1

_________________________________________________________________________________________________________
______________________________________________________________________________
___________________________

PARADISE UNIFIED SCHOOL DISTRICT

Special Services
6696 Clark Road
Paradise, CA 95969
(530) 872-6400
Fax: (530) 877-5073
Confidential Psychoeducational Report

Name: Andrew Johnson

Date of Report: 12/19/16

Date of Birth: 01/15/2000

Chronological Age: 16

Grade: 11th

Gender: Male

School: Paradise High School

Ethnicity: Caucasian

Primary Language (Home): English

Primary Language (School): English

Teacher(s): Lisa Smith, Larry Williams, Larry Jones, Tim Varder, Gregary Benedick
Examiners: Maria Hartness, Kristina Durelo, Sarah Lipman, Sandy Morwood
Dates Evaluated: Assessment begun November 15, 2016
Parent(s)/Guardian(s): Pam Loveridge and Jack Johnson
Address: 6642 Lincoln Dr., Paradise CA, 95969
Referral Source: Paradise High School 504 team and Parent request for evaluation.
The cultural and ethnic background of the student was considered in the interpretation of the test
results and evaluation findings.
_________________________________________________________________________________________________________

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______________________________________________________________________________
___________________________

Glossary of Psychometric Terminology

A percentile rank states directly how the student's performance compares with others in the same
grade or at the student's age level. Percentile ranks range from 1 (low) to 99 (high). A percentile
rank between 16 and 84 is within the average range. A score of 60, for example, means that a
student performed better than 60% of the students who have taken that particular instrument.
Standard scores are particularly helpful when interpreting scores. Standard scores specify how
many standard units above or below the normative mean a specific childs score falls. It provides
a very precise method of pinpointing an individual childs performance in comparison to their
peers. For the assessment tools used, a standard score of 100 is average with a standard deviation
of 15 (average range 85-115), while a subtest score of 10 is average with a standard deviation of
3 (average range 7-13).
The Descriptive Category allows for an understanding of how an individual's scores compare to
other same-age peers.
Mean is the arithmetic average of the total of score in a distribution.
Age equivalent refers to the age at which a childs test score would be considered average. The
age equivalent is computed by obtaining a raw score (the total number of correct answers a
person obtains) and comparing it to standardized age norms. Age equivalents routinely are
broken down into fractions of years. For example, an age equivalent of 9-8 indicates that the
childs performance equals the average performance of the normative group of children aged 9
years, 8 months.
Grade equivalent is the grade level at which a childs test score would be considered average.
A grade equivalent is computed by obtaining a raw score (the total number of correct answers a
person obtains) and comparing it to standardized grade norms. A grade equivalent of 4.3 means
that childs score was identical to the average score obtained by children in the third month of the
fourth grade.

Reason for Referral: Andrew Johnson is a 16-year-old male, presently in the eleventh grade
attending Paradise High School, in the Paradise Unified School District. Andrew was referred on
10/20/16 (11th grade) for an initial assessment regarding concerns about Andrews depression,
anxiety, and/or possible processing deficits by the 504 team and by parent request.
One concern expressed by Ms. Loveridge includes a doctors recommendation for further testing
concerning processing speed and retention of information. In regards to concerns about anxiety
and depression, Ms. Loveridge specifically was concerned that Andrews internalizing struggles
were affecting Andrews ability to persevere through challenges and learn new information.

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Andrew was previously referred for assessment in the 3rd grade for concerns about possible 1)
Learning Disabilities, and 2) Emotional Disturbance. At that time Andrew did not qualify for IEP
services under either of the prior mentioned concerns. Angel Minto, the school psychologist who
conducted the previous assessment, noted that further assessment specifically for emotional
disturbance was warranted if Andrews social-emotional functioning continues to impact his
ability to access the curriculum. Currently, due to continued concerns, the 504 team and Ms.
Loveridge felt as though further assessment of Andrews difficulties with school achievement
was warranted at this time. This assessment serves the purpose of considering Andrew for initial
qualification for IEP services.
Background History/Information
Education History: Andrew attended Cedarwood Elementary School in Paradise School District
in kindergarten and first grade. He attended Ponderosa Elementary School in Paradise School
District from the 3rd grade through the 5th grade. Andrew was at Paradise Intermediate for the 6th
through 8th grades. Andrew has been attending Paradise High since the 9th grade.
All through elementary Andrew had sufficient attendance and was never retained. Attendance
had a slight drop in middle school. Specifically, during the year 2013- 2014, Andrew had 12
absences recorded for the year. Since High school however, Andrews attendance has returned to
adequate levels. Overall, Andrew has had good attendance, which implies that he has had
appropriate access to the curriculum.
Even though Andrew had appropriate exposure to the curriculum, he began to fall behind grade
level reading in the first grade. Andrew received reading interventions in kindergarten and 1st
grade. The interventions included aerobics phonic awareness intervention in kindergarten, and a
reading recovery intervention, as well as title 1 reading interventions in the form of SIPPS
Phonics in the first grade. Parents were also reading to Andrew at home. Finally, Andrew
attended summer school during both his kindergarten and 1st grade year.
With all of the interventions, Andrew made outstanding progress and caught up to grade level
reading by the 2nd grade. Andrew was exited from the reading recovery intervention as per
request from Ms. Loveridge. He continued the Title 1 SIPPS Phonics intervention through the 4th
grade in order to maintain progress in reading.
Andrew also began to fall below grade level in math by the third grade. In 4th grade Andrew
remained below basic levels in math performance. By the 5th grade, Andrew received a math
intervention in the form of a math tutor. A file review of Andrews academic records shows no
documented interventions after the 5th grade.
Andrew performed at grade level throughout middle school and in the beginning of high school.
Currently Andrew is once again struggling in his math and English classes. It appears that
Andrew was able to perform at his instructional grade level while receiving assistance and
interventions, but soon fell behind after interventions were removed. His current grades are as
follows:
Math 3
F
Wight Training
CEm Med Skills
AEnglish 11
F
US History
D
Marching Band
A

