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CONFIDENTIAL Town A Public Schools Town A, Connecticut 00000 PSYCHOEDUCATIONAL EVALUATION Name: James Smith Date of Birth: October 7, 1996 Chronological Age: 16 years, 0 months Examiner: Erika Johnson, M.A. Supervisor: Judith Campbell, M.S., C.A.S. Parent/Guardian: Michael and Rebecca Smith School/Grade: Private Placement /Eleventh Date of Report: October 22, 2012 Date(s) of Evaluation: October 17 & 18, 2012

Reason for Referral James is a student at Private Placement and currently qualifies for special education under the educational category of Autism with a diagnosis of Aspergers Syndrome. He has additional diagnoses of Disorder of Written Language and Attention-Deficit Hyperactivity Disorder, Combined Type. As part of this re-evaluation Mrs. Smith requested further information relating to Jamess self -esteem and self-perceptions. The purpose of this re-evaluation is to gather information regarding Jamess educational, psychological, and social-emotional needs, generate appropriate modifications and accommodations, assist in determining continuing eligibility for special education and related services, and assist in transition planning. The results of this evaluation should be considered in conjunction with his academic evaluations, as well as parent and teacher reports. Background Information James is a sixteen year old student at Private Placement in Town A, CT. James currently resides with his father and mother, Mr. Michael Smith and Mrs. Rebecca Smith, and two younger brothers. He also has an older sister and older brother who are away at college. According to a previous social work report (M., 2003), Mr. and Mrs. Smith described Jamess pregnancy and delivery as typical and without complications. It was also noted that James reached all developmental milestones at age appropriate times, and there were no significant medical or developmental concerns noted. Educational records indicate that James has had a history of separation anxiety and school avoidance (CY, 2007; M, 2003). James initially experienced difficulties when he was enrolled in a preschool program. It was reported that the Smiths found James had a difficult time separating from them and at one point ran away and was found in the schools parking lot (M., 2003). When James entered elementary school as a first grader, after skipping kindergarten, he experienced significant behavioral and academic difficulties (e.g., work completion, social relationships). Strategies were developed and implemented, including participating in a social skills group and a home/school behavior plan, but these only provided temporary success. During second grade (2003-2004) James experienced similar difficulties with academics and peer engagement, especially during recess. To work on his social skill development James was provided with a small group, alternative recess run by the school psychologist. In December of 2003 James was referred for a special education evaluation by his parents at the suggestion of his pediatrician. Initial evaluation reports (M., 2003; G, 2003; S, 2003) indicate that Jamess cognitive and academic abilities were at or above what would be expected for someone his age, though some relative weaknesses were present (i.e., spelling, cognitive fluency, visual-motor integration). According to a psychological evaluation (G, 2003), James experienced significant difficulties with written assignments, even when modified. However, Jamess most difficult struggle was his ability to relate to others. Concerns for internalizing and externalizing problems, and low adaptive behavior skills, were noted. Additionally, James demonstrated a desire to adhere to a schedule and routine. Based on these evaluations James qualified for special education services under the category of Specific Learning Disability in Written Language. He received resource support (1 hr/week) and counseling (1 hr/week).

