Conners' Teacher Rating Scales Revised: Long (CTRS R:L)

Size: px
Start display at page:

Download "Conners' Teacher Rating Scales Revised: Long (CTRS R:L)"

Transcription

1 Conners' Teacher Rating Scales Revised: Long (CTRS R:L) By C. Keith Conners, Ph.D. Interpretive Report Copyright 2002, Multi-Health Systems Inc. All rights reserved. P.O. Box 950, North Tonawanda, NY Victoria Park Ave., Toronto, ON M2H 3M6

2 CTRS R:L Interpretive Report for Samantha Sample Page 2 Introduction Conners' Teacher Rating Scales Revised: Long (CTRS R:L) is an assessment tool that prompts the teacher to provide valuable information about the child's behavior in a classroom setting. This instrument is helpful when a diagnosis of ADHD (or related problems) is being considered. The normative sample includes approximately 1,973 teachers. This report provides information about the child's score, how he or she compares to other children, and what subscales are elevated. See the Conners' Rating Scales Revised Technical Manual for more information about this instrument. This computerized report is an interpretive aid and should not be used as the sole basis for clinical diagnosis or intervention. This report works best when combined with other sources of relevant information. CTRS R:L T-Scores The following graph provides Samantha's T-scores for each of the CTRS R:L subscales.

3 CTRS R:L Interpretive Report for Samantha Sample Page 3 Summary of Subscale Scores The following table summarizes the subscale scores of the teacher and gives general data about how Samantha compares to the group norms. More interpretive data are provided later in this report. Subscale Oppositional Cognitive Problems/Inattention Hyperactivity Anxious-Shy Perfectionism Social Problems ADHD Index CGI: Restless-Impulsive CGI: Emotional Lability CGI: Total DSM-IV: Inattentive Symptom Count (max of 9) DSM-IV: Hyperactive-Impulsive Symptom Count (max of 9) DSM-IV: Total Symptom Count (max of 18) Raw Score T- Score Guideline Average (Typical score: Should not Slightly Atypical (Low scores are good: Not a concern) Average (Typical score: Should not Markedly Atypical (Indicates a significant problem) Markedly Atypical (Indicates a significant problem) Markedly Atypical (Indicates a significant problem) Average (Typical score: Should not Average (Typical score: Should not Moderately Atypical (Indicates a significant problem) Slightly Atypical (Borderline: Should Slightly Atypical (Low scores are good: Not a concern) Average (Typical score: Should not Slightly Atypical (Low scores are good: Not a concern) Common Characteristics of High Scorers Break rules, problems with authority, easily annoyed. Learn slowly, organizational problems, difficulty completing tasks, concentration problems. Difficulty sitting still, cannot stay on task, restless, impulsive. Have worries/fears, emotional, sensitive to criticism, shy, withdrawn. Set high goals, fastidious, obsessive. Have few friends, low self-esteem and self-confidence, feel emotionally distant from peers. Identifies children/adolescents 'at risk' for ADHD. Restless, impulsive, inattentive. Emotional, cry a lot, get angry easily. Hyperactive, broad ranged behavior problems. Correspondence with the DSM-IV diagnostic criteria for Inattentive type ADHD. Correspondence with the DSM-IV diagnostic criteria for Hyperactive-Impulsive type ADHD. Correspondence to DSM-IV criteria for combined type ADHD.

4 CTRS R:L Interpretive Report for Samantha Sample Page 4 Item Responses The teacher entered the following response values for the items on the CTRS R:L. The pie graph shows the distribution of responses. Response Key 0 = Not true at all (Never, Seldom) 1 = Just a little true (Occasionally) 2 = Pretty much true (Often, Quite a Bit) 3 = Very much true (Very Often, Very Frequent)

5 CTRS R:L Interpretive Report for Samantha Sample Page 5 DSM-IV Subscales: Elevated Responses The following graph shows the number of items for which the teacher responded Very Much True ("3") or Pretty Much True ("2"). The answers are grouped by DSM-IV subscale. The DSM-IV subscales are interpreted in more detail later in this report. Validity Assessment If the findings presented here conflict with other sources of information, then the reasons for the conflicting information should be considered, and the results described in this report should be interpreted with these reasons in mind. It is possible, however, that behavior and attitudes at home may be quite different than behavior and attitudes away from home (e.g., at school). Analysis of the Index Scores The score on the Conners' Global Index is slightly elevated. This provides limited evidence for the presence of attention or behavior problem. These results may indicate problematic behavior that is only a mild concern or mildly disruptive. The analysis of the other components of the Conners' Rating Scale provided below will help refine the assessment. General Examination of the Profile There are several substantial subscale elevations. The highest elevations relate to different areas of behavior suggesting the possibility of comorbidity. Because the profile is indicative of pervasive problems and the profile shows fairly global elevations, it is often called a Type G (for "Global") Profile. More specific information about the areas that are elevated can be obtained from examining the subscale descriptions given below. Examination of Subscale Scores ADHD Index: T-Score = 47 About average. This index consists of the best set of CTRS R items for identifying children/adolescents "at risk" for ADHD. Samantha's score on this index is about average, and does not suggest a significant attention deficit.

