Juli A Multi Sensory Learner That Demonstrates Average Academic Performance

A major strength of this assessment is that this assessment has a Nonverbal Index. This is beneficial for students who are not yet proficient in the English language or struggle with language. Administering the Nonverbal Index allows the administrator to gain a better understanding of the child’s abilities because their language issues are not working against them with this test. Also, this assessment has two theories of intelligence that can be tested: the Luria neurological processing theory and Cattell-Horn-Carroll (CHC) theory of intelligence. With the Luria Model, you will obtain the Mental Processing Index of Learning Ability, Sequential Processing, Simultaneous Processing, and Planning Ability. With the Cattell-Horn-Carroll model, you will obtain the Fluid-Crystallized Index with the areas of long-term storage and retrieval, short-term memory, visual processing, fluid reasoning, and crystallized ability. This assessment is also more child-friendly because of the visuals throughout the test. A weakness of this assessment is the administrator will not be able to obtain a score for auditory processing and processing speed with this assessment, requiring the administrator to utilize another intelligence assessment. This assessment has two intelligence theories options to choose from: the Luria

Presently, Morgan attends seventh grade at St. Pius X School. Her IEP includes resource room support. Her program modifications include checking for understanding, graphic organizers, reading and simplifying directions, study guides, and copies of class notes. In addition, Morgan’s testing accommodations include alternative locations, place keepers/trackers/pointers, extended time, and repeating oral comprehension

The WISC-IV is a test of cognitive abilities that measures four global areas and combines them to provide a full-scale intelligence quotient. The four areas include Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed. The Full Scale IQ (FSIQ) is derived from a combination of ten subtest scores and is considered the most representative estimate of global intellectual functioning. The results of the current test conducted on Leo Marcelynas indicate that his Full Scale IQ (FSIQ) is 101. It can be stated with 95% confidence that Leo’s FSIQ falls between 96-106, indicating that he is functioning in the Normative Average Range of intellectual ability. Given the consistency among his scores on Verbal

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.

There is a student that has HDHD in a normal class and she struggles to pay attention during classes and tests. It is very difficult for her to understand questions when she reads them because she can’t stay focused long enough to look through them. As a way to help her demonstrate her skill and knowledge during a test she has been given test accommodations. Her accommodations include being placed in a separate room from other students and also having the questions read aloud to her. This accommodation would help the student because it takes her out of a normal classroom with other students where she can get easily distracted and she doesn’t have worry about reading the questions or passages. This will help her better understand what the questions are asking. This student is stull capable of taking the test because she doesn’t have any intellectual disabilities that would prevent her

Sasha is an 18 year old woman who struggles academically due to a Specific Learning Disability in reading, writing and math; she also possesses a secondary disability of Depression, anxiety, allergies, and sleep disturbances. She is presently taking medication for depression and sleep disruptions. Due to Sasha’s Specific Learning Disabilities she exhibits weakness in all academic areas which include; reading, reading comprehension, written expression, math calculations and math problem solving abilities. In high school Sasha received special education accommodations in all academic areas, special instruction in math and science, counseling and Speech and Language services.

The short form of the Advanced Progressive Matrices (APM; Raven, Raven, & Court, 1991) developed by Bors and Stokes (1998) was used to test cognitive ability. As Bors and Stokes (1998) reviewed, APM is one of the best measures of general intelligence and cognitive ability, and is considered a culture-free test because it requires minimal language skills. The short form APM has proven psychometric properties (Bors & Stokes, 1998). The test consists of 12 items, which are puzzles with missing pieces of figures for participants to solve. One correct solution counted for one point, and a perfect test score was 12.

Students with Neurological Disabilities can present unique challenges in our classrooms, both for teachers and the student. Using one of the specific disabilities mentioned in the chapter, develop a plan for the classroom teacher to begin their accommodation of that student in their classroom. Refer to page 203 (Bennett, Dworet,Weber) to assist you in your answer. Keep in mind that having a support person (Educational Assistant) in the classroom does not take away the classroom teachers responsibility for developing an educational program to be carried out in conjunction with those support staff.

