This was just completed by the school psychiatric at Department of Juvenile Justice. There are a couple of things in the history portion that are botched, as usual. Will a school district psychiatric change a report to correct/clarify those things or will that be another time I have to attach an addendum that never gets read by anyone? Then, he tested Average on IQ and she wrote Average on executive functioning and memory in the chart, however, subtest scores indicated problems in executive functioning and imapairment in verbal and auditory memory. She acknowledges a difficulty for him in these areas in her summary and I guess they aren't noted in the chart because the lower scores were averged in with the other subtest scores. The problem is that the same thing was done in his neuropsychologist test report 3 years ago and his home school district didn't want to put any weight on the written summary or recommendations because the chart showing results didn't show major impairment in areas that they consider as impacting his learning. Suggestions? Other than that, this lady really pegged my son in her description of him. She didn't call them triggers, but she listed about 3-4 types of situations that precede his problematic behavior and I was AMAZED that I would agree with all of them. She got this by talking with difficult child. They included wanting to impress his peers (social maladaptive behavior- I'm leaving out some specifics), rejection from females (I think males too), wanting to establish independence by defying my rules. I'm going to asked the PO to read that section since it clearly states that she got that from difficult child- not me- and I have never been able to get the legal people to see that the problem is not the home environment or my anxiety or me being too strict. She lists inconsistencies between what difficult child and I told her as being things revolving around symptoms of his mood disorder- which the jury is still out on that one so I'll discuss it with her but I'm not too worried about it. She says difficult child scores very high for depression issues and at risk for anxiety and being atypical. Also, he needs to be watched for anti-social behavior to get attention, playing with fire (apparently those empty cans I found were used for difficult child to spray then light) , and substance abuse in the future (he hasn't done illegal drugs YET). Along with some recommendations for his IEP/school setting, she supports family therapy, monitoring of difficult child- including no violent computer games, and supports/strategies for me to help deal with difficult child not wanting to comply with house rules. Well, that will be fine if we don't get a person who wants to sit in front of difficult child and tell me to CHANGE the house rules. That's what our PO and MST guy wanted to do and that completely undermines the idea of telling the child to do what the parent says, in my humble opinion. She also pointed out that while difficult child is doing very well there, he will be at risk when he is released and goes back to peers, school district, etc, and she worded it in a way that didn't sound like home was the problem so that was good.