1. Psychological Assessment Battery-Case
Allen Golden , Heather Carson, Sheri Collier, Ruthi Manning-Freeman, & Lindsey Reinert

2. Meet Cecelia DOB: 8-12-2006 DOE: 4-26-2014 Age: 7:8:14
Referral: Parents want to understand & have a profile for:
potential 2e,
learning,
emotional,
behavioral,
recommendations for interventions & future school
History:
therapy & behavior strategies over the past 2 ½ years
2 ½ years ago moved to new country- attending an International school

3. Psychosocial History School placement:
Preschool in the US:behaviors were better managed
Kindergarten, 1st grade, 2nd grade:
at International School-
behaviors manifested in 2nd grade
Family:
only child
parents married
father works from home
no medical concerns
Prior Evaluations:
hearing, eyes, & speech evaluations indicated no problems
previous assessers indicated concerns of possible ASD

4. Review of Records
2012
WISC-IV, WJ Cognitive & Achievement, WIAT-III, Conners-3 (parent/teacher), Social & communication development questionnaire
2013
Neurodevelopmental Evaluation report (NEPSY-II)
2014
WISC-IV, WIAT-III, CBCL, Conners-3 (parent/teacher),VMI, OE

5. Strengths Parents reported: Imaginative Creative Personable
Cecelia reported:
likes to read
high interest in animals wants to be an animal scientist
Interpreted strengths from data collected:
a gifted learner
academically strong in reading, writing, and math
highly imaginative

6. Behaviors School rolling on the floor distracts others cartwheels
not mentally present during instructional time
removed from classroom daily
rigid in her thinking
can’t have a two-way conversation
cannot remember or comply with classroom routines
Home
stressor resulted in vomiting
avoidance
licking fingers
wiping saliva on face
vaginal touching
walks in slow motion
rolling on the floor

7. WISC-IV Results 2014 Uplift the Verbal & Perceptual data points
Indicate we believe the GAI is a true reflection of her cognitive potential.

8. WIAT-III Results
2014

9. VMI & OE Inventory Results
2014

10. Conners Parent & Teacher Forms
2014
Descrepance in the executive functioning- parents see as very elevated but teacher views at average.

11. Interpretation/Concerns
Six months ago started 2nd grade soon after behaviors escalated
Academic Needs:
Academic needs are not being met in the classroom
Developmental Needs:
Asymmetric/Asynchronistic development
evidence from data: high cognitive & achievement potential above age peer, elevated ranges of emotional/behavioral function
Executive Function concerns
organization, problem solving
Sensory Motor Integration
evidence by seeking stimuli reported by parent & teacher

12. Interpretation/Concerns
Emotional Needs:
Anxiety disorder
evidence from stress-induced vomiting
separation concern linked to vomiting
stressor-induced vomiting is an avoidance
Behavioral Needs:
Attention Deficit Hyperactive Disorder
evidence from CBCL results both parent & teacher indicate Clinical range, Conners 3 both parent & teacher Very Elevated range
evidence from OE Inventory for psychomotor in the significant range
Oppositional Defiance Disorder
evidence from CBCL results both parent & teacher indicate Clinical range

13. Recommendations Change in academic setting
Multi-exceptionalities need to be addressed
Conduct the Iowa Acceleration Scale for possible subject or grade acceleration
Learning Styles Inventory
Occupational Therapy-fine motor, hand eye coordination, mid-line, sensory motor integration
Torrance Test of Creativity
Depression scales
Vineland Adaptive Behavior scale
Domains focused: communication, socialization, motor skills, maladaptive behavioral
Open & clear communication to provide consistency across home, school, and interventions

14. Cecelia