PSYCHOLOGICAL ASSESSMENT REPORT NAME: Bobby Drake DATE OF BIRTH: AGE: 12 years 3 months GRADE: 6/7 DATE OF ASSESSMENT:

April 1, 2011 DATE OF REPORT: April 15, 2011 REASON FOR REFERRAL: Bobby was referred for psychoeducational assessment by his birth mother, Mrs. Drake. Referral was initiated due to noted concerns with behaviour and the potential impact on academic performance. BACKGROUND INFORMATION: Bobby was born at full term gestation following an extended labour. During the pregnancy, Mrs. Drake, reports having gestational diabetes, smoking cigarettes and consuming alcohol prior to finding out she was pregnant at 12 weeks. Mrs. Drake describes Bobby as having achieved fine and gross motor milestones at age appropriate intervals but appeared to be delayed in his speech as he only had a few words by two years of age. There are currently no reported concerns regarding hearing, allergies or major hospitalizations however, Bobby is required to wear eyeglasses and has reportedly recently breaking his hand in a fist fight. Bobby has recently completed Grade 6 and currently resides with both his birth parents on alternating weeks in their respective homes through a shared custody agreement. Bobby has a younger brother of 10 years who also participates in the shared custody agreement. While living with Mrs. Drake, Bobby resides with his step-father, his half-brother (4 years) and his 10 year old brother whom also participates in the shared custody agreement. Mrs. Drake reports that she is currently pregnant and due to deliver in four weeks. While living with Mr. Drake, Bobby resides with Mr. Drakes girlfriend an older half-brother (19 years), younger halfbrother (1 year) and his 10 year old brother that participates in the custody agreement. Bobby reportedly gets along with all of his siblings most of all his younger siblings. Mrs. Drake describes her household as loud and fast paced, but it can be calm and Bobbys relationship with Mr. Drake to be relatively stable. Mrs. Drake is currently a teacher, holds a Bachelors degree in Education and reportedly had no difficulties in school. Mrs. Drake reports that there is a history of both anxiety and depression within her side of the family and a history of Bipolar Disorder on the maternal side of her extended family. Mrs. Drake describes Mr. Drake as having a trade certificate, no significant difficulties in school and a history of drug and alcohol use within Mr. Drakes side of the family.

Mrs. Drake has identified that her primary concerns regard Bobbys ongoing behavioural difficulties, periodic violent incidents and past teacher reports of impulsive behaviour. Mrs. Drake shared that Bobby has received two school suspensions this past year as a result of violent behaviours. Mrs. Drake has not reported any concerns with regard to Bobbys social development and Bobbys teachers have not voiced any concerns with regard to Bobbys academic performance. Bobby has expressed that he enjoys both his art and music classes and does well in science. He stated that he does not do well in or like his Spanish classes. He enjoys being around other people and has several friends. When arguments with friends do occur, the arguments reportedly do not seem to affect the relationship. Outside of school, Bobby is an enthusiastic skateboarding participant. He enjoys spending time with his friends and was easy to engage in conversation about his interests. Bobby has had past involvement with psychological services that began in Grade 1. He has recently received support from the Community Outreach in Paediatrics/Psychiatry and Education (COPE) program this past year and equivalent services from Student Health Partnership (SHP) the previous year. A behavioural support plan was put in place during Bobbys Grade 5 year that was reportedly met with limited follow through from his classroom teacher. Bobbys family is currently in contact with their paediatrician, Dr. Janice Heard, who has recently diagnosed Bobby with Attention-Deficit/Hyperactivity Disorder with an accompanying prescription of Ritalin. Mrs. Drake reported that Bobby is currently on a medication vacation for the duration of the summer months. ASSESSMENT INSTRUMENTS: Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) Woodcock Johnson Test of Cognitive Abilities, Third Edition (WJ-III Cog) Wechsler Individual Achievement Test, Second Edition (WIAT-II) Childrens Memory Scale (CMS) NEPSY- II A Developmental Neuropsychological Assessment Conners Continuous Performance Test II (CPT-II) Conners Rating Scale, Third Edition ADHD/Disruptive Behaviour Rating Scales ASSESSMENT OBSERVATIONS: During the assessment Bobby was initially quiet however complied with all requests. Through the assessment he appeared to become more relaxed and enjoy some of the tasks. Bobby was friendly during assessment breaks and easy to engage in conversation about his interests. As the assessment progressed, Bobby appeared to show signs of boredom and disinterest. Bobby began to frequently ask when the testing would be done, rest his head on the table and move his head

