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The names used in this Psychological Assessment Report are fictitious. This is absolutely necessary to protect the privacy of the children being observed.
NAME: Ryan Smith
DATE OF BIRTH: 5/8/1998
CHRONOLOGICAL AGE: 16 years
PARENTS: Mary Smith & Ryan Smith
GRADE: completed ninth grade
DATES OF ASSESSMENT: 7/17; 7/27/2014
DATE OF REPORT: 8/3/ 2014
INDENTIFYING DATA AND REASON FOR REFERRAL:
Ryan is a 16 years 3 months old Caucasian adolescent, who was referred for a
psychological evaluation to determine his current cognitive and emotional status.
Ryan has a long history of poor school performance due to numerous. Despite
extensive private tutoring and accommodations from his school he has failed to
succeed academically. The contributing factors include poor school attendance,
possible attending and learning problems, and complex family dynamics.
SOURCES OF INFORMATION:
Background information was obtained from his mother, his previous social
worker, former psychologist, and numerous psychological, educational and medical
reports. This information was obtained from interview, developmental history and
rating scales as well as medical records. This information appears to be from reliable
sources and valid.
Current status of his learning and behavior was obtained from observation
during testing and from standardized psychological, neuropsychological and
achievement tests. The validity of his performance on most tests was deemed to be
accurate due to his cooperation and motivation to perform the tests.
Ryan has long struggled with his academic performance and proper social
behavior. His relationship with both parents is complex and he often is torn between
both. His ability to maintain motivation in his schoolwork is of concern and
recommendations will be made with these factors in mind. The most pressing
concern at this time is his use of illegal substances (marijuana).
Medical and Development History:
Pregnancy and birth history: Ryan’s mother reported that she was 29 and his
father was 31 at the time of his birth. There were no complications of pregnancy or
delivery reported and he was born by Caesarean section. His birth weight was normal;
but he experienced some jaundice following birth.
Developmental history: Ryan experienced sleep difficulties as an infant, rarely
sleeping for more than 2 to 3 hours at a time. His appetite was also reported as poor.
Developmental milestones were reported as within normal range for language and
gross motor development. However, he has poor fine motor coordination, especially
for writing. Development of bladder and bowel control at night was also somewhat
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moped. These resulted in numerous broken bones.
Medical history: He had the usual childhood illnesses of chickenpox, ear infections
and strap throat.
Family and Social History:
Mary Smith is Ryan’s biological mother and currently serves as an
administrative assistant. She indicated that she has no learning or attention problems.
Ryan Smith (Sr.) is Ryan’s biological father. According to Mrs. Smith, he is
unemployed much of the time. When they were married, he worked at grocery stores,
gasoline stations as a gas attendant, and at a carwash. He is reported as being violent
with her and on a few occasions with Ryan. Mr. and Mrs. Smith are divorced.
Ryan has a step brother, Lucas, who is described as hyperactive and displays poor
handwriting. Mrs. Smith reports a history of depression on both sides of the family.
Summary of Previous Evaluations:
Ryan has a long history of numerous assessments to determine the sources of his
learning and behavior difficulties. A full neuropsychological evaluation was
conducted in 1996. It was noted that he exhibited mixed dominance of hands, left
dominance for eyes and feet and prefers to use his left hand for fine motor and right
for gross motor activities. His intellectual capacity was measured in the overall low
average range with a significant difference in verbal and performance skills, verbal
begin higher. It was noted that there was a deterioration in his performance from the
testing of the previous year. Possible influences were the medication protocol he was
on during the testing. However, there were clear indicators of problems with visual
motor, visual sequencing and processing speed. Adequate problem solving was noted.
There were some differences of opinion regarding his attention/concentration
capabilities. The question of the impact of anxiety on his concentration was asked.
Verbal memory was superior to visual memory and it was observed that he had more
difficulty with complex visual information without the opportunity to use verbal
medication. Speech and language efficiency was observed to be within the normal
range; but a significant problem was noted with spelling. Problems were also noted
with his handwriting. Ryan demonstrated a deficiency with identification of
tactile stimuli with his left hand, as well as a reduced speed of visual motor output.
