-student's.special.edlu CONFIDENTIAL PSYCHOEOUCATIONAL REPORT NAME: Andrew Smith DATE OF BIRTH: 11/15/2004 GENDER: Male ETHNICITY: white DATES OF EVALUATION: 4/27; 4/28/2012 AGE: 10-6 GRADE: a" grade. SCHOOL: Pretend Elementary School EXAMINER: Sim U. Lated, E4.5._ Reason for Referral v ‘This is a reevaluation Education eligibility sta in order to determine if the student continues to meet.the TN Bepartment of indards as a student with an educational disability. See reevaluation summary in tion fle. ns Assessment Instruments and Procedures:- Andrew's primary language, racial, and ethnic background ‘were considered prior to the selection and Inferpretation of the evaluatign procedures and measures. All assessment procedi measures should only jures measure a limited sample of a petson's total repertolre. The selected be interpreted within the limits of thelr measured validity. The following procedures were components of the evaluation: Procedure ‘Young Child Stanford-Binet Intelig ‘Behavior Assessment Scale for see ein fo ren’ Ente p | selaver adsessnent Salton Gin ant Fo 2 edition (8 ‘Adaptive Behavior Assessment iH Edltion {ABAS, Parent Form | ‘Adaptive Behavior Assessment System, II {ier (ADAS W), Teacher Form. ‘Asperger Syndrome Diagnostic Seale Gilliam Auti ism Rating Scale (GARS (Oral weit} ii ical £ | Test of Language Develo uation of Language Fundamentals-4.(CELF-4), ages 9-21 n Language Seales (OWS) ct Obser [File Review juage Severity Rating Scale Indirect Observations Vision and Hearing Screening vationsHistory and Background Information Andrew was originally found eligible as a student with a language impairment (primary) and speech impairment (secondary) on 10/29/2007. Andrew began receiving early childhood services through Training Simulated Schools to include social skills, speech/language and OT services. ‘Andrew entered Pretend Elementary School for Kindergarten in the fall of 2009 where he continued to receive special education services. Due to some acting out behaviors in the classroom, the IEP team increased Andrew's services to include fulltime inclusion support. He was reevaluated in April 2009 and the team determined he met the criteria for Autism. He is healthy and has good attendance at school. His three year re-evaluation was completed on 5/5/2012. The IEP team updated the comprehensive re- evaluation with current curriculum-based assessments for the new SLP and OT. Ll Parental Information attached? On 5/5/2012 report Curriculum-Based Assessments Ll Classroom Based Assessment Results: 2/21/14 Comments: _ Benchmark results indicate that Andrew is performing in the significartly below average range on measures of passage reading fluency compared to other 4" grade students in a national sample. In reading, this is the only assessment in which Andrew was able to achieve a score at this time. He is not answering questions related to a topic at this time, so it is difficult to complete passage comprehension tasks. Andrew's teacher reports that he does will with tasks requiring rote memorization. In math, Andrew is working on the identification of numbers 1-20 and counting objects up to 20.Environmental Considerations 1. Is the student ELL or €SL? No T1, Has student attended school regularly (absent less than 23% of the time?) yes iI, Does the student have any motor skill deficits? No IV. Has the student experienced any situational traumas or emotional disturbance? No Hearing and Vision |. Hearing 1. Date Assessed: 9/6/2012 li, Comments: Unable to screen but passed functional hearing test Ih Vision 1. Date Assessed: 9/6/2012 ji, Comments: Unable to screen but passed functional vision test I. Classroom Observations Andrew Was observed-in- his gerieral-edticationckasstoonr by ‘Sim U. Lated, examiner. During one observation period, Andrew'was observed while the class was participating In a movement activity. ‘Aniirew'wahdered around the room and required verbal redirection to return to his seat. Andrew complied with the rédirection and transitioned appropti the back of the carpet which allowed him room for movement. The teaching ely to the carpet for whole group instruction. Andrew sat,towards ssistant sat ext to Andrew on the carpet. Andrew required hand over hand prompting to participate th the math activity. Although Andrew didn’t seem bothered by the noise or talking of his peers, he appeared easily distracted. He was observed to sit on his knees, flap his hands, ‘and put his fingers in his mouth. Andrew did not participate the think-pair-share activity. ‘The assistant attempted hand over hand prompting to encourage his participation using his picture communication cards, Andrew became restless and began using inappropriate language. He was observed rolling on the floor, lying in the assistant’s lap, and chattering to himself. Andrew tried on several occasions to stand up and leave the area and was redirected back to the carpet. He transitioned appropriately back tovhis desk and appeared actively engaged in a modified math acti that was at his desk to complete while his classmates worked independently on math. Overall, Andrew appeared to have difficulty attending to whole group instruction. HI. Teacher Input/Indirect Observation: Ms. Teach, Andrew's general education teacher, provided information regarding his typical classroom performance, According to Ms. Teach, Andrew does well with rote memorization reading tasks such as word identification. Ms. Teach reports that Andrew is unable to answer comprehension questions or perform higher order thinking skills such as “one more”. Ms, Teach is concerned thet Andrew has riot mastered phonics or counting. Ms. Teach also reports that Andrew has difficulty following rules and directions and completing work independently. According to Ms. Teach, Andrew does not interact with his peers and often use: ‘Teach reports that Andrew's behavior is often disruptive to the class. jppropriate language or curse words. Ms.