Shawn has shown somewhat of an increased interest in learning to socialize because of his growing interest in girls and romantic relationships. He wants to be evaluated in so far as he has interest in how his social skills and social intelligence stand up to his peers. Shawn has accepted that he will be evaluated periodically. He does not show overt resistance to his evaluation, and he does not show overt excitement about it, either. He was mostly cooperative with the evaluation team. He expressed that he did not think many of his classmates liked him or even knew who he was. He mentioned that he recently became interested in sports, but brushed off his interest as "stupid." Shawn also tried to dismiss the necessity of handwriting because the world is in the digital age, although, he did not disparage OT completely. The testing took place within one school week, so as not disrupt Shawn's schedule a great deal, as well as to not overwhelm him and risk triggering an outburst or an emotional shutdown.

Basis for Evaluation:

Record Review

Teacher Interview

Student Interview

Classroom Observation

Psychological Evaluation

Tests of Achievement

The Woodcock-Johnson III

Test Results:

Academic Assessment

The Woodcock-Johnson III Tests of Achievement (WJIII)

Standard Score

Percentile

Overall

85

40

Basic Reading

50

Reading Comprehension

92

3

Reading Fluency

96

5

Oral Expression

75

10

Listening Comprehension

25

Math Computation

97

10

Math Reasoning

99

55

Written Expression

68

60

Interpretation of Testing Results:

The results show that Shawn has above average skills in reading, but lacks skills in oral communication, and written expression.

CONFIDENTIAL

Ellicott Mills Public Middle School

Psychological Assessment

Student: Shawn Date of Birth: 5/22/2000 Age: 12.9

School: Ellicott Mills Middle Assessment Date: 11/23/12 Evaluator: R

Grade/Program: Remedial & Special Education w/Resource Room Report Date: 4/11/13

Background Information:

Shawn is referred because of the connections between his physical impairment and his lack of social skills. Shawn showed signs of depression when he was in elementary school. Shawn furthermore shows deficiencies in oral communication/expression. Shawn's ODD, physical impairment, and emotional issues hinder his ability to develop normatively on the social and physical levels.

Psychological Assessment

The Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV)

Standard Score

Percentile

Qualitative Score

Verbal Comprehension Index

34

Average

Perceptual Reasoning Index

82

High Average

Working Memory Index

83

High Average

Processing Speed Index

45

Average

Full-Scale IQ

50

Average

Interpretation of Testing Results:

Shawn, when outside of the classroom setting, demonstrates average to above average intelligence. The change in environment and context truly affected Shawn's performance. Shawn does not produce consistent scores based on the type of work presented in class, especially if there is a great deal of listening and taking notes, or when a lot of hand writing is involved in the assignment/task overall. Shawn has a very active imagination, which is a result of all the reading he does. The reading Shawn does in his free time, such as in school or at home, contributed to his scores, particularly in those areas where his scores were above average.

Shawn was administered the WISC-IV, which has a variety of functions, including the identification of cognitive strengths and areas in need of improvement. This tests also tests for intellectual disabilities, attention disorders, giftedness, executive functions, and learning disabilities. The results are based on the composite scores of four areas, such as Processing Speed Index, and Perceptual Reasoning Index. The scores from these areas and others are represented in combination as the full scale score.

The Verbal Comprehension score represents Shawn's ability to listen to questions and then to provide answers orally on a particular set of tasks. The set of tasks in this area test and evaluate skill in thinking and reasoning with words, articulating thoughts with words, and understanding verbal information. With Shawn's score, he performed better than 34 students out of 100 of his same age on tasks that required listening and responding to verbal cues.

In Perceptual Reasoning, the score shows how well Shawn performed tasks that required solving problems without words, as well as tasks that required examination and thought. The tasks in this section require that students use visual information swiftly and effectively while they solve nonverbal problems. Shawn's score shows that he performed better than 82 out of 100 students of the same age in tasks that require assessment and application of visual cues to solve problems without words.

