1

MS808 LEARNING DISABILITITES

CASE STUDY #1

CnILD'S INICkMA1ICN: ......................................................................................... 4
"#$%#& '''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''' (
DIAGNCSIS ............................................................................................................ 4
"#$%$ &'()*)$%#+#' ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, -
ASSLSSMLN1 CI SCnCLCGICAL 1LS1 kLSUL1S ................................................... 4
.. /#+012 3412# 3506"#$%$ 347+#$ ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 8
)* +,-./ *0 )123 '''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''' 4
9#1:#22;$ <1%#=7+)#$ >+7?)2# ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, @
<A#4B ?7+ &3C 7+ &$D#+=#+;$ 3E*'+7(# ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, @
)* +,-./ *0 35/-6#78,# '''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''' 9
)* +,-./ *0 35/76#:,# ''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''' 9
<FG3 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, @
)* +,-./ *0 35/-6#78,# '''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''' 9
&C3 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, @
;#6&,#< +,-./ *0 =3>3 ''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''' ?
HI3<6III J14%7+ I*')4#$ ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, K
&<7C3 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, K
&IC3 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, K
&C3 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, K
/<L>F :$, &<IC ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, K
)* +,-./ *0 )%@6*<*-,A#< BC7#,6C%.& ''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''' D
H3I<6III C#:#27D(#*%12 I*'#M NHCIO ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, P
+,-./ *0 35/<%:,# '''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''' D
G1**1%E*#;$ <1%#=7+)#$L>+7?)2# ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, P
&<IC >+7?)2# ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, P
3<&C >+7?)2# ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, P
E*6F%6<,.% +,-./ *0 +*A,#< B.A*C7%&%.A% '''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''' D
ASSLSSMLN1 CI SLNSCk kCCLSS 1LS1 kLSUL1S ................................................ 9
3)=*$ 7? 3#*$7+E >+74#$$)*= I$$5#$ ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, QR
327$$7* /)$512 >#+4#D%)7* 3B)22 34+##*#+ ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, QR
327$$7* &5')%7+E >#+4#D%)7* 3B)22 34+##*#+ ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, QR
ASSLSSMLN1 CI ACnILVLMLN1 1LS1S kLSUL1S .................................................. 11
G+1== >A7*)4$ S#1')*#$$ "#$% ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, QQ
34A7*#2 S#1')*=L3D#22)*= "#$%$ ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, QQ
312?7+' 3#*%#*4# S#1')*= ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, QQ
T#12# &*12E$)$ 7? S#1')*= &0)2)%E ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, QU
2
+,-./ *0 G%#F,.- #.F +7%<<,.- B//@%/ '''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''' HI
CN-SI1L C8SLkVA1ICN IkCM CASL S1UD .......................................................... 12
8LnAVICk AND SM1CMS MAING AGAINS1 DSM-IV-1k ................................ 13
35((1+E 7? V1DD)*= S#$52%$ ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, QW
ASSLSSMLN1 CI ADnD SM1nCMS 1C DSM-IV-1k ............................................ 14
3E(D%7( QX 914B 7? J745$ ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, Q8
3E(D%7( UX 914B 7? J7227Y6"A+75=A ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, Q8
3E(D%7( WX 914B 7? F+=1*)Z1%)7*12 &0)2)%E ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, Q8
3E(D%7( -X 914B 7? 35$%1)*#' V#*%12 [??7+% ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, Q8
;#6&,#< /,-./ *0 =3>3 '''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''' H9
ASSLSSMLN1 CI DSLLkIA SM1nCMS 1C DSM-IV-1k ...................................... 16
3E(D%7($ 7? CE$2#M)1 NC3V6I/6"SO ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, Q@
3E(D%7( QX S#1')*= 14A)#:#(#*% $50$%1*%)122E 0#27Y *7+(12)Z#' $%1*'1+')Z#' %#$%$ ,,,,,,, Q@
3E(D%7( UX 3)=*)?)41*% I*%#+?#+#*4# Y)%A 141'#()4 14A)#:#(#*%$ ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, Q@
+,-./ *0 35/<%:,# ''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''' H?
AkLAS CI CCNCLkN ............................................................................................ 17
<7*?2)4%)*= &$$#$$(#*% 7* /)$512 >#+4#D%)7* ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, QK
>7$$)0)2)%E 7? \#1+)*= 7+ \#1+)*= J+#]5#*4E 97$$ ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, QP
IUknLk 1LS1S 1C 8L ADMINIS1LkLD (IN 1LkMS CI kICkI1 - II NC1 ALkLAD
DCNL) .................................................................................................................. 18
"#$% ?7+ \#1+)*= 97$$ ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, QP
"#$% ?7+ /)$512 I(D1)+(#*% ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, QP
"#$% ?7+ /)$512 >#+4#D%)7* ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, QP
V7%7+6J+## /)$512 >#+4#D%)7* "#$%^ "A)+' [')%)7* NV/>"6WO ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, QP
"#$% ?7+ &C\C N>+7:)$)7*12O ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, Q_
"A# &%%#*%)7* C#?)4)% C)$7+'#+$ [:1251%)7* 3412# 6 "A)+' [')%)7* N&CC[36WO ,,,,,,,,,,,,,,,,,,,,,,,,,,,, Q_
C#:#+#5M 3412#$ 7? V#*%12 C)$7+'#+$ NQ__-O ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, Q_
ASSLSSMLN1 CI II'S S1kLNG1nS AND WLAkNLSSLS ........................................... 20
35((1+E 7? ..;$ I*'):)'512 J14%7+ 3%+#*=%A$ 1*' H#1B*#$$#$ ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, UR
35((1+E 7? ..;$ <7=*)%):# &0)2)%)#$ ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, UR
[M4#22#*% <7*4#D% J7+(1%)7* ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, UR
[M4#22#*% &0$%+14% )* "A)*B)*= 3B)22$ ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, UQ
[M%+#(#2E Y#1B 3A7+% "#+( V#(7+E ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, UQ
DIALCGICS ........................................................................................................... 21
CASL ICCUS ......................................................................................................... 21
kL LCLL 1C WCkk WI1n II ............................................................................. 22
BF%#< +%&@7 J+&6*.-<5 "*@7<%F K#6<5 B.&%6$%.&,*. +%6$,A% 3%<,$%65L ''''''''''''''''''''''''''''''''''''''''' II
['541%)7*12 >$E4A727=)$% N<1$# V1*1=#+O ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, UU
3
>1+#*%$ NV1)* 9)1)$7*^ `#E <76<77+')*1%7+ 1*' `#E ['541%7+O ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, UW
['541%)7*12 "A#+1D)$% NV1)* I(D2#(#*%#+O ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, UW
34A772 NV1)* &41'#()4 35DD7+%O ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, UW
a7:#+*(#*% &=#*4)#$ NV1)* [M%#+*12 &$$)$%1*4#O ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, U-
IUk1nLk INICkMA1ICN kLUkLMLN1S ............................................................. 24
>1+#*%$ 1*' .. ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, U-
['541%)7*12 >$E4A727=)$% 1*' ['541%)7*12 "A#+1D)$% ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, U8
34A772 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, U@
DIDAC1ICS ........................................................................................................... 29
1#6,*@/ ;*&%.&,#< M@&A*C%/ ,. &8% F,#-.*/,/ *0 NNO/ 35/<%:,A /5C7&*C/ ''''''''''''''''''''''''''''''''''' IP
J745$ 7* "+#1%(#*% 7? 'E$DA7*#)'#$)1, ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, U_
I*%#+:#*%)7* F0b#4%):#$ ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, U_
3E(D%7($ 7? 'E$DA7*#)'#$)1 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, WR
&*12E$)$ ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, WR
>+7D7$12 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, WQ
<7(D1+)$7* Y)%A HI"\CS&H&9 1*' IT<9&33 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, WU
\7Y %A)$ D+7D7$12 41D)%12)Z#$ 7* ..;$ $%+#*=%A$ 1*' ()*)()Z#$ A)$ Y#1B*#$$#$ ,,,,,,,,,,,,,,,,,,,,,,,,,,,,, WW
>#+?7+(1*4# [:1251%)7* ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, W-
CCNCLUSICN ....................................................................................................... 34
8I8LICGkAn ..................................................................................................... 3S
ALNDIk 1 ......................................................................................................... 36
Q@6RS%,< KF@A#&,*. +5/&%C/ >,-8 +&#T%/ U%/&,.- ''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''' V9
+A,%.&,0,A#<<5WE#/%F G%/%#6A8 1#<,F#&,.- Q@6RS%,< VXXX ''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''' V9
ALNDIk 2 ......................................................................................................... 37
NN Y+B"W BBB U%/& G%/@<&/ '''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''' V?


