Brittney Klauser, M.A.
2000 University Dr.
Muncie, IN 47306
(217) 243-8159
PSYCHOLOGICAL EVALUATION
CONFIDENTIAL
Name: Donnie Devil
Guardian(s): Darrell Devil
Address: Street Address
Muncie, IN 47302
Examiner: Brittney Klauser, M.A.
Date(s) of Evaluation: 2/12/2014
Date of Birth: 03/22/1996
Age at Testing: 17.5 years
Phone: (700) 555-5555
Supervisor: Eric Pierson, PhD
Intake: 2/10/2014
Date of Report: 2/20/2014
INFORMED CONSENT
Potential risks and benefits, limits of confidentiality, and test procedures were discussed.
Following this discussion, the patient’s grandfather, Donnie’s legal guardian, agreed to complete
the evaluation.
REASON FOR REFERRAL
Donnie was referred by his teacher for an evaluation due to behavior problems including fighting
with other students and not performing academically to his full potential. Donnie’s grandparents
have asked Donnie’s teacher for assistance in handling these behaviors.
RELEVANT HISTORY
At the time of the evaluation and report Donnie was a seventeen year old hispanic male. He
currently is enrolled in the 11th grade at Fillmore High School. He lives with his maternal
grandparents.
This evaluation was initiated because Donnie has been exhibiting aggressive behavior and has
fallen behind in school since his mother left the country due to not being able to control Donnie.
Donnie is feeling extreme guilt about his mother leaving and is obsessive about his relationship
with her. Mr. Devil, Donnie’s grandfather, reported he is concerned with Donnie’s aggressive
behavior and poor level of academic success. Mr. Devil stated Donnie has been very agitated and
aggressive at home to the extent that Mr. Devil has had to restrain Donnie. Mr. Devil reported
Donnie has been upset recently due to concerns about his relationship with his mother and how
he can make it better. Mr. Devil reported he and his wife currently have custody of Donnie.
Donnie reported he does not like living with his grandparents because they do not understand
him. Donnie reported his grandfather yells at him all of the time. Mr. Devil indicated Donnie’s
mother left the country six to seven months ago and it is unclear when she will be returning. Mr.
Devil reported Donnie has had increased anger and guilt since his mother left and he has become
obsessive. According to Mr. Devil, Donnie believes his mother is out of the country looking for a
new job, however, Mr. Devil stated she left due to Donnie’s behavior. Mr. Devil indicated
Donnie’s mother left because she could not handle Donnie’s anger outbursts and self-injurious
behavior. Mr. Devil said Donnie communicates with his mother via cell phone and Skype.
According to Mr. Devil, Donnie has not had contact with his biological father since the age of
five years. Donnie reported he talked to his mother three weeks ago and he has not seen her since
Christmas. He stated his mother is not here because “she hates him”, he is a “screw up”, and he
is a “failure so she does not like him”.
Mr. Devil reported Donnie was born in San Jose, Illinois. Mr. Devil indicated Donnie’s mother
received good prenatal care, however, she was not aware she was pregnant until after the first
trimester. According to Mr. Devil, Donnie’s mother smoked about three cigarettes per day during
pregnancy and used the nicotine patch. Mr. Devil said Donnie met all developmental milestones,
however, he indicated Donnie has poor penmanship and had difficulty learning how to ride a
bike.
Mr. Devil denied that Donnie has any current medical conditions and denied Donnie is currently
taking any medication. Mr. Devil indicated Donnie received an annual physical six months ago.
Mr. Devil stated Donnie broke his left arm when he was ten years old. Mr. Devil denied any
further significant medical history. Donnie denied being on any medication, but reported the
doctor gave him a shot when he was at his office three weeks ago.
Donnie is experiencing auditory hallucinations and paranoia. He is also exhibiting physical
aggression, engaging in self-injurious behavior and has suicidal ideation. Mr. Devil denied
Donnie previously received counseling or had a psychological evaluation. Donnie stated he sees
the school counselor. Mr. Devil reported Donnie talks about suicide two to three times per week.
Mr. Devil indicated that Donnie has never had a plan to commit suicide to his knowledge. Mr.
Devil reported Donnie engages in self-injurious behavior by superficially cutting himself on his
torso. Mr. Devil indicated none of the cuts have been serious, but they do bleed. Mr. Devil
reported he is not aware of Donnie having any homicidal thoughts. However, Mr. Devil
indicated Donnie gets violent and aggressive with his grandfather when he tells Donnie no. Mr.
