Confidential Psychological Report

Student: D G
DOB: 12/17/2003
Age: 11 years, 1 month
Gender: Male
School: F Elementary
Report Date: 02/13/15
Grade: 5th
Examiner: Kaitlin Walsh Bateman, MS. Ed.S. in progress., School Psychology Intern
Supervising Psychologist: Rebecca McNaughton, School Psychologist, M.S., C.A.S.
Assessment Procedures Test Dates: 2/12/2015; 3/3/2015
Measures
File Review
Behavioral Observations
Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) Selected subtests
Conners CBRS Parent, Teacher, Therapist, and Self-Report
Reason for Referral
D was referred for a special education evaluation, as he has been struggling both academically
and social-emotionally for the past few years. D has had many interventions in place for his
success, he continues to struggle in the classroom as well as getting homework completed. His
behaviors prevent any academic work to be completed, and although teacher has noticed some
improvement this year behaviorally, he still has not completed most of his work in the
classroom. D tends to not participate (ie. Talks to peers, reads something unrelated to the work
asked of him) and/or shuts down (ie. Put his head on his desk, does not move from his desk when
asked to participate in group, and/or refusal) when school work is expected to be done.
File Review
D was assessed in February of 2013 when he was in the 3rd grade by the districts school
psychologist, with a cognitive assessment and a social-emotional assessment. The Woodcock
Johnson Tests of Cognitive Abilities (WJ-III Cog) are individually administered tests of general
intellectual abilities. His overall cognitive ability was in the Average range, his Verbal Ability
was also in the average range, his Thinking Ability was in the High Average range, and lastly,
his Cognitive Efficiency (working memory and processing speed) was in the Low Average
range.
D, his parents, and his teachers were also administered the Behavior Assessment for Children,
2nd edition (BASC-2) in 2013, which is a norm-referenced rating scale to learn out more about a
childs emotions and behaviors. D indicated no areas of his concern, while his mother and
teacher both had significant concerns about his social-emotional functioning. His teacher, Ms. P
indicated clinically significant scores on the scales of Hyperactivity, Aggression, and Conduct
Problems. This would indicate that D appeared restless and overactive, had trouble controlling
his impulses, and displayed an unusually high number of aggressive behaviors that may be
reported as being argumentative, defiant, and/or threatening toward others. Ms. P also indicated
clinically significant scores in the areas of Depression, Atypicality, and Withdrawal. At this time,
D was seen to be showing characteristics of withdrawal, pessimism, and sadness, as well as
engaging in behaviors that are considered strange or odd, disconnected from his surroundings.

Attention and Learning problems were also seen as clinically significant at this time. Ds mother
also indicated significant concerns at home, in the areas of Depression and Withdrawal.
In 2014, D was also administered a cognitive and executive functioning assessment, the
Behavior Rating Inventory of Executive Functioning (BRIEF). The BRIEF assessed Ds
executive functions, or his ability to self-regulate in his everyday environment. Both Ds teacher
and mother completed the BRIEF teacher and parent forms, respectively. Ds mother and
teacher, Ms. Herwehe, both indicated concerns in the areas of: Inhibit, Shift, Plan/Organize, and
Initiate. Ds mother also had concerns at home with D in the area of Emotional Control, while
teacher also indicated concerns in school in the areas of Monitor, Working Memory, and
Organization of Materials.
The Inhibit scale assesses the students ability to resist, inhibit, or not act on impulse, as well as
stop ones own behavior at the appropriate time. Those who have difficulty inhibiting act more
impulsively and do not control their behavior as well as other same-aged peers. The Shift scale
assesses the childs ability to move freely from one situation, activity, or aspect of a problem to
another (both behaviorally and cognitively). Those who have difficulties shifting behaviorally
may react with anger, anxiety, or emotional outbursts, while those who have difficulties shifting
cognitively are often described as stubborn, rigid, and/or inflexible. The Plan/Organize scale is
assessing the childs ability to manage and implement future events, instructions, and to develop
steps to carry out a task, as well as being able to bring order to information, actions, and
materials to obtain a goal. The Initiate scale assesses the students ability to begin a task or
activity, as well as independently generate ideas, responses, or problem-solving strategies.
Behavioral Observations
D was observed on two occasions in the classroom setting. On the first occasion (1/15/15), D sat
at his desk, not appearing to do the work the other students were doing. His teacher approached
him asking him to do his work and he said he would rather read. She asked him to do his math
work and he played with his water bottle, and sat with his hand on his face, looking forward. He
smacked himself in the head with his hand, played with his face, and blew noise bubbles
continuing to not do his schoolwork. He tried to engage other students by speaking to them but
they did not respond, so he instead spoke quietly to himself while looking around the room.
When groups were starting to form, the teacher approached D once again and asked him to join
the small math group. He got up, sharpened his pencil, talked to a peer, walked back to his desk,
and then went to sharpen his pencil again. The teacher had asked him twice to join the circle at
this point, and he eventually sat in the small group. When in the group, he appeared to participate
and answer the teachers questions appropriately.
For the second classroom observation (1/29/15), the class was working on Everyday Math either
in groups or individually. D was sitting at his desk and flipping through the pages of the
workbook not completing the assignment. The teacher and student teacher both approached him
at separate times to ask him what he was doing and if he has started his work. He had not. He sat
with his hand on his head and flipped the pages, closed the book, rolled his pencil in his hand
and then played with a rock in his hand. The teacher approached D once again and asked him
what she could do to help. He looked away from her and stared forward with his hand on his