back and forth. Bobby appeared to demonstrate difficulty maintaining his attention and focus as the assessment continued. He tapped his fingers on the table and his shoes on the ground. He often did not listen to full instructions and would answer without being clear about the task. Bobby needed prompting to listen to all instructions. He was cooperative and pleasant though he showed signs of poor attention on several tasks. For this reason, it is believed that the results of this assessment may be an underestimation of some of Bobbys academic and cognitive abilities. ASSESSMENT RESULTS AND INTERPRETATIONS: In the test results that follow the test scores are represented in percentile format. Percentiles are used to indicate the percentage of children of the same age or grade who scored the same or lower than the individual child whom the test scores are reported for. For example, a test score at the 85th percentile would mean that Bobby scored the same as or higher than 85% of his same age/ grade level peers and lower than 15% of the same group. Wechsler Intelligence Scale for Children Fourth edition (WISC-IV): The Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV) is a standardized intelligence test consisting of a series of ten core subtests and five optional subtests designed to measure the intellectual functioning of an individual as compared to others of the same age. A Full Scale Intelligence Quotient (FSIQ) is derived from the combined results of the core subtests. The WISC-IV also provides four factor-based scores, including Verbal Comprehension, Perceptual Reasoning, Working Memory and Processing Speed. Canadian norms were used to score this measure. The WISC-IV is divided into four composite areas including the Verbal Comprehension Index, Perceptual Reasoning Index, Working Memory Index and Processing Speed Index. The Full Scale score is a total composite score that represents general intellectual ability. Bobby earned a Full Scale IQ at the 39th percentile, which falls within the Average range of functioning. This suggests that Bobby performed as well as or better than 39 percent of individuals his age on the WISC-IV. The reported scores are based on Canadian norms at the 95% confidence interval. This means that 95 times out of 100, Bobby should earn a standard score between 91 and 102. Bobbys achieved average scores on the Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI) and Working Memory Index (WMI) and a low average score on the Processing Speed Index. The individual composites and associated subtests are discussed further. The Verbal Comprehension Index is intended to measure Bobbys ability to understand and use verbal language to communicate and engage in verbal reasoning. Bobby achieved an Average score at the 39th percentile. The Verbal Comprehension Index consists of the Similarities, Vocabulary and Comprehension subtests. Bobby achieved average scores on all three subtest indicating that he demonstrated average ability to understand and express the meaning of words,

