The second document is an October 20, 2004 FIF which appears to be the only time we attempted to conduct a cognitive test. The two sentence intellectual portion of the report states that the WJ-III test of cognitive ability was attempted on 10/20/2004. The second sentence says “Informally, Sarah appears to be intellectually functioning in the below average range.” Petitioner is correct that no other info was provided and no further testing was ever conducted by KISD in the area of cognition.
The medical note that I pulled for your review is dated August 31, 2011 (a month after Dr. Connell’s assessment). The physician is Regina Cavanaugh M.D. with Harker Heights Behavioral Health. The document notes that Sarah has a medical diagnosis of autistic disorder, ADHD – hyper imp. or combined, oppositional defiant disorder, mental retardation, unspecified. It also notes that Sarah is on Depakote Er (mood stabilizer), Seroquel (antipsychotic), and Daytrana (stimulant for ADHD). It is unclear when we received this note.
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with KISD, did not include any cognitive testing and has errors and omissions. Notably, Mr. Early states that Sarah qualifies for special education as a student with ID. Sarah has never received an ID eligibility. Prior to 2012, Sarah’s eligibility has been limited to SLI or ID.
Mr. Early relied on parent, student, and teacher interviews, student observation, and the completion of the Conner’s 3 and BASC-2 rating scales. *It appears that this report is incomplete or inaccurate. It appears that Mr. Early was typing a placeholder sentence and never finished the sentence. See page 2 – highlighted portion which reads “Records indicated her IQ to be estimated at 62…” I have not seen any records that indicate her IQ is 62 and the … in the paragraph leads me to believe that he never finished this portion of the report and was merely using this as a
In the case study, “Is This Child Mislabeled?” the reader is introduced to Serge Romanich, who is a third-grade Serbian refugee. Upon Serge’s enrollment in Oakwood Elementary, it was said that he barely knew any English and never started school due to his mother’s hospitalization and the Serbian war. Serge was placed into the Limited English Proficiency (LEP) program at his school, where he was soon labeled as a non-reader with no aptitude. Adding onto that, due to Serge’s inability to make academic progression and catch up, the faculty at Oakwood Elementary suggested to his mother, Byona Romanich, that Serge had a learning disability. According to the article, “On the Woodcock-Johnson Test of Cognitive Abilities, he scored at least 2 standard
In 13 patients a significant difference between verbal and performance IQ was found. In 10 of them the performance IQ was higher than the verbal. The results of subtest analysis indicate that cognitive strengths are more visible than cognitive weaknesses.
this case is in regards to Amy Rowley, a deaf student that had excellent lip reading skills. She is under the IDEA Act and was provided resources in kindergarten that her parents wanted to follow her to the first grade. However, the school noted that Amy was an exceptionally bright student that with the use of some other aids would successfully complete the 1st grade. During the IEP meeting the school recommended that Amy
Piaget has played an important part in helping people understand more about children and the process of a child’s cognitive development. Throughout this lab report, there will be questions asked of two young children. The first child’s name is Makayla. She is 9 years old and has just started fourth grade. The first Piagetian task that was given to the children is referred to as the conservation of mass task. During this task, the children rolled two equal amounts of play dough into two separate balls. Afterward, Makayla was asked if these two separate balls had the same amount of play dough. She responded yes, because they came from the same container so they are the same amounts. The children were then asked to roll one ball of play dough into a snake. Afterward, Makayla was asked if the ball and the snake had the same amount of play dough. She replied yes, because its all still from the same size container so they are the same amounts. The second task that was asked of the
The CDC informs of the viewer of that there are a several steps to take for a diagnosis. Pointing out that there serval steps will aid the health care professional to determine if the child does indeed have ADHD and not misdiagnose the patent. Additionally, taking the all the steps in the diagnosis process can confirm or rule out that the patent does have ADHD. The web site informs the potential for other issues such as learning disability, anxiety or even depression (CDC website http://www.cdc.gov/ncbddd/adhd/facts.html). The CDC and other medical facilities are conducting continues research for ADHD. Additional research could mean better diagnosis, earlier intervention to treat ADHD. It is important to remember that the CDC is only giving information based research that has been conducted. A correct diagnosis must come from a qualified health care professional and not just reading it from a web
Summarize this information and present a recommendation for the use of the RTI model, nationally standardized diagnostic tests, locally normed CBM, and intelligence and academic achievement tests, and their role in monitoring educational progress and identification of a learning disability.
Kutscher, M. (2005). Kid’s in the syndrome mix of ADHD, LD, Asperger’s, Tourette’s, Bipolar, and More! London, England: Jessica Kingsley.
