Name: 1an Age: 11

Date of 8|rth: 11/16/2000 Gender: Male

Schoo|: Sllver Mesa LlemenLary School Grade: 3
Lh

1eacher: Llsa Payes hys|o|og|st: Mary 8eLh ummel
Cther Lxam|ner: !ennle 1oronLo
Date of Lva|uat|on: 2/23/2012 - 3/22/2012 Date of rev|ous Lva|uat|on: 3/27/2009

keason for keferra|:
1an was referred for a re-revaluaLlon by hls lL Leam, lncludlng hls mom, speclal educaLlon
Leacher and Lhe speclal educaLlon Leam leader. 1hey felL LhaL due Lo Lhe hlsLory of 1an's up ln general
educaLlon and speclal educaLlon experlence and Lhe progress he has made LhaL re-evaluaLlng hls
academlcs as well as behavlor would help gage Lhelr goal of malnsLreamlng hlm ln Lhe nexL few years.
8ackground:
1an ls an 11 year old male classlfled wlLh CLher PealLh lmpalrmenL. Pe has SoLo's Syndrome
and ls dlagnosed wlLh ASu and AuPu. Pe llves wlLh hls mom, dad, slsLer and peL dog. Pe ls orlglnally
from SeaLLle, WashlngLon and Lransferred Lo hls currenL school and Leacher, Mrs. Payes, lasL year. Pe
reporLedly had a negaLlve experlence ln hls lasL school dlsLrlcL and fell behlnd ln hls academlc and
behavlor performance. ln 2003 he was evaluaLed for speclal educaLlon servlces and recelved Lhem
Lhrough Lhe learnlng cenLer as he conLlnued hls educaLlon ln Lhe general educaLlon classroom. Pe was
reevaluaLed ln 2006 and agaln ln 2009 and was Lhere afLer referred Lo recelve hls educaLlon ln self-
conLalned speclal educaLlon classroom. upon Lransferrlng Lo Sllver Mesa LlemenLary School boLh hls
academlc performance and behavlor has lmproved greaLly. Pe ls currenLly ln a self-conLalned unlL
worklng Lowards grade level academlcs and lmprovlng hls soclal lnLeracLlons.
1est|ng:
1an recelved Lhe Woodcock !ohnson lll LesL of AchlevemenL. Pe LesLed wlLh Lhe school
physlologlsL ln Lhe WlSC-lv. 1he school psychologlsL also gave hls parenLs and Leacher Lhe 8ASC-2 and
A8AS-ll Lo evaluaLe hls behavlor changes. 1an was glven Lhls serles of LesLs Lo see lf he sLlll quallfled for
Lhe servlces he was recelvlng, Lo monlLor hls progress ln hls behavlor and ln academlcs. 1he LesLlng ln
boLh Lhe WlSC-lv and Lhe W!-lll lasLed 3 weeks over 3 LesLlng perlods each. 1he WlSC-lv was glven ln
Lhe psychologlsL offlce, ln quleL and conLalned envlronmenL. 1he W!-lll was glvlng ln a meeLlng room
annex ln Lhe llbrary and ln Lhe supply room for Lhe 4
Lh
/3
Lh
grade hall way.
kLVILW CI kLVICUS LVALUA1ICN INICkMA1ICN:
Woodcock Iohnson-III 2]132009
ComposlLe Area Crade LqulvalenL Age lle SLandard Score
8aslc readlng 2.1 23 89
8eadlng Comprehenslon 1.8 16 83
MaLh CalculaLlon 1.6 16 78
MaLh 8easonlng 1.4 7 76
WrlLLen Lxpresslon 1.4 3 72
1an was below average range ln all Lhe areas above.

