type of cognitive processing ability also involves the ability to generate, perceive, analyze, synthesize, manipulate, and transform visual patterns and stimuli (e.g., Draw a picture of how this would look if I turned it upside-down.). Fluid Reasoning 89 WISC-IV Matrix 9 (Gf): Reasoning Fluid Reasoning refers to a type of thinking that an individual may use WISC-IV Figure 7 when faced with a Weights relatively new task that cannot be performed automatically. This type of thinking includes such things as forming and recognizing concepts (e.g., how are a dog, cat, and cow alike?), identifying and perceiving relationships Results from student’s cognitive testing indicates that he has a weakness in the area of Crystallized Knowledge (SS=77) based on expressive, language-based information such as and being able to describe an understanding vocabulary knowledge (ss=6) how things are This may impact his reading and reading comprehension similar (ss=6). skills. student also has a weakness in Processing Speed (SS=76) indicating that student struggles to complete simple paper-pencil matching tasks quickly. This may correlate with his difficulty to work in a timely manor on his class work even when he knows the information. student has stronger Short-Term Memory skills (SS=88). student is able to recall/repeat information when asked, especially when information is presented visually. student is also able to discriminate sounds, Auditory Processing (SS=89), indicating he can hear the differences between sounds and phonemes. This has a direct correlation to decoding words and basic reading skills. student’s Fluid Reasoning scores (SS=89) indicate that when faced with new information/problems he has the ability (low average) to develop solutions, recognize concepts or relationships between ideas. student’s Long-Term Retrieval skills (SS=93) are in the Average Range indicating that he is able to quickly recall information that he has learned/stored in his memory. student’s strongest cognitive skill is his visual processing skills (SS=101)indicating he has average ability to think about and interpret visual patterns and visual stimuli. student’s mom and two teachers completed the Autism Spectrum Rating Scale (ASRS). This is a 70 item rating scale that assesses the presence of symptoms associated with Autism Spectrum.Disorder (ASD). The chart below is a guide to interpreting the scores.
type of cognitive processing ability also involves the ability to generate, perceive, analyze, synthesize, manipulate, and transform visual patterns and stimuli (e.g., Draw a picture of how this would look if I turned it upside-down.). Fluid Reasoning (Gf): Fluid Reasoning refers to a type of thinking that an individual may use when faced with a relatively new task that cannot be performed automatically. This type of thinking includes such things as forming and recognizing concepts (e.g., how are a dog, cat, and cow alike?), identifying and perceiving relationships 89 WISC-IV Matrix Reasoning 9 WISC-IV Figure Weights 7 Results from student’s cognitive testing indicates that he has a weakness in the area of Crystallized Knowledge (SS=77) based on expressive, language-based information such as vocabulary knowledge (ss=6) and being able to describe an understanding how things are similar (ss=6). This may impact his reading and reading comprehension skills. student also has a weakness in Processing Speed (SS=76) indicating that student struggles to complete simple paper-pencil matching tasks quickly. This may correlate with his difficulty to work in a timely manor on his class work even when he knows the information. student has stronger Short-Term Memory skills (SS=88). student is able to recall/repeat information when asked, especially when information is presented visually. student is also able to discriminate sounds, Auditory Processing (SS=89), indicating he can hear the differences between sounds and phonemes. This has a direct correlation to decoding words and basic reading skills. student’s Fluid Reasoning scores (SS=89) indicate that when faced with new information/problems he has the ability (low average) to develop solutions, recognize concepts or relationships between ideas. student’s Long-Term Retrieval skills (SS=93) are in the Average Range indicating that he is able to quickly recall information that he has learned/stored in his memory. student’s strongest cognitive skill is his visual processing skills (SS=101)indicating he has average ability to think about and interpret visual patterns and visual stimuli. student’s mom and two teachers completed the Autism Spectrum Rating Scale (ASRS). This is a 70 item rating scale that assesses the presence of symptoms associated with Autism Spectrum.Disorder (ASD). The chart below is a guide to interpreting the scores.
more_than_one_suspected_disability.docx