WALLACE, Hunter Robertpage 1

WALLACE, Hunter RobertPage 1

KENTUCKY COUNTY PUBLIC SCHOOLS

SCHOOL PSYCHOLOGICAL SERVICES

INTEGRATED ASSESSMENT REPORT

RIVERVIEW, KENTUCKY 40000-2212

October 15, 2012

NAME:Wallace, Hunter Cole STUDENT ID#:330033

SCHOOL:Westside High SchoolRACE/GENDER:W/M

PARENT(S):James and Rachel WallaceDATE OF BIRTH:03/20/1996

ADDRESS:1001 Hapsfield Place, #5C.A.:166

TELEPHONE:550-5503GRADE:10

YEARS IN SCHOOL:10

Evaluation ProceduresPerson ResponsibleDate

Record ReviewL. Porter, school psychologist09/27/2012

Child Developmental HistoryR. Wallace, mother07/12/2012

Educationally Relevant

Medical StatementPhysician07/02/2012

Physical Therapy AssessmentT. Hall, physical therapist09/07/2012

Occupational Therapy AssessmentC. Raceland, occupational therapist09/13/2012

Intelligence TestL. Porter, school psychologist09/27/2012

Achievement TestB. Fordham, ECE teacher09/20/2012

Behavioral ObservationG. Fugate, counselor 09/27/2012

Behavioral Observation Z. Handly, teacher consultant 10/03/2012

CommunicationJ. Humphrey, speech/language pathologist09/20/2012

Rating ScalesP. Fordham, ECE teacher09/20/2012

R. Wallace, mother09/22/2012

REASON FOR REFERRAL

Hunter was evaluated in compliance with three-year reevaluation procedures to determine proficiency in his educational placement and to provide assistance and support to teaching personnel in their educational planning.

ENVIRONMENTAL FACTORS

Hunter is currently served as a student under the category of Multiple Disabilities (MD) secondary to autism, Orthopedic Impairment (OI), and Functional Mental Disability (FMD). An Admissions and Release Committee (ARC) meeting dated June3,2012, states: Parent reports Hunter’s communication is an area of emphasis and concern. Due to motor planning delays, it is difficult for Hunter to use sign language. Mother reports that Hunter is beginning to show interest in toilet training. Motherindicates that Hunter has a seizure disorder and takes medication. Mothernoted that Hunter should avoid getting overheated due to seizures. Parents shared with the committee a handout describing Hunter’s strengths, challenges, medical history, and goals. Parents report that Hunter is very interested in technology. Parents stated that Hunter has a diagnosis of cerebral palsy.

Hunter resides with his mother. He sees his father on weekends and selected weekdays. He has a history of speech/language therapy, occupational therapy, and physical therapy. He is currently receiving occupational therapy. Family history is positive for autism, anxiety disorder, and depression.

Hunter was evaluated by Highland Clinic(Dr.Powers), who reports the diagnostic impressions were “ataxic cerebral palsy, autism, MR, anxiety, depression, and mood disorder.” He is in therapy at this time with the Riverview Children’s Center (IMPACT Plus). No psychiatric hospitalizations are reported. Spanish and English are spoken in the home setting. Mother reports that Hunter is nonverbal.

Hunter enjoys being read to, spending time with family members, using the computer, watching television, and occasionally playing with toys/non-electronic games. Per his mother, Hunter enjoys a good relationship with the parents, other adults, and peers. Household responsibilities include: setting the table, laundry, and taking the garbage out. Discipline will sometimes take the form of loss of privileges and use of a behavioral chart/reward system. Mother reports that Hunter is often indifferent or passive in response to discipline. Mother takesHunter to visit the library, neighborhood center, zoo, park, and the museum.

A situational stressor over the past year, per Hunter’s mother, involved a change in school. Hunter has not been a victim of physical or sexual abuse. No involvement with Child Protective Services is reported.

Hunter is described by his mother as caring and kind but nervous. The mother describes Hunter as very sensitive, generally happy, friendly, and very energetic.