Deficiencies were noted in all previous evaluations in the area of written
language and spelling skills. Psychological evaluations gave indications of a possible
anxiety disorder as well.
Follow-up assessment and academic recommendations in August of 1997
included the recommendation that a mainstream option be pursued. This was to
include “structure, consistency and predictability in his day to day activities.” This
was suggested within the context of continued family therapy.
A psychological evaluation was conducted in January of 1998 for the purpose
of further diagnosis and treatment planning. There was concern with a possible
depressive disorder and the results indicated an elevated score for depression on all
measures, with some concern with anxiety symptoms. Problems with attention and
concentration were also noted.
Achievement testing in 1999 indicated that his achievement scores were
consistent with his ability scores for the first time in many years.
Further testing in June 2000 indicated that Ryan was functioning in the
average range of intelligence with a significantly higher capability with verbal tasks
as compared to nonverbal performance. His achievement scores as measured by the
WIAT indicated above average ability in reading and language, with some delay in
math and writing. Spelling and numerical operations were most problematic and at
least two years below his age expectancy.
Ryan is an attractive young man, who readily established an easy rapport
and was open and forthcoming about his struggles. He was evaluated over a period of
two days. He was motivated to perform the tasks and failed to show signs of
resistance, hyperactivity or distractibility. . Most notable was his slow speed of
processing information that required a visual motor response and his resulting
frustration. He tended to drum his fingers when tasks were monotonous or boring.
He became engaged and more alert when tasks challenged his interests and capability.
Behavior Rating Scales and Interview:
The Primary Sources Inventory by Jensen, developmental rating scale,
diagnostic criteria checklist for AD/HD and interviews were the sources of additional
information regarding Ryan’s behavior in a variety of settings.
Home: Ryan’s mother indicated that he enjoys music and skateboarding.
Positive ratings on the PSI included problems with understanding directions,
excessive feelings of guilt, slow to seek friends, fidgeting with his hands, easily
distractible, easily frustrated, doesn’t appear to be listening, many temper tantrums
and anger. He prefers to be shown how to do something and is very concerned with
making mistakes. She noted that he has been in a regular class with individual
School: His former teacher indicated that Ryan has low motivation for school
achievement, with problems in reading and classroom behavior. He understands
language, is creative and has good abstract thinking. He is viewed as fearful, with
nervous and repetitive habits, is fidgety and restless, with mood swings. He
demonstrates a poor approach to planning, ignores mistakes, has a problem with
follow through, and is disorganized. He appears to focus and achieve somewhat
better in a one on one situation. However, he gets frustrated and depressed when he
realizes he is having a problem with his schoolwork. His social interactions have
improved and he is gaining self-esteem. He responds well to structure and boundaries
and began to express his natural compassion and leadership and improve his social
Standardized assessment targeted the domains of intelligence, learning
processes, academic achievement and emotional/psychological development.
Weschler Adult Intelligence Scale-Third Edition
Cognitive Assessment System
Weschler Individual Achievement Test
Gordon Systems Continuous Performance Test
Trial Making Test A and B
Stroop color Word Interference Test
Rey Osterrich Complex Figure Drawing
Minnesota Multiphasic Personality Inventory—Adolescent Form
House Tree Person Projective Test
Brown Attention Deficit Scales
INFORMATION ASSESSMENT TECHNIQUES:
Development History Form
Primary Sources Inventory
Diagnostic Checklist for AD/HD symptoms
Review of medical reports
RESULTS FORM TESTING:
Using information from multiple sources, the following domains of
functioning were analyzed in terms of the effect on Ryan’s learning and behavior.
Ryan’s intellectual potential and cognitive processing abilities were
measured by the Weschler Adult Intelligence Scale-Third Edition and the Cognitive
Assessment System by Das and Naglieri. The WAIS III is a test of general
intelligence for adults over 16 years of age. It is composed of 14 subtests, divided
into two scales: a verbal scale and a performance scale. The IQ is a composite of all
subtests. Additionally, there are measures for Verbal Comprehension, Perceptual
Organization, Working Memory and Processing Speed.
