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Kylie is a bright and bubbly 10 year old whose mother stated “She will not sit still and be quiet! She just goes and goes nonstop.’’ Her mother reported feeling overwhelmed and concerned about her daughter. Importantly, Kylie herself had begun to realize that something wasÂ
‘‘wrong.’’ This previously optimistic child began to remark that she was stupid and dumb and was being ridiculed by peers at school. Historically, Kylie was a highly energetic toddler who talked excessively. Kylie’s mother noted that she constantly fidgeted, kicked her legs, or touched objects. Cognitively, she had extreme difficulty staying focused and on-task, and needed frequent redirection or a quiet, nonstimulating environment to complete work. She had a tendency to be impulsive, rushing through her school assignments, which resulted in careless mistakes. She had organizational problems in her day-to day-activities (e.g., frequently losing objects or articles of clothing).
Academically, she had always been an average to above average student, but starting in the second grade she began to demonstrate some struggles in mathematics, spelling, and handwriting.Â
Medically, Kylie was in perfect health, and both language and motor develop-mental milestones were reached within normal limits. She had no significant problems with vision, hearing, eating, or sleeping. She was prescribed no medication at the time of the evaluation.Â
Socially, Kylie was described as an outgoing and engaging child. The home environment was described as positive and loving. Kylie’s parents requested a neuropsychological evaluation to identify her pattern of cognitive strengths and weaknesses. However, their prime concern was her increasing restlessness and difficulties with attention. They were also concerned with the emotional toll of social ridicule because of her high energy behavior. Her parents questioned if she met formal criteria for attention deficit hyperactivity disorder (ADHD) and wished for professional corroboration of their suspicion.
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Criteria |
EXEMPLARY |
PROFICIENT |
DEVELOPING |
EMERGING |
|
History & Clinical Presentation |
31-40 Correctly describes at least 95% of the symptoms/issues of concern. Thoroughly and accurately explains how/why these items may be important to making a diagnosis. Briefly and accurately describes medical history of relevant disorder. |
21-30 Correctly describes between 90 and 94% of the symptoms/issues of concern. Accurately explains how/why these items may be important to making a diagnosis. Briefly describes medical history of relevant disorder. |
11-20 Correctly lists at least 85 to 89% of the symptoms/issues/ of concern and adequately discusses why they are of concern. Mostly accurately explains how/why these items may be important to making a diagnosis. Partially describes medical history of relevant disorder. |
0-10 Correctly lists fewer than 85% of the symptoms/issues. Doesn’t accurately explain how/why these items may be important to making a diagnosis. Fails to accurately describe medical history of relevant disorder. |
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Assessment |
31-40 Lists four or more highly relevant assessment and/or diagnostic tools or approaches in evaluating the disorder. Provides clear rationale for these choices. Provides a clear and accurate explanation for how the information would be relevant to overall assessment and/or decision-making. |
21-30 Lists at least three assessment and/or diagnostic tools or approaches in evaluating the disorder. Provides clear rationale for these choices. Provides a clear and accurate explanation for how most of the information would be relevant to overall assessment and/or decision- making. |
11-20 Lists at least two assessment and/or diagnostic tools or approaches in evaluating the disorder. Provides an adequate rationale for these choices. Provides a clear and accurate explanation for how at least half of the information would be relevant to overall assessment and/or decision- making. |
0-10 Lists fewer than two assessment and/or diagnostic tools or approaches in evaluating the disorder. Fails to provide a clear and accurate explanation for how the information would be relevant to assessment and/or decision- making. |
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