6 CTRS R:L Interpretive Report for Samantha Sample Page 6 Conners' Global Index Total: T-Score = 57 Slightly elevated. Samantha's score on this index is somewhat elevated, indicating some behavior problems. Although elevated scores on the Conners' Global Index may be associated with hyperactivity, often the problems are broader in nature and difficulties exist with a number of different aspects of behavior. The elevation on this scale is minor, however, and probably does not indicate a serious or substantial problem. Conners' Global Index Restless-Impulsive: T-Score = 51 About average. Samantha's score on this subscale is about average, and is unlikely that Samantha has serious problems with restlessness, impulsivity, and inattentiveness. Conners' Global Index Emotional Lability: T-Score = 66 Moderately elevated. Samantha's score on the Emotional Lability subcomponent of the index is moderately elevated, indicating an individual who is prone to emotional responses/behaviors like crying, anger, etc. Oppositional: T-Score = 55 About average. The score on the Oppositional subscale is average, indicating the teacher's perception that Samantha reasonably follows rules and shows adequate respect for persons in authority. Samantha probably is not inclined to temper outbursts and probably doesn't get easily annoyed by little things. Cognitive Problems/Inattention: T-Score = 43 Better than average. The score on the Cognitive Problems subscale is better than average. The teacher doesn't perceive any persistent or severe impairment with learning or memory. Samantha probably has satisfactory organizational skills and is probably able to complete work, tasks or schoolwork as expected most of the time. In addition, Samantha is probably capable of sustained mental effort and can be attentive when required. Hyperactivity: T-Score = 49 About average. The score on the Hyperactivity subscale is average. This means that, from the teacher's perspective, Samantha is able to sit still, and is not overly restless or impulsive. Anxious-Shy: T-Score = 83 Markedly elevated. High scores from the teacher generally indicate that Samantha has more worries and fears than most individuals her age. Samantha is probably prone to be emotional, and is likely to be very sensitive to criticism. Samantha may be particularly anxious in new or unfamiliar situations, and may appear very shy and withdrawn. Perfectionism: T-Score = 86 Markedly elevated. The teacher's responses indicate that Samantha is likely to set high goals for herself. Samantha is probably very fastidious about the way she does things at home and at school, and may be more obsessive about her work or tasks than most individuals her age. Social Problems: T-Score = 105 Markedly Elevated. High scores on this subscale indicate the teacher's perception that Samantha has few friends, low self-esteem, and little self-confidence. In serious cases, the child/adolescent may feel emotionally distant or detached from her peers.

7 CTRS R:L Interpretive Report for Samantha Sample Page 7 DSM-IV: Inattentive: T-Score = 43 The teacher's responses to the DSM-IV items suggest that the criteria for the Inattentive subtype of ADHD would not be met. Six or more symptoms of ADHD are required, but only 0 of 9 items are rated "Very Much True" and 0 of 9 items are rated "Pretty Much True". DSM-IV: Hyperactive-Impulsive: T-Score = 47 The teacher's responses to the DSM-IV items suggest that the criteria for the Hyperactive-Impulsive subtype of ADHD would not be met. Six or more symptoms of ADHD are required, but only 0 of 9 items are rated "Very Much True" and 0 of 9 items rated "Pretty Much True". DSM-IV: Total (Combined Type ADHD): T-Score = 44 Based on the teacher's responses, one or both sets of criteria have not been met for the Hyperactive-Impulsive subtype ADHD or Inattentive subtype ADHD. It is unlikely, then, that the youth would qualify for Combined type ADHD. Examination of Individual Item Responses The following items elicited a response of "Very Much True" from the teacher. Note: Items will be listed more than once if they pertain to more than one subscale. Oppositional Cognitive Problems/Inattention Hyperactivity Anxious-Shy Sensitive to criticism Perfectionism Is a perfectionist Everything must be just so Likes everything neat and clean Social Problems Is one of the last to be picked for teams or games Has poor social skills ADHD Index CGI: Restless-Impulsive

8 CTRS R:L Interpretive Report for Samantha Sample Page 8 CGI: Emotional Lability CGI: Total DSM-IV: Inattentive DSM-IV: Hyperactive-Impulsive DSM-IV: Total Examination of Individual Item Responses The following items elicited a response of "Pretty Much True" from the teacher. Note: Items will be listed more than once if they pertain to more than one subscale. Oppositional Cognitive Problems/Inattention Hyperactivity Anxious-Shy Feelings easily hurt Is an emotional child Shy, withdrawn Perfectionism Keeps checking things over and over Seems over-focused on details Things must be done the same way every time Social Problems Appears to be unaccepted by group Has no friends Does not know how to make friends ADHD Index

9 CTRS R:L Interpretive Report for Samantha Sample Page 9 CGI: Restless-Impulsive CGI: Emotional Lability CGI: Total DSM-IV: Inattentive DSM-IV: Hyperactive-Impulsive DSM-IV: Total Integrating Results with Other Information The following subscale scores are elevated and could be cause for concern. Anxious-Shy Perfectionism Social Problems CGI: Emotional Lability These results must be incorporated with other information before drawing any conclusions. It is recommended that a comprehensive evaluation include A history of the pregnancy, delivery, and developmental milestones from infancy; A family history of psychiatric disorders; Assessment of specific symptoms, including severity, frequency, situational specificity, and duration; An educational assessment that covers both academic functioning and classroom behavior; An overview of the individual's intrapsychic processes, including self-image and sense of efficacy with family, peers, and school; Child and family interaction patterns and family structure; An assessment of neurological status, when related problems are indicated by other evidence. CTRS-R:L results interpreted without considering these other factors may have limited validity. Considering Intervention There are a large number of possible treatment approaches, and the choice of which treatment is most appropriate can vary from case to case. The intervention should be individualized, and the goals/targets of each intervention should be clearly specified. All of the following types of intervention should be considered. Parent-Based Intervention Involves educating parents about the disorder or concern (e.g., ADHD), and teaching parents behavior management skills so the they can reduce negative behavior in their children and promote adaptive functioning.

10 CTRS R:L Interpretive Report for Samantha Sample Page 10 School-Based Intervention Can involve both academic and behavioral intervention Child-Based Intervention The child is taught to monitor, evaluate, and reinforce herself with respect to target behaviors. Pharmacologic Intervention Medication is often effective (with ADHD) but should only be used after careful consideration of the child's particular symptomatology. The choice of drug, dosage and potential side effects must be considered. In many cases, these and other intervention approaches can be used in combination with each other to produce the optimal results. Date Printed: Wednesday, December 24, 2003 End of Report

Conners' Adult ADHD Rating Scales Observer Report: Long Version (CAARS O:L)

Conners' Adult ADHD Rating Scales Observer Report: Long Version (CAARS O:L) Conners' Adult ADHD Rating Scales Observer Report: Long Version (CAARS O:L) By C. Keith Conners, Ph.D., Drew Erhardt, Ph.D., and Elizabeth Sparrow, Ph.D. Interpretive Report Copyright 00 Multi-Health Systems

More information

Conners' Adult ADHD Rating Scales Self-Report: Long Version (CAARS S:L)

Conners' Adult ADHD Rating Scales Self-Report: Long Version (CAARS S:L) Conners' Adult ADHD Rating Scales Self-Report: Long Version (CAARS S:L) By C. Keith Conners, Ph.D., Drew Erhardt, Ph.D., and Elizabeth Sparrow, Ph.D. Interpretive Report Copyright 00 Multi-Health Systems

More information

Conners' Continuous Performance Test II (CPT II V.5)