4
EVALUATION OF NEUROPSYCHOLOGICAL AND EDUCATIONAL
TESTING

Ch||d's Informat|on:
Name: JJ
Chronological Age: 11yrs 6 mths
Mental Age: 12 yrs 4 mths
Gender: Male
Grade: Primary 5
Caveat
As the test dates were not provided in the case study, we assumed that all tests were
conducted at JJs chronological age so that we can have across the board consistency
in our evaluation.
D|agnos|s

1ests Adm|n|stered

Wechsler Intelligence Scale for Children-III, Slosson Visual Perceptual Skill
Screener, Slosson Auditory Perceptual Skill Screener, Bragg Phonics Reading Test,
Schonnel Reading/ Spelling Tests, Salford Sentence Reading Test, Neale Analysis of
Reading Ability.
Assessment of sycho|og|ca| 1est kesu|ts

JJ shows symptoms of both Dyslexia and ADHD but there are no signs of ASD.
Socially, he may show a devil may care attitude and socially highly tolerant of his
peers due to:
a. Issues with auditory processing (he cannot understand what they are saying
(shown by below cut-off scores in semantic and symbolic orientation);
5
b. A limited ability to relate different concepts (shown by below cut-off score in
pragmatic reasoning).
!! #$%&'( )*'($ )+&,-$./. )*0%$.
VERBAL
SCALE (3 pts. significant)
Scaled
Scores
Difference from
Verbal Mean
1

Qualitative
Description (based on
scaled scores)
Information (I) 6 -3 Extremely Low
Similarities (S) 11 2 Average
Arithmetic (A) 9 0 Average
Vocabulary (Vo) 10 1 Average
Comprehension (C) 11 2 Average
Digital Span (DS) 7 -2 Low
PERFORMANCE
SCALE (4 pts. significant)
Scaled
Scores
Difference from
Perf. Mean
2

Qualitative
Description (based on
scaled scores)
Picture Completion (PC) 11 1 Average
Picture Arrangement (PA) 12 2 Average
Block Design (BD) 12 2 Average
Object Assembly (OA) 11 1 Average
Coding (Cod) 9 -1 Average
Symbol Search (SS) 8 -2 Average
Mazes (Mz) 8 -2 Average
No S|gns of NVLD

Test for Non-Verbal Learning Disability (VIQ PIQ >15)
Comment: Test results suggest that JJ does not show any signs of NVLD,
Autism or Asperger.


