Psychoeducational Evaluation Confidential

Psychoeducational Evaluation
Confidential
Identifying Information
Name: Demetrius ________ School: Lincoln Heights Elementary School
ID Number: 0247988 Race: African-American
Date of Report: 1/12/04 Grade: 2
Date of Birth:4/6/95 Teacher: Martha Taylor
Age: 8–9 Examiner: Leigh Armistead, Ed.D.
Parent(s):
Evaluation Components: ✓ Cognitive ✓ Psychomotor ✓ Social/Developmental
✓ Educational ✓ Behavioral/Emotional
Basis for Report
Behavior Assessment System for Children (BASC) 11/13/03
Developmental Test of Visual-Motor Integration (VMI) 12/11/03
Disruptive Behavior Disorders Rating Scale 11/13/03
Parent Interview 11/6/03
Review of School Records 11/6/03
Student Interview 12/11/03
Student Observation 1/7/04
Teacher Interview 11/6/03
Twenty Day Anecdotal Record 11/03
WJ-III Tests of Cognitive Ability (WJ-III) 12/11/03
WJ-III Tests of Achievement (WJTA) * 1/6/04
WJ-III Teacher and Parent Checklists 12/03
Reason for Referral
Demetrius was referred for psychoeducational evaluation by Martha Taylor , his 2 nd grade
teacher, who was concerned with both behavior and learning problems. Ms. Taylor met with the
Instructional Consultation Team who reviewed Demetrius’ intensive Personalized Education Plans
and previously-implemented behavioral interventions. Demetrius was not successful on the Gold or
Silver levels of the Lincoln Heights school-wide positive behavior support program. His behavior is
now being managed on the Bronze level with a daily behavior contract and intensive coaching and
other supportive services. The Team decided to continue all interventions while referring Demetrius
for a comprehensive psycho-educational evaluation.
Background Information
* Administered by Special Educator

Demetrius _____, p. 2
The following information was obtained from Demetrius’ cumulative folder and from
interviews and checklists.
Cumulative Record: After participating in the Double Oaks Bright Beginnings preschool
program, Demetrius enrolled in kindergarten at Oaklawn Elementary. He participated in 1 st grade at
Oaklawn but was retained. Demetrius repeated 1 st grade at Lincoln Heights where he is now in the
2 nd grade.
During kindergarten, Demetrius was reported to have difficulties with excessive talking, poor
self-control, a low rate of task completion and poor peer relationships. His academic ratings suggest
that, by the end of the year, he was performing on grade level.
During 1 st grade, Demetrius continued to have difficulty with paying attention, staying on task,
completing his work, following rules, and completing homework. His academic ratings reflect below
grade level achievement in all areas. He was retained in 1 st grade.
While repeating 1 st grade, Demetrius’ class participation and homework completion improved.
However, he continued to have difficulty with other behavior expectations. Some academic areas
were rated as on grade level. Others were still below grade level.
Demetrius has had satisfactory attendance. He has not previously been referred for an
evaluation.
Demetrius’ health history has been unremarkable. A brief screening for Attention-Deficit
Hyperactivity Disorder in 11/03 resulted in Ms. _____ consulting with a pediatrician regarding
medical treatment. He began treatment with Concerta on 11/17/03. On days when he took the
medication, his behavior improved dramatically. Medication was discontinued by his physician after
about one month.
Parent Report: Demetrius lives with his mother and two younger siblings, ages 10 months and 3
years, but often stays with his grandmother on school nights. His mother drives a bus and his
grandmother works in a school cafeteria, both for Charlotte-Mecklenburg Schools.
Demetrius’ mother was 12 years old when he was born. During pregnancy, Demetrius's mother
had no significant health problems. Demetrius's delivery was normal. Immediately after birth,
Demetrius was healthy. Demetrius's mother remembers him as an active infant and toddler but a
screaming and stubborn one. His motor and language skills developed earlier than for most other
children. Ms. _____ reported that Demetrius is usually in good health and is physically fit. At night,
he typically sleeps for 8 or 9 hours, often so soundly that he cannot easily be woken.
Demetrius attended preschool, beginning at age 3. He seemed to learn things more easily, or
sooner, than other children did. He seemed to develop social skills more easily than other children
also. No behavior management problems were recalled but Ms. _____ believes that Demetrius
might have learning problems and has been concerned about this for about a year.
At the time of this assessment, Ms. _____ described Demetrius as unmotivated and hyperactive.
At times, Demetrius seems unhappy, but overall, his mood varies normally. At home, he often
fidgets with his hands or feet, or squirms; outside the home, he often runs about or climbs
excessively when it is inappropriate. Demetrius often seems to be "on the go" as if "driven by a
motor." He often talks excessively and has difficulty playing quietly. He often has difficulty awaiting
his turn and often interrupts or intrudes on others. Ms. _____ said that Demetrius likes some things
about school but dislikes other things; his level of effort toward schoolwork varies. Demetrius also
seems to have difficulty organizing and sustaining attention during his tasks and play activities. He
often avoids, dislikes, or is reluctant to engage in tasks that are difficult for him. He is often easily
distracted.