Devil stated Donnie has said he hears voices other people do not hear over the last three weeks.
Mr. Devil also indicated Donnie is concerned his grandparents have been talking about him
when they have not been engaging in any conversation. Mr. Devil reported that over the past six
months Donnie has been very particular about what he eats and drinks because Donnie thinks
people are going to do something to his food to make him sick. Mr. Devil said Donnie has an
overall perception that he is a burden to everyone and Donnie feels guilty about this.
Mr. Devil reported Donnie is failing most of his classes. Donnie reported he does not care about
his grades. Donnie reported he fails at school because the teachers and students “hate” him and
do not understand him. Donnie says he tries “very hard” at school. Mr. Devil stated that Donnie
was retained in the seventh grade and that he did “ok” after that, but has struggled since third
grade. Mr. Devil said Donnie has a hard time staying in school without getting upset. Mr. Devil
indicated he gets a call from the school to pick Donnie up about three times per week. Mr. Devil
said since the assessment process has started he and his wife have decided to keep Donnie at
home. Mr. Devil reported Donnie is bullied and teased by other kids at school.
Done reported he does not have any friends. Donnie reported people will not leave him alone and
they “pick on him”. Mr. Devil reported Donnie lacks warm relationships with other students. Mr.
Devil indicated Donnie spends time alone in his room listening to tape of political speeches. Mr.
Devil stated Donnie enjoys hearing how the crowd reacts to the speeches. Mr. Devil reported the
family and Donnie’s primary language is Spanish, but they are fluent in English. Donnie denied
that he has ever used any illicit substances, alcohol, or tobacco. Mr. Devil denied Donnie has
ever been physically, emotionally, or sexually abused or neglected.
BEHAVIORAL OBSERVATIONS AND MENTAL STATUS EXAM
Donnie’s appearance and hygiene were age appropriate. He was wearing jeans and a sweater on
the date of testing.
Donnie was oriented to person, place, and date appropriate to age. He exhibited difficulty in
sustaining attention and focusing on the tasks at hand as evidenced by being unresponsive to
questions at time and answering questions with relevant information.
Donnie exhibited irritable and agitated affect throughout the diagnostic interview. He showed
extreme emotions of anger and being upset that were unexpected for the situation.
Donnie’s visual acuity was reported to be normal. He was able to understand and follow verbal
commands at typical levels of conversational volume.
His speech was fluid and coherent; however he exhibited repetitive language at times. He was
capable of maintaining social conversation and used both nonverbal and verbal language skills.
Donnie avoided eye contact at times, particularly at the beginning of the interview.
Donnie appears to have mature gross motor and fine motor skills. His gait appeared to be within
normal limits. He was able to pick up and manipulate objects such as pencils without difficulty.
He is right-handed. Donnie was physically shaking throughout the interview and rubbed his
hands, legs, and head excessively.
He denied any current or thoughts of homicidal ideation. Donnie reported a history of suicidal
ideation, but he reported he does not want to commit suicide because he thinks it is wrong.
Donnie reported he has thoughts of harming himself all of the time. He stated he cuts himself,
generally on his chest, “as often as necessary”.
Donnie is experiencing auditory hallucinations. He hears his family talking when they are not
present. He stated the voices tell him to cut himself and that he has heard the voices for the past
six months. His thought processes were disorganized and obsessive around the topic of his
mother. Additionally, he expressed feelings of others trying to keep him and his mother apart.
Given Donnie’s level of cooperation, attention, consistency of the results, and his effort during
the course of the evaluation, the results of this report should be considered an accurate
representation of his cognitive, academic, and psychological functioning.
ASSESSMENT RESULTS AND CLINICAL IMPRESSIONS
Behavioral Assessment System for Children – 2nd Edition (Parent Form)
Classroom Observation
Conner’s Continuous Performance Test – 2nd Edition
Controlled Oral Word Association Test
Minnesota Multiphasic Personality Inventory - Adolescent
Rey-Osterreith Complex Figure Test
Woodcock Johnson Test of Achievement – 3rd Edition
Woodcock Johnson Test of Cognitive Abilities – 3rd Edition
Wechsler Memory Scale – 3rd Edition
Assessment Results:
Cognitive Abilities
Estimates of Donnie’s level of cognitive functioning were determined by his performance on the
Woodcock-Johnson Test of Cognitive Abiltiies-3rd Edition Normative Update. The best
representation of his broad overall level of cognitive functioning is the General Intellectual
Ability estimate. The Average range of performance is between 85 and 115. His level of
performance is in the Average range (87- 96). His performance on tasks of phonemic awareness
and working memory were consistent with his broad estimate of cognitive functioning.
