1. Mac Roche

2. 
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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

3. 
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His progress was slow
Poor academics
Trouble paying attention
Impulsive
Poor motor control

4. 
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Very little success in the classroom
Constantly in motion
Easily distracted
Impatient
Gave up easily

5. 
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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

6. 
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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

7. 
Carter was taking Ritalin prescribed to him by
his pediatrician for Attention and
Hyperactivity problems
 ADHD

8. 
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

9. 
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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

10. 
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Continued Ritalin
Continued to show signs of problematic
socialization behaviors
 Getting along with others
 Picking on other children

11. 
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Moved to another school
Received all of his education in the general
education setting

12. 
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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

13. 
School decided to keep him in resource room
during lunch hour and recess time
 4 months of this
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How would this help?

14. 
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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
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No progress the entire year

15. 
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Everyone at meeting was aware of ADHD
School psychologist stated his school
problems stemmed from his emotional
problems
 Not ADHD
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Special Class placement was the Least
Restrictive Environment
Hope that self-contained class would finally
begin to make progress