Demetrius _____, p. 3
Ms. _____ reported that Demetrius demonstrates very serious problem behaviors at home;
these include overactivity and impulsiveness. At times he is uncooperative behavior and sometimes
a little aggressive.
Teacher Report Ms. Taylor described Demetrius as sometimes argumentative, disobedient, and
defiant. She said that he needs much more one-to-one attention and completes less schoolwork
than most boys his age. She reported several behaviors that may be inhibiting Demetrius’ classroom
performance. He frequently fails to give close attention to details or makes careless mistakes. He
seems to have difficulty organizing and sustaining attention during his tasks and play activities. He
often does not seem to listen when spoken to directly, does not follow through on instructions, and
fails to finish his work. Demetrius's oral responses to questions are very slow and hesitant. He often
avoids, dislikes, or is reluctant to engage in tasks that are difficult for him. He often loses his
personal belongings and forgets what he is supposed to do. Demetrius is easily distracted. He often
leaves his desk when he is expected to remain seated. When seated, Demetrius often fidgets with his
hands or feet, or squirms in his seat. Outside the classroom, he often runs about or climbs
excessively when it is inappropriate. He usually seems to be "on the go" as if "driven by a motor."
Demetrius often talks excessively and has difficulty playing quietly. He often has difficulty awaiting
his turn and often interrupts or intrudes on others. Ms. Taylor is most concerned about the way
Demetrius responds to academic tasks requiring sustained mental effort; she believes this seriously
impairs Demetrius's classroom performance.
Ms. Taylor also reported that Demetrius demonstrates aggressive behaviors in the classroom
that, at times seem impulsive, but at other times, seem deliberate. She has observed both verbally
and physically aggressive behavior as well as the use of vulgar language.
Ms. Taylor rated Demetrius's levels of basic reading skill, reading comprehension, mathematics
calculation, mathematics reasoning, basic writing skill, and written expression as average. His levels
of oral expression and listening comprehension were rated as limited.
Demetrius is being instructed at the 2 nd grade level in basic reading skills, reading
comprehension, math calculation, math reasoning, basic writing skills, and written expression.
Classroom oral expression and listening comprehension demands are at a 2 nd grade level.
Anecdotal Reports: Records from the school’s Positive Behavior Support (PBS) program
indicate that Demetrius was frequently consequated with written “Silver Slips” for excessive talking,
noncompliance, disruptive behavior, disrespect, anger, and conflict with other students. He was
suspended several times because of office behavior referrals. Demetrius was not successful on the
“Gold Level” of the PBS program and was placed on a “Bronze Level” individual behavior plan with
daily behavior reports to the office and to his mother.
Two days prior to Demetrius’ starting medication, Ms. Taylor began recording a 20-day
behavior log. On the first two days, she checked 17 categories of inappropriate behavior. After
Demetrius started medication, only 3 behaviors were checked for the next four days: fidgeting,
interrupting, and being out of his seat. For the next two weeks, the log shows days with as few as 3
behaviors checked and as many as 23. Demetrius reported on several occasions that he didn’t’ take
his medication for some reason such as being at his grandmother’s house. Suspecting a compliance
problem, school staff contacted Demetrius’ mother and she began supervising his taking medicine
each morning. Ms. Taylor reported 4 days in a row of perfect behavior—no checks at all.
Recently, Demetrius’ mother ran out of medication before getting a recheck appointment with
his pediatrician. His behavior deteriorated dramatically. He was in trouble every day and was sent
to the office several times. When Demetrius was seen by his pediatrician, reportedly she decided not
to renew his prescription. Instead, she referred him for counseling for his behavior problems.

Demetrius _____, p. 4
Results of Evaluation
Behavioral Observations
Classroom: Demetrius was observed during reading class on a day when he had not taken
medication. He was seated in a cluster of desks with three other students. During the 30-minute
observation, Demetrius’ time on task was minimal. He looked at his book several times when he was
redirected but most of the time, he was looking around the room or at other students. He did read
a short passage when called upon but he read dysfluently and had difficulty decoding any unfamiliar
words.
Demetrius was in constant motion throughout the observation, kneeling or “dancing” in his
chair, swinging his arms around, standing next to or sprawling across his desk, and fidgeting with
objects. Whenever Ms. Taylor took something away from him, he would quickly find something to
fiddle with. At times, Demetrius sucked his thumb and he made noises constantly. He talked to or
attempted to talk to his peers throughout the lesson.
When Ms. Taylor gave the class a test, Demetrius took a very long time to start doing anything
with it. When an administrator came into the room to speak with the teacher, Demetrius was
completely distracted and stopped working. When he did start working on the test, Demetrius
began copying answers from the student next to him.
Assessment Session: Demetrius readily accompanied this examiner to his office which
provided adequate testing conditions. Rapport was easily achieved and maintained throughout the
evaluation. Demetrius said he had taken Concerta that morning.
Demetrius seldom initiated conversation but was responsive to questions and comments. He
did not smile much or display humor; he generally avoided eye contact. Demetrius’ level of
language complexity seemed below average and he displayed a considerable amount of dialect. He
used a rather sparse vocabulary and elaborated his answers less than children his age typically do.
During a semi-structured interview, Demetrius described his family life in positive and
conventional terms. He reported that he likes the nonacademic aspects of school but that reading
and math are hard for him. His answers to questions related to social/emotional functioning were
generally conventional. However, in response to three different questions, Demetrius said that he
gets in trouble or feels sad or gets mad because, “people tell lies” about him.
When testing began, Demetrius seldom responded impulsively and attempted all tasks
presented. He did have problems with attention and persistence. He seemed to get bored easily and
lose interest when he had to persist with routine tasks for more than a minute or two. Overt
hyperactivity was not apparent but he did touch things, play with his fingers and fidget with objects.
The results of this assessment are considered to be a valid estimate of Demetrius’ academic
achievement and academic aptitude within his current educational placement.
Test Results and Interpretation
Academic Aptitude: The Woodcock-Johnson-III Tests of Cognitive Ability (WJ-III) was administered
as a measure of academic aptitude. The WJ-III is a standardized intelligence test used to assess a
range of cognitive abilities that represent a sample of what knowledge and skills a person has
learned and can use at the time of testing. These abilities, measured by a range of reasoning and
conceptual tasks, reflect a person’s current ability to solve problems, think abstractly, deal with new
situations, and profit from experience. The WJ-III provides standard scores with an average range of
85 to 115 and allows comparisons to determine an individual’s relative strengths and weaknesses.

