Student M

Date of Evaluation: 10 November 2014

Birth Date: 23 June 2001
Chronological Age: 13 years, 4 months and 13 days
Grade: 7th
Reason for Referral
The Behavior Assessment System for Children, Second Edition (BASC-2) was
rated and scored to assess student Ms behavior and analyze the causes of her behavior.
Ms behavior is adversely affecting her academics. The BASC-2 was also scored to help
the Samford Student Intern receive practice in completing and adaptive behavior rating
scale.
Background Information
Student M is Other Health Impaired, and has been diagnosed with ADHD. As a
child, student M had hearing tubes implanted into her ears. Ms hearing tubes contributes
to her monotone and low-volume voice. Student M has received special education
services for the past five years. Student M has mastered a few of her benchmark goals in
Language Arts and Reading. She still struggles with meeting her math benchmarks and
goals. Student Ms parents are aware of their daughters behaviors and are on board with
cooperating with her teachers to provide the help necessary to benefit student M in the
classroom.
Behavioral Observations
Student M is extremely shy. She very rarely will answer when you ask her a
question or talk to her. One would assume that she is angry or mad at the person talking
with her, but she is reluctant to speak in any situation. Student M is not very personable
with her classmate either. Student M usually keeps to herself, specifically in situations
when she is feeling uncomfortable. I have observed Student M have an attitude with the
teacher, specifically when Mrs. Bryan asks the student to do something she does not want
to do. Student M can be particularly stubborn and unwilling to compromise.
Assessment Results and Clinical Impressions
Externalizing
Problems
Internalizing Problems
School Problems
Behavioral Symptoms
Index
Adaptive Skills

Percentile
Rank
60

90% Confidence
Interval
47 - 53

Raw Score
150

T Score
50

205
135
371

72
69
65

97
95
92

67 - 77
65 - 73
62 - 68

165

31

28 - 34

The Externalizing Problems composite T score is 50, with a 90% confidence

interval range of 47-53 and a percentile rank of 60. Student Ms T score on Hyperactivity
is 44 and has a percentile rank of 35. Her T score on Aggression is 50 and has a percentile

rank of 69. Also, her T score on Conduct Problems is 56 and has a percentile rank of 80.
The Internalizing Problems composite scale T score is 72, with a 90 percent confidence
interval range of 67 - 77 and a percentile rank of 97. Ms T score on this composite scale
falls in the Clinically Significant classification range. Ms T score on Anxiety is 59 and
has a percentile rank of 84. Her T score on Depression is 78 and has a percentile rank of
97. This T score falls in the Clinically Significant classification range. Also, her score on
Somatization is 68 and has a percentile rank of 94. This t score falls in the At-Risk
classification range. The School Problems composite-scale T score is 65, with a 90
percent confidence-interval range of 65-73 and a percentile rank of 95. Ms T score on
this composite scale falls in the At-Risk classification range. Her T score on Attention
Problems is 66 and has a percentile rank of 91. This T score falls in the At-Risk
Classification Range as well. Also, her T score on Learning Problems is 69 and has a
percentile rank of 93. This score falls in the At-Risk classification range. The Behavioral
Symptoms Index composite-scale T score is 65, with a 90 percent confidence-interval
range of 62-68 and a percentile rank of 92. Ms T score on this composite scale falls in
the At-Risk classification range. Her T score on Atypically is 61 and has percentile rank
of 88. This T score falls in the At-Risk classification range. Also, her T score on
Withdrawal is 72 and has a percentile rank of 96. This T score falls in the Clinically
Significant classification range. The Adaptive Skills composite-scale T score is 31, with a
90 percent confidence-interval range of 28-34 and a percentile rank of 3. Ms T score on
this composite scale falls in the At-Risk classification range. Ms T score on Adaptability
is 35 and has a percentile rank of 8. This T score falls in the At-Risk classification range.
Her T score on Social Skills is 36 and has a percentile rank of 9. This T score falls in the
At-Risk classification range. Her T score on Leadership is 34 and has a percentile rank of
5. This T score falls in the At-Risk classification range. Her T score on Study Skills is 33
and has a percentile rank of 5. This T score falls in the At-Risk classification range.
Finally, Ms T score on Functional Communication is 27 and has a percentile rank of 1.
This T score falls in the Clinically Significant classification range.
Student M struggles most with depression and anxiety. These scores have directly
stated that student M battles both internally and externally with her emotions and
feelings. In the classroom it is evident that student M is sad a majority of the time.
Student M has stated explicitly that she wanted to end her life. Student Ms behavior,
depression and anxiety leads to her not being able to focus on her assignments and during
other activities.
Recommendations
I would recommend that student M see a counselor, or specialist at least once a
week. It is extremely important that M is learning how to express her thoughts and
emotions rather than internalizing all of her feelings. My main concern is that M has
expressed on different occasions that she wants to die. Due to the severity of the situation
I feel that all measures should be taken to ensure that M is receiving the most support
possible. While student M is at school, Ms teachers should be conscious of dissecting
how student M is feeling, and asking her to describe her feelings and emotions. Due to
the fact that student Ms behavior is adversely effecting her learning in the classroom, it
is crucial that she sees a specialist to be able to express her feelings rather than
internalizing and leaving her teachers unaware of her emotional state.

Summary
There is a major concern with Student M and her thoughts on self-harm and
suicide. Student M has good days and bad days, and it is extremely important that her
teachers are aware of Ms emotions during that day and to adjust the lesson accordingly.
As student M gets older, her emotions and feelings will begin to increase and further
affect her behavior. While she is at this age, it is crucial to teach her how to communicate
and deal with her feelings.
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