Assessment Report

Submitted to: Ma’am Hafiza Saba Javaid

Submitted by: Rida Farooq

Roll no: 21-15

Semester: 5th Morning (A)

Session: 2021-25

Course title: Special Education

Department of applied psychology

Government College Women University Faisalabad

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 Contents

Sir.no Topics Page No

1. Bio Data………………………………………………………… 03
2. Presenting Problems ……………………………………………. 03
3. History of Problems …………………………………………….. 04
4. History of Education ……………………………………………. 04
5. History of Relationship …………………………………………. 05
6. Development Milestone ………………………………………… 05
7. Psychological testing…………………………………………….. 06
8. Diagnosis ………………………………………………………... 07
9. Prognosis……………………………………………………….... 07
10. Recommendation ……………………………………………….. 07
11. Therapeutic Techniques ……………………………………….... 09
12. Sessions………………………………………………………….. 10

13.1 1st day……………………………………………………………. 10

13.2 2nd day……………………………………………………………. 10

13.3 3rd day…………………………………………………………….. 11

13.4 4th day ……………………………………………………………. 12

13 Appendix………………………………………………………........................

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 Report No 1st

Bio data:

Name: Zara Zahid

Father’s name: Muhammad Zahid

Age: 17 Years

Gender: Female

Language: Urdu

Siblings: 1 Sisters, 2 Brother

Birth order: Last

Socio economic status: Student

Marital Status: No

Religion: Islam

Address: Faisalabad

Presenting Complaints:

Her progress is 0% as compared to normal school child. She has no recognition of words. She has
no ability to write something. Her behavior is similar to the child of 2 to 3 years.

Intellectual Disability:

 Zara has been diagnosed with intellectual disability, impacting their cognitive abilities and
overall adaptive functioning.

 Challenges in learning, problem-solving, and adaptive skills are evident in daily activities.

2. Aggressive Behavior:

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  Significant challenges with aggressive behavior have been observed in various settings,
including home and school.

 Instances of verbal and physical aggression towards peers, and authority figures have been
reported.

3. Stubborn Behavior:

 Zara exhibits stubborn and inflexible behavior, resisting changes in routine or instructions.

 Difficulty in adapting to new situations or transitions is noticeable, leading to increased

frustration.

4. Motor Issues:

 Minor motor issues have been identified, affecting Zara fine and gross motor skills.

 Challenges in tasks such as handwriting, coordination, and basic motor coordination have
been noted.

History of Problem:

At the age of 7 months along with fever. Her head was injured in child-hood. She is hyperactive
and aggressive child in behavior. Her class behavior is offset.

History of Education:

She was admit at school in class MCC at the age of 9 years. Her progress in previous school is
satisfactory. Her relationship with her teacher is good but with peers is satisfactory. Than her
parents changed her school (Govt. Special Education, Center for Mentally Retared, Faisalabad) at
the age of 13 years. In this school, more attention is given to it and its behavior has become better
than before. . His assessment check list is as.

 Poor reading skills.

 Poor writing skills.
 Poor mathematical skills.
 Level of conversation and use of language is null.
 The adaptive functioning (conceptual, social or practical skills) are average.

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  There is big difference in child’s physical age and general age.
 Short and long term memory skills are poor.
 Abstract thinking is not present.
 Judgement and generalization is below average.
 Reaction time and speed of work is average.
 Problem solving skills is poor.

History of relationship:

Her relationship with her parents is very friendly, cooperative, flexible and optimistic and her
relationship with her siblings is very caring and friendly. Her relationship with her teacher is good
but her peers is satisfactory.

Developmental Milestones:
The child’s mother reported inappropriate manner in which developmental milestones are
achieved. These milestones are listed below

Physical Milestone Achieving Age

Neck Holding 3 months
Sitting 6-7 months
Crawling 10 months
Walking After 2.5 years
Babbling 3 years
Speech (single word) 4 years
Talking (complete sentences) Not Achieved

Eating without help 8 years

Dressing without help 10 years
Taking bath without help 10 years
Bladder bowl control 6 years

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Psychological Testing:

Slosson drawing coordination test (SDCT):

Interpretation:

Quantitative Analysis:

Errors Accuracy Score Cut of Score

24 33 85

Qualitative Analysis:

The client has 33 accuracy score which shows the client’s eye - hand coordination is not intact.

Color Progressive Matrix (CPM):

Interpretation:

Quantitative Analysis:

Set Observed score Expected Score Discrepancy Score

(Observed-Expected Score)
A 5 6 -1(5-6= -1)
Ab 5 5 0(5-5= 0)
B 6 4 2(6-4= 2)

Qualitative Analysis:

As the above table, observed score is the score your participant has received and expected
score is the above average score as per norm. Total score would be sum of observed score
(5+5+6=16).
CA 17years
Total score 16
Percentile 25th %
Grade IV
Description Intellectually below Average

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 Time taken 40 minutes

Diagnosis:

The client seems to be having Intellectual disability with speech disorder and ADHD, the client is
suffering from at the age of 7 months along with fever. Firstly, we observed the child and asked
him questions, then in psychological assessment we used used SDCT to check the eye hand
coordination and we used CPM to check the attention level. She has a low confidence level. She
seems to be slow from the children of his age. Also the eye hand coordination is very poor, she
only drew a few pictures well in the test. Deficits in intellectual functions, such as reasoning,
problem-solving, planning, abstract thinking, judgment, academic learning, and learning from
experience, confirmed by both clinical assessment and individualized, standardized intelligence
testing.From all the above observation we conclude that clients seems to have moderate level of
intellectual disability with speech issues along with ADHD.