1
Verbal Mean is the sum of all tested factors divided by the number of tested factors.
2
Performance Mean is the sum of all tested factors divided by the number of tested
factors.
6
Leave||'s Categor|es rof||e

Leavells Categories (31) > Cut-off (30):
Comment: Test results suggest that JJ does not show any signs of Autism or
Asperger.
Check for ASD or Asperger's Syndrome

SCV(32) > Cut-off (30):
BO(23) > Cut-off (20):

SCV(32)/3 = 10.7:
BO = 23/2 = 11.5
Difference = 0.8 < 1

Comment: Test results suggest that JJ does not show any signs of Autism or
Asperger.
No S|gns of Dysgraph|a


ADSCodSS(33) < Cut-off (40).

Comment: ADSCodSS shows no possibility of dysgraphia.

No S|gns of Dysprax|a
123)

COBS (40) < Cut-off (40).

Comment: COBS shows no possibility of dyspraxia.

No S|gns of Dysgraph|a
45)

ADSCodSS( 33) < Cut-off (40).

Comment: ADSCodSS shows no possibility of dysgraphia.

7
art|a| S|gns of ADnD
67)1,777 8'*/0% 79:;*$.

FDI (16) < 20) ;
VCI (38) < Cut-off (40);
PSI (17) < Cut-off (20).

Comment: WSIC-III Factor Indices suggest that JJ has auditory-sequential
processing deficit with ADHD like symptoms.
4105)

ACoDS (25) < Cut-off (40).

1. Comment: ACoDS Profile suggests that JJ shows signs of attention-
concentration span deficit, which is one of the symptoms of ADHD.
475)
AIDS (22) < Cut-off (30)

2. Comment: AIDS Profile suggests that JJ shows signs of impulsivity, which is
one of the symptoms of ADHD.
45)

ADS(16) < Cut-off (20).

3. Comment: ADS Profile suggests that JJ shows signs of distractibility, which is
one of the symptoms of ADHD.
#1<=2 >.? 4175

VC(38) > ACID(31);
PO(46) > ACID(31)

Comment: VC/PO vs. ACID profile suggests that JJ shows no signs of ADHD.

8
No S|gns of Neuro|og|ca| Impa|rment

6)71,777 5$>$(0@A$9/'( 79:$B C657D

WDI (-0.03) < 0.20 (No impairment)

Comment: WDI suggests that JJ dies not have any sign of neurological
impairment.
S|gns of Dys|ex|a

3'99'/E9$F. 1'/$G0%;$.<=%0H;($

Spatial (Sp) [34] > Conceptual (Cpt) [32] > Sequential (Sep) [28]

Comment: Bannatynes Categories/Profile suggest that there are possibilities
of classical dyslexia/ Specific Learning Disorder:
4175 =%0H;($

ACID (31) < Cut-off (40).

Comment: ACID Profile suggests that JJ shows signs of SpLD and ADHD.

)145 =%0H;($

SCAD (33) < Cut-off (40).

Comment: SCAD Profile suggests that JJ shows signs of SpLD.

8order||ne S|gns of Soc|a| Incompetence


Social Relations (34) > Cut-off (30);
Semantic Orientation (27) < Cut-off (30);
Symbolic Orientation (25) < Cut-off (30);
Abstract Reasoning (32) > Cut-off (30);
9
Pragmatic Reasoning (29) < Cut-off (30);
Mean Score (29.4) < Cut-off (30).


Comment: Social Competence Profile suggests that overall JJ should be able
to communicate in a social setting (borderline mean score). He is likely to be:
a. Handicapped by his lack of general knowledge (I) when taking to his
friends (semantic orientation);
b. A limited ability to respond quickly to auditory questions and may
display excessive anxiety (symbolic orientation).
c. His lack of general knowledge (I) will also impede this ability to
connect the dots (pragmatic reasoning).
Assessment of Sensory rocess 1est kesu|ts

JJ has severe auditory perception issues with some limitations to his visual perception.
In terms of visual perception, JJ may have difficulties perceiving or locating objects
within a busy field without getting confused by the background or surrounding
images (Visual Figure Ground). He has fewer issues with visualizing a complete
whole when presented with an incomplete picture (Visual Closure).

