CONFIDENTIAL (THIS REPORT CONTAINS PERSONAL INFORMATION WHICH MAY NOT BE RELEASED TO UNAUTHORIZED PERSONS)

PSYCHOEDUCATIONAL ASSESSMENT (ALL NAMES HAVE BEEN CHANGED) Name: Dave Draper Parents: George and Lynn Draper Address: Date of Birth: Chronological Age: 14 y, 3 mos Examiner: Dr. Cheryl Ainsworth Registered Psychologist Angela Chiasson M.Ed Student Report Date: August 2011

Telephone: x

The information and recommendations contained in this report are meant for current use. Reference to, or use of this report in future years should be made with considerable caution and reservation. Referral Information: Dave was referred for a psychoeducational assessment by his parents and teachers who expressed concerns regarding learning, memory and/or motivation. Background Information: The following information was obtained via an interview with Dave and his father, George Draper, pediatrician information, and questionnaires completed by Dave and his parents. Dave is a fourteen-year-old boy who lives in X with his natural parents and younger sister (12 years old). Mr. Draper reports that Dave has a healthy relationship with his sister, although there are times when they do not get along. According to Dave, he does not get along very well with his sister. Daves sister has no reported learning difficulties. Mr. Draper received his GED and has been working as a laborer at X for twenty years now. He described himself as hating school, and having difficulties in all subjects except Physical Education. Mrs. Draper was described as struggling through school. She has steady employment, working for the X for six years now. Mr. Draper described his household as calm and structured, while it can be loud at times. The family background is positive for anxiety, depression, substance abuse, and learning difficulties. Mr. Draper reported that Dave was born six weeks premature at 5 pounds, 6 ounces. Mrs. Draper was described as having a long labour with a natural birth at 34 weeks gestation. She received Demerol at the time of pregnancy. Dave spent two weeks at the hospital in X after he was born. He reached all of his developmental milestones within the appropriate time frames. Mr. Draper described Dave as looking young physically, when compared to other children his age. In terms of general health, Dave suffers from bronchitis on a yearly basis and takes antibiotics. No date was provided for his most recent vision and hearing exams. Dave has been immunized, has no known allergies and is currently taking no medication.

Daves parents described him as loving, respectful and compassionate. Mr. Draper also described Dave as having low motivation and self-esteem. Dave described himself as being likeable and having a few close friends. Dave is anxious when called upon in class and taking tests. He feels much calmer when he has a helper who re-writes test questions for him to make it simpler. Dave reportedly enjoys sports, including football, hockey and JuJitSu. Daves hobbies include airsoft and video games. Dave has just completed his grade eight year at X Academy where he was in a modified program. A reason parents chose this school because Dave was having problems with teasing and getting bullied at his former school, X Elementary. Mr. Draper expressed that X Academy has high expectations and he thought this would be a good fit for Dave. Dave explained that he had a difficult time with academics in grade seven and he should not have passed that grade, instead they moved him forward into a grade eight modified classroom (8 students). Since he has completed the grade eight modified program, it was decided that Dave would be moving forward into a regular grade eight classroom in the fall. He expressed his embarrassment of being held back a grade. Teachers in the modified classroom used strategies such as hands on learning opportunities, chunking of assignments, step by step instruction, group work, quiet work space, and small group instruction to support Daves learning needs. Mr. Draper and Dave agreed that the slower pace and the extra support were beneficial to Drapers success this year. Daves learning difficulties first became apparent when he entered Kindergarten. He enjoys physical education, and elective courses such as woodwork. Daves previous school records were not accessible. Previous Assessments: In October of 2003 (grade 1), Dave was referred to his pediatrician, Dr. Doo Little, in regards to school difficulties he was experiencing. His grade one teacher initially had some concerns regarding the possibility of a learning disability or hyperactivity. These teacher concerns subsided, and it was decided that Dave was fine. It was reported that at a young age (6 years old) Dave had to be asked two, three, four and sometimes five times to do something. Dr. Doo Little reported no difficulties while Dave was in his office for the hour. Dr. Doo Little reported Dave as functioning at age appropriate and it was not believed that Dave had any evidence of a learning disability, hyperactivity or attention deficit. In January of 2004, Dave was referred to Dr. Doo Little again due to problems in school. Parents believed that these problems had been blown up. One of his teachers described him as being very talkative, impulsive, having poor listening skills, and having difficulty changing from one task to another. There was conflict between the parents and the first teacher. At beginning of January, Dave was moved to a different grade one classroom. His self-esteem seemed to have improved and he felt better about going to school. Around this time, Dave had seen Dr. Black and Dr. White and they both felt they he did not have a learning disability or ADHD. The teacher reported the possibility of ADHD on the Conners rating scale, whereas the parents reported much lesser problems with behaviour on the parent form. Dr. Doo Little assessed Dave on the ADHD rating scale, and he scored a 0 out of 9 for the attention criteria, and 4 out of 9 for the hyperactivity and impulsivity criteria. During this time, it was reported that Dave was active, impulsive and a bit delayed in learning. He was described as probably feeling anxious in class when he could not understand the instructions. Parents reported that Dave was getting some learning assistance and they wondered if this would affect his self-esteem. Dr. Doo Little reported that Dave did not fulfill the main criteria of ADHD, and medical treatment was not recommended at the time. This is Daves first psychoeducational assessment. Current Assessment: Wechsler Intelligence Scale for Children-4th Ed. (WISC-IV) 2