Demetrius _____, p. 5
General Intellectual Ability: This score is a measure of Demetrius’ overall intellectual
functioning. His percentile rank (24) and standard score (90) fall in the average range of academic
aptitude at this time.
Verbal Ability: The Comprehension-Knowledge subtests are a measure of verbal ability and
provide information about language-based acquired knowledge, including the ability to
communicate that knowledge and reason using that knowledge. Demetrius’ verbal ability is within
the average range of scores obtained by others at his age level, as shown by his percentile rank (25)
and standard score (90).
Thinking Ability: Four groups of subtests—Visual-Spatial Thinking, Auditory Processing, Long-
Term Retrieval, and Fluid Reasoning—measure various aspects of Demetrius’ reasoning ability to
process information that has been placed in short-term memory but can’t be processed
automatically. Demetrius’ thinking ability is within the average range of scores obtained by others at
his age level, as shown by his percentile rank (35) and standard score (94).
Cognitive Efficiency: This cluster includes subtests which measure the ability to process
information automatically. Automatic processing facilitates more complex cognitive processing
including tasks in the Thinking Ability cluster. Demetrius’ cognitive efficiency is within the lowaverage
range of scores obtained by others at his age level, as shown by his percentile rank (22) and
standard score (88).
Cognitive Ability Clusters: The following sections provide additional information about
Demetrius’ performance on the WJ-III narrow cognitive ability clusters.
When compared to others of his age, Demetrius's cognitive abilities are in the average range in
Auditory Processing (the ability to analyze, synthesize, and discriminate auditory stimuli, including
the ability to process and discriminate speech sounds that may be presented under distorted
conditions), Long-Term Retrieval (the ability to store and retrieve information), Fluid Reasoning
(the ability to reason, form concepts, and solve problems using unfamiliar information or novel
procedures), Visual-Spatial Thinking (the ability to perceive, analyze, synthesize, and think with
visual patterns, including the ability to store and recall visual representations), Short-Term Memory
(the ability to hold information in immediate awareness and use it within a few seconds),
Comprehension-Knowledge (the breadth and depth of language-based knowledge, including the
ability to communicate (especially verbally) one's verbal knowledge and comprehension), and
Phonemic Awareness (the knowledge and skills related to analyzing and synthesizing speech sounds).
Processing Speed measures Demetrius's ability to perform simple and automatic cognitive tasks
rapidly, particularly when under pressure to maintain focused attention. Demetrius's processing
speed standard score is within the low-average to average range (percentile rank range of 17 to 29;
standard score range of 86 to 92) for his age. His processing speed is limited to average; he will
probably find age-level tasks requiring cognitive speediness difficult.
Working Memory measures Demetrius's ability to hold information in immediate awareness
while performing a mental operation on the information. Demetrius's working memory standard
score is within the low average to average range (percentile rank range of 13 to 29; standard score
range of 83 to 91) for his age. His working memory capacity is limited; it is likely that he will find
age-level tasks requiring complex processing of information in immediate memory very difficult.
Clinical Interpretation of Cognitive Fluency and Executive Processing: Demetrius's speed in
performing simple to complex cognitive tasks is limited to average. Specifically, on tasks requiring
fluency of retrieval from stored knowledge, he gave examples very slowly; his performance was
average. His performance on tasks requiring speed of forming simple concepts was limited to
average; however, he made decisions quickly and very accurately. Demetrius's performance on

