Case Study BA Age: 9 Years
February 18, 2015
Hours: 2

This evaluation was reviewed as a Case Study as it was a comprehensive evaluation conducted in another state. It was conducted in a state that does customarily recognize Educational Diagnosticians or Learning Disability Teacher-Consultants as in the state of New Jersey. The reason for evaluation, the comprehensive assessments, and outcome decisions were reviewed.

Student BA was referred by his parents and second grade teacher. Primary concerns included inability to focus in school and his behavior and impulsivity which have been impacting BA’s academic ability. A comprehensive teacher assessment was provided outlining his difficulties with sustained attention and prior interventions attempted. BA demonstrates strength in oral language skills. During academic tasks avoidance is noted. BA often is observed wandering around the classroom, has difficulty attending in large groups, and demonstrates a need to be doing something physical, for example. Consequences of his behaviors have led to other students being reluctant to work with BA as he is perceived as fooling around and distracting others. Academically, concerns are noted with inconsistent short and long term memory, trouble with comprehension, and poor handwriting. He demonstrates a weakness in solving multi-step problems in math, making change, elapsed time and the concept of fractions, for example.

Comprehensive testing included the WISC-IV, WIAT-3, Conners-3 Parent and Teacher Rating Scales, BASC-2, WRAML-2, CELF-4, and the CTOPP. Both assessments corroborated observations and findings noted by the classroom teacher. BA’s demonstrated a FSIQ within the Average range with variability in his performance. VCI was significantly stronger than Processing Speed. Tests of memory composite scores were all in the Average range; however, variability is noted in types of memory tasks with design memory recognition significantly higher than verbal learning skills and story memory recognition. Academic skills measured showed there were significantly stronger skills in alphabet writing, reading comprehension, math problem solving when compared to areas such as decoding nonsense words and fluency with addition. According to the teacher behavior rating scales, Very Elevated scores are noted in inattention, hyperactivity/impulsivity, learning problems, and executive functioning. The DSM-IV TR ADHD is noted as Very Elevated for inattention and hyperactivity/impulsivity. The overall Conners 3 ADHD Index is also Very Elevated. Parent rating scales indicate Elevated learning problems and Average Executive Functioning. Standard scores on the CELF-4 ranged from Average to Above Average with percentile ranks ranging from 63 to 91. Speech production skills were informally judged to be intelligible.

The Psycho-Educational Team recommended that this student was eligible for Special Education and Related Services under the classification category of OHI. In the state where this evaluation took place, an educational diagnosis of ADHD was legally determined without the requirement of a Neurological evaluation. BA will be receiving support in reading and writing as well as classroom modifications.