Conners' Continuous Performance Test II (CPT II V.5) Conners' Continuous Performance Test II (CPT II V.5) By C. Keith Conners, Ph.D. and MHS Staff CPT II/CRS-R Multimodal Integrated Report This report is intended to be used by the test administrator as an

More information

Conners' Adult ADHD Rating Scales Self-Report: Long Version (CAARS S:L)

Conners' Adult ADHD Rating Scales Self-Report: Long Version (CAARS S:L) Conners' Adult ADHD Rating Scales Self-Report: Long Version (CAARS S:L) By C. Keith Conners, Ph.D., Drew Erhardt, Ph.D., and Elizabeth Sparrow, Ph.D. Profile Report Copyright 2002 Multi-Health Systems

More information

Conners' Continuous Performance Test II (CPT II V.5)

Conners' Continuous Performance Test II (CPT II V.5) Conners' Continuous Performance Test II (CPT II V.5) By C. Keith Conners, Ph.D., Drew Erhardt, Ph.D., Elizabeth Sparrow, Ph.D., and MHS Staff CPT II/CAARS Multimodal Integrated Report This report is intended

More information

SAMPLE. Conners 3 Teacher Assessment Report. By C. Keith Conners, Ph.D.

SAMPLE. Conners 3 Teacher Assessment Report. By C. Keith Conners, Ph.D. By C. Keith Conners, Ph.D. Conners 3 Teacher Assessment Report This Assessment report is intended for use by qualified assessors only, and is not to be shown or presented to the respondent or any other

More information

Children's Depression Inventory 2nd Edition: Self-Report Maria Kovacs, Ph.D.

Children's Depression Inventory 2nd Edition: Self-Report Maria Kovacs, Ph.D. Children's Depression Inventory 2nd Edition: Self-Report Maria Kovacs, Ph.D. Assessment Report This Assessment Report is intended for use by qualified assessors only, and is not to be shown or presented

More information

Conners' Kiddie Continuous Performance Test (K-CPT V.5)

Conners' Kiddie Continuous Performance Test (K-CPT V.5) Conners' Kiddie Continuous Performance Test (K-CPT V.) By C. Keith Conners, Ph.D. and MHS Staff Profile Report Caution: This report is intended to be used by the test administrator as an interpretive aid.

More information

SAMPLE. Autism Spectrum Rating Scales (6-18 Years) Teacher Ratings. Interpretive Report. By Sam Goldstein, Ph.D. & Jack A. Naglieri, Ph.D.

SAMPLE. Autism Spectrum Rating Scales (6-18 Years) Teacher Ratings. Interpretive Report. By Sam Goldstein, Ph.D. & Jack A. Naglieri, Ph.D. Autism Spectrum Rating Scales (6-18 Years) Teacher Ratings By Sam Goldstein, Ph.D. & Jack A. Naglieri, Ph.D. Interpretive Report This Interpretive Report is intended for use by qualified assessors only.

More information

Conners' Continuous Performance Test II (CPT II V.5)

Conners' Continuous Performance Test II (CPT II V.5) Conners' Continuous Performance Test II (CPT II V.5) By C. Keith Conners, Ph.D. and MHS Staff Profile Report This report is intended to be used by the test administrator as an interpretive aid. This report

More information

NICHQ Vanderbilt Assessment Scale PARENT Informant

NICHQ Vanderbilt Assessment Scale PARENT Informant NICHQ Vanderbilt Assessment Scale PARENT Informant Today s Date: Child s Name: Date of Birth: Parent s Name: Parent s Phone Number: Directions: Each rating should be considered in the context of what is

More information

Epilepsy in Children. Learning and School Performance

Epilepsy in Children. Learning and School Performance Epilepsy in Children Learning and School Performance About the Epilepsy Foundation The Epilepsy Foundation is the national voluntary agency solely dedicated to the welfare of the more than three million

More information

Conners 3 Parent Assessment Report

Conners 3 Parent Assessment Report By C. Keith Conners, Ph.D. Conners 3 Parent Assessment Report This Assessment report is intended for use by qualified assessors only, and is not to be shown or presented to the respondent or any other

More information

Collaborative Documentation on Daily Living Activities Regardless of Age

Collaborative Documentation on Daily Living Activities Regardless of Age Collaborative Documentation on Daily Living Activities Regardless of Age Katherine Hirsch and Annie Jensen MTM Services http://www.thenationalcouncil.org/mtm-services/ 0 Learning Objectives Participants

More information

Vanderbilt ADHD Diagnostic Rating Scales

Vanderbilt ADHD Diagnostic Rating Scales Vanderbilt ADHD Diagnostic Rating Scales Overview The Vanderbilt ADHD Rating Scales (VADRS) are based on DSM-5 criteria for ADHD diagnosis and include versions specific for parents and teachers. These

More information

Continuous Performance Test 3 rd Edition. C. Keith Conners, Ph.D.

Continuous Performance Test 3 rd Edition. C. Keith Conners, Ph.D. Continuous Performance Test 3 rd Edition C. Keith Conners, Ph.D. Assessment Report Name/ID: Alexandra Sample Age: 16 Gender: Female Birth Date: February 16, 1998 Grade: 11 Administration Date: February

More information

ADD and/or ADHD Verification Form

ADD and/or ADHD Verification Form ADD and/or ADHD Verification Form Disability Services for Students (DSS) provides academic services and accommodations for students with diagnosed disabilities. The documentation provided regarding the

More information

ADHD DSM Criteria and Evidence-based Treatments

ADHD DSM Criteria and Evidence-based Treatments ADHD DSM Criteria and Evidence-based Treatments DSM-5 Criteria for ADHD A. A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes With functioning or development, as characterized

More information

Neurodevelopmental Disorders, Disruptive, Impulse Control and Conduct Disorder (DSM 5)

Neurodevelopmental Disorders, Disruptive, Impulse Control and Conduct Disorder (DSM 5) Neurodevelopmental Disorders, Disruptive, Impulse Control and Conduct Disorder (DSM 5) Matthew Soulier, MD Paula Wadell, MD Scott Summers, MD, PhD UC Davis Department of Psychiatry CONCENTRATION IRRITABILITY

More information

The core symptoms of ADHD, as the name implies, are inattentiveness, hyperactivity and impulsivity. These are excessive and long-term and

