Proposed Assessment Plan for Cain Marko Name: Cain Marko Age: 19 Years, 1 Month Grade: 12 Presenting Problem(s):

Cain is experiencing academic, social, and emotional difficulties. He is often sad or angry and can be aggressive when frustrated. Furthermore, Cain seems to spend an inordinate amount of time playing videogames which interferes with his social functioning within the family and affects his sleep routine. Referral Question: Determine Cains current level of cognitive, academic, and social-emotional functioning in order to determine how best to support him in his final year of high school as well as to assist in planning for the transition from school. Brief Background Information: Cain achieved most developmental milestones on time although his speech development and articulation were slightly delayed. Cains mother reported that there were no major complications during pregnancy although she did have high blood pressure during the third trimester. Cain has always struggled with academics and has received Special Education services since he began school. Cain continues to struggle with reading, mathematics, and writing. Cain is described by his teacher as having beginner level reading ability and poorly developed mathematical skills. His IPP goals include: improvement of mathematical skill; improvement of reading skills and strategies; improvement of writing ability: self-identification of learning needs; and development of self-advocacy skills. ASSESSMENT PLAN: Review of Referral Information and Relevant Background Information It will be important to review other relevant referral information in more detail such as Cains physical, social, psychological, linguistic and educational development. In order to gain further background information I would provide questionnaires to several parties such as asking the parents to complete the Background Questionnaire, the teacher to complete the School Referral Questionnaire, and Cain to complete the Personal Data Questionnaire, as recommended by Sattler (2008). I would also interview Cain, his parents, his teacher, and any other relevant people involved in Cains life in order to gain a better understanding of Cains functioning from several perspectives. During the interview of his parents I would seek more information about Cains early years and the pregnancy including possible alcohol use. To gain further information about Cains current and past school performance, including grades and behavioural difficulties, I would

review his school record. In reviewing Cains background information it is also important to review previous psychological, medical, and/or educational assessments if pertinent to the referral question. If eye, hearing, or general health exams are not up to date I would encourage the parents to have Cain tested in these areas to rule out the potential of confounding problems on his learning ability. Observation Because Cain is having problems in school and at home, observing him in both settings could be useful in gaining insight into his functional and adaptive ability in each of these environments. The information gained from such observation will help provide qualitative information and supplement the information I will gather through formal standardized testing of Cain. In particular, I would seek information about Cains routine in the home, expectations, consequences, family dynamics, family strengths, what supports are already in place for Cain, what works well, and overall family functioning etc. While at school I would observe Cain in several setting such as in his classroom, during transition times between classes, and during more social times such as lunchtime. This would provide useful information about how Cain reacts to certain situations including when being directed to do different things in the classroom such as work on certain academic material. Formal Assessment Battery Wechsler Adult Intelligence Scale-Fourth Edition: Canadian (WAIS-IVcdn) I would select the WAIS-IVcdn because it is based on Canadian norms and is the most commonly used test of intelligence for adults. The WAIS-IV is important to administer to Cain because it can provide information regarding his intellectual functioning in several domains (Verbal and Visual reasoning, Working Memory, and Processing Speed). This is important because the information produced regarding deficits in certain domains will help determine which areas are important to test further (e.g. memory, executive functioning etc). I would also select the WAIS-IV because it will provide useful information about Cains weakness and strengths that will be useful when developing interventions (e.g., good overall ability being brought down by poor memory or processing speed, thus intervention is aimed at supporting memory or giving more time to complete academic tasks). Furthermore, the WAIS-IV provides information that can be compared to Cains academic achievement as measured by the WIAT-III. Analyzing discrepancies between the domains of the WAIS-IV, along with comparing his ability to his achievement, will help target specific areas for intervention. For example, if Cain scores in the Average range on the WAIS-IV, but Borderline on the WIAT-III then a Learning Disability is likely, whereas a Borderline score in the WAIS-IV would indicated a problem with his intellectual ability such as Mental Retardation. I would also choose this measure because it is relatively easy to administer and score and has excellent reliability and validity. Delis-Kaplan Executive Function System (D-KEFS) I would choose to administer the D-KEFS to supplement the information I gathered from the WAIS-IV as it assesses key components of executive functioning and is age appropriate. The DKEFS is a good measure of both verbal- and non- verbal executive function skills. Specifically, the D-KEFS would provide me with more information about Cains cognitive functions including:

