Larry Age 11 Case Study

For the Behavior Evaluation Scale assignment, I decided to assess James B. using the NICHQ Vanderbilt Assessment Scale to measure if the behaviors I witnessed last school year and observed by the IS could indicate that the student suffered from ADHD type I (primarily inattentive type), type II (primarily hyperactive/impulsive type) of type III (type I and type II combined). The NICHQ Vanderbilt Assessment Scales are used by healthcare professionals to help diagnose ADHD in children between the ages of 6 and 12. The reason I selected this student to be assessed is because I am familiarized with this student’s situation. Last year, I had the opportunity to help a seasoned IS at my school that specialized in behavioral problems and James B. was her student. She was also kind

When it comes to neurocognitive disorders and neurodevelopmental disorders, reaserchers have been able to diagnose symptoms of a variety of disorders pertaining to the brain and growth development. Once knowing what the symptoms are behaviors become noticed and there becomes a reason for certain behaviors in individuals allowing different treatments for these disorders..

Lee, Portnoy, Hill, and Patton (2005) studied the psychological aspect of children with Noonan Syndrome. All of the assessments were conducted in the child’s most natural environment, which was their home setting. The Wechsler Intelligence Scale for Children- Revised was used to test the children’s overall intelligence. This test is often used in many of these studies to obtain a type of baseline for each child. This is helpful, because then children from multiple studies can be compared as opposed to children from just one particular study. This is due to the fact that the

Fetal Alcohol Syndrome students struggle with their memory and struggle to remember the things they are being taught. Teachers should implement a daily planner for the students in order to help them keep up with their assignments and help them remember what they are to do each day and night for school. According to Catterick, teachers should “ensure that learning is multisensory where possible to give the child the best chance of taking in the information” (p. 113) Fetal Alcohol Syndrome students are also more likely to be kinesthetic learners. Therefore, teachers should try and relay the needed information in more ways than just having the student take notes, or watch a video.

Results of this assessment should not be the only indicators of Mayra’s cognitive abilities. A comprehensive and accurate assessment would need to include other assessments interpreted in conjunction with the DAS-II results in order to provide a more comprehensive picture of her skills. Also, this assessment does not take into account Mayra’s current and past environmental influences, motivation, and other personality characteristics that may influence her cognitive abilities. The following results should be considered with extreme caution as the assessment was administered by an assessor-in-training. Procedural mistakes were made during the administration, which affect the ability to interpret the score

Gianna Schillinger is an 8 year, 9 month old third grade student at Forts Ferry Elementary School. Gianna was referred by her teacher and the Pupil Service Team (PST) for a psycho-educational evaluation due to difficulties in the learning and retaining of concepts across her core subject areas despite receiving a high level of academic intervention services throughout her school years. To assess Gianna’s cognitive abilities, academic skills, and social/emotional functioning, norm-referenced testing was conducted.

Good short-term, long-term and intermediate memory. He does have some left-right disorientation and word finding pauses. Fund of knowledge, attention and concentration were normal.

The current evaluation included an assessment of his cognitive processing using the WISC-V Anthony's performance across the various indexes ranged from Low Average to High Average. He obtained an overall FSIQ score of 101 (53rd percentile), which is classified as the Average range of cognitive abilities. He demonstrated a personal strength in his Fluid Reasoning skills. His Processing Speed, Working Memory, and Visual Spatial abilities were intact. Anthony displayed relative weaknesses in his Verbal Comprehension and

“AJ” Jordan is a fourth grade student enrolled in a self-contained behavior program. The examiner inquired if AJ would enjoy participating in an additional exam as, he had recently completed the Comprehensive Assessment of Visual Functioning. AJ agreed to participate and, the assessment was given over the course of four days. The examiner noted significant behavioral differences whilst administering this assessment with multiple prompts and breaks needed throughout the exam with the exception of day one. AJ began the assessment focused, heeded details and demonstrated self-control. He was chatty with the examiner and made comments upon completion of each subtest. AJ demonstrated strong pencil control as was noted when printing the alphabet

Johnathan is a 12 year old 6th grade student at Sacred Heart. Last Year, he was at a school in Texas, and before that he was at public school in Dodge City. The Sit team started meeting on Jonathan in September. Concerns include: Math Delays, failure to achieve grade level outcomes, failure to pass classes, somewhat withdrawn and isolated, easily frustrated with some emotional outbursts, Significant Reading Delays and possible Written Language delays. More specifically the team reports Jonathan has an aversion to writing assignments or group work. He becomes busy with

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

The BDI-2 assessed Eli in the areas of attention and memory, reasoning and academic skills, and perception and concepts. Attention and memory assessed Eli’s ability to visually and auditory attend to environmental stimuli for varying lengths of time. Reasoning and academics assessed his ability to perceive, identify, analyze and solve problems. Perception and Concepts assessed his active sensorimotor interactions with his immediate environment. For example, compares objects based on size, color, and shapes.

Psychological and emotional functioning: Patient reports that he is bipolar though there has never been a psychoanalysis to prove so. His mother was bipolar and he thinks he has the same symptoms.

The reporting party (RP) stated the children residing in the facility needs are not being meet. According to the RP there is so much friction between staff members that the needs of the residents are not be provided. The staff are not assisting the residents with bathing or grooming. The children are sent to be in there clothing without bathing and are not bathed the next morning. When staff is asked by another staff to assist a child with his hygiene the staff member will not assist the child because the request came from the staff. The RP stated on one occasion the staff used a resident's shoe laces instead of a belt to keep his pants up. The RP stated there was at least one belt available at the time. The staff behaviors are impacting the children's behaviors. According to the RP a staff member

The purpose of this research is to help inform my fellow classmates about the Kaufman Assessment Battery for Children (K-ABC). The Kaufman Assessment Battery for Children was developed by a team of psychologist who were husband and wife and it contains subtest that measure intelligence and achievement. The K-ABC was created to evaluate different groups of children from the ages 2 ½ to 12 ½ and the groups it consisted of testing were preschoolers, minority groups, and groups with learning disabilities. I am going to be going in debt about this test starting from its description, use of the test, the population its intended for, the adaptations for individuals with disabilities, the psychometric properties of the test, examiner qualifications, standardization and norms, and finish up with the background of the test. The goal of this paper is for the student to have an overall in-depth knowledge about the test The Kaufman Assessment Battery for Children (K-ABC).