use prior knowledge to solve social-reasoning based questions and engage verbal reasoning and associative thinking (i.e. How are a table and a chair alike?). The Perceptual Reasoning Index measures the ability to engage in perceptual and fluid reasoning and consists of Block Design, Picture Concepts and Matrix Reasoning subtests. Overall, Bobby demonstrated average ability (73rd percentile) to engage these types activities. Bobby achieved average scores on both the Picture Concepts (75th percentile) and Matrix Reasoning (37th percentile) subtests demonstrating he has average ability to group pictures together into a common category and complete patterns and sequences. Bobby demonstrated high average ability (84th percentile) to construct designated signs using blocks. Overall, Bobby demonstrated adequately developed perceptual reasoning abilities. The Working Memory index is intended to evaluate Bobbys ability to retain and manipulate auditory information in his short-term memory and consists of Digit Span and Letter-Number Sequencing Subtests. Completion of these tasks requires concentration and sustained attention, cognitive flexibility and numerical awareness. Overall, Bobby demonstrated an average auditory working memory capacity (42nd percentile). On the Letter-Number Sequencing subtest Bobby demonstrated an average ability (75th percentile) to repeat letters and numbers in sequential order. Bobby demonstrated a low average ability (16th percentile) ability to store a series of digits in his short-term auditory memory for quick recall in forward and backward numerical sequence. The Processing Speed Index includes Coding and Cancellation subtests. Overall, Bobby demonstrated a low average ability (16th percentile) to make associations, scan, and discriminate information quickly. He demonstrated an average ability (25th percentile) ability to copy symbols that are paired with simple geometric shapes or numbers and a low average ability (16th percentile) to scan arrangements of pictures and mark target pictures within a specified time limit. Woodcock-Johnson Test of Cognitive Abilities Third Edition (WJ-III Cog) The Woodcock-Johnson Test of Cognitive Abilities Third Edition (WJ-III Cog) is a standardized intelligence test consisting of a series of 20 tests that comprise the standard and extended testing battery designed to measure the intellectual functioning of an individual as compared to others of the same age. A Full Scale Intelligence Quotient (FSIQ) is derived from the combined results of the core subtests. The WJ-III Cog tests are also organized into clusters that may be used for interpretative purposes. The Cognitive Efficiency cluster is a sampling of two different automatic cognitive processes that include processing speed and short-term memory. Overall, Bobby achieved an average (46th percentile) score on the Cognitive Efficiency cluster. Processing Speed is intended to measure the ability to perform automatic cognitive tasks and consists of Visual Matching and Decision Speed subtests. Overall, Bobby demonstrated an

average ability (75th percentile) to perform these tasks. Bobby achieved an average score (32nd percentile) on the Visual Matching subtest suggesting that he has an average ability to make visual symbol discriminations efficiently. Bobby demonstrated superior ability to make correct conceptual decisions quickly. Short-term Memory is intended to measure the ability to apprehend and hold information in immediate awareness and then use it within a few seconds. Short-term memory is assessed using the Numbers Reversed and Memory for Words subtests. Overall, Bobby demonstrated average ability (31st percentile) to utilize his short-term memory processes. Bobby achieved average (43rd percentile) score on the Numbers Reversed subtest indicating he has adequate ability to hold a span of numbers in his immediate memory and reverse the sequence of numbers. Bobby achieved an average score (28th percentile) on the Memory for Words subtest indicating he has average short-term auditory memory span ability. Cognitive Fluency is a measure of cognitive automaticity, or the speed with which an individual performs simple to complex cognitive tasks and can be measured using the Retrieval Fluency, Rapid Picture Naming and Decision Speed subtests. Bobby demonstrated inconsistent abilities throughout the Cognitive Fluency cluster. Overall, Bobby achieved average ability (57th percentile) to readily perform simple to complex cognitive tasks. Bobby received a low average score (24th percentile) on the Retrieval Fluency subtest which measures Bobbys ability to quickly and easily store information in and pull information out of his memory. Likewise, Bobby received a low average score (23rd percentile) on the Rapid Picture Naming subtest which measures the speed of direct recall of names from acquired knowledge. On the Decision Speed subtest, Bobby demonstrated superior ability (95th percentile) to make correct conceptual decisions quickly. Wechsler Individual Achievement Test, Second Edition (WIAT-II) The Wechsler Individual Achievement Test - Second Edition (WIAT-II) is a standardized test of achievement and functioning. The WIAT is an individually administered measure that examines performance in the areas of Reading, Mathematics, Language and Writing. These areas are combined to provide an overall achievement score. Bobby received a Total Test score in the Average range at the 61st percentile, suggesting he achieved as well as or better than 61 percent of individuals his age on this test measure. Bobby had Average scores in the Reading (68th percentile), Written Language (68th percentile) and Oral Language (25th percentile) Composite areas. Bobby obtained a test score in the High Average range (81st percentile) on the Mathematics Composite. Each area and their respective subtests are discussed further. The Reading Composite contains three areas: Word Reading, Reading Comprehension and Pseudo word Decoding.