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Teachers throughout his elementary grades recorded that Andrew struggled with focusing on the
task at hand. Many teachers commented that Andrew seemed withdrawn. It may be that Andrew
has trouble absorbing and retaining new information because of lower intervals of attending to
new information. This information is consistent with the referral concern. There appears to be
some processing, or socio-emotional component interfering with Andrews ability to attend to
new information. This interference appears to block Andrews ability to independently access the
general curriculum as presented.
Family History: Andrew lives with his biological mother Ms. Loveridge, every other week. The
rest of the time he lives with his biological father, Jack Johnson. While he is with his mother, he
also cohabitates with his step-father, Leo Loveridge, and a younger sister and brother. Andrews
biological parents divorced in 2009. Both biological parents have 50/50 shared custody over
Andrew. Ms. Loveridge currently works as a computer programmer, and is reportedly in overall
good health. Mr. Johnson works as a truck driver and appears to be in general good health
according to the family history report completed by Ms. Loveridge. There is a history of mental
or nervous disorders in Andrews family on the maternal side.
Social-Emotional History: According to reports from Ms. Loveridge, when Andrew was a baby,
he was colicky but had an easygoing and active temperament. Throughout Andrews childhood,
Ms. Loveridge reported that Andrew has a tendency to have a short attention span, tires easily,
and is more quiet than others his age. Additionally, Ms. Loveridge noticed that Andrew had a
tendency to withdraw. This observation is consistent with observations made by Andrews
teachers throughout elementary school. Ms. Loveridge also reported that Andrew had a tendency
to be shy due to his weight. He appeared to develop more outgoing tendencies after losing the
weight in adolescence.
During an interview with Andrew, Andrew let the examiner know that he felt anxious and
depressed for as long as he could remember. When asked if the divorce made these feelings
worse, Andrew expressed that in fact the divorce brought him some relief, because he knew it
meant his parents would no longer argue. Therefore, according to Andrew, it would seem that the
emotional distress was not caused by any one recognizable life event, but rather has always been
present for Andrew.
Behavioral Intervention History: According to Student Study Team Notes dated 04-12-07,
Andrews family attended FAST counseling in the 05-06 school year. During an interview with
the examiner, Andrew explained that he is currently seeing a counselor outside of school through
Medi-Cal. Andrew expressed that he thought this counselor would help him understand himself,
but Andrew has yet to meet his goals during these sessions.
Health and Developmental History
Hearing: On 11/03/16 Andrew passed his hearing test. Additionally, there were no complications
with hearing throughout his development.
Vision: On 11/03/16 Andrew passed his vision test. Additionally, there were no complications
with vision throughout his development.

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Andrews mother completed the PUSD health and Developmental History form. Andrew was
born at 9 months through a normal vaginal birth. Ms. Loveridge reported no areas of concern
during her pregnancy. Her labor and delivery were 12 hours long, with four of those considered
hard labor. Andrew was born with the umbilical cord wrapped around his neck, but no further
complications were reported concerning this. Anesthesia was used and Ms. Loveridge was
conscious during labor.
According to reports from Ms. Loveridge, Andrew developed normally. He rolled at four
months, sat alone at seven months, crawled at six months, walked at 13 months, and dressed
himself at two years. He rode a tricycle at two or three years old. Ms. Loveridge stated that
Andrew had average language development, reported no concerns in language, and said he never
had speech therapy. The only reported concern across Andrews development was bed wetting.
Ms. Loveridge reported that Andrew continued to wet the bed until age 13. Typically, Children
are able to control their bladder during sleep after age 5-6. Nocturnal enuresis past the age of 6
may be correlated with high levels of stress and nightmares during sleep.
Andrew was diagnosed with Depression, A.D.D, and Anxiety. Ms. Loveridge also reported that
Andrew had a history of being hospitalized in a psychiatric hospital. Andrews developmental
and medical history is consistent with the referral concern as well as previous information.
Andrew appears capable and followed a typical trajectory of development, however, a pattern of
socio-emotional concerns are emerging.
Assessment/Evaluation Procedures
Name of Instrument
Records Review
Vision/Hearing Screener (see nurses summary sheet)

Acronym

Health and Developmental Questionnaire

Observations
Interviews
Woodcock-Johnson 4th Edition- Test of Cognitive Abilities
Wide Range Assessment of Memory and Learning, 2nd Edition
Behavior Assessment System for Children, 3rd Edition
Woodcock Johnson Test of Individual Achievement 4TH Edition

