PSYCHOEDUCATIONAL REPORT CONFIDENTIAL: THIS REPORT IS TO BE SHOWN ONLY TO PROFESSIONAL PERSONNEL WORKING WITH THE STUDENT NAME: XX ABC

GUARDIANS: ABC DATE OF BIRTH: 07/28/2006 9802 GRADE: Kindergarten AGE: 5 years 9 months EXAMINERS: Mrs. Cindy DiGuglielmo, Educational Diagnostician Kelly Wayne, M.S., Intern School Psychologist DATES OF EVALUATION: 5/9/2012 and 5/16/2012 REASON FOR REFERRAL: XX was referred for an evaluation following documented lack of response to inter vention provided within the classroom, inconsistent academic performance, and be havioral challenges. The results of this assessment will provide information reg arding XXs academic strengths and challenges, determine if XX needs special educa tion services, and assist in future educational programming. EVALUATION TECHNIQUES: Wechsler Preschool and Primary Scale of Intelligence- Third Edition (WPPSI-III) Young Childrens Achievement Test (YCAT) Conners-3 (Long Form) Teacher and Parent Scales Behavior Assessment System for Children, Second Edition (BASC-2) Student/Family Information Form Parent Interview Classroom Observations Work Samples Teacher Reports/Records Review of Records BACKGROUND INFORMATION: The following information was obtained from a review of XXs educational records, work samples, parent interview, and a student/family information form. XX lives with her mother and stepfather in Wilmington, DE. She has a thirteen year-old br other, an eleven year-old sister and a thirteen year-old stepsister. Ms. ABC reported XX weighed 7 pounds 8 ounces when she was born and there were n o complications with the pregnancy or birth. As an infant XX could become easily over stimulated and be difficult to calm or comfort. Additionally, her mother d escribed XXs behavior as restless, irritable, and prone to temper tantrums. XX ex perienced difficulty with toilet training. Ms. ABC reported no speech and langua ge concerns. XX passed the vision and hearing screening conducted by the school nurse at Mount Pleasant Elementary. It was determined through an in-depth eye ex amination on 3/27/12 that XX required glasses. However, XX has lost her pair of glasses. Medical reports maintained by the school nurse indicate a diagnosis of ADHD (combined type). XX is currently under the care of Dr. _______ of Jewish Fa mily Services of Delaware regarding her ADHD symptoms. She has attended biweekly therapy sessions with _________ LCSW also located at Jewish Family Services of Delaware. Those sessions have stopped and XX is on a wait list with Delaware Gui dance. As a three year-old XX began taking Adderall to manage her ADHD. Ms. ABC reported on 4/25/12 that XX has been through a number of medication changes due to the fact that every 6-8 weeks her medications must be changed because they be come ineffective; XX is currently taking Concerta (36 mg) and Intuniv (3 mg). Sh ADDRESS: Wilmington, DE 1 PHONE:

