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Psychological Report

DISCLAIMER: This report and its contents are confidential. Its purpose is for the benefit of the client and its disclosure should be restricted to individuals directly connected to the case who have a current authorization and have knowledge about Psychological Evaluation. Its re-disclosure is strictly prohibited.

Examinee and Testing Information


Examinee Name Date of Birth Sex Race/Ethnicity JW A. Weiner 4/1/2008 Male Caucasian Date of Report Handedness First Language Examiner 11/24/2011 Right English Lauren Shapiro

Test Administered
WPPSI-III 11/24/2011 Age at Testing: 3 years 7 months Retest? No

Reason for Referral


This evaluation was requested to provide JW's parents with information regarding his intelligence, cognitive and memory functioning.

Background Information
JW is a three and a half year old Caucasian male who lives with both of his parents in Boca Raton, Florida1. JW reports that he loves his parents, grandparents and greatgrandparents who reside close by and that he is very excited to meet his baby sister in January. JW says that he likes his friends and that his teachers are very nice. JW reports that his daddy works hard but spends a lot of time with him on the weekends playing sports and going to football games and that his mother is a stay-at-home mom that plays with him and gives him "yummy snacks".

For the sake of brevity and without any disrespect intended, JW is referred to by his first name for the remainder of the report

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According to his mother, JW is enrolled in soccer, basketball, tennis and golf during the week and gymnastics and dance on weekends. His parents report that he is a happy, loving child who is very sensitive. His mother claims that he does not like big crowds of people but that he has a good group of friends since birth that he sees regularly. His mother reports that JW reached all of his developmental milestones on time and that he was potty-trained at two and a half years old with no complications. At two years old, JW had eye surgery to correct a defect and has recently started wearing glasses to rectify his poor eye-sight. JW's mother reports that JW spent six months with a speech pathologist as she felt that he was behind his peers. Otherwise, JW has no reportable health or developmental issues.

Test Behavior
The test was administered at JW's home in his playroom with no other individuals present. He insisted on conducting the test on the floor where he laid out a flat table surface for us to use. JW appeared to put forth his best effort and was remained relatively focused during the Receptive Vocabulary, Block Design and Object Assembly subtests; however, during the Information and Picture Naming subtests, JW wanted to play with his cash register while answering questions. Although, this distraction did not seemingly appear to affect his ability to answer questions. After two subtests, JW requested M&Ms as a snack. During the Block Design subtest, JW insisted on creating his own block patterns for the examiner to copy in between test items; but was otherwise cooperative and consistent in his efforts to complete the subtest. During the information subtest, JW was rolling around on the floor and playing with his toes as he answered questions, while on the Object Assembly subtest, JW tried to guess the object before he assembled the pieces. Between items he would tell stories or sing songs and as the items got harder he would say Page 2 of 6

"I'm not sure I can do this". During the Picture Naming subtest, JW replied "I don't know" to several of the items and it was unclear whether he lost interest in the testing or simply did not know the name of the items depicted in the stimulus book. It is important to note that the Picture Naming subtest was the final subtest to be administered and JW was playing with his cash register during the final items of the subtest.

Tests Administered
WPPSI-III Verbal IQ Performance IQ Full Scale IQ Global Language Composite Score 134 137 140 118 Subtest Receptive Vocabulary Block Design Information Object Assembly (Picture Naming) Scaled Score 16 17 16 16 11

Interpretation of WPPSI-III Results


General Intellectual Ability JW was administered 5 subtests of the Wechsler Preschool and Primary School of Intelligence - Third Edition (WPPSI-III) from which his composite scores are derived. The Full Scale IQ (FSIQ) is typically derived from the combination of Receptive Vocabulary, Block Design, Information and Object Assembly and is considered the most representative estimate of global intellectual functioning. JW's general cognitive ability is in the very superior range of intellectual functioning, as measured by the FSIQ. His overall thinking and reasoning ability exceed those of approximately 99.6% of his peers (FSIQ = 140). JW's nonverbal and verbal reasoning skills are very well developed. There were no discrepancies among the four core subtests, Block Design, Information, Receptive Vocabulary and Object Assembly. In fact, JW achieved scores of more than two standard deviations above the mean on all four subtests. This means that JW excels in processing complex visual information by manipulating parts to solve novel problems without using

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words. Furthermore, he appears to have a well-developed fund of knowledge and extensive vocabulary.

