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Colin 'CJ'
5 year 11 month, Hispanic - born Male, Adopted
Detailed History
Detailed History
- Central American biological mother lost custody of him and all her (4) children
- He was placed with a foster family for the first 4 months.
- Nothing is known about the biological father.
- Biological mother has a history of cocaine and alprazolam abuse & Histrionic Personality Disorder.
- Patient had the above substances in his system at birth.
- The patient was born 6 weeks premature, 4.5 pounds birth weight.
- At birth he wore a re-molding helmet for brachiocephaly and displayed facial droop.
- He was delayed in acquiring verbal skills as well as motor skills throughout his life.
E.g., he began to walk at 17 months.
Presenting With:
- Dx ? ADHD
- Hyper
- Distracted/distracting
- Dx ? Reactive Attachment Disorder due to adoption
- IEP
- Communication Difficulties
- Behavior improvements
- Speech Therapy
- Referred for Family Therapy
- ½ resident Bio-Sister 13, MH Dx Rx Tx, attempts at suicide
- Sibling (sister) severe physical conflict
and vandalism of her artwork
Bell Curve
Performance
Levels
Performance Levels
IQ Indices
IQ
Charts
Composite Score Profile
Index Level Pairwise Difference Comparisons
Subset Scaled Score Profile
Comprehnsion (Subscale)
5. What would happen if you touch a hot stove?, “u wld burn urself”
6. Why do we look both ways before crossing streets?, “u mite get run over by a car”
7. Why do we say thank you?, “u ought to say thank you Q ….”
8. Why do we wear shoes?, “u don’t want to get stickers on your toes Q they h 2 wear shoes”
9. Why should children go to school?, “childr h 2 g 2 school Q learn about projects “
10. Why is it bad to talk to strangers?, “u mite get killed Q u h 2 not talk 2 them, they r mean”
11. Why do dogs need tags on their collars?, “they h 2 be abl 2 run w them”
12. Why do children need babysitters?, “they h 2 look out for them Q they h 2 watch over them”
13. Why do we take turns talking?, “people h 2 talk Q they h2 talk about theirselves when
they get n trouble
”
14. Why should we close the refrigerator door?, “we don’t want to get the food cold”
15. Why do we need to be on time?, “4 Dr. Wires Q u don’t want to be late”
Subtest Score
Subtest Score Summary
The Clinical Evaluation of Language Fundamentals (CELF-5)
Designed to assess a student’s language &
communication skills in a variety of contexts,
determine the presence of a language disorder.
- Core Language Score
- Receptive Language
- Expressive Language
- Language Structure & Language Content
standard scores
CELF-5 Subscales
CELF-5 Subscales
Sentence Comprehension Receptive language. Sentences read to the child. Child must select 1 of 4 photos that best matches the sentence.
Linguistic Concepts Receptive language. Spent aChild selects picture or pictures that match the command. Command includes names, conjunctions, prepositions, and adjectives.
Word Structure Expressive language. Child will finish incomplete sentences selecting correct verbal form, verbal tense, preposition, plural, and other parts of speech.
Word Classes Receptive language. Child will select pairs of pictures, or pairs of words, that have most in common.
Following Directions Receptive language. Child demonstrates ability to follow unitary or multistep directions.
Formulated Sentences Expressive language. Child selects portion of picture that corresponds to spoken sentence.
Recalling Sentences Receptive language. Child demonstrates rote memory for sentences of increasing length.
Understanding Spoken Paragraphs Receptive language. Child listens to brief story and answers questions about content.
40 - <0.1
48 - <0.1
50 - <0.1
83 - 19
40 - <0.1
48 - <0.1
50 - <0.1
83 - 19
Behavior Rating Inventory of Executive Function
Brief ITem Analysis
BRIEF Item Analysis
Social Reasoning & Perception
NEPSY-II
To Summarize
To Summarize
On this assessment he has displayed evidence of impairments in:
- Intellectual functioning
- Academic skills
- Attention/concentration
- Executive ability
- All levels of memory processing
- Visual-motor processing
- Social/emotional development
- Three of the five factors which make up his composite IQ score are within the Borderline range.
- Unable to validly complete the TOVA attention/concentration test.
- Unable to read or write the simplest and most primitive words, 2-letter and C-V-C.
- Mathematical skills are PreKindergarten.