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In third grade James continued to display behavior related to school avoidance, including his unsupervised departure from school on two separate occasions. The Planning and Placement Team (PPT) raised concerns for James and determined that a psychiatric (L, 2005) and neuropsychological evaluation (S, 2005) were necessary. During the interim James was placed in the Student Support Center to determine how the team could meet his needs best. The results of the evaluations indicated that James met criteria for three diagnoses: Disorder of Written Expression, Aspergers Syndrome, and Attention Deficit Hyperactivity Disorder, Combined Type. Based on these findings the team agreed he would receive services under the categories of Autism and Specific Learning Disability in Written Expression. His updated Individualized Education Plan (IEP; 3/4/2005) included special education support in a learning center (18.5 hrs/week), a part-time aide, counseling (1 hr/week), and occupational therapy (30 minutes/week). Following a improvement in skills, the PPT determined that James would transition back to the general education classroom (Grade 4; June 2006). He continued to receive daily resource support (5 hrs/week) for written expression, counseling, occupational therapy, and Prescriptive Physical Education (PPE). Triennial evaluation reports (Grade 5) (KS, 2006; W, 2007; H, 2007; CY, 2007; JS, 2007) indicate Jamess academic and cognitive abilities continued to be at or above what would be expected for someone his age. Weaknesses were noted in reading fluency and written language (KS, 2007), and concerns related to his social skills, emotional functioning (internalizing problems), and adaptability were identified (W, 2007; JS, 2007). James also reported feelings of low self-worth and verbalized past suicidal ideation (CY, 2007; JS, 2007). Sensory modulation and tolerance were noted in an occupational therapy evaluation as well (H, 2007). James continued to qualify for special education and his service delivery remained unchanged. In preparation for middle school, the PPT reconvened to discuss whether or not Town A would be an appropriate placement. The team determined that Student Learning Center in Town B, CT, was more appropriate for Jamess needs. While attending Student Learning Center James received academic support (26.25 hrs/week), counseling (1 hr/week) and occupational therapy (1 hrs/month; discontinued April 2009). James worked on social skills, organization skills, and work completion while at Student Learning Center (2007-2010). Triennial evaluation reports from 2010 (Grade 8) echoed similar findings from years past. James continued to perform at or above what would be expected for someone his age, but writing remained a concern. Jamess social worker (S, 2010) reported that he had made significant improvements in his participation in groups and engagement with others, but noted that James had difficulty asking for help and would rather give up. Jamess service delivery remained the same with exception of an increase of counseling (up to 1 hr/week). The team also discussed appropriate placements for Jamess high school years , recommending he enroll at the Private Placement in Town A, CT. In the 2010-2011 school year (Grade 9) Josh transitioned to LDFDS. According to a May 2012 IEP, he received special education support (24.5 hrs/week) and counseling (1 hr/week). His IEP goals and objectives address written language; developing skills that lead to academic independence and success; building and maintaining relationships; identifying, expressing, and managing emotions; developing skills necessary for post-secondary success; and preparing for employment. Sources of Evaluative Data Review of Education Records Observations Wechsler Adult Intelligence ScaleFourth Edition (WAIS-IV) NEPSY-II (A Developmental Neuropsychological Assessment, Second Edition); select subtests Behavioral Assessment System for Children, Second Edition (BASC-II): Self-Report, Parent, Teacher Adaptive Behavior Assessment System-Second Edition (ABAS-II): Parent, Teacher Adolescent Apperception Cards Multidimensional Sentence Completion Test
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Three Wishes

