1

Assessment Report
Submitted to: Hafiza Saba Javaid
Submitted by: Roll no 12
Laveeza Khurram
BS 5th Morning
Session: 2021-2025

Department of Applied Psychology

Government College Women University Faisalabad

 2

Contents
Sr.no Topic Page
3
1. Bio Data
2. Presenting Concerns 4

3. Background Information 4

4. Family History 4
5. Personal History 5
6. History of developmental milestones 5
7. Educational history 6
8. Behavioural Observations
6
9. Psychological Assessment
6
10. Diagnosis
7
11. Prognosis
8
12. Recommendations and suggestions
8
13. Therapeutic Techniques (Play Therapy)
10
14. Sessions 1St day
2nd day 11

12
3rd day
13
th
4 day 13

15. Appendix 15
 3

Bio Data
Name M.Abdullah
Gender Male
Age 14
Siblings 3
Birth Order Second born
Father name Muhammad Ahmed
Mother name Ayesha Farooq
Class One Silver stars
Class level Struggler
Date of Birth 8-08-2009
School Govt. Institute for mentally challenged, Faisalabad
Address House #P-5876 street #5 mohalla Raza Park , Fsd
Religion Islam
Language Urdu and punjabi
Nationality Pakistan
 4

Presenting Concern
Intellectual Disability:
 Abdullah 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:
 Significant challenges with aggressive behavior have been observed in various settings,
including home and school.
 Instances of verbal and physical aggression towards peers, caregivers, and authority figures
have been reported.
3. Stubborn Behavior:
 Abdullah 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 Abdullah's fine and gross motor skills.
 Challenges in tasks such as handwriting, coordination, and basic motor coordination have
been noted.

Background Information
Family History
The Child’s father is 40 years old, educated up to primary and is a tailor master with monthly
income Rs 20000/-. No history of psychiatric and physical illness is reported. The relationship
with spouse is satisfactory. The attitude towards children is loving and caring. The personality
traits observed are pessimist, introvert, cooperative nature and aggression. No history of drug
abuse is reported.
 5

The Child’s mother is 37 years old, educated up to matriculation. She is a housewife. Attitude
towards child is overprotective and caring. Mother Personality traits are reported to be aggressive,
stubborn and low tolerance level. She is suffering from mensuration issues and piles.
Abdullah lives with his family and his father is his legal guardian. He has 3 siblings (3 sisters).
Overall pattern of family relationship is based on communication and harmony.
Personal History
Birth History
Child mother reported that she was 26 years old at the time of birth. There was no complication
while pregnancy but mother ‘s mental state was disturbed due to family issues. and the delivery
was normal at home. Child’s first cry was delayed and breathing problems were also present at
time of birth.
Illness
The child suffered from fever at the time of birth. According to the mother the child’s brain is
slow. There are minor motor issues and speech issues. The child’s paternal family has a history of
mental issues. The child is suffering from muscular dystrophy (a group of genetic diseases that
cause progressive weakness and degeneration of skeletal muscles) in lower limbs
Child immunization has been completed.
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

 6

Taking bath without help 10 years

Bladder bowl control 6 years

Educational History
The child started schooling at the age of 7 years. The child was admitted to a trainable group in
the institute. When he was admitted he was in blue stars then currently due to slow progress his
class is changed to silver stars. His recognition and motor skills are slow as compare to other
students. 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.
 There is less 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.
Behavioural Observations
Following are issues faced by Abdullah in daily life
1. Physical Challenges:
He is facing limited mobility due to muscular dystrophy may result in frustration and difficulty
expressing needs. He exhibits aggressive behaviors which is due to frustration with physical
limitations. Stubbornness is manifested as a resistance to participating in activities due to physical
discomfort.
2. Communication Difficulties:
He has limited verbal communication which contribute to frustration and acting out. He usually
lashes out on others. He acts stubborn because he struggles to convey desires or needs effectively.
3. Dependency and Independence:
The desire for independence with physical dependence can lead to frustration. He feels aggressive
because he feels that he is overly dependent on others. Stubbornness could be a way of asserting
independence or control.
4. Sensory Sensitivities:
 7