The CAS is a series of subtests designed to measure the cognitive process of
Planning, Attention, Simultaneous and Successive cognitive process of children
between the ages of 5 and 17 years. This test is based on the theory that provides a
view of human cognition based on the four essential elements, which the individual
employs to alter the base of knowledge. The Planning processes provide cognitive
control, utilization of processes and knowledge, internationality and self regulation to
achieve a desired goal; Attention processes provide focused, selective cognitive
activity over time; Simultaneous processing is the way the individual integrates
separate stimuli into a single whole and Successive processing is the way the
individual integrates stimuli into a specific serial order to form a chain like
progression. These concepts are useful for determining the effect of learning
disabilities, attention deficit disorders, emotional factors, and executive functioning
disorders on learning and behavior. Ryan scored at a percentile rank of 16 on the
Planning subtests, suggesting some difficulty with executive or working memory
tasks. Simultaneous tasks were slightly below average indicating some problems with
visual memory for complex designs and difficulty translating verbal information into
visual spatial components.
Evaluation of Ryan’s intellectual potential yielded scores in the average
range of functioning, when all subtests were combined. However, this general score
doesn’t reflect his excellent cognitive capabilities in many areas. There was a
significant difference between Verbal Comprehension and Performance Organization
subtest scale at the .15 level of confidence with the verbal tasks higher. Some scores
were depressed due to his difficulties with slow speed of scanning and comparing
information, and holding information in mind for the purpose of using active working
memory. His strengths were with abstract problem solving capability, both with
verbal and nonverbal, visual and auditory information. These scores were well above
average and reflected excellent abstract thinking. He was highly motivated on many
tasks and became animated and actively engaged, even when the task was difficult.
He also demonstrated strengths with long term recall of information, finding
similarities among words, identifying missing pieces of visual information, and
completing complex visual patterns.
The most notable scales were the Working Memory score at 14%tile and the
Processing Speed score at 32%tile, as compared to all other scales above the 80%tile.
(Verbal Comprehension at 96%tile and Perceptual Organization at 86%tile) This
slowing of mental processing was noted for both auditory working memory and
visual/perceptual motor tasks that required concentration and speed.
One area of primary concern in any evaluation is the frontal lobe capability
commonly known as executive functioning. This represents several aspects of
cognition, including the allocation of cognitive resources, planning, problem solving,
response inhibition, self-monitoring and regulation and maintenance of mental sets.
These executive functions are important components of working memory and often
lead to reading, language or mathematics disability. A weak processing deficit of
either the visual spatial or verbal nature, when coupled with an executive dysfunction
can be sufficient to result in an academic disability. Conversely, a strong executive
functioning can be used to compensate for processing deficits. Higher level academic
tasks in later school years rely heavily on these executive functions and problems may
occur due to a variety of conditions, including attention/concentration problems,
working memory and lack of focus due to anxiety or depression.
Based on the assessment data, it appears that Ryan has varied capability
with tasks that require working memory and consequently relative difficulty with
some aspects of executive functioning. When information is complex and challenging,
sufficiently interesting and requires abstract conceptualization, he can become
mentally engaged. On tasks that require mechanical, role processing, or retrieval of
short-term sequential memory, or written responses, Ryan tends to withdraw his
engagement from the information. This can either be the consequence of primary
attention processing disorder and/or related to mental disengagement from anxiety
and depression. Although he has the capacity for intact executive functioning, he
sometimes disengaged from such tasks.
One of the major concerns with Ryan’s learning and behavior problems
was the possibility of an attention deficit disorder. Currently, this disorder is viewed
as a biochemical disorder involving neurotransmitters, primarily dopamine and
norepinephrine. These brain messengers are responsible for arousal and alertness in
the brain. This disorder primarily involves the frontal and parietal areas of the brain
and the many connections with these areas. It is believed to be primarily genetic in
origin and occurs generally in the presence of an intact brain. However, attention
deficit disorder does not appear to be a simple disorder; but rather is often
accompanied by various emotional and/or other neurological or co-morbid disorders.
