Psychoeducational Assessment

Brandi Casto - Spark for Learning

https://www.sparkforlearning.com/dr-brandi-casto

Password for accessing report records: @ssessmentBW325

No longer called dyslexia in latest diagnostic categories

Expressive and comprehension → frustrating when there’s a difference

Test battery will include an assessment of ADHD

Capability vs. executive functioning

Have Ben Write down His Morning Checklist

Ben seeking activity might be him trying to stay alert

Timing on the day?

• Email signature has building code
• Get there at 9am
• Send water bottle and snacks
• Bribery is super helpful → if he gets 20 points he can have a bonus
• First day: break at 11:30am. Up to us for timing 45 minutes to 60 minutes
• May not need all the way until 2pm
• 2nd day may not need all the time

Feedback from Brandi Casto - 2023-02-01-Wed

Password for Accessing Full Report: @ssessmentBW325

• 127 IQ / 97th percentile.
• Verbal reasoning 126 / 97th percentile.
• No impact on cognitive ability or reasoning / processing speed / memory / etc.
• Deep dive on language: his language is strong. Either average or exceptional.
• Processing / fine motor control / visual perception is good
  • lots of trouble with visual tracking. Not sure what it is. Lost his place. Says he doesn’t lose his place. Says he doesn’t have headaches, but his teacher says he does
  • Get him screened by a developmental ophthalmologist. Physical or mental tension. Dr Le at Eye Associate Northwest. Dr Kathleen Kenny but may be more expensive. Also Virginia Mason?
• Visual / motor integration is a challenge. Fine motor control otherwise is difficult.
  • Encourage him to start typing more.
  • Will be difficult to start but he will take off
• Sensory processing: he is more likely to miss target sensory cues.
• More sensitive to body position than other children
• Attentional responses are more affected by sensory cues
• Difficulty sustaining attention in a home setting. But not at school.
• He had lots of trouble with visual testing. A bit of audio testing, but only for the first couple of minutes
• Reading: he doesn’t look like a typical dyslexic as he deals with words.
• Hypothesis is that it’s something to do with visual attention
• Silent reading - very good.
• He’s very good at compensating.
• Specific learning disorder with impairment in reading: accuracy (not reading or comprehension)
• Writing: is good
• Spelling: 21st percentile but didn’t interfere with legibility
• Sentence writing fluency: didn’t put a single period or capitalize anything when writing as fast as possible. 73% percentile on number of sentences within 5 minutes but it was a template. using a strategy but means he may not be as good as it looks on the test.
• Get him to start practicing typing.
• Errorless learning using a computer
• Have him work on hand-writing with OT but use computers in the school
• visual tracking + physical effort to write letters
• math: typical.
• calculations and mathematical reasoning: exceptional
• auditory and visual attention were very different.
• difficulty learning information without context? give him a way to organize / categorize and help learn
• executive functioning: no issues at school.
• socio-emotional survey. good self-esteem.
• sometimes complaining of headaches at school?
• withdrawal and functional communication at home? he goes off in his own head. he’s probably tired
• he needs accommodations (visual attention?). he might have ADHD and he’s coping well? or more about visuals. diagnosed with ADHD unspecified mild - could change in the future.
• watch out for driving, especially because visual attention is worse than audio processing
  • delay driving
  • they might be scared
  • accident rates for kids with ADHD are much higher