Você está na página 1de 19

University of Calgary Applied Psychological & Educational Services (UCAPES)

Assessment, Intervention and Professional Development Trista Knoetzke, Ph.D.


____________________________________________________________________________________________________________________________________________________________

2nd Floor, Education Block (Room 281) 2500 University Drive NW Calgary, AB T2N 1N4 Tel: (403) 220-2851 Name: Age: Grade: School: Assessment Dates: Key Clinician(s): Fax: (403) 210-8712 Email: UCAPES@ucalgary.ca Parents: Address: City: Telephone: Raphael and Tracey 14 City Drive Chicago, IL (149) 555-7421
___________________________________________________________________________________________________________________________________________________________

Johnny Storm 10 Years, 9 Months 5 Home Schooled February 28th, March 11th, 18th, 2008 Angela Chaisson, M.Ed. Student

Statement of Confidentiality
All psychological assessments are confidential in nature as they contain private information, which may be used inappropriately by others. To protect the privacy and ensure confidentiality of the persons involved, please ensure that this report is only circulated to those who are considered essential to related judgments and decision-making. The intent of this report is to provide opinions and recommendations in the context of psychological intervention, educational and vocational decision-making, and any use of this report outside of that purpose should only be done with the informed consent of the parties and in consultation with the writer. REASON FOR REFERAL: Johnny was referred for a psycho educational assessment by his mother who expressed concerns regarding learning and academic difficulties. Specifically, Mrs. Storm reported that Johnny has struggled with word reading and understanding of phonetics since the beginning of school. She has concerns that Johnny occasionally demonstrates aspects of Dyslexia which may be affecting his reading ability. Another concern that was expressed by Mrs. Storm is Johnnys written expression, specifically, grammar, capitalization, and punctuation.

FACULTY OF EDUCATION
2500 University Drive N.W., Calgary, Alberta, Canada T2N 1N4 www.ucalgary.ca

Storm, Johnny 2 BACKGROUND INFORMATION: Background information was gathered from Mrs. Storm during a semi-structured interview. The BASC-Structured Developmental History (SDH) was also completed by Mrs. Storm. Johnny, a 10-year-old English speaking male, is the second of four children born to Raphael and Tracey Storm in Chicago, IL. Johnny has an older sister in Grade 7, a younger brother in Grade 3 and another sibling who is currently in pre-school. Mrs. Storm has completed her Grade 12 diploma and is a full-time educator and caretaker for her children. Mr. Storm is currently employed as an operations manager and has also completed his Grade 12 diploma. Mrs. Storm noted that neither parent had experienced academic difficulties. Johnnys older sister demonstrated many of the same difficulties as Johnny. His younger brother, who is in Grade 3 currently demonstrates behavioural issues. No history of family mental illness or psychological problems was reported. Mrs. Storm reported that the pregnancy with Johnny was planned. Johnny was born at 40 weeks gestation without complications, weighing 6 pounds, 14 ounces. Mrs. Storm consumed cigarettes 4-7 times per day throughout the pregnancy. It was noted that she experienced post-partum depression and continues to experience symptoms of anxiety. Johnny achieved the majority of developmental milestones in a typical sequence. However, he has experienced mild speech and language difficulties since an early age. He experienced reflux as an infant and underwent a surgical procedure to correct this near his 4th birthday. Johnny has experienced difficulty with his inner ears, and had myringotomy tubes placed at 18 months of age. These were reapplied when he was 3, 4.5, and 6 years old. Finally, he underwent a tympanoplasty procedure to correct a perforated ear drum when he was 2 years old. Johnny began school at Kindergarten. He continued in the public system until the end of Grade 4. Johnny received group reading assistance during this time, however, this did not appear to make significant progress. He participated in a speech and language assessment in the winter of 2005 and was found to have mild difficulties with expressive language. Johnny also received Speech and Language (SLP) support for articulation and vocabulary development. Johnny switched to a homeschooled setting for Grade 5 in September, 2007. This is the first complex assessment addressing learning and academic difficulties. ASSESSMENT METHODS: Given the referral concerns and information gathered through the interview, an evaluation of cognitive, academic, memory, visuospacial, language, attention and behavioural difficulties was conducted. This included: SEMI-STRUCTURED INTERVIEW Tracey Storm, Mother 2008 DIRECT ASSESSMENT Wechsler Intelligence Scale for Children Fourth Edition (WISC-IV) February 28th, 2008 February 28th,