The core symptoms of ADHD, as the name implies, are inattentiveness, hyperactivity and impulsivity. These are excessive and long-term and Attention Deficit Hyperactivity Disorder What is Attention Deficit Hyperactivity Disorder? The core symptoms of ADHD, as the name implies, are inattentiveness, hyperactivity and impulsivity. These are

More information

Children s Community Health Plan INTENSIVE IN-HOME MENTAL HEALTH / SUBSTANCE ABUSE SERVICES ASSESSMENT AND RECOVERY / TREATMENT PLAN ATTACHMENT

Children s Community Health Plan INTENSIVE IN-HOME MENTAL HEALTH / SUBSTANCE ABUSE SERVICES ASSESSMENT AND RECOVERY / TREATMENT PLAN ATTACHMENT Children s Community Health Plan INTENSIVE IN-HOME MENTAL HEALTH / SUBSTANCE ABUSE SERVICES ASSESSMENT AND RECOVERY / TREATMENT PLAN ATTACHMENT Please fax with CCHP prior authorization form to 608-252-0853

More information

The Plugged-In Parent s Guide to ADHD. Tips, Strategies, Apps, and Activities for Helping Kids with ADHD

The Plugged-In Parent s Guide to ADHD. Tips, Strategies, Apps, and Activities for Helping Kids with ADHD The Plugged-In Parent s Guide to ADHD Tips, Strategies, Apps, and Activities for Helping Kids with ADHD The Plugged-In Parent s Guide to ADHD Tips, Strategies, Apps, and Activities for Helping Kids with

More information

ADHD. & Coexisting Disorders in Children

ADHD. & Coexisting Disorders in Children ADHD & Coexisting Disorders in Children ADHD AND CHILDREN Attention-deficit/hyperactivity disorder (ADHD) is a recognized medical condition that often requires medical intervention. Establishing a diagnosis

More information

UCLA-NPI/VA PG-2 Child & Adolescent Psychiatry Course 2004-5. Week 3:Attention Deficit Hyperactivity Disorder

UCLA-NPI/VA PG-2 Child & Adolescent Psychiatry Course 2004-5. Week 3:Attention Deficit Hyperactivity Disorder UCLA-NPI/VA PG-2 Child & Adolescent Psychiatry Course 2004-5 Week 3:Attention Deficit Hyperactivity Disorder ADHD:Epidemiology Point Prevalence 2-18% M:F>= 2:1 ADHD Symptoms Cognitive (attention) Impulsivity

More information

ADHD in Children vs. Adults

ADHD in Children vs. Adults ADHD in Children vs. Adults ADHD Symptoms In Children DSM-IV INATTENTION 1) Often does not give close attention to details or makes careless mistakes in schoolwork, work, or other activities. 2) Often

More information

Integrated Visual and Auditory (IVA) Continuous Performance Test

Integrated Visual and Auditory (IVA) Continuous Performance Test DISCLAIMER The information contained within this document does not constitute medical advice or diagnosis and is intended for education and information purposes only. It was current at the time of publication

More information

Learners with Emotional or Behavioral Disorders

Learners with Emotional or Behavioral Disorders Learners with Emotional or Behavioral Disorders S H A N A M. H A T Z O P O U L O S G E O R G E W A S H I N G T O N U N I V E R S I T Y S P E D 2 0 1 S U M M E R 2 0 1 0 Overview of Emotional and Behavioral

More information

Documentation Guidelines for ADD/ADHD

Documentation Guidelines for ADD/ADHD Documentation Guidelines for ADD/ADHD Hope College Academic Success Center This document was developed following the best practice recommendations for disability documentation as outlined by the Association

More information

WHODAS 2.0 World Health Organization Disability Assessment Schedule 2.0 36-item version, self-administered

WHODAS 2.0 World Health Organization Disability Assessment Schedule 2.0 36-item version, self-administered The APA is offering a number of emerging measures for further research and clinical evaluation. These patient assessment measures were developed to be administered at the initial patient interview and

More information

Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) (APA, 2001) 10

Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) (APA, 2001) 10 5. Diagnosis Questions to be answered: 5.1. What are the diagnostic criteria for ADHD in children and adolescents? 5.2. How is ADHD diagnosed in children and adolescents? Who must diagnose it? 5.3. Which

More information

ASPERGER S SYNDROME, NONVERBAL LEARNING DISORDER AND OTHER NEUROCOGNITIVE DISORDERS

ASPERGER S SYNDROME, NONVERBAL LEARNING DISORDER AND OTHER NEUROCOGNITIVE DISORDERS ASPERGER S SYNDROME, NONVERBAL LEARNING DISORDER AND OTHER NEUROCOGNITIVE DISORDERS APPROPRIATE PROGRAM DEVELOPMENT Orion Academy Kathryn Stewart, Ph.D. GETA 2007 What is a Neurocognitive Disorder? What

More information

Billy. Austin 8/27/2013. ADHD & Bipolar Disorder: Differentiating the Behavioral Presentation in Children

Billy. Austin 8/27/2013. ADHD & Bipolar Disorder: Differentiating the Behavioral Presentation in Children ADHD & Bipolar Disorder: Differentiating the Behavioral Presentation in Children Judy Goodwin, MSN, CNS Meadows Psychiatric Associates Billy Austin 1 Introduction Distinguishing between ADHD and Bipolar

More information

written by Harvard Medical School ADHD Attention Deficit Hyperactivity Disorder www.patientedu.org

written by Harvard Medical School ADHD Attention Deficit Hyperactivity Disorder www.patientedu.org written by Harvard Medical School ADHD Attention Deficit Hyperactivity Disorder www.patientedu.org Every child gets restless and fidgety from time to time; in particular, boys are often bursting with energy

More information

C hildren with attention deficit hyperactivity disorder, or ADHD, can be a real challenge for their parents,

C hildren with attention deficit hyperactivity disorder, or ADHD, can be a real challenge for their parents, Understanding the Child With ADHD Information for Parents About Attention Deficit Hyperactivity Disorder C hildren with attention deficit hyperactivity disorder, or ADHD, can be a real challenge for their

More information

MCPS Special Education Parent Summit

MCPS Special Education Parent Summit MCPS Special Education Parent Summit May 17, 2014 Rockville High School 2100 Baltimore Road Rockville, MD 20851 When ADHD Is Not ADHD: ADHD Look-Alikes and Co-occurring Disorders David W. Holdefer MCPS

More information

Dyspraxia Foundation USA

Dyspraxia Foundation USA Dyspraxia Foundation USA Presentation to The US Department of Education September 19, 2014 I. Introduction Agenda Dyspraxia USA II. III. IV. What is Developmental Coordination Disorder (DCD)/Dyspraxia

More information

Educational Issues Among Children With Spina Bifida By Donald J. Lollar, Ed.D.