e has been receiving Occupational Therapy since June 2011. There is a family his tory of difficulty sustaining attention and learning disabilities. XX is described by her mother as funny, a leader, creative, and willing to help out but will lose confidence and become very frustrated quite quickly. Ms. ABC r eported that XX is hard to control at home; she can be impulsive, anxious, easily upset, overly active and reckless, defiant, and aggressive. XX finds it difficul t to wait for her turn and will become distracted, fidgety, and restless, which can cause difficulty with peers. There have been times when XX has wet the bed. XX attended West Center City Early Learning Center from 2009-2011 and _____ Dayc are during the summer of 2011. In August 2011, she began kindergarten at Mount P leasant Elementary School. Her teacher, Ms. H described XX as good at problem sol ving and figuring out solutions to everyday life situations. She likes to help o ut in the classroom and will log her classmates onto the classroom computers. XX has a great personality and is very outgoing; she has the potential to be a lea der. Academic concerns include inconsistent progress and performance on classroom tas ks, inability to complete tasks, basic reading, and writing skills. XX is curren tly reading text appropriate for the beginning of kindergarten. In the classroom , XX will wander away from her assigned task and get involved with other activit ies and peers as well as get into everything; including the teachers materials and items belonging to other students. She is unable to work independently and has d ifficulty focusing on instruction, paying attention, and following directions in a small group setting. Due to her inability to work independently, XXs center wo rk requirements have been reduced. She is required to complete one center task w hile her peers need to complete three in the same amount of time. While her rela tionships with peers have improved, XX continues to have difficulty interacting appropriately with her peers. Ms. DEF stated that it is evident when XX enters t he classroom in the morning if she has taken her medication as well as if she is in a good or bad mood. If she enters in a bad mood, XX will argue with classmat es and adults, purposefully antagonize her classmates, and be extremely uncooper ative and noncompliant. XX is currently attending a small group that meets with Ms. _____, the school gu idance counselor, during lunch. Ms. _____ has designed lessons that target follo wing directions and appropriate social skills using a video vignette and has als o witnessed XXs pattern of inconsistent attention and skill acquisition. XX has received a number of office discipline reports from 10/13/2011 through 05 /18/2012. She has been suspended twice for offensive touching and bus violations , once for inappropriate behavior, and one time for sexual harassment, which res ulted in an out-of-school suspension. XX has received detention a total of three times for offensive touching (1), bus violation (1), and inappropriate behavior (1). Additional discipline incidents include receiving a reprimand for bus viol ations, time outs for offensive touching and inappropriate behavior, and mandato ry counseling for inappropriate behavior. Ms. DEF referred XX to the Instructional Support Team (IST) in December 2011. An intervention was designed to increase the amount of time XX sustained attention to a task. XX was provided with a fidget to aid her ability to pay attention du ring group math activities and lessons, a special chair, and a weighted lap pad to use as needed. Progress towards this goal was inconsistent, as XX tended to p lay with the materials instead of using them as designed. A second goal was writ ten intended to improve XXs ability to read sight words. The following graph docu ments her progress: (Kindergarten end-of-the-year expectation is for the child t o fluently read 33-37 sight words)

XXs early literacy skill set has improved throughout the 2011-2012 school year. X X currently works on basic reading skills with the Early Reading Interventionist , Ms. _______ at Mount Pleasant Elementary School for 90 minutes per week in a s mall group format. While her skills have increased, progress has been variable. XX has been monitored using the STAR Early Literacy Assessment system with the f ollowing results reported: (Spring Benchmark is approximately 600)

Ms. DEF has administered additional Classroom-Based Measurements to monitor XXs l iteracy progress. Results obtained using the Dynamic Indicators of Basic Early L iteracy Skills (DIBELS) are as follows: Date Initial Sound Fluency Phoneme Segmentation Fluency uency 1/17/12 17 15 Not Administered 1/25/12 25 15 2 2/8/12 23 30 12 2/15/12 20 33 16 2/22/12 Not Administered 34 12 4/24/12 Not Administered Not Administered 22 5/21/12 Not Administered 36 28 End-of-Year Benchmarks 10-24 = Emerging 25+ = Established 29-39 = Some Risk 40+ = Low Risk 0-14 = At Risk 25+ = Low Risk Nonsense Word Fl

According to the Kindergarten Skills Checklist XX is able to identify the follow ing: Date Upper Case Letters Lower Case Letters Associated Letter Sound 10/10/11 19 20 1 11/10/11 20 23 8 12/15/11 Not Administered Not Administered 12 1/6/12 Not Administered Not Administered 14 1/22/12 22 17 12 2/15/12 23 22 18

BEHAVIORAL OBSERVATIONS: Mrs. DiGuglielmo reported the following information regarding XXs behavior during the evaluation: XX shared anecdotal stories regarding her family and the activit ies that they do together as we walked through the halls to the evaluation room. XX sat appropriately in a chair during the length of this evaluation; she requi red no physical redirection during the course of the subtests, however, an inord inate amount of verbal redirection to task was regularly required. She repeatedl y needed to be brought back to the questions being asked of her. For example, wh en asked, Where can you go to see tigers? She replied the zoo but then digressed int o a lengthy monologue on Simba and other characters in The Lion King. I enjoyed working with XX. During the cognitive portion of the assessment conducted by Ms. Wayne, XX would spontaneously share information about home, her classroom, and teachers. The inf ormation she shared was usually off topic and it became necessary to repeatedly stop her monologue in order to continue the testing process. XX found it difficu lt to remain seated and would alternate between standing and sitting postures du