Empowering People Building Strengths

Storm, Johnny 3 Wechsler Individual Achievement Test - Second Edition (WIAT-II) Childrens Memory Scale (CMS) NEPSY: A Developmental Neuropsychological Assessment Second Edition (selected subtests) (NEPSY-II) KeyMath Revised (KeyMath R) Clinical Evaluation of Language Fundamentals - Fourth Edition (CELF-4) Continuous Performance Test Second Edition (CPT-II) OTHER REPORTS Behavior Assessment for Children, Second Edition (BASC-2) (PRS- Parent Rating Scales completed by Tracey Storm) (SRP Self Report-Child completed by Johnny) February 16th, 2008 February 28th, 2008

March 11th, 2008 March 11th, 2008

March 11th, 2008 March 11th, 2008 March 18th, 2008

ASSESSMENT OBSERVATIONS: Johnny was open and engaging upon meeting the evaluators. She expressed some hesitancy regarding her participation in the assessment, but was accepting of the evaluators explanation regarding its purpose and nature. She struggled on some areas and demonstrated frustration. However, she continued to persevere throughout. It is believed that the results reported are an accurate reflection of Johnnys current skill level in the areas evaluated. ASSESSMENT RESULTS AND INTERPRETATIONS: Wechsler Intelligence Scale for Children Fourth Edition (WISC-IV): The Wechsler Intelligence Scale for Children- Fourth Edition (WISC-IV) is a standardized intelligence test consisting of a series of ten core subtests and five optional subtests designed to measure the intellectual functioning of an individual as compared to others of the same age. A Full Scale Intelligence Quotient (FSIQ) is derived from the combined results of the core subtests. The WISC-IV also provides four factor-based scores, including Verbal Comprehension, Perceptual Reasoning, Working Memory and Processing Speed. United States norms were used to score this measure. Johnnys performance on the WISC-IV indicates that his cognitive abilities are in the Low-Average range with a Full Scale Intelligence Quotient (FSIQ) at the 16th percentile. This means that his

Empowering People Building Strengths

Storm, Johnny 4 overall performance across the WISC-IV was equal to, or better than, only 16 percent of children his age. This score is considered by the test developers to be the most reliable and valid measure of overall cognitive ability. Johnnys ability to understand and use language to communicate and engage in verbal reasoning was evaluated by the Verbal Comprehension Index. Johnny obtained a composite score in the Average range at the 27th percentile, indicating that his verbal reasoning abilities around that of his same-age peers. Johnny obtained Average scores on each of the three tasks within this domain. These tasks assessed his ability to understand and express the meaning of individual words, to engage in conceptual reasoning to determine and describe how two objects or concepts are alike (e.g., how are a dog and a cat alike?), and to use prior knowledge to solve social- reasoning based questions, such as answering questions like Where do you go to buy groceries? Johnnys ability to engage in perceptual and fluid reasoning was evaluated by the Perceptual Reasoning Index, where he obtained a composite score in the Below-Average range at the 13th percentile. Johnny demonstrated Average abilities (8th percentile) on a task assessing his ability to engage in non-verbal analogical reasoning (e.g., grouping pictures with a common theme together). His performance on a task requiring him to engage in a non-verbal conceptual thinking task (e.g., completing patterns and sequences) was in the Average range (10th percentile), and his visualspatial processing abilities (e.g., using blocks to construct specific designs) were in the Extremely Low range (4th percentile). These scores indicated that Johnnys perceptual reasoning abilities are average when compared to his peers, except for his visual-spacial processing abilities, which is lower than a majority of his peers. Johnnys ability to retain and manipulate auditory information in short-term memory was evaluated by the Working Memory Index. Overall, he demonstrated an auditory working memory capacity in the Borderline range at the 6th percentile. Johnny scored in the Extremely Low range on a task requiring him to repeat strings of numbers forwards and backwards (5th percentile), and in the LowAverage range on a task that involved more complex information processing, such as repeating letters and numbers in sequential order (7th percentile). These tasks also required concentration and sustained attention, cognitive flexibility, and numerical awareness. Johnnys ability to quickly and efficiently complete simple visually-mediated cognitive tasks was evaluated by the Processing Speed Index. He obtained a composite score in the Average range at the 58 percentile, indicating that his speed of processing visual-perceptual information is comparable to that of his same-age peers. Johnny performed in the Average range on a task that required her to quickly learn and use a set of symbol associations (12th percentile) and on a task that required visual scanning, discrimination, and matching of abstract symbols (9th percentile).
th

