Luke Skywalker Report For Portfolio

WERKLUND SCHOOL OF EDUCATION
Integrated Services in Education

EDT 408, 2500 University Drive NW
Calgary, AB, Canada T2N 1N4
werklund.ucalgary.ca/ise/
_____________________________________________________________________________________________________________________________________________________________________

Director: Gabrielle Wilcox PsyD, NCSP, RPsych
Tel: 403.220-2851 Fax: 403.210.8712 Email: ucapes@ucalgary.ca
_____________________________________________________________________________________________________________________________________________________________________
PSYCHOLOGICAL REPORT
CLIENT NAME:
BIRTHDATE:
AGE:
SCHOOL:
GRADE:
DATES OF ASSESSMENT:
DATE OF REPORT:
ASSESSED BY:
Skywalker, Luke
XX
XX
XX
One
July 7 & 9, 2015
July 19, 2015
Lindsay Birchall, M. Sc.
ISE Student Clinician
SUPERVISING PSYCHOLOGIST:
Cheryl Chase, M. Sc.
Registered Psychologist
Statement of Confidentiality
All psychological assessments are confidential in nature as they contain private information,
which may be used inappropriately by others. To protect the privacy and ensure confidentiality
of the persons involved, please ensure that this report is only circulated to those who are
considered essential to related judgments and decision- making. The intent of this report is to
provide opinions and recommendations in the context of psychological intervention and
educational decision- making, and any use of this report outside of that purpose should only be
done with the informed consent of the parties and in consultation with the writer.
REASON FOR REFERRAL:
Luke was referred by his parents, Mr. and Mrs. Skywalker, who reports that he struggles with
emotional regulation, is often defiant and easily frustrated, often perfectionistic, and rarely
allows others to help him. Other concerns include excessive movement, difficulty focusing and
peer conflicts. Ms. Skywalker reports that Luke is a capable learner and does well in school. His
parents would like to know what they can do to support him with these behavioral and socioemotional challenges.
BACKGROUND INFORMATION:
Family History
Luke resides with his parents, Mrs. And Mr. Skywalker, and younger sister. He is in Grade 1 at
Nellie McClung School and also attends Japanese school on Saturdays, where he is learning to
write in Japanese. As Mrs. Skywalker is of Japanese descent, she is ensuring that her children
have the benefit of learning both Japanese and English, and she reports that Luke is fluent in both
languages. Both Mr. and Mrs. Skywalker are self-employed. Mr. Skywalker owns a sprinkler
Skywalker, Luke. Page 2 of 16

fitting company and Mrs. Skywalker works in accounting. Luke has a variety of interests,
including learning about nature, reading, Pokemon card trading, riding his scooter and bike,
fishing, playing chess, playing Star Wars, Kendama, and Angry Birds, swimming, badminton,
basketball, soccer, and watching movies. His mother relates that Lukes strengths include his
imagination, creativity, and his interesting personality. Mrs. Skywalker reports that Luke also
enjoys engaging in conversation with adults about a variety of topics.
Birth & Development
Mrs. Skywalker reports that Luke was born at full term after a healthy pregnancy and met all
language and motor developmental milestones at appropriate times. Although he was generally a
happy infant, he could also be irritable and cried a lot. Mrs. Skywalker describes him as being
active and fearless as a young child and that he would often leave their proximity in search of
interesting objects. She states that when they would leave Luke with other adults he did not
appear upset, nor did he show any hesitation. Further, he was a light sleeper and often woke in
the night, had a relatively small appetite, and had difficulty remaining seated at the table. Luke
now sleeps through the night and eats a variety of foods but has to be encouraged to start and
finish his meals.
Medical
Mrs. Skywalker reported that in February of this year Luke was prescribed Biphentin to treat his
attention concerns. Shortly after starting the medication trial he began biting his arm,
experiencing dry mouth, and demonstrating tic behaviors (i.e., eye and nose twitching and odd
sounds), resulting in the trial being discontinued. In July Luke was diagnosed with Attention
Deficit Hyperactivity Disorder (ADHD) by Dr. Palmer and is a positive responder to Strattera
(25 mg. daily). Mrs. Skywalker reports that Lukes attention and social interactions have
improved since taking the medication.
Psychological
Mrs. Skywalker reports that Lukes father has been diagnosed with depression and anxiety for
which he has been prescribed medications. She also reports that extended paternal family
members had substance abuse problems which are no longer an issue.
Educational
Information regarding Lukes school history was provided by two of his Grade 1 classroom
teachers, the program manager from Calgary Jewish Community Centre After School Program,
and his mother. Lukes teachers identifies his strengths as a good imagination, musical ability,
aptitude for science, ability with computers, sense of humor, and an eagerness to learn about
personal areas of interest (i.e., space, the planet, animals, scientific experiments). They also note
that Luke is a logical thinker, with a high degree of intellectual curiosity, who learns and retains
concepts easily and quickly and is able to make connections between a variety of curricular
areas. Lukes teachers describe him as a capable student who is currently above grade level in all
areas. As such, they have been providing Luke with small-group enrichment support in the form
of a research project of his choosing.
Mrs. Skywalker reports that Luke is a strong learner but is not diligent or motivated unless he is
encouraged. His current classroom teachers also identify motivation within the classroom as a
minor problem when completing less preferred activities. His teachers note that Luke does not