Behavioral Observations Classroom James was observed in his classroom on October 11, 2012 for approximately one hour and thirty minutes. The classroom size was small, but an adequate size for six students. The daily schedule, including times, was posted on a whiteboard. The teacher referred to a change in the schedule verbally to preview with the students. Participation Guidelines were also posted in the room to cue appropriate classroom behavior during discussions. James and five peers were seated at their respective desks arranged in a circle. Similarly to his peers, Jamess desk was cluttered with various academic and personal possessions. During the observation James participated in a writing and a math lesson. James followed classroom expectations throughout the observation. He demonstrated good task initiation, but struggled to persevere. Attention and focus wavered during both instruction periods following an initial strong start. It seemed that as he would develop an idea or make progress on an assignment, he became distracted (e.g., looking around the room, scratching scalp, pulling on hair, brushing off shorts/shirt). James worked to redirect himself, but by the end of each instructional period he was lost in his own thoughts or the object in the room that caught his eye. His teacher provided words of encouragement, prompting/cueing, and visual organization tools to help meet student needs. During his fiction writing lesson, James volunteered to share what he had written. Testing James was assessed over two sessions lasting approximately one and a half hours (10/17, 10/18/12). He came to both sessions willingly and rapport was quickly established. James approached each task by putting forth his best effort, working through even the most difficult ones. James also let his personality shine through during testing, making jokes and employing sarcasm in an expected an appropriate manner. On measures of relating to the social world, James admitted that those questions were his least favorite, as he wasnt very good at them. James struggled when asked to develop a story using a picture card, particularly what each character was thinking and feeling. Overall, this assessment can be considered a valid and reliable estimate of Jamess current abilities and general functioning. Test Results and Clinical Interpretation General Intellectual Functioning Jamess current level of intellectual functioning was assessed using the Wechsler Adult Intelligence Scale Fourth Edition (WAIS-IV). The WAIS-IV assesses four areas of cognition: verbal comprehension, perceptual reasoning, working memory and processing speed. Taken together, these areas provide a Full Scale Intelligence Quotient (FSIQ). However, Jamess FSIQ could not be interpreted because he demonstrated too much variability in his performance across the four indices that make up the score. His scores on the Verbal Comprehension and Perceptual Reasoning Indices are similar and can be combined to yield a General Ability Index (GAI). The GAI differs from the FSIQ in that it is not influenced directly by Jamess performance on working memory and processing speed tasks. His GAI is estimated to be within the Superior to Very Superior range. The Cognitive Proficiency Index (CPI) summarizes an individuals efficiency on tasks based on working memory and processing speed tasks. Efficient cognitive processing facilitates learning and problem-solving by freeing-up cognitive resources for higher-level skills. Based on Jamess performance, his CPI is estimated to be within the Average range. Jamess weaker performance on working memory and processing speed tasks indicates that he may have less cognitive resources available to complete more complex and higher-level cognitive tasks he is capable of. To fully understand Jamess cognitive abilities, it is best to look at his performance in each realm individually, as provided below. Language and Verbal Comprehension Verbal comprehension is an understanding of spoken information and the ability to think with words. It requires an individual to apply previously learned information to new situations. These skills develop largely as a function of both formal and informal educational opportunities and experiences, and are highly dependent upon exposure. James demonstrated Superior to Very Superior abilities on verbal comprehension tasks. His
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performance is considered both a Normative Strength and a Personal Strength. Throughout testing James provided effortless, yet thoughtful and insightful, responses. He frequently provided additional information and facts pertaining to the question topic. On the few questions that were out of his knowledgebase, James would hesitate to answer and close his eyes in an effort to jog his memory. His performance on verbal comprehension tasks suggests a strong understanding of conceptual relationships, a strong vocabulary, and factual knowledge. Perceptual Reasoning Perceptual reasoning is ones ability to solve problems using visual information and to think without the use of words. Jamess performance is considered both a Normative Strength and Personal Strength, scoring within the Superior range. Jamess approach to nonverbal tasks also seemed effortless. He quickly recreated geometric designs on a set of blocks, earning bonus points for speed on each item he was able. James also performed well on a task requiring him to mentally assemble puzzle pieces, rather than hands-on manipulation. James missed three items on this task, two of which were due to the time limits. Memory Working Memory reflects an individuals ability to take in and hold information in his or her immediate awareness and then use it again in a few seconds. It also assesses an individuals ability to sustain attention and concentration. On tasks James was asked to hold information, repeat information back, and/or manipulate the information. Jamess performance on individual subtests fell at or above the average range; however, the difference between two of subtests was statistically significant (more than five points) and should be interpreted with caution. James put forth significant effort to remain focused on tasks. He excelled on a mental math task requiring him to solve verbally provided word problems within a given time limit. In order to better understand the disparity in his scores, James was administered a supplemental subtest. His performance on this task appears to present a more accurate depiction of Jamess working memory abilities as it is a more complex measure of working memory and increased cognitive load. James did aim to employ strategies while completing memory tasks. As number/letter strings increased in difficulty, he closed his eyes and covered his face with his hands in an effort to focus. On a few items, spread across the three tasks, he vocalized the patterns to himself while attempting to rearrange the string of