SIT-R3: A Case Study

Indeed, some research indicates that if a child who reads slowly has IQ scores that are above average, that child might receive services under IDEA based on the discrepancy between the IQ scores and the reading ability. On the other hand, another child who also reads slowly but has IQ scores that are average may not receive any services because of the lack of a significant discrepancy. Such approaches to assessment may clearly result in some children who need services not getting them while others who do not need them will receive them” (Pasternack, 2002).

Given the varying methods used to determine the presence of a specific learning disability, what conclusions might the team draw from the Response to Intervention description and the

The two options for identifying students with disabilities are RTI model and the IQ-Achievement discrepancy model. The RTI model is a multi-tiered approach to identifying students with disabilities. With this approach the amount of students who are identified as having a learning disability has decreased because of the support students receive at different tiers and it eliminates inadequate instruction as the reason for reading problems. Universal screening and high quality teaching is done for all students. Students who show that they need additional help receive tier 1 services where frequency and intensity increases. Students are monitored and receive research based instruction in the general education classroom. Some students may still struggle and have to receive more intensive and frequent service. Those students will receive supplemental support from an educational professional. Tier 3 services are provided to students who still struggle and need even more intensive service. Students may also qualify for special education services. The IQ-Achievement discrepancy model is used to determine if a disability is present. Standardized tests are used to eliminate low intellectual ablity as a determining cause for reading problems. With this model, a professional assess whether there is a discrepancy between a student’s scores on an iq test and scores obtained from areas

Bob Schmoe is a 34-year-old Caucasian male who was referred by his Department of Rehabilitation caseworker for an evaluation. His intelligence was measured using the Wechsler Abbreviated Scales of Intelligence (WASI). There were four subtests measured, two of which were verbal and the other two were non-verbal. Bob’s nonverbal abilities, specific analyses of subtest scores and math computation skills showed both fell within the low average range. Bob’s visual spatial skills fell within the low average range as well. In addition, Bob’s spelling skills fell within the borderline range. Lastly, Bob scored highest in his verbal comprehension and word reading even though both fell within the average percentile of his age group. Altogether,

An intellectual disability, like the one had by Roland Johnson and about one percent to three percent of people, is defined as “a disability that is present at birth or occurs in the developmental period (before the age of 18) and is characterized by significant sub-average intellectual functioning, existing concurrently with related limitations in 2 or more areas of adaptive functioning” (Daul). Roland Johnson, though his life was hard, did not let his “limitations” limit him.

The Woodcock-Johnson IV Test of Achievement (WJ IV) is used for individual ages two to ninety years old. A major strength of this assessment is that it provides a broad coverage of skills that can be assessed for the child to truly learn their strengths and weaknesses. For English as a Second Language students, the administrator can administer certain clusters of subtests to determine a child’s cognitive-academic language proficiency. Also, the test has many accommodations listed to help when testing English Language Learners, visual impairments, and other disabilities to provide the best testing environment for the student. A weakness of this assessment is that since so many subtests exist, it can become very easy to over

5. Grade or age levels covered: This measure can be administered to individuals ages 13 years and older (Beck, Steer, & Brown, 1996).

The first Reading Free Vocational Interest Inventory, R-FVII, was developed in published by the American Association on Mental Deficiency in 1975, and later revised in 1981 (Becker, 1981; Becker and Becker, 1983). The most updated version, R-FVII: 2, was developed by Ralph Becker and published by Elbern Publications in the year 2000 (Becker, 2000).

This scale was normed on a population of 500 people aged 65 to 90 (mean age of 77.35 years, SD = 7.11). Of the 500 people, only 35% of people had a high school diploma, 19% had college, 20% had a bachelor’s degree and 26% did not graduate high school (Miller, Davidson, Schindler, & Messier, 2013). Two distinct differences between the batteries is that the older adult assessment contains fewer subtest and has a shorter administration time. Another difference between the assessments is that there are fewer stimuli items in the older adult assessment. Regardless of the differences both batteries still asses the same construct, they are just specified to a different age group. Overall the WMS-IV has good reliability. For all indexes, the overall internal-consistency reliability coefficients are in the 90s (Flanagan & Harrison,

Cooper 12 minute run: Advantages: One advantage of the cooper 12 minute run is that it can be done in groups, this is a chance to also increase your social health as you can complete it with friends. Another advantage of the 12 minute cooper run is that it is cheap and very easy to set up and run. Disadvantages: The athlete will be required to pace themselves otherwise they could fatigue to soon leading to a below average score, this will take some practice.

Behavioral Observations: Ms. Patty is a 44-year-old African American female who presented for vocational assessment services on April 05, 2017. Ms. Patty arrived for her appointment on time and unaccompanied. Ms. Patty’s father drove her to the appointment. Ms. Patty was appropriately dressed in formal clothing with no apparent body odor. Ms. Patty‘s orientation and mobility skills were proficient. Her motor activity was normal. Ms. Patty’s mood and affect were appropriate during the assessment characterized by her alertness, orientation, and thought process. Ms. Patty related easily with the evaluator. She was attentive and had no apparent trouble completing required paperwork.

| Based on explicit knowledge and this can be easy and fast to capture and analyse.Results can be generalised to larger populationsCan be repeated – therefore good test re-test reliability and validityStatistical analyses and interpretation are

Rachael has significant intellectual disabilities as well as several mental health diagnoses. I have completed an application for services through the Department of Mental Health (DMH) which will provide additional in home services and supports to Rachael. Unfortunately the DMH application will not be considered until Neuropsychological testing is completed.

An independent samples t-test (APP. 3) was used to compare males (n=35) and females (n=119) scores on the ATSPHS. Levene’s test was violated, thus equal variants were not assumed. The t-test was not statistically significant, with the male group (M=18.26, SD= 4.097) reporting accuracy scores 1.16 lower, 95% CI[-.396, 2.705 ], than the female group (M=19.41, SD=3.738), t(152)= 1.494, p= .141, two tailed, d= 0.29.

33.0 – 49.0 with a mean of 38.8±4.82. While in adults it ranged between 22.0 – 29.0 with a mean of 25.40±2.11 (Fig 3 A, B). ( (Table 1)