always enjoy school and can appear anxious or nervous at times, especially when he is unsure
about what to do, when he is expected to transition, or when there has been a peer conflict.
Behavioural, Social, and Emotional Functioning
Mrs. Skywalker reports that Luke can be forgetful with his belongings and lacks organization;
Lukes teachers note he has difficulty organizing tasks. Within less preferred activities it can be
difficult to engage Luke, both at home and at school. Mrs. Skywalker explains that he climbs on
things at home that he is not supposed to and that he likes to stay busy. In addition, she reports
that Luke bothers others by suddenly bumping into them, pretend punching or making abrupt
and rude comments. His classroom teacher and after school program supervisor report that Luke
has difficulty with attention, is wiggly and active when he is expected to stay seated, and often
appears not to be listening when he is spoken to directly. Mrs. Skywalker notes that Luke is
easily distracted, restless, impulsive, impatient, and often fails to finish things he starts. His
classroom teachers also state that he struggles to remain focused and find the motivation
necessary to complete tasks or activities; that he has difficulty remembering and recalling multistep directions, can easily be distracted by external stimuli, and is easily bored. Also, Luke often
has difficulty waiting his turn, intrudes on others, and may blurt out answers before questions
have been completed.
His teachers report that during art class, Luke sometimes has difficulty planning his work and
may become overwhelmed with all of the steps involved. In addition, he shows frustration when
he has become deeply invested in an idea or activity and is interrupted to transition to another
task. Ms. Skywalker also notes that Luke will engage in awkward behaviours in attempts to gain
adults and peers attention. His classroom teachers concur and report that he will move in ways
that attract the attention of other children and adults (e.g., waving his arms or jumping while
waiting in line or sitting for carpet time).
Mrs. Skywalker describes Luke as stubborn and perfectionistic as he will refuse help when he is
engaging in tasks that are above his capacity and ability. At home, he prefers routines and
predictability. She also relates that he can be rude and defiant and often says disrespectful things
to her and her husband, such as youre stupid and shut up. Luke will sometimes refuse to
start homework or participate in family activities, can quickly become frustrated about small
things; cries easily, and can be uncooperative. His classroom teacher and afterschool program
supervisor agree, reporting that Luke is often frustrated, cries easily, often loses his temper, is
easily annoyed by others, argues with adults, refuses to comply with adult requests, and often
blames others for his mistakes. He often struggles to manage his emotions in the classroom and
in the after school program, with triggers in the classroom including transitions, being asked to
clean up when he is deep in the middle of an idea, being unsure of the expectations in a new
situation, and misreading social cues from another person.
Mom reports that Lukes tantrums have become shorter, lasting up to a maximum of 20 minutes,
and he cries and protests when sent to his room. Although he is apologetic when he has
misbehaved, he struggles to correct future behaviors. His parents have sought supportive
consultation from The Strongest Family Program via weekly phone conversations for a 2-3
month period. Mrs. Skywalker reports they currently apply positive discipline techniques and
have casual behaviors expectations in their home.
Conflict with Lukes younger sister is noted as a concern by Mrs. Skywalker, and she reports that
when she was born he ignored her. Mrs. Skywalker reports that they now play together, but Luke
will often turn things into a competition or he will become frustrated that his sister is not able to
do things that he is capable of doing. When asked about fighting with his younger sister Luke
states that when his sister is physically aggressive towards him, he has no choice but to hit her
back. Luke was able to describe what his body feels like when he becomes angry (i.e., feels
like my heart is burning, head feels like a laser). Luke was adamant that he would never
punch someone for no reason, when he was describing conflicts that arise with his friends or his
sister. He also asserts that his behavior has improved since he has gotten older.
In the classroom, Luke often requires adult support to help him regulate his emotions. He has
developed some strategies to help him regulate his emotions from participating in small support
groups, (e.g., mindfulness, Zones of Regulation); however, his teachers report that he may not
always apply those strategies when he becomes upset. Additional strategies Luke is encouraged
to use in the classroom include: brain tools for the eyes, ears, hands and body to calm, guidance
around shifting thoughts away from unpleasant ones to more pleasant ones, use of a fidget tool
during carpet times, encouragement to take movement breaks as needed, praise for following
classroom expectations and big problem/little problem thinking skills. His teachers state that
Lukes self-regulation difficulties often make it challenging for him to build and maintain
friendships with peers because he can be physical.
Mrs. Skywalker states that Luke struggles to maintain long term friendships; he can be picky
about who his friends are, often refuses to play with children who initiate play with him and may
engage in childish one-sided conversations. He can also be easily irritated by others and has
difficulty getting along with adults and peers, understanding social rules, sharing and
cooperating. His classroom teachers also note that Lukes ability to make and keep friends is a
minor problem.
ASSESSMENT INSTRUMENTS/PROCEDURES:
Semi-structured interviews with Mrs. Skywalker & Luke
Family & School History Questionnaire
Review of documents provided by parents
Assessment Observation
List of all direct and indirect assessment measures
o Wechsler Intelligence Scale for Children 4th Edition
o Wechsler Individual Achievement Tests 3rd Edition
o Comprehensive Executive Function Inventory
o Conners Comprehensive Behavior Rating Scales-Parent Form
o Conners 3rd Edition-Parent Form
o Behavior Assessment System for Children 2nd Edition - Parent & Teacher Forms
OBSERVATIONS

