Evaluation Report for Ima Tester - Lexercise Evaluation Report.pdfEvaluation Report for Ima Tester Evaluation Date: 06-1-2015 ... accuracy in this sample was 66.7%. Ima's written composition

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Evaluation Report for Ima Tester Evaluation Date: 06-1-2015 Evaluation performed by Jennifer Salisbury Lexercise Clinical Educator Lexercise [email protected] 1-888-603-1788 Client Information Name: Ima Tester Sex: Female Age: 7 Birthdate: 2/1/2008 Address: 1005 Smith Lane, Smithville, Alabama Phone: 555-555-5555 Disorder Classification(s) 315.02- Dyslexia, developmental TODAY'S EVALUATION Ima Tester was seen today for a language-literacy evaluation via video-conferencing. Prior to the evaluation, Ima’s parent, Betty Tester, completed the background information forms. Ms. Tester observed the evaluation today. The quality of the audio and video signals during this online evaluation was judged to be acceptable for purposes of the assessments administered. HISTORY & BACKGROUND Client's Home & School Ima lives with: Betty Tester, Don Tester and Ira Tester. Her first language is English, and English is spoken in the home. Ima is in Grade 2 (fall 2015) (teacher Mrs. Jones) at Smith Level Elementary. Reason(s) for This Evaluation (Concerns): Ms. Tester reported the following: Ima’s biggest challenge is school has been phonics and phonemic awareness. Consonant blends and vowels are really hard for her to hear and remember. She still has trouble with reversing letters like b and d when reading and writing. Health History Betty Tester reported the following health history: - Problems with pregnancy: none - Problems with birth: C-section

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- Problems with infancy/childhood: n/a According to Ms. Tester, Ima first took steps at age 12 months, first spoke a word at age 12 months and first used two-word sentences at age 18 months. Asked to describe any difficulty with understanding when listening to stories, directions or conversations Ms. Tester reported no problems in this area. Ms. Tester reported the following family history of speech, language, learning or school problems: Her father, Don Tester, was in special education and the family thought he was dyslexic, but was never formally diagnosed. Ima's primary care physician, Dr. Brown, prescribes no medications for Ima. Ima is not receiving public school Exceptional Children's (special education) Services. Previous Evaluations Ima has not had a recent psycho-educational, speech-language or audiology evaluation. SUBJECTIVE OBSERVATIONS The following ratings are based on subjective observations during today's evaluation.

Ima was very cooperative and was able to attend to the tasks asked of her.



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OBJECTIVE RESULTS



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Standardized Tests Abbreviations: TAPS-3: Test of Auditory Processing Skills-3rd Edition SDQA: San Diego Quick Assessment of Reading EOWPVT: Expressive One Word Picture Vocabulary Test ROWPVT: Receptive One Word Picture Vocabulary Test D-REF: Delis Rating of Executive Function



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Letter-Sound Assessment Ima was shown alphabetic (letter) symbols and asked to say the associated speech sounds for each. Ima was able to provide correct sound associations for 79.3% of consonants and 40% of vowels. (See the appendix for the detailed results of this assessment.) Ima has not yet mastered all the letter sound associations and will need to focus on this early in therapy. Guidance for Beginning Intervention Based on Ima's performance on the Lexercise Z-Screener (12%) and Lexercise Nonsense Word Assessment (28%), Ima should begin instruction at Lexercise Level 1. Composition Test Ima was asked to write for 15 minutes using a prompt. She wrote for 15 minutes and produced 48 total words for a writing rate of 3.2 words/minute. Her spelling accuracy in this sample was 66.7%. Ima's written composition was judged as follows. Ima’s story is a simple response appropriate to the prompt. Her narrative is not well developed. By itself, this is not unusual for her age, but she also demonstrates word usage issues and appears to lose track of the sentence she was formulating. She tends to spell words phonetically, without an understanding of orthographic or morphological patterns. The frequencies of the following writing characteristics are indicated below.



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Delis Rating of Executive Functions (D-REF)

Core Index Scores: The difference between Emotional & Executive Functioning is statistically significant. Clinical Index Scores: The difference between Activity Level/Impulse Control & Abstract Thinking/Problem Solving is statistically significant. CLINICAL IMPRESSION 315.02- Dyslexia, developmental In concordance with the National Institutes of Health and the International Dyslexia Association, dyslexia is diagnosed when listening comprehension skills are significantly stronger than are word reading (decoding) and spelling skills. SUMMARY Ima’s literacy skills are not functional for grade-level work. She cannot access printed curricular materials at her grade level. Ima’s decoding and spelling skill development appears to be disrupted by difficulties in speech sound awareness and memory. Reading comprehension requires adequate vocabulary and listening comprehension skills. Based on today’s assessments, Ima appears to have adequate listening comprehension skills and vocabulary.



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Ima's testing pattern suggests specific problems in the area of decoding and spelling with strength in listening comprehension. This pattern is consistent with dyslexia. Ima would benefit from the Lexercise word structure curriculum for improving decoding and spelling, as well as Mind’s Eye exercises for improving comprehension and expression and handwriting therapy using a Chancery Script approach for supporting written language. In addition to therapy based on Ima's identified weaknesses, accommodations may be required in the following areas:

Working Memory - Learning facts and terms (math facts, science terms) - Note taking - Copying from the board or textbook - Following instructions of more than a few steps Reading Fluency - Completing assignments in the time allotted - Completing word problems - Reading comprehension - Reading aloud in class - Identifying important details or main idea Decoding - Reading comprehension - Word problems in math - Copying from the board - Copying from textbooks - Following written instructions - Reading aloud in class - Spelling accurately in essays Word Retrieval - Formulating unrehearsed responses to oral questions - Selecting correct words to respond to questions - Responding to open-ended test questions"

Emotional and /or mental health problems (e.g., stress, anxiety and depression) can block learning and cause memory problems. An effective intervention should reduce stress and anxiety. If anxiety problems persist, talk to your clinician or pediatrician. While assistive technologies and/or accommodations cannot improve reading and writing skills, they can be a useful adjunct to treatment.



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The American Academy of Pediatrics recommends limiting children's access to purely visual media such as television and action video games as these media typically do not support academic, cognitive or communication development. Children who spend more than a hour or so a day watching television and/or playing action video games typically have weaker reading, writing and academic achievement that peers who do not. The Lexercise website contains a wealth of information, including descriptions of therapy approaches and technologies that have been proven effective for various language-literacy disorders. Just type the name of what you are looking for in the search bar at the bottom of each web page to find the information that interests you. ______________________________________________ Lexercise Clinical Educator



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APPENDIX


Documents

Evaluation Report for Ima Tester - Lexercise Evaluation Report.pdfEvaluation Report for Ima Tester Evaluation Date: 06-1-2015 ... accuracy in this sample was 66.7%. Ima's written composition