Analyzing Emily's Perceptual Reasoning

Current cognitive assessment results revealed that Alina’s abilities ranged from Average to Very High in the areas of Verbal Comprehension (High Average), Visual Spatial (High Average), Fluid Reasoning (High Average), Working Memory (High Average), and Processing Speed (Average). Alina’s academic skills were assessed using the KTEA-3. Alina demonstrated Above Average Reading Comprehension, Written Expression, and Phonological Processing skills. Furthermore, Alina’s Letter and Word Recognition, Math Computation, Math

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

Youngsters' early fascination with shapes, colors, and silhouettes in the simplest of tactile puzzles establishes the foundation of three skill sets that will be used the rest of their lives:

Mark is a fourth grader in a general education classroom. The reason for this initial evaluation was that he was displaying difficulties in reading - especially vocabulary, reading, and comprehension – and in writing mechanics. He was given a variety of tests to evaluate his academic performance. A speech-language pathologist gave Mark the Test of Language Development-Intermediate: 3 (TOLD-1:3) to test different components of his spoken language skills. Mark performed within the average range on all the subtests. A school psychologist administered the Wechsler Intelligence Scale for Children III, in which Mark performed within the average range. His standard score for Verbal IQ was 92, for Performance IQ he received a standard score of 107, and he got a standard Full Scale IQ score of 102. The special education teacher administered both the Woodcock-Johnson Psycho-Educational

Her inner layer consists of art and science because she is able to thrive and succeed in these classes. Part of the reason that these subjects are in her inner layer is because she loves to participate in doing art and science activities. Emily’s middle layer is comprised of classes such as math and music class. She struggles with advanced math, but is able to keep up easier problems such as basic multiplying and dividing. She encounters difficulty when it comes to applying arithmetic to real-world problems and needs scaffolding in order to complete these types of problems. Emily lets her creative side unfold during music class, but often holds herself back because of her shyness and fear of embarrassment. Her outer layer is made up of classes such as social studies and language arts because she has never developed a desire to learn and retain the material that is pertinent in these subjects. Emily’s outer layer also involves making new friends. She encounters issues when it comes to social interaction because she can be very shy and timid. This is why Emily dislikes group projects, and would rather work

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.

Savannah’s working memory (WMI=85) and fluid reasoning (FRI=76) were statistically balanced with her FSIQ; however, her visual spatial reasoning (VSI=67) and nonverbal (NVI=66) cognitive skills fell within the extremely low to intellectually deficient range and were statistically discrepant from her cognitive performance. The subtests and factors that tapped into attention, concentration, and overall mental efficiency showed better performance on processing speed as compared to working memory with an overall cognitive proficiency (CPI=75). Savannah demonstrated a specific cognitive strength in auditory arithmetic; however, she did utilize finger counting to solve the mental math items. In addition, Savannah demonstrated specifically weak skills in visual spatial reasoning (Block Design) which highlighted her immature motor perception skills. These overall cognitive scores are lower than how Savannah tested in her previous school (WISC-IV, FSIQ=88), but show improvements in the area of processing speed and working memory. Savannah is a student who works better when information is provided in an auditory manner, and she is actively discussing and responding instead of having to gather information on her own and utilize pencil and paper

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

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

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.

She was proud that she was chosen for this assessment, and told her sisters that she was special for being selected. I began the assessment with the Personal – Social section of the exam and according to her mother’s report S.G. was capable of performing all the tasks except preparing cereal. S.G.’s mother informed me that although she is able to pour the cereal in a bowl, she does not allow her daughter to pour the milk due to concerns of making a mess. As I was interviewing the mother regarding S.G.’s abilities, she would also chime in, and inform me that she can do all the things I asked, and even offered to demonstrate. S.G. expressed her love for her favorite board games Hungry Hungry Hippo and Ants in the Pants, which she loves to play with her best friends and sisters. S.G. successfully passed at least three items to the left of the age line, and all the tasks in the boxes the line fell through. Because she passed we moved on to the Fine Motor – Adaptive

The purpose of this study was to "examine the association between childhood cognitive ability and cognitive change from age 79 to 83 in the presence of other demographic and lifestyle indicators". (Johnson, 2008). The researcher carried out this study because it was clear that there had been very little research done to examine the influence of cognitive ability later in life.

The IQ is more than one aspect of functioning and encapsulates several factors described in the definitions of the composite score above It is often more helpful to assess the indices which comprise a child’s FSIQ separately in order to best inform treatment and intervention

This indication was measured by tasks involving abstract reasoning and logical analysis (i.e., her ability to draw specific conclusions from general information, solving complex problems, and learning from experience). On tests that measure complex flexibility of thought (i.e., information processing speed, visual scanning ability, integration of visual and motor functions, and multitasking/task switching), TV scored in the moderately impaired range. On measures of simple incidental memory, TV’s scores suggested mild impairment. TV scored in the average range on subtests measuring attention and concentration to slowly and quickly paced auditory material, as well as on tasks involving complex psychomotor

This assessment instruments are administered individually where scales manifested in a battery format are used to conduct composite intelligence tests. I chose this assessment because intelligence or IQ measurement is very significant in determining a person’s smartness that helps explain why some people perform well in their studies while others do not. These intelligence scales assess various intellectual ability areas and provide a scenario where different personality aspects can be