NAME: Branovic, Jozef
See description and linguistic profile
Review of School Records
OVERALL INTERPRETATION OF ALL DATA
Jozef has difficulty comprehending abstract ideas and ideas presented verbally. Jozef is a very visual learner and learns best when material is presented visually and in small chunks. Abstract ideas need to be presented in a manner that is relevant to Jozef. He seems to benefit from individualized instruction and extensive repetition.
Jozef was observed in the classroom for 25 minutes, at recess for 20 minutes, and after school at soccer practice for 15 minutes. Jozef was sitting at his desk taking notes while the teacher was working math problems on the board. He seemed to get frustrated and crumbled up his paper and stuck it in his desk and stared out the window for the remainder of the lesson. Jozef spent his recess on the school basketball court playing basketball with seven other boys and two girls. He was agile and was laughing and talking with his peers. At soccer practice Jozef was running around on the field with his team-mates kicking the ball and yelling and conversing with his friends. Many of the members on the soccer team were from his neighborhood/apartment complex.
Universal Nonverbal Intelligence Test (UNIT)
Subtests (Scaled Score)
Symbolic Memory (5)
Composite Profile /Standard Scores/ Percentile Rank
Memory Quotient /78/ 14.6
The UNIT is a nonverbal intelligence test which is reported to be free of bias toward students of different cultures and races, as well as fair for the language or hearing impaired student.
Jozef obtained a Full Scale IQ of 80 which is between one and two standard deviations below the mean and within the moderately delayed range. He displayed a relative strength on the Reasoning Quotient with a standard score of 92. He displayed a relative weakness on the Symbolic Quotient with a standard score of 66.
The Memory subtests include attending, organizing, encoding, storing and recalling information and experiences. All of the Memory subtests are cognitively complex and require more visual and symbolic mediation (e. g., labeling, organization, and categorization) than the short-term memory subtests on the traditional intelligence tests. Motoric responses requiring the arrangement of cards also create more complexity. The UNIT memory subtests elicit multi-modal mediation and responses (i. e., visual reception, verbal mediation, and motoric responses). Therefore, the UNIT memory subtests are a better assessment of general intelligence than the memory subtests on traditional intelligence tests. Jozef had some difficulty with the memory subtests.
Reasoning is regarded as the cornerstone of intelligence. It includes the ability to use information to solve problems. Reasoning was a relative strength for Jozef on the UNIT.
Symbolic Mediation is the precursor to understanding and processing language, which are critical for academic and social success. The three symbolic mediation subtests require considerable verbal mediation skills to reason through or remember the tasks. There are symbolic representations of people, analogies, and concepts which require internal labeling, coding, and self-direction. Jozef displayed delayed skills in this area, possibly due to his language deficits which made it difficult for him to use verbal mediation to do these nonverbal memory and reasoning tasks.
Nonsymbolic Mediation requires good perceptions, recognition, sequencing, organization, and integration and it encompasses all aspects of cognition including reasoning and memory. Items are presented in a gestalt-like or holistic, fashion and do not require verbal mediation to solve the tasks. The student is required to retain or analyze information using visual images and visual reasoning. Jozef was slightly stronger in this area of nonsymbolic mediation than symbolic mediation since his visual mediation skills are stronger than his verbal mediation skills. He might have performed higher here if he would have focused more visually on these tasks. He had to be frequently reminded to look at the materials and attend.
It appears Jozef can learn and retain new materials somewhat faster when presented to him in a visual, holistic mode using many pictures, games, and tactile-kinesthetic means of learning.