Wechsler Individual Achievement Test-3rd Ed. (WIAT-III) Ackenbach Child Behavior Checklist (CBCL) (Mr. & Mrs. Rodger, separate reports) Ackenbach Youth Self-Report (YSR) Childrens Depression Inventory-2 Self-Report (CDI-2 SR) Childrens Depression Inventory-2 Parent Report (CDI-2 PR) Conners Rating Scale Parent and Self versions Conners Continuous Performance Test II (CPT II) Mulitidimensional Anxiety Scale for Children (MASC) School Motivation and Learning Strategies Inventory (SMALSI) Behavior Observations: Testing took place over five sessions at X in X. Dave easily engaged in appropriate conversation with the examiner and appeared comfortable in the testing situation. He was very polite and cooperative throughout the assessment activities and appeared to put forth a good effort towards the presented tasks. At times, once comfortable with the clinician, Dave would go off task and tell stories. He displayed signs of fatigue, such as yawning, although Dave said he was fine and ready to complete the tasks assigned. Overall, Dave appeared focused and engaged throughout the assessment process. On several occasions, Dave asked the examiner to repeat the instructions for clarity. When tasks became increasingly challenging, he was easily discouraged and would give up trying. With encouragement, he continued to persevere throughout testing. Dave was frequently talking himself through tasks. Dave found the first part of the testing long and tiring (he was on the computer until 3 am the night before the first testing day), while he found the rest of the testing to go by faster. Dave could be easily frustrated when presented with challenging items and would often say that he hated this or that (especially throughout writing activities). Nonetheless, he appeared to try his best on all tasks presented and it is believed that current results are considered representative of Daves skills and abilities at this time. Test Results: Test scores are reported in scaled scores, standard scores, and percentiles. The average range for scaled scores is 9-12. The average range for standard scores is 90-110. A percentile score indicates the percentage of same-age peers scoring at or below Students score. Percentile scores between 25 and 75 are considered average. WISC-IV (Canadian Norms): Verbal Comprehension Subtests Similarities Vocabulary Comprehension Working Memory Subtests Digit Span Letter-Number Sequencing Composites Verbal Comprehension Scaled Score 8 7 6 Scaled Score 6 3 Perceptual Reasoning Subtests Block Design Picture Concepts Matrix Reasoning Processing Speed Subtests Coding Symbol Search Confidence Interval 77-91 Scaled Score 8 13 9 Scaled Score 5 7 Classification Low Average 3