Typically students with this level of ability will be capable of earning average grades with
typical amounts of effort. His pattern of cognitive abilities is not consistent with someone with a
learning disability.
Attention
An assessment of Donnie’s abilities in areas of attention included data from multiple sources
including direct observation, performance on specific tasks of attention, and ratings by third
parties. His performance on the Conners’ Continuous Performance Test-2nd Edition is best
summarized by the Confidence Index. This index indicates the probability that someone has a
problem with attention that requires clinical intervention. The probability of Donnie’s
performance coming from someone with such a difficulty in attention is 22 out of 100.
Classroom observations revealed that Donnie was only on task 55 percent of the time during
Algebra II as compared to his peers whom were on task 85 percent of the time. Donnie exhibited
minor motor movements ten percent of the time and major minor movements two percent of the
time in comparison to his peers whom exhibited a lower rate of minor and major motor
movement, five and zero percent respectively. Additionally, Donnie was making noise 33
percent of the time, which is a rate three times higher than that of his peers. This indicates that
although Donnie did not have difficulties sustaining attention in the controlled testing
environment he is struggling to pay attention in the classroom environment. Ratings completed
by his parents suggest that Donnie has difficulty paying attention at home. This may reflect an
increased difficulty completing tasks at home, such as homework
Visual Spatial Skills
Donnie’s performance on tasks of Visual Motor Integration are in the range to be expected of
someone with his broad level of cognitive ability and achievement levels. On tasks of both
simple and complex copying Donnie performed in the below average range.
Memory
Donnie’s memory on tasks of both working and delayed memory fall in the range expected of
someone with his levels of cognitive abilities. Donnie’s general memory performance falls in the
range of (110-126) which is in the high average range. On tasks of working memory his level of
performance falls in the range of (104-122). This is in the average to above average range. On
tasks of delayed memory his level of performance was in the range of (100-119). This is in the
average range.
Achievement
Donnie’s level of academic achievement in the areas of reading, mathematics, and written
language are consistent with his cognitive abilities. His estimated level of achievement in tasks
of Broad Reading falls in the range of (90-99). His estimated level of achievement in Broad
Math falls in the range of (99-108). His estimated level of performance in Broad Written
Language falls in the range of (92-106). All of these levels of performance are in the average
range. Persons with this level of achievement are expected to be earning typical grades in
school. These individuals are likely to have to work extremely hard and long to earn superior
grades in school.
Personality
An assessment of Donnie’s personality and mood was the product of an integration of his
personal history, third party reports, standardized assessments, and behavioral observations. It is
important to note that Donnie’s previous pattern and style of interacting with others greatly
influences and shapes his current behavior and interpersonal style.
Donnie’s difficulties at school and failing grades are likely not a result of cognitive problems, but
a result of in ability to concentrate due to his other symptoms. It is likely that if these underlying
symptoms are managed, then Donnie’s academic achievement will return to its normal level after
a period of remediation. Donnie exhibits a persistent pattern of obsessive thoughts and
ruminations, particularly around the topic of his mother, his inferiority, and the guilt he feels
about not living up to his and his mother’s standards. In addition, he is exhibiting atypical
behavior that is exemplified by his auditory hallucinations and delusions that people are trying to
poison his food. These patterns are likely to lead to poor judgment and difficulties focusing on
tasks leading to a disruption in his school and home life.
Donnie is shy and introverted. He is likely to not function well in social situations; which is
exemplified by his report of not having any friends. These difficulties are likely to be worsened
by Donnie’s deficits in functional communication.
Donnie’s emotional turmoil is more likely to be exhibited through externalizing problems than
internalizing problems. When Donnie becomes very upset he is likely to become aggressive and
hyperactive rather than becoming anxious or complaining of somatic symptoms.
Summary
The results of this current multi-method, multi-informant evaluation indicate that Donnie is a 17year Hispanic male experiencing difficulty with school achievement, aggression, hallucinations,
and obsessions. While there has been a history of difficulty in school the result of the current
evaluation does not suggest that there is a learning disability present
DIAGNOSTIC IMPRESSIONS
The following multi-axial diagnostic impressions are made based upon the extent of the
information made available to the examiner through a multi-method, multi-informant approach
to assessment. In the case where information has been withheld, the impression may vary
considerably from other professional’s perspective and/or clinical diagnosis of this individual.