Overall, Johnnys performance on the WISC-IV indicated that his intellectual and cognitive abilities were found to be within the Low-Average range. Johnny demonstrated his strengths within the Verbal Comprehension Index and the Processing Speed Index in comparison to the other subtests. Wechsler Individual Achievement Test Second Edition (WIAT-II):

Empowering People Building Strengths

Storm, Johnny 5 The Wechsler Individual Achievement Test Second Edition (WIAT-II) is a standardized test of achievement and functioning. The WIAT is an individually administered measure that examines performance in the areas of Reading, Mathematics, Language and Writing. These areas are combined to provide an overall achievement score. An overall composite score was not obtained as not all of the subtests were administered; however, reading, math and written language composite scores were acquired and will be reported here as well as the scores of the individual subtests. The results are comparable to the results obtained from other assessments conducted as part of the current assessment and are believed to be an accurate representation of her current academic abilities. Reading: Johnnys overall performance on tasks involving reading was in the Borderline range at the 4th percentile. This score indicates her reading achievement is equal to, or better than, only 4 percent of his peers. Johnny struggles in reading achievement relative to his peers. More specifically, he scored in the Borderline range on Word Reading, a task that evaluated his word identification skills. It was noted that Johnnys performance fell within the Low Average range for Reading Comprehension, a task that evaluated his ability to comprehend short passages, and read target words in the context of a sentence. Finally, Johnny performed in the Borderline range on the Pseudoword Decoding subtest, a task that evaluated his ability to use phonetics to sound out non-words. These scores indicate that Johnny is unable to read age- and grade-appropriate words or form meaning and understanding from what she reads at this level. Mathematics: Johnnys overall performance on tasks involving mathematics was in the Borderline range at the 4th percentile. She scored in the Borderline range on tasks involving equation solving and problem solving. Written Language: Johnnys overall performance involving written language was in the Extremely Low range at the 2nd percentile. He scored in the Extremely Low range on the spelling subtest. This score indicates Johnnys spelling achievement is equal to, or better than, 2 percent of his peers. He has difficulty with age- and grade- appropriate spelling and written expression. Childrens Memory Scale (CMS):

Empowering People Building Strengths

Storm, Johnny 6 The Childrens Memory Scale (CMS) is a standardized test that evaluates the important processes involved in learning and memory and compares performance to that of others of the same age. A general Memory Index score can be derived from the core subtests. Results are interpreted in accordance with United States Norms. Johnny completed a number of memory-based tasks that assessed his ability to consolidate, store, and retrieve newly learned information presented either visually or verbally. These tasks involved both meaningful and non-meaningful information and his ability to recall the information was assessed both immediately after learning and after a short delay. Johnnys performance across these tasks indicated that his memory abilities are in the Average range, with a General Memory Index score at the 81st percentile. Johnnys immediate memory for visually-presented information fell in the Average range at the 58th percentile. He performed within the average range on both a non-meaningful (dot patterns) material and a meaningful (faces) task. He was slightly better able to remember visually- presented information after a delay, scoring in the Average range at the 73rd percentile. Specifically, his memory for meaningful and non-meaningful information was in the Average range. When the tasks involved verbally-presented information (stories and word pairs), Johnnys ability to recall the material in an immediate timeframe fell within the Average range (66th percentile) and in the High Average range when assessed after a delay (84th percentile). It is important to note that, within the verbal domain, Jack obtained higher scores on his ability to recall the non-meaningful (e.g., reciting lists of words) over the non-meaningful (e.g., retelling stories) information, after a delay. Specifically, Johnny scored within the Average range for both word pairs and stories when assessed immediately. After a delay, Johnny performed within the Average for word pairs and in the Above Average range for stories. These results indicate that he is slightly better able to encode and retrieve information that he is required to recall after a delay and is not easily distracted by extraneous information presented within a larger, contextual format. An important distinction concerning memory is recall versus recognition memory. Recognition memory occurs when a cue is provided, such as in a multiple-choice exam where one answer is correct, whereas recall memory uses no such cue. The verbal delayed memory abilities discussed above are recall in nature. When Johnny was provided with a cue to assist in remembering verbal information, his performance was in the Average range at the 50th percentile for stories and word pairs in a delayed recognition task. These results suggest that providing Johnny with a cue to remember verbal information after a delay may help to improve his memory of the information. Johnny also completed two tasks that assessed his ability to sustain and direct attention, his speed of processing, and his working memory. He performed in the Borderline range at the 3rd percentile across these tasks. On these tasks, Johnny performed in the Low range on a task in which he had to repeat number sequences either as they were presented or in reverse order and within the Below Average range on a task requiring him to repeat sequences (e.g., counting by twos, or reciting the days of the week). In the second task, in which he had to produce various sequences, he was able to complete easier sequences accurately (such as counting to 10), but had more difficulty in completing more complex tasks, such as reciting the months of the year.