WJ-IV
Cognitive
WRAML2
BASC-III
WJ-IV

Examiner
Sarah Lipman
Sandy
Morwood
Kristina
Durelo
Sarah Lipman
Kristina
Durelo, Sarah
Lipman
Sarah Lipman
Sarah Lipman
Sarah Lipman
Maria
Hartness

Observations
Classroom Observations
On 11/16/16 Andrew was observed in his 3rd period Emergency Medical Skills class with Mr.
Jones. A momentary time sample procedure was used. During this 15-minute observation,
Andrew was expected to participate in a role-playing activity, or watch his classmates
participate. Andrew was observed on-task approximately 80% of the time. During the time
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Andrew was off-task, he was observed to be: looking around the room for about 2% of the time,
or engaged in some other activity for 18% of the time. Some examples of the other off-task
behavior included using his cell phone under his desk, or tapping his fingers on the table.
Andrew was on-task at a higher rate than his peers. During this observation, other students were
noted to be using their cell phones or talking amongst themselves much more frequently then
Andrew.
Andrew was also observed on 11/29/16. Andrew was observed in his 4th period English 11 class
with Mr. Varder. A momentary time sample procedure was used. During this 15-minute
observation, Andrew was expected to listen to a teacher-led lecture, participate in a short
independent write-up, and take a quiz on the mac-book. During these activities, Andrew was
observed on-task approximately 98% of the time. For the 2% of time that Andrew was off-task,
he was observed to be looking around the room. Andrew was on-task at a much higher rate than
his peers. For example, an observed comparison student was on-task for only 78% of the time.
Based on these classroom observations, Andrew appears to be able to stay on-task, and follow
through with instructions as well or better than his peers. Andrew seems to be motivated to learn.
It is unlikely that Andrew struggles academically because of a lack of interest to new material.
These behaviors are consistent with all referral concerns. In other words, Andrew is getting the
information into his head, however, something else may be interfering with the learning process
after the information is received.
Test Setting and Observations
Andrew met with the examiner on several occasions for testing and observation purposes. He
readily accompanied the examiner each time he was pulled for testing, and he was appropriately
groomed and dressed. Andrews conversational proficiency appeared to be advanced for his age.
On all testing days, Andrew was observed to work attentively, try his best to complete every task,
and was cooperative throughout. The examiner noted that throughout testing, Andrew seemed
lethargic. For example, he would slump down in his chair, rest his head in his hands or on the
desk, and once verbalized that he felt tired. Often youth who are experiencing pervasive
depression will exhibit a lack of energy. Therefore, these observations are also consistent with
the referral concern. In general, test conditions were good and external distractions minimal.
Tests were chosen in order to be valid for the purposes for which they were used. Considering
this information, it is the opinion of this examiner that these results represent an adequate
appraisal of Andrews present levels of functioning.
Interviews
Parent: Ms. Loveridge was interviewed on 12/06/16 to better understand her concerns about
Andrew. During this time Ms. Loveridge expressed that she was concerned about Andrews
academic performance. Ms. Loveridge perceived depression, anxiety, and/or slow processing to
be the potential factors interfering with Andrews ability to succeed academically. Ms. Loveridge
shared that Andrew is not participating in activities where he needs to socialize, for example in
chemistry where Andrew has to work with a lab partner. Ms. Loveridge felt that Andrew has
been feeling overwhelmed in the whole class instructional setting. Ms. Loveridge explained that
Andrew once expressed a desire to go to medical school, but because of his struggles in school,
he feels like he wouldnt be able to do it.
Johnson, 6

Student: Andrew was interviewed on 12/02/16 in order to better understand how he feels about
his academics and to build rapport with him prior to assessment. When asked how he feels about
school, Andrew expressed that he finds the whole system stressful. Andrew shared that
specifically he feels as though the common core curriculum is working against him. Even though
he wants to learn and better himself, he stated that due to the difficulty, sometimes he wants to
give up on school. When asked what he finds most difficult about school, Andrew said that the
aspect of having to socialize and interact with other people at school were draining. When asked
how he best learns material, Andrew explained that he sees himself as a visual learner. In regards
to reading and writing, Andrew explained that he likes it. In regards to math, Andrew said that he
feels Its fine when taught properly. In regards to paying attention, Andrew said that even
though he takes medication for his A.D.D, attending is still a huge problem for him. Andrew also
shared that while he tends to understand both verbal and written instructions in the moment when
it is told to him, he perceives that he has trouble remembering it later. In regards to homework,
Andrew shared he finds it difficult and struggles to finish on time. Andrew explained that in his
free time he enjoys playing the guitar. Andrew mentioned that he spends a lot of his free time
sleeping, as he feels strained during the day. He also shared that he has friends that he talks to at
school, however, he does not see them outside of school. Andrew expressed that when he
graduates high school, he might like to go to Butte College to study music.
Teacher(s): Andrews current teachers commented that he has quite a sense of humor, is very
calm and seems in control. One teacher expressed concerns that Andrew is too quiet sometimes
and seems disinterested.
Assessment Findings
Tests used to evaluate the students ability were individually administered. These instruments are
current, were normed on representative samples, and selected in accordance with the general
requirements of the California Education Code. Additionally, the tests were administered in the
students primary language and are considered to be a reliable reflection of the students ability
to perform school tasks.
Cognitive Processes and Intellectual Functioning:
In order to properly address the referral question and determine or rule out any deficits to
processing speed and/or retention of information, Andrews overall capacity to process and use
information needs to be assessed. The Woodcock Johnson Tests of Cognitive Ability- 4th
Edition (WJ-IV Cognitive) is a nationally standardized test, which provides a broad assessment
of general intelligence and is correlated to the ability to learn. Subtests of the Woodcock-Johnson
Tests of Cognitive Ability were administered to Andrew, in order to assess certain areas of his
cognitive functioning. The areas assessed include the following:

