PSYCHOEDUCATIONAL EVALUATION - Weebly



PSYCHOEDUCATIONAL REEVALUATION

Student Name: Jo Student Student ID No: XXXXXX

Birth Date: 05/23/1995 Grade: 09 Age: 14

School District: Northshore School District Meeting Date: 04/23/2010

Primary language of student: English Interpreter needed? No

Primary language at home: English

Parent(s) name(s): Dan Parent, Lisa Parent

Primary Evaluator: Sarah Pemble, School Psychologist Intern

EVALUATION SUMMARY

Eligibility Decision: Jo meets eligibility criteria as evidenced by his Emotional Behavioral Disability, an adverse educational impact, and need for specially designed instruction as it pertains to his disability.

Emotionally behaviorally disabled students are those who exhibit one or more of the

following characteristics over a long period of time and which, to a marked degree, adversely affect their own educational performance:

A. An inability to learn which cannot be explained by intellectual, sensory, or health factors.

B. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

C. Inappropriate types of behavior or feelings under normal circumstances.

D. A general pervasive mood of unhappiness or depression.

E. A tendency to develop physical symptoms or fears associated with personal or school problems.

The effects of the disability on the student's involvement and progress in the general curriculum include: (a) an inability to build or maintain satisfactory interpersonal relationships with peers and teachers, (b) inappropriate types of behavior or feelings under normal circumstances, (c) a general pervasive mood of unhappiness or depression, (d) inability to demonstrate satisfactory academic performance that cannot be explained by intellectual, sensory, or health factors.

IEP Recommendations: Jo qualifies for Specially Designed Instruction in the area of SOCIAL DEVELOPMENT and BEHAVIOR MODIFICATION. He will receive instruction to improve his ability to develop coping strategies and to implement those strategies appropriately when anxious, stressed, or depressed. Additionally, Instruction will teach organizational skills to improve his ability to manage homework and class assignments and time efficiently.

Additional intervention recommendations include:

▪ Grading modifications- Jo generally performs well on tests, but he is failing all of his classes because he is unable to produce assignments. Weighted grading on examinations is recommended.

▪ AT for written expression- Jo demonstrates significant difficulty with written expression. He performs much better if he is able to type instead of writing.

▪ Alternate setting for high stress situation- Position Jo away from loud or distracting students.

▪ Social Skills Group participation- The school counselor provides a quarterly group for students wanting to develop friendship skills and other interpersonal communications.

▪ Continued behavioral monitoring & contracting- chart behavior and develop a contract with Jo with stated goals and measurable outcomes.

MEDICAL-PHYSICAL FINDINGS

Lisa Parent completed the Health History Update on 3/22/2010, and she was interviewed by School Psychologist Intern, Sarah Pemble on 04/14/2010. Jo is severely overweight which appears to be causing health problems. Diabetes is suspected and he is currently being evaluated by his physician. Jo has pain in his ankles and other joints. For Jo, stress promotes unhealthy eating. Jo reports feeling unusually stressed for several months. Jo's guardians are working with him to promote a healthy and active lifestyle.

Jo has a history of chronic mental health challenges. He has been participating in individual counseling at least twice a month, consistently for the past six years. In 2007 he was admitted to Children's Hospital Psychiatric Ward. Jo was admitted due to his extreme mood fluctuations- similar to those seen in Bi-polar Disorder (BPD). Jo was thought to have BPD (mom diagnosed with BPD), but he was never officially diagnosed. Jo was diagnosed with Attention Deficit Hyperactivity Disorder toward the end of 6th grade. Jo was diagnosed with a Major Depressive Disorder by Psychiatrist, Patty Barley in March 2010. Jo wrote a letter titled, "Emptiness, Loneliness, Sadness, Sorrow, Hopelessness..." The discovery of this letter prompted further

investigation into Jo's emotional well-being. Jo is currently participating in a psychiatric re-evaluation to determine the level of continued support, and to determine which medication will best meet his needs.