Bobby obtained a score in the superior range (95th percentile) on the Word Reading subtest which suggests he has superior ability to identify letters of the alphabet, beginning and ending sounds of words, rhyming words and read quickly from a list of words. Bobby obtained a low average score (16th percentile) on the Reading Comprehension subtest suggesting he has a lower than average ability to read sentences and short passages then answer questions about the main idea, specific details, or the order of events. This score would also suggest that Bobby has a lower than average ability to draw conclusions or define unfamiliar words using the clues provided in the context of the information that he is reading. Bobby obtained an average score (75th percentile) on the Pseudo word Decoding subtest which suggest he has adequate ability to use his knowledge of letter sounds to sound words that have been made-up or may be unfamiliar to him. The Mathematics Composite contains two areas: Numerical Operations and Math Reasoning. Bobby obtained a score in the superior range (92nd percentile) on the Numerical Operations subtest suggesting that he has a superior ability to solve written math problems requiring addition, subtraction, multiplication and division using whole numbers, fractions and decimals. Bobby obtained a score in the average range (61st percentile) on the Math Reasoning subtest suggesting he has adequate ability to solve a word or stated problem requiring single or multiple steps. The Written Language Composite contains two areas: Spelling and Written Expression. Bobby obtained a score in the average range for both the Spelling (66th percentile) and Written Expression (75th percentile) subtests. This suggests that Bobby has adequate ability to spell a target word based on its meaning and write words, sentences and either a paragraph or short essay in response to a topic. The Oral Language Composite contains two areas: Listening Comprehension and Oral Expression. Bobby obtained a score in the low average range (23rd percentile) on the Listening Comprehension subtest. This suggests that Bobby has a lower than average ability to listen to a word or passage and match it to a picture or look at a picture and respond with the related word. Bobby obtained a score in the average range (42nd percentile) on the Oral Expression subtest suggesting he has adequate ability to listen to words that match a topic, repeat a sentence, tell a story based on a series of pictures or describe the steps required to complete a task. Childrens Memory Scale (CMS) The Childrens Memory Scale (CMS) is a standardized test used to evaluate the processes in memory and learning. The CMS is an assessment of visual and verbal learning and memory skills in

children and adults. The CMS assesses memory functioning and learning directly through the administration of nine subtests; six core subtests and three supplemental subtests. Bobby received a General Memory Index score in the Low Average range (21st percentile) suggesting that he did as well as or better than 21 percent of individuals his age on this measure. The Visual Immediate Index consists of Dot Location and Faces subtests. Overall, Bobby obtained a score that fell in the Extremely Low range (2nd percentile) on the Verbal Immediate Index. Bobby obtained a score that fell in the extremely low range (less than 1st percentile) on the Dot Locations subtest suggesting that he has an extremely low ability to learn spatial locations. Bobby obtained a score in the average range (37th percentile) on the Faces subtest indicating that he has adequate ability to remember and recognize a series of faces. The Visual Delayed Index is similar to the Visual Immediate Index, however the Visual Delayed Index measures Bobbys ability to bring together, store and retrieve visual information that he was previously given. Overall, Bobby obtained a score that fell in the Below Average (12th percentile) range on the Visual Delayed Index. This Index consists of Dot Locations Delayed and Faces Delayed subtests. Bobby obtained a score that fell in the extremely low range (1st percentile) on the Dot Locations Delayed subtest indicating that has extremely low ability to remember, retrieve and work with information he learned regarding spatial locations. Bobby obtained a score that fell into the average range (63rd percentile) on the Faces Delayed subtest indicating that he has adequate ability to remember, retrieve and work with information he learned regarding recognizing a series of faces. The Verbal Immediate Index consists of Stories and Word Pairs subtests. Overall, Bobby obtained a score that fell in the Borderline range (7th percentile) range on the Verbal Immediate Index. Bobby obtained a score that fell in the borderline range (5th percentile) on the Stories subtest indicating that he has somewhat difficulty recalling events and details in a verbally presented story. Bobby obtained a score that fell in the average (25th percentile) range on the Word Pairs subtest indicating he has adequate ability to learn a series of ten word pairs over three learning trials. This may indicate that Bobby had difficulty attending to the large volume of information involved in detailed stories. The Verbal Delayed Index is similar to the Verbal Immediate Index however the Verbal Delayed Index measure Bobbys ability to bring together, store and retrieve verbal information that he was previously given. Overall, Bobby obtained a score that fell in the Low Average (21st percentile) range. Bobby obtained a score that fell in the below average range (9th percentile) on the Stories subtest indicating that he had somewhat difficulty recalling events and details that had previously been provided in a verbally presented story. Bobby obtained a score that fell in the average range (50th percentile) on the Word Pairs subtest indicating that Bobby has adequate ability to learn a series of word pairs that had previously been presented to him.