information. Processing Speed Processing speed refers to an individuals ability to perform cognitive tasks automatically, particularly when under pressure to maintain focused attention. Processing speed is important to learning because one needs to process routine information quickly in order to comprehend more complex information that requires reasoning. Additionally, it is closely related to working memory in that an increased processing speed can decrease the cognitive load on working memory, while a decreased processing speed can impair the effectiveness of working memory. Overall, Jamess processing speed abilities were found to be within the Average range, but represents an overall Personal Weakness compared to his other abilities and strengths. James was incredibly accurate on processing speed tasks, receiving full credit for all items completed; however, he sacrificed speed for accuracy. Attention and Executive Functioning Executive functions are a set of processes that all have to do with managing oneself and ones resources in order to achieve a goal. Examples of executive functions include inhibition, flexible thinking, initiation, planning, and organizing. James was completed tasks aiming to assess his task initiation, selective sustained attention, selfmonitoring, cognitive flexibility, and response inhibition. His performance across tasks was at or above what would be expected for someone his age, suggesting adequately developed executive functions. Social Perception Theory of mind is the ability to attribute mental states (i.e. beliefs, intents, pretending, knowledge) to oneself and others. It allows one to anticipate what others might say or do in a situation, communicate and relate with other individuals, and understand the actions of others. Individuals with a diagnosis on the Autism Spectrum characteristically struggle on tasks tapping into their Theory of Mind skills. Interestingly, James performed at
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the expected level on Theory of Mind tasks. His performance may be influenced by his long history of social skills training, as tasks include concepts that would be practiced and rehearsed in social skills instruction. However, this would also require him to generalize what he previously learned to a new environment, which indicates, for James, true learning has taken place. Jamess a ffect recognition was also assessed. His overall performance fell within the expected range. However, error analysis indicates that James had difficulty recognizing Happy and Angry. Behavioral Functioning Rating scales (self, parent, and teacher) were used to assess Jamess behavioral functioning. Areas surveyed included emotional well-being, school functioning, behavior, and adaptive skills. Though the response pattern on Jamess self-report is acceptable, it also indicates black-and-white thinking as he frequently endorsed Never, with results falling within the Low range, indicating that he feels a particular way less than would be expected. His responses reflect a strong bond with his parents and he views them positively. He also holds positive views of school and enjoys learning. When queried about his social relationships James indicated that he can feel out of place around other people and other find him different. Although his responses to social items fell within the Average range, it appears that James feels others can view him in a less positive light and can feel left out. Mrs. Smith and Ms. Babcock also completed rating scales on Jamess functioning in the home and school, respectively. Both indicated concerns of Withdrawal, with Mrs. Smiths rating falling in the Clinic ally Significant range. Ratings reflect their view that James has difficulty joining group activities, prefers to be alone, avoids others, and has been chosen last by others for games. Mrs. Smiths responses also reflected concerns of Anxiety and Attention Problems. Ms. Babcock indicated similar concerns (he worries, is easily distracted, and has a short attention span), but overall her ratings fell within the Average range. In terms of adaptive functioning, Ms. Babcocks ratings reflect that James works well with others in the school environment and he can adapt to changes in the schedule and other setbacks. Her concerns for James include his ability to be neat and organized in a school setting, planning for assignments, perseverance when things get difficult, and his willingness to interact with others on his own fruition. Mrs. Smith reflected concerns in all areas assessed. Ratings indicate that James can have trouble adapting to changes in routine, planning and prioritizing tasks, communicating effectively and appropriately with others, consistently seeking interpersonal relationships, and maintaining living space in clean and neat way. Self-care and hygiene (i.e., brushing teeth, wiping nose, clean hair) were also noted as concerns from both Mrs. Smith and Ms. Babcock. Emotional Functioning Projective measures are used to identify possible themes in an individuals thoughts on a variety of topics, including school, family, friends, and himself. Projective measures involve the examinee being presented with an ambiguous, emotionally-charged stimulus and projecting his thoughts and feelings through his responses. James admitted his most hated question to answer is what a person is feeling. He struggled to provide responses with a beginning, middle, and end, and required significant prompting and cueing throughout the task; however, even with prompting, James was unable to provide a cohesive story. The Sentence Completion task was administered orally in hopes that James would not over think his responses. There were numerous items that James had trouble formulating a response to, especially those that were reflective of his physical appearance. In general, James provided concrete responses to stimuli (e.g., what a person was wearing, seeing your reflection in mirror) and experienced difficulty when asked to think abstractly. Jamess responses encompass a number of themes. James feels competent in his academic abilities and his ability to succeed in school. James is aware of areas he is strong (i.e., math) and areas of difficulty (i.e., writing). He feels that in order to be successful, one must simply work hard. The stimuli also allowed James to comment on social relationships. It is clear that James feels very close with his family and has a positive view of his parents. He described his family as quirky, yet functional, assuring this examiner that he meant the comment positively. There also seems to be a correlation between age and authority (e.g., parent-child, older-younger sibling). On items that aimed to assess Jamess views of himself, James responded that he and others view him as odd. He seems to lack social connections with others causing him to feel left out and lonely at times. Power