Hunter is currently served in an FMD classroom. He receives speech/language therapy and occupational therapy. The Individual Education Program (IEP), dated June3,2012, states: Hunter communicates by utilizing a voice output communication device, pictures, objects, and vocalization. Hunter can and does communicate by saying,“Hi” or by waving. He initiates communication by approaching someone and touching their arm or hand. He has appropriate eye contact, when spoken to, and especially if he has initiated the communication. Hunter enjoys hearing actiontype songs (e.g., “The Wheels on the Bus”). If you stop singing the song, Hunter will indicate he wants you to keep going by touching and pulling your arm/hand upward. He also smiles and laughs a lot during musical activities. He will use pictures or a voice output device to make choices. However, he consistently needs handoverhand physical proximity to make his choices. Hunter continues to do somewhat better with the voice output device verses individual pictures. This could be because there is more cause and effect with the voice output device. When he touches the button for voice output, he hears his voice or answer. Hunter, at times, needs many cues to actually look at his choices on his communication device. Hunter appears to have a short attention span, and his attention needs to be redirected to focus on the task at hand. Hunter continues to present with a speech or language impairment that has negatively influenced his classroom performance.

ASSESSMENT RESULTS

Specific test scores are found in the last section of this report.

Physical Functioning

Hunter is the product of a fullterm pregnancy complicated by preeclampsia. Delivery occurred by emergency cesarean section. Records indicate he suffered loss of oxygen or anoxia, which led to cerebral palsy. He receives occupational therapy to address residual motor delay concerns. He was delayed in all developmental domains. For example, Hunter did not walk until age 6.

Hunter will sleep 5 to 7 hours per night. However, sleep is restless. He wakes very early or awakens during the night. He does not have a history of sleep apnea. Hunter is diagnosed with cerebral palsy, seizure disorder, and autism by his primary care provider. Two medical statements are on file whichdocuments the history of cerebral palsy, seizure activity, developmental delay, and motor dysfunction. He takes medication at night for seizures. He has a history of dermatitis.

Hunter is diagnosed with autism and cerebral palsy. Hunter wears eyeglasses and hearing is reported to be within normal limits. He is allergic to sulfabased antibiotics and peanuts. He is very hot natured and can become agitated when he is warm. Hunter requires assistance with many tasks involving finemotor manipulation skills. Hunter needs supervision walking around the school building, and he can be unstable on uneven terrain and with ascending or descending stairs. Hunter needs sensory modulation strategies for calming and/or alerting throughout his school day. Hunter’s fine and grossmotor sensory limitations adversely impact his ability to access the general curriculum.

Hunter’s mother reports that Hunter follows a glutenfree diet, and he is to avoid activities where he may become overheated.

Hunter was seen by Tara Hall, physical therapist, for an assessment on September7,2012. The following summary is from Ms.Hall’s report: Hunter was initially assessed by a school physical therapist in August 2006, and at that time physical therapy as a related service was not indicated. Since that time, Hunter has experienced seizures and takes Diastat. He uses a ball in his classroom and has a cushion in his classroom chair. Hunter demonstrated independent ambulation about his school and walked with a wide base gait and good balance. He was able to navigate steps holding to a railing and reached for a hand to hold onto for longer flights of steps. His gross range of motion, muscle strength, and symmetry were within normal limits. He could transfer independently from a standing position into a classroom chair and demonstrated good posture while sitting in the chair. He could follow simple motor directions.

Since his initial physical therapy assessment, Hunter has shown improvement in his functional mobility skills at school, especially on the steps. He showed some caution with steps by holding onto the railing and onto an adult’s hand, but does not visually attend while walking; therefore, standby assistance and/or contact-guard assistance may be necessary when navigating steps, curbs, and uneventerrain. Hunter enjoys walking, and this activity may be embedded into his educational program through physical education and for motivational purposes.

Hunter was seen by Catherine Raceland, occupational therapist, for an assessment on September13,2012. The following summary is from Ms.Raceland’s report. Hunter is able to ambulate throughout the classroom and the school environment. He does require supervision in order to assist with visual attention to obstacles and with balance issues. Hunter’s tone fluctuates, depending on movement components elicited. Hunter can sit in a chair independently but often requires prompting when an activity requires him to sit. Hunter did not demonstrate the ability to jump or run in the gymnasium, but he does appear to enjoy participating in the class activities and staying within the group.