Empowering People Building Strengths

Storm, Johnny 7 Taken together, these results suggest that Johnny may have a slightly better potential for learning verbal information, particularly when it is non-meaningful, over visual information. Within the classroom context, it will be important to capitalize on his strengths by providing Johnny with the use of verbal information paired with visual aids, such as graphic organizers, wall charts, and diagrams, when he is learning new information. Extra time to consolidate information presented visually, paired will help Johnny capitalize on his memory strengths in the classroom. A Developmental Neuropsychological Assessment Second Edition (NEPSY II) The Developmental Neuropsychological (NEPSY-II) assessment is a measure of an individuals neuropsychological functioning. It incorporates six domains: Attention and Executive Functioning, Language, Social Perception, Visuospatial Processing, Memory and Learning, and Sensorimotor. Often, a clinician chooses to only administer the subtests most relevant to the individual clients needs. Attention/Executive Several subtests from the NEPSY-II were administered in order to gather more information about Johnnys attention and executive functioning. Executive functioning can be described as an individual's ability to organize their thoughts and activities, prioritize tasks, manage time efficiently, as well as plan and make decisions. The Auditory Attention subtest assessed his ability to selectively sustain auditory attention. During this task, he listened to a list of words and responded when he heard a target word. On this activity, Liam scored in the Average Range. The Response Set subtest assessed his ability to complete a similar type of task but with a much more complex set of rules. During this task, he listened to a list of words again but instead of listening for and responding to one particular word, he needed to respond differently to different words. He scored in the Average range (12th percentile) on this task. A score that measures the difference between scores on those two subtests was in the Well Below Expected Level at the 1st percentile. The Inhibition subtest was also administered in order to assess different aspects of executive functioning including inhibitory control, cognitive flexibility and self-monitoring. This subtest began with a Naming task. For this task, Johnny was asked to quickly name one of two shapes he was presented with. He obtained a score in the Average range on this task. The next task required that Johnny control an automatic response and replace it with a novel response. This task is designed to identify children at risk for impulsive behavior. When Johnny was required to inhibit his automatic response, he obtained a score in the Average range. The third task required that Johnny change his behavior based on a specific aspect of a shape (e.g., big shapes and small shapes). He had to monitor an additional piece of information in working memory and be able to apply the rule consistently throughout the task. On this task, Johnny obtained a score in the Average range. Language Johnny also completed several tasks within the language domain, in order to assess his verbal processing speed, his ability to understand multi-step directions, and his word retrieval abilities. Johnny performed in the Below Average range on a task in which she had to follow increasingly complex sets of directions, indicating that within a structured setting, he is sometimes able to attend

Empowering People Building Strengths

Storm, Johnny 8 to, process, and respond to verbal instructions at a level comparable to his same-age peers. In a speeded-naming task, however, Johnny obtained a score in the Low Average range. In this task, he was asked to rapidly name numbers and letters. Peabody Picture Vocabulary Test Fourth Edition (PPVT-4): The Peabody Picture Vocabulary Test, fourth edition (PPVT-4) is a standardized test that measures a wide-range measure of receptive vocabulary for standard English and a screening test of verbal ability. Results are interpreted in accordance with United States norms. Johnny was administered the PPVT-Form A which required him to point to a picture or recite the number associated with a picture when presented a stimulus word. Chris performed within the Low Average range at the 23rd percentile, this indicates that his receptive language is the same or better than 23 percent of his same aged peers. KeyMath- Revised (KeyMath-R): The KeyMath-R is a standardized test of mathematical skills. It is an individually administered measure that examines performance in the areas of Basic Concepts (rational numbers and geometry), Operations (addition and subtraction), and Applications (measurement and time). Johnny completed the KeyMath-Revised in order to gain a greater understanding of his mathematical strengths and areas for improvement. Johnnys overall score was in the Borderline range at the 6th percentile, indicating that she has difficulty with mathematical skills and concepts. Within the Basic Concepts domain, Johnny scored within the Borderline range at the 8th percentile. He demonstrated some difficulty with numeration (e.g., rounding, reading numbers in numerical order) scoring within the Below Average range on this subtest. Johnny scored within the Average range on the geometry subtest (e.g., identifying shapes, angles, and lines), which indicates that his geometry skills are comparable to his same aged peers. He scored within the Low Average range on a subtest that required working with rational numbers, such as working with percents. Overall, Johnny has some difficulty with numeration and rational numbers, which will likely affect his math abilities within these areas. Within the Operations domain, Johnny scored within the Borderline range at the 5th percentile. He demonstrated little difficulty with addition and division, scoring within the Average range on all both subtests. Johnny also showed some difficulty with multiplication, scoring within the Below Average range on this subtest. He had more difficulty with subtraction and mental computation, scoring with the Borderline range on these subtests. Specifically, Sally appeared to struggle with the subtraction of multi-digit numbers (especially with regrouping) and with mental computation of large numbers. On the Applications domain, Johnny scored within the Below Average range at the 9th percentile. He obtained Average scores on estimation and interpreting data (e.g., using graphs, calculating means), but struggled with measurement (e.g., using weights and measures), and problem solving, scoring in the Low Average range for both. Johnny had difficulty with time & money (e.g., reading a calendar, counting coins), scoring in the Below Average range for this subtest.

