Read through the following summary of a diagnostic report and then discuss the following questions, filling in the SpLD Assessment Map where relevant:

Read through the following summary of a diagnostic report and then discuss the following questions, filling in the SpLD Assessment Map where relevant:...
Author: Marvin McDonald
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Read through the following summary of a diagnostic report and then discuss the following questions, filling in the SpLD Assessment Map where relevant:    

When completing the boxes, try to create a concise summary using clear userfriendly language. Identify the key elements relating to the student’s literacy, underlying ability and cognitive processing, and fill in the relevant boxes on the SpLD Assessment Map. Remember to consider what additional questions you might ask the student about his learning/life experiences. For the final boxes based on DSA support package, try to select examples of tuition, support and equipment etc which would typically assist a student with this profile.

19 year old, male student - Michael 1st year computer science This student was referred by his tutors for assessment because he was struggling with some aspects of his course. He presented as very withdrawn and highly anxious. Shortly after his diagnostic assessment, and prior to the meeting to discuss his report, he had failed a multiple choice test: this had had a devastating effect on his confidence and self-esteem. He had not been familiar with this format for examinations and he had found it impossible to extract the required implicit meaning in the question wording because he could see so many potential variations within each one. However, he has been achieving good marks for his coursework.

Summary of Test Findings Michael’s test results indicate that he is dyslexic and dyspraxic. Michael is an able and hard working student with a range of sound intellectual abilities. He has strength in visual analogical reasoning, vocabulary knowledge and reading comprehension. Michael is also highly motivated in subjects which he finds absorbing, such as his degree subject. Michael has a well documented history of difficulty with co-ordination since childhood and he was below average on tests for dyspraxia, such as co-ordination, visuo-motor processing speed and graphic speed. He was also assessed as dyslexic as a child and the assessment shows persistent difficulties in phonological awareness and to a lesser extent in phonological processing speed. Another important aspect is difficulty in attention and concentration and this is tied up with his high levels of sensitivity in relation to sensory stimuli. He is easily distracted, which significantly affects his ability to maintain concentration. (Michael scored 25 for the childhood section and 89 in total on the Adult DCD/Dyspraxia Checklist) As well as his handwriting which is difficult to read, Michael’s hand goes into spasms after writing for relatively short periods and his spelling is below average. His handwriting rates are at a level that might be expected for a short period of time, but it is difficult to read and it is likely that the pain in his hand will prohibit him from taking detailed notes in lectures. Barbara Kelly & Bob Burwall, June 2014

1

Main Recommendations relating to assessments: •

Michael should be allowed special arrangements in all examinations -25% extra time and the use of a computer and overlay.

Michael has strengths in:    

Vocabulary knowledge Visual Analogical reasoning Silent reading speed Reading comprehension

Michael has weaknesses in:   

Phonological awareness and processing speed Motor co-ordination and visuo-motor processing speed Attention and Concentration

Table of results Name of Test

Standard Score

Percentile

95% confidence interval

101

53

95-107

105

63

ATTAINMENT READING WIAT-II-T: Word Reading ARC: Reading Comprehension WIAT-II-T: Reading Speed

286 (words per minute)

SPELLING WIAT-II-T: Spelling

76

5

105 100 100 80

63 50 50 9

68-84

WRITING DASH 17+ Copying Tasks: Copy Best Copy Fast Alphabet: Graphic Speed

Free Writing Speed: 25 wpm UNDERLYING ABILITY WRIT: Verbal Analogies WRIT: Vocabulary Verbal (Crystalized) Composite Score

104

61

117

87

112

79

Barbara Kelly & Bob Burwall, June 2014

2

105-118

WRIT: Matrices WRIT: Diamonds Visual (Fluid) Composite Score General Cognitive Ability

118

88

85

16

N/A N/A

Specific notes in the assessment report, from the WRIT (Wide Ranging Intelligence Test) assessment shown above, commented on the significant differences between the two visual subtest scores: because of this only a verbal score was provided and a general ability score was not calculated. Michael’s exhaustion and anxiety about the format the tests might take had meant he had not slept well the night before. It is possible therefore that these scores may be an underrepresentation of his abilities. In additional Michael’s Meares/Irlen – Visual Stress added to his discomfort on some of the Matrices tests, although he obtained a good score. The Diamonds subtest was more frustrating, as although he felt he could see what the shape should be, he found it hard to control his fingers so that he could manipulate the chips in the correct order and sequence to achieve this.

COGNITIVE PROCESSING Name of Test

Score

95% Confidence interval

Percentile

Digits Forward

70

64-76

2

Letters Forward

80

75-85

9

Digits Backward

80

74-86

9

Letters Backward

85

79-91

16

Manual Imitation

65

59-71

1

Composite: Memory and Concentration

68

64-72

1

Memory processes – TOMAL 2

Speed of Information Processing Symbol Digit Modalities Test (SDMT) oral Symbol Digit Modalities Test (SDMT) Written

75

5

108

70

Phonological Processing – CTOPP 2 Tests* Elision Blending Words

75 90

5 25

65-85 80-100

Phoneme Isolation

60

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