Cognitive – Global Delay
- Description of subtests administered (click on link entitled “Cognitive Test Description” below)
- Describe any modifications to standardized administration
- Global cognitive delays: Describe the test/subtests, any modifications to standardized administration, and how the child/student performed on the assessment.
Cognitive – Global Delay Example:
“Testing results in the area of overall intellectual ability revealed that XXX is functioning in the Severely Impaired range compared to his age peers (WISC-IV FSIQ SS = 43, <1st percentile). Although somewhat stronger than other abilities, he demonstrated severe impairment on verbal tasks, such as providing definitions for terms, describing general vocabulary concepts, and describing similarities between two general objects or concepts (WISC-IV Verbal Comprehension Index, 1st percentile). XXX also demonstrated severe impairment on nonverbal tasks (WISC-IV Perceptual Reasoning Index, 1st percentile). His processing speed fell in the Severely Impaired range (WISC-IV Processing Speed index, <1st percentile). These timed tasks, requiring visual-motor integration, were difficult for him to complete, and are discussed further in the Visual Processing and Visual-Motor Coordination section of this report. He refused to continue with one of the tasks (WISC-IV Coding), which he was unable to do. He did complete another comparable task in which the interest level and recognition of figures was within his ability (WISC-IV Cancellation). When compared with his 2009 performance, XXX’s cognitive ability is lower, particularly in the areas of verbal comprehension, working memory, and overall ability.
Robert’s overall abilities in memory and learning were severely impaired. His ability to immediately repeat verbal information presented fell in the severely impaired range (WISC-IV Digit Span <1st percentile). On a verbal learning and memory measure, the first and final trials of learning a list of 16 items was severely impaired (<1st percentile). After a brief distraction, both spontaneous and cued recall continued to be greatly impaired (<1st percentile); after a 20-minute delay, XX was unable to recall any items (<1st percentile).”
Mather, N., & Jaffe, L. (2011). Comprehensive evaluations: Case reports for psychologists, diagnosticians, and special educators. Hoboken, N.J: Wiley.