Landon Case Study Psychology

Jadarius is a quiet and soft spoken year-old boy at Magee Elementary School. Jadarius's favorite sport is football. His favorite color is blue and he likes to watch Superman videos. In the summer, Jadarius looks forward to playing outside, eating vanilla ice-cream along with his mom's Hamburger Helper. Jadarius states, after high school, he would like to work at a Dollar General store and attend Jackson State University. His favorite subject in school is math. Jadarius has an eligibility ruling of Developmental Delay and Language/Speech Articulation. In reading, current I-Ready data indicates Jadarius recognizes Level K high frequency words, and with support, answer questions about key ideas and details stated in literary or informational

Jaylene Kelley is a school psychologist that serves our school district through a special services cooperative that provides services to 17 school districts in north central Oklahoma. Jaylene has 15 years of experience as a School Psychologist and has primarily served small, rural schools through the cooperative since becoming a School Psychologist.

The brain was arranged in a matter that allowed the cerebral hemispheres to be at the top of the board and the brain stem at the bottom.

When determining whether a child has a specific learning disability as defined in § 602 (29), a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual

Her kindergarten teacher recognized her inability to stay focused compared to her peers. In first grade, Grace took longer to complete assignments, had a tendency to daydream, and had difficulty with paper and pencil tasks which was the most noticable in math. Her first and second grade teachers provided her with additional educational support through small group instruction, and she receives weekly instruction from the reading specialist. Finally, her scores on the Wechsler Intelligence Scale for Children, Fourth Edition and Woodcock-Johnson III Tests of Achievement show she has deficits in the areas of Working Memory, Passage Comprehension and Math Fluency. Since information has been obtained by a variety of dependable sources, identifying Grace as a learning disable child is

Aidan received a standard score of 71, which falls into the mild developmental delay range. This domain is then grouped into three subdomains; attention and memory, reasoning and academic skills, and perception and concepts. In the attention and memory subdomain, the child is assessed in their ability to recognize and attend to various situations around them, and their ability to remember certain information. In this domain, Aidan received a standard score of 3, which falls into the delayed range, and is consistent to the developmental age of a one-year, nine-month child. One of Aidan's strengths in this area was that he is showed his ability to pay attention during a certain activity for up to three minutes. He was also able to find an object that was under one of of the two cups being used. One thing Aidan is still working on is reciting words from a movie or from a book when asked. One other activity that Aidan did not yet master was pointing to the one hand that had a toy in it. In the second subdomain, reasoning and academic skills, Aidan received a score of 8, which is in the average range. This is consistent to the developmental age of 2 years and 6 months. One of Aidan's strengths in this area was his ability to match similar colors together. Another one of his strengths was that he was able to stack nesting blocks on top of one another according to their size. Two things Aidan is still working on is naming his colors and identifying and grouping common objects. The third and last subdomain is perception and concepts. Aidan received a standard score of 3 in this subdomain, which falls under the delayed range. This also states that his developmental age is at 2 years and 2 months. Aidan showed his strengths of matching the same shapes together, building puzzles, and identifying objects that were familiar to him.

Sixth grader, Adam Gallery, is of average intelligence with severe discrepancies between his intellectual ability and academic abilities (265). It has been clearly defined he has learning difficulties in the specific areas: reading comprehension, written expression, math calculation and math reasoning. Based on his assessment results in Woodcock-Johnson III Tests of Achievement, WJ III Tests of Cognitive Abilities, and Universal Nonverbal Intelligence Test he is aligned with the definition of Specific Learning Disability; under the criteria of the Individual Disabilities Education Act (IDEA). Adam has not met state-required standards and falls in the low to very low range of the aforementioned areas of achievements. Compared to other boys his

Noel is a fifteen year old male, who his blind and deaf. He is diagnosed with Autism and Developmental Delays. He has cognitive impairments and is relies on other to make decisions for him. The mother indicates they do everything for him. He is nonverbal; he does not understand or is not able to think independently. He also has behavioral patterns of being physically abusive when his needs are not being met. The mother states he does not like to go out and is nonsocial. He attends Westbury high school and is in a confined classroom with only three other students. The mother indicates he resist his activities of daily living and his occupational therapy treatments. He currently takes two prescribed medications. He has urinary and bowel incontinence

Client is in special education 12:1 class. He attends afterschool and participates in track in field. There have been concerns with Peter teacher as the child has come to school with no homework on many occasions. Ms. Rollins has expressed that Peter comes home and says he has no homework. When looking at the child IEP (Individualized Educational Plan) it was classification is emotionally disturbed. Peter receives the following services in school: (SETTS) in school where he is pulled out of his classes for additional help Reading, Math and Writing. The child is also receiving Speech Therapy in school once a week on Thursdays. Peter was diagnosed with ADHD thus, a child who has ADHD or emotional issues can be safeguarded when a child is characteristically equipped with a greater level of self-efficacy or optimism based on the vibrant belief that they can manage stressful occasions effectively. Similarly, according to Daley (2006), ADHD is a disorder, which is affected by both genetic and environmental factors. A child who is brought up in a home where there is cordiality, independency, clear guidelines and expectations as well as envelopment displays less psychosomatic and behavioral disorders because there is very little dejection and damaged functioning. He is currently taking the following medication Concerta 18mg in the morning and Ritalin 5mg at

Overall, Emily’s scores indicate her cognitive functioning is low to below average when compared to her same aged peers. Emily’s verbal comprehension and processing speed were in the low average range as her same aged peers. Her verbal comprehension and processing speeds were the strongest cognitive areas for her. Emily’s Verbal Comprehension skills measured her verbal knowledge and understanding amassed by formal and informal means and reflects

Also, Joey said that he has been struggling with his academic work. ADHD children at their childhood stage are not able to learn new knowledge quickly. Hyper-focus can only occur in the areas they are interested in. Therefore, for the knowledge like Chinese and Mathematics which Jeffery is not interested in, he may find it hard to focus and perform badly. Immediate reward like the excitement due to playing sports is often the only way to let him to stay on task instead of studying.

I am most familiar with ADHD. My sister was diagnosed with it a few years ago and it has greatly affected her ability to learn. My sister has always been very smart and when she puts her mind to something she can do exceptional work. The problem was my sister's ability to remain focused and to be motivated about school often prevented her from reaching her full potential as a student. My sister would easily get distracted and not be able to stay in her seat. She would not be motivated to do her homework and would often leave assignments incomplete. This greatly affected her grades. After observations and evaluations, my sister was diagnosed with ADHD and was determined eligible

Mark’s diagnosis is Attention-Deficit Hyperactivity Disorder. According to the DSM-V criteria, Mark has expressed at least five symptoms of hyperactivity and inattention which has been present prior to him being 12. His symptoms were also present in two or more setting (home and school) and it also interferes with his academic function. Additionally, his symptoms are not better explained by another mental disorder.

In an attempt to explain the level of Kelly’s disability, an in-depth explanation of the various levels of learning disabilities will now be examined. These can be grouped into four categories; Mild, Moderate, Severe and Profound.

In the study by Thornton, McKissick, Spooner, Lo, & Anderson (2015), two high school students with a specific learning disability (SLD) were used. The first participant was Wesley, who was 15-years-old and had delays in processing information with his short term memory, along with having difficulties with his organization skills. Wesley was placed on an individual education plan (IEP) under the category of SLD in reading comprehension. The second participant was Amber, who was 16-years-old and has delays in reading comprehension and mathematical calculation. Amber was also diagnosed with a visual impairment and needs her written materials enlarged.