Bryson School District
4000 Varsity Dr.
Appleton, MI 48462
Multi-disciplinary Team Report
NAME: Matt Jones
DATE OF BIRTH: 10-1-03
GRADE: First
SCHOOL: Anywhere Elementary
TEACHER: Kristin Long
DATE: 12-4-09
REASON FOR REFERRAL:
Matt was referred by the Centralized Evaluation Team (CET) who completed an ASD
Evaluation and found Matt ineligible for ASD. Matt is experiencing significant difficulty with
completing his work, following and complying with instructions and demonstrates a low
frustration level. Concerns exist primarily in the areas of social and emotional functioning.
SOURCES OF INFORMATION:
Parent Interviews
Interviews with teachers
Review of previous records
Student observations in class and individually
Student Interviews
Behavior Assessment Scales for Children (BASC)
DEFINITION OF EMOTIONAL IMPAIRMENT:
An emotional impairment can be defined as a condition which adversely affects educational
performance. A student can qualify for special education services if they demonstrate behavior in
the affective domain that is manifested in one or more of the following areas: inability to build or
maintain interpersonal relationships within the school setting, inappropriate types of behaviors or
feelings under normal circumstances, general pervasive mood of unhappiness or depression, or a
tendency to develop physical symptoms or fears associated with personal or school problems.
The behaviors are not solely the result of social maladjustment, intellectual, sensory or health
factors, nor are they solely based on environmental, cultural or economic differences.
BACKGROUND INFORMATION AND SOCIAL HISTORY:
Family Background and Information:
Background information was obtained by Joyce W through a home visit and the social history
questionnaire.
Matt resides with his mother, Monica and his brother, Ben (age 2.5 years). His father, Howard,
has a history of working out of town. He is a heavy machine operator who lays pipeline. Monica
reports that basically, she has raised the children as a single parent over the last 4 years.
The CET members visited the family home in Wyandotte. Monica explained that they had a
double- wide mobile home in Monroe when Matt was attending H. Elementary. About one year
ago, the family had an opportunity to purchase a home next to her parents. They did so and
continue to drive Matt to Anywhere Elementary because of their belief in our educational
system. The fact that Matt is very close to his grandparents, especially grandpa, makes it easier
for Monica. If she needs help with the children, they are only a phone call away.
Medical History:
Background information was obtained by Joyce W. through a home visit and the social history
questionnaire.
When asked about developmental and medical issues, Monica indicated that some problems
occurred early on with her pregnancy and delivery. She experienced bleeding at 6 months, and
she had a C-section due to Matt’s positioning in utero. He weighed 8 pounds, 11 ounces at birth.
She described him to be a cuddly baby who was bottle fed. He experienced projectile vomiting
and was placed on rice formula with success.
At 19 months of age, he underwent heart surgery to repair a “broken valve”. This was traumatic
for him, as one would expect. Each year, he needs to have a check-up at Children’s Hospital and
Matt becomes nervous, and sweaty. Recently, Matt was assessed by an Occupational Therapist
and was diagnosed with sensory issues. The therapist, Michele , recommended some sensory
activities that Monica could do at home. Apparently, most are tolerated by Matt. Exercises
include listening to headphones, swinging in a circle, and wrapping his arms in ace bandages.
Matt’s physician is Dr. Tracey . He had also seen a therapist in 2007, to help with behavioral
issues. According to mom, therapy did not seem very helpful.
Monica identified the specific time lines for the developmental milestones, and Matt was
successful in achieving them on target. His first problems began when he attended preschool at
age 4. The family believed that Matt had been around adults and had engaged in grown-up play.
When he entered a preschool setting, he did not know how to relate to his peers and still doesn’t.
Matt was placed in a classroom with 12 other students. When he misbehaved, he was removed
from the classroom activity or Monica was called to take him home. The staff did not seem to
have any expertise in handling behavioral issues.
PARENT INTERVIEW:
Background information was obtained by Joyce W. through a home visit and the social history
questionnaire.
When asked about Matt’s relationship with others, Monica explained that he can smile and
maintain good eye contact. He notices and understands facial expressions. He can imitate others.
He is able to entertain himself with his computer games, and his outdoor construction. Matt is
working on laying a pipeline in the back yard. This team was amazed at the effort, planning, and
execution of his project. Monica added that he has a great fascination with drains and likes to see
how the water moves in and around them.
Monica added that Matt exhibits some unusual behaviors. He plays with his tongue particularly
when he is concentrating, jumps up and down when he is excited, and randomly rolls his hands.
He also has a fascination with garbage bags. He has his stuff animals, and papers stored in them
and they rest on his bed. If he needs comfort during the day, he goes and lays on them.
Monica is most concerned about his anger. She stated that he can be set off when something
doesn’t go as he had planned. He hates school and explains that he “feels bad” (being an
outcast). While this team did not witness his social isolation, it is recognized that this is how he
feels. When asked more about his temper, Monica elaborated that he grinds his teeth and uses
hand motions to suggest that he will hit someone. She gives him a 6 minute time out in the
middle of the room. He usually screams for a while and then calms down. He was described as
an “all or nothing” child. He can become too rambunctious and does not recognize the danger or
consequences of a situation. Once he starts a behavior it is not easy to redirect him. It is
noteworthy, that Monica added that he never loses boundaries with his grandpa. He listens to the
rules his grandfather sets and abides by them.
