&
Psychology Center
Examining Psychologist: Patricia Kolobe
‘Surname: Raasis’ | Address: Phone: 76162482/ 74847172
Name(s): Gift Home: 76752293
Cell:
Moiswana D.0.1: 27 March 2024 D.O.R
Date of Birth Sex
Day: 25 Month: 09 Year: 2006 Age:18 | Male | STD: FORM: 5
Psychological Tests Eduspsvchological Tests
_ Early Development and Home Background | = IQ Test
(EDHB) | | = Dysgraphia
_ Westside Test Anxiety Scale | _ DSM 5 Checklist for dyslexia
| | = pyseateuia
| | - Graded Reading
Reasons for Referral:
red for assessment because of learning difficulties. The assessment was 10 determine causes and possible |
the problem.
BACKGI
e
;chool Report
1 the schoo! report, Gift has no history of repeated classes. He sat for his Primat
School leaving examination |
mnotso Primary School where he obtained B and sat for his Junior Certificate at Phatsimo Junior Secondary Schoo! |
“he obtained C. These were his results for the previous year: Term2= 30points and Term3- 28 points
B. Health / Medical History
An Early Development and Home Background (EDHB) form was filled by the parent in order to gather the students early
development history, eatly communication and Home environment Gift’s was reported to have been staying with his
grandmother since he was I
than a year. The information below is according tothe best of the grandmother's knowledge.
dent was reported to ave never had to spend tinte in Neonatal intensiv® Care Unit (NICU). He was further reported |
verhad a seizure or lost consciousness due t an accident or head Wale ‘There were no developmental delays
Westside Test Anxiety
1 Level: Intelligent
Dysgraphia: Negative
Dyslexia: Negative
Dysealcutins Negative
Graded Reading: Good
1. Intelligence Quotient (1Q) Test
rhe correlation between IQ scores and grades. Achieving good grades depends on many factors other than 1Q such as
ses a range
rest in school, and willingness to study" An 1Q testa
above all; " Educational foundation persistence, inte!
sof cognitive abilities and provides a score that is intended to serve as 8 measiv® of an individual's intellectual abilities
‘and potential, The test was administered to this learner with pee ified age accuracy
The following are the specified levels within 1Q
+ Visual Executive: 4/5 ~ Normal + Abstraction: 2/2-Normal
«Delayed Recall: 3/5~ Moderately High delayed recall
+ Orientation: 616 ~ Normal
+ Numerical: 77%
+ Spatial: 17%
+ Logical thinking: 79%
1Q Score Ranges
+ 160 — 145 — Highly Gifted / Extremely Intelligent
144 129 — Gifted / Intelligent (Gif’s 1Q Rank)
198 —113— Above Average / Moderately High
+ 112-81 — Average / Moderate
+ 80-70 Below Average / Mild
+ 70> - Lower Extreme / Very Low
2, Dysgraphia
‘Test for dysqraphia i used to diagnose physieal WaNng suills, knowledge of grammar and the ability 9 eXPFESS
thoughts. Dyseraphia impects handwriting and Fine motor sis Testing for dysgraphia can help pinpoint why the
vexmer i struggling with writing, Dyszraphia can Be categorized by, however not limited to, copying and ‘writing slowly,
aving an awkward or cramped grip or unusual Wrist BOGY OF PSPS!
ie vtbed or sore hand, having poor spatial planing 00 PEPE navn
‘of thoughts or having issues with writing
especially when copying dzeetiy fom the boards
position when writing which may sometimes lead
but not speaking, Keeping track
trouble with sentence structure when writing
| and thinking simultaneously.
| it’s Tet Results Negative
| 3. DSM 5 Checklist for Dyslexia
\ ‘The test defines the intellectual difiuities that mainly causes problems with reading ability. Unlike = learning disability,
| te person's inteligence is usually not affected. Dyslexia can be categorized by, however not limited to, problems
| forming words correctly, such as reversing sounds ip words or confusing words that sound alike; problem remembering
| or naming eters, mmbers, ‘and colors or delays in talking Languages of Assessment: Setswana and English
Performance Behavior: Gift presented asa neat and well-groomed
assessment, He required repetition of instructions and prompts 10,
also required extra time to complete assigned tasks,
«Speech and He: ape teag we win ea is. ewer Po
communicate; used a normal rate of speech, resonance, and voi, :
Information Processing
«Divergent and Convergent Thinking:
themes which indicated an average ability t0
childhood such a relatives; clothes food, animals, His performance Was fair on
as listing academic concept.
«Information Processing: Subtests from The Test. of Auditory
heard information. He presented with fair thinking and reasoning skit # fA
ability to process auditory or
smmediate heard information. He was able to recall east 5 digits,
ability to store and re
sword sentence sequentially from heard information,
+ Reading: He presented with fairly consolidated reading skills, he omited afew words and he ato read more
‘than once to aid ‘recall and comprehension.
«Written Languages Written language indicated good awareness ‘of English letter and word combination rules;
rar use and good awareness of setence conslraction PNGPIet He presented with fair
mistakes in his text which were minor.
and his handwriting was legible with a consistent format,
‘good punctuation
grammar and coherence. He hada few spelling
¢ Penmanship: He presented with good penmanship,
medium font size, and good spacing
He presented with a relatively good comprehension of Pasle mathematical symbols and
He had fair knowledge of high order
+ Numeracy Language:
all the operations (addition, subtraction, multiplication, and division).
mathematics (fractions, formulae, place values, algebra cic
Gift’s Test Results: Negative
| 4, Dysealeulia
cjuding understanding the meaning of numbers and difficulty
Dyscaleulia refers toa wide range of difficulties, incl
| applying mathematical principles to solve problems. Dyscalculia signs involve not knowing which two digits is larger,
ie understanding the magnitude and relationship of numbers, lacking effective counting strategies, poor fluency in
4 words, and» H=
|
| FER
Psychology Center
=iigy 10 add simple single-digit numbers mentally and or limitations ta ‘working memory
revealed the following about the student:
g words and information. Limited )
y Jeaming disability; marked by slow task execution, problems retrieving
1d dyscalculia. Extremely High
Negative test scores for Dysgraphia, dyslexia an
test score for performance anxiety.
.demie content:
ded teaching for remedial purposes (is can be done by the clas cache oF ‘Teacher aide with
scilitated with study skills to aid him to absorbs more acat
the teachers’ consent)
as be usually loses concentration during tasks.
time during tests and examinations.
xinsellor to assist manage Exam Anxiety
Home / Parents:
“amended thatthe student be helped at home for educational follow Ups to make him keep pace with his |
mie work
|
He should be motivated to study and put more effort in bis school work. |
«<._ An audio recorder is needed for the teacher aide to record every class material, explanation of notes and
~ PSYCHOLOGY CENTRE
| “Po Box 122s alan
27 March 2024 Ht ee |
Signature of supervisor Date