Prognosis:

Client has few chances of recovery if he used recommendation. He leads fulfilling lives with early
intervention and appropriate medical care so they can achieve developmental milestones. Medical
care and increased awareness have improved my client condition. The client is improved from the
medical care and there is high chance of betterment in his condition by constant effort from
teachers and therapist. She can live an independent life if he takes proper sessions and given a full
time training. The recovery chances are up to 75%.

Recommendation:

Supporting a child with intellectual disability and muscular dystrophy requires a holistic and
collaborative approach involving parents, caregivers, educators, and healthcare professionals.
Here are some recommendations and suggestions:

1. Medical Management:

 Physical therapy to maintain mobility and prevent muscle contractures.

 Occupational therapy to enhance daily living skills and independence.

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  Assistive devices, such as puzzles, toys, or other mobility aids, to optimize
independence.

2. Educational Support:

 Individualized Education Program (IEP): Work with educators to develop an IEP

that addresses the child's specific learning needs, incorporating accommodations
and modifications.

 Assistive technology tools to facilitate communication and learning.

 Regular communication between parents and teachers to monitor progress and

address any challenges promptly.

3. Psychosocial Support:

 Emotional support and counseling for both the child and the family to cope with
the challenges associated with intellectual disability and muscular dystrophy.

 Encourage social interactions and inclusion in school and community activities to

foster a sense of belonging.

4. Adaptive Living Skills:

 Focus on developing adaptive living skills tailored to the child's abilities, such as
self-care, hygiene, and meal preparation.

 Encourage independence in daily tasks to the extent possible.

5. Recreation and Leisure Activities:

 Identify and facilitate activities that the child can participate in comfortably,
ensuring they have access to recreational and leisure opportunities.

 Consider adaptive sports or activities that cater to their physical abilities.

6. Nutritional Support:

 Work with a nutritionist to ensure the child receives a balanced and nutritious diet
to support overall health and muscle function.

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  Address any swallowing or feeding difficulties that may arise.

7. Communication:

 Explore alternative communication methods, such as augmentative and alternative

communication (AAC) systems, for those with difficulty speaking.

 Foster effective communication between the child, family, and caregivers.

8. Community Resources:

 Connect with local support groups and organizations that specialize in intellectual
disability and muscular dystrophy for additional resources and assistance.

 Seek information about respite care services to provide relief for caregivers.

9. Transition Planning:

 Develop a transition plan that considers the child's future needs, including
vocational and living arrangements.

 Collaborate with relevant agencies to explore available resources for transitioning

to adulthood.

Therapeutic Techniques:

Play Therapy:

1. Visual Stimulation

Explore Therapy:
 Visual Stimulation: We used colorful toys, light projectors, or bubbles to create a visually
stimulating environment. I engaged him in color sorting or matching activities. I asked
him to sort things with same color. He actively participated in the activity.
 Fine motor play: I used tracing work sheets and coloring activities for practice of fine motor
skills.
 Art therapy: I gave him paints and images and asked him to paint the pictures. He was
attracted to colors and actively participated in the activity.

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Sessions:

1st day: I observe Zara and observed her behavior to determine what disorder she might have.
Then, based on my observation, I concluded that she has Attention Deficit Hyperactivity Disorder
(ADHA) because her behavior is hyperactive and aggressive. Then, I observed her class activities
and noticed which ones she enjoys participating in and which is she does not.

2nd day: I interviewed Zara. Then I go near his and she first hand-shake with me. I tried to make
rapport with his. I asked indirect questions from his.

Me: I asked his name?

Zara: she said (zara).

Me: Then I asked who Zara liked the most in the family?

Zara: She said my eldest brother.

Me: I asked what Zara liked the most in parents?

Zara: she said Mama.

Me: I asked her how Zara played in the house?

Zara: she said that he plays alone with dolls.

Me: I asked her if she had any friend and What’s his name?

Zara: She said no.

Me: Which food is liked most by Zara.

Zara: she told me he likes sweet food such as biscuits.

Me: Zara has siblings?

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Zara: she said 1 sisters and 2 brothers.

Me: How many members in the Zara’s house?

Zara: she said me, my mother, father and brothers. He lives in nuclear family.

Me: I asked where is your father Zara?

Zara: On work.

Me: Zara what you see in T.V?

Zara: Cartoons and dramas.

Me: Does Zara likes school?

Zara: she told me he likes to come to school because he likes his teacher and has a lot of friends.

3rd day: On the 3rd day, when I go in the school, she was standing in the assembly and looked at
me. She waved at me and smiled. I asked him about her well-being. I asked him questions as:

How is she?

How she came to school?

What she did in home yesterday?

Has she had his breakfast in morning?

She recognized me and responded my questions very well. Then I helped him with her classwork.

We did some recognition activities and I gave him worksheets for tracing. Then further I asked her
teacher about her behavior with peers and her class performance. Then we both played with a ball
and lastly I conducted SDCT and CPM on him as I asked him we will do an activity. She actively
participated in the activity. Then I asked him to draw a person which she had drawn happily. Then
during break time she had her lunch she also offered me.

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4th day: I use some activities on her because she is having great difficulty concentrating on her
class work. She was easily distracted and unfocused on her tasks. I plan the activity in which I use
pictures to recognition of things. I showed her some pictures and ask her to recognize animal’s
dog, cat, and goat. After she recognize these, I asked to recognize fruits apple and banana. She
recognize these things and felt joy by doing this activity. After the break, I plan second activity in
which we use play cards for recognition. She respond to the cards very well.

Statement:

All information is genuine and I’m responsible of it.

Rida Farooq

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