No cogn|t|ve Assessment was g|ven on that reeva|uat|on date.
Cther Assessments
C|assroom Cbservat|on
8ehav|or Assessment System for Ch||dren-second ed|t|on (8ASC-2)
Looklng aL AdapLlve and 8ehavloral luncLlonlng scores 1an was wlLhln normal llmlLs ln
soclal skllls. Pe was consldered Lo be cllnlcally slgnlflcanL Lo aL rlsk ln exLernallzlng
problems, lnLernallzlng problems, school problems, behavloral s sympLoms lndex, and
adapLlve skllls. lL was concluded LhaL hls slgnlflcanL behavloral dlfflculLles lmpacL hls
classroom achlevemenL.
A Schoo| nea|th Summary
Pe also recelved speck and language servlces, as well as C1/1 servlces.
kev|ew of Student Informat|on kecords
CUkkLN1 LVALUA1ICN INICkMA1ICN
Cogn|t|ve Ab|||t|es:
"#$%&'#( )*+#'',-#*$# .$/'# 01( 2%,'3(#*4)5 6").24)57
Scale Sum of
Scaled
Scores
ComposlLe
Score*
ercenLlle
8ank
93 Conf.
lnLerval
CuallLaLlve
uescrlpLlon
verbal Comprehenslon (vCl) 238 91 27 83-98 Average
ercepLual 8easonlng (8l) 14 67 1 62-77 LxLremely Low
Worklng Memory (WMl) 10 71 3 66-81 8orderllne
rocesslng Speed (Sl) 9 70 2 63-83 8orderllne
lull Scale lC 38 70 2 66-76 8orderllne
*ComposlLe scores are based on a scale wlLh a mean of 100 and a sLandard devlaLlon of 13
1an showed a large dlscrepancy ln Lhe scores found ln worklng memory (sub-LesL scores of 7, 3,
and 7) and processlng speed (sub-LesL scores of 3, 6, 8). All oLher sub-LesL scores fell on or below 10,
whlch ls Lhe medla, or average for sLudenLs 1an's age and grade level. lL was noLlced LhaL when Lhe sub-
LesL conslsLed or conLalned someLhlng of lnLeresL 1an was able Lo focus and had more deslre Lo
compleLe lL. 1esL resulLs and concurrence of hls lL Leam reporL LhaL he ls sLlll far enough below
average for hls grade level and age LhaL he wlll sLlll requlre servlces.
Academ|c Ab|||t|es
"113$1$8491%*&1* ))) 6"94)))7
ComposlLe Area Crade LqulvalenL Age lle SLandard Score
8aslc readlng 3.3 89
8eadlng Comprehenslon 2.9 79
MaLh CalculaLlon 2.3 36
MaLh 8easonlng 3.0 77
WrlLLen Lxpresslon 3.9 86
1hese scores show LhaL 1an was more on grade level when he was evaluaLed ln 2009. Powever
he has lmproved. 1hls seL of scores does noL show hls whole range of lmprovemenL, buL lL does show a
comparlson Lo hls lmprovemenL slnce hls lasL evaluaLlon. 1an fell lnLo Lhe 2.1 -3.9 grade level
equlvalenL ln Lhe ma[orlLy of Lhe sub-LesLs admlnlsLered. Pe was on or sllghLly below grade equlvalenL
ln Cral Language (LxL) and was subsLanLlally above ln Cral Lxpresslon, SLory 8ecall, and sub-LesL lcLure
vocabulary. 1he LesL resulLs also showed LhaL he produced low broad scores and sllghLly hlgher clusLer
score. 1he resulLs of Lhls assessmenL were congruenL wlLh Lhe resulLs of found from Lhe WlSC-lv.
8ehav|ora|
:#%/;,1( <&&#&&=#*+ .>&+#= 01( 2%,'3(#*? @
*3
A3B
1he parenL raLlngs were hlgher Lhan Lhe Leacher raLlng, however Lhey boLh follow a slmllar Lrend
llne. 1he Leacher raLlng fell prlmarlly ln Lhe aL-rlsk and average range and Lhe parenL raLlng fell ln Lhe
cllnlcally slgnlflcanL range. ln colluslon 1an sLlll has behavloral problems LhaL, on average, puL hlm lnLo
an aL-rlsk caLegory and a smaller class slze wlLh more sLrucLured Llme and fewer dlsLracLlons would be
more beneflclal Lo hls learnlng and developmenL aL Lhls Llme.
<3/C+,;# :#%/;,1( <&&#&&=#*+ .>&+#=? @
*3
A3B
1he parenL raLlngs were lower Lhan Lhe Leacher raLlngs. Agaln Lhls dlscrepancy shows along
wlLh observaLlon by Lhe school psychologlsL and oLher members of Lhe lL Leam show LhaL he does sLlll
fall lnLo Lhe aL-rlsk caLegory and requlres furLher behavloral supporLs Lo beneflL hls educaLlonal
experlence.
2'/&&(11= 1D&#(;/+,1*
As seen durlng classroom observaLlon, ln reference Lo hls prlor lu8A and 8l 1an sLlll has
dlfflculLy regulaLlng hls emoLlon due Lo oversLlmulaLlon and lncrease or sudden onseL of aglLaLlon or
anger. 1an's prevlous behavlor plan suggesLed LhaL he used Lo be cllnlcally slgnlflcanL wlLh hls behavlor
ln Lhe areas of harm Lo oLhers an elopemenL. 1hrough Lhorough appllcaLlon and monlLorlng of hls 8l
Lhose behavlors have ceased and he ls more able Lo regulaLe hlmself. Pe has begun Lo engage ln
behavlors LhaL fall lnLo Lhe caLegory of harm Lo self, as now lf he cannoL conLrol hls frusLraLlons,
aggresslon or helghLen or lncreased emoLlonal dlsLurbance do Lo over sLlmulaLlon he resulLs ln hlLLlng
hlmself. 1an ls, however, able Lo process Lhe emoLlons and whaL seL hlm off once he ls able Lo calm hls
body and volce.
IDLA CLASSIIICA1ICN
Accordlng Lo a prevlous cllnlcal dlagnosls form and hls prevlous lLs 1an was dlagnosed wlLh
uu. 1hrough Lhls reevaluaLlon and furLher assessmenL by use of Lhe AuLlsm SpecLrum 8aLlng Scale hls
classlflcaLlon change from CPl, wlLh SoLo's syndrome belng Lhe leadlng cause of lmpalrmenL effecLlng
hls educaLlon, Lo AuLlsm, wlLh AuLlsm belng Lhe leadlng cause of lmpalrmenL effecLlng hls educaLlon and
SoLo's Syndrome belng Lhe secondary cause. 1hls was change based upon all of Lhe above assessmenL
Lools as well as records from hls C1/1 and Speech Lherapy records, as he no longer quallfles for Lhose
based upon Lhe effecLs of hls SoLo's Syndrome. Pe wlll now recelve Lhe servlces he need based upon hls
cognlLlve and academlc achlevemenL along wlLh servlces LhaL are avallable Lo supporL needs of sLudenLs
wlLh AuLlsm.
CCNCLUSICN
1an sLlll requlres Speclal LducaLlon servlces Lo help geL hlm as close Lo or on grade level ln as
many sub[ecL areas as he can. ln regards Lo 1an belng able Lo be malnsLreamed ln mlddle school, Lhe
resulLs show LhaL ln Language ArLs he falls Lhe closeLs Lo on grade level and could recelve lnsLrucLlon ln a
general educaLlon classroom wlLh approprlaLe accommodaLlons. 1an wlll sLlll need added supporL for
hls behavlor and for soclal skllls, whlch can be provlded Lhrough A8A Lechnlques.