Demetrius _____, p. 6
tasks requiring speed of direct recall of simple vocabulary was limited; he specified names for
pictures slowly but accurately.
Demetrius's overall ability to plan, monitor, and arrive at solutions to problems is limited to
average. For example, on tasks measuring his ability to plan and implement solutions to problems,
his performance was average. His adaptive learning and flexibility in thinking were limited to
average; he did not appear to benefit from or use feedback. Demetrius's ability to maintain focus on
a task amid visual distracters was limited; his task vigilance was low.
Although Demetrius's overall ability to focus his attention on relevant stimuli for information
processing purposes is limited to average, he performed differently on tasks requiring the ability to
allocate attentional resources. His performance on tasks requiring the ability to attend selectively to
and discriminate speech sounds amid the effects of auditory distortion was average; his
performance on tasks requiring ability to sustain his attention was limited.
Visual-Motor Development: The VMI was administered to assess visual-motor integration or eyehand
coordination. Demetrius slowly and carefully copied the VMI shapes, talking himself through
several drawings. He noticed several mistakes and tried to correct them. He achieved a standard
score of 76 which is an age-equivalent score of 6-6 and is in the significantly below average range at
the 5th percentile. These results suggest a weakness in visual-motor skill development which could
be a factor with classroom tasks involving writing.
Academic Achievement: The WJ-III Tests of Achievement was administered by special educator
Cathy Phelan to obtain an estimate of Demetrius’ current academic achievement. The WJ-III
provides standard scores with an average range of 85 to 115. The following section summarizes
Demetrius’ performance on each academic subtest cluster.
Broad Reading includes reading decoding, reading speed, and the ability to comprehend
connected discourse while reading. Demetrius's reading standard score is within the low average
when compared to others of his age. His overall reading ability is limited; reading tasks above the
age 8-1 level will be quite difficult for him.
Reading Comprehension measures Demetrius's reading vocabulary and his ability to
comprehend connected discourse while reading. Demetrius's reading comprehension standard
score is within the low average range for his age. His reading comprehension is limited; reading
comprehension tasks above the age 7-9 level will be quite difficult for him.
Broad Written Language includes production of written text, including spelling ability, writing
fluency, and quality of written expression. Demetrius's written language standard score is within
the low average range (percentile rank range of 10 to 19; standard score range of 81 to 87) for his
age. His overall written language ability is limited; tasks measuring effective expression in written
language above the age 8-4 level will be quite difficult for him.
Written Expression measures Demetrius's fluency of production and quality of expression in
writing. Demetrius's written expression standard score is within the low to low average range for his
age. His overall ability to express himself in writing is limited to average; writing fluency tasks above
the age 8-4 level will be quite difficult for him.
Mathematics Reasoning includes mathematical knowledge and reasoning. Demetrius's
mathematics reasoning standard score is within the low average for his age. His mathematics
reasoning ability is limited; math reasoning tasks above the age 7-11 level will be quite difficult for
him.

Demetrius _____, p. 7
Math Calculation Skills measures Demetrius's computational skills and automaticity with basic
math facts. Demetrius's mathematics calculation skills standard score is within the low to low
average range for his age. His mathematics calculation skills are limited; math calculation tasks
above the age 8-1 level will be quite difficult for him.
Academic Processing: Demetrius's academic skills are limited. In particular, his sight reading
ability, math calculation skill, and spelling are limited. The fluency with which Demetrius performs
academic tasks is limited to average. Specifically, his fluency with mathematics problems is limited
to average. His fluency with reading and writing tasks is limited. Demetrius's ability to apply his
academic skills is limited. For example, his writing ability is limited to average. His passage
comprehension ability and quantitative reasoning are limited.
Behavioral/Emotional Status:
Disruptive Behavior Disorders Rating Scale: Demetrius’ mother completed this rating scale
which assesses the presence and severity of 18 characteristics of ADHD, 8 characteristics of
Oppositional Defiant Disorder and 15 symptoms of Conduct Disorder. His mother indicated that 11
of 18 symptoms “often” or “very often” were typical of Demetrius’ behavior. The symptoms
included on this scale are:
Behavioral Symptom
Parent
Endorsed
1. Inattentive to details ✔
2. Difficulty sustaining attention ✔
3. Doesnʼt seem to listen when spoken to
4. Doesnʼt follow through on instructions
5. Difficulty organizing tasks and activities
6. Avoids tasks that require mental effort
7. Loses things necessary for tasks ✔
8. Is easily distracted ✔
9. Is forgetful in daily activities
10. Fidgets with hands or feet or squirms in seat ✔
11. Inappropriately leaves seat
12. Runs about or climbs excessively
13. Difficulty playing quietly
✔
14. Is ”on the go” ✔
15. Excessive talking ✔
16. Blurts out answers ✔
17. Has difficulty awaiting turn ✔
18. Interrupts or intrudes on others ✔
19. Loses temper
20. Argues with adults
21. Actively defies or refuses compliance w/adult requests
✔
22. Deliberately annoys people ✔
23. Blames others for his/her mistakes or misbehavior
24. Is touchy or easily annoyed by others
✔
25. Is angry and resentful
26. Is spiteful or vindictive
✔
The first nine items on this rating scale relate to the Primarily Inattentive type of ADHD. The
teacher ratings were below the 93rd percentile cutoff score. The second nine items relate to the

Demetrius _____, p. 8
Primarily Impulsive-Hyperactive type of ADHD. Teacher ratings were above the 93 rd percentile
cutoff score.
These rating scales also include 8 items which relate to Oppositional Defiant Disorder.
Demetrius’ parent endorsed none of these items; the teacher endorsed 4 of 8 which exceeds the cut
score for this disorder.
Finally, the parent scale includes items related to conduct problems in the community that are
symptomatic of Conduct Disorder. Ms. _____ reported that Demetrius has had problems with
bullying and being physically cruel to others, and with lying. The number of characteristics
endorsed does not exceed the cutoff score for Conduct Disorder at this time.
The BASC Teacher Rating Scales was completed by Demetrius’ teacher to assess any
behavioral/ emotional problems, and provide information about his social competence. This scale
provides T-scores with an average range of 40 to 60. In general, scores between 60 and 70 constitute
an at-risk range and indicate potential or developing problems that should be monitored carefully.
Scores of 70 and above constitute the clinically significant range and indicate a high level of
maladaptive behavior. On the Adaptive Scales, scores between 31 and 40 are considered at risk;
scores of 30 and below are considered clinically significant. All at risk or clinically significant scores
are shown in boldface type in the following table.
Scale T-Score Percentile
Hyperactivity 78 99
Aggression 90 99
Conduct Problems 95 99
Externalizing Problems Composite 91 99
Anxiety 45 37
Depression 77 97
Somatization 42 18
Internalizing Problems Composite 56 77
Attention Problems 71 97
Learning Problems 67 93
School Problems Composite 70 96
Atypicality 82 98
Withdrawal 61 87
Adaptability 30 3
Social Skills 26 1
Leadership 37 9
Study Skills 30 1
Adaptive Skills Composite 28 1
Behavioral Symptoms Index 80 99
The composite scores provided by the teacher’s ratings indicate a high level of behavior
problems at school. Demetrius’ Behavioral Symptoms Index score is a broad measure of his
social/emotional functioning. It is within the clinical range at the 80th percentile.
Externalizing Problems: Demetrius’ Externalizing Composite score was in the clinical range. This
composite is characterized by disruptive behaviors such as aggression and hyperactivity. Children
with undercontrolled behaviors of the externalizing type readily come to the attention of teachers
and other adults because they disrupt the activities of both peers and adults, they are often
unresponsive to adult direction and they have more problematic relations with peers. The
Externalizing Composite score includes the Aggression scale which assesses both verbal and
physical aggression. Items measuring verbal aggression refer to such behaviors as arguing, name