Jo currently takes Focalin XR (15mg, 1x/daily) to manage attention/inattention and hyperactive behaviors. Jo's current counselor is Cherrie Hannon, and he meets with her bi-weekly. Family counseling was initiated April 2010.

Jo’s current diagnostic profile is as follows:

▪ Attention Deficit Hyperactive Disorder- Combined Type (diagnosed in 2007)

▪ Depression (diagnosed March 2010 by Dr. Patty Barley)

Jo’s ADHD and Depressive symptoms impact his academic and social development and the following suggest the educational implications: inability to develop and maintain friendships, significant organizational challenges, difficulty completing homework/class work, is often fidgety and distracting to self and others, difficulty listening and following directions/instructions, is inattentive, and demonstrates impulsive responding during lectures and small group work.

GENERAL EDUCATION EVALUATION

Educator Interviews: Jo's teachers were interviewed on 4/23/2010 and his teachers are in agreement with stated concerns. Ms. Teacher X, states that Jo demonstrates difficulty with attention, poor time management, and difficulty completing assignments (homework and class assignments). Mr. Teacher Y states that Jo puts forth very little effort and is easily frustrated when he is unsure and he is quick to “give-up” when challenged.

Jo is missing assignments in all of his classes. He is missing 17 assignments in his English class, 13 assignments in Science, 20 assignments in Math, and 3 assignments in History. Jo does not utilize class time to complete or work on assignments.

Jo requires multiple prompts to remain on task. Jo is reportedly a behavioral distraction to others with impulsive responding, non-relevant comments to questions, and attention seeking behaviors.

Mr. Teacher Y states that Jo presents as a sad and disconnected student. He demonstrate interest in establishing friends, but lacks the skills to do so appropriately. He is continually rejected by his peer group because of his inappropriate behaviors.

Jo's teachers report that Jo is a very intelligent and creative student and is capable of producing quality work. He demonstrates good attendance and few late arrivals.

Jo's third quarter grades are as follows:

F- Integrated 1 Math with Ms. Teacher S.

F- Health/Fitness with Mr. Teacher F.

C- English with Ms. Teacher R.

F- Washington State History with Mr. Teacher B.

CULTURAL CONSIDERATIONS

This evaluation was administered with the understanding of test limitations which may result in bias because of cultural, economic, environmental or behavioral factors. However, such limitations have been considered and determined not to be a significant factor in current test results.

SOCIAL, EMOTIONAL & BEHAVIORAL EVALUATION

RADS-2: Jo was administered the Reynolds Adolescent Depression Scale, Second Edition (RADS-2) on 04/01/2010 by School Psychologist Intern, Sarah Pemble. The RADS-2 is a self-report measure of the severity of depression symptomatology in adolescents. The RADS-2 does not provide a formal diagnosis of depression. The RADS-2 items yield scores on four subscales: Sysphoric Mood, Anhedonia/Negative Affect, Negative Self-Evaluation, and Somatic Complaints. T scores of 50 are considered average. Therefore, anything between 40 and 60 is considered to be in the average range.

Jo obtained a standard score of 73T on the Depression Total scale, which is at the 98th percentile rank. This score is in the moderate clinical range and well above the recommended cutoff score of 61T. Jo endorsed several of the items in the extreme depression level. Jo’s RADS-2 profile shows significant elevation on three of the four RADS-2 subscales.

Jo scored at the 99th percentile on the Anhedonia/Negative Affect subscale. On this subscale, he indicated that he “Almost never” feels important, loved, or feels like having fun. He indicated that he “Hardly ever” feels happy or wants to have fun with other students. A score of 87T suggests a severe level of impairment in social and enjoyable activities.

Jo’s score on the Negative Self-Evaluation subscale was at the 98th percentile rank when compared to his peers. His T score of 73 is moderately high and characterized by feeling like running away, self denigration, and most significantly low self worth.