Standard Score 83

Percentile 13

Perceptual Reasoning Working Memory Processing Speed Full Scale

100 68 78

50 2 7

92-108 63-79 72-89

Average Extremely Low Borderline

The WISC-IV is a measure of general cognitive ability and academic potential. Daves scores represent his performance in comparison to same-age Canadian children (Canadian norms). The Full Scale composite is derived from a combination of ten subtest scores and is considered the most representative estimate of global intellectual functioning. Given the discrepancies among the composite indices, a Full Scale score has not been reported for Dave The Verbal Comprehension Scale is a measure of verbal reasoning and comprehension. Daves composite score falls at the lower end of the average range (consistent with previous assessment findings). There is little variability among subtest scores, indicating that Daves verbal abilities are relatively consistent. Verbal concepts/reasoning falls in the average range (Similarities). Expressive vocabulary and social reasoning or common sense (Vocabulary, Comprehension) fall in the below average range. The Perceptual Reasoning Scale is a measure of nonverbal reasoning and perceptual organization. Daves score falls within the below average range on measures of visual spatial processing (Block Design) and in the above average range for visual concept recognition (Picture Concepts). Daves score on a measure of abstract reasoning (Matrix Reasoning) was in the average range. The Working Memory Scale is a measure of short-term auditory memory, attention, and concentration. Daves composite score falls in the extremely low range. Dave had difficulty understanding the instructions given by the clinician and asked to repeat (Letter-Number Sequencing). Even with repetition of instructions, Dave struggled with re-ordering information in short term memory with more than one step instructions (Letter-Number Sequencing) and single step instructions (Digit Span Backward). This could suggest possible weakness in Daves ability to remember and process information simultaneously. Performance on working memory tasks may also be influenced by inattention or distractibility. The Processing Speed Scale measures the ability to process visual symbols quickly and accurately. Daves composite score falls within the borderline range. He shows relative weakness in his ability to copy information quickly (Coding). When motor response requirements are removed (Symbol Search), Daves performance improves slightly. WIAT-III (Canadian Norms): A measure of general academic achievement. Subtest Score Summary Subtest Listening Comprehension Reading Comprehension Math Problem Solving Sentence Composition Word Reading Essay Composition Pseudoword Decoding Numerical Operations Standard Score 92 80 78 88 89 85 92 83 Score Interval 79-105 69-91 70-86 77-99 84-94 75-95 82-102 74-92 Percentile 30 9 7 21 23 16 30 13 Description Average Below Average Below Average Average Average Low Average Average Below Average 4

Oral Expression Oral Reading Fluency Spelling Math Fluency-Addition Math Fluency-Subtraction Math Fluency-Multiplication Subtest Component Score Summary Listening Comprehension Receptive Vocabulary Oral Discourse Comprehension Sentence Composition Sentence Combining Sentence Building Essay Composition Word Count Theme Development/Text Organization Oral Expression Expressive Vocabulary Oral Word Fluency Sentence Repetition Composite Score Summary Composite Oral Language Total Reading Basic Reading Reading Comprehension/Fluency Written Expression Mathematics Math Fluency

81 95 85 86 98 93

70-92 88-102 77-93 75-97 88-108 83-103 Standard Score 90 97 91 87 80 92 85 83 85 Score Interval 76-94 80-90 84-96 75-91 75-89 72-86 86-98

10 37 16 18 45 32 Percentile 25 42 27 19 9 30 16 13 16 Percentile 16 16 25 13 12 8 30

Below Average Average Low Average Low Average Average Average Classification Average Average Average Average Below Average Average Average Below Average Average Classification Average Average Average Below Average Below Average Below Average Average

