Child Assessment & Testing - Case Examples

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.