face. She pointed to a math problem and read it to him aloud, then asked him a question about it.
He pointed to a number line on the page and then wrote something down. When the student
teacher asked the students to join her by looking toward the front of the room, D remained with
the teacher by his side helping him with each individual problem. He did not participate in the
full group discussion.
Cognitive Functioning
Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) - Processing Speed and
Working Memory Subtests
Selected subtests Wechsler Intelligence Scale for Children Fifth Edition (WISC-V) was
administered to assess Ds working memory and processing speed. Subtest scores on the WISCV are standardized to have a mean of 10 and a standard deviation of 3. This means that 2 out of 3
people will obtain subtest scores between 7 and 13. Index scores have a mean of 100 and a
standard deviation of 15; thus 2 out of 3 people will obtain index scores between 85 and 115.
D came with the examiner for cognitive testing on one occasion, but appeared very frustrated
that he had to leave his classroom to do so. While walking to the testing room, D would either
not speak when the examiner asked him simple questions, or would answer with a simple head
nod, or inexplicable grunt. Once in the testing room, D would not make eye contact with the
examiner and held his hand over his face when the examiner was explaining what they would be
doing. Although D did not appear interested in the testing and did not initially try to speak with
the examiner, he did appear to answer the test questions to the best of his ability. On the last
processing speed subtest which involved D circling animals within a set amount of time, D
appeared to become more interested in the assessment and told the examiner he wanted to be a
zookeeper when he grew up, and how he loved working with animals. His previous attitude
appeared to change, and he wanted to stay after the testing to engage in a game of Uno with the
examiner as a reward for completing testing, and spoke more openly at that time. When he
returned to the classroom his teacher reported D appeared much happier than he had been
previously that day.
On the selected subtests for Processing Speed and Working Memory, D scored in the Average
range. On the Working Memory Index, he received a score of 94. This index measures auditory
attention and the ability to process information in memory, as well as his ability sustain attention,
concentrate and exert mental control. Working memory is also ones ability to hold information
in immediate awareness, and then use it within a few seconds. This indicates D is in the Average
range, or performing as well or better than 34% of his peers in this area. D should perform as
well as other same-aged peers when it comes to remembering information just heard, initial
mastery of material, following instructions or multi-step directions, and staying on track during
complicated tasks, as this is all part of ones working memory.
D obtained a score of 108 on the Processing Speed Index, which measures the ability to process
simple or routine visual information quickly and without errors. He is in the Average range, and
performs better than approximately 70% of his peers in this area. D should perform as well as his
same-aged peers when asked to mentally process information quickly, such as when copying
information from the board or a book.

These results appear to be a valid representation of Ds working memory and processing speed
functioning at this present time.
Standard Score
INDEX
Working Memory
Processing Speed

