UNDERSTANDING TESTS AND MEASUREMENTS for the Parent and Advocate by Peter W. D. Wright, Esq. and Pamela Darr Wright, M.A., M.S.W., Licensed Clinical Social Worker (1998)
Katie is a fourteen year old ninth grader. She "hates school" and is failing several subjects. As a young child, Katie was bright, happy, and curious. When she entered third grade, her attitude began to change. Now, she locks herself in her room, lies on her bed, and listens to music for hours. She is sullen and angry and says she can't wait to quit school.
In desperation, Katie's parents took her to a child psychologist for testing. The psychologist reported the following results:
Wechsler Intelligence Scale for Children, Third Edition (WISC-III):
|Verbal Subtests:||Performance Subtests:|
|Information 10||Picture Completion 6|
|Similarities 16||Coding 4|
|Arithmetic 11||Picture Arrangement 10|
|Vocabulary 13||Block Design 12|
|Comprehension 12||Object Assembly 7|
|(Digit Span) 8||(Symbol Search) 6|
|Verbal IQ 114||Performance IQ 86|
|FULL SCALE IQ = 101|
Woodcock-Johnson Psycho-Educational Battery, Revised (WJ-R):
|Reading Composite||8.3 GE|
|Math Composite:||9.0 GE|
|Written Language Composite:||3.5GE|
Test of Written Language, Third Edition (TOWL-III): A standard score of 65 on the spontaneous writing sample.
1. Do Katie’s test scores tell us anything about her moodiness and her intense dislike of school?
2. Katie has never been identified as a student with a disability. Does she appear to qualify based on these results? If so, what would appear to be the appropriate classification?
3. What additional information or assessments would you like?
4. How could AT be of help to Katie?