Must prepare an assessment report using the provided case study. The assessment report will include I. Identifying data II. Background and

referral information (a-d whats icluded in the paragraph) a. background b. referral c. clasroom observation d. parent information III. Test Results IV. Test interpretations V. Summary and conclusion (a-c whats included in the paragraph) no more than 1-2 paragraphs) a. summary b.

reccomendations for educational interventions c. reccomendations for further assessment **In ADDITION to the report…**** Read the assigned Case Study. Use the data provided to develop: A. present level of performance B. annual goal c. short term objectives. Example Case Study:

(use the information below to create and complete the assessment report, present level of performance, annual goal, and short term objectives) Travis Name: Travis Shores Date of Birth: August 9, 1996 Date of Evaluation: October 28, 2014 Age: 18–3 Examiner: Mark House Assessment Instruments/Methods: Wechsler Adult Intelligence Scale–Fourth Edition Conners Continuous Performance Test Clinical interview

BACKGROUND AND REFERRAL INFORMATION Travis is currently enrolled as a first-year student at Burlington Community College. He reports having difficulty with study habits, time management, spelling skills, writing skills, reading comprehension, and grammar. He also expressed concern about his ability to pay attention and work at the college level. Travis said that he has difficulty with maintaining attention, finishing tasks, taking tests, and listening in class. He reported that he is distracted easily in lecture classes. Travis reported that he has no

history of testing for learning or attention difficulties. He stated that he had a difficult time in high school during his sophomore year, but then felt that things were better for him during his junior and senior years. He is taking an economics course and believes he is doing well in that class. TEST RESULTS WECHSLER ADULT INTELLIGENCE SCALE–FOURTH EDITION Vocabulary -9 Block Design -14 Similarities -11 Matrix

Reasoning -13 Information -8 Visual Puzzles -14 Verbal Comprehension Index -98 Perceptual Reasoning Index -118 Digit Span -8 Symbol Search -12 Arithmetic -8 Coding -13 Working Memory Index -82 Processing Speed Index -128 Full-Scale IQ -105 CONNERS CONTINUOUS PERFORMANCE TEST Measure Percentile Range of Performance Number of Hits 99.59 Markedly atypical Number of Omissions 94.86 Markedly atypical Number of Commissions 50.90 Within average range Hit Rate 21.46 Within average range Hit Rate Standard Error 93.44

Markedly atypical Variability of SES 77.87 Within average range Attentiveness 84.42 Mildly atypical Risk Taking 99.00 Markedly atypical Hit RT Block Change 95.96 Markedly atypical Hit SE Block Change 82.60 Within average range Hit RT ISI Change 80.90 Within average range Hit SE ISI Change 76.78 Within average range Travis performed with some inconsistency on the Conners Continuous Performance Test. He performed

like students his age with attention problems on several indices. He was within the average range on other indices. His performance indicates that he may have difficulty sustaining attention on some tasks but not others. His performance showed some evidence of an impulsive

responding pattern. Travis is currently functioning in the average range of intellectual ability. Differences exist between his index scores, with lower scores in verbal comprehension and working memory and higher scores in perceptual reasoning and processing speed. This indicates that

Travis is able to use nonverbal strategies better than verbal strategies for most problem solving. This discrepancy also indicates that Travis’s full scale IQ score may not be representative of his true ability. Analysis of individual subtests and index scores also indicates strengths and

weaknesses in processing. Travis demonstrated significant strength in visual–perceptual organization of nonverbal stimuli and processing speed. His performance on this instrument indicates relative weakness in short-term auditory memory and in the ability to remain free from distraction. Travis appears to have relative weakness in long-term retention of factual information, although his scores are in the average range. Travis was administered the Conners Continuous Performance Test to determine whether he has significant difficulty maintaining sustained,

focused attention. On this instrument, the more measures that are found to be in the atypical range, the greater the likelihood is that attention problems exist. On this test, Travis gave slower responses at the end than at the beginning of the test, indicating an ability to sustain attention. He made a greater number of omission errors, indicating poor attention to the task. He was highly inconsistent in responding, indicating inattentiveness as measured by standard error. Numerous indices strongly suggest that Travis has attention problems according to his

performance on this test. RECOMMENDATIONS Review the information in the preceding case study.

Discuss appropriate instructional interventions that might be helpful for Travis during class; offer additional interventions related to T

ravis’s studying outside of class. Also suggest accommodations for

Travis that are appropriate at the college level. Should Travis be referred for additional services from any other agencies or other professionals?

What considerations should be discussed with Travis regarding his future plans and course of study at the college level?

What issues regarding his functioning as an adult should be considered?