The Attention and Concentration Index contains two subtests: Numbers and Sequences. Bobby received scores that fell into the average range on all measures relating to this index. Bobby obtained scores that fell into the average range on the overall Attention/Concentration Index (50th percentile), Numbers subtest (25th percentile) and Sequences subtest (75 percentile). These scores indicate that Bobby has adequate ability to repeat random digit sequences of varying lengths and mentally manipulate and order auditory/verbal information. The Learning Index is intended to measure Bobbys performance over a number of learning trials and is composed of Word Pairs Learning and Dot Locations Learning Subtests. Overall, Bobby received a score that fell into the Extremely Low range (63rd percentile) on the Learning Index. Bobby obtained a score that fell into the low average range (16th percentile) on the Word Pairs Learning subtest and extremely low (less than 1st percentile) on the Dot Locations Learning Subtest indicating that he demonstrated low average ability to learn a series of word pairs and an extremely low ability with regard to spatial locations. The Delayed Recognition Index is intended to measure Bobbys ability to store and retrieve information. This index particularly looks to separate these two memory functions and determine the independent function of each of those two abilities. Overall, Bobby obtained a score that fell into the Low Average range (88th percentile). Bobby obtained a score that fell into the average range (63rd percentile) on the Stories Delayed Recognition subtest indicating that he has adequate ability to answer yes or no questions about a story he had heard earlier. Bobby obtained a sore that fell into the borderline range (5th percentile) on the Word Pairs Delayed Recognition subtest indicating he had some difficulty with being able to recognize word that had previously been presented in a list of word pairs. NEPSY II THE NEPSY is developmental Neuropsychological Assessment designed to measure specialized cognitive and neurocognitive abilities. The NEPSY addresses six domains Attention and Executive Functioning, Language, Memory and Learning, Sensorimotor, Visuospatial Processing and Social Perception which are assessed using 32 subtests. The Animal Sorting subtest is designed to measure Bobbys ability to make basic concepts or categories, transfer those basic concepts or categories into action (i.e. sort items into the categories) and to shift them from one concept or category to another. Bobby obtained a Total Correct score that fell into the Average range (63rd percentile) on the Animal Sorting Subtest which means that Bobby demonstrated adequate ability to make, transfer and shift basic concepts. The Auditory Attention subtest is designed to assess selective auditory attention and the ability to maintain it. Bobby obtained a Total Correct score that fell into the Average range (75th percentile) on the Auditory Attention subtest which means that Bobby demonstrated adequate ability to attend to something he hears and keep attending to it.

