Brain Enhancement Program Research Study Project II

ID BEP#08007

Diagnose : Autism and ADHD
Age : 13 Years Old/ 1996

Data source :

This assessment is for BEP Research Study Project II purpose and based upon the following sources:

  • Review of BEP#08007 School 2007 I.E.P. and school based assessment
  • Four of progress questionnaires from Parent (8/19/08, 9/21/08,10/19/08,11/02/08)
  • Interview with Parent (10/16/2008)
  • BEP Brain Function Test Report

This evaluation report is focused on the improvement of the ability in brain functions, but no focuses on academic areas.

Start Date : August 19, 2008
Before Treatment/Baseline : August, 2008

  • BEP#08007 looks at or comes when his name is called.
  • Is willing to try to speck new sentences.
  • Will be able to use words or signs for items he needs.
  • Will ask for help when he needed.
  • Will exchange greetings
  • He is easily distracted.
  • Has difficulty sustaining attention span for most tasks in play, school and home.
  • Has difficulty shifting attention from subject to subject.
  • Has difficulty following through on tasks or instructions.
  • Makes careless mistakes, poor attention detail
  • Has trouble sitting still
  • Is excessive and impulsive in speaking bad words.
  • Is restless or hyperactive
  • Has a tendency toward compulsive behavior
  • Is negative
  • Is angry or aggressive
  • Is sensitive to sound and touch.
  • Poor emotional control
  • Has tendency repeated words said by others.
  • Plays with toy consistent with an identifiable item.
  • Intends to be physically near others with engaging in disruptive behavior.
  • Has difficulty with listing to other's explanations.
  • Difficult with changes.
  • Inflexible.

During Treatment : First Progress Report, November 02, 2008

Overall improving areas: BEP#08007 is increasing attention span, flexible, comprehension, learning speed.

  • BEP#08007 has improved his tolerance to let go his favorite toy garbed by other.
  • Improving in his comprehensive in the areas of language and recognized boy language.
  • Improving in organized personal belongings in his living area.
  • Preparing his own stuffs and ready to go out with parent.
  • Improving in sequential processing. (step-by-step)
  • Increasing reading speed.
  • Better concept of time management.
  • Slightly improves in his problem-solving skills, he can handle things that relate to the same activity.
  • Improving in prompt response with answer the questions and the reactions.
  • Increasing using proper words and sentences spontaneously
  • Improving waiting in turn.
  • Not improving with changes.
  • Has tendency to react more reasonable response; it compared with the similar situation occurred as before.
  • Slightly improves his emotional control.
  • Reducing temple tantrum frequencies.
  • Increasing learning speed.
  • Improving in hand writing skills.
  • Is still takes bad words.
  • Does not have chance to observe his following complicated body movements skills.
  • Does no have chance to observe his interaction with other students at school.

Parents' Observation : January 11, 2009

Speech/Language/Communication Skills:
He will be able to communicate with simple sentences: what's your name?
How old are you? Where are you living?

Sociability: He plays computer games with peers at school, and plays hid-and-see with
friends at school break time.

Behavior: Parent talked loud, his responses with loud and screaming.
He has difficulty in controlling his emotion, and he talks bad words.