In terms of auditory processing, JJ can hear well but is apparently unable to
understand what he hears. JJ cannot hear well when there are other noises in the
background (significant age difference in Auditory FigureGround). JJ has severe
issues in recognizing words when spoken to him (significant age difference in
Auditory Filtered Words) and he comprehends rhyming words very poorly
(significant age difference in Auditory Filtered Words).
10
S|gns of Sensory rocess|ng Issues

The Slosson Visual Perception Skill Screener and the Slosson Auditory Perception
Skill Screener are used to assess the child ability to perceive visual and auditory
information. Generally recommended for testing children between the ages of 5 and
10 years. All tests suggest that JJ visual and auditory perception skills issues.
)(0..09 #;.+'( =$%*$@/;09 )I;(( )*%$$9$%
Subscales Age Equivalent Difference from
Chron. Age
(11 yrs. 6 mths)

Visual
Discrimination
11 yrs. 7 mth + 1 mth
Visual Figure-
Ground
10 yrs. 11 mths -7 mths
Visual Closure

11 yrs. 4 mths - 2 mths
)(0..09 4+:;/0%E =$%*$@/;09 )I;(( )*%$$9$%
Subscales Age Equivalent Difference from
Chron. Age
(11 yrs. 6 mths)

Auditory Figure-
Ground
7 yrs. 3 mths -4yrs 3 mths
Auditory Filtered
Words
6 yrs. 0 mths -5yrs 6 mths
Auditory Word
Discrimination

9 yrs. 9 mths -1yrs 9 mths





11
Assessment of Ach|evement 1ests kesu|ts
3%'GG =J09;*. K$':;9$.. -$./
Subscales Raw Score Comments
Initial Letter
Sounds
6/10
Final Letter Sounds 4/10
Rhyming Words

4/10
Non-words
(Blending)
4/10 Reading difficulty
Readiness Level 1/10 Poor

Schonel Reading and Spelling Test are graduated normalized tests that provide an
indication of age group equivalency.

)*J09$( K$':;9G<)@$((;9G -$./.
Skills Age Equivalent Difference from
Chron. Age
(11 yrs. 6 mths)

Reading 9yrs 3 mths -2yrs 3 mths
Spelling 8yrs 9 mths -2yrs 9 mths


Salford Sentence Reading Test is a graduated normalized test that provides an
indication of age group equivalency.

)'(H0%: )$9/$9*$ K$':;9G
Skills Age Equivalent Difference from
Chron. Age
(11 yrs. 6 mths)

Sentence Reading 10yrs 2 mths -1yrs 4 mths
12

Neale Analysis of Reading Ability is a graduated normalized test that provides an
indication of age group equivalency.

L$'($ 49'(E.;. 0H K$':;9G 4&;(;/E
Skills Age Equivalent Difference from
Chron. Age
(11 yrs. 6 mths)

Reading Accuracy 9yrs 9 mths -1yrs 9 mths
Reading Rate 9yrs 2 mths -2yrs 4 mths
Reading
Comprehension
10yrs 0 mths -1yrs 6 mth

S|gns of kead|ng and Spe|||ng Issues

All the tests suggest that JJ has difficulty in reading and spelling which are classical
symptoms of Dyslexia.

Cn-s|te Cbservat|on from Case Study
JJ is 10 years old (Primary 4) when his parents brought him to see an educational therapist (in
private practice) about getting him some help. He was about to start the new term at the
beginning of Primary 5 and his parents worried that he would not be able to cope with the added
workload. JJ has been in and out of learning support program (LSP) throughout his primary
school years, but he is still unable to keep up with his peers academically. He is a popular boy at
an all-boy school, pleasant mannered, teachers praise his efforts and he loves sport.
JJ's mother once said that JJ was struggling with his homework, and also bringing home-
unfinished schoolwork. Reading questions, following instructions, and putting his thoughts and
ideas down onto paper was a real struggle for JJ. Doing homework was a daily battle and could
13
take hours; the whole family was beginning to suffer from the effects of this, as there were
daily arguments.
JJ really enjoys football, but his coach was always getting at him to concentrate and focus a bit
more. JJ's confidence and self-esteem were rock bottom, his attitude was why bother I can't
do it, and so what's the point.
When JJ saw the educational therapist (in private practice) for the first session, he lacked
confidence and was unhappy about what the future held for him. Over the following 4 months
the educational therapist paid particular attention to building up his confidence, working on the
areas where he was having difficulty - reading, writing, concentration and self - esteem.
Through the use of specific, targeted, multi-sensory exercises tailored to JJ's requirements and
with a few exercises to do daily at home, JJ was beginning to show great improvements, and
was beginning to look forward to the move to high school.
8ehav|or and Symptoms Mapp|ng aga|nst DSM-IV-1k

)+AA'%E 0H M'@@;9G K$.+(/.


Assessment Result
Intelligence Tests a. Signs of Dyslexia
b. Partial signs of ADHD
c. No signs of ASD
d. No signs of neurological impairment
e. No signs of dyspraxia
f. No signs of dysgraphia

Sensory Processing Tests a. Severe auditory perception issues
b. Limited visual perception issues
Achievement Tests a. Severe reading disability

DSM-IV-TR a. Signs of Dyslexia
b. Partial Signs of ADHD

14
ASSLSSMLN1 CI ADnD SM1nCMS 1C DSM-IV-1k

To establish the validity of the assessment, all the symptoms shown by JJ should
conform to the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition
(DSM-IV).