ring the evaluation. She received numerous movement breaks throughout the evalua tion yet would continue to drum her hands on the table, ask to return to class, and said, I dont want to do this more than once. While XX was never disrespectful o r uncooperative she clearly demonstrated her displeasure through her facial expr essions and body language when one of her requests was denied. However, she quic kly recovered and would resume working on the task presented. Ms. Wayne conducted two classroom observations. The first observation on 05/03/1 2 lasted approximately 30 minutes followed by a second observation on 05/09/12 f or approximately 40 minutes. The observation on 05/03/12 took place in the class room during an afternoon math lesson. When the whole class was instructed to sit on the meeting rug to listen to a story XX responded by getting up and leaving the area. Ms. DEF asked XX to return to the rug and told her to sit right in fro nt of where she would be reading the story. All the children were sitting with t heir legs crossed, except XX who had her legs extended in front of her and was t urned away from the teacher, facing the students. Ms. DEF prompted XX to turn th e correct direction. As the story was read XX was observed to move her body in a rocking motion, turn around to watch her peers, sit on her knees, put her finge rs in her mouth, repeatedly swing her head back and forth, stare off to the left , and yawn. She continually turned away from the teacher to face the students an d during a five minute period required 8 prompts to face toward the teacher. Thr oughout the entire observation XX would place her hand flat against her mouth an d try to make burping noises. She would burp and then survey the room to see who heard her burp. After the story and discussion, the class participated in a brai n break and stood on the rug for this movement activity. XX left the rug to talk to a student who was sitting in a chair. She repeated the students name six time s while the student stared forward trying to ignore her. When prompted to return to the rug by the teacher, XX continued to stand in front of the student attemp ting to make burping noises. During the brain break XX became overly active, made exaggerated motions, and screamed instead of sang. During the song she ran over to another student, grabbed him, put her face close to his, and sung with the so ng missed me, missed me, now you gotta kiss me. When the song ended Ms. DEF asked the group to take a seat and began to hand out math workbooks. XX sat down and l eaned into the face of the child next to her and began to burp. She would repeat edly call out answers instead of raising her hand and waiting to be called upon by the teacher. Once the directions were reviewed students were told to go to a table and work independently. XX went to a table and started pretending that her pencil was a moustache. She would push out her lips and place the pencil on her lips and try to keep it balanced while she said, Look at my moustache!. A couple of students began to do the same thing but returned to their work when instructe d by the teacher. However, XX did not stop until Ms. DEF came to her table. The second observation was conducted in the morning on 05/09/2012 during morning meeting time and the beginning of independent center work. XX displayed similar behaviors as noted in the previous observation (i.e., chewing on her fingers, r equiring numerous prompts to comply with directions, facing the opposite directi on than peers, leaving the instructional area, playing with her shoes, and talki ng out of turn). XX appeared to be following teacher instructions but did not co mply fully with the directions. For example, instead of sitting with legs crosse d and facing forward, XX would sit with legs extended or on her knees and facing backwards; while counting numbers as a group XX counted independently; when tol d by the teacher to move to a particular spot on the rug because she was distrac ting other students XX moved in the general direction of the spot indicated; whe n instructed to find their pair-share partner and discuss the story that was jus t read XX walked to a different student and repeatedly patted them on the head b efore moving to her partner; during a brain break movement activity that allowed s tudents to move about the room XX engaged another child in a game of tag. During the second observation a fifteen-minute time sampling of XXs behavior was conducted using thirty-second intervals with the following results:

Adaptive Behaviors: Response to Teacher/Lesson: 23% Work on Subject: 33% Problem Behaviors: Inappropriate Movement: 63% Aggression: 30%

