This report is done as an assignment for the practicum field experiences that need to be completed as part of coursework for Cognitive Assessment and Intervention, which is part of the School Psychology Graduate Professional Diploma Program.
Background:
Rachel is a nine years one-month-old Hispanic female, who voluntarily and with the written consent of her parents agreed to be evaluated by a school psychology candidate enrolled in Cognitive Assessment and Intervention course at New Jersey City University. Rachel is described by her mother as a sweet and intelligent girl. However, the mother is concerned that the child refuses to do homework most of the time and she is also the concern because Rachel usually gets low grades at school. The mother believes that Rachel enjoys school, and she said that science and visual and performing arts are within limits, however Language Arts literacy, social studies, and mathematics have always been difficult …show more content…
The mother said that these methods have been effective, but she stated that she is easily disturbed and often ends up yelling at Rachel to make her to follow the instructions that she has been given her, Rachel also responds in a derogatory and impolite manner to her mother.
In relation to the socio-affective aspect, it is emphasized that the child is characterized by being extrovert and talkative. Rachel is also a cheerful girl, who responds to the stimuli to be motivated. She is realistic, and sincere when talking about her behaviors and her academic performance. Her favorite activities are watching TV, playing with her friends and writing stories. She avoids playing with her younger brother because she says that he annoys her and they always end up
Background:
Rachel is a nine years one-month-old Hispanic female, who voluntarily and with the written consent of her parents agreed to be evaluated by a school psychology candidate enrolled in Cognitive Assessment and Intervention course at New Jersey City University. Rachel is described by her mother as a sweet and intelligent girl. However, the mother is concerned that the child refuses to do homework most of the time and she is also the concern because Rachel usually gets low grades at school. The mother believes that Rachel enjoys school, and she said that science and visual and performing arts are within limits, however Language Arts literacy, social studies, and mathematics have always been difficult …show more content…
The mother said that these methods have been effective, but she stated that she is easily disturbed and often ends up yelling at Rachel to make her to follow the instructions that she has been given her, Rachel also responds in a derogatory and impolite manner to her mother.
In relation to the socio-affective aspect, it is emphasized that the child is characterized by being extrovert and talkative. Rachel is also a cheerful girl, who responds to the stimuli to be motivated. She is realistic, and sincere when talking about her behaviors and her academic performance. Her favorite activities are watching TV, playing with her friends and writing stories. She avoids playing with her younger brother because she says that he annoys her and they always end up