Case study of justin

444 views

Published on

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
444
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
10
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Case study of justin

  1. 1. Case Study of Justin Counseling 621 November 7, 2011
  2. 2. Client Description <ul><li>Justin </li></ul><ul><li>10 year old Caucasian male </li></ul><ul><li>Della Davidson Elementary student </li></ul><ul><li>Fourth grade student </li></ul><ul><li>First year in the Oxford school district </li></ul>
  3. 3. Purpose of Assessments <ul><li>Wide Range Achievement Test (WRAT4) </li></ul><ul><li>-measure his basic academic skills in reading, spelling, and mathematical computation necessary for effective learning, communication, and thinking </li></ul><ul><li>-evaluate achievement/ability discrepancies </li></ul><ul><li>-determine his instructional needs </li></ul><ul><li>Dynamic Indicators of Basic Early Literacy Skills (DIBELS) </li></ul><ul><li>-assess his acquisition of fourth grade literacy skills </li></ul><ul><li>-identify if he needs additional assistance or intervention strategies in the classroom </li></ul><ul><li>-determine if special services like speech therapy or remediation classes will be needed </li></ul><ul><li>School Motivation and Learning Strategies Inventory (SMALSI) </li></ul><ul><li>-assess deficiencies in study, learning, reading comprehension, and test-taking strategies </li></ul><ul><li>-identify and target poor learning strategies that affect academic performance </li></ul>
  4. 4. Assessment Procedures and Protocol <ul><li>Dynamic Indicators of Basic Early Literacy Skills (DIBELS) </li></ul><ul><li>-Given during our first meeting </li></ul><ul><li>-Assessment contains three short reading passages on grade level; the student is given one minute for each reading passage, which they read aloud to the administrator </li></ul><ul><li>-After reading each passage the student has one minute to explain what the reading passage was about in their own words </li></ul><ul><li>Wide Range Achievement Test (WRAT4) </li></ul><ul><li>-Given during our second meeting </li></ul><ul><li>-Divided into word reading, sentence comprehension, math computation, and spelling subtests </li></ul><ul><li>-Each subtest allows a certain amount of consecutively missed questions before test is stopped </li></ul>
  5. 5. Assessment Procedures and Protocol <ul><li>School Motivation and Learning Strategies Inventory (SMALSI) </li></ul><ul><li>-Given during our fifth meeting </li></ul><ul><li>-Composed of 147 questions answered by the student </li></ul><ul><li>-Responses include never true, sometimes true, often true, and almost always true </li></ul><ul><li>-Quick way to identify poor learning strategies </li></ul><ul><li>-Seven scales focus on student strengths and three scales focus on student liabilities </li></ul>
  6. 6. Medical/Developmental History <ul><li>No serious medical issues </li></ul><ul><li>Had surgery during second grade year and accumulated numerous absences </li></ul>
  7. 7. Family Psychiatric History <ul><li>The mother reported no history of family members having psychiatric issues. </li></ul>
  8. 8. School/Academic History <ul><li>Academic issues began during his second grade year </li></ul><ul><li>Attended seven different schools in the past year </li></ul><ul><li>Does not complete homework </li></ul><ul><li>Has difficulty concentrating in class </li></ul>
  9. 9. Home Behavior/Social <ul><li>Family of Origin (mom and grandparents) </li></ul><ul><li>-Only child </li></ul><ul><li>-Lives with his grandparents and mother </li></ul><ul><li>-Father not involved in his life </li></ul><ul><li>-Mom works the night shift and does not get to spend time with him often </li></ul><ul><li>Few friends or social support at school </li></ul><ul><li>-Has moved around and changed schools often </li></ul><ul><li>-Very shy and passive </li></ul><ul><li>-Physically immature for his age </li></ul><ul><li>Behavior Issues </li></ul><ul><li>-Mom reported no behavior issues at home, in the past or presently </li></ul><ul><li>-Has had no discipline referrals or reports from teachers regarding behavior issues in the classroom </li></ul>
  10. 10. Parent’s/Adult’s Perceptions of Academic Standing <ul><li>Mother feels like due to the number of absences in the second grade, he missed vital preparatory material and now is suffering the consequences </li></ul><ul><li>Mother, grandmother, and teachers feels like he is missing study skills and motivation </li></ul><ul><li>Grandmother feels like the constant moving and numerous schools has affected his current academic standing </li></ul>
  11. 11. Assessments Used & Appropriate Interpretations <ul><li>Dynamic Indicators of Basic Early Literacy Skills (DIBELS) </li></ul><ul><li>-Measure his phonological awareness </li></ul><ul><li>-Measure his alphabetic principle </li></ul><ul><li>-Measure his fluency with connected text </li></ul><ul><li>-Oral reading fluency section of the DIBELS is the most researched, efficient, and standardized measure of reading proficiency </li></ul><ul><li>Wide Range Achievement Test (WRAT4) </li></ul><ul><li>-Measure reading recognition, spellings, and arithmetic computation </li></ul><ul><li>-Overall reliability is excellent </li></ul><ul><li>-Correlates highly with the Peabody Individual Achievement Test </li></ul>
  12. 12. Assessments Used & Appropriate Interpretations <ul><li>School Motivation and Learning Strategies Inventory (SMALSI) </li></ul><ul><li>-Evaluate his student strength scales which include study strategies, note taking/listening skills, reading comprehension strategies, writing/research skills, test taking strategies, organizational techniques, and time management </li></ul><ul><li>-Evaluate his student liability scales which include low academic motivation, test anxiety, and concentration/attention difficulties </li></ul>
  13. 13. Summary of Findings <ul><li>DIBELS </li></ul><ul><li>-Scored a 79 on the oral reading fluency section which is considered “at risk” </li></ul><ul><li>-Scored low on the initial sound fluency and phonemic segmentation fluency sections, was not able to produce initial sounds of a given word or produce individual sounds </li></ul><ul><li>WRAT4 </li></ul><ul><li>-Scored low on word reading subtest </li></ul><ul><li>-Scored below average on spelling and sentence comprehension subtest </li></ul><ul><li>-Scored average on math computation subtest </li></ul><ul><li>SMALSI </li></ul><ul><li>-Scores revealed that he was below average in development regarding study strategies, note taking/listening skills, reading/comprehension strategies, and organizational techniques </li></ul><ul><li>-Scored significantly above average in regards to low academic motivation </li></ul>
  14. 14. Treatment Plan & Recommendations <ul><li>Due to low academic scores and assessments given, the student should be monitored to see if placement on Tier II is appropriate </li></ul><ul><li>Student should be tested by special services to see if speech therapy can be provided </li></ul><ul><li>Student needs to be placed in remediation classes offered during the school day to improve reading, organizational skills, and test taking skills </li></ul><ul><li>Student should be invited to participate in Oasis, the after school tutoring program, to help with study skills and motivation for learning </li></ul>
  15. 15. References <ul><li>Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22 , 27-48. </li></ul><ul><li>Stroud, K., & Reynolds, C. R. (2006). School motivation and learning strategies inventory professional manual . Lutz: Psychological Assessment Resources. </li></ul><ul><li>Wilkinson, G. S., & Robertson, G. J. (2006). Wide range achievement test 4 professional manual . Lutz: Psychological Assessment Resources. </li></ul>

×