the subtests: addition, subtraction,
multiplication, division, problem solving, and charts, tables, and graphs. Jordyns results were
evaluated based on her testing age; 11 years, 6 months, and 10 days.
Jordyns overall composite scores proved to be more than developmentally appropriate. In the
area of General Mathematics (addition, subtraction, multiplication, problem solving, and
charts/tables/graphs), Jordyn received a standard score of 124, putting her in the Superior Range
and in the 95th percentile. In the area of Basic Calculations (addition, subtraction, multiplication,
and division), Jordyn received a standard score of 128, putting her in the Superior Range and in
the 97th percentile. In the area of Mathematical Reasoning, Jordyn received a standard score of
112, putting her in the Above Average range and in the 79th percentile.
Jordyns standard scores in the subtest areas ranged from 11 (63rd percentile) to 16 (98th
percentile), keeping her in the average or above average range. Jordyn showed strengths in the
areas of Division and Subtraction. Even though the areas of Problem Solving and Multiplication
were still in the average range, there was significant differences between the scores, showing that
Jordyn has a more difficult time with these two concepts.

Informal Academic Assessment- Word Reading

An informal academic assessment was done on Jordyn to test her reading abilities. Jordyn was
given a minute to see how many words she could read correctly from a list of words.
The first assessment was given on April 1st and Jordyn read 81 words correctly. On April 8th,
Jordyn read 106 words correctly and on April 15th she read 101 words correctly.
Jordyns results were then put into a graph to track her progress and see if she was on the right
track to meet her goal line. Her goal was originally set at 93, meaning at the end of the 9 weeks,
she would need to read 93 words in a minute to meet her goal. Jordyn was above her goal on the
April 8th and April 15th assessments, which shows that there are no concerns for Jordyn in the
area of reading at this time.