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also seems to be important to James, especially in terms of him being successful. On the Three Wishes task James initially responded that he wished to be omnipotent, and thus did not need any more wishes. However, when instructed to develop two others, he responded: (2) desire to not be hurt, directly or indirectly, by the genie granting the wishes, and (3) infinite wisdom. Summary James is a sixteen-year old, eleventh grade student who was referred for his triennial re-evaluation in order to assess his cognitive abilities and the appropriateness of his current education program. Currently, James qualifies for special education under the category of Autism with a diagnosis of Aspergers Syndrome. In 2005 James also received diagnoses for Disorder of Written Expression and Attention Deficit Hyperactivity Disorder, Combined Type. During the time of this evaluation James was enrolled at Private Placement in Town A, Connecticut. According to Mrs. Smith, she would like to know more information about Jamess social emotional functioning, especially in terms of transitioning from high school. Jamess general intellectual functioning according to the GAI (verbal comprehension and perceptual reasoning) is estimated to fall within the Superior to Very Superior range. On verbal comprehension tasks James provided thoughtful and elaborate responses reflective of Superior abilities. His verbal skills are considered a Normative and Personal Strength. His nonverbal reasoning abilities (perceptual reasoning) were also superior, and also considered a Normative and Personal Strength. The efficiency, in which James approaches tasks, as estimated by his CPI, falls within the Average range. As a result he may experience increased frustration as his thoughts move faster than his ability to express them. His performance on working memory tasks fell at or above the Average range. Jamess performance on processing speed tasks was lower than would be expected given his verbal and non-verbal performance; however, his performance was still within the Average range. Across processing speed tasks James sacrificed speed for accuracy. Jamess performance on attention an d executive functioning tasks fell within the expected range and no significant concerns were raised. Additionally, Jamess social perceptions were assessed and fell within the expected range. James made significant errors in the recognition of Happy and Angry, but otherwise errors fell within the expected range. Behavioral and emotional self-reports suggest black-and-white/concrete thinking. Jamess responses to a selfreport rating scale did not raise any significant concerns, though his responses did suggest he experiences some behavior less than would be expected (e.g., locus of control, anxiety, sense of inadequacy, somatization). James had difficulty thinking in abstract terms and struggled to provide responses to projective stimuli. He admitted that thinking about others thinking and feeling was a difficult task for him to complete. James views himself as very capable academically and feels that success comes with hard work. He expressed positive views of members of his family, specifically his parents. Furthermore, James expressed that he can feel left out by others and feels odd at times. Parent (Mrs. Smith) and teacher (Ms. Babcock) ratings suggest concerns for withdrawal. Additionally, Mrs. Smiths ratings reflect concerns for anxiety and attention problems. Both Mrs. Smith and Ms. Babcock expressed concerns for Jamess adaptive behavior skills. Concerns for Jamess ability to plan ahead, persevere on tasks, keep neat and organized, and interact with others were raised by Ms. Babcock. Mrs. Smith reflected concerns across areas, including communication, adaptability, social relationships, and home living. Self-care and hygiene concerns were raised by Mrs. Smith and Ms. Babcock. Recommendations Based on the findings stated above, the following recommendations and accommodations are offered for consideration. Jamess parents are encouraged to share this, and all other educational assessments completed during this evaluation with Jamess outside providers, including his pediatrician, so they may offer treatment suggestions related to their area of expertise. James will benefit from additional time to process information, especially when asked to complete a writing task. James has the background knowledge to include in his writing, but will struggle when it
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comes to actually writing the information down; his brain works faster than his hand. The efficiency in which he approaches a task is less and thus he may require more time to complete a task. As Jamess frustration level increases on tasks, he may be more likely to give up rather than persevere. It would benefit James to have a breakdown of tasks and large assignments in order to better organize his thoughts and focus. Providing James with more manageable assignments, complete with deadlines, would also help him with learning how to plan ahead and prioritize. Based on observation and interacting with James it is clear he needs encouragement when completing tasks that are less preferred, especially when the task requires him to think abstractly or creatively. As he tends to be a black-and-white/concrete thinker it will be important for him to receive guidance when asked to think creatively. James may benefit from structuring such a task through graphic organizers or rubrics. Other strategies may include cueing, prompting, and positive encouragement, and checks for understanding. Data collection (e.g., length, content, structure) will be important to identify the most effective intervention(s) when working to improve Jamess written expression. James will continue to benefit from counseling support as he is working to complete high school. He is facing many upcoming transitions and should receive emotional support. James also reported feeling left out and described himself as odd (own perspective of self and from perspective of others). Transition planning and support would benefit James as he decides on the next phase of his life, whether secondary education or gaining employment. Supports may include, but are not limited to, life skills training, vocational training, personal and career development support, and social skills in workplace. James did not seem to have a clear idea of what he would like to do following graduation. He may benefit from opportunities to explore potential careers within a community setting. James should be encouraged to join additional clubs and social activities to increase his social interactions and interpersonal relationships. Presently, he is a member of a Boy Scout Troop. James should be encouraged to find commonalities between his peers and make plans to spend time socially outside of the time engaged in the activity. Monitoring Jamess comfort in seeking social relationships will be important to his success.

