Who Is Bob Schmoe?

Rosslynn presented as a Caucasian female who was of average stature and normal build. She appeared her stated age of nine. The youth was casually dressed and exhibited adequate grooming and hygiene. No gross abnormalities were noted in ambulation, posture, and/or coordination, nor did Rosslynn exhibit difficulties with fine or gross motor skills. The youth’s expressive speech appeared normal in rate/rhythm and tone. Rosslynn was cooperative with the examiner and the evaluation process. Rosslynn displayed no severe cognitive deficits or impediments in need of neuropsychological/neurological attention, as grossly assessed by the Mental Status Examination. She maintained appropriate eye contact throughout the interview. Rosslynn was oriented in all spheres. The youth presented with appropriate immediate and short-term memory, as she was able to recall what she had for dinner the night before the interview, and recalled three words presented to her orally. Remote memory also appeared intact, as Rosslynn was able to recall historic information when she was two year of age. No gross impairments in attention or concentration skills were noted. The youth appeared to have adequate abstract thinking abilities. Rosslynn appeared performed fairly in the serial seven task as she was able to complete three of the seven. She was able to recall digits presented to her orally, both forward and

In Schenck v. United States, Charles Schneck was a member of the executive committee of the Socialist party during WW1. He was in charge of printing and distributing of 15,000 fliers to discourage men from submitting to the draft. The U.S government under Woodrow Wilson however had passed the Espionage act of 1917, which had made speech like Schneck’s illegal because it acted as interference to military operations and recruitment. The Supreme Court ruled in a unanimous decision that Schneck’s conviction was constitutional. The reasoning given was that because this was a time of war justice Holmes said, “the question in every case is whether the words used are used in such circumstances and are of such a nature as to create a clear and present danger that they will bring

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 modern world is rapidly changing. Events occur and often time’s only one side of the story gets told. But to every event there are multiple way to view it. Take the history of the United States of America for example. In Larry Schweikart and Michael Allen’s book A Patriot’s History of the United States, the United States is viewed in a positive light. It tells the facts about the United States in a strait forward manner. However in Howard Zinn’s book A People’s History of the United States, the United States is generally viewed in a negative light. Zinn highlights how the country has caused problems while rarely admitting that in fact the United States has done more good for the world than harm. While both books are inherently biased based

Lina’s overall level of intelligent functioning on the WISC-IV was in the Very Superior range (Full Scale IQ=13; 98th percentile). There were no significant differences between the indices, the FSIQ is considered an accurate estimate of her current function. Lina exhibited Very Superior performance on tasks of verbal comprehension (VCI percentile = 99) and working memory (WMI percentile = 98), fluid reasoning (FRI percentile = 88) and Visual spatial (VSI percentile = 82) fell in the High Average range of functioning. However, the patient lowest score pertained to the Processing Speed (PSI percentile = 77), fell in the high average range which did not lowered her overall score.

In a 1983, intellectual disabilities were defined as below average function intellectually, the inability to adapt behavior and the individual’s ability to learn is negatively impacted. When using this definition, intellectual abilities are determined by a standard IQ score which would be below 70. This score along with the individual’s ability to adapt in social and academic situations were the two determining factors used.

IQ tests alone are not sufficient for prognosis and intervention planning for children with an intellectual disability (Colmar et al., 2006). In all cases, the IQ score should be used only for initial identification, and should be taken as an approximate estimate of the child’s level of cognitive functioning (2006). This is a problem because cognition is only one aspect of the child’s skills, behaviour, and development, and IQ tests are over-simplifying this measurement (2006). There are various factors that can influence IQ scores, thus imposing limitations to such an assessment. Intelligence tests continue to be built largely on Binet’s original premises, such that children are evaluated in relation to an age-linked concept of normality (2006). Standardized, norm-referenced measures, particularly IQ tests, are still often seen as necessary when it comes to eligibility for resources and, despite the ideals of the inclusive movement, in educational contexts formal assessment is often used to ensure funding to support the exclusion of children with intellectual disabilities (Colmar et al., 2006 & Ferry, 2013). Further, given that the components of the disability being assessed are impaired intellectual functioning, with associated difficulties in key areas such as comprehension, communication, and motor

Based on his performance on certain tasks of full IQ test, the results put him in an average IQ status compared to other people his age, however, the individual IQ subtests found a large difference between his verbal and non-verbal abilities. In regards to his verbal IQ test, James performed average to high average on the IQ tasks indicating consistent on his general knowledge abilities, good vocabulary, verbal reasoning and problem solving skills in compared to age-matched peers. In addition, although he initially experienced memory problems, now his memory tests scores ranked him average to high average for immediate and working memory skills in compare to adults with his age, which was the good indication of improving James' memory abilities.

