1. Case Study of Caleb
Counseling 621
November 20,2011
Abby Tucker

2. Client Description
O Caleb
O 5 year old African American Male
O Kindergarten student
O Special Education Student with a
Developmentally Delayed Ruling
O In Self-Contained Classroom 80% of the
Day
O Diagnosed with ADHD

3. Purpose of Assessment
O EPSF: Early Prevention of School Failure
O PPVT: Peabody Picture Vocabulary Test
O VMI: Visual Motor Integration
O LLA: Language & Literacy Assessment
O DAP: Draw a Person
O MAS: Motor Activity Scale

4. Assessment Procedures and
Protocols
O EPSF series given within first 30 days of school
and last 30 days of school
O PPVT: 204 items total, 17 sets of 12 items,
establish a basal and ceiling, assesses receptive
vocabulary
O VMI: 30 items of developmentally sequences
geometric shapes; assesses hand eye
coordination, Visual Memory, Visual
Discrimination
O LLA: Assesses Expresive Language, and Auditory
Discrimination, Visual Discrimination
O DAP: 5 minute cognitive assessment; Fine Motor,
Visual Memory
O MAS: 37 task; Gross Motor, Fine Motor

5. Medical/Developmental
History
O No serious medical issues
O In pre-kindergarten was ruled
developmentally delayed and put in the
sped department
O His IEP follows the current kindergarten
curriculum but on a modified, slower pace

6. Familial Psychiatric History
O The clients brother is currently in
Lakeside Behavioral Health System, being
treated for Bipolar Disorder

7. School/Academic History
O SPED student with a DD ruling
O Modified Kindergarten curriculum
O Academic development is on track
according to his IEP

8. Home Behavioral/Social
O Family of Origin (Mother, Father, Brother,
Sister)
O Mother and father are very supportive and
involved parents
O Parents are currently planning their
wedding, which will take place next
summer
O Brother (12 years old) is in Lakeside,
being treated for bipolar disorder
O Sister (9 years old)

9. Assessment Use/Appropriate
Interpretation
O Standard Scores with a mean=100 and
sd= 15
O PPVT: 69, Considerably Below Average
O VMI: 103, Expected
O DAP: 94, Expected
O MAS: 72, Moderately Below Average
O LLA: 84, Moderately Below AVerage

10. Summary of Findings
O Expressive and Receptive Language are
considerably below average
O Auditory Discrimination is moderately
below average
O Visual memory, visual discrimination, and
fine and gross motor skills are at expected
levels

11. DSM Diagnosis
O Axis I
O 314.9 Attention Deficit/Hyperactivity Disorder
NOS
O Axis II
O 315.9 Learning Disorder NOS
O Axis III
O None
O Axis IV
O Disruption of family with separation of brother
O Academic Problems
O Axis V
O GAF= 60-51

12. Treatment Plan and
Recommendations
O Monitor Academic Progress
O Continue with special education classes
and follow his IEP, with a specific focus on
expressive and receptive language as well
as auditory discrimination.
O Monitor Behavioral Progress
O Continue working with counselor and
support therapist on impulse control and
appropriate responses.

13. References
O Werner, L., (1997). On the way to
success. Retrieved
fromhttp://www.onetheway.org/index.html