The results of this evaluation will be shared at a Planning and Placement Team meeting where findings from other evaluations and recent academic performance will be integrated and discussed, from where other appropriate accommodations and recommendations may be determined. Once recommendations, interventions, and accommodations are put in place interventionists should monitor Jamess progress in meeting his goals and seek consultation when needed. It was a pleasure working with James. If there are any questions or concerns about this evaluation, or if I can be of further assistance, I can be reached at (123) 456-7890 (x1234)

_________________________________________ Erika Johnson, M.A. MSPP 3rd Year School Psychology Intern

________________________________________ Judith Campbell, M.S., C.A.S. School Psychologist

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Data Summary Sheet

WAIS-IV (Wechsler Adult Intelligence Scale Fourth Edition) Results: The Wechsler Adult Intelligence Scale - Fourth Edition (WAIS-IV), an individually administered intelligence test, was given to assess the students present level of intellectual functioning. On the WAIS -IV, the Verbal Comprehension, Perceptual Reasoning, Working Memory, Processing Speed, and Full Scale IQ are reported; with scores of 90 to 109 falling within the Average range. On individual subtests, scaled scores range from 1 to 19. A score of 10 is the mean, and scores of 8 to 12 comprise the Average range. Percentiles range from 0 99 with 25 to 75 considered average.
Index / Subtest Verbal Comprehension Subtest Description Measure of verbal ability and crystallized intelligence; ability to reason with previously learned information Describe how two objects or concepts are alike Provide definition to words Answer questions that covers a range of material Involves the manipulation of concrete materials or processing of visual stimuli to solve problems nonverbally Replicate geometric designs using colored cubes within a time limit Complete matrices by selecting the missing portion from five different options Select visual stimuli that when assembled reconstruct a completed puzzle within a time limit Represents ones ability to hold, or transform information in immediate awareness and then use it again in a few seconds Repeat numbers in the same, reverse, or sequencing order as presented aloud by the examiner Solve orally administered math problems without the use of pencil/paper within a time limit Mentally reorder a random mixture of letters and numbers in a specified order Measures cognitive processing efficiency; Ones ability to perform simple, clerical-type tasks quickly Indicate whether one of two target symbols matches any symbols in the search group within a time limit Copy symbols under rows of numbers, according to a key, within a time limit Estimate of abilities derived from performance on verbal comprehension and perceptual reasoning tasks Estimate of abilities derived from performance on working memory and processing speed tasks Scaled Score 127 Percentile Rank 96th 84th 95th 98th 94th 95th 84th 91st 95% Confidence Interval 120-132 Descriptive Range Superior to Very Superior Above Average Above Average Superior Superior

Similarities Vocabulary Information Perceptual Reasoning

13 15 16 123

116-128

Block Design Matrix Reasoning Visual Puzzles

15 13 14

Above Average Above Average Above Average

Working Memory*

114

82 50th 95th 91st 34th 37th 37th 97th 58th

106-120

Average to Above Average Average

Digit Span

10

Arithmetic Letter Number Sequencing** Processing Speed

15

Above Average

14 94

Above Average 86-103 Average

Symbol Search

Average

Coding General Ability Index

9 128

Average 122-132 Superior to Very Superior Average

Cognitive Proficiency Index

103

97-109

*This Index score should be interpreted with caution, as it is not considered a unitary construct (i.e. there is a > 5 point difference between subtest scaled scores). **This supplemental subtest was not substituted when calculating the Working Memory Index or GAI.

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NEPSY-II (A Developmental Neuropsychological Assessment) Results: The NEPSY-II is a developmental neuropsychological assessment which provides comprehensive information in several domains. It is often used as a selective assessment, meaning the examiner administers subtests based on the needs of the child and referral question.
Domain / Subtest Subtest Description Scaled Score Descriptive Range

These tests measure how well a child can plan, organize, change, Attention and Executive and control behavior Functioning Animal Sorting Assesses the ability to formulate basic concepts, sort into categories, Combined Scaled Score and shift set from one concept to another Auditory Attention Assesses selective auditory attention and the ability to sustain it Combined Scaled Score (vigilance) Response Set Combined Scaled Score Assesses the ability to shift and maintain a new set involving (Auditory Attention follow-up) inhibition of previously learned responses Inhibition- Naming Assesses the ability to provide quick, automatic responses Combined Scaled Score Inhibition- Inhibition Assesses the ability to inhibit automatic responses in favor of novel Combined Scaled Score responses Inhibition-Switching Assesses the ability to inhibit automatic responses in favor of novel Combined Scaled Score responses, and the ability to switch between response types These tests measure the childs ability to recognize emotions, what Social Perception another person is thinking and feeling, and exhibit empathy. Affect Recognition (AR) Total Correct Total correct for the ability to recognize/identify emotional states displayed on a persons face AR Happy Errors Percentile rank for errors made that assessed the affect: happy AR Sad Errors AR Neutral Errors AR Fear Errors AR Angry Errors AR Disgust Errors Theory of Mind Verbal Score Percentile rank for errors made that assessed the affect: sad Percentile rank for errors made that assessed the affect: neutral Percentile rank for errors made that assessed the affect: fear Percentile rank for errors made that assessed the affect: angry Percentile rank for errors made that assessed the affect: disgust Requires knowledge of another individuals point of view to answer correctly
Scaled Score 13 19 8 12 67 45 13 Percentile Rank > 75 26 75 11 25 3 10 2

