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Case Story and Evaluation AssignmentTerm Paper

Pages: 8 (2195 words)  |  Style: n/a  |  Sources: 12

Custom Writing

Chronological Age:

Examiner:

State Referral Question

JH is a local student in one of the local universities referred to your company for a cognitive assessment by the Student Learning office owing to her request for educational accommodations. JH is performing abysmally in her studies since the second semester began. She is struggling to complete one unfinished course from the last term.

List all tests administered and include all scores -- including index scores -- (include confidence limits)

Wechsler Adult Intelligence Scale -- IV

Raw

Z score

Percentile

Block Design

84th

Similarities

63rd

Digit Span

37th

Matrix Reasoning

95th

Vocabulary

50th

Arithmetic

11

8

-0.66

25th

Symbol Search

28

8

-0.66

25th

Visual Puzzles

20

13

84th

Information

14

11

63rd

Coding

59

8

-0.66

25th

Letter Number Sequencing

17

7

-1.00

16th

Composite Scores

Index

Percentile

Cl (95%)

Verbal Comprehension Index

58

97-109

Perceptual Reasoning

92

114-126

Working Memory

92

30

86-99

Processing Speed

89

23

82-98

Full Scale

61

100-108

General Abilities Index*

84

109-120

*The General Abilities directory is a score calculated byadding up scaled scores from the VCI (Verbal Comprehension Index) and the PRI (Perceptual Reasoning Index). This score is used when a significant discrepancy exists between the indices on the FSIQ

Discrepancy Comparison

Difference

Significant (.05)?

Base Rate

VCI -- PRI Y 9.1

-18

Y

9.1

VCI -- WMI

11

Y

19.7

VCI -- PSI

14

Y

19.0

PRI -- WMI

29

Y

1.7

PRI -- PSI

32

Y

2.0

WMI -- PSI

3

N

43.9

Wide Range Achievement Test -- 4

Raw

SS

Percentile

Grade Equiv.

Word Reading

69

96

>129

Sentence Comprehension

47

95

43

12.0

Spelling

37

90

36

9.6

Math Computation

32

75

>12.9

5) Background Information

Based on the relevance of the history and its availability from additional sources, background information may either be brief or extensive. There is always a link between the nature of gathered historical data and the reasons behind the referrals (Seagull, 1979).

JH belongs to a very stable family. She has four siblings, three sisters and a brother. She is the fourth child of the family, and they live in a rural neighborhood. According to the reports of her family, there is no prenatal, perinatal or postnatal problem. However, her mother chose a home birth because they live in a very small town.

It was believed that her mother must have had a complicated delivery, where JH must have had a brief period of anoxia, though no complications arose later. She had a normal childhood and had no complications in the areas of motor development, language development, though there was a level of impulsivity and some behavioral difficulties. JH had both kindergarten and primary school education. She was both skilled and competent as a language and visual learner. However, she experienced some difficulties when it came to using analysis to proffer solutions to problems and handling tasks that contained very complex information rapidly. This was a source of worry as she lagged behind in her academic work, especially with her homework, and performed very poorly in her exams. JH did not conform to discipline in high school because she felt very discouraged about her studies. She experimented with both alcohol and marijuana, though she never used them consistently. She maintained very strong friendships due to her outgoing and gregarious nature. She was often making efforts to make up for her weaknesses. JH was equally involved in swimming and marathons. However, she hardly dated, and made sure she was not committed to anyone for long.

JH has a problem of irregular depression attacks, but she never thought of suicide and the attacks never lasted for long. She was never engaged in any kind of self-harm. She was under the supervision of a professional therapist for about 8 months, and this helped her a lot. The treatment was focused mostly on helping her improve her moods and the way she handled her difficulties. JH is a nonconventional student who took some years off when she graduated from high school to gain some real life experiences as her earlier education posed a lot of challenges. It appeared she was always aware that something was wrong due to the difficulties she experienced trying to learn what was contained in her academic materials, things her peers understood easily without much effort. Her rural background denied JH the chance to test or evaluate for learning disorders as such services were not available.

Though JH noticed how good she was at reading and math, she however found out that she was not able to accomplish certain academic tasks with ease. She performed below average on her tests consistently, and could not perform well in timed activities. History was among her favorites subjects, but she would always submit poorly-executed assignments or incomplete ones due to her inability to comprehend complex instructions. Consequently, her grades were always low in most of her courses despite her ability to interact intelligently on issues that concern the subjects she wrote.

JH joined the Peace Corps when she left high school, where she was part of the team that instituted a water purification system in an Ugandan village. She was also part of a team that educated rural dwellers about the dangers of engaging in unprotected sex like HIV / AIDS. When she came back home, she joined a non-governmental organization that specialized in aiding communities to develop their gardens using composting, heirloom vegetables, and minimizing landfills. She was quite successful in each of the projects she took part in and often accomplished the tasks entrusted to her. She was quite experienced in the areas she chose to work, and seemed to have amazing knowledge of the environment, working with people and relationships. She felt as if there was only a delay in her development, and she was beginning to reach her potentials. Following her intense desire to work with local communities to help them develop, networking, and sustaining the natural environment, she made up her mind to return to school to a combined degree in community development and environmental science. She believed schooling would become much easier if she determined a certain area of intense interest. She decided to register for a bachelor's degree. Her application was accepted into a vast program that focused more on her real life experiences than on her past academic records.

Behavioral Observation

JH was always aware that something was wrong due to the difficulties she experienced trying to learn what was contained in her academic materials, things her peers understood easily without much effort. Though JH noticed how good she was at reading and math, she however found out that she was not able to accomplish certain academic tasks with ease. She performed below average on her tests consistently, and could not perform well in timed activities. History was among her favorite subjects, but she would always submit poorly-executed assignments or incomplete ones due to her inability to comprehend complex instructions. Consequently, her grades were always low in most of her courses despite her ability to interact intelligently on issues that concern the subjects she wrote. From the observation done, it was clear that JH was suffering from ADHD. Attention deficit hyperactivity disorder (ADHD) in adult stage is often associated with poor academic performance, low self-esteem, social dysfunction and low living standards (Agarwal, Goldenberg, Perry, & Ishak, 2012; Biederman, 2005; Canu, Newman, Morrow, & Pope, 2008; Canu & Carlson, 2007). The process of diagnosing ADHD in adults involves a clinical assessment of all symptoms of lack of attention, impulsivity, and hyperactivity, all linked to certain impairments like poor academic achievements (Daley & Birchwood, 2010). Once an individual's diagnosis of ADHD comes out positive, specific methods of treatments can commence to reduce the symptoms and enhance functioning. JH has a problem of irregular depression attacks, but she never thought of suicide and the attacks never lasted for long. She was never engaged in any kind of self-harm. She was under the supervision of a professional therapist for about 8 months, and this helped her a lot. The treatment was focused mostly on helping her improve her moods and the way she handled her difficulties. Traditional psychological and pharmacological treatment techniques in ADHD-positive adults include cognitive-behavioral therapy (CBT) and stimulant drug treatment such as, using methylphenidate. These two treatment methods have been found to be quite helpful to ADHD-positive adults (Fuermaier, et., al 2014). JH has a problem of irregular depression attacks, but she never thought of suicide and the attacks never lasted for long. She was never engaged in any kind of self-harm. She was under the supervision of a professional therapist for about 8 months, and this helped her a lot. The treatment was focused mostly on helping her improve her moods and the way she handled her difficulties.

Procedures

Using different instruments to evaluate human behavior is a part of psychological work since long, with standards that provide assistance in the maiden edition of the American Psychological Association (APA) Ethics Code.… [END OF PREVIEW]

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