Diagnostic criteria for Attention-Deficit/Hyperactivity Disorder (Diagnostic and
statistical manual of mental disorders, 2000).
A. Either (1) or (2):
(1) Inattention: six (or more) of the following symptoms of
inattention have persisted for at least 6 months to a degree that is
maladaptive and inconsistent with developmental level:
(a) Often fails to give close attention to details or makes
careless mistakes in schoolwork, work, or other activities (b)
often has difficulty sustaining attention in tasks or play
activities (c) often does not seem to listen when spoken to
directly (d) often does not follow through on instructions
and fails to finish school work, chores, or duties in the
workplace (not due to oppositional behavior or failure to
understand instructions) (e) often has difficulty organizing
tasks and activities (f) often avoids, dislikes, or is reluctant
to engage in tasks that require sustained mental effort (such
as schoolwork or homework) (g) often loses things
necessary for tasks or activities (e.g., toys, school
assignments, pencils, books, or tools) (h) is often easily
distracted by extraneous stimuli (i) is often forgetful in daily
activities
(2) Hyperactivity-impulsivity: six (or more) of the following
symptoms of hyperactivity-impulsivity have persisted for at least 6
months to a degree that is maladaptive and inconsistent with
developmental level:
Hyperactivity
(a) Often fidgets with hands or feet or squirms in seat (b)
often leaves seat in classroom or in other situations in which
remaining seated is expected (c) often runs about or climbs
excessively in situations in which it is inappropriate (in
adolescents or adults, may be limited to subjective feelings
of restlessness) (d) often has difficulty playing or engaging
in leisure activities quietly (e) is often "on the go" or often
acts as if "driven by a motor" (f) often talks excessively
Impulsivity
15
(g) Often blurts out answers before questions have been
completed (h) often has difficulty awaiting turn (i) often
interrupts or intrudes on others (e.g., butts into conversations
or games)
B. Some hyperactive-impulsive or inattentive symptoms that caused
impairment were present before age 7 years.
C. Some impairment from the symptoms is present in two or more
settings (e.g., at school [or work] and at home).
D. There must be clear evidence of clinically significant impairment
in social, academic, or occupational functioning.
E. The symptoms do not occur exclusively during the course of
a Pervasive Developmental Disorder, Schizophrenia, or other
Psychotic Disorder and are not better accounted for by another mental
disorder (e.g., Mood Disorder, Anxiety Disorder, Dissociative
Disorders, or a Personality Disorder

Symptom 1: Lack of Iocus

Often fails to give close attention to details or makes careless mistakes in schoolwork,
work, or other activities. In football, JJs coach was asking him to concentrate and
focus more.
Symptom 2: Lack of Io||ow-1hrough

Often does not follow through on instructions and fails to finish school work, chores,
or duties in the workplace (not due to oppositional behavior or failure to understand
instructions) (homework). JJ was bringing back uncompleted schoolwork.
Symptom 3: Lack of Crgan|zat|ona| Ab|||ty

Often has difficulty organizing tasks and activities (putting thoughts down). Putting
his thoughts down on paper was a real struggle.
Symptom 4: Lack of Susta|ned Menta| Lffort

16
Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental
effort (such as schoolwork or homework). Doing homework was a daily battle and
could take hours.
art|a| s|gns of ADnD

JJ partially meets the DSM-IV-TR requirements for ADHD. Four symptoms have
been shown. Six symptoms are required to be present under at least two different
settings. We have only seen limited evidence in the home and at the football field.
ASSLSSMLN1 CI DSLLkIA SM1nCMS to DSM-IV-1k
Symptoms of Dys|ex|a (DSM-IV-1k)

Diagnostic criteria for 315.00 Reading Disorder (Diagnostic and statistical manual of
mental disorders, 2000)
A. Reading achievement, as measured by individually administered
standardized tests of reading accuracy or comprehension, is substantially
below that expected given the person's chronological age, measured
intelligence, and age-appropriate education.
B. The disturbance in Criterion A significantly interferes with academic
achievement or activities of daily living that require reading skills.
C. If a sensory deficit is present, the reading difficulties are in excess of
those usually associated with it.


)EA@/0A NO K$':;9G '*J;$>$A$9/ .+&./'9/;'((E &$(0P 90%A'(;Q$: ./'9:'%:;Q$:
/$./.

JJ scored below average on the Bragg Phonics Readiness Test, Schonell Reading
Test, Salford Sentence Reading Test and Neale Analysis of Reading Ability.
)EA@/0A RO );G9;H;*'9/ 79/$%H$%$9*$ P;/J '*':$A;* '*J;$>$A$9/.


17



S|gns of Dys|ex|a

JJ demonstrated gradually declining scores in his school examinations. He also
struggled with his schoolwork so much so that it interfered with the familys daily
living activities.
Areas of Concern

Conf||ct|ng Assessment on V|sua| ercept|on

According to the WSIC-III psychological pattern profile, JJs visual perception is
average but he is below equivalent age on the Slosson Visual Perception Tests (Visual
18
Figure Ground) and he has poor Coding (Cod) and Symbol search (SS) scores. Poor
Cod and SS scores may indicate visual dyslexia (dyseidesia).

oss|b|||ty of near|ng or near|ng Irequency Loss

JJ auditory perception could be due to hearing or frequency loss. This would impair
his ability to distinguish, discriminate between words and comprehend words
especially in a noisy environment.
IUknLk 1LS1S 1C 8L ADMINIS1LkLD (IN 1LkMS CI kICkI1
- II NC1 ALkLAD DCNL)
1est for near|ng Loss

