Post by cobbmom on Mar 10, 2009 11:47:54 GMT -5
Hi,
Can anyone interpet OT testing? This eval was done by the district to determine eligibility, and the VMI scores from the school psychologist SS 74 Percentile 4 are far apart from these. Why??? Son has Aspergers, ADHD, Dysghraphia, LD in Written Expression thru IEE.
Here is the Assessment:
Beery VMI-5
The Developmental Test of Visual-Motor Integration-5th edition (Beery VMI-5) is designed to assess the extent to which individuals can integrate their visual and motor abilities. Two additional/optional standardized tests can be administered to compare Beery VMI results with relatively pure visual and motor performance;
Subtest Standard Score
Beery VMI 91
Visual Perception 93
Motor Coordination 81
WRAVMA
The Wide Range Assessment of Visual Motor Abilities (WRAVMA) assesses three important aspects of visual-motor functioning in children and adolescents: The Drawing Test measures integrated visual-motor ability and requires the child to copy designs developmentally arranged in order of increasing difficulty. The Matching Test measures visual-spatial ability and requires the child to choose a matching item from four options. This subtest requires minimal fine motor ability. The Pegboard Test measures fine motor ability. The child inserts as many pegs as possible into a pegboard in 90 seconds, first with the dominant hand and then with the non-dominate hand. If it requires minimal why do it for a teen??
Subtest Standard Score
Visual-Motor-Drawing Test 102
Visual-Spatial-Matching Test 107
Fine Motor-Pegboard Test 95
WOLD Sentence Copying
The WOLD is a timed test that evaluates rate of writing. Students are instructed to rapidly and accurately copying a lengthy sentence with 110 characters. Observations of the child during the test include noting how the child holds the paper and pencil, how they form letters, the frequency with which the student has to refer back to the model, spacing between letters and words, and posture. Rate of writing was:
· 93 characters per minute
Test of Handwriting Skills-Revised
The THS-Revised is an untimed assessment of manuscript or cursive handwriting that can be administered to students 6-18 years of age. The primary purpose of the THS is to identify handwriting problems. It has 10 subtests that require the student to write letters, numbers, words, and sentences from memory and from a model. Results are reported for each subtest in scaled scores based on a distribution with a mean of 10 and a standard deviation of 3. An overall standard score is reported with a mean of 100 and a standard deviation of 15. standard score : 122, which is in the above average range.
Adolescent/Adult Sensory Profile
The Adolescent/Adult Sensory Profile is a self report questionnaire designed as a standard method for measuring the effects of sensory processing on functional performance. An individual between the ages of 11 to 65+ answers questions regarding how he or she generally responds to sensation based on the frequency behaviors are observed. Interpretation is based on a neurological threshold continuum of excitation and inhibition and a behavioral response continuum of acting in accordance with thresholds at one end and acting to counteract thresholds at the other. These continua interact to create four basic quadrants of responsivity: low registration, sensory sensitivity, sensation seeking, and sensation avoiding. Much less or more than most indicates performance 2 standard deviations or more from the mean. Less than most or more than most indicates performance between 1 and 2 standard deviations from the mean. Similar to most is typical and within 1 standard deviation of the mean.
Summary Chart for Ages 11-17
Quadrant Raw Score
1. Low Registration
48/75
15----18
19----26
27----40
41--X-51
52----75
2. Sensation Seeking
45/75
15----27
28----41
42-X--58
59----65
66----75
3. Sensory Sensitivity
42/75
15----19
20----25
26----40
41X---48
49----75
4. Sensation Avoiding
41/75
15----18
19----25
26----40
41X---48
49----75
III. Assessment Results:
A. Neuromuscular/Praxis:Presents with functional muscle tone and full active joint range of motion. Through Manual Muscle testing, his strength is determined to be in the Good range. Grip and pinch strength falls within expected age norms. Motor control, coordination, postural control/strength, and motor planning abilities are intact. Accurately imitates slow arm movements, finger to nose touching with minimal deviations, balances and hops on either foot at age appropriate rates, and adequately completes serial finger opposition. Reflexes appear integrated. Visual tracking movements are observed in all planes with appropriate separation of head and eye movements. Moves about the school environment independently. Presents with adequate neuromuscular skills allowing him to successfully perform school related motor activities. There are no physical limitations or impairments identified.
The OT has determined he's, not eligible. What questions should I ask? Are there any test she should have covered?