Standard Score 85 85 90 83 82 79 92

Daves composite score for Oral Language (Listening Comprehension, Oral Expression) falls in the average range. In terms of receptive language, Oral Discourse Comprehension is relatively stronger than Receptive Vocabulary. In terms of expressive language, Daves score for Expressive Vocabulary and Sentence Repetition falls in the average range, while Oral Word Fluency is below average. Throughout the Oral Word Fluency subtest, Dave was anxious because he knew that he was being timed for sixty seconds.; he was scrambling for words. Thus, in general, it appears that Daves strength lies in expressing his thoughts when he has time to think, as well as when given strict guidelines, while his ability to express himself fluently within a specific time frame is difficult. Daves composite scores for Basic Reading (Word Reading, Pseudoword Decoding) fall in the average range. Composite scores for Reading Comprehension/Fluency (Reading Comprehension, Oral Reading Fluency) fall in the low average range, with reading comprehension in the low average range and oral reading in the average range; yielding a combined score (Total Reading) in the average range. These scores indicate that, while Dave does not have difficulty reading fluently, he struggles with understanding what he has read. 5

Daves composite score for Written Expression (Spelling, Sentence Composition, Essay Composition) falls in the below average range. His scores for Spelling and Essay Composition are below average, and Sentence Composition is within average. Dave demonstrated good organization of ideas, yet had difficulty expanding on these ideas and did not paragraph his work. Rate of production was very slow (consistent with his lower score for Coding on the WISC-IV); his Word Count score is below average. This was added to by the fact that Dave had difficulty deciding what to write about, and then stopped after five minutes of writing. Dave made it clear that essay writing was not his favourite task at school by saying I hate writing essays. Daves composite scores for Mathematics (Math Problem Solving, Numerical Operations) fall in the below average range, whereas Math Fluency composite scores fall in the average range. Subtraction and multiplication facts are in the average range, while addition facts are not as well developed, falling in the low average range. Ackenbach CBLC The CBLC provides the clinician descriptive information specific to the child who is being assessed. The CBCL completed by Mr. Draper yielded scores in the clinical range on the Anxiety Problems syndrome. Scores were in the borderline range on the Anxious/Depressed, Withdrawn/Depressed, Social Problems, Thought Problems, and Attention Problems syndromes. Furthermore, scores were in the normal range on the Somatic Complaints, Rule-Breaking Behaviour, Aggressive Behaviour Affective Problems, Somatic Problems, Attention Deficit/Hyperactivity, Oppositional Defiant Problems, and Conduct Problems syndromes. The CBCL completed by Mrs. Draper yielded scores in the normal range for all syndromes, with Thought Problems, Anxious/Depressed, Affective Problems, and Anxiety Problems on the higher end of the scale. Ackenbach YSR Dave completed the YSR independently, with the clinician available for questioning. Scores were in the borderline range on the Attention Problems and Affective Problems. Dave reported that he sleeps less than most school kids. On the other hand, his father mentioned that Dave sleeps more than most kids, on average up to twelve hours a night. Scores were in the normal range for all other syndromes. CDI-2 The Childrens Depression Inventory-2 (CDI-2) is both a self-reported inventory and a teacher questionnaire that measures depressive symptoms in children ages 7 to 17. The CDI-2 quantifies levels of depressive symptoms using reports from the child, parents, educators, and other caregivers. Main features of the assessment tool include large normative samples, multidimensional scales assessing various facets of depression, clinical relevance, multi-perspective characterization of depression, easy administration, and strong reliability and validity. Dave completed the CDI-2 independently, with the clinician available for questioning. He rated himself in the Clinically Significant range (very much above average range) for Ineffectiveness and Negative Self-Esteem. His responses for Interpersonal Problems were much above average. Dave rated himself as average for Negative Mood. Mr. Draper completed the CDI-2 independently. He rated Dave in the Clinically Significant range for 6