She has her masters in special education, a member of the SPED team, and teaches the self-contained class with students in grade three through grade five. When referring to the problems associated with assessing students with intellectual disabilities, there are several things to take into account. First, the student must receive an evaluation to determine if the student has any disabilities that would require special education services. Teachers can also decide to use the process called RTI, which stands for Responsive to Intervention. RTI is a tiered process that helps determine if a student will need to be evaluated for special education services, it has different levels that the student and teacher or designated person must complete in order to help determine if they need special education services. During this process they use different strategies for a certain period of time to offer help to the students in their weak areas, to see if any improvement has been made and if this process is not successful, then they are able to move forward with the evaluation. Parents also have the right to ask that their child be evaluated, and if they do qualify for special education services, the student that is receiving special education services will be re-evaluated every three years

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

The task is to identify which group, the monolinguals, bilinguals, or multilinguals #1 or #2, performs better overall on four major neuropsychological tests: general intelligence, visuospatial abilities, executive ability, and memory. All groups are compared to each other to detect if there are statistically significant differences in scores, which will lead to the conclusion that that group enjoys the most cognitive benefits. For the test of general intelligence, the neuropsychological test WAIS-III is used. WAIS-III is composed of verbal and performance subtests and provides three overall scores: verbal IQ, performance IQ, and full-scale IQ (Taylor, 2001) . For visuospatial abilities, the Complex Figures Test is used, and more specifically

Addison has showed that she is in the proper state of cognitive development for her age. On two occasions she has shown she can name and identify eight colors. On April 5, during testing, she identified a blue rectangle, purple oval, pink triangle, green heart and red circle. On May 3, at playdough during the flower unit, she identified, when asked what color they were, a yellow stone, a blue stone, a green stone, an orange stone, pink playdough, and purple playdough. She has also shown that she can match at least five shapes. On April 5, during testing, she identified a blue rectangle, purple oval, pink triangle, green heart and red circle. She has also shown that she can name a circle, square, triangle, rectangle, oval, and heart. On March 3, she identified the oval she needed to cut out

Amelia is a fourth-grade student at Parkade Elementary School. Amelia is identified as a student with Other Health Impairment and a Speech Impairment. Amelia’s Other Health Impairment and secondary qualification of Sound System Disorder adversely impacts her education. Amelia’s educational performance is impacted in basic reading skills, math calculation skills, written expression skills, executive functioning skills, speech skills, adaptive behavior skills, and physical education skills. Amelia is currently 9 years old and according to her IEP she receives special education services in physical education, adaptive behavior skills, basic reading skills, executive functioning skills, math calculation skills, math problem solving skills, and written expression. Outside of special education, she receives related services in occupational therapy, physical therapy, and speech therapy. Amelia’s IEP states that she receives a total of 2100 minutes in her education setting. Amelia receives services during 648.75 of these minutes, 633.75 are spent in a special education setting.

According to Michael’s individual education plan (IEP), his accommodations includes specialized instruction in all of his academic courses once a week for 50 minutes, counseling services once a week for 30 minutes with the school psychologist. He does have preferential seating in all classes as well as flexible scheduling and timing with in class assignments as well as homework and projects. During testing, Michael has testing he is entitled to the directions to be read aloud and summarized to him, provide verbal encouragement, small

Cognitive ability or intelligence is the capacity to plan, reason and solve problems. Previous studies on cognitive ability established that mental capacity was closely linked to occupational and vocational success. Within cognition, psychologists seek to study the mental capacity of individuals or the component of “g” (Landy & Conte, 2012). Individual differences in “g” can be studied through a variety of intelligence tests. These tests include Standford-Binet, Raven’s Progressive Matrices and Wechsler Adult Intelligence Scale (Roberts & Lipenvich, 2012). Results from these tests can