Rachel’s parent disagreed and with the Districts decision of half time special education placement and placed her in a private school in a general education classroom with supports where she was successfully meeting her IEP goals. Rachel’s parents also appealed the district’s placement decision to a California Special Education hearing officer. After fourteen days of hearing, the hearing officer ruled in favor of the parents and ordered the District to place Rachel in a general education classroom with support services. The District appealed the decision and the courts had to decide if the decision made by the hearing officer complied with the Individuals with Disabilities Act (IDEA). The courts ruled in favor of the defendant finding that the appropriate placement for Rachel, under the IDEA, was in a general education classroom, with supplemental services, as a full time member of
The 1997-updated law under the Individuals with Disabilities Education Act (IDEA) affected assessment techniques for students with disabilities. This law requires students with disabilities participate in the general education curriculum to the extent possible. The recent trend towards inclusion has forced educators to develop ways to assess special needs students working in the general education classroom. Brain research tells us that students have different learning styles; therefore, we should have alternative grading methods to meet the needs of students with learning disabilities.
Traditional theories of intelligence do not account for the ambiguity of classes such as philosophy or for the wide range of interests a child can have. For example, contemporary theories such as Sternberg’s Theory of Intelligence and Gardner’s Theory of Multiple Intelligences both account for more than the general intelligence accounted for in traditional intelligence theories. According to Robert Sternberg’s Successful (Triarchic) Theory of Intelligence, are Hector’s difficulties in philosophy indicative of future difficulties in the business world? According to Sternberg’s Theory of Intelligence, Hector’s difficulty in philosophy will not negatively affect his future. Sternberg would instead focus on elements of successful intelligence like Hector’s involvement and contribution as an individual, as opposed to relying on intelligence measured by tests.
The district court found that the Sparta School District utilized the discrepancy model as the only way of determining if a child had a specific learning disability. The district denied services to the child. The court ruled that, when determining eligibility for special education, a district must consider “all of its assessments of the child….and careful, documented information concerning the child’s health and background.”
The test under analysis is the Stanford-Binet Intelligence Scales, Fifth Edition (SB5) which is thoroughly explained through the technical manual of the intelligence assessment (Roid, 2003). The Stanford-Binet Intelligence Scales, Fifth Edition, Technical Manual and the SB5 test in general was authored by Gale H. Roid (Roid, 2003). The manual was published by Riverside Publishing in the year 2003 after enduring many years of development (Roid, 2003). The SB5 is an assessment of both cognitive abilities and intelligence (Roid, 2003). The SB5 complete kit is provided via the publisher for the total price of $1...
After discovering my 6 year old daughter was diagnose with ADHD I decided to educate myself with everything that is to know about ADHD. Being a parent doesn’t come with a manual so I know that if I can better myself for my child well-being I will. The first thing I did was talk to a psychiatrist who specialize in children with ADHD. Ms. Robertson ask me if my daughter Diana has shown these symptoms such as being inattention, impulsivity and over activity over the past 6 months. She made me realize how well I didn’t pay attention or just did not want to face the fact something was wrong with my child. Ms. Robertson assured me that there is nothing wrong with my child. ADHD is a common disorder in child between the ages of 4-7 years older. Ms. Robertson ask me do me and Diana father argue in front of Diana. Come to think about we sometimes do. Ms.
The beginning of chapter 13 neurocognitive disorders are covered. The characteristics of neurocognitive disorder's is a decline in cognition noted by someone who's known the client well as well as the clients performance on an objective assessment (p. 328). Some symptoms the client could be experiencing can be similar to those suffering from schizophrenia the symptoms are delusions, hallucinations, mood disturbances, and extreme personality changes.
Cognitive assessments are used and administered to determine a persons’ level of cognitive ability. Ranging from clinical exams, medical history, assessments of multiple cognitive domains, lab tests, or even MRI / CT scans - the level of cognitive ability can be measured and can assist in the detection or diagnosis of cognitive impairment, such as dementia. Dementia affects 2.4 to 5.5 million Americans, with its prevalence increasing with age [1]. Nonetheless such signs and symptoms of cognitive impairment may include the quality of life, cognition, mood, and even behavioral deprecation [1]. A 2014 study reported by Mansbach, MacDougall, Clark, and Mace [2] examined the use of the Kitchen Picture Test (KPT) as a screening measure for the assessment of cognitive impairment and practical judgement in older adults [2]. According to Mansbach et al., the Kitchen Picture