PSYCHOEDUCATIONAL EVALUATION REPORT

Patient: Marcus Reeves Date of Birth: March 14, 2016 (Age 9 years, 10 months) Evaluation Date: January 15, 2026 Examiner: Dr. Sarah Mitchell, Psy.D. Licensed Psychologist — TX License #38291

REASON FOR REFERRAL

Marcus Reeves is a 9-year-old male in the 3rd grade at Riverside Elementary School. He was referred for comprehensive psychoeducational evaluation by his pediatrician, Dr. Jennifer Kohl, due to concerns about attention, impulsivity, and declining academic performance. His teachers report difficulty staying seated, completing assignments independently, and maintaining focus during classroom instruction. His mother reports longstanding difficulties with sustained attention, organization, and impulse control at home.

BACKGROUND INFORMATION

Marcus lives with his biological parents, Denise and Kevin Reeves, and his younger sister (age 6). Developmental milestones were reportedly met within normal limits. Medical history includes recurrent ear infections treated with PE tubes at age 3, and chronic sleep onset difficulties treated with melatonin. Family history is significant for suspected ADHD in the father (undiagnosed) and a diagnosed paternal uncle.

Marcus has attended Riverside Elementary since kindergarten. Early reports described him as energetic but manageable. Difficulties with attention and organization became more pronounced in 2nd grade as academic demands increased. Current teacher reports indicate strong verbal participation but significant difficulty with independent seatwork, task completion, and organizational demands.

BEHAVIORAL OBSERVATIONS

Marcus presented as a friendly, cooperative child who required frequent redirection during testing. He fidgeted throughout the session, often standing beside his chair rather than sitting. He was easily distracted by sounds outside the testing room. Despite these challenges, he appeared motivated and put forth consistent effort on all tasks. His conversational skills were strong, with age-appropriate vocabulary and pragmatic language. He became notably more restless during tasks requiring sustained visual attention and working memory.

TEST RESULTS

Cognitive Functioning (WISC-V)

Marcus demonstrates overall average intellectual functioning with a significant pattern of strengths and weaknesses. His verbal comprehension and visual spatial abilities are in the High Average range, consistent with the bright presentation described by his teachers. However, his Working Memory and Processing Speed indices fall in the Low Average range, representing a statistically significant discrepancy of 27-30 points from his verbal abilities. This profile is highly consistent with ADHD, as these indices are most sensitive to attentional and executive functioning demands.

Behavioral Rating Scales

Conners 3 ratings from both parent and teacher yielded Very Elevated scores on Inattention (95th-97th percentile) and Elevated scores on Hyperactivity/Impulsivity (90th-92nd percentile), confirming pervasive symptom presentation across settings.

Memory (WRAML-3)

General Memory Index of 94 (34th percentile, Average) suggests intact memory encoding when information is presented in a structured format. Weaknesses were noted on tasks requiring free recall under time pressure.

CLINICAL IMPRESSIONS

Based on comprehensive evaluation, Marcus meets full diagnostic criteria for Attention-Deficit/Hyperactivity Disorder, Combined Presentation (F90.2) per DSM-5-TR. This conclusion is supported by:

1. Symptom presence before age 12 with evidence dating to kindergarten
2. Pervasive impairment across home and school settings
3. Cognitive profile showing specific weakness in working memory and processing speed
4. Highly elevated parent and teacher behavioral ratings
5. Positive family history
6. Symptoms not better explained by anxiety, mood disorder, or other conditions

There is no evidence of a co-occurring Specific Learning Disability at this time, as academic skills are commensurate with cognitive ability when attentional factors are considered.

RECOMMENDATIONS

1. Medical consultation for possible pharmacological intervention — the severity and pervasiveness of symptoms warrants discussion with Dr. Kohl regarding stimulant or non-stimulant medication options.

2. 504 Plan accommodations including preferential seating, extended time on tests, chunked assignments, organizational check-ins, and movement breaks.

3. Executive functioning coaching focusing on organizational skills, time management, and self-monitoring strategies.

4. Parent training in behavioral management strategies specific to ADHD (e.g., Barkley method).

5. Self-esteem monitoring — Marcus is already showing signs of negative self-perception. Consider supportive counseling if these concerns persist.

6. Re-evaluation in 2-3 years or sooner if academic difficulties emerge.

Dr. Sarah Mitchell, Psy.D. Licensed Psychologist — TX #38291 Lampasas Psychological Services