Jo’s score on the Dysphoric Mood was at the 98th percentile rank. A score of 69T represents depressive symptoms in the clinically significantly range. Jo endorsed four of the eight items on this scale with, “Most of the time.” He reports worrying about school, and feeling lonely, tearful and being upset most the time. “Sometimes” he feels sad, upset, and wants to hide from people.

Jo scored at the 49th percentile on the Somatic complaints subscale. Somatic symptoms are not indicated with a score of 49T. This is supported by item analysis and his response of “Almost never” feeling sick, having stomach aches, or having sleep disturbances. Items endorsed with “Most of the time” suggest feeling of unfairness, and boredom.

An overall examination of Jo’s performance on the RADS-2 subscales demonstrates a clinically elevated profile. His elevated scores on the Dysphoric Mood, Anhedonia/Negative Affect, and Negative Self-Evaluation subscales suggest that he is experiencing SIGNIFICANT depressive symptoms.

Jo was administered the Behavior Assessment System for Children, Second Edition-Self-Report of Personality Report (BASC-2). The BASC-2 was distributed on 04/02/2010 by School Psychologist Intern, Sarah Pemble. Ms. Teacher S. completed the BASC-2, Teacher Rating Scales on 04/21/2010. The BASC-2 is an integrated system designed to identify and classify a variety of emotional and behavioral disorders in children. Any score in the Clinically Significant range (T score =70+) suggests a high level of maladjustment in that area. Scores in the At Risk

range (T score=60-69) may identify either a significant problem that may not be severe enough to require formal treatment or may identify the potential of developing a problem that needs careful monitoring.

BASC-2 (SRP-A): Jo was administered the Behavior Assessment System for Children, Second Edition-Self-Report of Personality Report (BASC-2). The BASC-2 was administered on 04/02/2010 by School Psychologist Intern, Sarah Pemble.

The BASC-2 is an integrated system designed to identify and classify a variety of emotional and behavioral disorders in children. Any score in the Clinically Significant range (T score =70+) suggests a high level of maladjustment in that area. Scores in the At Risk range (T score=60-69) may identify either a significant problem that may not be severe enough to require formal treatment or may identify the potential of developing a problem that needs careful monitoring.

Jo scored in the CLINICALLY SIGNIFICANT range on the Emotional Symptoms Index. A score of 75T suggests that he has great difficulty with attention. He has difficulty paying attention in school, has trouble with organization, fails to complete homework, avoids things that take a lot of mental effort for long periods of time, is fidgety, and is often distracted.

Jo scored in the CLINICALLY SIGNIFICANT classification range on the Personal Adjustment scale. A score of 28T demonstrates an elevated negative self-image, both in terms of personal and physical attributes. He reports having difficulty establishing and maintaining relationships with others. Jo reports having a strained relationship with his parents. Jo has about as much confidence as other his age in his ability to make decisions, solve problems, and be dependable.

The Internalizing Problems composite score of 68T falls in the AT-RISK range. He demonstrates clinically significant levels of depression and reports feelings of sadness. Jo feels he is misunderstood and he believes that life is getting worse and worse. His sense of inadequacy is clinically significant and he reports being dissatisfied with his ability to perform a variety of tasks, even when putting forth substantial effort. Jo feels a great deal of social stress, and has great difficulty establishing and maintaining close relationships with others. Jo largely feels like he has very little control over his life. In addition Jo reports substantial worrying and nervousness.

BASC- 2 (TRS): Ms. Teacher W. reports that Jo is developing problems in multiple domains of his life, but none of her responses produced a score in the clinically significant range. On the Externalizing Problems measure, Ms. Teacher W.’s responses indicate a score of 61T, and this is in the AT-RISK range. Specifically, Ms. Teacher W. is reporting elevated levels of hyperactivity and aggression. A score of 60T on the Internalizing Problems measure indicates elevated levels of anxiety and depression. Ms. Teacher W. demonstrates concern about Jo’s ability to maintain attention as indicated by 62T (AT-RISK). Jo agrees that he has attention problems, but his ratings are in the CLINICALLY SIGNIFICANT range.

