Adam's Case Study

1 Adam’s Case Study Charlotte Sanders-White SED 652 Dr. Green 11/17/23

2 Analyzing Cognitive and Educational Evaluation Report Part 1 Informal Assessments *Informal Assessments *Teacher’s Report * Parent Report * Self Report * Classroom Observation * Writing Evaluation How the assessment minimizes rater bias How the assessment minimizes rater bias When each report is given, they describe Adam without adding any personal emotion. The reports give clear and concise data which will help minimize rater bias. Teacher’s reports are based on one person’s viewpoint through observations. One teacher’s view may differ from another. Therefore, this assessment is not technically sound and does not minimize rater bias. Parent reports are not technically sound and do not minimize rater bias because the child being assessed is their child. It does, however, provide more detail of a child’s behaviors at home, their demographics, and medical background. Self-reports are not considered technically sound and do not minimize rater bias because they are a self evaluation based on the individual's attitude toward themselves. It may not always provide accurate and Summary of Adam’s Report Adam’s report indicates that he is often Inattentive and displays withdrawn behaviors. Reports also showed that anxious behaviors were observed but were not disruptive to others. They have also concluded that Adam seems withdrawn most of the time. Mr. Robinson, Adam’s teacher, feels Adam is a caring conscientious and shy young boy. He states, that Adam struggles with mood swings, anxiousness, and nervousness when participating in new activities or changes in routine schedules. Adam needs one-toone attention to finish schoolwork comparable to the same amount as other boys his age. He struggles to maintain attention during schoolwork activities. Adam. attempts assigned tasks but becomes easily discouraged and gives up if they seem difficult. Assessment tool used for diagnosin Informal assessme tools that could be used are exit slips, he can report what h liked or found interesting about a certain subject. He could additionally b given a strategic multiple-choice qu where the teacher writes it out specifi to Adam’s level o understanding. Thi can help Adam because of how withdrawn he is. Instead of calling o him in front of his peers, it can be a teacher to student interaction withou drawing attention t him (Yan, 2020) A teacher’s report would be appropria from the teacher wh spends most of the time with the studen Mr. Robinson, in th case, would be Adam’s main teach in his general education classroom

3 truthful viewpoints of one’self. Classroom observations are viewpoints of the observer and can vary from one person to the other. Therefore, a classroom observation is not technically sound and does not minimize rater bias. Informal writing evaluations are technically sound and minimize rater bias. The results from this assessment are based on the skills of the person being evaluated, not on the opinions of others. Oral responses are voiced slowly and cautiously in response to questions. Often he misplaces his personal belongings. Inside and outside of the classroom Adam demonstrates low energy traits (i.e. lethargic, sluggish.). Gross motor activity is slow and cautious in comparison with same-age boys. Adam avoids interacting and socializing with boys his age. The biggest concern Mr. Robinson has for Adam is his lack of socialization with peers negatively impacting his performance during classroom group work, which is often the classroom routine. Subareas of this report given by Mr. Robinson to Adam consisted of three parts; listening comprehension, reading comprehension and written expression. The results indicated Adam was at the average level. Outcomes from his oral expression, basic reading skill, and basic writing skills showed his score levels as limited. Mathematics calculation and mathematic reasoning level scores Parent reports are substantially appropriate, as the can provide an in depth view of the student’s behaviors interests, and hom life. It can also provide any social emotional behavior unknown to the school. Mr. Robinso may provide a mor detailed report on Adam’s academic and social behavior in the classroom. A self-report allow Adam the opportuni to express his feelings about how performs academically and socially with his peers and at home Therefore, it is an appropriate assessment to conduct. Classroom observations can b conducted withou drawing attention t the student. The observation is appropriate because is conducted in the student’s natural environment.

4 were non-existent. Mr. Gallery, answered the parent report. He informs us that Adam lives with his family; his mother, father, and three younger. He reports there have been no recent or significant changes at home. Mr. Gallery acknowledges that Adam was diagnosed with a health condition (not mentioned by name), and no medication has been prescribed. He shares that Adam’s recent vision test showed his need for corrective lenses. His recent hearing test came back normal. Typically, at night Adam sleeps soundly for approximately 8 to 9 hours. Mr. Gallery reveals. Adam’s mother’s pregnancy did not indicate health problems. Delivery was normal and Adam’s health levels were normal after birth. During infancy, Mr. Gallery, states that Adam was affectionate but shy and withdrawn. He recalls that early milestones, such as sitting up, crawling, and learning to walk were considered typical age developed. Mr. Gallery An informal writin evaluation is appropriate in determining the writing skills of th person being evaluated. It helps determine the strengths and weaknesses of the person’s being assessed.

5 states that he was told by physicians that Adam’s early language development of first words, simple questions and talking were typical of children the same. Mr. Gallery expresses concerns he’s had for a year that Adam may have some learning problems. Throughout this assessment, expresses that Adam is shy yet reserved and caring. Typically, he avoids socializing outside of school with his peers. Mr. Gallery reveals that Adam likes parts of school but also dislikes other parts. He conveys that Adam does want to succeed in his schoolwork but is often unsuccessful. At home, Mr. Gallery, reports that Adam frequently does not pay attention to details and has been making casual mistakes. Adam is exhibiting struggles with maintaining attention during tasks and play activities at home. He does not follow directions, and while he makes attempts he usually gives up when the task is difficult. Mr. Gallery indicates his main concerns relate to