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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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