Ok, so...I'm finally to a place I care to talk about this again. Here's the results of wee difficult child's evaluation. I am forwarding this to all his docs, too, cause it pretty much completely contradicts the results of the neuropsyche evaluation done 9 months ago that was a total waste of time and money and effort. His current "main" diagnosis is severe ADHD and possible BiPolar (BP). None of the school personnel feel that either truly fits. I have a list of requests for the IEP. Would love to hear any input. *** Visual Motor Integration is a tool used to determine if a child has difficulties coordinating what they visually perceive and their motor movements. difficult child's percentages: VMI Overall 12%, Visual 4%, Motor 7% Sensory Profile Companion filled out by school personel, he was ranked with a Definite Difference in every category with the following comments: Auditory: difficult child is frequently distracted and has trouble functioning with lots of noise around him, misses oral directions frequently. Becomes distressed during assemblies and other large group gatherings. Overly bothered by unexpected noises. Visual: difficult child frequently has trouble keeping supplies organized, watches other students move around the room, and looks away from tasks to notice other activity in the room. Movement: difficult child always seeks all kinds of movement that may interfere with his day, is always on the go, fidgets during activities, and finds excessive reasons to move around the room. Touch: difficult child displays an unusual need to touch different textures, comes close to people's personal space when talking, touches people and objects to the point of irritation, and has difficulty standing in line when close to people. Behavior: difficult child is inflexible, withdraws from changes in routine and new situations, is easily frustrated, and more over-reactive to situations compared to peers. WISC-IV scores: Full scale IQ 92; Verbal comprehension 102; Perceptual Reasoning 104; working memory 80; processing speed 80. Additional note on this says he was unable to repeat a 2 digit sequence back to the tester. Initially, the test asked him to repeat a sequence backwards. If she said A2, he was to say 2A. He could not do that, so she asked him to just repeat the sequence back to her (he should say A2 back) and he could not do that. ABAS Scores significantly significant by over half of all raters in the following categories Communication, Community Use, Functional Academics, Health and Safety, Self care, Self direction, and Social. All 13 categories in the Connors Rating Scale were "significantly problematic" (scores above 66) when rated by his mainstream teacher - all of her scores were above 80, some into the 90's. His SpEd teacher and family only rated him problematic in the categories Oppsitional (67), Hyper (68), and Emotional Lability (86). The BASC-2 had 4 raters from school, clinically significant by 3 or 4 raters in the clinical categories Hyper, Aggresive, Depression, Atypicality, and Withdrawal. Conduct problema, Anxiety, Somatization, and Learning Problems were normal. Attention Problems was one number above average. In the adaptve categories, he's clinically significant or at risk in every category: Adaptability, Social Skills, Leadership, Study Skills, Daily Living, and Functional Communication. He scored an overall academic skill of 58 on the Woodcock-Johnson, having refused to do at least half of the test. Social/Emotional/Behavioral report from the mainstream teacher - difficult child can not interact appropriately with peers during instruction or during non-instructional time, does not have friends, is not accepted by peers, and can not interact appropriately with adults. He has low self esteem, unwilling to take academic or interpersonal risks, is aggressive, argues with peers and adults, verbally threatening, has difficulty working in cooperative groups, manipulates, angers easily, and has tantrums. Additional notes say he "lacks social skills in all situations. He is volatile and impulsive and I often don't know what triggers this. He does not understand personal space or classroom behavior. He does not work well in a group setting, avoids academis tasks, and is manipulative to avoid work, wants to be on his own schedule and not told what to do. He can be aggressive, harmful, and destructive." Reading report from the mainstream teacher - "refuses to read when asked. Can understand some phonemic awareness tasks, but makes no attempt at reading strategies and little attempt/success at sight word recognition." Written Expression report from mainstream teacher - "uses none of his own spelling, always dictated to him by the paras. Writing usually has something to do with war/military. Does not write his own stories with events that have happened to him." Math report by mainstream teacher - "Math seems to be a stronger subject. Still presents a challenge when asked to complete a task. He can count, skip count by 10, use manipulatives to solve simple problems (with much help from para to focus and complete). Place value is tricky." Study skills report from mainstream teacher - "is very inconsistent and many times inpredictable. He especially is if asked to do something he doesn't want to do. He doesn't really seem to come to school knowing he is there to learn."