Assessment occurred in a quiet room that was relatively free from distraction and interruption.
Luke presented as friendly, polite and reserved, and rapport was quickly established. He
interacted well with the examiner and spoke with enthusiasm about topics of interest to him.
Attention and concentration were generally good, and Luke approached all tasks seriously and
carefully, providing thoughtful responses. When tasks became more difficult Luke often put his
head on the table, rubbed his eyes and muttered to himself (e.g., okay, okay, wait and I just
dont know the answer).
Luke always checked his work over carefully before declaring he was finished. At times, he
stared out the window and then required redirection and instructions to be repeated. He was then
able to refocus on the task at hand. During all written tasks Luke was highly focused and
meticulous in his printing. This may be due in large part to his learning to write in Japanese,
which requires precision and accuracy. Thus, this emphasis on being meticulous impacted his
performance on timed paper-and-pencil tasks. Overall, Luke displayed self-regulated effort and
motivation throughout testing.
Luke was taking his ADHD medication throughout the assessment. These results are considered
to be a valid and reliable estimate of his current level of functioning given the standardized
conditions.
RESULTS:
Intellectual Functioning
The Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) is an individually
administered, comprehensive clinical instrument for assessing the intellectual abilities of
children ages 6 years, 0 months through 16 years, 11 months. The WISC-IV provides composite
scores that represent intellectual functioning in specified cognitive domains (i.e., Verbal
Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI)
and Processing Speed Index (PSI)). The WISC-IV also provides a composite score that
represents a childs general intellectual ability (i.e., Full Scale IQ (FSIQ). Percentile scores,
scaled scores, and confidence intervals are also provided to assist in interpretation. The IQ and
Index scores have a mean of 100 and a standard deviation of 15. Each of the subtests has a mean
of 10 and a standard deviation of 3.
On the WISC-IV Lukes overall cognitive ability was in the Average range, at the 66th
percentile*. In other words, he achieved a FSIQ score equal to or better than approximately 66
out of 100 students his age.
*Percentiles provide an estimate of a childs functioning relative to other same-aged children and
indicates the proportion of children who have achieved a score equal to or less than the specific score
identified. For example, a score of 20 means that 19 out of 100 children scored lower or 79 out of 100
higher.
The Verbal Comprehension Index score examines a students ability to distinguish the common
and essential elements of two verbal concepts, define common words with breadth and depth,
and demonstrate an understanding of the underlying reasons for many social rules and
conventions. Verbal reasoning develops largely as a function of both formal and informal

educational opportunities and experiences and represents a students overall ability to reason
using previously learned information. These skills are critical to success in the academic
environment. Lukes scores on the Verbal Comprehension Index indicate abilities within the
Average range, exceeding approximately 66% of his same age peers.
The Perceptual Reasoning Index is a measure of perceptual and fluid reasoning, spatial
processing, and visual-motor integration and represents the ability to analyze and synthesize
visual stimuli, as well as to reason with it. Subtests require that the student apply visual
perception, visual organization and visual discrimination skills. The ability to process
information spatially and through imagery is important for school success and optimal
understanding, especially in mathematics, science and in a variety of artistic, motor and
mechanical activities. His scores on the Perceptual Reasoning Index indicate abilities in the High
Average, exceeding approximately 82% of same age peers. His ability to find common
categorical and conceptual elements between pictures was a significant strength (Picture
Concepts subtest, Superior Average range, 95th percentile).
The Working Memory Index is a measure of a students ability to temporarily retain information
in memory, perform some operation or manipulation with it, and produce a result. This process
enables an individual to consciously hold information in the mind long enough to complete an
activity, such as understanding directions, remembering part of a math problem while working
on another aspect of the problem, holding in mind what to say next in a conversation while
attending to what a person is saying, or remembering information read from a Smart Board long
enough to write it down. Working memory is affected by attention, concentration, mental control,
and reasoning and is closely related to achievement and learning. On the Working Memory
Index, Lukes scores are within the Average range (63rd percentile).
The Processing Speed Index represents a students ability to fluently and automatically perform
cognitive tasks, especially when under pressure to maintain focused attention and concentration.
Lukes ability to quickly and correctly scan, sequence, or discriminate simple visual information
is in the Average range (66th percentile). On a subtest that measured his rapid decision-making
and visual discrimination skills, Luke scored within the Average range (37th percentile). On a
task where he was required to demonstrate a more complex written response under a timed
condition, he performed within the Below Average range (Coding, 5th percentile). Luke was
overly precise and meticulous when copying each design which impacted the efficiency and
speed of his responses. As such, a supplementary subset was administered, (Cancellation,
Average range, 25th percentile), and included in the Processing Speed Index score as a
substitution for Coding.
Academic
The Wechsler Individual Achievement Test - Second Edition (WIAT-II) is a standardized, individually
administered test of achievement and functioning that examines performance in the areas of Reading,
Mathematics, Language and Writing. These areas are combined to provide an overall achievement
score, using Canadian norms for comparison. WIAT-III scores do not reflect the Alberta curriculum or
age/grade placement relative to that curriculum.
Reading