94
108

Percentile Rank
34
70

Descriptive Classification
Average
Average

Social Emotional Functioning

Conners CBRS Parent, Teacher, Therapist, and Self-Report
The Conners Comprehensive Behavior Rating Scale (Conners CBRS) is a comprehensive
assessment questionnaire designed to evaluate a wide range of behavioral, emotional, social
concerns and disorders as well as concerns about academic performance. The issues identified
using the Conners CBRS may cause impairment in psychosocial, academic, and family
functioning. Average scores range from 40-60 points; scores in the 65-69 point range are
considered elevated, scores above 70 points are considered very elevated. These scores compare
D to his same-aged peers. Only areas of concern are noted.
The examiner read D 179 items, and he decided how well each statement described himself, or
how often each behavior happened in the past month. Ds self-report indicated more concerns
than average in the following areas: Emotional Distress (Very Elevated),
Hyperactivity/Impulsivity (Very Elevated), Separation Fears (Very Elevated), Physical
Symptoms (Very Elevated) and Defiant/Aggressive Behaviors (Elevated). Emotional distress
includes worrying a lot, feeling nervous, low self-confidence, and signs of depression.
Hyperactivity/Impulsivity includes the child displaying high levels of activity, restlessness, and
problems with impulse control. Separation Fears describes a child who fears being separated
from parents or caregivers. Physical Symptoms include the child complaining about aches, pains,
or feeling sick, as well as having sleep, appetite, or weight issues. Defiant and aggressive
behaviors includes having poor control of anger, breaking rules, physically or verbally
aggressive, and may show violent, bullying, or destructive tendencies. D reported that these
concerns affect him very frequently in the academic setting and often in social and home
settings.
Ds mother also completed a Conners CBRS Parent form. She had similar concerns indicated.
Mom reported Very Elevated scores in the following areas: Emotional Distress, Academic
Difficulties, Math, Separation Fears, and Physical Symptoms. She reported Elevated scores in
the area of Worrying and Hyperactivity/Impulsivity. Mother reported that these concerns affect
D very frequently in the academic setting, never in the social setting, and occasionally in the
home setting.
Ds 5th grade teacher, Ms. P, completed a Conners CBRS teacher form. Ms. P indicated Very
Elevated scores in the areas of Emotional Distress and Social Anxiety, and Elevated scores in the
areas of Upsetting Thoughts/Physical Symptoms, Aggressive Behaviors, and Violence Potential.
Social Anxiety includes characteristics of worrying about social and performance situations and

worrying about what others think. Ms. P reported that these concerns affect D very frequently
in the academic setting and occasionally in the social setting.
Ds Child Therapist whom he works with outside of the school setting, RD, also completed a
Conners CBRS Teacher Form. Although not all questions applied, she did not answer enough of
the questions to accurately score and assess her report. She did make note that her concerns in
their play therapy sessions were that play is often about being afraid, overwhelmed, and not safe
in environment and around others. She also reported that the students problems seriously affect
his schoolwork and grades, and seriously affect his friendships and relationships. Of the
questions she did answer, her answers corroborated with the same concerns that parent, teacher,
and D also indicated. An item that she starred on the reporting form was I cannot figure out
what makes him/her happy answering this with a 3, or very much true.
The Conners CBRS also identifies a DSM-IV-TR (Diagnostic and Statistical Manual of Mental
Disorders, 4th Edition, Text Revision) symptom count in which symptomology can
commensurate with a DSM-IV-TR diagnosis. If T-scores and symptom counts are elevated the
diagnosis should be given strong consideration, especially when reported by child and parent in
two or more settings (home, school, and/or community). Ds symptom counts according to the
teacher, mother, and self-reports were probably met and T-scores were either elevated or very
elevated for the following DSM-IV-TR symptom scales: Major Depressive Episode, Separation
Anxiety Disorder, Social Phobia, Generalized Anxiety Disorder, Obsessive Compulsive
Disorder, and lastly ADHD Predominantly Inattentive Type, ADHD Predominantly HyperactiveImpulsive Type. Further follow-up on these diagnoses should be considered if they have not
already been explored.
Other clinical indicators that were noted from D, his mother, and his teachers reports include the
following: Bullying Victimization (D and Mother indicated), Bullying Perpetration (D
indicated), Panic Attack (D and Mother indicated), and lastly, Motor and Vocal Tics (All raters
indicated).
All three raters indicated that the following Critical Items were marked and further attention is
warranted for the following: helplessness, hopelessness, worthlessness, self-harm, and nobody
cares.
The response style analysis for both D and his mothers report did not indicate that there was a
positive, negative, or inconsistent response style, although on Ms. P report the negative
impression score indicates that her results are possibly invalid, as well as the inconsistency score
indicates that her results are probably invalid. The negative impression raw score may suggest an
overly negative response style, and the inconsistency index can show that responses to similar
items are quite different from each other, so interpretation should focus on understanding the
reasons for differences in response to similar items. These scores need to be taken into
consideration when interpreting results.
This appears to be a valid representation of Ds social and emotional functioning at this time.
Conners Content Scales