Peer Interaction: 30% Transition Movement: 6% Inattention: 73%

COGNITIVE FUNCTIONING: On 05/16/2012 XXs cognitive abilities were assessed using a comprehensive intelli gence test: the Wechsler Preschool and Primary Scale of Intelligence-Third Editi on (WPPSI-III). The WPPSI-III is an individually administered test of intellectu al functioning, verbal and nonverbal abilities, and processing speed. The WPPSIIII is designed to assess cognitive ability in children between ages four and se ven. The test is composed of seven core subtests, the scores of which are combin ed to obtain a Full Scale Intelligence Quotient (FSIQ). The FSIQ is one way to r eview the childs overall cognitive and reasoning skills. The WPPSI-III groups an individuals ability into three global domains of intellectual functioning, report ed as composite or index scores. In addition, the WPPSI-III test results can be computed to provide in-depth knowledge of an individuals strengths and weaknesses . VIQ: The VIQ is a measure of verbal concept formation, verbal reasoning, and k nowledge acquired from ones environment. PIQ: The PIQ is a measure of perceptual and fluid reasoning, spatial processi ng, and visual motor integration. PSQ: The PSQ provides a measure of the childs ability to quickly and correctly scan, sequence, or discriminate simple visual information XXs Full Scale Intelligence Quotient (FSIQ) score of 92 placed her in the average range and at the 30th percentile of intellectual functioning for students in he r age group. There is a 95% chance that if she were to be tested again, her true FSIQ score would fall between 87 and 97. XXs cognitive profile shows a large dif ference between her Performance Composite scores and her Processing Speed scores that only occurs in 1% of the population. Caution should be taken when interpre ting XXs FSIQ score. It will be more meaningful to look at the individual composi te and subtest scores to understand XXs strengths and weaknesses. XXs Verbal Intelligence Quotient (VIQ) was found to be in the average range (VIQ = 90, 95% Confidence Interval [CI] = 84-97, Percentile Rank = 25th). On the Info rmation subtest (SS = 7) XX was able to state animals, vegetables, and objects w ith wheels yet she struggled to state what animal gives milk, what day follows S aturday, or to name the four seasons. On the Vocabulary subtest (SS = 9) XX resp onded quickly when asked the meaning of a word and wanted to provide an anecdote or further descriptions of each word she was asked to define. Her answers tende d to describe actions or a particular feature of an item rather than the categor y or synonym of the target word. She performed similarly on the Word Reasoning s ubtest (SS = 9). On this subtest XX is required to identify a common object or c oncept described by one to three clues. This is a test of verbal reasoning and p rovides information about XXs reasoning ability, language development, vocabulary , expressive, and receptive language skills. On the subtests comprising the Performance Intelligence Quotient (PIQ), XXs score s fell in the low average range of functioning (PIQ = 84, 95% [CI] = 78-92, Perc entile Rank = 14th). XX found the Block Design subtest (SS = 3) to be particular ly challenging. She was successful building the target design while using solid red and white blocks. When presented with blocks with two red sides, two white s ides, and two sides divided diagonally into half read and half white, XX was una ble to build the sample or target designs. She did not demonstrate any problem s olving abilities and would stop working if she could not create the design withi

n a few seconds. She was more successful on the Matrix Reasoning subtest (SS = 1 1). This subtest measures her reasoning and classification abilities, attention to details, and visual processing skills. XX indicated her answers quickly and w ith no hesitation but as the matrices became more complex she made no attempt to think through the problem. Rather than taking the time to examine the choices a nd possibly indicate a wrong answer, XX just pointed at the page and said any nu mber. At one point she said 8 however, the choices were limited to 1-5. When prese nted with the Picture Concepts subtest (SS = 9) XX said, Oh no, I dont want to do this. She was provided with a short break and testing resumed. This subtest measu res abstract, categorical reasoning and requires the child to recognize a qualit y such as category, appearance, behavior, or use that connects two of the items pictured. XX was able to correctly identify relationships when presented with a total of four pictures to choose from but when the total number of pictures incr eased to six she was unable to correctly complete any of the problems. XXs Processing Speed Quotient (PSQ) was found to be in the high average range (PS Q = 116, 95% [CI] = 106-123, Percentile Rank = 86th). These subtests measure not only XXs ability to process information accurately and rapidly but also her abil ity to attend, persist, and concentrate on a task while working under timed cond itions. The Symbol Search subtest (SS = 11) required XX to scan a row of symbols to identify if there is a symbol that matches the target symbol. XX worked rapi dly and made few errors on this subtest. On the Coding subtest (SS = 15) XX need ed to place particular marks within empty target shapes. This is a measure of he r ability to learn an unfamiliar task, speed of mental operation, ability to sca n, visual short-term memory, and visual-perceptual discrimination. This was an a rea of personal strength for XX indicating she has good processing speed, visual sequential processing ability, as well as the ability to work under time pressu re. XXs unique cognitive profile indicates her verbal abilities are slightly better d eveloped than her perceptual reasoning abilities. It could be that XXs knowledge acquired through experiences is better developed than the knowledge needed to so lve nonverbal problems (i.e. multiple problem solving strategies, ability to gen erate many possible solutions to a problem and choose the most likely one, and/o r the ability to focus on pertinent information while disregarding nonessential or irrelevant details). ACADEMIC FUNCTIONING: The Educational Diagnostician Mrs. DiGuglielmo, using a comprehensive instrument for measuring achievement, assessed XXs current achievement levels. The Young Ch ildrens Achievement Test (YCAT) as well as a classroom observation, work samples, teacher interviews, and previous reports were used to evaluate XXs achievement l evels. Results of the YCAT assessment as submitted by Mrs. DiGuglielmo are as f ollows: YOUNG CHILDRENS ACHIEVEMENT TEST (YCAT) Test Results: SS % Equivalent Descriptor General Information 105 Average Reading 104 61 Average Mathematics 85 Low Average Writing 103 58 Spoken Language 94 Average Early Achievement Composite 97 Average General Information: Age 63 6.0 16 5.11 34 42 5.7 4.11 Average 5.5 6.0