Luke obtained a Total Reading Composite score within the High Average range (88th percentile). On the
Word Reading subtest, which assesses decoding and word recognition skills and requires the student to
read aloud from a graded word list, his score falls within the Superior range (94th percentile). On the
Pseudoword Decoding subtest, which assesses the students ability to apply phonetic decoding skills and
requires him to read out loud a list of nonsense words designed to mimic the phonetic structure of words
in the English language, Luke obtained a score within the Superior range (95th percentile). These scores
indicate that his phonological decoding ability is well-developed compared to his same aged peers. On
the Reading Comprehension subtest which measures various aspects of reading comprehension,
including reading passages and answering content questions, and reading short sentences aloud and
responding to comprehension questions, his score falls within the Average range (58th percentile).
Mathematics
Luke obtained a Mathematics Composite score within the Superior range (96th percentile),
performing better then approximately 96% of his same aged peers. The Numerical Operations
subtest evaluates the students ability to solve written calculation problems, and solve simple
equations involving all basic operations (addition, subtraction, multiplication, and division). His
score on this subtest falls within the Very Superior range (99.7th percentile) which indicates this
is an area of exceptional strength for Luke compared to other children his age. The Math
Problem Solving subtest assesses the students ability to reason mathematically and requires the
student to count, identify geometric shapes, solve single and multi-step word problems, interpret
graphs, identify mathematical patterns, and solve problems related to statistics and probability.
Lukes ability to solve mathematical problems falls within the Average range (66th percentile). He
obtained a Math Fluency Composite Score within the High Average range (88th percentile). On
the Math-Fluency-Subtraction subtest, Luke demonstrated well-developed abilities, obtaining a
score in the Superior range, (95th percentile).
Written Expression
The Spelling subtest evaluates the students ability to spell typical grade level words in the
English language. On this subtest Luke obtained a score within the Average range (63rd
percentile). On Sentence Composition, which determines how well the student can build and
combine sentences, his score falls within the Low Average range (18th percentile). Two specific
tasks are assessed within Sentence Composition; Luke performed better on a subtest requiring
him to build sentences when provided a word (Sentence Building, Average, 27th percentile) than
on a subtest where he was required to combine two sentences (Sentence Combining, Low
Average, 13th percentile). Luke wrote slowly and carefully during both subtests. When later
asked why it took him so long to write the sentences, he expressed, because it was really hard.
His performance on the Alphabet Writing Fluency subtest scored within the Below Average
range (7th percentile), indicating a relative area of weakness. However, it is important to note that
Alphabet Writing Fluency is a timed task. Luke produced very well-formed letters; he was more
concerned with accuracy and precision than quick and efficient writing. While drawing, Luke
was asked to write quickly on several occasions; he was able to do so with an age-expected pace.
He also expressed that he often writes pretty fast in his journal at school, faster than he did on
the test that day.
Oral Language

Luke obtained an Oral Language Composite score in the Average range (53rd percentile). On the
Listening Comprehension subtest, which measures the ability to make inferences, remember
details, and identify vocabulary, Lukes score fell within the Average range (50th percentile).
Oral Expression is measured via three components: Expressive Vocabulary involves looking at a
picture, listening to a definition, and stating the word that corresponds; Oral Word Fluency,
which measures word retrieval, the student to names as many objects within a certain category as
possible within 60 seconds; and Sentence Repetition assesses oral grammatical knowledge and
short-term memory, and requires the student to listen to a sentence and repeat it back verbatim.
On this composite Lukes score fell within the Average range (55th percentile).
Social, Emotional, Behavioural Functioning
The Comprehensive Executive Functioning Inventory (CEFI) is used to quantify observations of
a childs executive functioning behaviours. In combination with other information, results from
the CEFI help to calibrate the childs level of executive functioning in the following areas:
attention, emotional regulation, flexibility, inhibitory control, initiation, organization, planning,
self-monitoring, and working memory.
In order to evaluate Lukes executive functioning abilities, his mother completed the CEFI. The
CEFI includes a Negative Impression Scale, which is a measure used to identify a negative
response style across the questionnaire. Mrs. Skywalkers responding indicates a negative
response style and should be considered with caution. She rated Luke in the Below Average range
for the Full Scale Executive Functioning score. His Inhibitory control (i.e., the ability to control
behavior and impulses, think about consequences before acting, maintain self-control, keep
commitments), is rated in the Well Below Average range; while Attention (i.e., concentrate on
tasks, avoid distractions, sustain attention), Planning (i.e., the ability to plan and implement
strategies to accomplish tasks, planning ahead, making good decisions), Emotional Regulation
(i.e., the ability to control and manage emotions appropriately and reacting at the right level of
emotion), Initiation (i.e., beginning a task on her own including starting tasks easily and being
motivated), Organization (i.e., the ability to manage and organize time, tasks, thoughts and
belongings), Self-Monitoring (i.e., the ability to evaluate ones own behavior including noticing
and fixing mistakes, knowing when help is required and knowing when a different approach is
necessary) and Working Memory (i.e., the ability to keep information in mind and know how and
what to do with it, including remembering important things, instructions and steps) are in the
Below Average range. Lukes Flexibility (i.e., the ability to adjust behavior for the situation) is
rated in the Average range.
The Conners-3 uses observer ratings to help assess Attention-deficit/Hyperactivity Disorder and
to evaluate problem behaviour in children and adolescents. Any score in the Markedly or
Moderately Atypical range suggests a high level of maladjustment. Scores in the Mildly Atypical
range indicate a possible significant problem and scores in the Slightly Atypical range indicate a
possible concern.
On the Conners 3 Parent Form Mrs. Skywalkers responses do not suggest an overly positive,
negative or inconsistent response pattern. She indicates that the following content scales were
Very Elevated: Inattention (i.e., may have poor concentration/attention or difficulty keeping his