Educational Issues Among Children With Spina Bifida By Donald J. Lollar, Ed.D. Educational Issues Among Children With Spina Bifida By Donald J. Lollar, Ed.D. Educational Issues Children with spina bifida/ hydrocephalus often show unique learning strengths and weaknesses that affect

More information

Summary of IVA-QS Research Studies

Summary of IVA-QS Research Studies Summary of IVA-QS Research Studies The IVA+Plus and IVA-QS test procedures, structure and quotient scales are essentially the same. Howeverr, the IVA-QS differs in that it is limited to the first 300 trials

More information

ADHD Monitoring System

ADHD Monitoring System ADHD Monitoring System by David Rabiner, Ph.D. Duke University The ADHD Monitoring System is intended to help parents and health care professionals monitoring the ongoing effectiveness of treatment(s)

More information

Policy for Documentation

Policy for Documentation Policy for Documentation act.org 2015 by ACT, Inc. All rights reserved. 3836 Introduction The ACT Policy for Documentation contains information individual examinees, professional diagnosticians, and qualified

More information

Guidelines for Documentation of Attention Deficit/Hyperactivity Disorder In Adolescents and Adults

Guidelines for Documentation of Attention Deficit/Hyperactivity Disorder In Adolescents and Adults Guidelines for Documentation of Attention Deficit/Hyperactivity Disorder In Adolescents and Adults Third Edition 2016 Office of Disability Policy Educational Testing Service Princeton, NJ 08541 Copyright

More information

THE OVERLAP BETWEEN ADHD AND LEARNING DISABILITIES

THE OVERLAP BETWEEN ADHD AND LEARNING DISABILITIES THE OVERLAP BETWEEN ADHD AND LEARNING DISABILITIES Stephanie Moulton Sarkis PhD NCC LMHC Stephanie Moulton Sarkis PhD NCC LMHC Ph.D. from University of Florida Author of 4 books on ADHD Private practice

More information

Quick Guide to PRIME-MD Patient Health Questionnaire (PHQ) PHQ9 and GAD7

Quick Guide to PRIME-MD Patient Health Questionnaire (PHQ) PHQ9 and GAD7 Quick Guide to PRIME-MD Patient Health Questionnaire (PHQ) PHQ9 and GAD7 Purpose The Patient Health Questionnaire (PHQ) is designed to facilitate the recognition and diagnosis of the most common mental

More information

For more than 100 years, extremely hyperactive

For more than 100 years, extremely hyperactive 8 WHAT WE KNOW ADHD Predominantly Inattentive Type For more than 100 years, extremely hyperactive children have been recognized as having behavioral problems. In the 1970s, doctors recognized that those

More information

Conduct Disorder: Treatment Recommendations. For Vermont Youth. From the. State Interagency Team

Conduct Disorder: Treatment Recommendations. For Vermont Youth. From the. State Interagency Team Conduct Disorder: Treatment Recommendations For Vermont Youth From the State Interagency Team By Bill McMains, Medical Director, Vermont DDMHS Alice Maynard, Mental Health Quality Management Chief, Vermont

More information

Anxiety, Depression, and ADD/ADHD The Holistic Approach for Children in the Classroom

Anxiety, Depression, and ADD/ADHD The Holistic Approach for Children in the Classroom Anxiety, Depression, and ADD/ADHD The Holistic Approach for Children in the Classroom Anxiety Facts 20% of American children are diagnosed with a mental illness Nearly 5 million children are diagnosed

More information

Student, please sign in the box below giving our health-care provider authorization to release information to OSA.

Student, please sign in the box below giving our health-care provider authorization to release information to OSA. Verification Form for ATTENTION DEFICIT/HYPERACTIVITY DISORDER (ADHD) The Office of Student AccessAbility at The University of Texas at Dallas provides academic services and accommodations for students

More information

ADHD & Executive Functioning Measures. Conners 3. History. Conners, Brown ADDS, BRIEF, CPT-II, TEA, DBRS

ADHD & Executive Functioning Measures. Conners 3. History. Conners, Brown ADDS, BRIEF, CPT-II, TEA, DBRS ADHD & Executive Functioning Measures Conners, Brown ADDS, BRIEF, CPT-II, TEA, DBRS Conners 3 History Conners 3, published in 2008, is a revision of Conners Rating Scales Revised (CRS R) Major updates

More information

Smart Isn t Everything: The Importance of Neuropsychological Evaluation for Students and Individuals on the Autism Spectrum

Smart Isn t Everything: The Importance of Neuropsychological Evaluation for Students and Individuals on the Autism Spectrum Smart Isn t Everything: The Importance of Neuropsychological Evaluation for Students and Individuals on the Autism Spectrum Ilene Solomon, Ph.D., Spectrum Services The decision to have a child or adolescent

More information

Common Learning Disabilities in the Classroom. 1/20/2011 Lea Howell School Psychologist LCUSD and Foothill SELPA

Common Learning Disabilities in the Classroom. 1/20/2011 Lea Howell School Psychologist LCUSD and Foothill SELPA Common Learning Disabilities in the Classroom 1/20/2011 Lea Howell School Psychologist LCUSD and Foothill SELPA Why might a child be having educational difficulties? Needs Special Education Services -Has

More information

Clinical pathway for children and adolescents in Oslo with ADHD. Manual for parents. Oslo kommune

Clinical pathway for children and adolescents in Oslo with ADHD. Manual for parents. Oslo kommune Clinical pathway for children and adolescents in Oslo with ADHD Manual for parents Oslo kommune Clinical pathway for Children and Adolescents in Oslo with ADHD The Oslo University Hospital, Akershus University

More information

CASE STUDY 1 Attention Deficit Hyperactivity Disorder (ADHD) in children and young people Alison Coad

CASE STUDY 1 Attention Deficit Hyperactivity Disorder (ADHD) in children and young people Alison Coad CSE STUDY 1 ttention Deficit Hyperactivity Disorder (DHD) in children and young people lison Coad Georgia is 10 and lives with her mum, Emma, her dad, Nick and her younger brother Sam, aged 7. Emma is

More information

Tiltak for barn og unge med ADHD

Tiltak for barn og unge med ADHD Tiltak for barn og unge med ADHD Myter Trender Bakteppe: Evidensbaserte tiltak. Habilitering for fremtiden Oslo kongressenter 15.11.2011 Psycho-social and neurocognitive treatments for ADHD Geir Øgrim

More information

Treatment Planning. The Key to Effective Client Documentation. Adapted from OFMQ s 2002 provider training.

