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The following case descriptions are examples only.
Although actual child assessment cases are often very similar, to ensure
confidentiality we did
not use past
results or client information. The names, ages and presenting problems of the following children are
invented in a way to represent typical parental concerns and child difficulties. Our experience is that
the majority of parents interested in child assessment seek advice for problems that fall within these
case example categories.
Jessica
- Assessment of intellectual abilities and behavioural problems (Age at testing: 11 years, 10 months)
Presenting
problems/questions:
Jessica was referred by her mother
for an assessment of intellectual abilities (IQ), academic
achievement abilities and emotional/behavioural functioning. Jessica's family
moved 8 months ago from interstate to Sydney and her school
performance dropped notably since the move. Her term 2 results
indicated that she was within the lower quarter of her class,
performing below her previous level. Her behaviour has also changed and teachers
reported that she was inattentive and disruptive in
class. Her mother reported that Jessica often complained
of stomach ache, she acted unusually needy and on
several occasions cried before
going to
school in the morning. The mother was worried and wanted
to know whether Jessica's difficulties were related
to the recent move or whether the new school was
too difficult for her. Jessica's two older sisters had no
similar difficulties and settled well in their new schools.
Assessment and
results:
The psychological tests administered to
Jessica included the Wechsler Intelligence Scale for Children -
Fourth Edition - Australian Standardisation (WISC-IV Australian),
the Wechsler Individual Achievement Test - Second Edition -
Australian Standardisation (WIAT-II Australian) and the Beck
Combined Youth Inventories of Social and Emotional Impairment (BYI).
Jessica's overall level of intellectual ability (IQ) was within the
High Average range and her academic ability
was within the Average range. Although Jessica's
intellectual ability was in a higher range than her academic
ability, the difference did not suggest that she was under
performing. According to the discrepancy analysis, on some
mathematical tasks Jessica performed below what was expected of her,
but generally her result of academic ability was consistent
with her intellectual level. In terms of emotional and
behavioural functioning, Jessica reported Severe
level of anxiety symptoms and Mild acting
out/externalising symptoms. Her scores for anger, depression and
self-esteem were all within the Average range.
Interpretation:
Based on the interview with Jessica's mother, her test results
and observation during test taking, it was concluded
that Jessica's poor academic performance and behavioural difficulties at
school were related to generalised anxiety and
most
likely resulted from the family's
relocation. Jessica showed above average intelligence for her age and average
level of
academic abilities. These results did not correspond with her school
performance and school results. It was also observed
during test taking that Jessica gave up on
tasks quickly and her attention wondered off. She needed
frequent appraisals to maintain her attention
on the tasks. Jessica's parents were encouraged to
discuss her difficulties openly and
to inform her teachers about her problems of settling in. Suggestions were made for
relaxation techniques to reduce the physical symptoms of
anxiety and a plan was outlined to gradually improve
Jessica's attention and motivation.
Thomas - Assessment of learning difficulties
(Age at testing: 8 years, 2 months)
Presenting
problems/questions:
Thomas was referred by his family's doctor for
an assessment of intellectual abilities and possible learning
difficulties. He was accompanied by his mother for the assessment.
She reported that Thomas always had some problems at school, predominantly with
reading, writing and expressing himself. He started talking late,
at age 18 months and reportedly had little interest in picture
books and stories. Thomas had one older sister who was
doing well at school and
often tried to help him with school
work and writing.
Assessment and
results:
The tests administered
to Thomas included the Wechsler Intelligence Scale for
Children - Fourth Edition - Australian Standardisation (WISC-IV
Australian) and the Wechsler Individual Achievement Test -
Second Edition - Australian Standardisation (WIAT-II Australian). On
the WISC-IV Thomas achieved within the High
Average range for the Perceptual Reasoning Index and within
the Low Average range for the Verbal Comprehension Index.
Since Thomas' performance on these main indexes was
significantly different, his full scale IQ was not a meaningful
representation of his intellectual abilities. On the WIAT-II Thomas
performed within the Borderline range, with
his mathematics abilities nearing the Low
Average range. A discrepancy analysis between his
intellectual and academic abilities was performed by using
Thomas' results on the WISC-IV Verbal
Comprehension Index as the
base line intellectual ability measure. The
results revealed that Thomas performed significantly lower on reading
and writing tasks than was expected of
him, based on his intellectual ability measure.
Interpretation:
Thomas' assessment results suggested that
he was experiencing learning difficulties, especially within
the areas of reading and writing. It was suggested that Thomas
attended special classes or programs, aimed at improving reading
and writing skills. Thomas' performance on the WISC-IV Verbal
Comprehension Index suggested that intellectually he was
capable of performing better on these tasks.
Katie - Assessment
of giftedness (Age at
testing: 6
years, 4 months)
Presenting
problems/questions:
Katie's mother called, enquiring about
intelligence assessment. Katie was doing exceptionally well at
school and her teachers suggested that she might be
gifted. School assessments revealed that her reading and
writing skills were on average 3 grades above her current level.
Katie enjoyed numerous extra curricular activities, including
swimming, ballet, piano lessons and tutoring in English and
maths.
Assessment and
results:
The tests administered to Katie included the Wechsler
Intelligence Scale for Children - Fourth Edition - Australian
Standardisation (WISC-IV Australian) and the Wechsler Individual Achievement
Test - Second Edition - Australian Standardisation (WIAT-II Australian).
Katie's overall level of intellectual ability (IQ) was within the
High Average range,
whereas her academic ability was within the Very
Superior range.
A discrepancy analysis was carried out and revealed that
Katie's academic performance was significantly above what was accepted of her,
based on her overall intellectual ability. This suggested that Katie
was over performing, compared to her "pure" abilities.
Interpretation:
Katie's assessment results suggested
that she was intellectually highly capable, but did not
indicate giftedness. She performed well above her expected level on
the academic tests, indicating a
well developed ability to achieve beyond her age
limits. During testing Katie appeared relaxed and her
mother indicated that they were mindful not to put
her under undue pressure.
Since no distress was reported and Katie appeared at
ease and was able to maintain her attention on the
tasks without difficulty, no
special recommendations were made. The
family was encouraged to introduce leisure
activities for Katie and
was advised not to increase the amount of tutoring.
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