XX was able to answer who, what, when and why questions. She was able to identif y the parts of her body. She got several questions incorrect as a result of only listening to part of the question. When asked, Why should we be careful around e lectrical outlets? XX provided the answer, Because otherwise it would be dark and you might hurt yourself by walking into something. In this case she had only atte nded to the second half of the question. XX was able to extend four part pattern s and could name the seven days of the week but could not name the four seasons of the year. Reading: XX was able to answer comprehension questions when short passages were read alou d to her. She was inconsistent in her ability to read words in isolation. She w as also unable to read short passages independently and answer comprehension que stions. When asked to a short passage XX told me that she doesnt know how to read. Mathematics: XXs performance on this subtest fell in the low average range. She was able to co unt to 20 aloud. She was not consistent in her ability to demonstrate one to one correspondence with items less than ten, in part because she did not touch item s as she counted. She was able to solve a one-step subtraction word problem with a picture clue. She was not successful identifying numbers greater than 20 or c omparing them in order to determine which is larger or smaller. Her performance on this subtest was impacted by her choice to not touch items while counting the m. When she touched items while counting she got the question correct. If she d id not touch the items she got the questions incorrect. She did not demonstrate an understanding of ordinal numbers. Writing: XX performance on this subtest fell in the average range. She was able to copy fi gures, letters and words. She was unable to write twelve letters of the alphabet in sequence. She talked during the administration of directions for writing bas ic sight words and as a result her performance was inconsistent. She was unable to use invented spelling to write a complete thought. Spoken Language: Her performance on this subtest also fell in the average range. She answer classification and relationship questions. She was also able things are (e.g., what is a bridge; what is a house). She was able mple sentences and strings of four words or numbers. She was unable how things were alike (e.g., they are colors, they are shapes). was able to to tell what to repeat si to determine

BEHAVIORAL RESULTS: XXs mother, Ms. ABC and her classroom teacher, Ms. DEF were asked to complete the Behavior Assessment System for Children, Second Edition (BASC-2): Teacher and P arent Rating Scales Preschool Form on 05/16/2012. The BASC-2 is comprised of detailed rating scales designed to provide informatio n about a child across a range of behavior-related social and emotional factors. This measure compared XXs reported behaviors with those of her same-age peers an d gender, across a range of behavioral functions and settings. This allows for a typical behaviors and areas of concern to be separated from what has been found to be within the range of normal or average, based on gender and age level. Area s where a students score consistently falls in the At-Risk range should be monito red as they represent behaviors that are potentially problematic. When a students score falls in the Clinically Significant range, this may reflect areas of conc ern as well as a need for intervention as the student is seen as being very diff erent from their peers in this area. XXs results are as follows: Scale Ms. ABCs

T-Scores Ms. DEFs T-Scores Hyperactivity 68* 75** Aggression 68* 74** Externalizing Problems Composite 76** Anxiety 54 44 Depression 68* 61* Somatization 40 Internalizing Problems Composite 55 55 Attention Problems 69* 66* Atypicality 66* 59 Withdrawal 59 Behavioral Symptoms Index 72** 70** Adaptability 32* 37* Social Skills 35* Functional Communication Activities of Daily Living N/A N/A Adaptive Skills Composite 51