The Response Set subtest is designed to assess the ability to shift and maintain a new and complex set involving both inhibition of previously learned responses and correctly responding to matching or contrasting stimuli. Bobby obtained a Total Correct score that fell into the Average range (25th percentile) which means that Bobby demonstrated adequate ability to listen to a series of words and touch the appropriate circle when he heard a specific target word. It is important to note that while Bobbys Total Correct score fell into the average range, his combined score was quite a bit lower which indicates that several errors were made. The Design Fluency subtest is designed to measure the behavioural productivity in the childs ability to generate unique designs by connecting up to five dots, presented in two arrays; structured and random. Bobby obtained a score that fell into the Above Average range (91st percentile) indicating he has a strong ability to draw designs in a designated group within a specified time limit. The Inhibition subtest is designed to assess the ability to inhibit automatic responses in favour of novel responses and the ability to switch between response types. This subtest required that Bobby look at a series of black and white shapes or arrows and name either the shape, direction or an alternate response relating on the color of the shape or arrow. Various scores have been reported for the Inhibition subtest and are discussed further. Bobby obtained a score that fell into the Average range (75th percentile) with regard to the Inhibition-Naming Completion Time which means that he demonstrated adequate ability to name the shape, direction or alternate response required by the subtest questions with respect to time. When the same results were analyzed once again to include both completion time and errors made, Bobby obtained a score that fell into the Below Average range (9th percentile) indicating that Bobby demonstrated average ability to complete the subtest, however made several errors in the process. Bobby obtained a score that fell into the Superior range (95th percentile) with regard to the Inhibition-Inhibition Completion Time indicating that he again did very well with respect to time however slipped back down to the Average range (37th percentile) on the InhibitionInhibition Combined when errors were also reflected in the score in addition to time. Bobby obtained a score that fell into the Average range (63rd percentile) with respect to InhibitionSwitching Completion Time and Inhibition-Switching Combined (25th percentile). When considering the Total Errors on the Inhibition subtest Bobby obtained a score that fell into the Below Average range (5th percentile) indicating that Bobbys performance on this subtest was largely affected by the number of errors made. Continuous Performance Test - second edition (CPT-II) 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 "X"s 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 profiles (e.g., ADHD) versus those without a clinical problem. In order to ensure that test administrations were consistent, Bobby was directed to complete two administrations of the computerized CPT-II. Results from both CPT-II test administrations, 84.59% (clinical) and 87.85% (clinical), indicate that Bobbys performance met the criteria for a clinical profile of ADHD. A closer look at Bobbys patterns of performance revealed further indications of inattention. Bobby responded to non-targets more often than the average responses to non-targets made by other children his own age on this test measure. Bobbys responses indicated that he was erratic with his responding which is also an indication of poor attention capacity. Additionally, there was also an indication that Bobbys reaction times were not consistent throughout the administration, indicating that he has difficulty monitoring his activation/arousal levels. It was noted during the administration that he did not always appear to have the same level of interest. He was engaged and focused at times while at other times he was observed tipping back on his chair and looking away. The second administration was very similar in nature except that he failed to respond to more target letters than he did during the first administration. This result is likely due to his lack of motivation to participate during the second administration. Conners-3 ADHD/Disruptive Behaviour Rating Scales On the Content scales, Mrs. Drake rated Bobby in the Clinical range for inattention, hyperactivity/impulsivity, and defiance/aggression. Specifically, Mrs. Drake endorsed items such as: doesnt pay attention to details; makes mistakes, acts as if driven by a motor, uses a weapon, and actively refuses to do what adults tell him to do. She also rated Bobby in the AtRisk range for executive functioning. On the DSM-IV Symptoms scale, Mrs. Drakes responses indicated that Bobby probably met the criteria for ADHD Predominantly Inattentive type, ADHD Predominantly Hyperactive-Impulsive Type, Conduct Disorder, and Oppositional Defiant Disorder.

On the Content scales, Bobby reported himself in the At-Risk range for Hyperactivity/Impulsivity problems. Specifically, Bobby identified that he often runs or climbs even when he is not supposed to, has trouble doing things quietly, has trouble waiting for his turn, and interrupts other people. Within the DSM-IV-TR Symptom Scales, Bobbys responses indicated that he fell within the Clinical range for ADHD Predominantly Hyperactive-Impulsive Type. SUMMARY: During the assessment process Bobby complied with all requested tasks, however as was noted Bobby showed signs that may indicate the presence of boredom and disinterest. The Results of