There are many varied theories regarding the nature and origin of attention deficit
disorder; but it appears that two distinct conditions may actually occur. Attention
deficit disorder with hyperactivity (ADHD) involves the frontal lobe and sometimes is
characterized by externalizing problems of hyperactivity and conduct disorder. The
dopamine system is implicated in this type of attention problem.
In contrast, the person with ADD is generally distracted, has chronic problems
getting started or completing tasks, has a sluggish cognitive tempo and slowed
perceptual motor speed. There is not usually a problem with executive functioning
with this type. Generally the parietal system, possibly right hemisphere, is implicated
with a decrease in norepinephrine. Individuals with this type of ADD often have co-
morbid disorders of anxiety or depression. They may be mis-diagnosed as ADHD
due to the symptoms of anxiety, which look like hyperactivity or inattention. ADD is
viewed as an internalizing disorder with more attention/cognitive/anxiety traits.
Difficulties are observed with the sustain and focus elements. ADHD is seen as an
externalizing disorder with more attention/behavioral and impulsive aspects,
including a disturbance of executive functions that allow for forethought, planning,
self discipline, faculty judgment, decision making, error correction and persistence.
Although there are no pure tests of attention, several objective measures and
observation tools can be used to measure a component of attention skills. There are
numerous theoretical approaches to understanding the constructs underlying the
symptoms of AD/HD. Alan Mirsky identifies attention as the core deficit and
proposes different elements including the capacity to focus on or select some aspect
of the environment, the ability to sustain or maintain focus for a period of time, the
ability to encode or manipulate information held in memory and the ability to shift
from one aspect of the environment to another. Utilizing this model, Ryan’s
attention capabilities were measured by various neuropsychological tests.
Additionally, there must be evidence of this behavior early in the person’s
development and occurring in multiple situations. Using the history information, self
rating of behavior, parent and school ratings of behavior and objective testing, an
assessment of Ryan’s attention capabilities was made.
The focus/execute element was variable as measured by the Coding and Trails
A tests. Cognitive slowing was evident with his poor performance on Coding.
However, he was able to perform a sequential task on both forms of Trails and he
demonstrated good ability to note missing details on the Picture Completion subtest.
Good capability was noted with the sustain element, as noted by his performance on
the continuous performance test. He performed well on both the vigilance and
distractibility portion with only 2 errors of commission on each. No errors of
commission (indicating impulsivity) were noted. He commented that he was “getting
tired and when not doing anything active my mind drifts.” The distractibility portion
made more alert and attentive, but he noted that it “makes me want to zone out.” His
fidgeting and finger tapping subsided when the task demands were greater and he had
to concentrate more.
The ability to encode or manipulate information held in mind is often
described as working memory and related to executive functions as described above.
Ryan demonstrated the most difficulty with these types of tasks. He was able to
remember only 4 digits backwards, but used the strategy of verbal rehearsal to
stabilize the numbers forward before reversing them. His ability to perform math
problems in mind was low and significantly below his abstract reasoning ability and
math reasoning score. The Planning subtests on the CAS indicated difficulty with
organization and regulation of mental activity. This aspect of attention is highly
affected by emotional factors and may be compromised in Ryan due to his
anxiety and depression. The ability to inhibit, as measured by the Stroop and Gordon
tests was adequate and no mental impulsivity was noted. However, there was some
evidence of slow processing of this information. The ability to shift his focus of
attention was borderline, as noted by his performance on the Trails B. This mental
flexibility was confirmed by this capability on various other academic tasks.