Johnson, 7

Tests

Purpose of Measurement

Oral Vocabulary

Vocabulary knowledge; acquired

knowledge

Number Series

Numerical reasoning; inductive

reasoning
Ability to hold and use verbal
information in short-term working
memory; attentional control
Perceptual speed task that involves
making comparisons based on rapid
visual searches

Verbal Attention
Letter Pattern Matching

Phonological Processing
Story Recall
Visualization

Visual-Auditory Learning
Pair Cancellation

Cognitively complex auditory

processing task that includes speed
of lexical access
Measures meaningful memory as
well as some aspects of oral
language development.
Includes two subtests: Spatial
Relations and Block Rotation. Each
subtest measures a different aspect
of visualization
Test of long-term storage and
retrieval
Requires perceptual speed and
controlled sustained attention

Woodcock Johnson IV-Cognitive

Indices:
Standard
Score
General Intellectual Ability
104
(GIA)
Cognitive Processing Speed
82
(Gs)
Long-Term Retrieval (Glr)
93
Subtests:
Standard
Score
Oral Vocabulary
106
Number Series
108
Verbal Attention
104
Letter Pattern Matching
82

CHC area
Involved
ComprehensionKnowledge;
Vocabulary
Fluid Reasoning
Short-Term
Working Memory;
Perceptual Speed;
Attention;
Executive
Functions
Long-term
Retrieval
Long-term
Retrieval
Visual Processing

Long-term
Retrieval
Perceptual Speed;
Attention;
Executive
Functions

Percentile
Rank
59

Descriptor

11

Below Average

32
Percentile
Rank
66
71
60
12

Average
Descriptor

Average

Average
Average
Average
Below Average
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Phonological Processing
Story Recall
Visualization
Visual-Auditory Learning
Pair Cancellation

115
88
115
99
86

85
22
84
47
17

Average
Average
Average
Average
Average

Based on Andrews overall general intellectual ability index (GIA), he scored in an average
range of cognitive ability. To examine strengths and weaknesses it is most appropriate to look at
the individual Indices and subtest scores themselves. In regards to processing speed, Andrew
scored in the below average range. This may mean that Andrew struggles to efficiently access
and manipulate information in mind. Furthermore, it may be this difficulty that has interfered
with Andrews ability to process new information. Regarding long-term memory, Andrew scored
in the average range. This suggests that retention and retrieval of information is likely not an
area that Andrew struggles with.
Examining Andrews abilities on a narrower scale, Andrew scored in the average range for all
subtests with the exception of the letter pattern matching subtest which he scored in the below
average range. The letter pattern matching subtest is a perceptual speed task that involves
making comparisons based on rapid visual searches. This is a relative and normative weakness
for Andrew. These results are consistent with the referral concerns. Based on observations from
family and school staff, there was some concern that Andrew has difficulties with processing
speed. The observed scores suggest that there may be something interfering with Andrews
ability to process information efficiently and quickly. This information is also consistent with all
other previously collected data. Andrew has been diagnosed with A.D.D and depression. Both
A.D.D and depression have been known to be correlated with slower processing speeds, and/or
sluggish responses.
Overall, this assessment tool indicated that Andrews intellectual ability fell in the average range
with a weakness in processing speed.
While using the WJ-IV cognitive, memory was observed in the average range. Because multiple
people including Andrew himself expressed possible concerns about memory, the scores were
cross referenced with scores on an additional measure.
Memory Assessment
The Wide Range Assessment of Memory and Learning Second Edition (WRAML2) was
administered to Andrew in order to examine auditory and visual learning and memory abilities.
The results of the test provided further insight into specific components of Andrews memory.
The WRAML2 is a norm-referenced test that has been nationally standardized to asses a wide
range of clinical issues associated with learning and memory abilities. The WRAML2 is
composed of six core subtests that yield three indexes: (a) the verbal memory index, (b) the
visual memory index and (c) the attention/concentration index. Together, these indices form the
general memory index, which is a composite of all assessed memory functions. There are also
additional optional subtests. The following subtests of the WRAML2 were administered to
Andrew:
Tests

Purpose of Index/ Measurement

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Verbal Memory

An estimate of ability to learn and recall both meaningful verbal

information and relatively rote verbal information.
A measure of contextualized or meaningful verbal information.

Story Memory
Verbal Learning

A measure of active learning and ability to recall initially unrelated

verbal information with practice opportunities.

Visual Memory

An estimate of learning and recall of both meaningful (i.e., pictorial)

and minimally related, rote (i.e., design) visual information.