With

This is a section that measures students' skill in areas like attention, concentration, and mental reasoning. Retention and attention are key factors in student learning and student achievement. Shawn's performance in this area was better than 82 out of 100 students of the same age with respect to tasks that require the acquisition & application of information.
The Processing Speed score reflects Shawn's ability to complete tasks where he had to make judgment calls on symbols after only having scanned them for a short time. The tasks in this section measure the speed with which the child's mind operates with specific attention to mental problem solving, eye-hand coordination, and attention. These are skills that are key in reading, an area in which Shawn excels. His skills in this section reflect his ability to think quickly overall. Shawn performed better than 45 students out of 100 of the same age in tasks measuring mental processing speed. His score likely suffered somewhat because of the impairments in his limbs, limiting his hand-eye coordination, and perhaps hand-eye speed.

Shawn's scores show that his cognitive ability is somewhere between average and above average, based on the performed in various areas and the IQ score.

CONFIDENTIAL

Ellicott Mills Public Middle School

Psychological Assessment

Student: Shawn Date of Birth: 5/22/2000 Age: 12.9

School: Ellicott Mills Middle Sex: 11/23/12

Grade/Program: Remedial & Special Education Parents/Guardians: Renee & Philip

Classification: ODD, ADD Recommended Program: Special Education, Blended

Services: OT, PT, Counseling, 1:1 Paraprofessional, Therapist (Privately), Social Skill training, Participation in School and After-School activities (Recommended)

IEP Meeting Date: December 12, 2012

Role

Student

Shawn

Parent

Renee

Parent

Philip

General Education Teacher

Michael

Special Education Teacher

Alison

Evaluator

Dr. Pete

Speech Language Therapist

Katerina

Medical Professional

Dr. Sam

1:1 Paraprofessional

Arthur

School Social Psychologist

Dr. Wei

Student Academic Performance Profile:

About half a page single spaced max.

Shawn is a male student that is nearly 13 years old. He attends Ellicott Mills Middle School as an 8th grade. When Shawn was 7 years old, he was professionally evaluated and received a primary diagnosis of Oppositional Defiance Disorder and mild society anxiety. Shawn underwent an educational assessment at the start of his 6th grade year and during his 7th grade year. He receives Special Education because he began falling behind in his school work due to a physical impairment that limits the use of his arms, hands, and fingers. This special education and his related services are provided as stipulated by IDEA. Upon annual review of Shawn's IEP, it was noted that Shawn still shows signs of ODD while his social anxiety fluctuates. It was also noted that Shawn may have a diagnosis of mild ADD. Shawn shows social deficits overall while in the classroom and in physical education. Shawn prefers to work alone, or with his paraprofessional, and recently he will work cooperatively with one or two other students who are his friends. Shawn has emotional outbursts and occasional extended tantrums. Shawn does not often seek others out for social interaction. Shawn reads a lot more relative to the students (his peers) in the classroom, so even though he has a lot of topics he could discuss with others, he often cannot initiate or sustain basic conversations and other forms of basic social activities. Jason has learned to retreat to the meditation corner when he becomes emotionally overwhelmed throughout the day, which is at least a few times everyday. Shawn's scores show that he has average to above average cognitive abilities, yet his behavior in class suggests that he has problems socially and physically; some of those problems hinder his cognitive skills. Shawn shows anxiety and defiance in subjects such as Physical Education, Lunch, Recess/Free Time, and during transitions from subject to subject.

Academic Assessment

The Woodcock-Johnson III Tests of Achievement (WJ III)-

Shawn scored below average in Reading Fluency (96), Reading Comprehension (92), Oral Expression (75), and Math Computation (97).

Psychological Assessment

The Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV)

VCI -- 100, PRI -- 121, WMI -- 115, PSI -- 110, and FSIQ -- 125.

Program Eligibility:

Eligible ____X____ Not Eligible ____ Area(s) of Disability: ODD, ADD

Rationale for Eligibility: Jason meets eligibility criteria for ODD that moderately to severely interferes with his performance and intelligence. The recent review of his IEP shows that he meets the criteria for ADD as well.

Revised Recommendations:

1:1 paraprofessional support to assist Shawn in maintaining focus, using his energy toward worthwhile activities, and staying on task

Occupational Therapy three times a week for 30 -- 45 minutes for the remainder of the school year

After school social training and participation in 1 student organization for the remainder of the school year

Physical therapy three times a week for 30 -- 45 minutes for the remainder of the academic year

Group social training with a normative peer and a special education peer administered by the Social Psychologist

Use of a token system/economy to reinforce desired behaviors with a concrete reward that can be accumulated and exchanged for rewards that the student prefers

Assistance and resources provided…