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

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

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

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

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

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

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

WIAT-III Results 2014

VMI & OE Inventory Results 2014

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

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

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

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

Cecelia