Psychological Case Study Report

Should a clinical diagnosis be identified, the school becomes eligible for funding that Nil support an Integration Aide to work with Jenny one on one. In addition to a clinical assessment, t he school has requested guidance as to managing Jenny in class and how to maximize her learning opportunities. Rhea school has also requested a separate 1 page summary of advice and guidance of r Jenny’s parents so as the school and Jenny’s parents can work on a shared understanding of how best to assist Jenny in her schooling.

Background information Parent report (provided by Jenny’s mother, June) 0 neon is the youngest of 2 children (she has a brother Johnny, 3 years her senior, who is in Grade 5 at Decking Primary School). Johnny is developing typically and, in fact, is coins Deere an excellent student and a well -adjusted child.

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0 lens parents mm and June) report being happily married, and are both 37 years 01 0 Jim works full-time as a civil engineer, and June works part- time as an accountant. Neither parent reports any medical or psychological difficulties Ellen has “always been a more difficult child” than Johnny (I. . More unsettled, harder r to feed, sleeping issues, delayed talking, toilet training etc. Ellen has always been “highly sensitive” and “anxious” with a strong preference for “t hangs to stay the same”. 0 Jenny LOVES using computers (and ‘Phones, pads etc.

.. ) lens doctor has ruled out any medical problems and told June not to worry as child Rene usually “grow out of these kinds of problems”. Ellen “cracks it” when she is prevented from using the computer (e. G. While having did inner), or “told off for endlessly talking about (or singing songs from) TV program, ‘The Voice’.

June reports Jenny is “obsessed with” ‘The Voice’. Teacher report (also see CB- Teacher Report Form: ADSM-Oriented scales) 0 neon easily distracted in class. Will seemingly at random, Just “down pens and start Nailing around, talking to some student or other” 0 Only interested in very few tasks (such as computers). Other tasks require the teach r to spend inordinate amounts of time solely with Jenny Just to get her to keep on track. W Ellen is pushed too hard, she lashes out verbally saying “I hate you” to the teacher repeatedly.

Sometimes, she will burst into tears and lie on the ground crying and scar naming. Ellen doesn’t seem motivated by praise and punishment in the same way as other chi elder. Teacher reports being “exasperated” that she “Just can’t get through to her”. Enders if Jenny’s parents perhaps don’t provide enough structure or discipline at h but teacher acknowledges this is unlikely given she has also taught Jenny’s brother w ho is exceptionally bright and well behaved) Behavioral observations Ellen presented to your office with her mother for assessment. neon appeared initially shy and disengaged (poor eye contact, did not say ‘Held’), buy Neared as the session went on and appeared quite happy through most of the asses neon was extremely talkative at times to the point where it was interfering with test protocol. 0 lens main area of conversation related to the TV show ‘The Voice’ and the behave r of the contestants and Judges, particularly, Joel Madden.

She was not able to articulate interest in anything else during the session and could not be tempted away from this topic. Ellen would often ignore your questions and requests and simply pursue whatever it was she was interested in doing/ talking about at that moment which was typically playing randomly with objects in your office whilst simultaneously talking about (or singing so gas from) ‘The Voice’. Ellen did not seem to find your Jokes funny as she did not laugh at them (although SSH did laugh occasionally as she worked with test materials). She did not answer you when y o asked her what was funny. Test’s administered: 1.


Child Behavior Checklist -Teacher Report Forms: ADSM-Oriented Scales only (a) C- ref profile: Completed by Jenny’s Prep teacher in term 1, 2011 (b) ref profile: Completed by Jenny’s current grade 2 teacher 3. Childhood Autism Rating Scale. Rests administered 29th June, 2 with the exception of C-TURF (see above) 7 years 1 months WISE-IV scores – see below CB: TREE and C-TURF: ADSM- Oriented scales (access on Cloud) CARS score = 30 Information for the cognitive testing of Jenny. Low you will find a “test results” section for Jenny’s WISE- IV results. This section has been written in order to give you a guide to how much information you should dedicate in your rep rot to her cognitive results.

It has been written in a more technical way than you should include in your report. You will need to rewrite this section in your own words. Vow have been given supplementary information to assist you in this task. Included I information describing what the subtest measure, classifications for scores and percentiles.

Info urination in the lectures and tutorials on assessment of intelligence will also assist you. 2 Test Results Overall Intellectual functioning On a global IQ measure Jenny received a score of 76 this score was in the borderline range for her age.