functional problems and in the slightly above average range for emotional problems. Conners Revised (L) The Conners uses observer ratings to help assess a childs behavior related to inattention, hyperactivity/impulsivity, learning problems, executive functioning, aggression, and peer relations. In addition, the scale provides a total score indicative of an attention or behavioral disorder. Scores in the Very Elevated range indicate a possible significant problem and scores in the Elevated range indicate a possible concern. Dave rated himself in the Elevated range for Emotional Problems, which indicates that he is likely to have low self-esteem and low self-confidence, feelings of loneliness and isolation, and generally have more worries and concerns than most adolescents his age. Dave also rated himself in the elevated range for Cognitive Problems/Inattention, which indicates that he may have more academic difficulties compared to his peers, have problems organizing and completing tasks, and have trouble concentrating on work that requires mental effort. Furthermore, he rated himself in the elevated range for DSMIV:Inattentive, which indicates the possibility of having an above average correspondence with diagnostic criteria for Inattentive type ADHD. Dave rated himself in the normal range for Family Problems, Conduct Problems, Anger Control Problems, and DSM-IV Hyperactive-Impulsive. Daves father rated him in the Clinically Significant range for Social Problems which indicates that he is likely to perceive that he has few friends, has low self-esteem and self-confidence and feelings of being socially detached from his peers. Mr. Draper also rated Dave in the elevated range for the Anxious-Shy syndrome which indicates that he may have atypical amount of worries and fears, prone to be emotional and sensitive to criticism, anxious in unfamiliar situations, and shy and withdrawn. Furthermore, Mr. Draper rated Dave in the slightly elevated range for Cognitive Problems/Inattention, Conners ADHD Index, Inattentive, and Hyperactive-Impulsive syndromes. Conners Continuous Performance Test II (CPT II V.5) The Conners Continuous Performance Test II (CPT) was designed for use in detecting difficulties with inattention, especially that of attention deficit hyperactivity disorder. This test requires the respondent to view alphabet letters appearing on the computer screen, with the requirement that the test-taker press the space bar for all letters except X. The letters and the Xs appear at varying rates and the task occurs for approximately fifteen minutes. The Confidence Index, as denoted immediately below, indicates the degree of fit with most clinical samples (e.g., ADHD) versus those without a clinical problem. Sustained Attention is the ability to stay on task during continuous or repetitive activity. In the classroom, there are many tasks that require Dave to pay attention to material that he might find boring and repetitive such as reading textbooks or listening to a teachers lecture. The CPT-II task was administered to Dave to assess for inattention. For this task, he looked at a computer screen that had letters pop up in varying intervals. He was required to press the space bar on the keyboard as quickly as possible after each letter except for the letter X. Overall, he obtained a 54 percent and X percent likelihood, respectively, of being a non-clinical match for ADHD. MASC The Multidimensional Anxiety Scale for Children (MASC) assesses the presence of a variety of anxiety symptoms across several significant symptom domains. The MASC consists of the following scales and indexes: the Physical Symptoms Scale (which assesses the presence of physical symptoms and differentiates between somatic and tension symptoms), the Social Anxiety Scale (which assesses the 7