Thanks for any help.
Can anyone interpet OT testing? This eval was done by the district to determine eligibility, and the VMI scores from the school psychologist SS 74 Percentile 4 are far apart from these. Why??? Son has Aspergers, ADHD, Dysghraphia, LD in Written Expression thru IEE.
Here is the Assessment:
Beery VMI-5
The Developmental Test of Visual-Motor Integration-5th edition (Beery VMI-5) is designed to assess the extent to which individuals can integrate their visual and motor abilities. Two additional/optional standardized tests can be administered to compare Beery VMI results with relatively pure visual and motor performance;
Subtest Standard Score
Beery VMI 91
Visual Perception 93
Motor Coordination 81
WRAVMA
The Wide Range Assessment of Visual Motor Abilities (WRAVMA) assesses three important aspects of visual-motor functioning in children and adolescents: The Drawing Test measures integrated visual-motor ability and requires the child to copy designs developmentally arranged in order of increasing difficulty. The Matching Test measures visual-spatial ability and requires the child to choose a matching item from four options. This subtest requires minimal fine motor ability. The Pegboard Test measures fine motor ability. The child inserts as many pegs as possible into a pegboard in 90 seconds, first with the dominant hand and then with the non-dominate hand. If it requires minimal why do it for a teen??
Subtest Standard Score
Visual-Motor-Drawing Test 102
Visual-Spatial-Matching Test 107
Fine Motor-Pegboard Test 95
WOLD Sentence Copying
The WOLD is a timed test that evaluates rate of writing. Students are instructed to rapidly and accurately copying a lengthy sentence with 110 characters. Observations of the child during the test include noting how the child holds the paper and pencil, how they form letters, the frequency with which the student has to refer back to the model, spacing between letters and words, and posture. Rate of writing was:
· 93 characters per minute
Test of Handwriting Skills-Revised
The THS-Revised is an untimed assessment of manuscript or cursive handwriting that can be administered to students 6-18 years of age. The primary purpose of the THS is to identify handwriting problems. It has 10 subtests that require the student to write letters, numbers, words, and sentences from memory and from a model. Results are reported for each subtest in scaled scores based on a distribution with a mean of 10 and a standard deviation of 3. An overall standard score is reported with a mean of 100 and a standard deviation of 15. standard score : 122, which is in the above average range.
Adolescent/Adult Sensory Profile
The Adolescent/Adult Sensory Profile is a self report questionnaire designed as a standard method for measuring the effects of sensory processing on functional performance. An individual between the ages of 11 to 65+ answers questions regarding how he or she generally responds to sensation based on the frequency behaviors are observed. Interpretation is based on a neurological threshold continuum of excitation and inhibition and a behavioral response continuum of acting in accordance with thresholds at one end and acting to counteract thresholds at the other. These continua interact to create four basic quadrants of responsivity: low registration, sensory sensitivity, sensation seeking, and sensation avoiding. Much less or more than most indicates performance 2 standard deviations or more from the mean. Less than most or more than most indicates performance between 1 and 2 standard deviations from the mean. Similar to most is typical and within 1 standard deviation of the mean.
Summary Chart for Ages 11-17
Quadrant Raw Score
1. Low Registration
48/75
15----18
19----26
27----40
41--X-51
52----75
2. Sensation Seeking
45/75
15----27
28----41
42-X--58
59----65
66----75
3. Sensory Sensitivity
42/75
15----19
20----25
26----40
41X---48
49----75
4. Sensation Avoiding
41/75
15----18
19----25
26----40
41X---48
49----75
III. Assessment Results:
A. Neuromuscular/Praxis:Presents with functional muscle tone and full active joint range of motion. Through Manual Muscle testing, his strength is determined to be in the Good range. Grip and pinch strength falls within expected age norms. Motor control, coordination, postural control/strength, and motor planning abilities are intact. Accurately imitates slow arm movements, finger to nose touching with minimal deviations, balances and hops on either foot at age appropriate rates, and adequately completes serial finger opposition. Reflexes appear integrated. Visual tracking movements are observed in all planes with appropriate separation of head and eye movements. Moves about the school environment independently. Presents with adequate neuromuscular skills allowing him to successfully perform school related motor activities. There are no physical limitations or impairments identified.
The OT has determined he's, not eligible. What questions should I ask? Are there any test she should have covered?
Thanks for any help.