For “premium” chocolate maker Scharffen Berger (SB), quality is king. Their distinct process creates a “taste experience” second to none, an unparalleled quality that must be maintained despite apparent capacity issues. To satisfy the rising market’s demand for its product, it must address three primary issues related to capacity: bottlenecks, expansion, and economies of scale. The current bottleneck in the Conche (output=1,344 kg. /day) will be remedied with the installation of the ball mill, however other bottlenecks will be created starting at the Melangeur. A cost-benefit analysis has determined a need for a second melangeur as well as added Roasting time from 8 hours/day to 12-13 hours/day to keep up with the

She displayed a grade equivalence of 2:5 for spelling on the Wechsler Individual Achievement Test and her Stanford-Binet IQ indicated that she was functioning in a normal range if intelligence. Juana was a 10-year old fourth grade student who had myelomeningocele spina bifida and clear speech articulation. She had a spelling grade equivalent of 2:3 on the WIAT and her IQ scores were unavailable. Autumn was a 12-year-old fifth grade student who had spastic quadriplegic cerebral palsy with mildly dysarthic speech. Her spelling ability was a 1:1 grade equivalent in the WIAT, and she was functioning in the mild range of mental retardation.

There is a person in my life that I hold dear in my heart and look up to as my mentor. His name is Robert Spivey. He has helped me get closer to God, helped me realize what my purpose in life, and lead me away from anything that could change my life for the worst. In my next three paragraphs, I will tell you how he has helped me change my life for the better.

Educators often use the Wechsler Intelligence Scale for Children –IV (WISC-IV). Another type of test is the norm-referenced achievement test, which compares a student with his or her grade or age-level peers regarding performance. An example is The Wechsler Individualized Achievement Test, Second Edition (WIAT-II), which tests academic skills in mathematics, reading, and written language. These tests, which are predominantly used, identify when students are not achieving at their expected level of ability. The Response-to-Intervention Model is another process that determines whether the student responds to scientifically research-based intervention called the response to intervention (RtI). Apart from being used for instruction, it is also able to pinpoint students with learning disabilities and give suggestions for optimal instruction. The Cognitive Assessment Model is a psychological processing assessment or neuropsychological assessment identifies students’ strengths and weaknesses with regards to psychological processing, including processing speed and working memory. The Comprehensive Test of Phonological Processing is a standard way to appraise the current level of student’s performance in relation to memory, awareness, and rapid naming. It locates students whose achievement falls significantly below their peers,’ determines

There are strengths and limitations to any psychological tests. The WJ IV ACH is no exception. One of the strengths that have been noted is being co-normed with the rest of the WJ IV, which is useful to professionals who are evaluating multiple different areas of functioning (Villarreal, 2015). Another is that the test materials and organizational procedures are easy to follow and understand which helps the administration to go smoothly (Villarreal, 2015). Lastly, it helps assist in aligning individuals with the categories of learning disabilities that is accepted by the Individuals with Disabilities Education Act (IDEA) (Villarreal, 2015). In conjunction, the data is normed on a very large population providing

This paper examines standardized tests and what makes them an unreliable medium to gauge intelligence on. It analyzes what personality traits can lead to alter test scores and how often these traits are completely unaccounted for. Test score differences based on economic status and ethnicity is also discussed. It also explores how standardized tests usually only analyze one form of intelligence (fluid or crystallized) and thus is not an accurate portrayal of a person’s overall intellectual merit. The differences between the BIS (Berlin Model of Intelligence

The Wechsler Adult Intelligence Scale Fourth Edition (WAIS-IV) is a psychological test administered individually as a measure of cognitive ability for people in the age range of 16 to 90 years of age (Climie & Rostad, pp. 581-586, 2011). The administration of this assessment may be performed by trained technicians, however, the Administration and Scoring Manual states that it is imperative that all interpretation should be done by professionals to which have adequate training in and experience with standardized clinical instruments (Wechsler, 2008). The WAIS-IV was published by Pearson in 2008, and was meant to provide comprehensive and modified developmental norms, improve psychometric properties and clinical usefulness, and improve the easiness