Although it is likely that JJ is dyslexic, he also appears to have severe auditory
perception and auditory processing. We need to ascertain that hearing problems are
not the root causes of his dyslexic symptoms. An audiologist can administer this test.
1est for V|sua| Impa|rment

To ascertain that JJ is not suffering form any visual impairment that could give rise to
issues with visual perception, JJ should consult an Optometrist.
1est for V|sua| ercept|on
M0/0%,8%$$ #;.+'( =$%*$@/;09 -$./S -J;%: T:;/;09 CM#=-,UD

This tests would allow us to determine the extent of JJs visual perception (Ronald P.
Colarusso & Donald D. Hammill, 2012). Based on JJs Slosson Visual Perception
Test we would still need to ascertain if JJ also has mild dyseidesia. Educators,
psychologists, occupational therapists, optometrists may administer the test but the
overall assessment should be done by an educational psychologist.
19
1est for ADnD (rov|s|ona|)

We need to ascertain whether JJ has ADHD or has induced ADHD-like symptoms
due to the stress caused by his dysphoneidesia. We would suggest further assessment
using the following tests only after having confirmed that JJ has all the ADHD
symptoms according to the DSM-IV-TR.
-J$ 4//$9/;09 5$H;*;/ 5;.0%:$%. T>'(+'/;09 )*'($ , -J;%: T:;/;09 C455T),UD

This is a questionnaire, which has a school version (60 items), and a home version (46
items). This test in conjunction with JJs developmental history, direct observation of
behavior under different setting, interviews and more specific neuropsychological
testing, provide a better diagnosis of whether JJ has ADHD (McCarney & Arthaud,
2004). The teacher or parent can administer this test but the assessment would need to
be done by an educational psychologist.
5$>$%$+B )*'($. 0H M$9/'( 5;.0%:$%. CNVVWD

The test has 111 items and is used to determine if the child is experiencing or is at risk
of an emotional disorder including ADHD. It is based on DSM-IV categories (Jack A.
Naglieri, Paul A. LeBuffe, & Steven I. Pfeiffer, 1994). An educational psychologist
administers and assesses this test.




20

Assessment of II's Strengths and Weaknesses
Summary of II's Ind|v|dua| Iactor Strengths and Weaknesses
Strengths Difference
from Mean
Ability
a. Similarities (Sim) 2 May be able to do abstract and
logical thinking.
b. Comprehension (C) 2 May be able to verbalize well and
has good source of practical
information.
c. Picture Arrangement (PA) 2 May have good planning abilities
and logical sequential thought
processes.
d. Block Design (BD) 2 May have well-developed non-
verbal concept formation.
h. Information (I) -3 May have tendency to give up
easily.
i. Digit Span (DS) -2 May have hearing loss and or poor
auditory sequencing skills.
j. Symbol Search (SS) -2 May have impulsivity and poor
visual tracking skills.
k. Coding (Cod) -1 May have visual-motor co-
ordination problems and excessive
anxiety.

Summary of II's Cogn|t|ve Ab|||t|es

TB*$(($9/ 109*$@/ 80%A'/;09
(CF = I (-3) + Sim(2) + Vo(1) + C(2) + PA(2) + BD(2) = 6)

21
JJ has good Concept Formation (CF). He is able to develop ideas based on the
common properties of objects, events, or qualities using the processes of abstraction
and generalization (The American Heritage medical dictionary, 2007).
TB*$(($9/ 4&./%'*/ ;9 -J;9I;9G )I;((.
(AT = DSim(2) + Vo(1) + BD(1) = 5)

JJ has the ability to use concepts and to make and understand generalizations, such
as of the properties or pattern shared by a variety of specific items or events (The
American Heritage medical dictionary, 2007).
TB/%$A$(E P$'I )J0%/ -$%A M$A0%E
(STM = A(0) + DS(-2) + Cod(-1) + SS(-2) = -5)

JJ has poor ability to retain and recall recent events or experiences (The American
Heritage medical dictionary, 2007) .
DIALCGICS

CASL ICCUS

The focus should be on helping JJ to overcome his dyslexia, which is likely to be
dysphoneidesia (dysphonesia comorbid with dyseidesia subtypes). We also need to
confirm if he has ADHD.






22

kL LCLL 1C WCkk WI1n II
Idea| Setup (Strong|y Coup|ed Lar|y Intervent|on Serv|ce De||very)


Adapted from Early Intervention Service Delivery Models and Their Impact on
Children and Families (Harbin & West, 1998).

Lducat|ona| sycho|og|st (Case Manager)

The Educational Psychologists would be the person who would co-ordinate and work
with other team members on helping JJ. He/she would review JJ progress periodically
and will be the main information center to turn to, for queries from government
agencies, the school and JJs parents.

