Case Study Tyler Gamache

Tommy R. is a 6-year-old boy and a kindergarten student in a K-8 combined elementary and junior high school in the San Jose greater metropolitan area. There has been a meeting requested by his educational team and parents to talk about his behavior in school and cognitive abilities in the classroom. School staff have been receiving complaints from Tommy’s teacher and classroom staff about not following direction and non-compliance. Tommy also struggles with completing some classroom tasks as well.

Grace’s school performance suggests that she is capable of learning. This is confirmed by her scores on Verbal Comprehension, Perceptual Reasoning, and Processing Speed scores from the Wechsler Intelligence Scale for Children, Fourth Edition. The Woodcock-Johnson III Test of Achievement further demonstrates these abilities with scores in the average range for Letter-Word Identification, Reading Fluency, Calculation, Writing Fluency and Writing Samples.

Based on the assessments, the Developmental Assessment of Young Children (DAYC-2) and the Assessment of Basic Language and Learning Skills Revised (ABLLS-R), administered by the ASIP team in August 2015, Robert’s results reveal deficits within all developmental domains (i.e. Cognition, Communication, Social-Emotional, Physical Development and Adaptive Behavior). Furthermore, the DAYC-2 revealed that Robert functioned at the age of 9-21 months on all developmental domains. The ABLLS-R’s results revealed

Yanni is a 9th grade student who has difficulty keeping up with classmates of the same age in a developmentally appropriate learning environment. Yanni has extreme difficulty with comprehending what he reads. Since he doesn 't monitor his comprehension when he reads, he doesn 't recognize when he is "getting it" and when he is not. He works at a much slower pace than other students and requires extra time to complete certain tasks; he never forgets to do his homework and has no difficulty with planning. Yanni has a hard time remembering information - memorizing is very difficult for him. This leads to poor recall of facts, as well. Yanni prefers math to ELA. However, he continues to need encouragement in math. He often gets confused in math and cannot communicate his thinking. His basic math facts are not yet in

Ja'mari is a 3rd grade student attending Lake Forest Elementary Schools of the Art and Sciences. He participates with non-disabled peers in an inclusion classroom for the majority of the day. He is a very sweet and kind student who is willing to work on any task that is given to him. Although Ja'mari is willing to work on any task,he struggles to be confident and social with his peers and adults. He requires prompting, verbal encouragement, one on one support, task adaptations to complete assigned task. According to his recent I-ready results, Ja'mari overall scale scores increased from 404 to 449. He made a 44 point gain. He is making tremendous progress. His strength is in Phonological Awareness. He tested out. Ja'mari has demonstrated the

Daniel is a five years old male student at Desert Springs Preparatory Elementary School, in the SunKids preschool program, this is his second year with us. Daniel, since a month ago, had an IEP for social, and speech and OT as a related service. He identifies with Asian/American ethnic category and speaks only English, which is the language spoken at home. He was on a daily behavioral intervention based on a thumbs up/down checklist, and the OT and Speech specialists were coming once or twice a week to work with him. Currently Daniel had formal assessments administered for his evaluation. His teacher used BASC3 assessment, and the psych, speech, and OT, did also at least 3 of them. His scores were amazing, and he test it out of Special Ed.

FSIQ score was in the 96th percentile rank. His FSIQ was in the very high range, which indicated very high scores on his indexes. His strengths were from all of the indexes with the exception of WMI. Specifically, VSI ad FRI being his highest index scores suggested that Justin V. has a high capacity to reason and solve problems and has a strength in spatial reasoning and analyzing visual details. This is consistent with his eagerness to learn, him being taught on a one-on-one basis from his mother in his earlier age, this could have resulted in him learning more, and it was consistent with his interest in reading, playing and collecting puzzle. Justin V. weakness, was from the WMI. He scored in the 68th percentile rank, and average range. However, his average range does not represent his personal weakness. Because he was bored and lacked attention, this could explain his weakness in the WMI. Additionally, if his ears were infected by the multiple ear infections, his listening could have possible been impaired more during this subtest more because he was fatigue. On the other hand, Justin V. demonstrated a high intellectual level for persons 8 years of age. He definitely could continue to practice all of his reading and comprehension skills and math skills and challenge himself to improve those

According to Joshua’s present performance at 3.8 years old, Joshua displays difficulty expressing himself during class and is inconsistent

On 10/23/2017 while conducting follow up on this case I observed Daniel GARIBAY posted new videos on his facebook account using suspected cocaine and partying with other norteno gang members in front of his residence. On 10/24/2017 I observed Mario GARIBAY posted a video on his instagram account displaying a large amount of suspected Marijuana buds inside of a plastic bag. With this new information I authored arrests warrants for Daniel GARIBAY and Mario GARIBAY. I also authored search warrants for their respective residences. I presented the warrants to the Honorable Judge Breen on 10/30/2017. Judge Breen endorsed the warrants by way of his signature.