Empowering People Building Strengths

Storm, Johnny 9 Clinical Evaluation of Language Fundamentals Fourth Edition (CELF 4) Johnnys receptive vocabulary, or the ability to receive and process verbal information, was measured by the Clinical Evaluation of Language Fundamentals Fourth Edition. Selected subtests from the CELF-4 were chosen to query Johnnys receptive language abilities. Overall, Johnny scored in the Borderline range for Receptive Language (5th percentile). These results suggest that Johnny struggles to receive and process verbal information and he will likely demonstrate difficulties on tasks where he is required to understand directions or synthesize verbal information. Conners Continuous Performance Test II (CPT II V.5) The Conners Continuous Performance Test II (CPT) was designed for use in detecting difficulties with inattention, especially that of attention deficit hyperactivity disorder. This test requires the respondent to view alphabet letters appearing on the computer screen, with the requirement that the test-taker press the space bar for all letters except X. The letters and the Xs appear at varying rates and the task occurs for approximately fifteen minutes. The Confidence Index, as denoted immediately below, indicates the degree of fit with most clinical samples (e.g., ADHD) versus those without a clinical problem. The Connors Continuous Performance Test II (CPT II) was administered to assess inattention. Results indicated Johnnys Commission errors were in the markedly atypical range which suggests impulsivity and inattention. Johnnys performance indicated he had difficulty with detectability, suggesting inattention. Behavior Assessment System for Children (BASC-2) The Behavior Assessment System for Children (BASC-2) is an assessment tool that evaluates the behavior and self-perceptions of children ages 4 to 18 years. It measures numerous aspects of behavior and personality including positive (adaptive) as well as negative (clinical) dimensions. The BASC-2 provides information about a student from a variety of sources, allowing for a more complete understanding of the student. On the BASC-2, scores that fall in the Clinically Significant range suggest a high level of maladjustment. Scores in the At-Risk range identify either a significant problem that may not be severe enough to require formal treatment or the potential of developing a problem that needs careful monitoring. The Behavioral Assessment for Children, Second Edition (BASC-2) was completed separately by Mrs. Storm (Johnnys mom) and Johnny himself. Mrs. Storm completed the Parent Rating Scale of the Behavioral Assessment for Children Second Edition (BASC-2), providing a measure of Johnnys potential problematic behaviours in the home setting. She rated Johnny in the Clinically Significant for Hyperactivity, Aggression, Conduct Problems, and Depression. She also rated Johnny in the At-risk range for Anxiety and Somatization.

Empowering People Building Strengths

Storm, Johnny 10 Johnny completed the BASC-2 self-report form and rated himself in the Clinically Significant range for Attitude to School, Atypicality, Locus of Control, Anxiety, Depression, Hyperactivity, and on the Emotional Symptoms Index.. He also rated himself as being in the At-risk range for Sense of Inadequacy and Attention Problems. FORMULATIONS/SUMMARY: Johnny presents as an anxious and inattentive young boy having difficulty with his academics, specifically Reading and Mathematics and Written language. He is a boy of Low Average cognitive ability, and will require extra support and accommodations in grasping new concepts and acquiring skills compared to other youth his age. Johnny demonstrated several areas of academic need for improvement. Academically, Johnny demonstrates an overall difficulty with reading, written expression and math concepts. These may adversely affect his classroom performance. It is important that Johnny and his teachers try the academic recommendations in order to ensure that Johnny is set up to meet his best academic potential. It is also important to keep in mind that Johnny is average functioning and that in order for academic success, he must have the proper accommodations in place. Information from Johnny and his mother suggest that anxiety and inattention are areas that should be monitored. Johnny also rated himself high on the depression/somatization scale. It is very important to monitor his behaviour closely. It would be beneficial to have Johnnys teacher complete the rating scale for more information. Given the results of the current assessment, Johnny meets criteria from the Diagnostic and Statistical Manual of Mental Disorders Fourth Edition Text Revised (DSM-IV-TR) for the following diagnostic categories: Axis I Axis II Axis III Axis IV Axis V 312.81 Conduct Disorder, Childhood-Onset Type (Moderate) 315.9 Learning Disorder NOS 314.9 Attention-Deficit Hyperactivity Disorder NOS None None None GAF = unknown

