Psychological Assessment Report

Name: Ms. XYZ Safeer.

Age: 11 years old.

Gender: Female.

Date of Assessment:

Examiner:

Identifying information

Ms. XYZ is an 11 year old female. She is currently in 4th class in Siddeeq Public School,

Rawalpindi. She is middle child with 2 elder sisters, one elder brother and one younger sister.

She lives in a nuclear family system and belongs to lower middle class, Muslim family. Her

mother is a house wife.

Referral source and Presenting Complaints

The client was brought to NESCOM hospital OPD by her father upon the suggestion of her class

teacher and principal. Her father reported “Class 4 mein 2 dafa fail ho gai hai” upon probing her

father reported that “esko roz mein baith kar parhata hoon par esko kuch yaad nai rehta aur

reading bhi sahi se nai kar pati aur samjh bhi nai ati esko k kya parh rahi hai”.

Interviewed Information

Ms. XYZ's mother encountered jaundice during pregnancy, leading to her delivery via C-

section. Additionally, there was a delay in Ms. XYZ's first cry. She has two elder sisters, with the

eldest daughter passing away at the age of 2, due to pulmonary disease. When asked about the

family history, Ms. XYZ's father expressed concerns about her mother “bohot sadi hain” upon
probing he explained "slow has cheezo ko samjhnay mei" and heavily reliant on others,

especially her husband, to deal with problems.

Ms. XYZ's father reported concerns about her delayed speech, as she uttered her first

word at the age of three years. She continues to struggle with clear verbal communication which

was visible during the interview, she demonstrated stuttering. Ms. XYZ exhibited thumb-sucking

behavior until the age of three. She began speech therapy at the age of four due to difficulties in

verbal communication. Ms. XYZ started school at 4.5 years, later than her siblings who

commenced school at three years.

Ms. XYZ has faced academic difficulties, consistently achieving marks between 50-

60%. She failed her fourth-grade class twice, prompting the school to recommend an IQ test.

Despite additional attention from teachers, including extra time and support during free periods

and lunch breaks, there has been no improvement in her academic performance. The school has

issued a final warning, stating that if she fails her first-term exams, expulsion will be imminent.

Ms. XYZ’s father reported that reading fluency is a challenge for her, and she often

makes mistakes while reading. Comprehension of written material is difficult, spelling mistakes

and she tends to forget information quickly. Despite being taught, Ms. XYZ tends to forget the

information the following day.

Test Administered

Draw a Person…………………………………………………… (DAP)

Vineland Adaptive Behaviour Survey…………………………... (VABS)

Raven's Coloured Progressive Matrices……………………….... (CPM)

The respondent was in a delightful mood when she was approached. The respondent was quite

conscious about her drawing skills despite of repeated assurance from the administrator that her

drawing were not going to be judged in any way. Owing to her consciousness, she used the

eraser multiple times in an effort to make sure that her drawings were as artistic as possible . She

took a lot of time while pointing towards a piece of puzzle in CPM.

Psychological Evaluation

The Draw a person test (DAP) was administered to assess the client’s intelligence and to screen

for emotional disturbances. The assessment revealed that her total classification to lie in

classification deficient with an IQ of 80 which is below average. Projective analysis of the

drawing indicates the presence of minimizes contact with environment, immature aggressive,

stubborn and rigid, tends to act out on impulses.

Child’s adaptive Behavior Composite standard score 63 summarizes her overall level of adaptive

functioning. The 90% confidence level shows that the chances are good (90%) that child’s true

adaptive composite level is in 57-69 range. Her adaptive behavior composite classifies her

general adaptive functioning as low. Child’s standard scores in the adaptive behavior domains,

along with bands of error at the 90 percent level of confidence, are as follows: Communication,

67 +/- 8 (59-75); Daily Living, 61 +/- 8 (53-69); Socialization, 64 +/-8 (56-72) Her percentile

ranks for these domains are 1, 0.5 and 1 respectively which is classified as low adaptive level.

Child’s v-scale scores in sub-domains, along with bands of error at 85% confidence level, are as

follows: Receptive, 9 +/- 2 (7-11); Expressive, 10 +/- 2 (8-12); written, 8 +/-2 (6-10); Personal, 7

+/- 3 (4-10); Domestic, 8 +/- 2 (6-10), Community, 8 +/- 2 (6-10); Interpersonal, 7 +/- 2 (5-9);
Play and leisure, 8 +/- 3 (5-11); Coping Skills, 10 +/- 2 (9-12). Her subdomain v-scale scores in

Communication domain are low (receptive and written) with age equivalents of 3:11, 6:11

whereas for expressive her scores are moderately low with age equivalent of 5:10; in Daily

Living Skills domain are Low for personal, domestic and community with age equivalents of

4:2; 4:11; and 6:2 respectively. In Socialization domain are Low (interpersonal relationship)

with age equivalent of 2:7 and low (Play and leisure, Coping Skills) with age equivalents of 4:7

and for coping skills are moderately low with age equivalent of 5:5. Child’s sub-domain coping

skills is her strength with v- score 10 and is 2 point higher than median 8 yet are moderately low.

Ms. XYZ’s overall adaptive functioning is in low range, the survey interview form shows

strength in coping skills domain. Moreover, elevated levels in internalizing maladaptive behavior

index.

Whereas total raw score of CPM was 18 with percentile 10 and she lied in Grade IV which is

definitely below average in intellectual capacity.

Tentative Diagnosis

(F81.0) Specific Learning Disorder, with impairment in reading, severe

Conclusion

Ms. XYZ, an 11-year-old student in 4th class at Siddeeq Public School, Rawalpindi, was referred

to NESCOM hospital OPD by her father due to academic challenges. With a history of

developmental delays, including delayed speech and a delayed start in school, Ms. XYZ has

faced persistent academic struggles, failing her 4th-grade class twice. The psychological

evaluation, including the Draw a Person Test (DAP) revealed an IQ of 80, categorizing her as

below average, and Vineland Adaptive Behavior Survey (VABS), with notable challenges in
communication, daily living skills, and socialization. The Raven's Colored Progressive Matrices

(CPM) indicated below-average intellectual capacity. The client is diagnosed with Specific

Learning Disorder, with impairment in reading, severe.

Recommendations

Ms. XYZ requires immediate educational support to address her academic challenges, as

indicated by her repeated failure in the 4th-grade class and below-average IQ. It is imperative to

conduct further assessment and intervention, Collaborative efforts among the school, parents,

and healthcare professionals are crucial to establish an inclusive learning environment tailored to

Ms. XYZ's needs. Additionally, ongoing speech therapy is recommended to enhance her

communication skills. Regular follow-up assessments will play a key role in monitoring her

progress and fine-tuning interventions as necessary.