Demetrius _____, p. 9
calling, criticizing, blaming and verbally threatening. Items which assess physical aggression include
breaking other’s possessions and hitting others.
The Conduct Problems scale is closely related to the Aggression scale but focuses on behaviors
that are antisocial and rule-breaking rather than behaviors directed against others. These include
cheating, stealing, and other behaviors sometimes labeled as delinquency or conduct disorder. It
should be noted that conduct disorder often worsens with age and is complicated by factors such as
ineffective parenting practices, academic failure and peer rejection. These factors can also lead to
depressed mood.
Internalizing Problems: Demetrius’ teacher rated him within the clinical range on the
Internalizing Composite scale. This composite measures depression, anxiety, and similar difficulties
that are not usually marked by acting out behavior. His teacher noted characteristics of depression
but not anxiety or somatization, the tendency to have numerous medical complaints, most of which
can’t be traced to poor medical health.
School Problems: Demetrius’ teacher rated his behavior in the clinical range on the School
Problems composite. This composite consists of the Attention and Learning Problems scales and
reflects academic difficulties including problems of motivation, attention, learning, and cognition. A
high score on this composite is a sign that the teachers perceive behaviors that are very likely to
interfere with achievement.
Atypicality and Withdrawal Scale Scores: These two scale scores are not included in any of the
various composites. Demetrius’ Atypicality scale score was in the clinical range. This scale assesses
unusual behaviors sometimes associated with psychotic behavior. However, such behaviors may
also be observed in children with disruptive behavior disorders such as ADHD. In Demetrius’ case,
atypical behaviors included staring blankly and singing or humming to himself.
Demetrius Withdrawal score was in the at-risk range. This scale measures a child’s tendency toward
shyness and to evade others to avoid social contact. In mild form, it may represent a symptom of
depression. It’s also associated with being neglected or rejected by peers. An elevated score on this
scale is consistent with Demetrius’ scores on the Internalizing Composite.
ADHD: The BASC results are consistent with a diagnosis of ADHD,. His Hyperactivity and
Attention Problems subscales which assess the core ADHD characteristics of hyperactivity,
inattention and impulsivity had elevated scores. Behaviors associated with ADHD often result in
elevated scores on the Aggression, Learning Problems, Conduct Problems, and Depression scales.
In addition, low scores on the Social Skills and Adaptability scales are common among children
diagnosed with ADHD.
Adaptive Skills: In contrast to the preceding, the BASC adaptive scales measure positive
behaviors. The Adaptability scale relates to a child’s temperament and assesses the ability to adjust
to changes in routine and new teachers, to shift from one task to another, and to share things with
other children. The Leadership scale assesses competencies related to good community and school
adaptation and behaviors that may be associated with leadership potential. The Social Skills scale
emphasizes interpersonal skills such as admitting mistakes, complimenting others, offering
assistance, and greeting skills. The Study Skills scale includes items related to problem solving,
achievement motivation, and academic organizational skills. High scores on these scales represent
positive or desirable characteristics.
As shown in the table, Demetrius was rated by his teacher in the at-risk or clinical range on the
Adaptability, Social Skills, and Leadership scales. He was rated in the average range on the Study
Skills scale. Parent ratings provided average scores on the Adaptability, Social Skills and Leadership
scales.