23
The major assumptions made are that JJ is suffering from neither visual nor auditory
impairments that are the root causes of his dyslexic symptoms.
arents (Ma|n L|a|son, key Co-Coord|nator and key Lducator)

As JJs primary caregivers, JJ parents would be the persons responsible for ensuring
that the educational therapist carries out the recommendations made by the
educational psychologist and that the educational psychologist does the periodic
review of JJ. However, they are also JJ main educator and should implement the
learning and behavioral modification strategies that they have been taught to use by
the Educational Therapist. JJs parents would also be the main liaison persons
between the school, government agencies and the educational therapist with the
educational psychologist. They would also be responsible for collating information
regarding JJs progress for the educational psychologist to review on a periodic basis.
Lducat|ona| 1herap|st (Ma|n Imp|ementer)

The Educational Therapist would be responsible for implementing the
recommendations made by the educational psychologist and providing the necessary
guidance for JJs Parents, Allied Educator and School Teachers. This guidance will be
relayed to the school via JJs parents. The therapist would also be responsible for
gathering relevant information on JJ for future review purposes.
Schoo| (Ma|n Academ|c Support)

The Allied Educator and School Teachers will receive guidance from JJs Educational
Therapist on the course of action that needs to be taken. Their role would be to
implement the action plan and provide relevant information for future review
purposes.
24
Government Agenc|es (Ma|n Lxterna| Ass|stance)

Government agencies may be providing assistance such as extended time to do exams
or wavering of the Mother Tongue exam requirements (MOE). JJs parents will act as
the main liaison person between the educational psychologist and the government
agencies or VWO such as the Dyslexic Association of Singapore (DAS).
IUk1nLk INICkMA1ICN kLUkLMLN1S

arents and II

Adapted from Why EI works (Guralnick, 2011)

Through interviews with both JJ and his parents, I would use the Guralnick
framework above to discover information on:
1. JJs Social and Cognitive Competence.
2. JJs Parent-Child Transactions.
3. JJs Family Orchestrated Child Experiences.
25
4. Evidence of JJs dysphoneidesia and/or onset of ADHD symptoms.
5. Health and safety aspects provided by the parents.

Lducat|ona| sycho|og|st and Lducat|ona| 1herap|st

Adapted from What is LD in Special Needs Education (Chia, 2012).

I would use chart above developed by Chia (2012) to:
1. Develop a common understanding of the operating definitions of various LDs
between the educational therapist and the educational psychologist.
2. More effectively and clearly, identify the severity and the type of LD affecting
JJ.
3. Maintain awareness that a combination of levels results in a syndrome so
treatment must not mitigate one symptom but gravely increase the severity of
another.
26
4. Apply the common knowledge to JJs psychological and sensory assessment
results.
5. Review the current treatment, what it is supposed to do and how it has
benefited JJs progress according to established goals.
6. Come to a common understanding of whether the treatment was successful
and prioritize which LD to treat based on severity.
7. Determine what treatment would benefit the behavioral aspects and what
treatment would benefit the academic aspects.
8. This information would then be disseminated to the parents and the school.
Schoo|

Factors determining school readiness to accept children with learning disabilities

I used a self-developed framework using several sources of information from
UNICEF (Phillips, 2012), the Australian government project on improving school
readiness for learning disabled children (Victoria. Dept. of Education and Early
27
Childhood Development, 2008) and a comparative study on the impact of impairment
on children with special needs entering schools in Canada, Australia and Mexico
(Janus, 2011).
Using the above framework, I would seek to discover the schools readiness to accept
children such as JJ by asking some of the following questions:
1. School Culture:
a. Professional Collaboration
i. How good is the professional collaboration between teachers
and staff?
ii. How much planning and organizational time is used to plan as
collective units/ teams for the benefit of students and the
school?
b. Affiliative Collegiality
i. How strong is the espirit de corp amongst staff, teachers and
students?
ii. Is there a sense of community feeling in the school where each
school members tries to help each other?
c. Self-Determination
i. Are the school members proactive rather than reactive to
student needs?
ii. Is there sufficient empowerment?
iii. Do staff and teachers enjoy working there and choose to be
there?
2. School Facilities:
28
a. What facilities are available to help JJ overcome his dysphonesia or
dysphoneidesia if he has dyseidesia as well and/or ADHD?


3. School Professional Expertise
a. What professional expertise is available to help JJ overcome his
dysphonesia or dysphoneidesia and/or ADHD?
b. Would the teachers/staff be able to administer the treatment regime
recommended by the educational therapist on the advice of the
educational psychologist?
c. How ill they help JJ to cope with his schoolwork?
d. How will they support JJs parents?
29
D|dact|cs
Var|ous otent|a| Cutcomes |n the d|agnos|s of II's Dys|ex|c symptoms

Iocus on 1reatment of dysphone|des|a.


We will assume a worst-case scenario such that dysphoneidesia is the diagnosed
outcome and that ADHD symptoms were a consequence of his dyslexia. We refer to
the VC/PO vs. ACID that do not indicate that JJ has any ADHD.
Intervent|on Cb[ect|ves

1. JJ to reach academic standards required by a Primary 6 level student in 2
years.
30
2. To create an intervention program that can have a high academic content but is
essentially family driven and managed through the home and school
environment.
3. To prevent decay in JJs intervention progress by having therapeutic
consistency the school to home environments.
4. Train JJs parents to provide the necessary support to JJ.
Symptoms of dysphone|des|a

1. A dyseidetic child has difficulties in making and immediate sight-sound
match.
2. A dysphonetic child may display great difficulty in syllabicating, sounding out
and blending the sounds together to decode the word.
Ana|ys|s

1. JJ needs to be able to pass his PSLE in 2 years time.
2. JJ is currently performing in English Language at 41% of Primary 4 level. If
we assume primary 5 level English Language requirement to be 100% and
Primary 6 English Language requirement to be 200% from Primary 4 level.
Then JJ who is performing at 41% of Primary 4 English Language Level
requirement is -159% (March) below Primary 5 English Level requirement.

