Amanda's Cognitive Abilities And Cognitive Processing Skills

Grace’s school performance suggests that she is capable of learning. This is confirmed by her scores on Verbal Comprehension, Perceptual Reasoning, and Processing Speed scores from the Wechsler Intelligence Scale for Children, Fourth Edition. The Woodcock-Johnson III Test of Achievement further demonstrates these abilities with scores in the average range for Letter-Word Identification, Reading Fluency, Calculation, Writing Fluency and Writing Samples.

TEST RESULTS: Ms. Glass' performance on the Verbal Scale of the WASI places her at the 73rd percentile in the Average Range of Intellect.

During today’s evaluation, we used the Preschool Language Scale- Fifth Edition (PLS-5) and general observations of the way Z plays and interacts with others to assess her speech and language skills. The PLS-5 is a norm-referenced test, meaning that the creators of the test developed a set of “typical” or “average” scores based on a large sample of children, to help clinician’s determine whether a child, like Z, performs at the same level as other children her age that were included in the sample.

The Verbal Comprehension Index measures the EE107’s ability to access and apply acquired word knowledge. Specifically, this score reflects her ability to verbalize meaningful concepts, think about verbal information, and express herself using words. On the Similarities subtest, EE107 had challenges with identifying how two words are alike. Similarly, on the Vocabulary subtest, EE107 could provide correct definition of basic words, but she struggled to provide definitions of higher level words. On the Verbal Comprehension Index, EE107 obtained a standard score of 55 which falls at the 0.1 percentile and within the extremely low range. Verbal Comprehension is a weakness for EE107, meaning that she may difficulty understanding oral language

TEST RESULTS: Mrs. Shute’s performance on the Verbal Scale of the WASI places her at the 90th percentile and in the Superior Range of Intellect.

Mary Gregory's general mental ability was measured using a nonverbal test that required her to answer reasoning and problem-solving questions using abstract geometric designs. On this measure she earned a GAMA IQ score of 91, which falls in the Average category of mental ability. There is a 90% chance that her true GAMA IQ score falls between 85 (Low Average) and 99 (Average). Her GAMA IQ score is ranked at the 27th percentile. This means that her performance is equal to or greater than that of 27% of people her age in the standardization sample.

This paper defines and critiques the Wide Range Achievement Test-4 (WRAT-4). The first test edition was created by Joseph Jastak and Sidney Bijou in 1941 and was published in 1946. “The WRAT-4 was developed and published by Dr. Gary S. Wilkinson and Dr. Gary J. Robertson in 2006” The age group suitable for the test, is 5-94 years. The purpose of the test is to gauge individual or group ability in reading, word comprehension, sentence comprehension, spelling, and math computation. The entire test kit is available for $325 and consists of the following: “Professional Manual, Blue Test Forms (25), Green Test Forms (25), Blue Response Forms (25), Green Response Forms (25), Blue Sentence Comprehension Test Forms (25), Green Sentence Comprehension

In planning for intervention for Kathy’s language disorder, it is imperative the clinician understand the language acquisition process specific to Kathy to efficiently gather evidence-based treatment approaches to target goals in therapy. There are many theories that explain language acquisition or language development in individuals. A theory that may account for Kathy’s language impairment is the Biological Maturation Theory. The Biological Maturation Theory and its theorists describe language as a product of brain structures and functions (affected by genetic and environmental influences), which play a primary role in language acquisition. Biological theorists are less concerned about the nature of language than the genetic and neurological

This indication was measured by tasks involving abstract reasoning and logical analysis (i.e., her ability to draw specific conclusions from general information, solving complex problems, and learning from experience). On tests that measure complex flexibility of thought (i.e., information processing speed, visual scanning ability, integration of visual and motor functions, and multitasking/task switching), TV scored in the moderately impaired range. On measures of simple incidental memory, TV’s scores suggested mild impairment. TV scored in the average range on subtests measuring attention and concentration to slowly and quickly paced auditory material, as well as on tasks involving complex psychomotor

For school age children and adolescents (ages six years and above), apply Gardner’s theory of multiple intelligences by identifying the child’s strengths (pages 313-314).

Addison has showed that she is in the proper state of cognitive development for her age. On two occasions she has shown she can name and identify eight colors. On April 5, during testing, she identified a blue rectangle, purple oval, pink triangle, green heart and red circle. On May 3, at playdough during the flower unit, she identified, when asked what color they were, a yellow stone, a blue stone, a green stone, an orange stone, pink playdough, and purple playdough. She has also shown that she can match at least five shapes. On April 5, during testing, she identified a blue rectangle, purple oval, pink triangle, green heart and red circle. She has also shown that she can name a circle, square, triangle, rectangle, oval, and heart. On March 3, she identified the oval she needed to cut out

There is an exorbitant amount of focus on standardized cognitive tests in K-12 education today - particularly measures of intelligence and achievement. The usefulness of these tests notwithstanding, they are limited in that they provide an incomplete picture of a student’s abilities and needs. Having worked 14 years as an English teacher at Bergen County Technical School of Paramus (Bergen Tech), a vocational-technical high school with a predominantly special needs population, I find it unfortunate that the educational psychologists with whom I work have in recent years been directed to focus on cognitive tests such as the Woodcock-Johnson Test of Achievement and the Wechsler Adult Intelligence Scale, to the exclusion of non-cognitive measures that could provide insight into student emotional health and personality. For school staff endeavoring to help students negotiate the path to adulthood and guide them toward brighter more fulfilling futures, personality assessment could be used to help clarify needs, determine the severity of problems, make predictions about future behaviors, and aid in educational recommendations.

Furthermore, recently, I have decided to read and analyze my eighth-grade year psychological assessment report, mainly because I like to learn more about myself, especially as a learner. According to the report, which was completed on January 20, 2010, my overall cognitive ability falls in the borderline range of functioning, scores fall between 71 and 81. A borderline range categorization (typically an IQ of 70-85) indicates that a person has below average cognitive ability—but

Mark is a fourth grader in a general education classroom. The reason for this initial evaluation was that he was displaying difficulties in reading - especially vocabulary, reading, and comprehension – and in writing mechanics. He was given a variety of tests to evaluate his academic performance. A speech-language pathologist gave Mark the Test of Language Development-Intermediate: 3 (TOLD-1:3) to test different components of his spoken language skills. Mark performed within the average range on all the subtests. A school psychologist administered the Wechsler Intelligence Scale for Children III, in which Mark performed within the average range. His standard score for Verbal IQ was 92, for Performance IQ he received a standard score of 107, and he got a standard Full Scale IQ score of 102. The special education teacher administered both the Woodcock-Johnson Psycho-Educational

Cognitive ability or intelligence is the capacity to plan, reason and solve problems. Previous studies on cognitive ability established that mental capacity was closely linked to occupational and vocational success. Within cognition, psychologists seek to study the mental capacity of individuals or the component of “g” (Landy & Conte, 2012). Individual differences in “g” can be studied through a variety of intelligence tests. These tests include Standford-Binet, Raven’s Progressive Matrices and Wechsler Adult Intelligence Scale (Roberts & Lipenvich, 2012). Results from these tests can