An additional useful model to analyze the data on attention as well as learning
capability is that of Levine. The advantage of this approach is the useful
recommendations for therapeutic intervention provided. The attention control
systems consist of three variables. The first is the available mental energy or
inconsistent alertness and effort. Processing difficulties include saliency
determination, processing depth, mental activation, maintenance of focus and control
of satisfaction. Production difficulties include previewing, tempo control, self
monitoring, facilitating and inhibiting and reinforceability. Ryan experiences
difficulty with a number of these factors. He exhibits problems with mental energy,
as manifested by inconsistent concentration, fatigue, problems getting started and
finishing his work, inconsistencies of effort. He also has difficulty with the production
aspect. He has problems with self-monitoring of his responses and consequently is
often surprised by both his mistakes and his correct answers. Most notable is the
uneven tempo or speed of processing information. He does some things too slowly,
some too quickly and fails to organize his time. This difficulty is most likely also
related to the learning difficulty noted below.
Although Ryan has several characteristics that are associated with
attention deficit disorder, there is insufficient evidence to make a definitive diagnosis.
This is a disorder that is observed on a continuum and must sufficiently interfere with
functioning and not be explained by another disorder in order to become
diagnostically significant. Co-morbid problems of a learning disability, as well as
anxiety and depression complicate the manifestation of his symptoms of inattention
Ryan demonstrated some difficulties with visual memory due to
inadequate encoding of visual perceptual information. This was evident by his poor
performance on the immediate memory phase of the complex figure drawing. He did
not create an interior mental model of the design, failing to note details. He also had
great difficulty constructing the proper relationships of parts to the whole. This
problem with encoding did not provide a sufficient mental image from which to recall.
This difficulty with using a visual memory strategy to enhance his performance was
also noted on the production of the Coding responses. He has not developed a
strategy for scanning and encoding visual data. This encoding difficulty most likely
affects his acquisition of new information and consequently recall. This formation of
an interior visual image can be enhanced by use of verbal cues to organize his canning
and focus on parts of the whole. Other types of cues may include color coding. The
kinesthetic act of drawing the image first was not sufficient to encode the image in his
Rote memorization for verbal and auditorally presented information was
below average range for immediate recall. This was measured in part by repetition of
digits. Some complex tasks of working memory in the auditory channel proved
difficult as well, as noted by his Arithmetic score on the WISC.
Visual memory was also problematic for Ryan. He had some difficulty
encoding complex visual information and recalling it even when the factor of a
written response was minimal. He was able to note details and fill in missing visual
information on nonverbal visual tasks. However, he exhibited difficulty translating
verbal directions into a visual spatial response. This breakdown in visual encoding,
especially in translating from a verbal input, may be the basis of his previously
Ryan demonstrated some considerable difficulty with visual perceptual
scanning and organization, and visual motor copying ability as indicated by his
performance on the complex figure drawing, Coding, Matching Numbers and Planned
Codes. He often failed to develop a strategy for scanning and comparing visually
presented information when a visual motor response was required. In contrast, his
ability to note missing details was excellent on the Picture Completion. The response
was limited to pointing or naming, and he was able to utilize his cognitive resources
to scan the picture and fill in the missing element. It appears that his visual perceptual
capabilities are depressed under the following requirements: a complex motor
response, sequential visual scanning, speed of processing, and complex encoding or
working memory. Visual construction and nonverbal problem solving are relative
strengths for Ryan. These difficulties may contribute to his difficulties with
attention and concentration. Giving spatial referents may be a useful tool for
Ryan to use as he engages in such tasks as math computation, and written
composition. Visual construction and nonverbal problem solving are relative
strengths for Ryan and can be utilized to enhance his working memory problems.
Ryan demonstrated mature use and understanding of spoken language and
his speech patterns and articulation are normal when he generates the information. He
demonstrated excellent capability for explaining complex abstract concepts and
defining words. There were mild difficulties with attending to and responding to
auditorally presented information that required short terms memory or working
He demonstrated excellent abstract verbal concepts and was able to explain
the concepts of how words are similar and what the appropriate response was to
complex problem situations.
Ryan is preparing to begin the 10th grade in high school. However, his
previous school attendance and been varied and many academic and social skills may
be deficient due to limited experience.