"#$%&#' ( "#$%&#' )
*&#+, -./0 1023 40+ *&#+, -./0 1023 40+
5#&607 89(:; 89<=>=; 8()>?; 8(>9; ?)>9; :=>?; 9?@>=; A<<;
B&30 (9>C; (9>C; (9>C; (9>C;

3. He needs an improvement of at least 51% each quarter to meet the intended
target.
31
roposa|

1. The best way to achieve the target is to incorporate JJ academic requirements
into his intervention therapy. So rather than focus on using reading material
and other teaching aides that are disconnected with the MOE syllabus, we will
use all the textbooks and reading material that will be used in the classroom.
2. I would recommend specialized software such as the Kurzweil Education
system (Kurweil Education System, 2012). There are many such different
software in the market. It is not our purpose to promote this software but to
demonstrate that the proper use of ICT can lead to a highly effective
intervention strategy. Appendix 1 contains the research material on this
software.
3. The system allows the teacher to conduct a normal class for mixed ability
students using standard textbooks. JJ would be able to access the textbook
material through his laptop because the textbook contents can be digitized and
stored in the software. External noise tat will distract JJ can be minimized
through him wearing noise cancelling headphones.
4. As the teacher explains on the board, JJ can follow the lesson through text-to-
voice and simultaneous word/sentence highlighting. He is able to see the
words and hear the words with minimal distraction. If he does not understand
the word, he can access the on-line dictionary. Alternatively, he can review the
word by clicking on the word to repeat the sound. This would enhance his
immediate sight-sound abilities.
5. The role of the Allied Educator would be to support JJ with his classroom
understanding by empowering him to better use the software and also to
identify any areas of weakness that may not have been properly covered by the
32
software. These weaknesses would be escalated to the educational therapist
and the educational psychologists for their follow-up.
6. When JJ comes home, the software can be used to help JJ to do his homework.
His parents can assist JJ by providing essentially the same support as the
Allied Educator and his schoolteacher.
7. The role of the educational therapist and educational psychologist would then
be to fine-tune and make adjustments in the manner that the software is used.
They can insert reading material that would specifically target areas of
weakness.

Compar|son w|th WI1nDkAWAL and INCLASS

33
The Achilles heel in any WITHDRAWAL and INCLASS program is that the Allied
Educator, not being a certified teacher, does not bridge their intervention strategies
with the class lesson plan. This proposal would avoid that shortcoming.

Conceptually the proposal meets the WITHDRAWL tasks.
1. JJ receives individual intervention (WITH).
2. JJs L&B performance is monitored and intervention provided where
necessary (DRAW)
3. There is complete assessment and evaluation of JJs L&B performance.
Conceptually the proposal meets the INCLASS tasks. The teacher is able to look not
JJ PLOP using the software. The teacher can also to modify the teaching material for
JJ specifically to meet his learning requirements. Follow-up assessment can be
generated through the software where JJ can be individually assigned tasks or short
tests that will ascertain his development.
now th|s proposa| cap|ta||zes on II's strengths and m|n|m|zes h|s weaknesses

JJ has excellent concept formation; excellent abstract thinking but is extremely weak
in short-term memory. The software allows JJ to learn at his own pace whilst helping
him to decode words almost instantaneously.

Short-term memory (STM) is made up of Digital Span (DS), Coding (Cod) and
Symbol Search (SS). The software highlights each word as it is read out. This
strengthens JJs visual motor coordination (VMC), which is (Cod + SS) as well as his
Attention (DS + PC).

34
Any improvement in Cod and SS will result in improvements in Attention and
Concentration (Attn), Sequencing of Information (Seq), School like tasks (SLT), as
well as STM and VMC. There would be spillover improvements on Information (I) as
his knowledge base expands.

The advantage of this kind of software is that it can also be used for non-academic
reading materials so that JJ can develop a good reading habit. Neither is this software
limited to the learning of English so that it can also be used for JJs mathematics and
science. This software cannot be used for Chinese Language, as Chinese characters
are not recognized.
erformance Lva|uat|on

JJs performance will be evaluated through the class tests and periodic testing by the
educational psychologist.
Conc|us|on

JJs is likely to be suffering from dysphoneidesia that suggests that he has both visual
and auditory-linguistic dyslexia. He has partial symptoms of ADHD, which may have
been induced by his dyslexia.

Further tests would need to be carried out to eliminate visual and hearing impairments
but only for ADHD if interviews with JJ caregivers and teachers provide reliable
evidence pointing to ADHD. This is to avoid over testing JJ.

35
We assumed that he only has dysphoneidesia and will help JJ to overcome his
learning disabilities through the use of ICT, proper family and school support and
appropriate therapy under the supervision of an educational psychologists and
direction of an educational therapist.







8|b||ography

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Ronald P. Colarusso, & Donald D. Hammill. (2012). Motor-Free Visual Perception
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Append|x 1

kurzwe|| Lducat|on Systems n|gh Stakes 1est|ng
Sc|ent|f|ca||y-8ased kesearch Va||dat|ng kurzwe|| 3000


























37















Append|x 2

II WSIC- III 1est kesu|ts