kLCCMMLNDA1ICNS
8aslc MaLh Skllls:
-Avold confuslng Lhe sLudenL by mlxlng problems on an asslgnmenL (eg., subLracLlon and addlLlon, more
Lhan and less Lhan) unLll Lhe sLudenL has achleved masLery.
-rovlde a cheaL sheeL wlLh maLh symbols and correspondlng key conLexL words.
-Lmploy 3#'/>#3 C(1=C+,*- as a sLraLegy Lo Leach maLh facLs. use flash cards wlLh maLh facLs on Lhem.
8un Lhrough Lhe cards and have Lhe lnsLrucLor provlde lmmedlaLe answer wlLh Lhe sLudenL repeaLlng
LhaL answer. 1hen move Lo a Llme delay, allowlng Lhe sLudenL Lo glve answer on Lhelr own.
-use manlpulaLlve Lo demonsLraLe appllcaLlon of key conLexL words ln maLh problems.
MaLh 8easonlng and roblem Solvlng
-8eword maLhemaLlcal vocabulary ln slmpler Lerms Lo compensaLe for Lhe sLudenL's lack of knowledge.
-rovlde concreLe examples for some of Lhe more absLracL Lerms.
-Check for comprehenslon afLer explanaLlons or dlrecLlons are glven LhaL use maLhemaLlcal Lerms.
-use famlllar slLuaLlons from Lhe sLudenL's experlence Lo demonsLraLe maLhemaLlcal concepLs.
-use a manlpulaLlve or drawlng Lo represenL lnformaLlon presenLed ln a sLory problem.
honemlc Awareness
-8ead books Lo Lhe sLudenL LhaL play wlLh and manlpulaLe leLLer sounds. Such llLeraLure makes use of
rhymlng, alllLeraLlon and manlpulaLlon of phonemes.
-use phonemlc awareness acLlvlLles for whlch Lhe sLudenL knows lndlvldual leLLer sounds and sounds of
leLLer comblnaLlons.
8ehavlor SupporLs
-use a behavlor chaln analysls when oral explanaLlon ls dlfflculL abouL problem behavlor. use a slmple,
easy Lo follow sLeps Lo flll ln abouL Lhe orlgln of Lhe behavlor and how lL could be changed ln Lhe fuLure.
-lncrease poslLlve relnforcemenL for poslLlve behavlor.
-rovldlng an alLernaLlve Lo Lhe undeslred behavlor (noL Lhe same as a reward, lL should be an
alLernaLlve LhaL ls readlly avallable Lo Lhe person. 1he LhoughL behlnd Lhls ls LhaL Lhe person may, over
Llme, learn Lo more lndependenLly seek ouL approprlaLe opLlons raLher Lhan Lhe undeslred behavlor(s).)
lluld 8easonlng
-rovlde sLudenL wlLh a llsL of procedures Lo follow when problem solvlng.
-LxpllclLly Leach learnlng sLraLegles, use concreLe examples.
-1each concepLs ln a concreLe, sequenLlal manner.