14 12 8 10 11 8

Above Expected Level At Expected Level At Expected Level At Expected Level At Expected Level At Expected Level

29 1 2 1 0 3 1 51-75th

At Expected Level Well Below Expected Level At Expected Level At Expected Level At Expected Level Borderline At Expected Level At Expected Level

Classification Above Expected Level At Expected Level Borderline Below Expected Level Well Below Expected Level

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Behavioral Assessment System of Children, Second Edition (BASC-2) Results: The BASC-2 is a standardized system designed to evaluate student behavior and self-perceptions. The Items on are coded according to appropriate scales and composites. Results are provided in standardized T-scores, and all T-scores have a mean of 50 and a standard deviation of 10. A perfectly average T-score of 50 is exactly equal to the mean score of that age and gender group. The Average range falls within one standard deviation from the mean (i.e. between 40 and 59). Self-Report
Description Clinical Scales Attitude to School Attitude to Teachers Sensation Seeking Atypicality Reflects feelings of alienation, hostility, and dissatisfaction regarding school Reflects feelings of resentment and dislike of teachers; belief teachers are uncaring, unfair, or overly demanding Reflects a tendency to take risks and seek excitement Reflects a tendency to behave in ways that are considered odd or strange; disconnection or unawareness from his or her normal surroundings Reflects a belief that rewards and punishments are controlled by external events or people Reflects feelings of stress and tension in personal relationships; feeling of being excluded from social activities Excessive worry, fears and phobias, self-deprecation, and nervousness Dysphoric (low) mood, withdrawal from others, and self-reproach Perceptions of being unsuccessful in school; unable to achieve ones goals Reflects a tendency to be oversensitive and over-report complaints about relatively minor physical problems or ailments Reflects the inability to maintain attention and the tendency to be easily distracted from tasks requiring attention The tendency to act without thinking and be unable to wait ones turn in group activities. Positive regard towards parents and feeling of being esteemed by them Perception of having good social relationships and friendships with peers Reflects feelings of self-esteem, self-respect, and self-acceptance Reflects a confidence in ones ability to solve problems; belief in ones personal dependability and decisiveness Reflects academic difficulties, including problems with motivation, attention, learning, and cognition Reflects issues that occur within the students psyche and are not readily observed Reflects attentional problems and hyperactivity Global indicator of serious emotional problems Reflects an assessment of self-perceived personal strengths T- Score 37 41 47 42 Guideline Low Average Average Average

Locus of Control Social Stress Anxiety Depression Sense of Inadequacy Somatization Attention Problems Hyperactivity Adaptive Scales Relations with Parents Interpersonal Relations Self-Esteem Self-Reliance Composite Scores School Problems Internalizing Problems Inattention/Hyperactivity Emotional Symptoms Index Personal Adjustment

37 49 37 41 40 40 47 48

Low Average Low Average Low Low Average Average

57 49 55 50

Average Average Average Average

39 38 47 42 54
Adaptive Scales Very High High Average At-Risk* Clinically Significant**

Low Low Average Average Average

Clinical Scales Clinically Significant** At-Risk* Average Low Very Low

70 and above 60-69 41-59 31-40 30 and below

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*Same guideline criteria as self-report

Smith, James

Description Clinical Scales Hyperactivity Aggression Conduct Problems Anxiety Depression Somatization The tendency to act without thinking and be unable to wait ones turn in group activities. The tendency to do physical or emotional harm to others or their property The tendency to behave in a socially deviant manner and exhibit disruptive behaviors. Excessive worry, fears and phobias, self-deprecation, and nervousness Dysphoric (low) mood, withdrawal from others, and selfreproach Reflects a tendency to be oversensitive and complain about relatively minor physical problems or ailments, and to over-report such complaints The tendency to behave in ways that are considered odd or strange. The tendency to avoid social contact and to lack interest in making contact in social settings. The tendency to be unable to maintain attention and become easily distracted from tasks requiring attention. The tendency to have poor academic performance and fail to reach expected outcomes in school. The ability to adjust to changes in routine and teacher assignment, to shift from one task to another, and to share toys and possessions with other children. Having competencies associated with adequate adaptation, proper conduct when interacting with others, and exhibiting behaviors that encourage others, offer assistance, and display a concern for the well-being of others. Having competencies related to good community and school adaptation, social skills, and cognitive skills for problem solving. The ability to engage in metacognitive strategies including planning and engaging in adequate problem solving strategies including analyzing problems before attempting to solve them. The ability to act in a safe manner, perform simple daily tasks, and organize tasks. The ability to express ideas and communicate in ways that others can easily understand. Characterized by behaviors that a student expresses outwardly that negatively affect themselves and others around them. Reflects issues that occur within the students psyche and are not readily observed Reflects academic difficulties, including problems with motivation, attention, learning, and cognition Reflects overall level of problem behavior. Summarizes appropriate emotional expression and control, daily living skills, inside and outside the home, and communication skills.