presence of social anxieties and differentiates between humiliation fear and performance fear symptoms), the Harm Avoidance Scale (which assesses the presence of avoidance behaviors and differentiates between perfectionism symptoms and anxious coping symptoms), the Separation/Panic Scale (which assesses separation anxiety and panic as well as autonomic and somatic symptoms), Total Anxiety, and the Anxiety Disorders Index (which assesses the likelihood of the presence of an anxiety disorder). This is a self-report measure. Dave completed the MASC independently. Dave rated himself in the Clinically Significant range for Social Anxiety. Individuals with high scores on this scale may experience fears about performing in front of others, as well as feelings of humiliation and rejection. Daves responses suggest that he has great difficulty controlling his anxiety in social situations. His responses to items on the Separation/Panic were above average. Individuals with high scores on this scale may be scared when alone or in unfamiliar situations. Daves responses suggest he prefers to stay close to his family. In addition, Daves score on the Anxiety Disorder Index, used to identify individuals who may benefit from a more detailed clinical assessment, was much above average. Overall, Daves scores suggest that he may be experiencing social anxiety that is impeding his functioning. School Motivation and Learning Strategies Inventory (SMALSI) The School Motivation and Learning Strategies Inventory (SMALSI) was used to examine Tylers skills related to academic success. The SMALSI assesses the ten primary constructs associated with academic motivation, learning strategies, and study habits seven which focus on student strengths (Study Strategies, Note-Taking, Reading/Comprehension Skills, Writing/Research Skills, Test-Taking Strategies, Organizational Techniques, and Time Management) and three which focus on student liabilities (Low Academic Motivation, Test Anxiety, and Concentration/Attention Difficulties). This is a self-report measure. The SMALSI was administered to examine Tylars perception of his skills related to academic success. Daves responses for students strengths indicate that he believes he is in the average range in the following areas: reading/comprehension strategies (16th percentile), writing/research skills (35th percentile), and test-taking strategies (42nd percentile). These scores indicate that Dave sometimes develops learning strategies or plans for the task at hand; however, his strategies may not always be effective and consistent. Daves responses for study strategies (5th percentile), organizational techniques (4th percentile), and time management (3rd percentile) were rated in the below average in development range. Furthermore, Dave rated his note-taking/listening skills (>1st percentile) as inadequately developed. Throughout testing, Dave revealed to the clinician that he did not enjoy going to school, and he felt that teachers did not care about his learning. Dave also revealed that he likes to move around while he works, or take stretch breaks, and that most teachers did not accept this kind of behaviour. For student liabilities, Daves responses to statements indicated that he believes he is in the moderately problematic range for academic motivation (95th percentile), and concentration/attention difficulties (95th percentile). Dave rated himself in the clinically significant range for text anxiety (99th percentile). These results indicate that academic motivation, test anxiety, and concentration and attention difficulties are more problematic for Tylar than they are for most students. His responses suggest he has low motivation to succeed academically, experiences elevated performance anxiety associated with testing, and has difficulty with listening and attention skills in the classroom. Conclusions: Dave was referred for a psychoeducational assessment to determine if he had learning, memory, and/or motivation problems. On this assessment, he demonstrated the following: 8

1. Verbal ability in the low average range. Dave shows relative strength in reading fluency, with relative weakness in his ability to understand written text. 2. Nonverbal/perceptual reasoning ability in the average range. There is a significant discrepancy between Daves verbal and nonverbal abilities in favour of the latter, indicating strength in his visual or hands-on learning abilities. 3. Short-term/working memory falls in the extremely low average range. During this assessment, Dave was observed to have some difficulty re-ordering information in short-term memory. Often times, Dave would ask for repetition of instructions for clarity. Although this could be related to inattention/distractibility, it could also indicate that Dave has some difficulty remembering and processing information simultaneously. The latter might be expected to influence Daves performance on activities such as following multiple instructions, listening and taking notes, organizing his thoughts for oral/written expression, calculating with multiple numbers, and multi-tasking in general. These difficulties were confirmed in Daves responses to the SMALSI. 4. Processing speed falls in the borderline range. Dave has difficulty copying information quickly, which slows him down on pencil/paper tasks. 5. In terms of academic achievement, Daves reading skills fall in the average range with some variation across measures. Reading comprehension skills fall in the below average range; this is expected given that working memory scores are in the extremely low range (WISC). Dave demonstrates strength in word recognition, word attack skills, and reading fluently. In terms of math, Daves math fluency skills fall in the average range, whereas his math problem solving and numerical operations skills fall in the below average range. The more information contained in math problems, the more likely it is that Dave will have difficulty retaining all the details required for solving the problem. In terms of written language, Daves spelling skills are low (consistent with weaker auditory memory). Dave has a good command of written sentence structure, but it takes him a very long time to formulate his thoughts for written expression, and he gets hung up on finding the right topic to write about and has difficulty thinking about what to add for details and content. Dave dislikes writing in general. 6. Regarding behavioral adjustment, previous teacher reports raised the question of a possibility of attention deficit disorder, while pediatricians have ruled this out in the past. Father ratings of behavior obtained during the current assessment indicate greater concerns with social problems, although there were slightly elevated concerns for Cognitive Problems/Inattention, Conners ADHD Index, Inattentive, and Hyperactive-Impulsive syndromes; mom rated no concerns. Nonetheless, it is noted that Dave has had problems with attention and work completion since kindergarten. Moreover, during this assessment, Dave was observed to be distracted by his own thoughts at times, and demonstrated some physical restlessness. The CPT indicates that Dave is a non-clinical match for ADHD. The question of attention deficit disorder remains open. 7. In terms of social/emotional adjustment, Dave reports great concerns with social anxiety and low mood and negative self-esteem. It is possible that these concerns are affecting Daves performance on tasks at home and at school. 9