Self
Emotional Distress
90**
Upsetting Thoughts
Worrying
Social Problems
Defiant/Aggressive
68*
Academic Difficulties
59
Language
Math
Hyperactivity/ Impulsivity
76**
Separation Fears
81**
Perfectionistic and Compulsive
Behaviors
Violence Potential
63
Physical Symptoms
71**
Social Anxiety
65-69 indicate Elevated T-Scores*
70+ incidate Very Elevated T-Scores**

Parent
73**
46
68*
57
45
71**
61*
76**
68**
83**
51

Teacher
93**
66*

53
71**

68*
47
94**

58
61
56
56
49
54
47
57

DSM-IV-TR Symptom Scales

Self
69*

ADHD Predominately
Inattentive Type
ADHD Predominately 75**
HyperactiveImpulsive Type
Conduct Disorder
60
Oppositional Defiant
63
Disorder
Major Depressive
78**
Episode
Manic Episode
73**
Generalized Anxiety
79**
Disorder
Separation Anxiety
79**
Disorder
Social Phobia
83**
Obsessive
80**
Compulsive Disorder
Autistic Disorder
Aspergers Disorder
65-69 indicate Elevated T-Scores*
70+ incidate Very Elevated T-Scores**

Parent
65*

Teacher
76**

68*

54

50
65*

45
91**

79**

100**

57
73**

54
75**

90**

47

90**
53

87**
54

60
60

62
56

Summary and Recommendations

D is an 11 year, 1 month old student at F Elementary in the 5th grade. D has been having
academic and behavioral concerns for the past few years in the school and home settings, and
receives play therapy with an outside therapist, RD, in Summit County. D has had many
interventions in place for his success, but he continues to struggle in the classroom with work
completion, as well as homework completion. When school work is expected to be done in the
classroom, D tends to refuse, shut down, not participate, or busy himself with something else (ie.
talking to peers or reading) rather than attending to the task.
In the past, D was assessed cognitively, and assessed again for working memory and processing
speed. D scored Average to Above Average on these assessments of his intellectual functioning.
D was also assessed in the past for executive functioning concerns. He had many concerns
reported by his mother and teacher including difficulties in his ability to inhibit, shift, monitor,
plan/organize, organization of materials, initiate, and control his emotions. Overall, D was
having difficulties in his ability to self-regulate in his everyday environment, which he still
appears to be struggling with daily.
D was previously assessed with the BASC, which is a social-emotional assessment to learn more
about the childs behaviors and emotions. His teacher and his mother indicated clinically
significant concerns at the time in the areas of: Hyperactivity, Aggression, Conduct Problems,
Atypicality, Attention, Learning Problems (teacher indicated), as well as Depression and
Withdrawal (both mother and teacher indicated).
On this current evaluation, D was assessed with the Conners CBRS, which is also a socialemotional assessment designed to evaluate a wide range of behavioral, emotional, social
concerns and disorders as well as concerns about academic performance. Clinically significant
concerns from teacher, mother, and D include: Emotional Distress, Separation Fears, Social
Anxiety, Physical Symptoms, Upsetting Thoughts, Defiant/Aggressive Behaviors,
Hyperactivity/Impulsivity and Academic Difficulties.
Ds symptom counts according to the teacher, mother, and self-reports were probably met and Tscores were either elevated or very elevated for the following DSM-IV-TR symptom scales:
Major Depressive Episode, Separation Anxiety Disorder, Social Phobia, Generalized Anxiety
Disorder, Obsessive Compulsive Disorder, and lastly ADHD Predominantly Inattentive Type,
ADHD Predominantly Hyperactive-Impulsive Type. Further follow-up on these diagnoses
should be considered if they have not already been explored.
Recommendations:
1. Provide Ds family with the resources for school individual or group counseling in order
to help him deal with some of the behavior that is causing concern, and/or continue
encouraging him and his parents to stay with his play-based therapist if that continues to
be an option for the family.

2. Provide D a place to go to take a break if he feels overwhelmed or anxious in the

classroom, as well as self-calming strategies before he gets to the point where he needs to
take the break.
3. Continue to break down assignments and projects into shorter segments, if necessary, to
avoid overwhelming D with his workload.
4. Offer incentives and rewards to D to help motivate him in the classroom when he begins
to shut down.
5. Encourage D to advocate for himself, by asking questions to the teacher when he needs
assistance with his work.
6. Continue to provide D with social and academic opportunities that commensurate with
his abilities.

_________________________
Kaitlin Walsh Bateman
School Psychologist Intern