Demetrius _____, p. 10
Summary
Demetrius is an 8-year-old 2nd grader referred by his teacher because behavior and learning
problems. His background includes below-average achievement and retention in 1 st grade. Behavior
problems were apparent beginning in kindergarten and included attention deficits, excessive talking,
poor self-control, hyperactivity, impulsivity, and poor peer relationships. A recent one-month trial
of Concerta showed significant improvements in Demetrius behavior but included several days in
which treatment compliance was questionable.
Current evaluation results Demetrius's overall intellectual ability, as measured by the WJ III GIA
(Ext), is in the average range.
When compared to others at his age level, Demetrius's performance is average in
comprehension-knowledge, long-term retrieval, visual-spatial thinking, auditory processing, fluid
reasoning, short-term memory, and phonemic awareness; and low average in processing speed and
working memory. No discrepancies were found among Demetrius's cognitive abilities.
When compared to others at his age level, Demetrius's performance is low average in broad
reading, reading comprehension, math calculation skills, math reasoning, written language, and
written expression.
When compared to others at his age level, Demetrius's academic skills, his ability to apply those
skills, and his fluency with academic tasks are all within the low average range.
Demetrius’ WJ-III results were used to calculate whether his academic performance is at the
level of his cognitive abilities. Given his abilities, he should have a Broad Reading score of 93 but his
actual score was 86. He should have a Broad Written Language Score of 93; his actual score was 84.
Finally, he should have a Broad Math Score of 94. His actual score was lower at 83. These results
suggest a definite lag in Demetrius’ overall academic achievement..
Demetrius currently exhibits poor social competence and behavioral/emotional problems at
home and school. Both his mother and teachers reported behavior problems beyond normal levels
for boys his age. The pattern of the problems was primarily of an externalizing, aggressive nature.
Demetrius exhibits an aggressive approach to solving social problems. He appears deficient in social
and interpersonal skills. His history includes acts of aggression toward his classmates. Demetrius
has difficulty recognizing his own part in social conflicts, often viewing himself as a victim and
seldom acknowledging the connection between his behavior and its effect on others.
Demetrius currently exhibits many behaviors, both at home and at school, suggestive of an
ADHD diagnosis. In addition, behaviors consistent with a co-morbid diagnosis of Oppositional-
Defiant Disorder were documented.
In the opinion of this examiner, the results of this evaluation are consistent with Demetrius’
eligibility under North Carolina Department of Public Instruction guidelines to receive services in
the program for Behaviorally-Emotionally Disabled (BED) students. However, his IEP Team should
consider the findings of this evaluation and make a decision regarding his classification and
eligibility for services.
Students are eligible to receive services in the BED program if they, after receiving specially
designed educational support services and intervention strategies in the regular educational setting,
still exhibit patterns of situationally inappropriate interpersonal or intrapersonal behavior of such
frequency, duration, and intensity to disrupt their own learning process. A behavioral-emotional
handicap is evidenced by one or more of the following characteristics which cannot be attributed
primarily to physical, sensory, or intellectual deficits:
A. Inability to achieve adequate academic progress (not due to a learning disability).
B. Inability to maintain satisfactory interpersonal and/or intrapersonal relationships.
C. Inappropriate or immature types of behavior or feelings under normal conditions.

Demetrius _____, p. 11
D. A general pervasive mood of unhappiness or depression.
E. A tendency to develop physical symptoms, pains or fears associated with personal or
school problems.
This report has demonstrated that Demetrius’ behavior problems are of long-standing
duration; problems first manifested in kindergarten. Currently they are of sufficient frequency and
intensity that teacher scores on a standardized behavior rating instrument rated him at the 99th
percentile with regard to overall BED characteristics. As previously noted, Demetrius’ academic
progress is below his expectancy level.
Recommendations. The following are offered for the IEP Team’s consideration:
1. With regard to ADHD, Ms. _____ is encouraged to consult with a pediatrician regarding further
medical treatment. The information provided in this report should prove helpful in that regard. A
multi-modal treatment program involving behavior management procedures, student counseling,
parent education, and attention-focusing medications, is often recommended by physicians to help
children with ADHD. Children can respond quite variably to different medications and dosages.
Therefore, physicians often conduct medication trials for several weeks while they determine a
child’s response and decide on the proper medication and dosage. Because medication effects are
most noticeable during school hours, physicians often request weekly behavior reports from school
to help them monitor medication effects. This evaluator is available to assist with any of these
treatment procedures.
2. Since Demetrius’ lives with both his mother and grandmother, it would be better if he takes any
prescribed medications at school whenever possible.
3. To help Demetrius compensate for his disability in the classroom, the following
recommendations may be helpful:
• Preferential seating as close to the teacher as possible should be provided. Seating in
clusters across from other students is not recommended. Children with ADHD cannon
result impulses to talk and play with peers in these clusters of desks.
• Get the student’s attention before giving directions. Be careful to minimize the number of
components included in each set of directions.
• In order to enhance these students’ attention skills, teachers can add novelty to tasks,
especially at the end of tasks, or, if possible, eliminate repetition within tasks or add activity
to tasks (e.g., working with peers, talking, responding to questions, etc.).
• Because children with ADHD become bored easily and lack the proper motivation to
complete uninteresting tasks, it is often necessary to provide them with lots of ongoing
feedback about their performance. Thus teachers should consider providing these children
with more feedback, both positive and negative, than would be the case for others in the
classroom.
• As much as possible, incentives should be incorporated into school programming. Such
incentives or rewards should be meaningful and delivered in a frequent, immediate, and
consistent manner. To reduce the possibility of the student’s becoming bored with this type
of programming, target behaviors and consequences should be modified periodically.
• Attempt to actively involve the student the student in lessons, perhaps with cooperative
learning.

