Mac Roche

Browning Elementary Referred for possible SPED services in

compensatory classroom

District Tier II intervention

Served students who had not reached criterion score for first grade placement

15 students in the classroom

His progress was slow Poor academics Trouble paying attention Impulsive Poor motor control

Very little success in the classroom Constantly in motion Easily distracted Impatient Gave up easily

Carter complained that he did not have any friends

Voiced fears that were “unusual” for this age group

No examples at this age, but later became afraid of crowds

Carter was a large baby (10 pounds at birth) Pregnancy was complicated with high blood

pressure and toxemia.

No adverse effects noted at birth

Delayed developmental milestones

Crawled at 8 months

Walked at 2 years

Loss of hearing at 18 months due to ear infections

Carter was taking Ritalin prescribed to him by his pediatrician for Attention and Hyperactivity problems

ADHD

Evaluated by school psychologist

Manipulation of Objects vs. Auditory lessons

WISC-IV test

Full Scale IQ: 105

▪ Verbal Comprehension: 102

▪ Perceptual Reasoning: 109

▪ Working Memory: 95

▪ Processing Speed: 110

Received a standard score of 105 on Peabody Picture Vocabulary Test (63rd percentile)

Two measures of academic achievement Diagnostic Achievement Battery-3

▪ Reading: 109

▪ Math:94

Wide Range Achievement Test (WRAT-4)▪ Reading composite 112

▪ Spelling 108

▪ Math computation 103

Continued Ritalin Continued to show signs of problematic

socialization behaviors

Getting along with others

Picking on other children

Moved to another school Received all of his education in the general

education setting

Returned to Browning In constant trouble Still on Ritalin, receiving the highest dose

possible Behavior at home was a problem Math skills fell below average for first time Placed in resource room under “Other health

impaired” because of his ADHD

School decided to keep him in resource room during lunch hour and recess time

4 months of this

How would this help?

Carter was being weaned off of the Ritalin for the brain scan

Could not sustain attention for more than one or two minutes

Unable to do any academic work at this time

Problem behavior towards classmates, teachers, other people were still evident

Behaviors didn’t change whether on Ritalin or not

No progress the entire year

Everyone at meeting was aware of ADHD School psychologist stated his school

problems stemmed from his emotional problems

Not ADHD

Special Class placement was the Least Restrictive Environment

Hope that self-contained class would finally begin to make progress