flexibility of thinking, concept formation, problem solving ability, planning, creativity, impulse control and inhibition. Measuring Cains ability to plan, make decisions and judgments, selfmonitor and self-modulate, is imperative when designing interventions for Cain because it will help determine appropriate expectations and how much external support Cain may need. For example, Cain may have difficulty achieving his IPP goals of self-identifying learning needs and self-advocacy if his ability to self-monitor, plan, and/or his ability to make decisions are impaired. Furthermore, Cain could have difficulty planning for the future and living independently if he lacks executive functioning ability such as the ability to set goals and identify steps to achieve such goals. If executive functioning is an area of impairment for Cain he will need external support to help him set goals in his life and choose appropriate strategies for learning while finishing high school. Information from the D-KEFS will provide useful information for academic intervention and potential strategies to support Cain as he transitions out of school as executive functioning is important in both situations. Also, measuring executive functioning will help determine Cains ability to self-monitor his feelings and control his behaviour such as physical aggression when frustrated. Understanding such limitations will help determine appropriate interventions targeted at Cains social/emotional/behavioural functioning. For example, helping Cain identify appropriate coping strategies and working through the problem with Cain before the point of aggression may be more helpful than consequencing/punishing him after the fact. Helping Cain learn to identify and modulate his behaviour could be more useful than punishing a behaviour that he may struggle to stop as it is not mere defiance per se. Understanding the cognitive processes behind his behaviour will help teachers, parents, and counsellors react and intervene appropriately. As executive functioning is correlated with Learning Disabilities and ADHD I believe this is an important area to assess given Cains chronic struggle with academics and social-emotional functioning. Executive functioning is an important predictor of reading ability, writing ability, and math skill as inhibitory control, planning, and shifting abilities are important to these academic areas. The D-KEFS is a good assessment tool that will add to the depth of Cains cognitive assessment as it is more sensitive to executive functions than other cognitive measures. Wechsler Memory Scale-III (WMS-III) The WMS-III is test that will offer a comprehensive and in-depth assessment of Cains memory ability that will allow me to evaluate Cains memory functions in relation to his intellectual functioning. The WMS-III assesses both visualspatial and verbal aspects of Cains memory including his long-term, short-term and working memory. Furthermore, many of the auditory components of the WMS-III will measure Cains ability to learn new material. This test will be useful because it assesses a variety of memory functions and allows for comparison between longterm memory, short-term memory and working memory. Moreover, the WMS-III will provide information regarding Cains ability to utilize memory resources during learning and could rule out (or in) memory deficits as influencing his academic performance. I would also choose the WMSIII because it will allow me to evaluate discrepancies between the WAIS-IV, WIAT-III and the WMS-III. Also, the WMS-III will allow me to compare visual and auditory memory and longterm encoding and storage retrieval. Vineland Adaptive Behavior Scales Second Edition (Vineland-II) The Vineland-II could provide useful information regarding Cains adaptive functioning. The Vineland-II could be particularly useful to gather information about Cains intellectual and

