It was suggested in a PM that I provide some excerpts from the recent psychoeducational eval:
"Number Facility is the speed at which basic arithmetic operations can be performed accurately. Very Low range at the 1st percentile (SS: 63) on WJ-III Math Fluency"
"DD's performance on the WJ-III Broad Mathematics composite was at the 11th percentile (SS: 81) in the Low Average range. The composite is made up of tests assessing calculation, math fluency, and math reasoning skills.
When asked to perform calculations on an untimed basis, DD scored at the 14th percentile (SS: 84) on WJ-III Calculation. She appeared to be confident at single digit addition, single digit subtraction, and multi-digit subtraction when no canying was required. She attempted multi-digit addition but carried incorrectly. She could not do any multiplication problems. The finding that DD performed so much better (96th percentile) on WJ-III Analysis Synthesis (a test of fluid intelligence related to mathematics) than on Calculation (14th percentile) may indicate that she has a weakness in procedural knowledge and skills despite innate good ability at following a procedure and using deductive reasoning. When DD' s speed at math calculations was assessed with WJ-III Math Fluency, she performed at the 1 percentile (SS: 63). Of the 18 problems she attempted in the 3 minutes provided, DD got two wrong (2 ^13 and "3 - 1 = 5"). It is possible that DDs representation of the number "5" was a reversed "2.' When asked to solve math reasoning and word problems on an untimed basis, DD's performance wasi at^the 31st percentile (SS: 93) on WJ-III Applied Problems and at the 34th percentile (SS: 94) on WJ-III Quantitative Concepts. DD was observed using her fingers to add a quarter, a dime, and a penny. And yet she solved the following word problem in her head without resorting to using pencil and paper:
Jay's car holds fifteen gallons of gas, Ana's car holds ten gallons of gas, and Ellen's car holds twenty gallons of gas. How many more gallons does Jay's car hold than Ana's car?
On number series problems it appeared that DD did not have an intrinsic sense of the number line as she could not solve problems such as the following:
" , 45, 60, 75."
"DD Is also diagnosed with Specific Learning Disorder with Impairment in Mathematics, DSM-V Code: 315.1, ICD-10 Code: F81.2, severe impairment. DD's specific areas of impairment in math include number sense, memorization of arithmetic facts, and accurate and fluent calculation."