Treatment Planning. The Key to Effective Client Documentation. Adapted from OFMQ s 2002 provider training. Treatment Planning The Key to Effective Client Documentation Adapted from OFMQ s 2002 provider training. 1 Models Medical Model Diagnosis Psych Eval Problems Symptoms Psycho/Social/Behavioral Model Diagnosis

More information

ADHD and Treatment HYPERACTIVITY AND INATTENTION (ADHD) Meghan Miller, MA, Stephen P. Hinshaw, PhD University of California, Berkeley, USA

ADHD and Treatment HYPERACTIVITY AND INATTENTION (ADHD) Meghan Miller, MA, Stephen P. Hinshaw, PhD University of California, Berkeley, USA HYPERACTIVITY AND INATTENTION (ADHD) ADHD and Treatment Meghan Miller, MA, Stephen P. Hinshaw, PhD University of California, Berkeley, USA February 2012 Introduction Attention-deficit/hyperactivity disorder

More information

DSM-5. Presented by CCESC School Psychologist Interns: Kayla Dodson, M.Ed. Ellen Doll, M.S. Rich Marsicano, Ph.D. Elaine Wahl, Ph.D.

DSM-5. Presented by CCESC School Psychologist Interns: Kayla Dodson, M.Ed. Ellen Doll, M.S. Rich Marsicano, Ph.D. Elaine Wahl, Ph.D. DSM-5 Presented by CCESC School Psychologist Interns: Kayla Dodson, M.Ed. Ellen Doll, M.S. Rich Marsicano, Ph.D. Elaine Wahl, Ph.D. Introduction Lifespan approach to diagnosis Diagnoses occurring in children

More information

Getting Ready For School: Accommodations & Modifications

Getting Ready For School: Accommodations & Modifications Getting Ready For School: Accommodations & Modifications The following article is reprinted with permission from the newsletter of Matrix Parent Network and Resource Center. We hope it will help those

More information

What is ADHD/ADD and Do I Have It?

What is ADHD/ADD and Do I Have It? What is ADHD/ADD and Do I Have It? ADHD Definition and Symptoms Adults with ADHD Possible Coexistent Conditions Medications and Treatments Additional Resources Works Cited What is Attention Deficit Hyperactivity

More information

Overview of DSM-5: Autism Spectrum Disorder

Overview of DSM-5: Autism Spectrum Disorder Overview of DSM-5: Autism Spectrum Disorder Courtney Burnette, PhD Clinical Psychologist UNM Center for Development and Disability Department of Pediatrics September 20, 2013 Objectives Recognize the changes

More information

Behavior Rating Inventory of Executive Function - Adult Version BRIEF-A. Interpretive Report. Developed by

Behavior Rating Inventory of Executive Function - Adult Version BRIEF-A. Interpretive Report. Developed by Behavior Rating Inventory of Executive Function - Adult Version BRIEF-A Interpretive Report Developed by Peter K. Isquith, PhD, Robert M. Roth, PhD, Gerard A. Gioia, PhD, and PAR Staff Client Information

More information

Learning Disabilities: ADHD/ADD. Dr. Wilfred Johnson September 29, 2005

Learning Disabilities: ADHD/ADD. Dr. Wilfred Johnson September 29, 2005 Learning Disabilities: ADHD/ADD Dr. Wilfred Johnson September 29, 2005 Prevalence of ADHD/ADD ADHD/ADD is the most common childhood psychiatric disorder. Conservative estimate of prevalence is 2%; liberal

More information

Differentiating PTSD and ADHD. Elizabeth Risch, Ph.D. & Melissa Hakman, Ph.D.

Differentiating PTSD and ADHD. Elizabeth Risch, Ph.D. & Melissa Hakman, Ph.D. Differentiating PTSD and ADHD Elizabeth Risch, Ph.D. & Melissa Hakman, Ph.D. ADHD vs. PTSD One is a disruptive behavior disorder and the other is a reaction to trauma.so what s to differentiate??? The

More information

DSM 5 AND DISRUPTIVE MOOD DYSREGULATION DISORDER Gail Fernandez, M.D.

DSM 5 AND DISRUPTIVE MOOD DYSREGULATION DISORDER Gail Fernandez, M.D. DSM 5 AND DISRUPTIVE MOOD DYSREGULATION DISORDER Gail Fernandez, M.D. GOALS Learn DSM 5 criteria for DMDD Understand the theoretical background of DMDD Discuss background, pathophysiology and treatment

More information

ADHD WHEN EVERYDAY LIFE IS CHAOS

ADHD WHEN EVERYDAY LIFE IS CHAOS ADHD WHEN EVERYDAY LIFE IS CHAOS There s nothing unusual in children finding it hard to sit still, concentrate and control their impulses. But for children with ADHD (Attention Deficit Hyperactivity Disorder),

More information

VIRTUAL UNIVERSITY OF PAKISTAN FORMAT OF THE INTERNSHIP REPORT FOR BS Psychology (Clinical Setting)

VIRTUAL UNIVERSITY OF PAKISTAN FORMAT OF THE INTERNSHIP REPORT FOR BS Psychology (Clinical Setting) VIRTUAL UNIVERSITY OF PAKISTAN FORMAT OF THE INTERNSHIP REPORT FOR BS Psychology (Clinical Setting) 1. Title page The title page of the report will include: Clinical Case Studies The name of the internee,

More information

Dr. Varunee Mekareeya, M.D., FRCPsychT. Attention deficit hyperactivity disorder

Dr. Varunee Mekareeya, M.D., FRCPsychT. Attention deficit hyperactivity disorder Attention deficit hyperactivity disorder Dr. Varunee Mekareeya, M.D., FRCPsychT Attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in childhood. At least half

More information

Management of Concussion/Mild Traumatic Brain Injury - Evidence Based Practice

Management of Concussion/Mild Traumatic Brain Injury - Evidence Based Practice Management of Concussion/Mild Traumatic Brain Injury - Evidence Based Practice Introduction 1) The Centers for Disease Control and Prevention has estimated that each year, approximately Americans survive

More information

Cognitive behavioral therapy (CBT) may improve the home behavior of children with Attention Deficit/Hyperactivity Disorder (ADHD).