Axis I: 295.70 Schizoaffective Disorder (provisional)
Axis III: deferred to primary physician
Axis IV: Problems with primary support group, educational
problems, problems related to social environment
Axis V: GAF Current: 31
DSM 5:
295.70 Schizoaffective Disorder (provisional)
It was a pleasure working with Donnie and his family. If you have any further questions or
concerns regarding the content of the report please contact Brittney Klauser M.A. or Eric
Pierson, Ph.D., NCSP, HSPP at the Center for Psychological Development.
Signature:
__________________________________________
Brittney Klauser, MA
Practicum Student in School Psychology
Ball State University
________________
Date
__________________________________________
Dr. Eric Pierson, Ph.D., HSPP, NCSP
Licensed Psychologist #5551212
Licensed School Psychologist #51515151
________________
Date
Recommendations
1. It is recommended that Donnie have his self-inflicted wounds checked out by a
medical professional immediately.
2. It is recommended that this report be shared with Donnie’s primary care physician.
3. Donnie and his guardians may want to discuss medication options with his primary
care physician or ask for a referral to a psychiatrist to address his depression,
hallucinations, and paranoia.
4. Donnie’s guardians should lock up all sharp objects and monitor Donnie’s behavior
at home as closely as possible to deter him from engaging in further self-injurious
behavior.
5. It is recommended that Donnie begin individual to address his depression and
maladaptive thought patterns.
6. It is recommended Donnie and his grandparents, or mother upon her return, engage
in family therapy to address problems in the family system.
7. It is recommended that Donnie’s mother join a support group to help her learn to
help Donnie manage his behaviors and emotions and help her cope with the difficult
situation.
8. If difficulties in school achievement and attendance persist, it is recommended that
Donnie be considered for special education under other health impairments or a 504
plan with appropriate accommodations to allow Donnie to have full access to
educational opportunities.
9. It is recommended that Donnie go see the school counselor when he is upset at
school, so that she can help calm him down and help him be able to return to the
classroom. This should be tried before Donnie has a guardian come pick him up to
avoid any more missed school.
10. It is recommended that Donnie be provided with an aid to help redirect and focus
him in the classroom.
Test Results
Behavioral Assessment System for Children – 2nd Edition
(parent)
(T-Scores have a mean of 50 and a standard deviation of 10)
Scale
Classification
F
Acceptable
Response Pattern
Acceptable
Consistency
Acceptable
Scale
Confidence Interval
Hyperactivity
79-83
Aggression
60-74
Conduct Problems
59-73
Externalizing problems
71-81
Anxiety
49-63
Depression
43-55
Somatization
49-60
Internalizing Problems
48-58
Atypicality
80-96
Withdrawal
34-48
Attention Problems
73-85
Behavioral Symptoms Index
70-78
Adaptability
22-36
Social Skills
29-41
Leadership
25-37
Activities of Daily Living
20-36
Functional Communications
15-27
Adaptive Skills
21-29
Conner’s Continuous Performance Test-2nd Edition
Domain
T-Score
Discriminant Function 22%
(clinical)
# Omissions
53
# Commissions
48
Hit RT
32
Hit RT Std. Error
36
Variability
41
Detectability
59
Response Style
48
Perseverations
51
Hit RT Block Change
48
Hit SE Block Change
54
Hit RT ISI Change
43
Hit SE ISI Change
42
Z
+0.27
-0.20
-1.80
-1.40
-0.93
+0.87
-0.20
+0.07
-0.20
+0.40
-0.73
-0.80
Minnesota Multiphasic Personality Inventory-Adolescent
Welsh Code 780`2+3-159/64;K`LF+
Mean Profile Elevation: 59.9
Controlled Oral Word Associations Test
Trial
Letter 1
Letter 2
Letter 3
Category (Animal)
Raw Score
15
12
17
18
Z
+0.22
-0.26
+0.25
-0.43
Woodcock-Johnson III-Tests of Academic Achievement (WJTA-III-NU)
(Mean = 100, Standard Deviation = 15)
Cluster
Standard Score
Z
95% Confidence Interval
Broad Reading
95
-0.33
90-99
Broad Math
103
+0.20
99-108
Broad Written Language 99
