ACADEMIC UNDERACHIEVEMENT

CLIENT PRESENTATION

1. History of Underperformance (1)*
   1. The client’s teachers and parents report a history of overall performance that is below the client's chronological age, given the client's measured intelligence or performance on standardized achievement tests.
   2. The client verbally admitted that their academic performance is below their chronological age.
   3. The client has started to assume more responsibility for increasing academic performance to an age-appropriate level.
   4. The client has taken active steps (e.g., studying at routine times, seeking outside tutor, consulting with the teacher before or after class) to improve academic performance.
   5. The client's academic performance has improved to a level expected for their chronological age.
2. Academic Underachievement (2)
   1. The client's teachers and parents reported a history of academic performance that is below the expected level given the client's measured intelligence or performance on standardized achievement tests.
   2. The client verbally admitted that their current academic performance is below their expected level of functioning.
   3. The client has started to assume more responsibility for completing their school and homework assignments.
   4. The client has taken active steps (e.g., studying at routine times, seeking outside tutor, consulting with teacher before or after class) to improve their academic performance.
   5. The client's academic performance has improved to their level of capability.
3. Incomplete Homework Assignments (3)
   1. The client has consistently failed to complete their classroom or homework assignments in a timely manner.
   2. The client has refused to comply with parents' and teachers' requests to complete classroom or homework assignments.
   3. The client expressed a renewed desire to complete their classroom and homework assignments on a regular basis.
   4. The client has recently completed their classroom and homework assignments on a consistent basis.
   5. The client's regular completion of classroom and homework assignments has resulted in higher grades.
4. Disorganization (4)
   1. Parents and teachers described a history of the client being disorganized in the classroom.
   2. The client has often lost or misplaced books, school papers, or important things necessary for tasks or activities at school.
   3. The client has started to take steps (e.g., using planner or agenda to record school/homework assignments, consulting with teachers before or after school, scheduling routine study times) to become more organized at school.
   4. The client's increased organization abilities have contributed to their improved academic performance.
5. Poor Study Skills (5)
   1. The parents and teachers reported that the client has historically displayed poor study skills.
   2. The client acknowledged that their lowered academic performance is primarily due to their lack of studying.
   3. The client has recently spent little time studying.
   4. The client reported a recent increase in studying time.
   5. The client's increased time spent in studying has been a significant contributing factor to their improved academic performance.
6. Procrastination (5)
   1. The client has repeatedly procrastinated or postponed doing their classroom or homework assignments in favor of engaging in social, leisure, or recreational activities.
   2. The client has continued to procrastinate doing their classroom or homework assignments.
   3. The client agreed to postpone social, leisure, or recreational activities until they have completed their homework assignments.
   4. The client has demonstrated greater self-discipline by completing homework assignments before engaging in social, leisure, or recreational activities.
   5. The client has achieved and maintained a healthy balance between accomplishing academic goals and meeting their social and emotional needs.
7. Lack of Motivation (6)
   1. The client verbalized little motivation to improve academic performance.
   2. The client has often complained of being bored with or disinterested in schoolwork.
   3. The client verbally acknowledged that their academic performance will not improve unless they show more interest and put forth greater effort.
   4. The client has shown more interest in schoolwork and put forth greater effort.
   5. The client's renewed interest and motivation have contributed to improved academic performance.
8. Depression (7)
   1. The client's feelings of depression, as manifested by their apathy, listlessness, and lack of motivation, have contributed to and resulted from their low academic performance.
   2. The client appeared visibly depressed when discussing their lowered academic performance.
   3. The client expressed feelings of happiness and joy about their improved academic performance.
   4. The client's academic performance has increased since their depression has lifted.
9. Low Self-esteem (7)
   1. The client's low self-esteem, feelings of insecurity, and lack of confidence have contributed to and resulted from their lowered academic performance.
   2. The client displayed a lack of confidence and expressed strong self-doubts about being able to improve their academic performance.
   3. The client verbally acknowledged their tendency to give up easily and withdraw in the classroom when feeling insecure and unsure of themselves.
   4. The client verbalized positive self-descriptive statements about their academic performance.
   5. The client has consistently expressed confidence in their ability to achieve academic goals.
10. Disruptive/Attention-seeking Behavior (8)
    1. The client has frequently disrupted the classroom with their negative attention-seeking behavior instead of focusing on their schoolwork.
    2. The parents have received reports from teachers that the client has continued to disrupt the classroom with their negative attention-seeking behavior.
    3. The client acknowledged that they tend to engage in disruptive behavior when they begin to feel insecure or become frustrated with their schoolwork.
    4. The client has started to show greater self-control in the classroom and inhibit the impulse to act out in order to draw attention to themselves.
    5. The client has demonstrated a significant decrease in their disruptive and negative attention-seeking behavior.
11. Low Frustration Tolerance (8)
    1. The client has developed a low frustration tolerance, as manifested by their persistent pattern of giving up easily when encountering difficult or challenging academic tasks.
    2. The client's frustration tolerance with their schoolwork has remained very low.
    3. The client has started to show improved frustration tolerance and has not given up as easily or as often on their classroom or homework assignments.
    4. The client has demonstrated good frustration tolerance and consistently completed their classroom/homework assignments without giving up.
12. Test-taking Anxiety (9)
    1. The client described a history of becoming highly anxious before or during tests.
    2. The client's heightened anxiety during tests has interfered with their academic performance.
    3. The client shared that their test-taking anxiety is related to fear of failure and of being met with disapproval or criticism by significant others.
    4. The client has begun to take steps (e.g., using deep breathing, making positive self-statements, challenging irrational thoughts) to reduce their anxiety and feel more relaxed during the taking of tests.
    5. The client reported a significant decrease in the level of anxiety while taking tests.
13. Excessive Parental Pressure (10)
    1. The client has viewed their parents as placing excessive or unrealistic pressure on them to achieve academic success.
    2. The parents acknowledged that they have placed excessive or unrealistic pressure on the client to achieve academic success.
    3. The parents denied placing excessive or unrealistic pressure on the client to achieve; instead, they attributed the client's lowered academic performance to their lack of motivation and effort.
    4. The client reported that the parents have decreased the amount of pressure that they have placed on the client to achieve academic success.
    5. The parents have established realistic expectations of the client's level of capabilities.
14. Excessive Criticism (10)
    1. The client described the parents as being overly critical of their academic performance.
    2. The client expressed feelings of sadness and inadequacy about critical remarks that their parents have made in regard to their academic performance.
    3. The client acknowledged that they deliberately refuse to do school assignments when they perceive the parents as being overly critical.
    4. The parents acknowledged that they have been overly critical of the client's academic performance.
    5. The parents have significantly reduced the frequency of their critical remarks about the client's academic performance.
15. Family History of Academic Problems (11)
    1. The client and parents described a family history of academic problems and...