Assessment Project GUNN
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School
Liberty University *
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Course
525
Subject
English
Date
Dec 6, 2023
Type
Pages
3
Uploaded by ProfessorLlamaMaster947
EDSP 525
A
SSESSMENT
P
ROJECT
: GUNN
Student: Clara
Date: 11/28/2023
Age: 14
Report Writer: Kayla Gunn
Reason for Referral:
Clara is a 14 year old student who has just been enrolled in school with no
educational records. Clara has been referred for an initial evaluation due to displaying significant
academic delays in comparison to peers her age.
Background and Contextual Information:
Clara is an only child that lives with both parents at
home. Clara and her parents were not born in the United States however her family speaks
English but Clara’s parents do not speak English as well as her as their first language is Spanish.
Clara learned to speak English at her previous school and is comfortable speaking, reading, and
writing in English on the same level as her first language.
Administered Assessment Results:
Clara’s formal assessment scores are as followed:
Wide Range Achievement Test (WRAT):
Reading: .03 Percentile Rank
Arithmetic: .04 Percentile Rank
Vineland Adaptive Behavior Scale:
Communication Domain: 40
Daily Living Skills: 50
Socialization: 68
Motor Skills: 52
EDSP 525
Adaptive Behavior Composite Score: 48
Stanford-Binet Intelligence Test:
Full Scale IQ: 40
Brigance Inventory of Basic Skills:
Reading: Recognized 15 words on preprimer level
Identified Areas of Strengths and Challenges
Cognitive Skills:
Clara has conveyed difficulty in processing information and is currently
performing significantly lower than grade/level expectations. When Clara becomes burnt out
with a subject or work she expresses her feelings in lashing out.
Academic Areas:
In the areas of reading and writing Clara is able to write all of the letters
in the alphabet as well as recognize 15 preprimer level words and 12 initial letter signs. Clara is
able to recognize several high frequency functional words that relate to real world life (Exit,
women’s, restroom, in out, stairs, keep out, police, go, walk, danger.) Clara also has the ability to
recognize several directional words such as (name, address, state, zip, phone, date, email, and
cell.)
In the area of math Clara is able to recognize and write numbers up to 30 however she can only
rote count to the number 25. Clara knows her addition facts to the number eight, the value of
three coins and a dollar and she has the ability to tell time to the half hour.
Communication Skills:
Clara is able to write and speak fluently in both English and
Spanish. Clara communicates with her family, teachers, and peers in English. Clara would
benefit to learn how to effectively and appropriately communicate her feelings without lashing
out specifically at authority figures.
Social Skills:
Clara indicates that she enjoys being around peers and likes playing/being
with friends in a social setting. In the future, Clara has indicated that she would like to live
independently or with friends, one day get married, and maintain a job.
EDSP 525
Behavioral Considerations:
When it is a preferred activity, Clara displays behaviors that
are motivated however she can quickly burn out when the activity she is doing is not a preferred
activity. Clara struggles to transition from one task to the next and following oral directions.
Physical Skills/ Fine and Gross Motor:
Clara does not show any signs of physical
disability and enjoys playing games with peers.
Vocational Considerations:
Clara enjoys working with food however her ability and
experience in this area is limited. Clara indicates that she wants to work in the future. Clara
would benefit from doing activities related to working in a grocery store, kitchen, or restaurant.
Self-Care and Independent Living:
Clara has expressed her desire to live independently
from family. She would like to live by herself or with friends and hopes to one day get married.
Diagnosis and Recommendations:
Clara is an individual that is identified as having an
intellectual disability. Clara is 14 performing on kindergarten level, her behavioral challenges
along with the score she made on the Vineland Adaptive Behavior Scale suggest possible autism
spectrum disorder. Clara would benefit to be in the least restrictive environment with peers
without disabilities in her core classes as well as vocational classes. She will require support of a
paraprofessional while she is in these classes. Clara will benefit from direct special education
pull out services in the areas of reading, writing, and math or at the high school level (English
and Math) for a total of 55 minutes per subject area daily. Clara also would benefit from social
emotional support to help her appropriately and effectively express her feelings without lashing
out at staff or students. Clara’s transition services will need to be in the areas of job skills
training while focusing on working in the food industry. Clara will also need to work on daily
independent living skills to help her become more capable of taking care of herself without
support.
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