Verbal Comprehension a score of 89. Perceptual reasoning ability a score of 77. There was no abnormal difference between these areas. Verbal Comprehension Ellen score on the Similarities subtest was a score of 8 and is in the average range. Her score on ask vocabulary 7 which is low average.

Comprehension was also in the average rang (9). Her score on the information subtest was 7 and Word reasoning was 8. Jenny’s overall perform once on verbal tasks is significantly higher than on other cognitive domains. The pattern of her per romance is indicative of lower ability on crystallized tasks than on fluid measures. Perceptual Reasoning Jenny’s scores on the performance subtest of the WISE- IV ranged were quite uniform.

Her score on the Block Design subtest was 7 as was her performance on Picture Completion.

Score s of 7 are in the low average range. Her scores on the other two subtest of Picture Concepts and Matrix Reasoning were both 6. Jenny seemed to lose focus on many occasions throughout t hose tests. She Mould often get distracted and begin talking about her favorite television show. Jean NY also had difficulty working under time pressure.

Attention Ellen scored in the borderline to low average range on tests measuring attention on t he WISE-IV. Her poorest performance was on these tests.

Jenny’s behavior during testing would seem to suggest that she is easily distracted. She tends to be impulsive and has difficulty NIH biting her behavior. Processing Speed Ellen performed in the low average (Cancellation and Coding) to average range (Sum boll Search) on tasks of processing speed. Supplementary information on the WISE-IV MASC.

-IV Verbal Comprehension Subtest Similarities measures verbal reasoning and concept formation. It also involves audit comprehension, distinction between nonessential and essential features, and verbal expression.

This test requires the child to identify the similarity between two extension fly dissimilar items (words presented orally to the child) Vocabulary measures the child’s word knowledge and verbal concept formation. For t picture items, the child is required to name the pictures in the stimulus book. For the verbal items, the child is required to give definitions for words the examiner reads aloud. Sc ores on the vocabulary subtest are influenced by reading ability and school- based learning.

Comprehension measures the child’s verbal reasoning and conceptualization, verbal comprehension, and verbal expression.

This test requires the child to answer quests ones based on his or her understanding of general principles and social situations. Information measures a child’s understanding of general knowledge. Like the vocals Larry subtest, it is influenced by exposure to culture and educational opportunities Nor Reasoning Word Reasoning has 24 items in which the child is asked to identify t common concept being described in a series of clues. It measures verbal reasoning, deductive reasoning, distinction between nonessential and essential features, and eve Arab expression.

WISE IV Perceptual Reasoning Subtest Block Design measures the child’s ability to analyze and synthesize abstract visual stimuli. This test requires the child to view a constructed model or a picture in the SST mulls book, and use red-and-white blocks to re- create the design within a specified time limit. Picture Concepts measures abstract, categorical reasoning ability. The child is press need Ninth two or three rows of pictures and chooses one picture from each row to form a g roof with a common characteristic.

Matrix Reasoning measures tulip intelligence and provides a reliable estimate to gene nonverbal intelligence. This test requires the child to view an incomplete matrix and select the missing portion from 5 response options.

Picture Completion measures attention to visual details and visual discrimination. Chi Rene need to be able to distinguish between essential and non- essential details of a picture. WISE IV Working Memory Subtest Digit Span measures auditory short- term memory, sequencing skills, attention, and concentration.

The Digit Span Forward task requires the child to repeat numbers in t same order as read aloud by the examiner. Digit Span Backward requires the child t repeat the numbers in the reverse order of that presented by the examiner. Letter- Number Sequencing measures sequencing, mental manipulation, attention, short- term auditory memory, visual- spatial imaging, and processing speed.

It requires the child to dead a sequence of letters and numbers and recall the numbers in ascending order a ND the letters in alphabetical order.

Arithmetic measures verbal arithmetic, short- term auditory memory and working memory. It requires the child to listen to a verbal arithmetic problem and work out the answer in their head MASC. IV Processing Speed Subtest Coding measures the child’s short- term memory, learning ability, visual perception, visual- motor coordination, visual scanning ability, cognitive flexibility, attention, and motivate on. It requires the child to copy symbols that are paired with simple geometric shapes or embers.

Symbol Search measures processing speed, short- term visual memory, visual-motor coordination, cognitive flexibility, visual discrimination, and concentration. This test requires the child to scan a search group and indicate whether the target symbol(s) matches any of the symbols in the search group within a specified time limit. Cancellation measures visual scanning, visual- motor coordination, concentration, visual discrimination and freedom from destructibility Nacelles, D. (2003). Manual for the Heckler Intelligence Scale for Children Edition. San Antonio: The Psychological Corporation.

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