Demetrius _____, p. 12
• The teacher should have a private understanding with the child about, and periodic one-toone
meetings regarding, the child’s attention deficits. Private reminder cues should be
arranged, i.e. a gentle touch on the shoulder, to redirect attention.
• These children may benefit from a “coach” to assist in organizing homework and in
planning reports and other complex activities.
• The teacher may need to divide the work load into smaller chunks. Many children with
ADHD become overwhelmed by large amounts of work presented at one time.
• Children with ADHD symptoms often benefit from doing errands such as taking messages
to the office. This helps break their day into smaller units and allows for diversion of
overflow energy.
4. Demetrius would benefit from receiving specialized instruction in a small-group,
structured setting. Instruction should provide remediation for his current basic skill deficits and
teach effective problem-solving skills, mnemonic strategies, and good study habits. Regular
education classroom teachers will need to modify their procedures to accommodate his
disability. Demetrius can be expected to experience considerable difficulty without extensive
adaptation of the regular education curriculum. He cannot be taught at his grade level; rather,
efforts should be made to build upon the skills he has mastered. Until his reading skills improve,
he should not be expected to make one year of growth for each year in attendance in school.
Therefore the gap between grade placement and achievement level will widen as he progresses
through the grades.
5. Demetrius’ teachers and parents should not underestimate the discouragement, low effort level
and task avoidance that often occur when a child’s reading skills are as weak as his. Consistent use
of a positive behavior management system intended to reinforce reading, good study habits,
homework completion, etc. will be necessary to support his success. Demetrius’ classroom teacher
and any special education teachers should meet to decide what role each will take in providing him
with remedial instruction in reading and writing, how to reinforce what the other is teaching, and
how to communicate problems and successes as they arise.
6. Counseling should be available as in integral part of Demetrius’ program. A variety of treatment
strategies would likely benefit his behavioral/emotional status:
a. Social skills training, preferably in a group, to rectify specific skill deficits
b. Behavior management procedures to promote prosocial behaviors
c. Aggression replacement training to provide alternatives to conflict and fighting
d. Rational-emotive procedures to address some of Demetrius; unrealistic thoughts
7. Participation in a peer tutoring situation at school would provide an additional opportunity for
Demetrius to develop better social relations. The best approach might be to have Demetrius tutor
another child in some area of relative academic strength, thereby enhancing his self-esteem and
sense of social responsibility.
Leigh Armistead, Ed.D., NCSP
School Psychologist
Note: Supporting data are on file in the Lincoln Heights Student Services Office.

GIA: General Intellectual Ability
Gc: Comprehension-Knowledge
Glr: Long-Term Retrieval
Gv: Visual Spatial Thinking
Ga: Auditory Processing
Gf: Fluid Reasoning
Gs: Processing Speed
Gsm: Short-Term Memory
BR: Basic Reading
RC: Reading Comprehension
MC: Math Calculation
MR: Math Reasoning
BW: Basic Writing
WE: Written Expression
Demetrius _____, p. 13

TABLE OF SCORES: Woodcock-Johnson III Tests of Cognitive Abilities and Tests of Achievement
COG norms based on age 8-8; ACH norms based on age 8-9
Demetrius _____, p. 14
CLUSTER/Test Raw AE EASY to DIFF RPI PR SS(68% BAND) GE
GIA (Ext) - 7-8 6-7 9-2 81/90 24 90 (88-92) 2.0
VERBAL ABILITY (Ext) - 7-5 6-3 8-9 76/90 25 90 (86-94) 2.3
THINKING ABILITY (Ext) - 7-11 6-4 11-2 87/90 35 94 (92-97) 2.5
COG EFFICIENCY (Ext) - 7-7 6-10 8-5 70/90 22 88 (85-92) 2.2
COMP-KNOWLEDGE (Gc) - 7-5 6-3 8-9 76/90 25 90 (86-94) 2.3
L-T RETRIEVAL (Glr) - 8-4 5-9 >22 89/90 43 98 (92-103) 2.7
VIS-SPATIAL THINK (Gv) - 7-1 5-4 10-8 83/90 27 91 (87-95) 1.9
AUDITORY PROCESS (Ga) - 9-5 6-11 14-10 92/90 61 104 (98-110) 3.8
FLUID REASONING (Gf) - 7-8 6-9 8-11 78/90 30 92 (89-95) 2.3
PROCESS SPEED (Gs) - 7-9 7-2 8-5 68/90 23 89 (86-92) 2.3
SHORT-TERM MEM (Gsm) - 7-3 6-5 8-5 71/90 27 91 (86-95) 2.1
PHONEMIC AWARE - 9-0 6-5 13-11 91/90 55 102 (96-108) 3.3
WORKING MEMORY - 7-0 6-3 8-1 65/90 20 87 (83-91) 1.8
BROAD ATTENTION - 7-1 6-1 8-4 71/90 15 84 (81-88) 1.7
COGNITIVE FLUENCY - 7-5 6-4 8-10 77/90 23 89 (86-91) 2.1
EXEC PROCESSES - 7-0 5-10 8-5 72/90 13 83 (81-86) 1.7
------------------------------------------------------------
BROAD READING - 7-8 7-4 8-1 43/90 17 86 (84-88) 2.4
BROAD MATH - 7-2 6-7 7-11 53/90 13 83 (80-86) 1.8
BROAD WRITTEN LANG - 7-8 7-1 8-4 63/90 14 84 (81-87) 2.2
READING COMP - 7-3 6-10 7-9 41/90 12 82 (80-85) 1.8
MATH CALC SKILLS - 7-3 6-6 8-1 60/90 10 81 (77-85) 1.9
MATH REASONING - 7-4 6-9 7-11 48/90 16 85 (82-88) 2.0
WRITTEN EXPRESSION - 7-4 6-7 8-4 68/90 12 82 (78-87) 2.0
ACADEMIC SKILLS - 7-9 7-5 8-2 45/90 20 87 (85-89) 2.4
ACADEMIC FLUENCY - 7-8 6-11 8-6 69/90 17 86 (83-88) 2.3
ACADEMIC APPS - 7-2 6-8 7-9 45/90 14 84 (82-86) 1.8
------------------------------------------------------------
Verbal Comprehension - 8-7 7-3 10-2 90/90 49 100 (94-105) 3.2
Visual-Auditory Learning 14-E 9-9 7-1 >19 93/90 64 105 (100-111) 4.0
Spatial Relations 55-D 7-2 5-5 10-10 83/90 32 93 (89-97) 2.0
Sound Blending 17 8-9 6-8 12-0 90/90 51 100 (94-107) 2.8
Concept Formation 14-D 7-3 6-4 8-4 69/90 24 89 (85-93) 2.0
Visual Matching 27-2 7-9 7-3 8-3 57/90 21 88 (85-91) 2.2
Numbers Reversed 8 6-11 6-4 7-10 61/90 25 90 (85-95) 2.0
Incomplete Words 20 9-5 6-1 21 91/90 58 103 (95-111) 4.1
Auditory Work Memory 9 7-0 5-11 8-3 69/90 21 88 (83-93) 1.6
General Information - 6-5 5-5 7-6 55/90 10 80 (74-86) 1.5
Retrieval Fluency 34 6-3 3-7 14-4 84/90 13 83 (76-89) 1.2
Picture Recognition 40-D 7-1 5-2 10-6 83/90 32 93 (89-97) 1.8
Auditory Attention 37 10-8 7-1 >20 94/90 70 108 (101-115) 5.8
Analysis-Synthesis 19-D 8-1 7-1 10-0 86/90 41 97 (92-101) 2.8
Decision Speed 21 7-10 6-11 8-10 78/90 31 93 (89-97) 2.4
Memory for Words 15 7-8 6-6 9-1 80/90 37 95 (89-101) 2.4
Rapid Picture Naming 85 7-4 6-7 8-3 67/90 31 92 (91-94) 2.1