mind on work, makes careless mistakes, make give up easily or is easily bored), Hyperactivity/
Impulsivity (i.e., high activity levels, may be restless or impulsive, may have difficulty being
quiet and may interrupt others), Executive Functioning (i.e., may have difficulty starting or
finishing projects, may have poor planning or organizational skills), Defiance/Aggression, (i.e.,
may be argumentative, defy requests from adults, may have poor control of anger and/or
aggression) and Peer Relations (i.e., may have difficulty with friendships, may have poor social
connections).
The Behavior Assessment System for Children (BASC-2) is an assessment tool that evaluates the
behavior and self-perceptions of children ages 4 to 18 years. It measures numerous aspects of
behavior and personality including positive (adaptive), as well as negative (clinical) dimensions.
The BASC-2 provides information about a student from a variety of sources, allowing for a more
complete understanding of the student. On the BASC-2, scores that fall in the Clinically
Significant range suggest a high level of maladjustment. Scores in the At-Risk range identify
either a significant problem that may not be severe enough to require formal treatment or the
potential of developing a problem that needs careful monitoring.
Any marked discrepancy between the parent and teacher reports may be due to differences in
demand characteristics of the environment, the presence or absence of other children,
differences in the degree of stimulation in the environment, differences in the respondents
tolerance and their views of normative behavior, and/or differences in the nature and quality of
their relationship with the child.
The BASC-2 teacher form completed by Lukes after school program supervisor indicates 23%
rate of omitted items and must be interpreted with notable caution. Luke is rated in the Clinically
Significant range for Aggression, Depression, Atypicality, Withdrawal, and the Behavioral
Symptoms Index. Externalizing Problems and Adaptability are in the At-Risk range.
Hyperactivity, Anxiety, Attention Problems and Social Skills are in the Average range. Content
Scales indicate Clinically Significant range for Negative Emotionality and Emotional SelfControl and At-Risk for difficulties with Executive Functioning, Bullying and Anger Control.
Resiliency is rated in the At-Risk range indicating that Luke has difficulty overcoming stress and
adversity.
On the BASC-2 parent form Mrs. Skywalker rates Luke in the Clinically Significant range for
Hyperactivity, Aggression, Conduct Problems, Externalizing Problems, Depression, Atypicality,
Withdrawal, Attention Problems, and Social Skills. She also rates Luke in the At-Risk range for
Activities of Daily Living, Adaptive Skills and Adaptability. Functional Communication,
Leadership, Internalizing Problems, Somatization and Anxiety are all rated in the Average range.
On the Content Scales Mrs. Skywalker indicates that Anger Control, Bullying, Development
Social Disorders, Emotional Self-Control, Executive Functioning, Resiliency, and Negative
Emotionality are in the Clinically Significant range.
The CBRS is an assessment tools used to obtain parent, teacher, and/or self-observations about a
child or adolescents behavior. The use of this assessment is helpful when information regarding
a number of childhood disorders and problem behaviors is desired.

On the CBRS parent form Mrs. Skywalkers responses do not suggest an overly positive,
negative or inconsistent response pattern. She indicates that the following content scores are Very
Elevated: Emotional Distress, Social Problems, Defiant/Aggressive Behaviors,
Hyperactivity/Impulsivity, Perfectionistic and Compulsive Behaviors, and the Violence Potential
Indicator. She also reports that Luke is very defiant and self-centered. These results are
consistent with information Mrs. Skywalker provided in her interview and history form. Overall,
Lukes behaviors, reported by his mother, seriously affect his functioning in the home setting,
often in the academic setting, and significantly in the social setting.
CONCLUSIONS
Luke a six year old boy who recently completed grade one at Nellie McClung School. He was
referred for a psychoeducational assessment by his parents to better understand his difficulties
with emotional regulation, defiance, frustration tolerance, peer relationships, perfectionism,
trouble focusing, and excessive movement. Lukes parents were also seeking strategies that they
can use at home and provide to the school to help improve his behaviour and social-emotional
functioning. Luke was recently diagnosed with ADHD and appears to be responding well to a
medication regimen to treat the ADHD symptoms.
Current assessment results indicate that Lukes overall cognitive abilities are in the Average
range, with the Verbal Comprehension Index, Working memory Index and Processing Speed
Index in the Average range, and Perceptual Reasoning Index in the High Average range. When
comparing Lukes achievement scores and cognitive abilities, he is achieving above where he
would be expected given his overall cognitive abilities, particularly in the areas of phonological
decoding, reading and numerical operations, and subtraction.
Reports from Lukes mother and classroom teachers indicate concerns related to attention,
concentration, impulsivity, restlessness, distractibility, planning, organizing tasks, motivation to
engage in less preferred tasks, following instructions, emotional regulation and frustration
tolerance, perfectionism, complying with adult requests, arguing with adults, and social skills.
Specifically, a number of symptoms consistent with ADHD were endorsed across different rating
scales, reported in the initial interview with Mrs. Skywalker, and noted in the School and Family
History information provided. These results support his current diagnosis of ADHD.
The challenges that Luke is experiencing with emotional regulation, planning and organizing
tasks, initiation, self-monitoring, and attention can be explained by his overall difficulties with
Executive Functioning. Executive Functioning abilities are brain-based skills that we all use
when performing tasks. ADHD is a neurobiological disorder of executive functions characterized
by a failure to inhibit actions and to persevere at tasks. Specifically, constructs of Executive
Functioning include: Response Inhibition, Working memory, Emotional Control, Sustained
Attention, Task Initiation, Planning/Prioritizing, Organization, Time Management, Goal Directed
Persistence, Flexibility, and Metacognition.
Individuals working with Luke should keep in mind that his impulsivity, difficulties with selfmonitoring, poor attention to task, and low frustration tolerance pervade his social relationships.
These Executive Functioning challenges impact Lukes ability to develop interpersonal skills and
relationships with others. Children diagnosed with ADHD tend to be more intense than others