The team wondered about his social opportunities at home. Monica said that there are no
children in the neighborhood that are his same age. He does interact occasionally with his brother
Ben, 2.5 years and his neighbor, Bryson, age 3. But, Matt is in charge of what they do and how
they do it. Matt also gets along well with his older cousin, James who is 10 years old.
Matt is not enrolled in any organized activities. He loves to work on his drain, play his computer
game (“Age of Mythology”) with his grandpa, and take walks with his mom. It is interesting to
note, that Matt and his grandpa reenact events on the computer game on the floor. He also likes
to doodle, and his drawings are all similar. They represent buildings with windows. He enjoys
watching “Sponge Bob Square Pants”, and the “Cars” movie.
BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN:
This instrument evaluates several different categories of behaviors and emotions through having
parents and teachers rate on a rating scale how frequently they feel the child displays behaviors.
Any T-score above 65 or below 40 indicate an area of concern where intervention may be
necessary to help the child/student to be more successful. T-scores have a mean of 50 and a
standard deviation of 10. Any T-score above 70 or below 30 is considered to be clinically
significant.
Category
Hyperactivity
Aggression
Parent T-Score
90-Clinically Significant
71-Clinically Significant
Parent Percentile Rank
99-Clinically Significant
96-Clinically Significant
Conduct Problems
Externalizing Problems
Anxiety
Depression
Somatization
Internalizing Problems
Atypicality
Withdrawal
Attention Problems
Adaptive Skills
Adaptability
Social Skills
Leadership
Daily Living
Functional Communication
65-At Risk
79-Clinically Significant
64-At Risk
83--Clinically Significant
42
66-At Risk
71-Clinically Significant
78-Clinically Significant
22-Clinically Significant
22-Clinically Significant
16-Clinically Significant
30-Clinically Significant
31-At Risk
21-Clinically Significant
33-At Risk
92-At Risk
98-Clinically Significant
91-At Risk
99--Clinically Significant
21
93-At Risk
95-Clinically Significant
99-Clinically Significant
99-Clinically Significant
90-Clinically Significant
01-Clinically Significant
03-Clinically Significant
03-At Risk
01-Clinically Significant
07-At Risk
The Behavior Assessment System for Children parent rating scale was filled out by Monica
Jones, Matt’s, biological mother. Mrs. Jones noted area of concerns in all areas except
Somatization.
School/Peer Relationships and Behavioral Progress:
According to his teacher and other members of the referring team, Matt “has trouble relating to
other kids.” He thinks that all other students “hate him” and he has a low frustration tolerance
when it comes to school issues (both academic and social). He has “threatened’ other children
by physically attempting to hit them. On one occasion, he acted out his frustration by punching
another classmate in the stomach. When questioned by the teacher as to why he did it, he said he
“wanted to go home”. (Bad behavior in the past resulted in being sent home.) The teacher
emphasized that he shouldn’t hit others. She also reasoned with him that hitting another child
would not get him sent home, but rather in trouble with adults and his victim. Matt’s behavior
(for the rest of the afternoon) was reportedly, “great.” Matt appeared to learn the cause-andeffect of a situation (once it was brought to his attention) and has taken small steps towards
changing his behavior both at school and at home.
He has often resorted to “growling”, occasionally slamming books and pencil cups, and throwing
pencils when he is frustrated. He can’t seem to “regulate” his emotions or “verbalize when he’s
feeling overwhelmed”. For example, he will hug/thank his teacher for helping him with
something in the classroom, then will turn and throw something across the room. It is reported
that “when he’s ready, he will cooperate . . . when he’s not ready he won’t.” He appears to get
more and more ‘over-stimulated’ as the day wears on”. The teacher has reported that Matt’s
“method of operation” is: he will be asked to do an activity, if he doesn’t do it, then, he is
“guided” (hand over hand0 to do it. He appears to be more successful when someone works oneon-one with him.
Despite his low frustration tolerance, Matt has also been described as being a very loving boy
who responds well to positive reinforcement (kindness from others). It appears that he has
“bonded” with his teacher, and the paraprofessionals in the classroom. They have been
successful in redirecting Matt during classroom work. Staff tries to assess his moods and
circumvent a potential situation (outbursts) by administering a few “breaks” in Matt’s day to
encourage self-control, staying on task, and/or task completion.
BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN:
This instrument evaluates several different categories of behaviors and emotions through having
parents and teachers rate on a rating scale how frequently they feel the child displays behaviors.
Any T-score above 65 or below 40 indicate an area of concern where intervention may be
necessary to help the child/student to be more successful. T-scores have a mean of 50 and a
standard deviation of 10. Any T-score above 70 or below 30 is considered to be clinically
significant.
