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David Case Conceptuatlization
David Case Conceptuatlization
David Case Conceptuatlization
Now that you have the background and initial assessment results, it is time to
determine what testing, if any, you want to follow-up with.
Following the system of Hypothesis testing, complete the following:
1. Identifying information
Students Name:
Reason for
Referral:
David Foster
Age:
9 yrs 0
Grad 3
mths
e:
-Difficulties with reading, writing and spelling
-Reduced confidence, increase anxiety and high frustration
with reading
Supporting evidence
Perceptua
l
Reasoning
Areas of
suspected
weakness
ReadingComprehensi
on
-Background - Parents
and teacher higher
level thinking skills
and David loves to
build and make things
with his hands
Analytical
Thinking
Supporting evidence
ReadingPhonemic
AwarenessDecoding
Reading
Fluency
(reading
aloud)
Math
WIAT-III Average
scores on all math
measures (Numerical
Operations, Math
Problem Solving)
Spelling
Understan
ding
Language
Oral
Language
Background Teacher
says he understands
verbal language
WIAT/WISC
Understood and follow
directions precisely
WIAT-III Oral
Expression (Average)
WISC-IV- Vocabulary
(Above Average)
Significant Difference
between Similarities
(Average) and
Vocabulary (Above
Average)
Background Teacher
reports she is not
concerned about
Davids oral language
he speaks fluently and
Written
Expression
General
Written
Output
Written
Expression
-Letter
formation
efficiency
Persistenc
e with
difficult
tasks
(other
than
reading)
Attention
to Tasks &
Organizati
on
Behaviour
Observations David
engaged in
conversation no
challenges to report
Behaviour
Observations David
persisted when tasks
became difficult and
took a methodical
approach to
assessment tasks
Background Teacher
identifies that attention
to tasks is good
Behaviour
Observations
-During formal testing
David was serious and
methodical
-Checked his work
when finished
teacher says he does
not do this.
Teacher says David has
no difficulty with
planning activities, the
organization of
materials he need for
Within
Reading:
Motivation
Confidence
Self-Esteem
Anxiety
Social Skills
Behaviour Observations-aware of
his difficulties high frustration
said he could have done better
than he did
Background Parents and
teacher David doesnt want his
friends to know he receives extra
assistance doesnt want to
seem different from his
classmates Davids confidence
and motivation have reduced as
the year has progressed, and he
is self-conscious about receiving
help parents report he doesnt
like to ask for help in class Grandmother depression
Background Parents report
difficulties making friends,
getting along with peers and
sharing and cooperating Parents report David likes things
to go his way when playing with
others and does not often get
invited to play by other children
-Teacher reports David can be
rejected by peers and has
difficulty making and keeping
friends
InitiationSwitching
Tasks
Rationale
Further Investigate Reading Disability
Investigate Memory, Retrieval and
Phonological Processing
Orthographic Decoding
Investigate if he demonstrates better
comprehension with a reader (i.e. when the
passage is read to him)
Try a Word Processor or a scribe to investigate
improvement in Written Language Output (i.e.
reduce anxiety to investigate improvement)
Error analysis for handwriting gain more
information in addition to behavioral
observations
There was differential reporting for Davids
ability to notice errors (b/w teacher and
behavioral observations)
Trail Making Test - Switching Because David
can be slow to switch tasks, further
investigation into set shifting would provide
insight into this difficulty as it could just be
due to difficulties with reading and writing
within the task (i.e. takes him longer due to
his difficulties) Motor component of line
drawing should not impact his performance as
the writing demands are low
Sorting Initiation (Free Sorting) Further
investigate Davids ability to initiate tasks Is
it the nature of the task (i.e. reading or written
response) that causes anxiety and effect
initiation? Or, is It difficulty with initiation in
general, which would impact time it takes him
to finish all tasks
Word Context May provide insight into
significant differences found between
Similarities and Vocabulary subtests on the
WISC-IV David appears to do well with
concrete recall of information but struggles
with integration of that information confirm
this