and behave inappropriately in social contexts. For example, these children are more likely to
yell, run around and talk at unsuitable times. Children diagnosed with ADHD also tend to want
to dominate play, engage in off task behaviors, and engage more in teasing and physical jostling
of peers. The social relationships between children with ADHD and others are often filled with
miscommunication. Other children see them as bossy, selfish and immature as they create their
own rules and do not understand why other children or adults would object. Because these
children have difficulties in normal play and social settings, they often misinterpret their peers
actions and frustration and peer rejection results. Luke will need continual support and guidance
in learning and modeling age appropriate friendship-building and conflict resolution skills.
Based upon Alberta Education guidelines Luke meets the criteria as a student with a severe
emotional/behavioral disability (DSM V diagnosis 312.9 Unspecified Disruptive Behavior
Disorder, Severe) concomitant with a medical disability (ADHD). He would benefit from an
individual program plan which addresses his learning needs and provides opportunities to further
develop his emotional regulation and self-monitoring skills, social skills, goal directed
persistence, and planning/prioritization. It may also be helpful to conduct a psychoeducational
reassessment before he enters junior high school to provide an updated summary of his academic
strengths and weaknesses and social, emotional and behavioural profile.
RECOMMENDATIONS:
Based on the current assessment the following suggestions are offered for consideration in
helping Luke achieve his maximum potential. His parents and teacher may already be
implementing some of these strategies so it is expected that they choose those recommendations
that best fit with the needs and structure of the classroom and home environments.
General Classroom Recommendations:
Providing oral directions in a written format may be beneficial. Teaching Luke to
immediately recall or rephrase directions in his own words, to ensure understanding prior to
beginning a task may be helpful.
Oral directions may also be given one step at a time, or use a numbering/cuing
system for instructions (e.g.,First and then, Do-A, then-B and finally-C),
waiting for the step to be finished before moving on to the next instruction.
Providing Luke with a blank template to record steps within a multistep direction
task, including developing his independence with this strategy, may be helpful
Try to keep academic assignments brief, recognizing that his attention span is short. Break
long tasks down into shorter, easier steps.
Chunk assignments into parts and provide feedback when each step is finished.
Teachers may find it helpful to post a schedule of the day for Luke to make reference to
regularly. A predictable routine that is clear will help him with time management and
academic performance.
Luke may benefit from the use of a Positive Behavioral Support Plan and a formal
reinforcement system to increase his motivation across academic tasks and improve social
skills and behaviors (e.g. persistence, frustration tolerance, resisting distraction, stop, think,
do, organization, transitions). A token economy may be beneficial; reinforcement should
include individualized motivating privileges and rewards (e.g., use of a token economy to
gain Star Wars, Angry Birds, video game privileges). Immediate and here and now
reinforcement (e.g., verbal praise, stickers, tangible reward) will also be useful.
Luke would benefit from meaningful movement to provide physical breaks and physical
activity (e.g., handing out papers in class, taking something to the office).
As Luke has strong perceptual reasoning skills he should be encouraged to incorporate
visual spatial activities into his learning repertoire. These activities may include semantic
mapping, graphing, model building, and visual displays to illustrate key points
Home and School Behaviour

It is critical to maintain clear and frequent communication between home and school
regarding Lukes behavior and functioning. Luke should be aware that the information is
shared and both parents and teachers will ensure he is accountable for his role in making
changes and implementing new strategies. In addition, it will be important for home/school
communication to include reports of academic, social and behavioral successes which
successes will help build the foundation for behavioral change, as well as support a positive
sense of self in school.
Luke provides many opportunities to engage with him around negative and noncompliant
behaviors. There is a tendency to provide undivided attention when non-compliance takes
place. This attention is often marked by eye contact, calling of his name and clear and firmly
stated commands and directives. For children like Luke this tends to be quite stimulating and
reinforcing, leading to an increase in these behaviors. With this in mind, it is important to
execute on success points or compliance with similar attention, marked by eye contact,
calling his name and clear and firmly stated positive feedback. When negative behavior and
non-compliance occur that is intolerable, it is important to attempt a matter-of-fact problemsolving approach that reminds him of expectations and quickly moves on. When first
implemented, children often increase their non-compliance which often leads to the
discontinuation of this plan. However, weathering the storm will be worthwhile in the long
term.
Consequences should be straightforward and easy to understand as well as agreed upon by all
parties involved. Consistent rules, expectations and consequences must be followed by all
who are implementing them. House rules or classroom rules may be posted in a place they
can be easily referred to. Pairing a contingency based system with following rules may
increase Lukes motivation and overall buy in to the strategy.
Provide closed and imbedded choices. It is fine for Luke to be in charge of some things but
other things are non-negotiable. For example, if he refuses to complete an academic task,
give him the option of moving on to another task or leaving the task until the very end.
Whatever he chooses is fine, but he is unable to leave until the task is completed.
Before starting an activity, remind Luke of the critical behaviours needed for participating in
the activity. You may even ask him to recall or restate behaviours in his own words (e.g.,
listening, sitting, working quietly without bothering others).
If resources are available, parents may wish to consider taking parent management or
problem solving-skills training, or other forms of education (e.g., Triple P - Positive