Hunter shows a hand preference for using his left hand for feeding and for finemotor tasks. He will make marks on a paper but does not visually attend to most classroom activities. However, when asked questions about the activities, he can inconsistently respond appropriately. Hunter is able to use adapted utensils and a scoop dish for feeding himself but requires physical cues to slow down. Hunter has decreased tactile discrimination and is noted to overstuff his mouth when eating. He requires assistance to prepare for meals (set up, cutting food, opening containers, etc.), clean himself and his eating area when finished.

Hunter tends to seek movement and deep pressure to regulate his sensory system. He is often given opportunities to bounce on a therapy ball in the classroom and to have movement breaks of walking. Hunter is often observed to give himself deep pressure by pushing on his head or grasping his hands tightly. In addition, he typically does not exhibit an awareness of being wet after a toileting accident. Hunter has difficulty visually tracking and demonstrating visual awareness of activities in the classroom. He does show avoidance of certain auditory input including loud pitched noises such as alarms or screaming. Hunter has difficulty imitating movements that are demonstrated by the teacher and avoids doing both gross and fine-motor activities. Parent reports that Hunter enjoys inversion and swinging at home.

Visualperceptual motor skills were not assessed in a standardized setting; however, Hunter is able to identify differences in pictures to make choices. He is not able to demonstrate scissor skills, write in a functional manner, or use both hands to perform a vocational task, i.e., fold paper, stack items, stuff envelopes, use stapler, etc.

Cognitive Functioning

Test Observations

Hunter was evaluated by Leslie Porter on September27,2012. Prior to the evaluation, the school psychologist was able to establish rapport with Hunter, buthe did not respond well to guided practice, prompts, cues, or modeling. Due to Hunter’s diagnoses and the nature of the assessment, it’s unclear whether the Wechsler Intelligence Scale for Children–Fourth Edition (WISCIV) was able to fully address the potential of Hunter’s current functioning. That is, with modifications in testing, the assessment may reveal other strengths related to his cognitive functioning. Throughout the assessment, Hunter was compliant and was somewhat anxious. It appeared he struggled to concentrate on the tasks required by the assessment. He often made random, unintelligible sounds. He was able to process 1step instructions linked to activities of the WISCIV. He often pointed randomly when given a choice.

IQ Test Results

The WISCIV yields a Full Scale IQ (FSIQ) of 40, which falls in the well below average indicating a moderate or functional range of cognitive functioning. The WISCIV given on September27,2012, is consistent with the WISCIV given on August20,2006. In 2005, the WISCIV yielded a FSIQ of 40. Cognitive ability is well below average. Implications are that Hunter may be slow to grasp, process, retain, and apply abstract concepts. Hunter’s level of cognitive functioning will make it difficult for him to master grade level content material.

Hunter uses an augmentative-alternative communication device (AAC) and picture cards to participate in the functional and general curriculum, which has been modified and adapted. Hunter continues to work on his reasoning and problem solving skills. Hunter continues to be dependent on adults to help him keep safe and help him participate in the curriculum as well as the everyday school environment. His need for generalization of skills across settings impacts his ability to access the general curriculum.

Academic Performance

Hunter follows a visual picture schedule for his day. Hunter participates in reading comprehension activities and reading sight words taken from the general and functional curriculum by touching a picture card from a field of three (picture card has icon and word(s) together). Hunter will listen to a passage on his instructional level and answer literal comprehension questions. He is most successful in identifying main idea and main characters with 65% accuracy. At this time, he is at 35% accuracy with identifying other story elements such as setting and plot. In the classroom, Hunter has made significant gains in the area of sight word identification. He identifies twenty-five high-frequency classroom vocabulary words pertaining to his daily schedule with 60% accuracy. In his content curriculum vocabulary pertaining to monthly science and social studies units, he identifies sight words with 50% accuracy. Hunter spends a portion of each week in the community to work on vocational and independent daily living skills. He correctly identifies ten community and vocational vocabulary words with 75% accuracy.

He has made progress in his ability to construct simple sentences given simple routine sentence starters (I like…, I want…, I worked on…, I went…). Hunter journals daily about familiar activities. When given an AAC device with touch screen using a field of three choices, Hunter correctly constructs three sentences with 40% accuracy by touching the correct icon paired with familiar word from the given choices.

