Opinion ID: 3003498
Heading Depth: 3
Heading Rank: 3

Heading: Interacting and relating with others

Text: Interacting and relating with others refers to how well the child initiates and sustains emotional connections with others, cooperates with others, complies with rules, responds to criticism, and respects and takes care of the possessions of others. 20 C.F.R. § 416.926a(i). An adolescent should be able to initiate and develop friendships with same-aged children, relate appropriately to other children and adults, and begin to be able to solve No. 08-2491 13 conflicts between himself and peers or family members or other adults. 20 C.F.R. § 416.926a(i)(2)(v). The child should be able to express his feelings and follow social rules for interaction and conversation. Id. The ALJ found LG’s ability to interact socially was not “completely impaired.” The ALJ found that LG socializes with friends in the neighborhood and gets along relatively well with his family, save for arguments with his sister over use of the phone. The ALJ noted that Ms. Hopgood testified that there were no significant problems with his behavior except a tendency to become quickly grumpy, moody, or rebellious. The ALJ acknowledged that LG’s behavior escalated in April 2006, evidenced by several suspensions, but that it improved with medication according to Dr. Semon. The ALJ also noted LG leaves class and wanders the halls, but that his eighth grade teachers said he is a good worker and can understand concepts when focused. Finally, the ALJ stated records showed LG could behave acceptably, but that he often was not motivated to do so. Ms. Hopgood asserts that the ALJ’s conclusion that he was not “completely impaired” misstates the regulations, which require only a serious interference. Ms. Hopgood also contends that the ALJ blamed LG for his problems when he found LG was not “motivated” to comport his behavior. Ms. Hopgood finally argues the ALJ ignored favorable portions of doctors’ and teachers’ reports relating to this domain and ignored Ms. Hopgood’s testimony about his behavior problems that resulted in suspensions and a call to police. The Commissioner 14 No. 08-2491 counters that the ALJ aptly described LG, and not the legal standard, as not “completely impaired.” The Commissioner also maintains that the ALJ did not have to fully discuss teachers’ and doctors’ reports, because his findings were consistent with the reports that indicated LG had only “slight” or “obvious” problems in this domain. Ms. Hopgood is correct that the regulations do not require a complete impairment, only serious interference, to qualify as a marked limitation, see 20 C.F.R. § 416.926a(e)(2)(i), but we are not convinced that the ALJ’s statement referred to the regulations themselves and not merely his analysis of LG’s limitations. Although the ALJ stated LG’s behavior could be different if he was motivated, he did not point to any evidence demonstrating this. In fact, LG had been prescribed medication since 2004, but even the medication did not ameliorate his behavior as shown through his continued fights and multiple suspensions. The ALJ’s conclusion that eighth grade teachers reported that LG could be a good worker if he remained focused ignores the evidence that shows LG could not focus because of his ADHD. For example, in the same report to which the ALJ referred, the teacher wrote that LG’s disability affected his involvement and progress with the curriculum and that his attention span, inability to focus and impulsivity interferes with his learning. The ALJ failed to explain how this and other favorable portions of the record did not persuade him that LG was disabled. See Giles, 483 F.3d at 488. Although the ALJ pointed to Dr. Semon’s opinion that LG was better No. 08-2491 15 on medication, the ALJ did not address a portion of Dr. Semon’s notes where he stated that Adderall was not helpful and that LG continued to be combative with his younger sister. Finally, the ALJ failed to address reports favorable to a finding of disability, including an October 28, 2004 report from one of LG’s special education teachers, Mr. Eckman. Contrary to the Com- missioner’s assertion that teachers found LG’s limitations in this domain to be “slight” or “obvious,” Mr. Eckman determined that LG had a “very serious” problem with respecting/obeying adults in authority on an hourly basis. He further reported that LG had a “serious” problem in following rules on an hourly basis and in using language appropriate to the situation and listener on a daily basis. The ALJ erred when he failed to explain why he disregarded this pertinent evidence. Murphy, 496 F.3d at 634-35.