70**

57

56

39*

70 45 56

38*

* At-Risk ** Clinically Significa nt The Behavioral Symptoms Index is comprised of the Hyperactivity, Aggression, Dep ression, Attention Problems, Atypicality, and Withdrawal scales and reflects XXs overall general level of functioning and problem behaviors. XXs mother and classr oom teacher reported XX as functioning in the Clinically Significant range. Ms. ABC reported on the Hyperactivity Index that XXs behavior at home falls withi n the At-Risk range of functioning while Ms. DEF found XXs behaviors within the c lassroom to be Clinically Significant. Ms. ABC and Ms. DEF indicated Attention P roblems as being At-Risk. Behaviors measured on this scale include an inability to maintain attention and the tendency to be easily distracted from tasks requir ing attention as well as her tendency to interrupt others be overly active, and fiddle with objects. It is likely that XXs inability to attend to instruction is impacting her behavior as well as her ability to successfully complete academic tasks. Ms. DEF found XX to be in the Clinically Significant range on the Aggression sca le while Ms. ABC reported this to be an area At-Risk. This is an indication that XX displays slightly more acts of verbal and/or physical aggression while in sc hool. Ms. ABC and Ms. DEF felt XX is displaying Externalizing Problems that are Clinically Significant. Externalizing behaviors tend to be disruptive, are often unresponsive to adult directions, and can cause more problematic relationships with peers. XX appears to have difficulty initiating, building, or maintaining s atisfactory inter-personal relationships with peers and teachers. This result is further supported by classroom observations and teacher reports. Both respondents found XX to be in the At-Risk range on the Depression Index, wh ich looks at feelings of unhappiness, sadness, and stress. XX was reported by Ms . DEF and Ms. ABC to be in the Average range of functioning on the Anxiety, Soma tization, Withdrawal, and Internalizing Problems Composite. XXs mother reported her to be demonstrating behaviors of Atypicality that fall wi thin the At-Risk range while her teacher, Ms. DEF reported her to be in the Aver

age range of functioning. Atypical behaviors could include a tendency to behave in ways that are considered to be odd or strange, acting confused, being out of touch with reality, or saying things that make no sense. Elevated Atypicality sc ores can also be observed in children who are hyperactive and impulsive. From these reports, it appears that XX is demonstrating behaviors at home and wh ile in school that indicate she is struggling with some emotional disequilibrium . Based on observations in the classroom as well as behaviors demonstrated durin g testing situations and teacher reports these are areas that warrant significan t on-going attention and intervention. XX is currently on the wait list at Delaw are Guidance and her family is strongly encouraged to continue to pursue counsel ing services in order to provide XX with support as she explores her feelings an d behaviors in these areas. The BASC-2 also provides some information about a students adaptive abilities, or those that promote positive behaviors in school and other environments. Both re spondents reported XX to be lacking in some adaptive behavior skill sets. XXs Ada ptability skills were reported to be in the At-Risk range of functioning and wor thy of on-going observation and monitoring. At-Risk scores on this index could a lso be an indication that an individual has the tendency toward negative emotion ality and poor emotional self-control. Ms. ABC reported XX to be within the At-Risk range regarding her Social Skills, Functional Communication, and Adaptive Skills. These were not areas of concern f or Ms. DEF. The Adaptive Skill Composite summarizes appropriate emotional expres sion and control, daily living skills inside and outside the home, communication skills, as well as organizational and study skills. The Social Skills and Funct ional Communication scales explore XXs ability to express her ideas and be easily understood by others as well as the skills necessary for interacting successful ly with peers and adults across a variety of settings. The Adaptive Skills index measures XXs ability to adapt readily to changes in the environment. This was mo re of a concern at home than in the classroom. In sum, the results of the BASC-2 indicate that XX is displaying significant beh aviors at school and home that are interfering with her academic performance. Cl assroom observations and teacher reports confirm the need for continual monitori ng and intervention designed to target XXs behavioral and emotional needs. A Func tional Behavioral Assessment (FBA) will provide important information about the function of XXs behaviors that are likely to be impacting her ability to be succe ssful in the classroom as well as help in the development of a behavioral interv ention plan (BIP) to change the inappropriate behaviors into more appropriate an d desirable behaviors at home and in the classroom. Due to teacher and parent reports as well as observed behavior which could be an indication that XX is experiencing difficulty paying attention and concentratin g in class, XXs mother, Ms. ABC and her classroom teacher Ms. DEF completed the C onners 3rd Edition rating scales (long form). The Conners 3rd Edition is a behavior rating system that compares XXs reported beh aviors with those of her same-age peers and gender, across a range of behavioral functions and settings. Results from XXs Conners 3rd Edition Reports are as follo ws: Index Ms. ABCs T-Scores Inattention 92 Very Elevated 84 Very Elevated Hyperactivity/Impulsivity Very Elevated 96 Very Elevated Ms. DEFs T-Scores