Parenting Program www.triplep.net). Consistent practice and patience is necessary in
mastering these skills.
Social Emotional Regulation Strategies
Encourage self-esteem building by providing lots of positive feedback for genuine successes and
continuing to provide him with safe environments in which he can achieve ongoing success.
Other ideas include:
Luke might benefit from opportunities to discuss upcoming situations or events that may
provoke an emotional outburst. Increasing his awareness of the potential for emotional
reactivity and the likely consequences to follow may help him modulate more effectively
in the moment.
When correcting Luke continue to be honest and supportive. Take the form of
constructive criticism that guides rather than identifies faulty behaviour/strategies.
Identify those areas where feedback or correction is essential and those where it is not
correcting all errors or mistakes at once can be overwhelming and defeat his motivation
to continue.
Identify and reinforce areas in which Luke displays competence (e.g., building and
creating things). Encouraging him with something that he is good at may motivate him to
venture into other tasks that may be more difficult for him.
Provide ample opportunities for assuming responsibilities, especially those that help him
to feel like he is contributing to his home, school and community.
Clear rules and expectations for behavior, including emotional modulation, both in the
classroom and at home, will continue to be important. Such explicit expectations can
provide predictability and a feeling of control over the situation, which in turn can
facilitate better emotional modulation.
Teach Luke that it is acceptable to make mistakes. Emphasizing what he can accomplish,
rather than focusing on mistakes.
Teach Luke multiple ways of calming himself (e.g., being alone, deep breathing, counting
to ten, kicking a soccer ball, going for a walk, reading a book, progressive muscle
relaxation, calm place visualization, squeezing a stress toy, looking at pictures of loved
ones/pets, drawing, working with clay, blowing up balloons, blowing a pinwheel) Make a
list of these techniques and keep it readily accessible (i.e., in his binder or desk) so that he
can select a technique during times of stress, frustration or anger.
All adults who work with Luke should be familiar with his triggers for frustration and
his escalation cycle, in order to better predict and cue him to implement proactive and
reactive strategies. For general information regarding The Cycle of Escalation, please
refer to:
o Colvin, G.(2005) Understanding and Managing Severe Problem Behavior, The
University of Oregon: Retrieved from:
http://www.behaviorassociates.org/presentations/MAOB%20PptLeavenworth.pdf
Involve Luke in programming which teaches overall self-regulation skills. He may
benefit from interventions that implore a logical and concrete approach, such as The
Incredible 5 Point Scale. This program is targeted for children ages 6 and up, with
attention and learning difficulties. Examples of scale variations can be found at
http://www.5pointscale.com/, and other websites.
Social Skills and Development

Continue to coach Lukes social skills at home and school. Provide social coaching and
focus on behaviours, such as waiting for his turn, listening and responding, sharing and
understanding body language. Model and provide opportunities for practice through
social stories, role play and rehearsal. Coach Luke to use the skills by providing
prompting prior to a situation when the skills can be applied. Continue to discuss
negative incidents and talk about a more helpful way to handle the situation.
Luke may benefit from involvement with a social skills group or support from a social
skills counsellor within the school. He would benefit from specific instruction in
developing his social skills and practice implementing these skills in a safe and
supportive environment, such as CHADD (Children and Adolescents with Attention
Deficit Hyperactivity Disorder) in Calgary, AB (http://calgary.chaddcanada.ca)
Explain the benefits of trying ones best to follow social cues (e.g., a person would be
more welcome to return, you might acquire positive social friendships from other people,
people will be more willing to do things for you). Specific social cues might have to be
directly linked to reciprocal social interactions (e.g., letting this boy tell you how to play
the game his game will make him more willing to share his new bike with you).
Consider having Luke become involved with a local mentorship program which will
provide an opportunity for him to engage in shared activities with a positive role model.
Some mentorship programs operate during school hours (e.g., Alberta Mentor Foundation
for Youth), while others are outside of school (e.g., Big Brothers and Big Sisters of
Calgary and Area). Visit www.mentorcalgary.com for a listing of agencies.
Write a contract with Luke specifying what behaviour is expected (e.g., speaking
respectfully) and what reinforcement will be made available when the terms of the
contract have been met.
The language used by adults around Luke will have a very powerful influence over his
social thoughts and attitudes. Teaching tolerance, acceptance, open-mindedness, and
kindness begins with adult modeling. Discuss with him how everyone has their own
unique strengths, weaknesses, and personal problems and how this is okay.
Executive Functions
Attention
Luke may benefit from the use of fidget tools, such as chewing gum, a small toy or rubber
bands. This strategy may allow him to increase his level of alertness and attend to
academic tasks. These tools could be experimented with at home and, if suitable for the
school environment, introduced there.
The teacher should frequently monitor Lukes attention during group activities and use
attentional prompts whenever he goes off task (have an agreed upon signal that is used to
remind Luke to stay on task).
Individuals who experience attention difficulties often find it difficult to shift from highstimulation activities, such as television or computer games, to less rewarding activities.
Reserve these favored types of activities for after other tasks have been completed (i.e.,
after schoolwork and chores).