RECOMMENDATIONS: Based on the current assessment, the following suggestions are offered for consideration: 1. Follow up assessment: In order to continue to monitor Johnnys cognitive progress, a follow-up psycho educational reassessment is recommended in 2-3 years. This will allow for the opportunity to ensure that Johnnys academic programming and interventions are appropriate for his abilities and academic needs. Additionally, given that Johnny and his mother have expressed concern about anxiety, it will be imperative that his social-emotional stability is monitored and additional support provided should it appear as though Johnny is having additional social-emotional difficulties.

Empowering People Building Strengths

Storm, Johnny 11 2. Classroom Accommodation: To foster Johnnys attention and involvement in the learning process, the following strategies may be used: Johnny would benefit from a priority seating arrangement in the classroom. High traffic areas are often distracting, and should be minimized. Seating at the front of a group may assist in focusing Johnnys attention. Seating Johnny with positive role models in the classroom may be of benefit. This modeling will give him direction to the appropriate behaviour that is expected. Provide a stimulus-reduced area for tasks that require sustained attention, such as reading and writing. To increase manageability of large tasks, break the assignments into short steps or segments lasting no longer than 2 to 5 minutes Look for cues, including eye contact and other physical cues, to determine if Johnny is attending. If necessary, use a pre-arranged hand signal to confirm understanding. This strategy allows privacy and minimizes anxiety. Johnny would benefit from careful classroom placement with a highly structured teacher who helps students learn to plan and use their time well. Johnny may benefit from a multi-modal approach to instruction. It is recommended that directions and instruction be provided both orally and in written or picture form. This may support Johnny in understanding new concepts and allow him to refer back to directions as necessary when completing independent tasks. Provide Johnny with extra time to complete tasks or, alternatively, reduce the quantity of work required so that it can be completed in the allotted time. Vary test formats (multiple choice, short answer, matching, visuals, true/false, answering orally) and use clear, readable and uncluttered test forms Provide study guides or cue cards in advance of larger knowledge based tests A sit and move cushion could be beneficial for Johnny to help with concentration. Sit and move cushions help fidgety or under-aroused students maintain an appropriate level of alertness and attending by providing ongoing movement input in a manner acceptable in the classroom. Additionally, they help to facilitate a more upright sitting posture, strengthen muscles, and reduce back strain resulting from prolonged sitting. Alerting tools could be used such as fidget tools, chewing gum, exercise tubing wrapped around the legs of his desk, crunchy snacks like vegetables or pretzels. These strategies may allow Johnny to increase his level of alertness. These tools could be experimented with at home and then those tools that prove effective for Johnny and suitable for the school environment could be introduced at school. In the area of Mathematics, Johnny demonstrated difficulty with math reasoning and numerical operations and Johnny may benefit from the following accommodations: he use of a multiplication table and/or the use of a calculator, and instructions on how to use it properly adapted curriculum (less questions but still working on grade level outcomes)

Empowering People Building Strengths

Storm, Johnny 12 3. Anxiety: This assessment has identified that Johnny appears to struggle with somewhat heightened anxiety at times and expresses worries and fears slightly above what is expected at this age and developmental stage. Therefore, the following recommendations and suggestions are provided in order for his parents and teachers to support him in managing his anxiety: Johnnys parents are encouraged to watch for heightened worry or anxiety such as morbid fears of accident or illness, seeking constant reassurance, incessant worrying about future events, physical symptoms such as sweating, nausea, excessive talking, pacing, difficulty sleeping, and excessively clingy behaviour with parents, particularly in public. Should these symptoms become frequent and disruptive, it is recommended that Johnnys parents seek counselling support for Ryan. Johnnys parents and teachers can support him in decreasing and managing his anxiety by: Listening and talking with Johnny when he expresses worries or fears. It is important to reassure him that his feelings are not silly or unimportant because such feelings are very real and important to him. This process can also help him begin to recognize these feelings and learn to implement calming strategies for himself. This would likely support him to recognize and change his irrational worries and fears. Parents and teachers should strive to remain calm when Johnny exhibits worries or fears. It is important to demonstrate empathy, be soft, speak with a calm voice tone, and express relaxed body language. Do not just assume that these feeling will go away for Johnny. Work directly with Johnny to set realistic and attainable goals for him at home and at school. Attainable goals will provide Johnny with opportunities to experience successes and decrease worries of failing. Establish and maintain a consistent routine for Johnny with respect to school, homework, chores, and other activities once again increasing his ability to predict his environment. Parents and teachers can also encourage Johnny to engage in relaxation strategies when he is feeling anxious or worried. Such strategies include: (1) counting to 10; (2) taking deep breaths; (3) spending time in a quiet place; (4) listening to music; or (5) squeezing a squeeze ball or toy.