107

Learning Problems 82 Very Elevated 88 Very Elevated Executive Functioning 87 Very Elevated 85 Very Elevated Learning Problems/Executive Functioning Total Not reported on parent form 86 Very Elevated Aggression 144 Very Elevated 131 Very Elevated Peer Relations 92 Very Elevated 90 Very Elevated XXs scores were elevated on all of the indexes per parent and teacher report. A s core considered to be in the Very Elevated range tends to mean XX is having sign ificantly more difficulty in a certain area than is typically reported with five -year-old girls. These are areas of behavior that are very likely to be impactin g XXs academic and social functioning. XXs mother and teacher agreed that Inattention as well as Hyperactivity/Impulsivi ty is areas of concern. Common characteristics of individuals, who score in this range include poor concentration/attention or difficulty keeping her mind on wo rk, may make careless mistakes, be easily distracted, give up easily or become q uickly bored. On the Learning Problems and Executive Functioning Indices, both reporters found her to fall in the Very Elevated range of functioning. The teacher reporting fo rm combines the Learning Problems and Executive Functioning Indices into one sco re; Ms. DEF was in agreement with Ms. ABC in that this is an area that is Very E levated and is likely to be impacting XXs academic functioning. This could be an indication that XX struggles with reading, spelling, and/or math. She might have difficulty learning and remembering concepts and require instructions to be rep eated or paraphrased. These results are consistent with classroom observations a nd teacher reports that indicate XX is experiencing difficulty starting or finis hing projects and demonstrates poor planning and organizational skills. Additional areas of concern within the classroom and at home include Aggression and Peer Relations; both reported to be Very Elevated. Based on these results XX appears to be displaying more aggressive, argumentative, and manipulative behav ior than is typical for a five-year-old girl. She is demonstrating difficulty in itiating and maintaining friendships. Due to the fact that XX is 5 years and 9 months old and the norms for the Conner s 3 begins at the age of six, the Conners Teacher Rating Scale-Revised was complet ed by Ms. DEF in order to validate the results obtained on the Conners 3. The Con ners Revised includes age appropriate norms for ages 3-17. Results were similar a s those reported on the Conners 3: Index T-Score Descriptor Oppositional 90 Very Elevated Cognitive Problems/Inattention 90 Very Elevated Hyperactivity 90 Very Elevated Anxious-Shy 71 Very Elevated Perfectionism 48 Average Social Problems 90 Very Elevated Conners ADHD Index 90 Very Elevated Conners Global Index: Restless-Impulsive 90 Conners Global Index: Emotional Liability 90