the WISC-IV indicate potential difficulty with Processing Speed and aspects of Working Memory. Bobbys Processing Speed Index falls within the Low Average range and although the score for the Working Memory Index was Average, Bobby demonstrated Low Average ability in the Digit Span subtest. Results of the WJ-III Cog were used to assess Bobbys capacity to process information automatically. Although the results reported for the Cognitive Efficiency, Processing Speed, Short-term Memory and Cognitive Fluency domains were within the Average range Bobby obtained scores that fell within the Low Average range with regard to Retrieval Fluency and Rapid Picture Naming. Overall, Bobby demonstrated Average to Above Average ability in all academic areas however low Average scores were reported during the Listening Comprehension subtest. This assessment process included a closer look at Bobbys attention and memory abilities. Results of the CMS indicate difficulty in the area of attention and memory. All scores reported for the CMS fell within the Extremely Low to Average range indicating Bobby may have difficulty storing and retrieving information. Of particular note, Bobby demonstrated difficulty with spatial locations and event recall. However, as previously noted, these results may not be an adequate representation of his true ability. Results of the NEPSY II indicate particular difficulty with Inhibition. Generally, the results on the NEPSY indicated that Bobbys overall performance is impacted by the number or errors made, which is an indication that moving too quickly through activities can negatively impact overall task performance. The results of the CPT indicate the ability to arouse and maintain attention are likely to affect Bobbys performance. These indications are supported by the information obtained from Bobby and Mrs. Drake on the Conners-3. RECOMMENDATIONS FOR INTERVENTION: 1. The results of this assessment should be shared with Bobbys parents, Mrs. Drake and Mr. Drake. 2. Based on the results and performance of this assessment it would be appropriate to pursue intervention that emphasizes increasing Bobbys ability to maintain focus/attention with respect to time. School: o Reduce auditory and visual stimuli to a level at which Bobby can successfully function. o Gradually allow auditory and visual stimuli to increase as Bobby demonstrates that he can successfully tolerate the increased levels. o Assign Bobby shorter tasks but more of them (i.e. modify a 20 question math problem activity to four activities of five problems each). Gradually

increase the number of math problems for each activity as Bobby demonstrates success. o Use multiple modalities to communicate classroom expectations to Bobby. Develop a visual schedule of classroom events (i.e. workbook activity, gym, snack, library, recess, reading, etc.) and incorporate expectations. (i.e. workbook activity for ___ minutes, etc.). Home: o Encourage Bobby to make goal statements to help him stay on-task and focused (i.e. I will ___ for ___ amount of time.) during home based activities such as conversations with family members, craft activities and house hold chores. o Provide Bobby with a timer to be used to gradually increase the amount of time during which he maintains attention (i.e. have Bobby work on the activity until the timer goes off). o Ensure that Bobby is paying attention to you when you tell him to do something. Have him look directly at you when you are speaking and have him repeat the directions to check for understanding. o Make certain you direct your attention to others when they are talking to you in order to demonstrate for your child how to listen/attend to others.

3. Based on the results and performance of this assessment it would be appropriate to pursue intervention that emphasizes increasing Bobbys ability to listen and attend to the directions/ conversations of others. Home/ School: o Have Bobby repeat or paraphrase what is said to him in order to determine what he has heard. o Give Bobby shorter directions, explanations and instructions to follow. As Bobby demonstrates success, gradually increase the length of directions, explanations, and instructions. o Make certain that Bobby is attending to the source of information (i.e. making eye contact, hands free of objects, in a quiet area, etc.). o Provide Bobby with written directions and instructions along with verbal directions and instructions.

o Have Bobby silently repeat information just heard to help him remember important facts. 4. Based on the results and performance of this assessment it would be appropriate to pursue intervention that emphasizes increasing Bobbys ability to inhibit or hold back his impulsive responses/behaviour. Home/ School: o Encourage Bobby to Wait and Think before he engages in an activity, follows an instruction or responds to others. For example, encourage Bobby to count to three before following an instruction or responding to a peer. o Reward Bobby for demonstrating waiting and thinking before acting. o Acknowledge and reward other children near to Bobby for Waiting and Thinking. o Reduce the emphasis on competition. Highly competitive activities may stimulate impulsive behaviour.

5. It is recommended that the assessment results contained within this report be updated within approximately two years to identify progress, clarify skills and further identify programming needs. It was a pleasure to work with Bobby during this assessment. Further information regarding the implementation of the recommendations and/or opportunity to discuss any questions regarding the information contained within this report is available upon request.