4. Written Expression: Johnny demonstrates difficulty in expressing himself through writing and will need additional support in order to improve his writing. Suggestions to help improve Johnnys writing include: Johnny may benefit from direct and specific instruction in sentence composition (punctuation, capitalization, and grammar, etc.). Teach Johnny how to proofread his own

Empowering People Building Strengths

Storm, Johnny 13 work and provide him with an editing sheet to remind him to review his work for correct capitalization, punctuation, etc. Break written assignments into distinct stages or meaningful chunks Brainstorm about the writing topic using a graphic organizer prior to writing to provide Johnny with ideas that he can use in his writing Provide Johnny with cloze format tests to reduce the amount of writing required Provide Johnny with copies of notes to ensure that he has the necessary information for lessons, which would encourage his participation without excessive writing demands Provide Johnny with alternative activities, such as oral discussion or visual representation, to assess his learning in some areas Encourage Johnny to write about topics that interest him Encourage Johnny to build his own word dictionary that includes a variety of words that he finds interesting and which he can use in his writing (this could also include words that he commonly misspells) Encourage Johnny to keep a journal; allow him to select topics to write about and provide positive feedback regarding his efforts Provide Johnny with consistent, positive feedback on his writing so that he will learn that his writing has purpose

5. Study Skills: Johnny may benefit from the following suggestions to improve his study skills: School Environment o It is important to provide explicit instruction to teach Johnny study skills. Teach skills specific to the subject area organization, textbook reading, note taking (finding main idea/detail, mapping, outlining), skimming and summarizing o It may be important for Johnny to have a study buddy to whom he can compare a copy of study notes, to ensure Johnny gathers all relevant information o It may be beneficial to provide Johnny with a copy of reading material highlighted or underlined to emphasize important points o If possible, the use of a tape recorder may be encouraged to ensure Johnny gathers all information from class for studying

Empowering People Building Strengths

Storm, Johnny 14 o Johnny may benefit from learning about the importance of key words (the most important point.., the following..) o It may be beneficial to consider alternate methods for Johnnys response on tests Home Environment o It is important for external distractions to be at a minimum while Johnny is completing homework and studying o It may be beneficial to break homework projects down into smaller, more manageable chunks of work and studying o Johnny may benefit from incentives for completing work o It may be beneficial to try using homework preferences to develop a homework schedule. Some children prefer to complete the assignments they like least first, while others prefer to do their easier or favourite work first o Johnny may benefit from studying in a study group; encourage this activity o Johnny may benefit from setting performance goals for his assignments and estimating how much effort it will take to do them well. This will help him learn to divide study time effectively o It may be helpful to encourage Johnny to review class notes and add details, make corrections, and highlight the most important information to make studying easier o Encourage Johnny to see tests as an opportunity to "show off" what he has learned, rather than something to be feared Student Strategies o It is important for Johnny to study when well rested and alert o Johnny may benefit from the use of a timer allowing for very distinct study time and breaks o Johnny may find the read-recite-review strategy helpful for putting things into memory o Johnny may benefit from keeping his desk and belongings in an organized fashion at school o The use of index cards (flash cards) may be a beneficial study tactic for Johnny o Johnny may benefit from creating a to do list, while also prioritizing the school items into which need to be completed first

Empowering People Building Strengths

Storm, Johnny 15

Appendix 1. Wechsler Intelligence Scale for Children, 4th Edition The Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) is an individually administered, comprehensive clinical instrument for assessing the intellectual abilities of children ages 6 years, 0 months through 16 years, 11 months. The WISC-IV provides composite scores that represent intellectual functioning in specified cognitive domains (i.e., Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI) and Processing Speed