Design Memory
Picture Memory

A measure of memory for meaningful visual material

A measure of nonverbal immediate memory for contextualized
information or meaningful information.

Attention/Concentration

An estimate of ability to learn and recall relatively nonmeaningful rote,

sequential information.
A measure of nonverbal, rote sequential recall.
A measure of auditory, rote sequential recall.

Finger Windows
Number Letter

Wide Range Assessment of Memory and Learning Second Edition (WRAML2)

Indices/ Subtests:
Standard
Percentile
Descriptor
Score
Rank
General Memory
89
23
Average
Verbal Memory
97
42
Average
Story Memory
9
Average
Verbal Learning
10
Average
Visual Memory
85
16
Average
Design Memory
7
Average
Picture Memory
8
Average
Attention/ Concentration
94
34
Average
Finger Windows
10
Average
Number Letter
8
Average
Based on Andrews general memory index, he scored in the average range in comparison to
others his age. To examine strengths and weaknesses it is most appropriate to look at the
individual scores that make up the general memory index. Andrew scored in the average range
on all Indices and subtests. This implies that all aspects of memory, verbal memory, visual
memory, and attention/concentration are not areas of difficulty for Andrew, any more than for
others his age and grade level. These findings are consistent with all of the above scores
reported.
Academic Achievement
Woodcock Johnson Tests of Academic Achievement - 4th Edition (WJ-IV Achievement)
In order to obtain an estimate of Andrews current academic performance, and to determine if he
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is performing to his abilities, he was administered the Woodcock Johnson-IV Tests of
Academic Achievement (WJ-IV Achievement). These scores reflect the extent to which
Andrew is able to access and use his abilities in the classroom setting. The following areas were
assessed by Maria Hartness, a special education teacher at Paradise High School:
Reading Reading skills (i.e. letter-word identification, sentence reading fluency, and passage
comprehension) were assessed with the Woodcock-Johnson-IV to fall in an average range.
Math Math skills (i.e. calculation, math facts fluency and applied problems) were assessed and
the Broad Math Index fell in the average range. The Math Calculation Index fell in an average
range.
Written Language Written language (spelling, writing samples, and sentence writing fluency)
skills were assessed and the broad written language index fell within the average range and the
written expression index fell within the average range.
Woodcock Johnson-IV Achievement
Indices:
Standard
Score
Broad Reading
98
Broad Math
102
Broad Written Language
108
Written Expression
109
Math Calculation Skills
98
Subtests:
Letter-Word Identification
Applied Problems
Spelling
Passage Comprehension
Calculation
Writing Samples
Sentence Reading Fluency
Math Facts Fluency
Sentence Writing Fluency

Descriptor
Average
Average
Average
Average
Average

Standard Score
105
110
104
102
99
113
92
97
100

Andrews scores on the WJ-IV achievement test reflect that in regards to reading, writing and
math, Andrew is observed to be able to perform at his current ability level. This indicates that
although Andrew is processing information at a slower rate than others his age, his processing
speed is not a deficit that interferes with his ability to learn and perform academically. There may
be other factors impeding Andrews abilities, and that explain Andrews struggle to perform at
grade level without some type of intervention or assistance.
SOCIO-EMOTIONAL/BEHAVIORAL FUNCTIONING
The Behavior Assessment System for Children, Third Edition (BASC-III) is an integrated
system designed to facilitate the differential diagnosis and classification of a variety of emotional
and behavioral disorders of children and to help in the design of treatment plans. This rating
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scale yields appropriate information to discern the extent to which maladaptive behaviors are
impacting Andrews ability to function. Three of Andrews current general education teachers,
Larry Jones, Lisa Smith, and Tim Varder were asked to complete the BASC-III Rating Scales.
Andrew and his mother, Pam Loveridge were also asked to complete this rating scale to
understand Andrews current behavioral profile at school and at home.
Any score in the Clinically Significant range suggests a high level of maladjustment, and may
need formal treatment. Scores in the At-Risk range identify either a significant problem that
may need formal treatment or that has the potential of developing into a problem that needs
careful monitoring.
Clinical Scales
Externalizing
Problems
Composite
Inattention/
Hyperactivity
Hyperactivity
Aggression
Conduct
Problems
Internalizing
Problems
Composite
Anxiety
Depression
Somatization
Locus of
Control
Social Stress
Sense of
Inadequacy
Emotional
Symptoms
Index
School
Problems
Composite
Attention
Problems
Learning
Problems
Attitude to
School
Attitude to

Student:
Andrew
Johnson
--

Parent: Pam Teacher 1:

Loveridge
Larry
Jones
47
43

Teacher 2:
Lisa Smith

Teacher 3:
Tim Varder

42

44

52

--

--

--

--

40
---

47
45
49

44
43
43

42
43
43

45
46
43

64*

56

43

51

46

66*
69*
51
51

62*
58
47
--

41
45
44
--

48
55
49
--

45
50
44
--

64*
71**

---

---

---

---

75**

--

--

--

--

57

--

40

71**

59

64*

75**

38

71**

59

--

--

43

69*

59

59

--

--

--

--

61*

--

--

--

-Johnson, 12

13
Teachers
Sensation
Seeking
Behavioral
Symptoms
Index
Atypicality
Withdrawal
Adaptive
Scales
Composite
Adaptability
Social Skills
Leadership
Study Skills
Functional
Communication
Activities of
Daily Living
Personal
Adjustment
Relations with
Parents
Interpersonal
Relations
Self-Esteem
Self-Reliance

