EP report on DS . . What does it mean?

[sweetteamum]

Ds was 9.11 and in year 5. I had a private psychological assessment done and the information is below:

BAS3 - core scale subtest

Recognition of designs - centile 16 - age equivalent 7.7

Word definitions - centile 79 - age equivalent 11.3

Pattern construction - centile 58 - age equivalent 10.3

Matrices - centile 42 - age equivalent 9.3

Verbal similarities - centile 16 - age equivalent 8.3

Quantative reasoning - centile 18- age equivalent 8.3

BAS3 - cluster

Verbal ability - centile 45 - average ability

Nonverbal reasoning - centile 25 - average ability

Spatial ability - centile 32 - average ability

General cognitive ability - centile 30 - average ability

BAS3 - achievement scales

Reading test a - centile 14 - age equivalent 7.10

Spelling - centile 19 - age equivalent 7.10

It says no evidence of dyslexia or deficit in phonological awareness. How can ds be struggling so much with work yet it not be something as obvious as dyslexia - what else is it likely to be?

I'd like your thoughts on the report and any advice on what it means :)

The scores look like average scores on the whole. Have you looked into having an optometrist look at his tracking and to see if coloured cards/glasses would help?

To be honest I haven't - I wasn't sure if there could be auditory processing problems but would his scores show that?

There does not seem to be any results from what you have put up of any digit recall tests - these would maybe indicate at auditory processing difficulties. Did they do any working memory tests? Usually somewhere more specialist such as GOSH or the childrens hospital at Manchester would asess for auditory processing. To get this organised your ds would need a hearing test and for the tester to refer to the hospital clinics.

Thanks wasuup Thats the only information he's sent to me. So I can only presume that's all he tested him for.

Would there be any other reasons, apart from the visual tracking and auditory processing difficulty that would account for no progress for 2.6 school years ?

Disclaimer: I am not a Psychologist.

It seems like quite a 'spikey' profile with strengths and weaknesses. the question to me would be 'why' are some areas so strong when others are weak?
The first subtest would be the one that jumps out at me: where he is on the 16th centile for design recognition. And the one of verbal similarities...was that presented orally or in written form?

I've seen your name here before but cant remember your DS's dx (if you have one). Has he any movement/visual perceptual difficulties?

Working memory, visual processing, auditory processing, verbal comprehension. The profile is very up and down in areas as in spikey. Have you any other diagnosis for him at all? Again I am just a parent but 3 of mine have had plenty of assessing over the years.

Why do you suspect APD? DS1 has APD (assessed at APD clinic at GOSH). You need a tertiary referral (your GP can't refer - has to be a secondary (hospital) doctor - usually either pead or audiologist.)

ime digit recall will tell you more about working memory than auditory processing.

Some SALT assessments (like 'understanding spoken paragraphs' CELF-4 subtest) rely on auditory processing and can indicate a problem.

At the end of the day, assessments are trumped by the objective testing carried out at GOSH.

you must have shelled out a fair amount of money for the private EP report, so I would phone up and direct all your questions to the EP in the first instance, they owe you a full explanation of what these numbers mean.

Thanks also porridgeloverI am also in the process of getting a statement for DD, who is expecting a dx of asd so you will of seen me asking or moaning lots

If i'm being honest, i'm not exactly sure if the test was oral or written.....although, I do remember he read his instructions/questions out.

As far as I can tell he doesn't have any of those issues (although, is it something I would notice and pick up?)

DS doesn't have any dx at all - yet!

And it's not that I think he's got Auditory processing difficulties, but i'm trying to wonder why the lack of progress has occured.

He is due to see a private SALT next week, so is there anything I could ask her to look out for?

We have spent a fortune to be fair. It's not that I don't want to goback and ask the question. Could he really give me any ideas on lack of progression.

I'm not sure how wide an EP's knowledge spreads.

Movement difficuties such as : generally untidy, finds it hard to organise himself. Difficulty with finesse such as pouring liquids. Finds it hard to know how hard to close a door. Often bangs into things. Clumsy. Was slow to learn to ride a bike/skip/do tumbles. Reluctant to do things other kids enjoy such as trampoline, climb trees, run. If he has movement difficulties, you'll know what I'm talking about.

Visual perception: might find it hard to pick things out of a jumble e.g. a particular pair of socks from the sock drawer, a utensil from a full knife drawer. Might have difficulty seeing things that seem to you to be 'right under your nose'. May easily trip on door saddles, kerb edges, escalators.

If he hasn't been assessed by the SaLT before, I'd be wondering about any discrepancy between his expressive and receptive language. Whether he has appropriate recall of sequences of instructions.
Does he use socially appropriate language, and does he understand the 'deeper meaning' of words e.g. what does flogging a dead horse mean? (that would might be a bit advanced but the SaLT would know).

I would be surprised if your EP wasn't able to explain the implications of the scores on the subtests.

Oh sorry, in that case yes he does have those difficulties. He wouldn't understand the saying 'flogging a dead horse'.

I was also heading towards expressive and receptive language skills but wasn't sure if there was anything else.

Sorry sweettea...do you mean he also has the movement difficulties?

Yes, he does have movement difficulties :)

So, from what you've said he has some movements difficulties, (), some speech/language issues and not keeping up with classmates in school.

I think I would be looking for a referral to a Paedx for an overall view of him; preferably with a team assessment from an OT and SaLT .

In my head, I'd possibly be considering dyspraxia/dyslexia (high co-morbidity), or even high functioning ASD.

And I'd prob be a bit peeved with Ed Psych for not picking up on the wider concerns outside of the BAS3 results.

I hope you didn't pay too much for the ep report and I agree with porridgeL on this.

The scores are all within average range (just) and orobably cancel wach other out so they add up to midrange IQ. But the 'spread' of subtest scores is massive. His highs are very high, and lows very low.Also with that great vocab and difficulties with finding similarities between words, I bet he fools everyone into thinking he understands stuff, but often has no clue about it. And a bit of pure guesswork: matrices and patterns: Lego aficionado?

Can I hijack for a sec? Keepon, does what youre saying mean a dc with magnificent delayed echolalia might use it to 'fool' the spoken paragraph test? and get an undeserved normal score on celf-iv receptive?

I'm also thinking High functioning ASD, Dyspraxia and not sure if there's any adhd in there too.

It's just to get the ''experts'' to listen to me now.

I'm feeling on the vulnerabl side of peeved at the minute . . this cost us a fortune to be honest andmuch more expensive than the dyslexia action cost us 6 months ago for dd, and this one has far less information on :(

So, I need to look at each test individually, rather than the whole tests being regarded as 'average'

Does anyone know how I can get someone in the know, to listen to me