Overall, Dave presents as a friendly, cooperative boy who has difficulty concentrating, achieving, and remembering important information at school. Results of the current assessment indicate that Daves cognitive profile is not consistent across measures. Specifically, he exhibited average abilities to think and reason without language, and below average abilities to think and reason with language. Daves working memory and processing speed is significantly below that of his peers, indicating that he will need additional time and support to complete tasks. His difficulties in rapidly processing information will have an effect on his classroom performance. Dave demonstrated several areas of academic strength and weakness. He exhibits strengths in the area of reading, particularly reading fluency and word recognition. Academically, Dave demonstrates difficulty in the areas of reading comprehension and spelling; which may adversely affect his classroom performance. Information collected from Dave and his parents suggests that anxiety, how self-esteem/mood and inattention are areas that should be monitored. Recommendations 1. Reading Comprehension Previewing content/vocabulary in reading material Support with highlighting important material Teacher/Parent questioning to demonstrate understanding Story webs 2. Math Reinforcing Daves understanding of multiplication/division Allowing him to use a calculator for checking his work Allowing him to use a calculator for problem solving Avoiding requirements for copying questions Reducing the number of questions he is required to do at any one time Avoiding timed math tasks Allowing time for Dave to demonstrate his math knowledge/understanding 3. Oral/Written Language Allowing Dave to prepare oral responses ahead of time (avoid putting him on the spot) Limiting requirements for copying/note-taking Providing assistive technology Providing copies of lecture notes/materials Allowing Dave to audio-record lectures Encouraging Dave to develop his word processing skills so that he can use assistive technology (computer work) for producing written assignments Providing assistance with proof-reading/editing Finding alternatives to length written reports (e.g. multiple choice, true/false, fill-in-the-blank, sentence completion, etc.) Assigning hands-on projects for evaluating content knowledge 4. Working Memory/Organization Using consistent daily routines Using visual schedules and calendars 10

Preparing Dave before changes in routine Keeping assignments as structured as possible Breaking large tasks down into smaller ones that can be completed independently Giving instructions one at a time Using visual reinforcement of verbal instructions (e.g. modeling/demonstrations, diagrams, audiovisuals, computer) Allowing extra time for Dave to complete assignments

5. Processing Speed: Dave may benefit from having complex tasks broken down into single steps, receiving step-by step directions and instruction in a linear fashion. It will be important to allow Dave adequate time to process the information required for each step before moving on to the next step of the task. The use of flow charts and visual organizers is recommended to support Dave in planning, organizing, and completing multi-step tasks more successfully. Dave may benefit from the extension or removal of time limits in testing situations, or from reducing the number of test items he is required to complete. Given the concerns related to speed in processing information, Dave may benefit from a focus on the quality rather than quantity of work produced. Dave may benefit from having assignments and curriculum materials presented to him in advance to allow additional time for processing information. This will also provide the opportunity for Dave to ask questions regarding the presented material, which may lead to increased comprehension.

6. Attention: Ensure preferential classroom seating close to the teacher and/or peers who are good models for attention Providing work breaks so that Dave can re-charge Allowing alternative work stations (for example: standing while working) Providing alerting tools, such as fidget tools or chewing gum. Teaching self-management techniques that include self-monitoring, self-evaluation, and selfreinforcement. Dave should be involved with developing these self-management strategies. When possible, using materials that are interesting to Dave; this may support his attention and motivation towards tasks Assigning work in smaller, more manageable portions, to facilitate greater confidence and the opportunity for successful task completion. 7. Study Skills: School Environment o It is important to provide explicit instruction to teach Dave study skills. Teach skills specific to the subject area organization, textbook reading, note-taking (finding main idea/detail, mapping, outlining), skimming and summarizing