He has not repeated any grades, but receives individual tutoring to assist with
his academic challenges. His teachers reported difficulty with distraction and
preoccupation. His basic skills are intact; but he receives assistance twice a week due
to his poor achievement. This tutoring also offers a quiet place to help him
concentrate. There is some concern with his auditory processing, math capability and
written expression. It is difficult to get him to do his work in the classroom and he
has trouble paying attention to directions. His strength is in reading, with good
decoding and comprehension skills.
Ryan’s basic academic skills were assessed using the Weschler Individual
Achievement Test as well as some informal tasks if achievement. Basic reading of
single words was well above average (77%tile) indicating good decoding abilities.
Math reasoning (95%tile) and reading comprehension (99%tile) were in the superior
range and reflect his excellent abstract problem solving abilities. Problems were
noted in skill areas that require production of written responses. Basic calculation
was at the 37%tile for numerical operations; and written expression was at the 5%tile.
Spelling continues to be somewhat problematic at the 39%tile. The problems with
visual motor production, working memory and encoding were most evident with these
Ryan has excellent abstract cognitive processing capability as well as
efficient word decoding ability. However, he lacks the ability to sustain his interest
and concentration and to engage his mental energy to produce a sufficient response.
His slow speed of visual motor processing and difficulty with working memory and
concentration appear to impact his performance even when given the tasks in a one on
one situation. His performance and motivation are greatly impacted in the context of
an active classroom. He requires external support to begin and maintain his
engagement with academic work. It is believed that a specific learning disability
exists in the areas of working memory and written production. This is in contrast to
his excellent capability in numerous other areas of functioning.
Ryan’s emotional/social status was a focus of this evaluation due to a
concern with depression, and a long history of emotional and behavioral difficulties.
This information was gathered from interview, self-ratings, projective drawings, the
Minnesota Multiphase Personality Inventory for Adolescents and independent raters.
His responses on the MMPI-A resulted in a valid profile although he presented
himself in a defensive manner that attempted to project a favorable image. He
appears to be somewhat naïve and immature with a strong need for attention and
affection. He may often react to stress or avoids responsibility by becoming ill and
develop vague, nonspecific physical symptoms. He has little insight into this
tendency. Many symptoms of anxiety, tension, worries and sleep difficulties were
reported. He may be too dependent for his age and relate to others in an immature
fashion. Many of his interpersonal relationships tend to be superficial and he uses
somatic complaints to get attention. He is nonassertive and attempts to control others
indirectly, rather than openly expressing his negative feelings. He likes to be around
people and prefers to spend time with others rather than being alone. There is
evidence of weak ego development and some inhibition of aggression. He has
difficulty with authority and yet fails to stand up for his needs. Adolescents with this
profile tend to have little insight into their problems and present with complaints of
physical problems instead. They may initially respond to reassurance and direct
advice if not unduly threatened. Adolescents with this pattern are also suggestible and
may respond to authoritative advice. Confrontational or insight-oriented therapy may
be resisted. An approach that focuses on building stress management skills should be
There was no overt psychopathology observed at this time. However,
indications of depression and anxiety are prevalent and should be a consideration
Further evaluation of his emotional status was gained from a qualitative
analysis of projective drawings. The drawings indicated high intelligence and
sensitivity. Feelings of insecurity, inadequacy, hypersensitivity and anxiety were
noted. There was also a need for support combined with a low self concept. He has
immature, dependent and submissive tendencies and often feels depressed.
These projective responses, self-ratings and observations were consistent with
the reports from his teachers and parents. Depression and anxiety appear to have a
significant impact on his attention capacity and academic achievement. Slowed
mental processing, memory problems and mild attention deficits often characterize
patients with depression and anxiety.
Emphasis should be given to developing resiliency and adaptability, as well as
on increasing his motivation to engage in his academic tasks. Opportunities for
feelings of personal gratification and a sense of mastery should be provided.