Category
Hyperactivity
Aggression
Conduct Problems
Externalizing Problems
Anxiety
Depression
Somatization
Internalizing Problems
Atypicality
Withdrawal
School Problems
Learning Problems
Attention Problems
Behavioral Symptoms
Adaptability
Social Skills
Leadership
Study Skills
Functional Communication
Adaptive Skills
Teacher T-Score
79-Clinically Significant
65-At Risk
56
68-At Risk
66-Clinically Significant
99-Clinically Significant
42
75-Clinically Significant
46
86-Clinically Significant
63-At Risk
58
65
79-Clinically Significant
28-Clinically Significant
46
38-At Risk
40-At Risk
38-At Risk
36-At Risk
Teacher Percentile
98-Clinically Significant
91-At Risk
78
94-At Risk
92-Clinically Significant
99-Clinically Significant
19
98-Clinically Significant
48
99-Clinically Significant
89-At Risk
80
92
99-Clinically Significant
01-Clinically Significant
36
12-At Risk
20-At Risk
16-At Risk
09-At Risk
The Behavior Assessment System for Children teacher rating scale was filled out by Kristen
Long, Matt’s first grade teacher. Mrs. Long noted concerns in all areas except for Conduct
Problems, Somatization, Atypical Behavior, Learning Problems, Attention Problems and Social
Skills.
Classroom Observation:
Matt was observed several times in his general education settings. Instructional activities
included carpet time, whole class instruction, seat work and a music class. His behavior across
settings was consistent in many ways. He demonstrated multiple behaviors of concern. He has
difficulty maintaining attention to task. He appears self absorbed at times, making noises,
talking out, and not attending to the instruction provided. Of significant concern to all involved
is Matt’s low frustration tolerance. This is evident on a task by task basis. He often states that
he does not understand and cannot accomplish the work presented to him. His tone of voice,
appearance and body movements all indicating high levels of frustration and emotion. It’s
important to note that when he does engage in the tasks presented, he is capable of doing the
work, so skill acquisition is not the reason for this disposition. Additional behavioral concerns
are evident in social interactions. Matt is impulsive and aggressive with peers. He can be both
verbally and physically aggressive without apparent provocation. He frequently states that he is
“not liked” by peers, other students “hate him” and that he does not want to go to school. As
Matt’s frustration grows, so does his inability to understand and perceive his environment
accurately. As a result, he is unable to make better choices, de-escalate on his own or even
determine that staff’s efforts toward tension reduction are intended to be helpful in nature.
Matt’s behaviors indicate significant concerns with social emotional and behavioral functioning
in both the home and school environment
SUMMARY/RECOMMENDATIONS:
REVIEW OF CRITERIA FOR EMOTIONAL IMPAIRMENT Rule # 340.1706
1. Over an extended period, the student has manifested problems primarily in the affective
domain to the extent that he/she cannot benefit from learning experiences without special
education support.
□ Yes, Matt has demonstrated social and emotionally based behaviors over an extended period of
time. Currently, Matt’s behavioral difficulties have escalated and require an increased level of
support in the classroom and through School Social Work Services.
2. The problems are characterized by one or more of the following behaviors: (Check all that
apply)
a) An inability to build and maintain satisfactory interpersonal relationships within the
school environment.
□ Yes, Matt has a hard time making friends and feels that nobody likes him in his
class. This is getting better with School Social Work support and help from his
teachers.
b) Inappropriate types of behavior or feelings under normal circumstances.
□ Yes, Matt becomes easily frustrated during class time especially during math. He
will shut down or become physically aggressive towards teachers and classmates.
c) A general, pervasive mood of unhappiness or depression.
□ Yes, Both the teacher and mom reported problems in the area of depression on the
BASC rating scale. This is also evident in his moods where he shuts down and
becomes very withdrawn from the group. Matt also uses language such as “nobody
likes me”, “I don’t have any friends”
d) A tendency to develop physical symptoms or fears in association with Personal or
school problems.
□ Yes, Matt in the past has cried and begged his mom not to come to school because
he didn’t like school. He states that he has no friends and nobody likes him.
e) In addition to the above behaviors, this student exhibits maladaptive behaviors related
to schizophrenia or similar disorders.
□ No, there is no evidence of the above.
3. The behaviors are not primarily the result of intellectual, sensory, health factors or social
maladjustment.
□ No, although Matt does exhibit sensory issues, they are not primary factors in his social,
emotional and behavioral functioning
4. The suspected disability is not due to the lack of instruction in reading, math, or limited
English proficiency.
□ No, Matt’s emotional and behavioral difficulties in school are not due to either a lack of
instruction or deficiencies in basic skill acquisition. As part of this evaluation he was given the
Woodcock achievement tests with the following standard scores (Standard scores have an
average score of 100 with a standard deviation of + or – 15)
Subtests
Basic reading
Reading comprehension
Broad math
Math calculation
Math reasoning
Written expression
Standard Score
92
89
103
101
101
99
As can be seen from the scores listed above, Matt has average to above average skill acquisition
in math, reading and written language. His actual performance in class is impacted by the
emotional and behavioral dynamics documented in this report. There are no concerns regarding
his cognitive capabilities.
Erin Smith, LMSW, SSW
School Social Worker
Dave Swan, Ed.S.
School Psychologist