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o It may be important for Dave to have a study buddy to whom he can compare a copy of study notes, to ensure Dave gathers all relevant information o It may be beneficial to provide Dave with a copy of reading material highlighted or underlined to emphasize important points o If possible, the use of a tape recorder may be encouraged to ensure Dave gathers all information from class for studying o Dave may benefit from learning about the importance of key words o It may be beneficial to consider alternate methods for Daves response on tests Home Environment o It is important for external distractions to be at a minimum while Dave is completing homework and studying o It may be beneficial to break homework projects down into smaller, more manageable chunks of work and studying o Dave may benefit from incentives for completing work o It may be beneficial to try using homework preferences to develop a homework schedule. Some children prefer to complete the assignments they like least first, while others prefer to do their easier or favourite work first o Dave may benefit from studying in a study group; encourage this activity o Dave may benefit from setting performance goals for his assignments and estimating how much effort it will take to do them well. This will help him learn to divide study time effectively o It may be helpful to encourage Dave to review class notes and add details, make corrections, and highlight the most important information to make studying easier
o

Encourage Dave to see tests as an opportunity to "show off" what he has learned, rather than something to be feared

Student Strategies o It is important for Dave to study when well rested and alert o Dave may find the read-recite-review strategy helpful for putting things into memory o The use of index cards (flash cards) may be a beneficial study tactic for Dave o Dave may benefit from creating a to do list, while also prioritizing the school items into which need to be completed first

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8. Anxiety: This assessment has identified that Dave appears to struggle with heightened anxiety at times and expresses worries and fears above what is expected at this age and developmental stage. Therefore, the following recommendations and suggestions are provided in order for his parents and teachers to support him in managing his anxiety: Daves parents and teachers can support him in decreasing and managing his anxiety by listening and talking with Dave when he expresses worries or fears. It is important to reassure him that his feelings are not silly or unimportant because such feelings are very real and important to him. This process can also help him begin to recognize these feelings and learn to implement calming strategies for himself. This would likely support him to recognize and change his irrational worries and fears. Parents and teachers should strive to remain calm when Dave exhibits worries or fears. It is important to demonstrate empathy, be soft, speak with a calm voice tone, and express relaxed body language. Do not just assume that these feeling will go away for Dave. Establishing and maintaining a consistent routine for Dave with respect to school, homework, chores, and other activities once again increasing his ability to predict his environment. Parents and teachers can also encourage Dave to engage in relaxation strategies when he is feeling anxious or worried. Such strategies include: (1) counting to 10; (2) taking deep breaths; (3) spending time in a quiet place; (4) listening to music; or (5) squeezing a squeeze ball or toy. Ensuring that assigned work is adapted to Daves instructional level Giving Dave the opportunity to practice presentations ahead of time to reduce social anxiety When possible, allow Dave to demonstrate his knowledge in a smaller, or one on one teacher environment Finding opportunities for Dave to demonstrate his strengths Developing a daily schedule that includes a balance of study, leisure and physical activity Consider developing a simple incentive plan to help motivate Daves interest in academic, social and leisure activities

Further clinical assessment is recommended to rule out anxiety disorder and/or depression. Although these may be secondary to Daves learning difficulties, his level of anxiety and low mood appears to be impacting his academic development and motivation. 9. Dave would benefit from ongoing support for learning how to manage his emotions. This might include further group work or individual counselling. Some emphasis on social problem solving might be considered. Parents may wish to pursue family counselling to identify strategies for supporting Dave at home. For additional information/resources regarding anxiety in youth, refer to www.anxietybc.ca.

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It has been a pleasure working with Dave. If there are any questions regarding this assessment, please feel free to contact the undersigned at xxx, 888-888-8888.

__________________________________ Dr. Cheryl Ainsworth, Ph.D. Angela Chiasson, BEd, BSc Psychology Practicum Student University of Calgary Cc: parent, school, file

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