Ms. Teacher W. agrees with Jo in that he is not complaining of health-related problems any more than others his age, and that he generally displays clear, logical thought patterns.

RADS-2 & BASC-2 Conclusions:

An overall examination of Jo’s performance on the RADS-2 subscales demonstrates a clinically elevated profile. His elevated scores on the Dysphoric Mood, Negative Affect, and Negative Self-Evaluation subscales suggest that he is experiencing SIGNIFICANT depressive symptoms. Jo's self report on the BASC-II (SRP-A) indicates a clinically elevated profile. Items analysis indicates that Jo’s report on this measure closely match his responses on the RADS-2.

COGNITIVE ASSESSMENT

School Psychologist Intern, Sarah Pemble administered the Wechlser Intelligence Scale for Children, Fourth Edition (WISC-IV) on 04/01/2010. Cognitive testing was recommended by Jo’s team of educators because of concern pertaining to processing speed. WISC-IV testing was divided into three sessions to avoid student fatigue. The WISC-IV contains 15 subtests that measure a variety of skills, which include memory, verbal comprehension, perceptual reasoning, and processing speed. The average standard score for the WISC-IV is 100 and the average range is 90-110. The average scaled score is 10 with an average range of 8-12.

Jo's WISC-IV Full Scale IQ (FSIQ) could not be interpreted because he demonstrated too much variability in his performance across the four indexes that make up this score, namely the Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed indexes. However, because Jo's performance on the Verbal Comprehension and Perceptual reasoning indexes was similar, these Indexes can be combined to yield a General Ability Index (GAI). The GAI differs from the FSIQ in that it is not influenced directly by Jo's performance on working memory and processing-speed tasks.

Jo earned a GAI of 116, classifying his general level of intellectual ability as HIGH AVERAGE. The chances are good (95%) that Jo's true GAI is somewhere within the range of 110 (high average) to 122 (superior). His GAI is ranked at the 86th percentile, indicating that he scored higher than 86% of other students of the same age in the standardization sample.

The Verbal Comprehension scale provides information about language processing, reasoning, attention, verbal learning and memory. Jo’s overall score on the verbal scale of the WISC IV falls into the AVERAGE range with a standard score of 108 (70th percentile). There is a 95% chance that his true score is between 101 and 114.

The comprehension subtest requires a student to answer questions dealing with various problem situations that involve interpersonal relations and social mores. This test provides information about a student’s knowledge of conversation standards of behavior, social judgment, and common sense. Jo’s score of 9 falls into the average range. On the Vocabulary subtest, Jo’s provided definitions to words and his score of 12 is in the average range. Jo’s best performance on the Verbal Comprehension scale was on the Similarities subtest and his score of 14 is in the high average range.

The Perceptual Reasoning portion of the WISC-IV is a measure of perceptual organization. This provides information about visual processing, scanning and organizational ability, attention, nonverbal learning, and memory. Jo’s score of 121 (92nd percentile) falls into the SUERIOR range. There is a 95% chance that his true score is between 112 and 127. In reference to his performance on the individual subtests, Jo earned a score of 14 (high average) on the Block Design subtest and on the Matrix Reasoning subtest. He earned a score of 12 (average) on the Picture Concepts subtest.

The Working Memory scale is a measure of one’s ability to actively maintain information in conscious awareness, perform some operation or manipulations with it and produce a result. Jo’s score of 120 (91st percentile) falls into the SUPERIOR range on this measure. There is a 95% chance that his true score is between 111 and 126. Jo earned a score of 13 on the Digit Span subtest, and a score of 14 on the Letter-number sequence subtest. The letter-number sequencing subtest consists of reading a sequence of numbers and letters to the student and having him recall the numbers in ascending order and the letters in alphabetical order. This subtest involves sequencing, mental manipulation, attention, short term memory, visual-spatial imaging, and processing speed.