-0.07
92-106
Woodcock-Johnson III-Tests of Cognitive Abilities (WJIII-COG)
(Mean = 100, Standard Deviation = 15)
Cluster
Standard Score
Z
GIA
92
-0.53
Verbal Ability
98
-0.13
Thinking Ability
90
-0.67
Cognitive Efficiency
103
+0.20
Phonemic Awareness 86
-0.96
Working Memory
110
+0.67
Wechsler Memory Scale-3rd Edition
Scale
Standard Score
Auditory Immediate
99
Visual Immediate
94
Immediate memory
96
Auditory Delayed
111
Visual Delayed
91
Auditory Recognition 110
Delayed
General Memory
120
Working Memory
115
95% Confidence Interval
87-96
90-105
85-96
97-110
77-95
103-117
Z
-0.07
-0.40
-0.27
+0.73
-0.60
+0.67
95% Confidence Interval
92-106
88-105
88-104
100-119
83-103
96-118
+1.33
+1.00
110-126
104-122
Rey-Osterreith Complex Figure Test
Condition
Raw Score
Copy
32
Recall
28
Time on Task
Algebra II
Class
Z-Score
-1.26
+0.57
Group
On Task
mm
MM
Noise
Target
Peer
55%
85%
10%
5%
2%
0%
33%
10%
11
Personality Report Grading Rubric
Report Introduction
10 points
7 – 6 points
5 – 4 points
< 4 points
Identifying infor- Identifying infor-
Identifying infor-
One of the
Two or more
mation,
statement
mation, statement
mation, statement
sections (identifying
of the sections
of purpose, client
of purpose, client
infor-
history, behavioral
history, behavioral
mation,
(identifying
infor-
observations, and
observations, and
statement
diagnostic
interview
diagnostic
interview
of purpose,
are present, how-
are present, how-
ever one or more
ever one or more
are lacking precise
are lacking precise
description OR
description AND
sufficient comprehensiveness.
sufficient comprehensiveness.
of purpose,
client
history,
behavioral
observations,
and
diagnostic
interview
are complete,
precisely described,
and sufficiently
9 – 8 points
comprehensive
to
depict the child/
adolescent.
client
history,
behavioral
observations, and
of purpose,
client
history,
behavioral
observations,
and
diagnostic interview)
diagnostic
interview)
may be missing and/or
several are lacking
precise
are not
present.
description AND
sufficient comprehensiveness.
10 points = Distinguished
9 – 8 points = Proficient
7 – 6 points = Basic
5 and below = Unsatisfactory
mation,
statement
Introduction Score 10_________
12
13
Data Presentation/Interpretation
10 points
9 – 8 points
7 – 6 points
5 – 4 points
< 4 points
Presented data is
Presented data
Presented data
accompanied
includes inter-
includes inter-
Presented
data
Presented
data
by statement
pretation, but
pretation, but
is either un-
is not reliable
of confidence
one of the
two or more of
reliable or
and does not
and confidence
following is
the following
does not
include inter-
intervals when possible,
includes
missing:
is missing:
include inter-
pretation.
statement of
statement of
confidence and
confidence and
confidence
confidence
protects the
intervals,
accurate
intervals,
accurate
confidentiality
identification of
identification of
of test items.
data, or
confiden-
data, or
confiden-
tiality of test
tiality of test
items.
items.
an interpretation,
is accurately
identified, and
pretation.
10 points = Distinguished
9 – 8 points = Proficient
7 – 6 points = Basic
5 and below = Unsatisfactory
Data/Interpretation Score __10_______
14
Inferences based upon behavioral and/or personality assessment data
10 points
9 – 8 points
7 – 6 points
5 – 4 points
< 4 points
Inferences draw
Inferences
include
Inferences
include
Inferences are
Inferences based
not based upon
upon behavioral
all but one of
the
at least two of
information
and/or
personality
together information from all
sources, are
supported by
following:
data, are related
information
from
to the statement
all sources,
of purpose, and
support by
explain possible
contradiction.
data,
relationship
to the statement
of purpose, and
lack of
contradic-
the following:
information
from
all sources,
support by
data,
relationship
gathered
through-
assessment data
out the testing
are not included
(multiple
sources,
in the report.
data gathered,
to the statement
statement of
pur-
of purpose, and
pose) and may
lack of
contradic-
contradict
one another.
tion.
tion.
