Analyzing Emily's Perceptual Reasoning

Anderson first year of teaching she should understand that students regardless if they have any disabilities or diagnosed are filled with an array of personalities and Howard is no expectation from his peers. It’s vital that she start and end every day with commendation for all students. Ms. Anderson needs to provide a period for customary meeting with the Howard to strengthen and survey behavioral and scholastic advancement. When, she starts to build solid routines for checking advance, for example, conduct outlines or charts that portray progress moving in the direction of an objective. It will provide open doors for Howard to share or illustrate their uncommon aptitudes to cohorts. Communicate is key with any educator so Ms. Anderson should consider to phrase composed remarks in a positive way by starting off simply by giving students basic errands and progress to the more perplexing (North Branford Schools, 2004). Avoid approaching the any student when they seem heedless. Utilization of favored interests, which are every now and again turned, as reinforces for proper conduct and evacuation of reinforces for wrong conduct. Students have their own one of kind hobbies and as educators we can utilize this further bolstering our good fortune as methods for fortification (Hudec, 2015). On the off chance that there is a computer in the classroom that is specifically noteworthy to a kid showing ADHD practices, computer time can be utilized as fortification

To better understand Tiyana’s current cognitive functioning she was administered a series of comprehensive cognitive assessment measures designed to tap functioning across the following cognitive domains: verbal reasoning, nonverbal reasoning, visual-motor processing, memory, attention, and executive function. Ebony’s performance across these areas ranged from the below average to average, with the majority of her scores falling solidly within the average range. To further understand Tiyana’s strengths and weaknesses across each of the cognitive domains, her performance is analyzed below by broad cognitive domains.

Emily Elizabeth Anderson is a 10-year-old fourth-grader. She attends Rush Creek Elementary School in Maple Grove, Minnesota. Emily has lived in Maple Grove since her family moved from Bloomington, Minnesota when she was only seven years old. She had a tough time adjusting to her new school, until she met her best friend Abbie. Abbie was the only classmate of Emily’s to reach out and be a caring and loving friend. Emily’s mom, Nancy, is the secretary at Rush Creek, so she is guaranteed to know every teacher that Emily will have. Growing up, Nancy was an all-star gymnast who never got the chance to compete in college due to a knee injury. Ever since her gymnast career ended, she promised herself to push her only daughter to her fullest potential as a gymnast. She had hoped that Emily might

The name of the test is The Wechsler Adult Intelligence Scale-Revised (WAIS-R). It was revised and developed so that it could update item content so that it could provide new standards, and so that it would still be effective as a basic tool of intelligence and an effective analytical and research tool. The purpose of this study were to determine the constructs measured by the test and the reliability of measurement across large normative and clinical models. It was intended to be a wide-ranging test of cognitive skills for adults for people over the age of sixteen. The Wechsler Adult Intelligence Scale-Revised is an Intelligence quotient

Emily's tendency to rush remains a contributing factor to her low percentage scores. She has been unable to meet her desired percentage for success with either step of her hair washing task during any of the quarters of the year. Her consistent low scores indicate that she is requiring physical assistance on a routine basis in order to properly and thoroughly wash her hair.

Mary Gregory's general mental ability was measured using a nonverbal test that required her to answer reasoning and problem-solving questions using abstract geometric designs. On this measure she earned a GAMA IQ score of 91, which falls in the Average category of mental ability. There is a 90% chance that her true GAMA IQ score falls between 85 (Low Average) and 99 (Average). Her GAMA IQ score is ranked at the 27th percentile. This means that her performance is equal to or greater than that of 27% of people her age in the standardization sample.

Chloe’s most recent review of cognitive and learning abilities was completed in early 2014. The key findings include stronger verbal intellectual skills (average) than non-verbal intellectual skills (low average); the abstract reasoning that is needed for many maths tasks. Whilst her working memory and processing speed

Arianna’s test performance and emotional/social status were an area of concern due to a concern with her performance in her math class. Her personality information was gathered from a parent and a student interview, test results, and behavioral observations during the administration of her assessments. Her responses during the interview were that of a typically developing seven years old in the first grade. For example, her responses were clear and she spoke about her experiences with friends and family with passion. Arianna appears to be confident in most situations of the evaluation; for example, when she has a correct answer or she did well on a school assignment she was able to explain the events that took place for each activity. However, when she is unsure of an answer she delays or avoids responding.

Emily’s speech introduction was started by stating some facts related to her topic that grabbed her audience attention to listen. She explained and preview her main goals/points to her audience which are: 1. critical food items 2. critical objects, and 3. a real world example in emergency preparedness. The speech delivery was clear and delivered with some prepared structure, such as outline or notes. Her delivery was easy to hear and understand. She maintained her good eye contact, volume, rate, strong gestures, and articulation of her speech. She also maintained her energy and enthusiasm in her voice that makes it more interesting to listen in her speech. She cited her sources properly by verbalizing the website where she gets the food

Shelby was observed during the administration of her achievement and cognitive tests and during the student interview. Overall Shelby’s appearance is clean and casual. Her braids were neat and pulled back into a ponytail and her clothes were wrinkle free and clean. Pertaining to Shelby’s behavior during test administration, she demonstrates normal behavior, as compared to typically developing peers. She sat patiently waiting for the administrator to gather her required materials and after asked a question she answered the question with confidence. Throughout the test Shelby was able to answer the questions quickly and accurately. When Shelby was unsure of an answer she took a moment to pause and think through her

Margot’s overall cognitive abilities are in the Very Low to Low range. This means that only about 3 out of every 100 adults Margot’s age would score the same or lower.

The study of Cameron et al (2012) incorporates a direct performance assessment for both executive function and fine motor skills. It includes a broad range of achievement outcome measures including composite measures of math, reading, and general knowledge as well as four sub-components of reading including word-reading, comprehension, expressive vocabulary, and phonological awareness.

Cassandra, the student I have been observing, demonstrated interpersonal (social) and intrapersonal skills and academic strengths. First, I recognize one of Cassandra’s social strengths was her ability to follow teacher directions. I observed three instances in which Cassandra demonstrated the ability to follow directions compared to her peers. For example, I notice students at three workstations ignoring the teacher directions to clean up. The teacher requested the class to clean up their workstation at least four times within 10 minutes. Cassandra was one of the first students to have cleaned her Lego math activity. A second strength was Cassandra’s ability to help others. After clearing her own workstation, Cassandra helped other students with their cleaning. Indeed, she was able to help two other groups with cleaning up without being asked. A final social strength demonstrated by Cassandra was her interpersonal skills. While working with three other students, I witness Cassandra share materials and ideas without conflict. From my previous experience working with elementary students, I understand that children in Cassandra’s age have a difficult time working with peers. Cassandra, I found, worked well with other students. In one instance she shared her Lego home with those of another classmate at the table to make it bigger.

Based on this, Gracen’s verbal scores may not be an accurate reflection of his skills. During the testing he at times tried to over think the task and with that, he would miss a question. His errors were not because he did not understand the question or know the answer; but it was his desire to provide the perfect answer that messed him up. His verbal skills if remeasured would probably fall within the very superior range.