Rather than discussing every score, the following is a synopsis of the most important findings.
Compared to the same aged peers, Rayden's general neuro-cognitive functioning is developing at a slower rate globally. Rayden's intelligence is in the borderline impaired range, with stronger verbal than visual skills. Language functioning and emerging executive functioning was borderline to mildly impaired for age.
Rayden's academic skills are generally within expectations based on his demonstrated cognitive skills, with the exception of math computation. Reading and conceptual math skills were consistent with intelligence; however, he is making slower progress with computation, which is more abstract and requires written responses.
Rayden learns best when information is presented verbally, but without extraneous language. He demonstrated better rote memory than story memory, suggesting he may get overwhelmed with too much language. Succinct instructions and explanations that can be repeated easily if needed are likely most efficient in helping him learn. Rayden also has a brief attention span so that new learning sessions should be direct and brief with a break before returning to cognitive demands.
From parent ratings and interview, symptoms of anxiety as well as ongoing ADHD are impacting his functioning. The level of worry fell in the 99th percentile range for his age.
Areas of significant strength include motor reduced adaptive skills, behavioral compliance, and social skills. Rayden presented with generally well understood developmental needs. His presentation is consistent with a Major Neuro-Cognitive Disorder due to Spina Bifida, as well as Generalized Anxiety Disorder. His profile on testing is notable for stronger language than visual spatial processing, well documented as an expected pattern for children with Spina Bifida.
Notable results include his unique memory profile – that Rayden learns best verbally with rote, repeated information. He can become overwhelmed easily with too much content and will learn best when mastering smaller chunks of information. Tasks that require coordination of different cognitive skills, like generating a word and writing it, are more difficult for Rayden. He requires specific adjustments to his educational environment to learn. Additionally, symptoms of inattention, hyperactivity and anxiety are also likely impacting his ability to learn at his best level. Rayden has strong social and adaptive skills, as well as parental and educational support. With some additions to educational and community support, he is expected to make ongoing progress.
Educational Recommendations:
Continue to participate in the formation of an Individualized Educational Program and collaborate with his teachers to support his educational goal progress. For Rayden to meet his full potential in terms of academic achievement, he requires the following:
- Please provide a learning environment with decreased distractions (visual and auditory). Rayden is very susceptible to extraneous noise visually and auditorily in his space, which will decrease his attention to task and impact learning.
- New learning occurs best in with mastery of small increments and help generalizing those mastered principals to other areas.
- Very careful progress monitoring is recommended so that new strategies are trialed if he is not making progress with current methods. Progress may be checked monthly to ensure he is responding to interventions.
- Incorporation of all recommendations from VI specialists
- Decrease fine motor demands in learning. For example, he can choose letter forms or say them verbally in place of writing letters. Requiring him to write numbers and letters will greatly decrease his available attention to talk.
With this information, we decided to request a one-on-one para-professional for Rayden at school.
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