developmental functioning. It would further add to the information necessary to determine and classify Cain for potential intellectual and developmental disabilities or other disorders, such as, Asperger Syndrome. The scales would provide information regarding Cains Communication, Daily Living, and Socialization. The Vineland-II would also allow me to look at Cains motor skills and maladaptive behavior. The Vineland-II would help me determine if Cains difficulty was intellectual or developmental in nature and is a good tool to gather information about Cains adaptive functioning in several domains and from a variety of sources including his parents and teacher. As Cain is about to transition out of school, the Vineland-II could provide useful information about how to best support Cain with his transition to being more independent. As this measure looks into such things as his self-care and home living style, it could provide useful information about his ability to succeed outside of school and about what areas are important to target for intervention. \ Diagnostic Interview for Children and Adolescents, Fourth Edition (DICA-IV) I would administer the he DICA-IV to elicit information about Cains emotional and behavioural state. The DICA-IV would asses Cains relationships, social behaviours, and school progress. The DICA-IV would be particularly useful to provide information regarding potential symptoms related to depression, anxiety, and/or any psychosocial stressors Cain might be experiencing. The DICA-IV is a complete structured interview based on the DSM-IV. It is a valuable assessment tool to supplement a clinical examination as it is a good screening tool for a broad range of behavioural problems including anxiety and depression. As Cain reportedly often feels sad and/or angry and because he displays aggressive behaviour when frustrated, the DICA-IV would be a useful tool to screen for possible anxious or depressive symptoms underlying his mood fluctuations and seemingly depressed affect. Furthermore, Cains anger and aggressive behaviour could also be an indicator of depression or anxiety; therefore, the DICA-IV would provide further information about Cains moods/emotions and his perception about his current emotional functioning. Wechsler Individual Achievement Test Third Edition (WIAT-III) Although Cains struggles with academics has been long standing and probably well documented, I would administer the WIAT-III to not only provide a basis to compare to the WAS-IV, the WMSIII, and the D-KEFS, but to also provide more detailed information about his academic strengths and weaknesses. For example, I would want to know what areas in particular Cain struggles with regarding reading, math, and writing. The WIAT-III would help me determine whether Cain struggles with reading comprehension or decoding, writing mechanics or composition, and whether he struggles more with mathematical calculation or the underlying concepts. The WIATIII would provide the information necessary for a potential Learning Disability diagnosis and would also provide me further information about specific academic strengths and weaknesses. This information would aid in developing strategies that could help Cain experience success during his final year of high school and would also provide him with useful information in determining what learning strategies he should utilize when he is done school so that he can be successful in day to day life. Furthermore, comparing Cains achievement on the WIAT-III with his ability on

the intellectual scales would help me determine whether or not Cains difficulties are due to a Learning Disability or because of low cognitive ability. Interpretation of Assessment Results After I gather the information gleaned from the interviews, observations, referral documents, and the result of formal testing, I would integrate the results to form a holistic picture of Cain. It is important to collate and integrate all of the information gathered and not solely rely on one source of information. I would look at all the information to identify possible patterns in Cains functioning or discrepancies that could depict problems with my assessment or useful information regarding Cains cognitive and academic strengths and weaknesses. Interpretation of the assessment results, provided I feel they are valid and reliable, would offer me valuable information in determining a diagnosis and approaches to intervention. Intervention and Recommendations After interpreting the assessment information and results it is important to develop interventions and recommendations. As Cain is still in school, I would work with other professionals in the school to develop a special education program that could be carried out in an inclusive setting if possible or in a separate program if appropriate. It would be important to use the assessment information to develop an education plan that would allow Cain to experience progress and success in his final year of high school. In doing this I would need to consider the resources of the school, as well as the availability of personnel that could support Cain with his learning needs. Also, while developing recommendations I would consider Cains academic needs along with his living needs as he is about to transition out of high school and will potentially seek a more independent lifestyle. Therefore, I would consider what Cain needs to be successful in everyday life and who in his life could help support him when devising interventions outside of the school domain for Cain. Dissemination of Assessment Results and Recommendations After completing the assessment I would write a report in a timely manner that clearly conveys my findings, interpretations, and recommendations for support. In writing my report I would be mindful that many different people could read it including Cain, his parents, teachers, counsellors etc, and as such, I would ensure the report is easy to understand and useful for all those who could read it. I would also avoid misuse of my report by clearly stating the intent of the report as it is based on the specific referral question(s). After writing the report I would ensure I discuss its contents with Cain, his parent, and appropriate school staff. Discussing the results with appropriate parties will ensure that the results are being used to best support Cain and I can clarify any questions regarding the assessment, interpretation, or recommendations during this time. Follow Up

To conclude the assessment process and to ensure my assessment is comprehensive and useful, I would monitor Cains progress and setbacks, as it will allow me to make modifications to proposed interventions. I would develop a plan for both short- and long-term follow-up. Short-term followup would allow me to monitor intervention strategies that were not usefully, never used, or ineffective because Cains situation changed. Long-term follow-up would allow me to adjust recommendations based on Cains changing life experiences and goals. Cain is at a pivotal time in his life and life circumstances are bound to change rapidly. Modifying and adapting intervention to meet his ever changing need would be crucial as Cain attempts to pursue his goals during his last year of high school and as he continues with his pursuit once out of school.