Empowering People Building Strengths

Storm, Johnny 16 Index (PSI)). Lastly, the WISC-IV provides a composite score that represents a childs general intellectual ability (i.e., Full Scale IQ (FSIQ)). Percentile scores, scaled scores, and confidence intervals are also provided to assist in interpretation. The IQ and Index scores have a mean of 100 and a standard deviation of 15. Each of the subtests has a mean of 10 and a standard deviation of 3. The subtests can be broken down as follows: Verbal Comprehension Index (VCI): is composed of subtests measuring verbal abilities utilizing reasoning, comprehension and conceptualization. Similarities, Vocabulary and Comprehension are the three core subtests that comprise the VCI, and Information and Word Reasoning are the two supplemental subtests of the VCI. Perceptual Reasoning Index (PRI): is composed of subtests measuring perceptual and fluid reasoning, spatial processing, and visual-motor integration. Block Design, Picture Concepts and Matrix Reasoning comprise the three core subtests of the PRI, and Picture Completion is the sole supplemental subtest of the PRI. Working Memory Index (WMI): is composed of subtests measuring attention, concentration and working memory. Digit Span and Letter-Number Sequencing comprise the two core subtests of the WMI and Arithmetic is the sole supplemental subtest of the WMI. Processing Speed Index (PSI): is composed of subtests measuring the speed of mental and graphomotor processing. Coding and Symbol Search are the two core subtests that comprise the PSI, and Cancellation is the sole supplementary subtest of the PSI. The results of the Full Scale IQ (FSIQ), Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI) and Processing Speed Index (PSI) are reported in the following tables. The scores on the WISC-IV have a mean of 100 and a standard deviation of 15.

Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) Composite Scale Scores Summary Composite Scale Score 95% CI Percentile Classification VCI 91 84-99 27 Average PRI 83 76-93 13 Below Average WMI 77 71-87 6 Borderline PSI 103 94-111 58 Average FSIQ 85 80-91 16 Low-Average

WISC-IV Subtest Scores (S.S.) Summary Subtests S.S. Classification VCI Similarities 8 Average

Empowering People Building Strengths

Storm, Johnny 17 Vocabulary Comprehension PRI Block Design Picture Concepts Matrix Reasoning WMI Digit Span Letter-Number Sequencing PSI Coding Symbol Search 12 9 Average Average 5 7 Extremely Low Low-Average 4 8 10 Extremely Low Average Average 8 9 Average Average

Appendix 1.B. Wechsler Individual Achievement Test, 2nd Edition The Wechsler Individual Achievement Test, Second Edition (WIAT-II) is a rich and reliable source of information about an individuals academic skills and problem-solving abilities that can be used to guide appropriate intervention. It is a comprehensive yet flexible measurement tool useful for achievement skills assessment, learning disability diagnosis, special education placement, curriculum planning, and clinical appraisal for preschool children through adults. The WIAT-II

Empowering People Building Strengths

Storm, Johnny 18 provides composite scores that represent academic ability in several domains (i.e., Reading, Mathematics, Written Communication, and Oral Communication). Percentile scores, scaled scores, and confidence intervals are also provided to assist in interpretation. The Composite and Scaled scores have a mean of 100 and a standard deviation of 15. The composites can be broken down as follows: Reading Composite: is composed of subtests measuring pre-reading, reading, and decoding skills. Word Reading, Reading Comprehension, and Pseudoword Decoding are the three subtests in this area. Mathematics Composite: is composed of subtests measuring the ability to evaluate and write numbers, to solve written calculation problems, identify geometric shapes, solve multi-step problems, and identify mathematical patterns. Numerical Operations and Math reasoning are the two subtests in this area. Written Language Composite: is composed of subtests evaluating spelling and written communication including sentence and paragraph construction. Spelling and Written Expression are the two subtests in this area. Wechsler Individual Achievement Test, Second Edition (WIAT-II) Composite Scale Scores Summary Composite Scale Standard Score Reading Composite 74 Mathematics Composite 71 Written Language Composite 67 95% CI 70-78 63-79 59-75 Percentile 4 3 2 Classification Borderline Borderline Extremely Low

WIAT-II Subtest Scores Summary Subtest Scores Reading Composite Word Reading Reading Comprehension Pseudoword Decoding Mathematics Composite Numerical Operations Math Reasoning Written Language Composite Spelling Written Expression Standard Score 74 85 74 79 70 71 80 Percentile Classification Borderline Low-Average Borderline Borderline Borderline Borderline Low-Average

Empowering People Building Strengths

Storm, Johnny 19

Empowering People Building Strengths

Você também pode gostar