While our learner is typically attentive and focused in class, works well with others, and is also a generally good student and athlete, his grades do suffer from the aforementioned difficulties he is experiencing in school. Due to this, we took different approaches and applied multiple concepts to try and help our learner with his

Tyler brought by his parents for an educational assessment due to his low performance in his school work and also because he got in trouble for disruptive behaviour in the classroom. That was his first visit in the clinic. Based on the information available the symptoms reported such as disruptive behaviour in classroom, poor school performance, fighting with classmates and concrete thinking without considering alternatives in a problem solving are indicative of categorical provisional diagnoses (according to DSM-5) such as: possible specific learning disorder (SLD) (with impairment in written expression and mathematics); with comorbidity of Unspecified Attention-deficit hyperactivity disorder (ADHD) because there is

Aidan is an11 year old boy in the 6th grade at Valley Central Middle School. Aidan was initially referred to CSE in November 2010 during kindergarten. Aidan was born premature at 33 weeks and had difficulty breathing upon birth. He was prescribed medication during infancy to mature his lungs. Aidan had significant communication delays and it was noted that Aidan utilized gestures to communicate. Aidan’s academic testing indicated very low reading and math skills. His cognitive testing indicated that Aidan’s overall cognitive skills are in the very low range. Aidan’s speech evaluation results indicated receptive and expressive language skills in the very low range. Aidan demonstrated difficulties with pencil grasp and did not demonstrate a

My child 's name is Jude Alexander and he is a male. As a baby he is cautious around new people and situations, but warms up fairly quickly to friendly people. In kindergarten Jude Alexander seemed to have made one or two friends and usually played cooperatively and was sometimes reluctant to join in new activities with unfamiliar children. He performed below average on tests of vocabulary, and the ability to retell a story. He had a real knack for the art projects, and really got interested in the pre-math activities involving working with blocks and geometric shapes. In first through fifth grade he worked cooperatively in groups, usually respects the rights and property of others, and usually demonstrates appropriate peer social interaction. He demonstrates strength in art, all areas of reading, and in spelling and appropriate for the grade level in writing. He needs additional help in the areas of speaking and listening and in the content knowledge of social studies, science and music. He was average in mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. In the seventh grade, he consistently contributes to cooperative group activities and respects the rights and possessions of others, and shows age-appropriate social interaction with peers. He demonstrates strength in art, reading, spelling and writing. He was average in math and science, and needs additional

Aidan received a standard score of 71, which falls into the mild developmental delay range. This domain is then grouped into three subdomains; attention and memory, reasoning and academic skills, and perception and concepts. In the attention and memory subdomain, the child is assessed in their ability to recognize and attend to various situations around them, and their ability to remember certain information. In this domain, Aidan received a standard score of 3, which falls into the delayed range, and is consistent to the developmental age of a one-year, nine-month child. One of Aidan's strengths in this area was that he is showed his ability to pay attention during a certain activity for up to three minutes. He was also able to find an object that was under one of of the two cups being used. One thing Aidan is still working on is reciting words from a movie or from a book when asked. One other activity that Aidan did not yet master was pointing to the one hand that had a toy in it. In the second subdomain, reasoning and academic skills, Aidan received a score of 8, which is in the average range. This is consistent to the developmental age of 2 years and 6 months. One of Aidan's strengths in this area was his ability to match similar colors together. Another one of his strengths was that he was able to stack nesting blocks on top of one another according to their size. Two things Aidan is still working on is naming his colors and identifying and grouping common objects. The third and last subdomain is perception and concepts. Aidan received a standard score of 3 in this subdomain, which falls under the delayed range. This also states that his developmental age is at 2 years and 2 months. Aidan showed his strengths of matching the same shapes together, building puzzles, and identifying objects that were familiar to him.