45

--

--

--

--

--

62*

44

57

53

61*
---

57
77**
32*

44
55
56

56
65*
30**

56
58
32*

------

38*
32*
33*
-27**

61
51
51
60
55

31*
32*
32*
29**
33*

31*
33*
32*
35*
35*

--

42

--

--

--

32*

--

--

--

--

51

--

--

--

--

38*

--

--

--

--

23**
30**

---

---

---

---

All T-scores have a mean of 50, standard deviation of 10.

Clinically significant **
At-risk*

According to Andrew, his teachers, and his mother, Andrew has many areas of concern. Not all
raters shared exactly the same concerns, or rated behaviors with the exact same score.
Differences in scoring are a common occurrence. The differences in scores between raters can be
explained by the environment they observe Andrew in, and the expectations they place upon him,
as well as relationship they have with him.
For example, Mr. Jones is Andrews marching band and Em. Med. skills class teacher. He
observes Andrew in more fun and creative settings that may not require Andrew to use all of his
academic abilities. In general, teachers tend to have more opportunities to observe students in
social interactions and academic struggles then parents do. In general, parents have more
opportunities to observe the adaptive and independent skills of their child then teachers do.
Finally, in general, the student themselves are often more aware of their own internal states then
others around them.
There are however, behavioral and social-emotional concerns that seem prevalent across
environments. In other words, the concerns were shared by two or more raters. An area of
Johnson, 13

14
concern rated in the at risk and/or clinically significant range by multiple raters include for
example, internalizing problems such as anxiety. Anxiety is the tendency to be nervous, fearful,
or worried about real or imagined problems.
Another area of concern rated by multiple raters was in the area of School problems, specifically
attention problems. Attention problems include the tendency to be easily distracted and unable to
concentrate more than momentarily. An additional area of concern rated by multiple raters was in
the area of Behavioral symptoms, specifically withdrawal. Withdrawal is the tendency to avoid
social contact.
A final concern observed by multiple raters was in the area of the adaptive composite such as
adaptability, social skills, leadership, study skills, and functional communication. Adaptability is
the skill necessary for being able to deal with new challenges as they come up. Social skills are
the skills necessary for interacting successfully with peers and adults in home, school, and
community settings. Leadership is the skill associated with accomplishing academic, social, or
community goals, including, in particular, the ability to work well with others. Study skills refer
to the skills that are conducive to strong academic performance, including organizational skills
and good study habits. Functional communication is the skill needed to express and understand
information in oral or written form, including explaining rules, messages or feelings.
Importantly, although the following concerns were not shared across raters, Ms. Smith noticed
that in her class, Andrew appears to exhibit learning problems, or the presence of academic
difficulties, particularly in understanding or completing schoolwork. These concerns are
consistent with previous information throughout this report, and further suggest a need for
support in order to appropriately access the curriculum.
Importantly, Andrew expressed additional concerns in the at risk and/or clinical ranges. These
concerns include depression (feelings of unhappiness, sadness, and stress that may result in an
inability to carry out everyday activities or may bring on thoughts of suicide), social stress (the
tendency to find establishing and maintaining close personal relationships difficult), sense of
inadequacy (the extent to which Andrew feels a lack of confidence to deal with situations or life
in general), attitude towards teachers (Andrews perception that teachers generally dont have his
best interest in mind), atypicality (the tendency to behave in ways that are immature, considered
odd, or commonly associated with psychosis), interpersonal relations (the extent to which
Andrew feels close to, or can relate to others), self-esteem (the extent to which Andrew feels
confident in his own abilities), and self-reliance (the tendency for Andrew to resort to his own
resources as opposed to asking others for help).
Concerns such as the above may elude to more dangerous thoughts and behaviors that could
potentially be harmful to the student or others around them. Therefore, the examiner followed up
with Andrew and asked him about some of the items that were flagged as critical or concerning
items. Andrew originally wrote true to the question, I just dont care anymore. When the
examiner inquired further, Andrew explained that he meant he used to be motivated to get good
grades, but now he feels as though the system is working against him and he feels like giving up
on school. To the question I feel sad, Andrew originally answered, often. Andrew explained
that he remembers feeling this way from when he first became conscious (as an infant). Andrew
added that he knows there is no direct reason for feeling sad, but the feelings are still there. To
the question I feel like life isnt worth living, Andrew originally put, often. When the
examiner inquired further, Andrew explained that for him, life is pain, however, he doesnt
believe there is anything after death, and that this life is the only thing we have. He further
explained that he has no desire to kill himself, and has never attempted to before. To the
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question, I have trouble controlling my thoughts, Andrew originally answered almost always.
He explained that even though he ultimately knows it is not true, he cant keep out intrusive
thoughts that his friends hate him, or that nobody likes him. He explained that because of this he
feels anxiety about answering his phone. Andrew said he often has many missed calls or
unanswered messages. To the question I feel like my life is getting worse and worse, Andrew
originally rated Almost always. Andrew expressed that as he gets older, he feels that more and
more pressure is being placed on him from school, home, and society. To the question, no one
understands me, Andrew originally answered, sometimes. Andrew elaborated that he doesnt
even understand himself. He said he is has been seeing a counselor outside of school for about a
month. Andrew thought the counselor would help him to understand himself, but thus far he does
not feel that the counselor has been able to help him. Finally, Andrew originally answered
sometimes, to the question I hate school. When the examiner inquired further, Andrew
expressed that he wants to learn and better himself, but he is tired of feeling like he is playing a
losing game.
After following up with Andrew, it is the examiners opinion that the concerns he expressed are
not of a life threatening nature. However, it should be noted that Andrew appears to be suffering
from some socio-emotional concerns that appear to significantly interfere with his daily living.
Collectively, concerns expressed by Andrew, his mother, and teachers could suggest one or more
issues that may be impeding Andrews potential to perform to his ability in the classroom setting.
The above mentioned difficulties tend to be associated with depression and or A.D.D, which
Andrew has previously received a diagnosis for. The results from the BASC-III rating scales are
therefore consistent with all previously documented information. Based on the above ratings
Andrew struggles significantly with his behavior and socio-emotional health both at school and
at home.
Summary and Conclusions
Andrew Johnson is a 16-year-old male, currently in the 11th grade. He is attending Paradise High
School in the Paradise Unified School District. Pam Loveridge, Andrews mother, and the 504
team requested testing for special education services. The referral was made due to concerns that
Andrew has always struggled to meet grade level standards. Additionally, Andrew has had a
history of struggling with depression, anxiety, and processing speed.
Ms. Loveridge is requesting that Andrew receives an IEP so that he can receive the
accommodations and modifications needed to help him succeed academically. Andrew has been
assessed for possible IEP services in the 3rd grade. At that time the IEP team decided that Andrew
did not qualify for services. However, it was noted that due to some concerns with Andrews
socio-emotional functioning, if concerns persisted, a follow-up assessment specifically for
emotional disturbance was warranted.
For Andrews initial assessment, he was administered the Woodcock Johnson 4th edition- test of
cognitive abilities (WJ-IV cognitive), the Woodcock Johnson test of individual achievement 4th
edition (WJ-IV), the Wide Range Assessment of Memory and Learning, 2nd Edition
(WRAML-2), and the Behavior Assessment System for Children 3rd edition (BASC- III) rating
scales.
Current cognitive testing, as observed by the WJ-IV cognitive, indicates that Andrews general
intellectual ability was assessed in the average range with a personal weakness in processing
speed. Similarly, as observed by the RAML-2, Andrew was assessed in the average range in all