The Processing Speed scale is a measure of one’s speed of information processing, which is related to mental capacity, reading performance and development, reasoning and the efficient use of working memory. Jo’s score of 73 (4th percentile) is in the BORDERLINE range. Jo’s processing speed is a relative weakness. Jo scored a 3 on the Coding subtest. The coding subtest consists of the student copying simple symbols that are paired with simple geometric shapes, within a 120 second time limit. This test measures a student’s ability to learn a code rapidly and provides information about the student’s speed and accuracy of eye-hand coordination, short term memory, and attention skills. Jo scored a 7 on the Symbol Search subtest. The Symbol Search subtest involves having the student look at target symbols and then at another group of symbols that may or may not contain the target symbols. The student is asked to indicate whether the target symbols are among the other group of symbols. This measures visual discrimination and visual perceptual scanning ability. This test provides information about speed and accuracy, attention and concentration and short term visual memory.

WISC-IV Conclusions: Jo was largely distracted between each task. He rocked in his chair, did stretches (standing up), played with his phone, sang, told jokes, and asked a variety of non-relevant questions. He was generally redirected, but he stated multiple times that he performs better when he is simultaneous performing some other task (rocking, tapping, humming). Item analysis indicates that he performs better when he is quietly sitting with undivided attention on task.

Jo stated that he has a "terrible memory" just prior to the start of the Digit Span subtest. He asked if he could opt to avoid all tasks having to do with memory. Interestingly, one of his best performances was on the Working Memory subtest. Jo seemed to lack confidence in other areas as well.

On the processing speed tasks, it took a considerable amount of effort to sustain concentrated attention for 120 seconds. Jo needed an extended break after tasks that required timing.

STUDENT OBSERVATION

Jo was observed by School Psychologist Intern, Sarah Pemble on 04/01/2010. Science teacher, Mr. Teacher M. reviewed the principals behind the Cartesian diver. During this observation, Jo seemed largely uninterested in the class discussion. He sat with his head on the table as if he were asleep. Jo's attention peek during a student demonstration. Jo engaged in a discussion with a classmate that was not relevant to the material, and was asked to stop talking by the teacher. The class as a whole demonstrated typical participation, and a culture of student participation was evident. Students were asked to get into groups of 3 and Jo was last to join a group. Once in the group however, he appeared much more comfortable, and he was an active contributor.

TRANSITION ASSESSMENT

Needs: Jo needs to be exposed to various vocational and educational options. Jo’s long term goals need to be linked to educational achievement (i.e. graduating with 3.00 to secure he choice of employment options). Jo needs to be exposed to various trade schools and universities that specialize in his area of interest (i.e. Full Sail University). Jo needs to be encouraged to consider other employment and educational options.

Strengths: Intelligent, good sense of humor, creative, insightful, and excellent reflective skills.

Preferences: Jo wants to pursue employment as a game designer with corporations such as Nintendo and Sony. He specifically wants to design characters and develop the contextual framework for games. To gain more exposure to the digital entertainment industry, Jo would like to work at Game Stop, or a video rental store. If these options are not possible, he said he would be satisfied with a job at Safeway until his choice position became available.

Interests: Starting a "Gamers’ Club" at CHS. Other interests include gamming (i.e. World of Warcraft), writing, comedy, television, music, movies, making more friends and becoming more social.

EVALUATION CONCLUSIONS

Jo continues to qualify for special education services under the category: Emotionally Behaviorally Disabled. The results of the reevaluation indicate a disability, an adverse educational impact, and a need for specially designed instruction. Jo is currently placed in a program appropriate to his unique needs and abilities and he will continue in this program.

EVALUATION TEAM MEMBERS

Psychologist Intern Date

General Education Teacher Date

Special Education Teacher Date

District Representative (LEA) Date

Guidance Counselor Date

Case Manager Date

Parent Date

Student Date

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