T- Score 46 40 52 70** 57 46

Guideline Parent Average Average Average Clinically Significant Average Average

T- Score 47 45 45 57 54 44

Guideline Teacher Average Average Average Average Average Average

Atypicality Withdrawal Attention Problems Learning Problems Adaptive Scales Adaptability

52 99** 60* N/A

Average Clinically Significant At-Risk N/A

47 60* 51 42

Average At-Risk Average Average

40*

At-Risk

49

Average

Social Skills

64

High

47

Average

Leadership

35*

At-Risk

56

Average

Study Skills

N/A

N/A

50

Average

Activities of Daily Living Functional Communication Composite Scores Externalizing Problems Internalizing Problems School Problems Behavioral Symptoms Index Adaptive Skills

45 47

Average Average

N/A 56

N/A Average

46

Average

45

Average

59 N/A 62* 46

Average N/A At-Risk Average

52 46 51 52

Average Average Average Average

11 *All names and places have been changed

Confidential

Smith, James

Adaptive Behavior Assessment System, Second Edition (ABAS-II) Results: The ABAS-II is a standardized system designed to evaluate student adaptive skills, such as communication, self-care, and social skills. Results are reflective of parent and teacher ratings. Parent ratings
Description Conceptual Composite Communication Functional Academics Speech, language, and listening skills needed to communicate with others Basic reading, writing, math, and other academic skills needed for daily, independent functioning Skills needed for independence, responsibility, and self-control Skills needed for engaging in and planning leisure and recreational activities Skills needed to interact socially and get along with others Skills needed to function within the community Skills needed for protection of health and to respond to illness or injury Skills needed for basic care of a home or living setting Skills needed for personal care Estimate of performance across all skills areas Composite/ Scaled Score 75 7 3 Percentile Rank 5th 16th 1st 9th 2nd 2nd 2nd 0.3rd 5th 16th 1st 1st 0.1st 52-64 64-76 95% Confidence Interval 70-80 Descriptive Range Borderline to Below Average Below Average Extremely Low

Self-Direction Social Composite Leisure

6 70 4

Below Average Extremely Low Borderline

Social Practical Composite Community Use Health and Safety Home Living Self-Care General Adaptive Composite

4 58 5 7 2 1 55

Borderline Extremely Low Borderline Below Average Extremely Low Extremely Low Extremely Low

51-59

General Adaptive Composite 130 or more 120-129 110-119 90-109 80-89 71-79 70 or less

Very Superior Superior Above Average Average Below Average Borderline Extremely Low

Skill Areas Scaled Score ---------15 or more 13-14 8-12 6-7 4-5 3 or less

12 *All names and places have been changed

Confidential ABAS-II Teacher Ratings

Description Conceptual Composite Communication Functional Academics Composite/ Scaled Score 104 11 10 Percentile Rank 61st 63rd 50th 50th 37th 50th 37th 32nd 50th 50th 63rd 5th 47th

Smith, James

95% Confidence Interval 101-107

Descriptive Range Average Average Average

Self-Direction Social Composite Leisure

Speech, language, and listening skills needed to communicate with others Basic reading, writing, math, and other academic skills needed for daily, independent functioning Skills needed for independence, responsibility, and self-control Skills needed for engaging in and planning leisure and recreational activities Skills needed to interact socially and get along with others

10 95 10

Average 91-99 Average Average

Social Practical Composite Community Use Health and Safety School Living Self-Care General Adaptive Composite

9 93

Average 89-97 Below Average to Average Average Average Average Borderline Average

Skills needed to function within the community Skills needed for protection of health and to respond to illness or injury Skills needed for basic care of a classroom and school setting Skills needed for personal care Estimate of performance across all skills areas

10 10 11 5 99

96-102

General Adaptive Composite 130 or more 120-129 110-119 90-109 80-89 71-79 70 or less

Very Superior Superior Above Average Average Below Average Borderline Extremely Low

Skill Areas Scaled Score ---------15 or more 13-14 8-12 6-7 4-5 3 or less

13 *All names and places have been changed