He requires numerous verbal, visual prompts and at times physical prompts to maintain focus to the activity. Hunter does lose attention very easily which often causes frustration with whatever activity he is being asked to participate in. He demonstrates the ability to use his AAC deviceacross all settings, but performs best during routine daily activities. Hunter continues to work on answering wh questions pertaining to a reading passage that is read aloud. He answers these questions by selecting a choice from a picture card from a field of three. He continues to work on expressing the need to use the bathroom by using his AAC device.

Hunter continues to work on mathematic skills pertaining to the functional and general curricula. He has shown growth in the addition and subtraction of 1digit numbers using manipulatives and can successfully perform either operation with 85% accuracy. Hunter shows growth in his ability to match price amounts ($1, $2, or $3) with the correct number of bills. Hunter has continued to work on the next dollar up strategy by showing him a price card with a given price and then being asked to touch the correct number of bills he would use to make the purchase. At this time, he can select the correct price with 75% accuracy. Work samples from the current school year, indicate that he can identify basic geometric shapes (square, circle, and triangle) with 65% accuracy, but is unable to categorize the shapes based upon their properties. With assistance, Hunter has been collecting data from surveys given to classmates about their favorite sports and hobbies. Using this data, he is able to construct simple graphs using manipulatives (70%) with partial physical prompting.

The Choosing Outcomes and Accommodations for Children (COACH) was completed by BethanyFordham, ECE teacher. The COACH indicates that Hunter shows emerging skills with respect to his ability to direct and sustain attention to an activity. He shows emerging skills in terms of imitating skills used in daily life, using objects for intended purposes, identifying symbols and letters, using information to follow instructions, and using writing tools. He shows emerging skills in terms of phrases and sentences, counting with onetoone correspondence, calculating, using the clock, using the calendar, and using the computer.

In total, Hunter is well below average in terms of basic academic skills.

Behavioral Observations

GeraldineFugate, Counselor, observed Hunter in his ECE classroom for choice making, social skills, ability to self soothe when frustrated on September 27, 2012 from 8:00-8:35. Ms.Fugate writes: The instructional assistantverbally prompted Hunter to return to his seat after exiting the restroom. While sitting at his desk with an adapted seat cushion, Hunter frequently hummed and rocked side to side in his desk. The class participated as a whole in a “morning meeting” activity. When given the opportunity to participate, the teacher or teacher assistance would provide Hunter with three picture cards from which to choose. Twice during the activity, which lasted approximately twenty-five minutes, the instructional assistant prompted him to use an AAC device to request to bounce on his exercise ball. After returning each time from spending one to two minutes on the ball, he appeared to be much calmer and focused.

Zoe Handly, teacher consultant, observed Hunter on October3,2012, from 12:30 to 1:00. Hunter was observed at the end of P.E. class in the gymnasium and at the beginning of reading class in the ECE classroom to observe reading, transitioning, choice making. In gym class, the P.E. teacher, Mr. Oliver, allowed the students to freely play basketball as they wished for the last ten minutes of class. Hunter, with a typical same-age peer and a student from the ECE classroom, took turns shooting baskets at the end of the gym. At times, he struggled to stay in the vicinity of the basket when it wasn’t his turn to shoot. An instructional assistant frequently verbally and or physically prompted Hunter to wait his turn. At the end of class, Hunter knew to exit the door to return to the class. For this transition, he did not require any prompting at all. In the hallway, he stopped to get a drink and successfully returned to his classroom with the instructional assistant in proximity at all times. Before his next class, the ECE teacher asked him “What’s next after P.E.?” and he used his AAC device to say “Reading class.” During reading, the instructional assistant read an adapted version of “To Kill a Mockingbird” to Hunter in a setting free from distraction. Before they began reading, they reviewed what had been read the previous day and three recurring vocabulary words: prejudice, capture, and lawyer. The instructional assistant read the word paired with a picture and then read the simplified definition. Hunter would then touch the picture. While listening to the story, he inconsistently scanned the pages, but when it was time to turn the page, he did so with verbal prompting. The chapter was approximately 70 words. At the end, the instructional assistant asked him comprehension questions about the main idea and characters. After each question, she gave him three picture choices. Of the six questions, he answered three correctly.