Elizabeth's life

Cognitive surgery. Elizabeth's cognitive functioning level has been assessed to be within borderline range. Strengths were demonstrated in the areas of short-term auditory memory, common sense, social judgment, and facility with numbers. Weaknesses were famed in the expertness to define words, understanding simple associations and relationships, floor of abstract thinking, fund of information, and verbal concept formation. Visual-motor integration ability was typical of a 5-6 to 5-8 year old child. base trouble: Borderline intellectual range (and possible brain lesion or deficient embryonic development) hinders acquisition of concepts and relationships; limits acquisition of communicative forms; and impairs visual-motor integration.

adaptative behaviors. The child's self-help skills appear to be age appropriate. However, her socialization skills are poor. She has obstacle relating to her peers and is frequently involved in arguments. The teacher reports that she "has difficulty functioning in the classroom and is defiant at times. She often lead refuse to obey any adult authority." Basic fuss: Aggressivity ( provoke/hostility) and poor adaptive skills to both peers and adults render socialization and self-confidence very difficult.

Personal/social development. Elizabeth presents as an oppositional youngster with a tendency to be uncompromising and inflexible. She appears to be lacking self-control, a

nd has difficulty in judge authority. She can be extremely disrespectful towards adults. The neuro-psychiatric evaluation indicates that "Elizabeth has vestigial anger and hostility. She is emotionally labile and impulsive. She has had a great learn of acting out behavior. She does not listen in direct or at home. She basically tends to be a very lonely girl. She acts out her anger and hostility fairly directly. She presents features of Oppositional Disorder." Basic problems: Poor personal acceptance hindering social development.

Lability and impulsiveness are probably due to high level of frustration and to anger towards an abusive adult society, but borderline intellectual expertness and possible brain lesion should not be eliminated from total diagnosis. On the positive side, her acting out anger and hostility portends vigorous for a successful therapeutic intervention.

AN EMOTIONALLY DISTURBED PREPSYCHOTIC BOY

Alan was notice in the test situations by the clinicians, and at school by teachers, university?graduate students, and one Center counselor, for a total of 18 hours. The consensus was that the child displayed withdrawal and asocial behaviors which, upon excessive frustration, would surge into peaks of rampageous uncontrolled aggressive nonverbal behavior which would subside as rapidly as they had exploded. After such infrequent episodes, Alan was calm, as if nothing had happened; in fact, as a teacher stupefy it: "He was zombie-like for the following five minutes". In class, he mostly paid attention to the instruction and performed, if not outstandingly and steadily, at least within the teacher's expectations for her pupils.

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