Ms. Bennett Case Study

Decent Essays
Ms. Bennett explained that she was referred to the AUTAPS by the DSS at University of La Verne when she expressed her concerns due to her academic difficulties. She elaborated that she does not get anxious or nervous in class, but that she takes longer time to comprehend questions being presented and answer them appropriately and accurately. Ms. Bennett stated that she would like to continue taking exams in a longer allotted time, as she feels she can perform better with accommodations. Thus, she would like to have comprehensive psychological assessment completed to determine whether she is eligible to renew her previously granted accommodations.Ms. Bennett presented as a casual, average height female student. She appeared uninterested in this…show more content…
At the beginning of the intake, she seemed very angry saying, “special education is just a label of my abilities that the school placed” without any type of assessment. She emphasized that the label “screwed” her educational career, and began crying while explaining how bad the special education program had been to her. Her anger continued to displayed while she was explaining about the academic difficulties that were exacerbated by the lack of learning opportunity. A few minutes later, she mentioned, “we got off the topic” and immediately quit talking about her earlier experience at school. As the assessor validated the exceptional effort of Ms. Bennett, she appeared to be reassured and…show more content…
Bennett presented with a constricted affect most of the time, as she appeared to suppress her emotions after she expressed her frustration with the way in which she was treated in the IEP. During testing of the WAIS, WIAT, and CVLT, she often spoke to herself quietly in a negative manner, including comments like “no, that is a dumb answer” and “no, that’s not it…” It seemed apparent that the longer she waited to respond, the more she became doubtful about her own answers, especially with the working memory-related questions. Moreover, she appeared immensely confused and uncertain during the entire section of the Block Design of the WAIS, suggesting that she has significant deficiency in her visual-spatial ability. Nevertheless, Ms. Bennett’s thought process seemed linear. She did not display any noticeable psychotic symptoms, as well as inattentive hyperactivity, and anxiety during the interview. Ms. Bennett was oriented to person, place, time and circumstance, and she completed the assessment with just a few water breaks in between the tests, as she was able to maintain alertness and attentiveness throughout the entire sessions. Ms. Bennett was administered the Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV), a standardized assessment of overall cognitive functioning, potentially revealing individual cognitive strengths and weaknesses. On the WAIS-IV, Ms. Bennett scored a Full Scale Intelligence Quotient (FSIQ) of 71, falling within the Borderline range of
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