Appendix 1. Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) Composite Scale Scores Summary Composite Scale Verbal Comprehension Index Perceptual Reasoning Index Working Memory Index Processing Speed Index Full Scale IQ Std Score 96 109 97 85 96 95% CI 89-104 100-116 89-105 78-95 91-102 Percentile Classification 39 73 42 16 39 Average Average Average Low Average Average

Subtest Scores (S.S.) Summary Subtests Verbal Comprehension Index Similarities Vocabulary Comprehension Perceptual Reasoning Index Block Design Picture Concepts Matrix Reasoning Working Memory Index Digit Span Letter-Number Sequencing Processing Speed Index Coding Cancellation 8 7 25 16 Average Low Average 7 12 16 75 Low Average Average 13 12 9 84 75 37 High Average Average Average 9 11 8 37 63 25 Average Average Average S.S. Percentile Classification

Appendix 2. Woodcock Johnson Test of Cognitive Abilities, Third Edition (WJ-III Cog) Subtests Cognitive Efficiency Processing Speed Visual Matching Decision Speed Short-Term Memory Numbers Reversed Memory for Words Cognitive Fluency Retrieval Fluency Rapid Picture Naming Decision Speed S.S. 99 110 93 125 93 98 91 103 89 89 125 57 24 23 95 31 43 28 Percentile 46 75 32 95 Classification Average Average Average Superior Average Average Average Average Low-Average Low-Average Superior

Appendix 3. Wechsler Individual Achievement Test, Second Edition (WIAT-II) Composite Scale Scores Summary Composite Scale Reading Composite Mathematics Composite Written Language Composite Oral Language Composite Total Achievement Standard Score 107 113 107 90 104 95% CI 103-111 106-120 99-115 79-108 100-108 Percentile 68 81 68 25 61 Classification Average High Average Average Average Average

WIAT-II Subtest Scores Summary Subtest Scores Reading Composite Word Reading Reading Comprehension Pseudoword Decoding Mathematics Composite Numerical Operations Math Reasoning Written Language Composite Spelling Written Expression Oral Language Composite Listening Comprehension Oral Expression 89 97 76-102 85-109 23 42 Low Average Average 106 110 98-114 97-123 66 75 Average Average 121 104 113-129 94-114 92 61 Superior Average 125 85 110 118-132 78-92 103-117 95 16 75 Superior Low Average Average Standard Score 95% CI Percentile Classification

Appendix 4. Childrens Memory Scale Scores (S.S.) Summary Subtests Visual Immediate Dot Locations Faces Visual Delayed Dot Locations Delayed Faces Delayed Verbal Immediate Stories Word Pairs Verbal Delayed Stories Word Pairs Attention/Concentration Numbers Sequences Learning Word Pairs Learning Dot Locations Learning Delayed Recognition Stories Delayed Recognition Word Pairs Delayed Recognition General Memory S.S. 69 1 9 82 3 11 78 5 8 88 6 10 100 8 12 63 7 1 88 11 5 88 21 21 63 5 <1 16 <1 50 25 75 21 9 50 7 5 25 12 1 63 Percentile 2 <1 37 Classification Extremely Low Extremely Low Average Below Average Extremely Low Average Borderline Borderline Average Low-Average Below Average Average Average Average Average Extremely Low Low-Average Extremely Low Low-Average Average Borderline Low-Average

Appendix 5. NEPSY-II Scores (S.S.) Summary Subtests Attn/Exec Domain Animal Sorting Total Correct Animal Sorting Combined Auditory Attention Total Correct Auditory Attention Combined Response Set Total Correct Response Set Combined Design Fluency Total Inhibition - Naming Completion Time Inhibition - Naming Combined Inhibition - Inhibition Completion Time Inhibition - Inhibition Combined Inhibition - Switching Completion Time Inhibition - Switching Combined Inhibition Total Errors 11 11 12 12 8 12 14 12 6 15 9 11 8 5 63 63 75 75 25 75 91 75 9 95 37 63 25 5 Average Average Average Average Average Average Above Average Average Below Average Superior Average Average Average Borderline S.S. Percentile Classification