Activities that interfere with use of his mind for intellectual purposes should be
limited. For example, hours spent playing video games or watching television
interfere with the development of the capacity for deep thinking. Ryan may
respond to a written contract with listing of his goal and accomplishments. This
technique can be used to encourage homework completion and engagement in
classroom assignments. He doesn’t respond well to threats or intimidation regarding
his behavior and achievement. There may be some initial compliance; but his
resentment and anger will only be magnified. Ryan needs encouragement with
concrete evidence of his capability and successes pointed out to him. Structure,
consistency, vigilance, along with excessive positive reinforcement for his
accomplishments and attempts at compliance are crucial at this point in time.
Ryan is a 16 year old Caucasian adolescent who was referred for
neuropsychological assessment to determine his learning and emotional status and to
make recommendations regarding a treatment plan. He has experienced difficulty
with motivation and attention in school. There is concern that he may also have
symptoms of attention deficit disorder in addition to a previously diagnosed
dysgraphia. An evaluation of his early development, cognitive capability, emotional
status and academic achievement resulted in a determination of a complex set of
characteristics that are contribution to his difficulties.
Ryan performed at an average range of cognitive functioning with no
notable differences between verbal and nonverbal functions. However, there were
many variations in his basic processing of information. Excellent abstract cognitive
capability was noted for abstract thinking in both verbal and nonverbal visual spatial
modalities. These good capabilities are reflected by his outstanding ability with math
reasoning and verbal comprehension. His oral language is also mature and
demonstrates good verbal communication skills. His academic skills are all within
the average or above level of ability; but he often fails to utilize his capacity to
achieve up to his potential.
He demonstrates some positive symptoms of an attention deficit disorder, but
there is insufficient evidence to make a diagnosis of AD/HD at this time. Most likely
the underlying anxiety and depression, as well as the identified learning disability
contribute to these symptoms of poor working memory, slow processing speed,
superficial processing and lack of motivation. Any treatment must consider the
interaction of these co-morbid conditions.
Specific problems were noted with encoding of information, including the
executive functions of working memory and planning. These functions are highly
sensitive to emotional factors as well. Problems with superficial processing or low
mental energy and engagement with tasks were noted. The learning disability is
primarily in the area of production and includes some visual motor processing
problems, speed of processing and translating verbal information into a visual motor
response. Additionally, there are problems with short-term recall of information, both
visual and auditory. These problems are in addition to the dysgraphia (fine motor
coordination for writing) as noted previously. All of these factors impact his school
performance and add to his frustration and discouragement.
Further evaluation of his emotion/social status indicates numerous areas that
would respond to some cognitive/behavior therapy that challenges his beliefs and
assumptions about his inadequacy. He has excellent abstract cognitive capacity that
would enable him to profit from this sophisticated form of therapy. He is currently
fragile and immature in his recovery and social development and requires consistency
and structure in all of his activities. Treatment and accommodations for his
concentration and learning problems will hopefully remove some of the barriers to
learning and success that lead to frustration and discouragement.
In order to best serve Ryan’s needs there are several areas that may be targeted
Primary focus should remain on managing his depression and anxiety
symptoms. He is learning to communicate in an assertive fashion and should
continue to develop his capacity to express his needs and to initiate
conversation. A strong therapeutic bond is essential with anyone who is
engaging with Ryan. He has the capability to benefit from some cognitive
therapy techniques in addition to stress management and positive
reinforcement. Concrete examples of his positive growth should be presented
It is imperative that Mrs. Smith establishes structure and boundaries that will
enable Ryan to follow through with his schoolwork. This consistency on
the part of everyone who has a close relationship with Ryan will enable
him to internalize these controls and allow him to begin to monitor his own
behavior. He needs to have a modeling of proper roles and boundaries in
families in order to develop his own sense of self.
A multistep progressive program that gives increasing independence and
responsibility may prove helpful. Some type of outward bound or challenge
program may give him needed confidence and resiliency to empower him to
stand up for his own needs. He will require much structure and support, with
continual monitoring during this fragile time. Consistency in all environments
is especially important so that he can solidify the gains he has made and feel a
sense of security and predictability. Otherwise he will be set up for failure in
any program that he attends. Any plan for Ryan’s schooling that is instituted at this time should be continually monitored, with full re-evaluation of the effectiveness every three months.