Self-monitoring Behaviors
Checking awareness of energy level and whether it is appropriate for the activity at hand
(see How Does My Engine Run or the ALERT program for recommendations on how to
develop this skill).
Tracking awareness of off-task behaviors as a way of monitoring and improving them
this might be done by keeping a sticky on his desk and making a tally mark when he
recognizes he is off-task
Starting with modeling and then independently, break tasks down into manageable
chunks and plan breaks when each chunk has been completed. For example, homework
might include 5 minutes of oral reading, then a 2 minute break, 15 math questions
completed, then a break. Gradually increase the time spent on work and decrease break
time, reinforcing and recognizing Luke for increasing his on-task time.
Organization
Students with difficulties keeping track of their assignments may benefit from learning to
use an organizational system, schedule book, or daily planner. Use of such a system can
help facilitate many aspects of organization and planning, but requires effort on the part of
the student, parents, and teachers.
Provide Luke with a list of necessary materials required for each activity.
Provide Luke with structure for all academic activities (e.g., specific directions, routine
format for tasks, time units).
Use concrete reminder lists, schedules, and alarm clocks so that completion of steps can
be checked off.
Have Luke practice independently cueing self to approach to tasks with a meaningful, goal
directed plan, such as SNAP (i.e., stop now and plan), before he begins any multistep
activity (e.g., collecting materials he requires to complete a homework assignment before
beginning the task). Assist Luke in prioritizing each task accordingly (e.g., time
constraints, deadlines) before addressing his daily plan (e.g., working on an assignment
that is due the next day before beginning a task that is due two weeks later).
To better understand executive functions, L.H.s parents may want to read:
o The ADHD workbook for parents: A guide for parents of children ages 2-12 with
Attention-Deficit\Hyperactivity Disorder by Harvey C. Parker
o The ADHD Book of Lists: A Practical Guide for Helping Children and Teens with
Attention Deficit Disorders by Sandra F. Rief
o ADD/ADHD Behaviour-Change Resource Kit: Ready-to-Use Strategies &
Activities for Helping Children with Attention Deficit Disorder by Grad L. Flick
o No Mind Left Behind: Understanding and Fostering Executive Control The
Eight Essential Brain Skills Every Child Needs to Thrive, Adam J. Cox.
www.dradamcox.com
o Executive Skills in Children and Adolescents 2nd Edition, Peg Dawson and
Richard Guare
o Smart But Scattered, Peg Dawson and Richard Guare
o 30 Essential Ideas Every Parent Needs to Know, Dr. Russell A. Barkley, Ph. D.
https://www.youtube.com/watch?v=SCAGc-rkIfo

o ADHD and Executive Function, D. Russell Barkley, Ph. D.
https://www.youtube.com/watch?v=GR1IZJXc6d8
o Additude Magazine (http://www.additudemag.com) may prove useful for Luke
and his family as it provides information about setting up schedules and getting
organized, brain training, behaviour therapy, and other resources for getting
informed and treating ADHD.
It was a pleasure to have had the opportunity to work with Luke. We trust that the information
contained in this report, as well as the recommendations provided above, will aid in providing
him with the most appropriate support and opportunities. If you have any questions regarding
this report, please do not hesitate to contact us.
______________________________
_____________________________
Lindsay Birchall, M. Sc.

M. Ed. Student, ISE Clinician
Cheryl Chase, M. Sc.

Registered Psychologist
NOTE:
Due to the developing and changing nature of an individuals skills and abilities, the results and
recommendations contained in this report are intended for current use. Care must be taken not to
characterize an individual on the basis of statements in this report, and not to assume that such
statements apply indefinitely. Any reference to these results and recommendations in the future
should be made with caution.
This clinic does not conduct parenting capacity or custody and access assessments, and
parents/guardian/client were informed that this report is not intended to be used for such
purposes.


Appendices
Wechsler Intelligence Scale for Children, Fourth Edition
Composite Standard Scores Summary
Composite Scale
Verbal Comprehension Index (VCI)
Perceptual Reasoning Index (PRI)
Working Memory Index (WMI)
Processing Speed Index (PSI)
Full Scale IQ (FSIQ)
Standard Score
106
114
105
91
106
95% CI
98-113
104-121
97-113
84-100
100-111
Percentile
66
82
63
27
66
Classification
Average
High Average
Average
Average
Average
Subtest Scores Summary

Subtest
Scaled Score
Percentile
Classification
VCI
Similarities
13
84
High Average
Vocabulary
10
50
Average
Comprehension
10
50
Average
(Information)
PRI
Block Design
12
75
Average
Picture Concepts
15
95
Superior
Matrix Reasoning
9
37
Average
(Picture Completion)
WMI
Digit Span
13
84
High Average
Letter-Number Sequencing
9
37
Average
(Arithmetic)
PSI
Coding
5
5
Below Average
Symbol Search
9
37
Average
(Cancellation)
9
25
Average
Note. Supp = Supplementary test not included in overall factor score calculation

Wechsler Individual Achievement Test, Third Edition

Subtest and Composite Scores Summary
Subtest or Composite
Oral Language Composite
Listening Comprehension
Oral Expression
Standard Score
101
100
102
95% CI
93-109
89-111
92-112
Percentile
53
50
55
Classification
Average
Average
Average
Reading Composite
Word Reading
Reading Comprehension
Pseudoword Decoding
Oral Reading Fluency
118
123
103
124
106
115-121
120-126
95-111
119-129
98-114
88
94
58
95
66
High Average
Superior
Average
Superior
Average
Written Expression Composite

Spelling
Sentence Composition
Alphabet Writing Fluency
86
105
86
78
78-94
98-112
78-94
62-94
18
63
18
7
Low Average
Average
Low Average
Below Low
Mathematics Composite
Math Problem Solving
Numerical Operations
126
106
141
121-131
99-113
134-148
96
66
99.7
Superior
Average
Very Superior
Math Fluency Composite

Addition
Subtraction
Multiplication
118
106
125
109-127
93-119
115-135
88
66
95
High Average
Average
Superior
TOTAL ACHIEVEMENT
110
107-113
75
Average


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WERKLUND SCHOOL OF EDUCATION

Integrated Services in Education

Integrated Services in Education

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Home and School Behaviour

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Social Skills and Development

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Lindsay Birchall, M. Sc.

Cheryl Chase, M. Sc.

Integrated Services in Education

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Subtest Scores Summary

Integrated Services in Education

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Wechsler Individual Achievement Test, Third Edition

Written Expression Composite

Math Fluency Composite

Integrated Services in Education

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