Verbal Abilities The Verbal IQ (VIQ) is typically derived from the combination of Receptive Vocabulary and Information subtests, and is an estimate of verbal reasoning and comprehension, acquired knowledge, and attention to verbal stimuli. The Receptive Vocabulary subtest has the child look at a group of four pictures and point to the one the examiner names while the Information subtest asks the child to respond nonverbally by pointing to one of four picture items as well as verbally by answering questions aloud that address a broad range of general knowledge topics. JW's verbal abilities, as measured by the VIQ, are in the very superior range and exceed those of approximately 99% of his peers (VIQ = 134). His VIQ is above that of virtually every one of his peers. As a result, JW should encounter few problems succeeding in language-based tasks, such as communicating with his parents, peers and teachers. JW performed identically on the two core verbal subtests contributing to the VIQ, suggesting that these verbal cognitive abilities are similarly developed. The General Language Composite (GLC) is derived from scores on the Picture Naming and Receptive Vocabulary subtests and provides a measure of basic expressive and receptive language development. JW's GLC falls in the High Average range and is higher than that of 88% of children his age. Despite JW's very superior intellectual potential, JW demonstrated a significant strength on Receptive Vocabulary and a significant weakness on the Picture Naming subtest. This suggests that his GLC score is a poor reflection of his intellectual abilities as the Picture Naming subtest, a supplemental subtest, brought down his scores significantly.

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Performance Abilities The Performance IQ (PIQ) is derived from the combination of two subtest scores, and is an estimate of fluid reasoning, spatial processing, perceptual-organization and visualmotor integration. The Block Design and Object Assembly subtests ask children to recreate block designs and arrange puzzle pieces to form a meaningful picture within a specified time limit, respectively. JW's perceptual-organizational and nonverbal reasoning abilities, as measured by the PIQ, are in the very superior range and exceed those of 99% of his peers (PIQ = 137). JW performed comparably on the Block Design and Object Assembly subtests which contribute to the PIQ, suggesting that his visual-spatial reasoning and perceptual-organizational skills are similarly developed.

DSM Diagnosis
AXIS AXIS AXIS AXIS AXIS I II III IV V No diagnosis No diagnosis Poor eye-sight Awaiting the arrival of a baby sister 85

Discussion and Summary


JW performed very superiorly on all four subtests, Receptive Vocabulary (scaled score = 16), Block Design (scaled score = 17), Information (scaled score = 16), and Object Assembly (scaled score = 16). The Receptive Vocabulary subtest measures nonverbal concept formation, fund of knowledge and language development. On the other hand, the Information subtest measures verbal concept formation, fund of knowledge and language development. The Block Design and Object Assembly subtests measure visual-motor coordination, perceptual organization and spatial reasoning abilities. JW demonstrates strong skills and excels in each of these domains. Page 5 of 6

JW demonstrated a relative weakness on the Picture Naming subtest, which requires the child to name pictures that are displayed in a stimulus book. This subtest measures verbal concept formation, fund of knowledge and language development, similar to the Information subtest. This weakness might be indicative of boredom with testing or the distraction of his toys and might not reflect a true weakness.

Recommendations
Psychological testing is probabilistic and inferential by its nature and provides hypotheses that should be explored with data from clinical interviews and other sources. Conclusions about an individual are not reached on the basis of psychological testing alone. Application of these instruments to the understanding of the individual must take into consideration the person's history, clinical presentation, present life circumstances, and other pertinent information. These tests results are only an estimate of JW's true cognitive and memory functioning. In all likelihood, if these tests were administered on alternative day under different circumstances, the obtained scores may be somewhat discrepant from the ones detailed in this report. 1) Parents and teachers should continue to encourage JW to name objects in his immediate vicinity to expand his vocabulary and fund of knowledge 2) JW would likely excel in a gifted/GATE program

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