Cognitive behavioral therapy (CBT) may improve the home behavior of children with Attention Deficit/Hyperactivity Disorder (ADHD). ADHD 4 Cognitive behavioral therapy (CBT) may improve the home behavior of children with Attention Deficit/Hyperactivity Disorder (ADHD). CITATION: Fehlings, D. L., Roberts, W., Humphries, T., Dawe, G.

More information

National Academy of Sciences Committee on Educational Interventions for Children with Autism

National Academy of Sciences Committee on Educational Interventions for Children with Autism National Academy of Sciences Committee on Educational Interventions for Children with Autism Conclusion and (The following is an adapted excerpt from Chapter 16, and, ( pp. 211-229), National Research

More information

Chris Bedford, Ph.D. Licensed Psychologist Clinic for Attention, Learning, and Memory

Chris Bedford, Ph.D. Licensed Psychologist Clinic for Attention, Learning, and Memory Chris Bedford, Ph.D. Licensed Psychologist Clinic for Attention, Learning, and Memory WHO AM I? WHAT DO I DO? Psychologist at the Clinic for Attention, Learning, and Memory CALM Work with children, adolescents,

More information

Parent Tips. What Parents Should Know About Bullying

Parent Tips. What Parents Should Know About Bullying Parent Tips What Parents Should Know About Bullying What is Bullying? The Pinellas County Schools Policy against Bullying and Harassment defines bullying as: Systematically and chronically inflicting physical

More information

Eligibility / Staffing Determination EMOTIONAL DISTURBANCE. Date of Meeting:

Eligibility / Staffing Determination EMOTIONAL DISTURBANCE. Date of Meeting: Eligibility / Staffing Determination EMOTIONAL DISTURBANCE Date of Meeting: Student Name: DOB: Soc. Sec.#: The basis for making the determination of whether the student has a disability which meets the

More information

Self-Esteem and Mental Health. Chapter 3. Contents

Self-Esteem and Mental Health. Chapter 3. Contents Self-Esteem and Mental Health Contents Section 1 Building Your Self-Esteem Section 2 Using Good Communication Skills Section 3 Mental and Emotional Health Section 4 Understanding Mental Disorders Section

More information

Inventory for Client and Agency Planning Instructor Training Program

Inventory for Client and Agency Planning Instructor Training Program Inventory for Client and Agency Planning Instructor Training Program Geunyeong Pyo, Ph.D. Clinical Coordinator for Psychological Services IL Dept of Human Services Division of Developmental Disabilities

More information

Beck Anxiety Inventory

Beck Anxiety Inventory Beck Anxiety Inventory 1 Beck Anxiety Inventory Author/Affiliation Michael M. Grant, PhD Coastal Center for Cognitive Therapy, PA 1101 Johnson Avenue, Suite 200 Myrtle Beach, SC 29577 843.839.9028 www.coastalcognitive.com

More information

ADHDInitiative. The Vermont A MULTIDISCIPLINARY APPROACH TO ADHD FOR FAMILIES/CAREGIVERS, EDUCATIONAL & HEALTH PROFESSIONALS

ADHDInitiative. The Vermont A MULTIDISCIPLINARY APPROACH TO ADHD FOR FAMILIES/CAREGIVERS, EDUCATIONAL & HEALTH PROFESSIONALS The Vermont ADHDInitiative A MULTIDISCIPLINARY APPROACH TO ADHD FOR FAMILIES/CAREGIVERS, EDUCATIONAL & HEALTH PROFESSIONALS ACKNOWLEDGEMENTS: This work and its resulting improvements in the care provided

More information

Anxiety and Education Impact, Recognition & Management Strategies

Anxiety and Education Impact, Recognition & Management Strategies Anxiety and Education Impact, Recognition & Management Strategies Dr Amanda Gamble Centre for Emotional Health (formerly MUARU) Macquarie University, Sydney. WHY SHOULD I BE CONCERNED? 1 Prevalence of

More information

How mental health difficulties affect children

How mental health difficulties affect children 4 component How mental health difficulties affect children There is no health without mental health This statement from the World Health Organization emphasises how mental health involves everybody. Mental

More information

When Giftedness, Dyslexia and Attention Deficit Hyperactivity Disorder (ADHD) Meet: Two Case Studies of Educational Management

When Giftedness, Dyslexia and Attention Deficit Hyperactivity Disorder (ADHD) Meet: Two Case Studies of Educational Management When Giftedness, Dyslexia and Attention Deficit Hyperactivity Disorder (ADHD) Meet: Two Case Studies of Educational Management Rhonda Filmer Twice- Exceptional Educational Consultancy, NSW, Australia My

More information

Behavior Rating Inventory of Executive Function. Self-Report Version BRIEF -SR. Interpretive Report. Developed by

Behavior Rating Inventory of Executive Function. Self-Report Version BRIEF -SR. Interpretive Report. Developed by Behavior Rating Inventory of Executive Function Self-Report Version BRIEF -SR Interpretive Report Developed by Peter K. Isquith, PhD, Gerard A. Gioia, PhD, Steven C. Guy, PhD, and PAR Staff Client Information

More information

Attention-Deficit/ Hyperactivity Disorder

Attention-Deficit/ Hyperactivity Disorder Attention-Deficit/ Hyperactivity Disorder NICHCY Disability Fact Sheet #19 Updated March 2012 Mario s Story Mario is 10 years old. When he was 7, his family learned he had AD/HD. At the time, he was driving

More information

Screening Instruments at a Glance Name of Instrument Description/Purpose/Use Ages Method(s) Administration Cost Ordering Information

Screening Instruments at a Glance Name of Instrument Description/Purpose/Use Ages Method(s) Administration Cost Ordering Information Name of Instrument Description/Purpose/Use Ages Method(s) Administration Cost Ordering Information SDQ = Strengths & Difficulties Questionnaire (Goodman, 2001) Brief behavioral screening questionnaire