Very Elevated Very Elevated

Conners Global Index: Total 90 Very Elevated DSM-IV: Inattentive 90 Very Elevated DSM-IV: Hyperactive-Impulsive 90 Very Elevated DSM-IV: Total 90 Very Elevated DSM-IV: Symptom Subscale-Inattentive 9 of 9 DSM-IV: Symptom Subscale-Hyperactive/Impulsive 9 of 9 SUMMARY: XXs evaluation suggests that she is experiencing inconsistent progress in masteri ng early literacy and mathematical skills. Specific concerns include her difficu lty blending sounds to form words, inability to write frequently occurring words or a sentence, and difficulty identifying numerals up to 20 on a consistent bas is. Additionally, XX is demonstrating behaviors in the classroom that could be impac ting her academic performance. These behaviors include becoming easily overwhelm ed with tasks, difficulty paying attention, trouble following multiple step dire ctions, forgetting information presented from one day to the next, over activity , difficulty following rules, and becoming easily frustrated. She is reported to have difficulty completing classroom work and interacting with her peers in an age-appropriate manner. At-Risk and Clinically Significant scores received on the parent and teacher rat ing scales in the following areas also demonstrate behaviors that are likely to impact XXs academic and social progress: Hyperactivity/Impulsivity, Aggression, P eer Relations, Learning Problems, Executive Functioning, Externalizing Problems, Depression, Atypicality, and Attention Problems. In addition, there are some ad aptive behaviors (Social Skills, Functional Communication, and Adaptability) tha t are areas of concern in the home. Given XXs documented academic and emotional difficulties these findings further s erve to support the likelihood that this assessment is an accurate picture of XXs functioning. At this time, XX appears to qualify for special education services as stipulated by the State of Delaware as a student with an Emotional Disturban ce (ED). The classification of Emotional Disturbance is recommended based on res ults obtained on the BASC-2 and Conners 3 rating scales, disciplinary data, class room observations, teacher interviews, parent reports, and educational testing. These conditions have been present throughout the 2011-2012 school year and pare nt reports indicate on-going difficulty with XXs emotional regulation. Along with the suggestions listed in this report the following recommendations a re presented. RECOMMENDATIONS: Based on the assessment work completed and the information gathered and interpre ted, the following recommendations are offered: 1. XXs mother is encouraged to share the results from this report with Dr. G upta. 2. XX should continue to be considered for membership in social skills and/ or friendship groups directed by the school counselor. 3. A Functional Behavioral Assessment (FBA) should be considered for the be ginning of the 2012-2013 school year to further support XXs behavioral challenges . 4. To support XXs overall academics and behavioral challenges: A critical element of paying attention involves listening. Use precision requests to help XX develop her listening skills. When making a request, move closer to X X (within 3 feet of her) and require XX to orient her face and body toward the s peaker before stating the request. State the verbal request (e.g., take out your

math book), wait 5-10 seconds, if XX does not comply, state a verbal prompt usin g a signal word. For example, the signal word might be need and the adult would say, I need you to take out your math book. If XX complies she receives verbal pra ise, if she does not after the verbal prompt using the signal word, follow throu gh with a consequence. The signal word lets XX know that no more requests will b e made and a consequence will follow noncompliance. Do not nag or make multiple requests. Structure situations so that the rules are clearly understood. Discuss, clarify, and review them periodically. Continue to provide XX with the opportunity to move and/or exercise throughout t he day. Emphasize the quality of XXs work not the quantity. Remind XX of her accomplishments and academic successes often. Periodically revi ew with XX what she is able to do now as compared to what she was able to do a m onth or two months ago. Involve XX in setting goals. For example, guide XX to set a reasonable academic or behavioral goal (i.e., learning ____ new sight words in ____ days) and constr uct a graph for XX to see her progress toward the goal. Allow XX to fill in the progress she is making while discussing with her what she thinks she needs to do next in order to reach her goal. Use of a color card throughout the day to indicate to XX how her behavior is: Gr een = positive on task behavior; Yellow = a warning, behavior is slipping; and R ed = need for timeout, behavior is inappropriate Use of positive reinforcement system. XX will benefit from having the opportunit y to earn points (stamps, stickers, etc) when she demonstrates appropriate behav iors. Once she has attained pre-determined total number of points, she should ha ve the opportunity to receive a small reinforcer to be chosen from a reinforcer checklist compiled by XX and an adult. We remain available for consultation concerning XXs placement and progress.

Evaluated by,

__________________ _______ Kelly Wayne, M.S. . School Psychologist, Intern SYNOPSIS OF FORMAL TEST SCORES Composite Scores Summary Scale Composite Score Percentile Rank 95% Confidence Interval Qualitative

________________ J. Douglas DiRaddo, Ed.D Psychologist

Description Verbal Intelligence Quotient (VIQ) Performance Intelligence Quotient (PIQ) Processing Speed Quotient (PSQ) 116 Full Scale (FSIQ) 92 30th Verbal Composite Subtest Scores Summary Subtests Score Information Vocabulary Word Reasoning Scaled 7 9 9

90 84 86th 87-97

25th 84-97 Average 14th 78-92 Low Average 106-123 High Average Average

Performance Composite Subtest Scores Summary Subtests Scaled Score Block Design 3 Picture Concepts 9 Matrix Reasoning 11 Processing Speed Subtest Scores Summary Subtests Score Coding 15 Symbol Search Scaled 11