Opinion ID: 3012611
Heading Depth: 4
Heading Rank: 1

Heading: Marked impairment in age-appropriate

Text: cognitive/communicative function . . . . b. Marked impairment in age-appropriate social function . . . . c. Marked impairment in age-appropriate personal function . . .. d. Marked difficulties in maintaining concentration, persistence, or pace . . . . 20 C.F.R. pt. 404, subpt. P, app. 1. 8 found that Sykes had: (1) moderate limitations in cognitive/communicative development; (2) slight limitations in motoring functioning; (3) marked limitations in social functioning; (4) slight limitations in personal functioning; (5) and moderate limitations in concentration, persistence, or pace. Since the child’s condition must result in either “extreme” limitations in one area or “marked” limitations in two areas to be functionally equivalent to the listed impairment, the ALJ determined that Sykes’s condition does not meet the criteria. 20 C.F.R. §416.926a(a). Hall challenges the ALJ’s findings in cognitive/communicative development, social functioning, and concentration, persistence, or pace. First, Hall asserts that the evidence does not support a finding that Sykes had moderate limitations in cognitive/communicative development. She emphasizes that Sykes was placed in a full-time learning support program at school. The ALJ decision did mention, however, that Sykes was in special education class. The ALJ also discussed the psychological assessment report by Dr. Maroney. She determined Sykes’s IQ as 81, which put him in low average intelligence. The records also show that another psychologist, Dr. Sapol, reported that Sykes’s academic functioning was not a significant problem. In addition, under the regulations the ALJ may give more weight to the standardized test than Sykes’s school performance. They provide that “cognitive function can be measured by standardized tests of intelligence, although the appropriate instrument 9 may vary with age. A primary criterion for limited cognitive function is a valid verbal, performance, or full scale IQ of 70 or less.” 20 C.F.R. Pt. 404, Subpt. P, App. 1. On the other hand, “although grades and the need for special education placement are relevant factors which must be considered in reaching a decision . . . , they are not conclusive. There is too much variability from school district to school district in the expected level of grading and in the criteria for special education placement to justify reliance solely on these factors.” 20 C.F.R. Pt. 404, subpt. P, App. 1. Thus, substantial evidence supports the ALJ’s finding that Sykes’s cognitive/communicative function is moderately limited. Next, Hall contends that Sykes’s social function is extremely limited, not markedly limited as the ALJ determined. She testified during the ALJ hearing that Sykes was violent and did not get along with his siblings or friends. In his decision, the ALJ properly considered this testimony but noted Hall’s acknowledgment that some of Sykes’s fights with his siblings were triggered by teasing. Hall’s own testimony also shows that Sykes often exhibits destructive behavior after his drug addict mother’s visits. More importantly, the school reports submitted to the ALJ inform that Sykes was “cooperative,” “got along with his classmates,” and was “liked by peers.” The regulation guideline provides that “problems in social functioning, especially in the area of peer relationships, are often observed firsthand by teachers and school nurses . . . . [S]chool records are an excellent source of information concerning function and standardized testing and should always be sought for school-age children.” 20 C.F.R. 10 Pt. 404, subpt. P, App. 1. Accordingly, the ALJ had ample justification to find that Sykes’s social functioning is not extremely limited. Hall finally argues that Sykes’s ability to concentrate, persist at a task, and his pace doing his tasks are more than moderately limited. Again, the ALJ discussed Hall’s testimony that she had to supervise Sykes closely in completing household chores. But he gave considerable weight to the school reports stating that Sykes had adequate ability to complete his assignments and did do so.