Leyla's Intellectual Ability Case Study

She does show weaknesses in Working Memory, Passage Comprehension and Math Fluency. These results are supported by her teacher’s since they have reported that she works more slowly than most students on math assignments and has difficulty decoding words and with fluency in reading.

The formulas were developed by Kuder and Richardson in 1937 to calculate the reliability/precision of a test by using a single form and a single test administration, without arbitrarily dividing the test into halves” (Drummond, Sheris, and Jones, 2016, p.100). When Jonathan took the Otis-Lennon School Ability Test, he scored a 90 the first time he took this test, and a 94 the second time. This test measures a client’s reasoning ability and abstract thinking. While the test does not measure one’s ability to learn, it does give us a picture of how well he will do, academically. His scores fall within the average, meaning Jonathan can function intellectually. Even with the slight increase, he still falls in the average category, which is consistent with the reliability of the test. In order for a person to increase their IQ dramatically, he or she has to prepare by increasing their reading and consistent exposure to intellectual activities. The scores that Jonathan received on a differential aptitude test, especially a 49% in abstract reasoning and a 63% in mechanical reasoning, deemed to be extremely reliable and valid, as it relates to what Jonathan has verbalized about his interest. There is, indeed a correlation in these scores and his day to day performance in school, and his career

Jasmine Keller is a fourth grade student who has been monitored and reported as a student at-risk. Jasmine has a, “weak short-term memory that affects her involvement and progress in the general education curriculum in the areas of reading decoding, reading fluency, reading comprehension, spelling, and math calculations. Her reading level is at second grade. Broken down word recognition is at an equivalent of grade 1.7, and comprehension at 1.3. She has relative strength in vocabulary. If given classroom assessments with a screen reader she is very successful. Her writing skills assessed to be uneven with only weak spelling skills, which is at a first or

There are many different types of learning disabilities; the most common ones are dyslexia and attention deficit disorder. (Jerome Rosner. –third ed. 1)

Also, since objective testing cannot measure understanding and application on real-life situations, all assessments will be take-home, essay type with a rubric that teachers will provide while they explain about the homework assignment after the lecture (Woolfolk, 2015, p. 579). This is for easing students’ anxiety on assessment, especially since ELL students have language issues and the content of this seminar can be seen as harder for them than what they have experienced in any other regular ELL classes. Furthermore, the assessment on the mock conference will be considered as a performance assessment that requires students to lead the activity and produce outcomes that demonstrate their understanding on the material (p.

Some strengths of this achievement assessment include that not every subtest will be administered depending on the age of the student and the variety of areas that this assessment measures. This assessment measures oral expression and listening comprehension that could help a child qualify for special education services. The math subtests provide valuable data that can be used for objectives for the child’s Individualized Education Program (IEP). Also, the results from this achievement test can be used to determine if a child has a Specific Learning Disability and in which areas he or she would qualify in for services. A weakness of this test is that the administrator must know the scoring procedures for each subtest. With the Pseudoword decoding subtest, the child is timed and the administrator will record the student’s responses exactly using correct punctuation or phonetic symbols and this can lead to inaccuracies in scoring. The WIAT-III has multiple areas to be tested to give us an accurate reading of the child’s

It could have been predicted that the pathways of physical, cognitive, and social development would progress to where they are now undoubtedly. In terms of physical development, Mia has shown interest in the sport of softball since the young age of six years old. By the age of thirteen she joined the school team and went on to play on the varsity team (Manis, 2006). Mia has played up until this point and she seems to enjoy the sport and being physically active in all that she does. In terms of cognitive development, Mia has shown strength academically since the age of eight. In Mia's psychologist report it is noted that her scores for math concepts were in the gifted range, as well as results with Information (15), Vocabulary (17), Similarities (16), Comprehension (16) mostly being two standard deviations above the mean scores for other children her age. These scores showed that she was gifted in those categories as well. Mia proved this to be true as she has never received a grade lower than an A in all of her academic career (Manis, 2006). Finally, in terms of social development, Mia has shown positive trends since the fifth grade. It is noted in her report card that she was a pleasure to have in class and that she worked cooperatively in group settings (Manis, 2006). As Mia got older, her ability to function socially improved as well, she has made a group of friends that she enjoys spending time with, and she seems to have minimal conflicts with others when she meets someone new. Mia has had her ups and downs along the way, but overall Mia has definitely shown that she is capable of being sociable in a way that others enjoy her company (Manis,

1. Matching: Alejandro will increase his cognitive skills by matching 3 familiar 3D objects, (i.e. “Cups,” “Bowls,” and “Spoons”), provided the instruction, “Put with same,” free of prompting, in an instructional setting, with 80% accuracy, in the opportunities provided.

Cormac scored at the second grade level for listening comprehension, answering 7/10 questions correctly with a score of 70%. Cormac’s independent reading level was estimated below pre primer. His listening comprehension is higher than his oral reading level indicating that Cormac has the potential to read at a higher level than his oral reading suggests.

The different tasks and questions that were presented to the test subject included personal skills (social), Fine motor skills (adaptive), Language and gross motor skills. Tommy was able to complete the entirety of the required task that was asked of him in a

Emily’s Perceptual Reasoning skills were found to be in the well below average range as compared to peers her same age. PRI items required Emily to utilize her nonverbal skills. She was required to manipulate concrete blocks to recreate patterns, and to visually manipulate pictures of puzzle pieces to create a similar figure. She was asked to identify patterns in design and reconstruct puzzles in her mind. Emily was given choices to select answers from, and she appeared to do best when offered choices as compared to open ended

There are a variety of topics that are interesting in life. This interest may then become a point of inquisition, where an individual may formulate a relationship between two variables, which may or may not influence each other. Next, a hypothesis is formed and tested. In this same manner, a school educator was interested in determining the potential relationship between grade point average (GPA) and IQ scores among ninth graders. The educator random sampled 30 ninth graders, ages 14 years old and administered the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). This writer will be expanding further on this topic and will formulate the null and alternative hypothesis, describe the four scales of measurement, describe whether if there is a correlation significant (positive, negative, or no correlation) enough between both variables, describe the strength of the relationship, describe what the results reveals about the hypothesis, and what conclusions can be drawn from the results.

The Wechsler Adult Intelligence Scale Fourth Edition (WAIS-IV) is a psychological test administered individually as a measure of cognitive ability for people in the age range of 16 to 90 years of age (Climie & Rostad, pp. 581-586, 2011). The administration of this assessment may be performed by trained technicians, however, the Administration and Scoring Manual states that it is imperative that all interpretation should be done by professionals to which have adequate training in and experience with standardized clinical instruments (Wechsler, 2008). The WAIS-IV was published by Pearson in 2008, and was meant to provide comprehensive and modified developmental norms, improve psychometric properties and clinical usefulness, and improve the easiness

In an attempt to explain the level of Kelly’s disability, an in-depth explanation of the various levels of learning disabilities will now be examined. These can be grouped into four categories; Mild, Moderate, Severe and Profound.