More information

Clinical Practice Guidelines: Attention Deficit/Hyperactivity Disorder

Clinical Practice Guidelines: Attention Deficit/Hyperactivity Disorder Clinical Practice Guidelines: Attention Deficit/Hyperactivity Disorder AACAP Official Action: OUTLINE OF PRACTICE PARAMETERS FOR THE ASSESSMENT AND TREATMENT OF CHILDREN, ADOLESCENTS, AND ADULTS WITH ADHD

More information

AUTISM SPECTRUM RATING SCALES (ASRS )

AUTISM SPECTRUM RATING SCALES (ASRS ) AUTISM SPECTRUM RATING ES ( ) Sam Goldstein, Ph.D. & Jack A. Naglieri, Ph.D. PRODUCT OVERVIEW Goldstein & Naglieri Excellence In Assessments In Assessments Autism Spectrum Rating Scales ( ) Product Overview

More information

Sally Sample 24 August 2010

Sally Sample 24 August 2010 candidate interview report Sally Sample 24 August 2010 preface The RPMQ is a self-report questionnaire designed to measure characteristics that are important in the occupational setting. These characteristics

More information

Disruptive Mood Dysregulation Disorder

Disruptive Mood Dysregulation Disorder The Center for Counseling Practice, Policy, and Research counseling.org/practice_briefs 703-823-9800 x324 Disruptive Mood Dysregulation Disorder Brandy L. Gilea Ph.D. and Rachel M. O Neill Ph.D., Walden

More information

The Prevalence of ADHD and LD in Children with Hearing Loss

The Prevalence of ADHD and LD in Children with Hearing Loss The Prevalence of ADHD and LD in Children with Hearing Loss Krista R. Biernath MD, Susanna N. Visser PhD, W. June Holstrum PhD Centers for Disease Control and Prevention National Center on Birth Defects

More information

Child Welfare Trauma Referral Tool

Child Welfare Trauma Referral Tool Module 4, Activity 4F; Module 4, Activity 4G Child Welfare Trauma Referral Tool This measure is designed to help child welfare workers make more trauma-informed decisions about the need for referral to

More information

DSM-5: A Comprehensive Overview

DSM-5: A Comprehensive Overview 1) The original DSM was published in a) 1942 b) 1952 c) 1962 d) 1972 DSM-5: A Comprehensive Overview 2) The DSM provides all the following EXCEPT a) Guidelines for the treatment of identified disorders

More information

Diagnostic Criteria. Diagnostic Criteria 9/25/2013. What is ADHD? A Fresh Perspective on ADHD: Attention Deficit or Regulation?

Diagnostic Criteria. Diagnostic Criteria 9/25/2013. What is ADHD? A Fresh Perspective on ADHD: Attention Deficit or Regulation? What is ADHD? A Fresh Perspective on ADHD: Attention Deficit or Regulation? The Transition from Disorder to Traits Thor Bergersen M.D. Founder, ADHD Boston www.adhdboston.com Attention Deficit/Hyperactivity

More information

ADHD and School Failure

ADHD and School Failure ADHD and School Failure Your child isn t doing well in school. Actually, she/he s never done very well, but it s getting worse as schoolwork gets more challenging every year. What do you do? Here are some

More information

Every person with ADHD has a unique portrait.

Every person with ADHD has a unique portrait. Every person with ADHD has a unique portrait. Now you can see it objectively. The Quotient ADHD System accurately measures motion and analyzes shifts in attention state to give an objective picture of

More information

Classroom Interventions for Attention Deficit/Hyperactivity Disorder

Classroom Interventions for Attention Deficit/Hyperactivity Disorder Classroom Interventions for Attention Deficit/Hyperactivity Disorder This packet focuses on classroom intervention strategies to enhance the learning environment for students with attention deficit/hyperactivity

More information

UNDERSTANDING AND LEARNING ABOUT STUDENT HEALTH

UNDERSTANDING AND LEARNING ABOUT STUDENT HEALTH Teacher Workshop Curriculum UNDERSTANDING AND LEARNING ABOUT STUDENT HEALTH Written by Meg Sullivan, MD with help from Marina Catallozzi, MD, Pam Haller MDiv, MPH, and Erica Gibson, MD UNDERSTANDING AND

More information

Using Individual Behaviour Support Plans

Using Individual Behaviour Support Plans Using Individual Behaviour Support Plans An individual behaviour support plan, which documents supports and strategies based on students unique and individual characteristics, will benefit students with

More information

Autism Spectrum Disorders and Comorbid Conditions. Judith Miller, PhD January 2012

Autism Spectrum Disorders and Comorbid Conditions. Judith Miller, PhD January 2012 Autism Spectrum Disorders and Comorbid Conditions Judith Miller, PhD millerj3@email.chop.edu January 2012 Educational Objectives Discuss the most frequent comorbid psychiatric conditions Describe the process

More information

ADHD HOS FØRSKOLEBARN H E I D I A A S E, PHD N A S J O N A L T F O L K E H E L S E I N S T I T U T T

ADHD HOS FØRSKOLEBARN H E I D I A A S E, PHD N A S J O N A L T F O L K E H E L S E I N S T I T U T T ADHD HOS FØRSKOLEBARN H E I D I A A S E, PHD N A S J O N A L T F O L K E H E L S E I N S T I T U T T OUTLINE ADHD in preschool: why is it important? Assessment Symptoms of ADHD vs normal diversity in preschool

More information

Irritability and DSM-5 Disruptive Mood Dysregulation Disorder (DMDD): Correlates, predictors, and outcome in children

Irritability and DSM-5 Disruptive Mood Dysregulation Disorder (DMDD): Correlates, predictors, and outcome in children Irritability and DSM-5 Disruptive Mood Dysregulation Disorder (DMDD): Correlates, predictors, and outcome in children Ellen Leibenluft, M.D. Chief, Section on Bipolar Spectrum Disorders National Institute

More information

Oppositional Defiant Disorder Handout for Professionals. By Timothy M. Wagner

Oppositional Defiant Disorder Handout for Professionals. By Timothy M. Wagner Oppositional Defiant Disorder Handout for Professionals By Timothy M. Wagner Eric: An oppositional defiant disorder case study This school sucks, and you can t tell me what to do anymore! seven-year-old

More information

Autism and Intellectual Disabilities

Autism and Intellectual Disabilities Autism and Intellectual Disabilities (DSM IV & V) Accessibility Politecnico di Milano Autism (I) A total of six (or more) items from (A), (B), and (C), with at least two from (A), and one each from (B)

More information