Cashmere Observation Results

Reason for Referral and Background: Cashmere is a kindergarten student in a monolingual classroom at Wegner Elementary, District 33. He was referred for an evaluation due to significant behavioral difficulties that required tiered behavior supports as well as a general education FBA/BIP implemented on 12/14/23. Although Cashmere has demonstrated some progress with additional support, his functional performance is not commensurate with his peers. According to the classroom teacher, Cashmere can follow directions but may need directions repeated multiple times and requires frequent adult support to attend to group instruction. Cashmere also demonstrates extreme emotional dysregulation, which causes difficulties expressing and then escalates to …show more content…
During this observation, Cashmere transitioned from recess to the classroom. He appeared excited to see the school psychologist and hopped over to a table and his chair to interact socially with an adult while all the students settled into their seats quickly and quietly. He asked the school psychologist if he could use the computer to type, and when redirected to his seat, he asked for a snack. The classroom teacher attempted to engage Cashmere in the writing activity, which he responded with, "But I'm hungry." 3x. The teacher did not give any follow-up prompts. The psychologist used planned ignore to get Cashmere back to his assigned area. However, Cash continued seeking adult attention by staying nearby and asking to return "his" laptop (psychologist's). Although Cashmere insisted on being away from his assigned area to be near the school psychologist, he was observed repeating instructions after the teacher (e.g., write, "the bug can fly"). Cashmere was able to sit with the school psychologist and peers on the carpet to work on spelling but insisted on touching the school psychologist's hair and face, needing multiple reminders to keep his hands to himself. During a brain break, the teacher redirected Cashmere away from the school psychologist by reminding him of his personal …show more content…
The school psychologist collects information from parents and teachers to better understand the student's functional performance at home and school. This assessment is designed to assess Attention-Deficit/Hyperactivity Disorder (ADHD) and other common comorbid disorders among children ages 6-18. The Conners 4 examines six symptom scales: (1) Inattention/Executive Dysfunction, (2) Hyperactivity, (3) Impulsivity, (4) Emotional Dysregulation, (5) Depressive Mood, and (6) Anxious Thoughts. It also provides information regarding the functional impact on schoolwork, peer interactions, and family life. The results provide general information about how a child compares to a normative group. Also, the Conners-4 provides an ADHD Index score that shows a student's risk for ADHD but is insufficient to identify or diagnose ADHD. The results of the Conners-4 are reported with T-scores with a mean of 50 and a standard deviation of 10. T-SCORE/DESCRIPTION 70+ /Very Elevated Score (Many more concerns than are typically reported) 65-69 /Elevated Score (More concerns than are typically reported) 60-64 /Slightly Elevated Score (Slightly More concerns than are typically reported) 40-59 /Average Score (Typical levels of concern) Less than 40 /Low Score (Fewer concerns than are typically reported) 59-59 /Slightly Elevated Score (More concerns than are typically

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