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areas of memory and attention. Academically, as observed by the WJ-IV achievement, Andrew is
capable of performing in the average range across academic areas.
Based on the findings of the BASC-III behavior rating scale, Andrews behavior at school and at
home are significant in the areas of: internalizing problems (anxiety, depression, social stress,
and sense of inadequacy), behavioral symptoms, (withdrawal, and atypicality), adaptive
composite (adaptability, social skills, leadership, study skills, and functional communication),
school problems, (attention problems, learning problems, and attitude towards teachers), and
personal adjustment, (interpersonal relationships, self-esteem, self-reliance).
Based on the current assessment, and the following Educational Code definition of emotional
disturbance, the IEP team should consider whether Andrew qualifies as a student with the
disability category of emotional disturbance:
5 CCR 3030 3030. Eligibility Criteria. (a) A child shall qualify as an individual with
exceptional needs, pursuant to Education Code section 56026, if the results of the assessment as
required by Education Code section 56320 demonstrate that the degree of the child's impairment
as described in subdivisions (b) (1) through (b) (13) requires special education in one or more of
the program options authorized by Education Code section 56361. The decision as to whether or
not the assessment results demonstrate that the degree of the child's impairment requires special
education shall be made by the IEP team, including personnel in accordance with Education
Code section 56341(b). The IEP team shall take into account all the relevant material which is
available on the child. No single score or product of scores shall be used as the sole criterion for
the decision of the IEP team as to the child's eligibility for special education. (b) The disability
terms used in defining an individual with exceptional needs are as follows:
Emotional disturbance means a condition exhibiting one or more of the following
characteristics over a long period of time and to a marked degree that adversely affects a child's
educational performance:
(A) An inability to learn that cannot be explained by intellectual, sensory, or health
factors.
Andrew was unable to keep up with his grade level peers beginning in the first grade, as
indicated by his grades and comments from teachers throughout his academic file. Andrew was
able to catch up when he received interventions and accommodations. However, as soon as the
support was removed in the 6th grade, Andrew once again fell behind and continues to struggle.
Andrews inability to learn independently in the general education curriculum cannot be
explained by his intellectual capacity as he was tested in the average range. Additionally, Andrew
does not have any visual, auditory, or other physical deficit that would reasonably interfere with
his access to the curriculum.
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and
teachers.
Andrew scored himself in the at risk range for interpersonal relationships on the BASC-III
rating scale. Andrew explained during an interview with the examiner that while there are people
he talks to at school, he has trouble building those relationships into anything substantial. He
elaborated that he has intrusive thoughts that tell him those friends hate him. He has anxiety
about returning their messages or answering their phone calls. This inability to maintain
friendships is to a marked degree that interferes with his ability to interact with others on a dayJohnson, 16