10 points = Distinguished
9 – 8 points = Proficient
7 – 6 points = Basic
5 and below = Unsatisfactory
Inferences Personality/Behavioral Score __9_______
15
Recommendations
10 points
9 – 8 points
7 – 6 points
5 – 4 points
< 4 points
Pertinent rec-
Recommendations
Recommendations
Recommendations
ommendations
address the re-
are not precisely
are not precisely
Highly
inappropriate
are provided
that
ferral question,
described and lack
described and lack
are supported by
one of the
two or more
are provided OR
no
data and
interpreting
following
components:
of the
recommendations
inferences, and
address the
following
components:
are included.
relate to the
referral question,
address the
conclusions,
however
are precisely
referral question,
described, are
are precisely
supported by
described, are
data and
interpreting
supported by
address the
referral
question,
are precisely
described, are
supported by
data and
interpreting
inferences, and
they are not
precisely
described.
are appropriate
and
inferences, and
related to the
are appropriate
and
conclusion.
data and
interpreting
inferences, and
related to the
are appropriate
and
conclusions.
related to the
conclusions.
10 points = Distinguished
9 – 8 points = Proficient
recommendations
16
7 – 6 points = Basic
5 and below = Unsatisfactory
Recommendations Score ___9______
17
Errors of Communication
10 points
9 – 8 points
7 – 6 points
5 – 4 points
< 4 points
Report is free
Report includes
Report lacks
of communication
minimal (1-5)
past tense verb
Report lacks
past tense verb
Report has clearly
not been edited
for
errors including:
communication
consistency and
misspelling,
errors including:
use of jargon instead misspelling,
of more precise
use of jargon instead
consistency and
includes several
includes many
(9
(6-9)
communication
or more) comm-
errors.
unication errors
descriptions, run on
of more precise
or incomplete
descriptions, run on
of several
different
sentences,
paragraphs
or incomplete
types.
without topical
sentences,
paragraphs
themes and/or
without topical
statements,
ambiguous
themes and/or
sentences, and lack
statements,
ambiguous
of past tense verb
sentences, and lack
consistency (except
of past tense verb
for summary section
consistency (except
and
recommendations).
for summary section
and
recommendations).
10 points = Distinguished
communi-cation
errors.
18
9 – 8 points = Proficient
7 – 6 points = Basic
5 and below = Unsatisfactory
Errors of Communication Score ___10______
Consideration of Ethnicity and Diversity Issues
10 Points
9-8
6-7
4-5
<4
Report shows
evidence that the
report evaluated,
considered, and
placed the findings
of the report into
the context of
family, school, and
community
culture.
Report shows
evidence that the
report evaluated,
considered, and
placed the findings
of the report into
the context of
family, school, and
community
culture but one
was limited.
Report shows
evidence that the
report evaluated,
considered, and
placed the findings
of the report into
the context of
family, school, and
community
culture but both
areas limited.
Report shows
evidence that the
report evaluated,
considered, or
placed the findings
of the report into
the context of
family, school, and
community
culture.
Culture was not
considered.
10 points = Distinguished
9 – 8 points = Proficient
7 – 6 points = Basic
5 and below = Unsatisfactory
Considerations of Ethnicity and Diversity Score ___10______
19
Errors of interpretation
10 points
9 – 8 points
7- 6 points
5 – 4 points
< 4 points
Interpretations
Interpretations
Interpretations
Interpretations
Failure to
Reflect consideration and use
of a multi-method multiinformant approach and are
free from
are generally
include a few
include several
based upon
( up to 5)
(6 or more)
interpret
data
errors in the
errors in the
represented
in
insufficient
reliable,
sufficient
following
following
the report/
data, erroneous
data, however
areas: unreliable
areas: unreliable
assumptions
an erroneous
data,
data,
reflecting in-
assumption
has
insufficient
insufficient
been made.
data, erroneous
data, erroneous
ledge of the data/
assumptions
assumptions
instruments, and
reflecting in-
reflecting in-
recommendations
sufficient know-
sufficient know-
that can not be
ledge of the data/
ledge of the data/
implemented.
instruments, and
instruments, and
sufficient know-
recommendations recommendations
that can not be
that can not be
implemented.
implemented.
10 points = Distinguished
9 – 8 points = Proficient
7 – 6 points = Basic
5 and below = Unsatisfactory
Errors of Interpretation Score ____9_____
protocol.
20
Overall Grade
65 – 70 points = Distinguished = 95-100%
60 – 64 points = Proficient = 85-95%
<60 = Unsatisfactory <85%
Report Number __1 revision_________
Semester _Spring___________
Date _3/31/14____________
_____________________________
Personality Student Signature
Overall Score __67______