Page 15
CLUSTER/Test Raw AE EASY to DIFF RPI PR SS(68% BAND) GE
Planning - 12-7 4-9 >28 92/90 80 112 (103-122) 7.9
Pair Cancellation 21 6-4 5-7 7-3 40/90 8 79 (76-81) K.9
------------------------------------------------------------
Form A of the following achievement tests was administered:
Letter-Word Identification 39 8-0 7-9 8-4 48/90 28 91 (89-94) 2.7
Reading Fluency 22 7-10 7-5 8-4 59/90 24 89 (87-92) 2.5
Calculation 8 7-3 6-9 7-9 37/90 10 81 (76-86) 1.9
Math Fluency 24 7-2 5-4 9-2 79/90 8 79 (75-83) 1.8
Spelling 24 7-10 7-6 8-3 50/90 21 88 (85-92) 2.4
Writing Fluency 7 7-5 6-6 8-4 66/90 17 86 (80-91) 2.3
Passage Comprehension 17 7-1 6-9 7-6 25/90 12 83 (79-86) 1.8
Applied Problems 24 7-2 6-7 7-9 39/90 17 85 (82-89) 1.8
Writing Samples 11-B 7-3 6-7 8-4 70/90 16 85 (80-91) 1.7
Reading Vocabulary - 7-6 6-11 8-2 59/90 23 89 (86-92) 1.9
Quantitative Concepts - 7-6 6-10 8-2 57/90 17 86 (81-91) 2.1
------------------------------------------------------------
STANDARD SCORES DISCREPANCY Significant at
DISCREPANCIES Actual Predicted Difference PR SD + or - 1.50 SD (SEE)
Intra-Cognitive
COMP-KNOWLEDGE (Gc) 90 95 -5 35 -0.38 No
L-T RETRIEVAL (Glr) 98 93 5 63 +0.34 No
VIS-SPATIAL THINK (Gv) 91 96 -5 34 -0.40 No
AUDITORY PROCESS (Ga) 104 94 10 79 +0.79 No
FLUID REASONING (Gf) 92 94 -2 43 -0.18 No
PROCESS SPEED (Gs) 89 96 -7 31 -0.50 No
SHORT-TERM MEM (Gsm) 91 95 -4 36 -0.35 No
PHONEMIC AWARE 102 94 8 71 +0.54 No
WORKING MEMORY 87 95 -8 27 -0.61 No
------------------------------------------------------------
STANDARD SCORES DISCREPANCY Significant at
DISCREPANCIES Actual Predicted Difference PR SD + or - 1.50 SD (SEE)
Intellectual Ability/Achievement Discrepancies*
BROAD READING 86 93 -7 28 -0.58 No
READING COMP 82 94 -12 14 -1.07 No
BROAD MATH 83 94 -11 16 -0.98 No
MATH CALC SKILLS 81 94 -13 15 -1.05 No
MATH REASONING 85 93 -8 21 -0.82 No
BROAD WRITTEN LANG 84 93 -9 23 -0.74 No
WRITTEN EXPRESSION 82 93 -11 19 -0.86 No
*These discrepancies compare GIA (Ext) with Broad, Basic, and Applied ACH clusters.
STANDARD SCORES DISCREPANCY Significant at
DISCREPANCIES Actual Predicted Difference PR SD + or - 1.50 SD (SEE)
Predicted Achievement/Achievement Discrepancies*
BROAD READING 86 95 -9 19 -0.89 No
READING COMP 82 97 -15 7 -1.45 No
BROAD MATH 83 94 -11 13 -1.11 No
MATH CALC SKILLS 81 93 -12 13 -1.15 No
MATH REASONING 85 94 -9 17 -0.96 No
BROAD WRITTEN LANG 84 94 -10 17 -0.95 No
WRITTEN EXPRESSION 82 94 -12 15 -1.05 No
*These discrepancies compare predicted achievement scores with Broad, Basic, and Applied ACH clusters.