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to-day basis.
(C) Inappropriate types of behavior or feelings under normal circumstances.
Andrew rated himself in the at risk range for atypicality on the BASC-III rating scale. In an
interview with the examiner, Andrew explained that he has intrusive thoughts that tell him, My
friends hate me, and nobody likes me. Andrew also explained that he knows there is no
reason for it, and cannot think of a life event that would directly have caused it, but he
remembers feeling sad from the moment he was conscious. The sadness makes him feel at times
that life is not worth living, and that life is pain. Thus these thoughts have been with Andrew
for a prolonged period of time and are to a degree that interferes with his daily living.
(D) A general pervasive mood of unhappiness or depression.
Andrew rated himself in the at risk range for depression on the BASC-III rating scale. In an
interview with the examiner Andrew also explained that he remembers feeling sad from the
moment he was conscious. The sadness makes him feel at times that life is not worth living, and
that life is pain. Andrew has had a history of being hospitalized in a psychiatric hospital. Thus
these thoughts have been with Andrew for a prolonged period of time and are to a degree that
interferes with his daily living.
(E) A tendency to develop physical symptoms or fears associated with personal or school
problems.
Andrew rated himself in the Clinical range for sense of inadequacy, and rated himself in the at
risk range for social stress, and attitude towards teachers on the BASC-III rating scale.
Additionally, Andrew explained during an interview that he used to be motivated to get good
grades, but now he feels as though the system is working against him and he feels like giving up
on school.
(F) Emotional disturbance includes schizophrenia. The term does not apply to children who
are socially maladjusted, unless it is determined that they have an emotional disturbance
under subdivision (b)(4) of this section.
Social maladjustment (or more precisely Oppositional Defiant or Conduct Disordered) refers to a
student who typically display a persistent pattern of willful refusal to meet even minimum
standards of conduct. Their behavior and values are often in conflict with society's standards.
Based on all the information gathered on Andrew, it would not appear that his failure to learn is
due to a social maladjustment. Andrew expressed that he currently, and historically wants to
learn and better himself, but is struggling to do so.
Andrew has had a prolonged and pervasive struggle with at least one of the above characteristics.
Andrew would qualify for IEP services under the disability emotional disturbance. Based on the
referral question, qualification for other health impaired was also considered.
(9) Other health impairment means having limited strength, vitality, or alertness, including a
heightened alertness to environmental stimuli, that results in limited alertness with respect to the
educational environment that:

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(A) Is due to chronic or acute health problems such as asthma, attention deficit disorder or
attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia,
lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette
syndrome
Andrew struggles with vitality and alertness, as evident by information throughout this report.
Andrew scored in clinical or at risk ranges for attention, depression, and anxiety on the BASCIII rating scale. During testing observations, Andrew appeared sluggish. In an interview with the
examiner, Andrew said that he spends a lot of his free time sleeping due to feeling strained while
awake. Andrew has received a medical diagnosis of A.D.D and depression.
and
(B) Adversely affects a child's educational performance.
Andrew was unable keep up with his grade level peers beginning in the first grade, as indicated
by his grades and comments from teachers throughout his academic file. Andrew was able to
catch up when he received interventions and accommodations. However, as soon as the support
was removed in the 6th grade, Andrew once again fell behind and continues to struggle.
Andrews inability to learn independently in the general education curriculum cannot be
explained by his intellectual capacity, as he was tested in the average range. Additionally,
Andrew does not have any visual, auditory, or other physical deficit that would reasonably
interfere with his access to the curriculum.
Andrew would qualify for IEP services under the disability other health impairment.
RECOMMENDATIONS
Recommendations based on the findings of this assessment include:
1. An IEP meeting should be held in order to discuss the results of this evaluation and the team
should determine which eligibility category (if any) is appropriate at this time. Also the IEP
Team should consider the most appropriate placement for Andrew in the Least Restrictive
Environment.
2. Assessment results should be shared with any appropriate agencies.
3. Based on the current assessment, the IEP team should consider possible goals in all academic
areas, goals to support Andrew in graduating high school and support him in his post-secondary
goal of attending Butte College.
4. The IEP team should consider options for addressing the depression, anxiety, and self-esteem
issues that was observed in interviews and ratings on the BASC-III.
Some possible interventions that teachers and family may find helpful include:
To help relieve anxiety, provide Andrew with alternative approaches to testing (e.g., test
Andrew verbally, make tests shorter, allow Andrew to take tests in a room with less
students around him)
Take time to talk with Andrew so that he realizes teachers are genuinely interested in him
To help Andrew attend and find class time interesting, allow Andrew more decision
making opportunities relative to class activities and assignments
Teach Andrew problem solving skills:
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o
o
o
o
o

Identify the problem (e.g., what is missing or what needs to be removed)

Identify goals and objectives
Develop strategies
Develop a plan for action
Carry out the plan

_______________________________
Sarah Lipman
School Psychologist Intern, PUSD

____________________________
Kristina Durelo
School Psychologist, PUSD

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