Muscular dystrophy may be accompanied by sensory sensitivities. Aggression and stubbornness

may be triggered by discomfort or overstimulation. Observing reactions to sensory stimuli can
provide insights into behavioral triggers.
Psychological Assessment
Slosson Drawing Coordination Test (SDCT):
Interpretation:
Qualitative Analysis:
The client score on SDCT is 64% that is below the cut of score 85%, which shows that his eye and
hand coordination does not seems to be intact.
Quantitative Analysis:
Errors Accuracy Score Age Eye and Hand Coordination
13 64% 14 does not seem to be intact

Human Figure Drawing Test (HFD):

Interpretation:

Qualitative Analysis:

The picture shows a monster figure. There poor integration which shows emotional disturbances.
There is an asymmetry in picture which shows mental imbalance. Arms are stuck to body which
shows lack of flexibility and the grotesque picture shows poor self-concept. The empty eye ball
shows immature, egocentric and dependent behavior. Omissions of arms tells guilt and anxiety.

Overall from the figure e conclude that client is emotionally disturbed and has a poor self-concept.

Quantitative Analysis:

Intelligence:

Intelligence:

CA MA IQ IQ Level

168 114 67 Morone

Diagnosis
 8

The client seems to have Intellectual disability with speech disorder, the client is suffering from
Muscular dystrophy since birth. Firstly, we observed the child and asked him questions, then in
psychological assessment we used HFD test to calculate the IQ of client and we used SDCT to
check the eye hand coordination. He has a low confidence level with a low IQ. He seems to be
slow from the children of his age. Also the eye hand coordination is very poor, he only drew a few
pictures well in the test. We also applied Portage Guide to Early Education (PGEE) on the client
from which we came to know that client lacks in many functioning domains of life. Based on our
observations and DSM-5 Criteria as

 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.
 Deficits in adaptive functioning that result in failure to meet developmental and
sociocultural standards for personal independence and social responsibility. Without
ongoing support, the adaptive deficits limit functioning in one or more activities of daily
life, such as communication, social participation, and independent living, across multiple
environments, such as home, school, work, and community.
 Onset of intellectual and adaptive deficits during the developmental period.
From all the above observation we conclude that clients seems to have moderate level of
intellectual disability with speech issues along with muscular dystrophy.
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. He can live an independent life if he takes proper sessions and given a full
time training. The recovery chances are up to 75%.

Recommendations and suggestions

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:

 Regular medical check-ups with a neurologist or a specialist in muscular dystrophy

to monitor the progression of the condition.
 9

 Physical therapy to maintain mobility and prevent muscle contractures.

 Occupational therapy to enhance daily living skills and independence.

 Assistive devices, such as braces, wheelchairs, 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:
 10

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

 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.

10. Advocacy:

 Advocate for the child's rights and ensure they receive appropriate accommodations
and support in various settings, including school and community.

Therapeutic Techniques (Play Therapy)

 Sensory Play:

Tactile Stimulation: We played with different textures like play dough, slime, sand, or water
beads. We made shapes with clay. We also played with slime. He enjoyed the play and actively
participated in it.
 11

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.

 Gross motor play: He also participated in school dance activity. He performed in 2 songs.
He loves to dance and is very expressive.
 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.
 Group activities: I asked him about his friends and told him to sit beside them. He sat with
them and played with them. This activity was done to increase patience and tolerance in
client behavior. So that he can cooperate with others.

Sessions:

1st day

When I met with the client in the special classroom, his general appearance was satisfactory and
tidy. His hairs were combed; his hygiene was satisfactory. He was well dressed; his shoes and
uniform were clean and tidy. First I observed him in the class, his teacher called him for attendance
he responded on his name that’s also activity of hand movement and identification of his name,
then his teacher showed him flash cards and he pointed out the pictures by hand. This activity
improved his and movements by pointed the picture and he gave correct answer in the flash cards
which shows his interactive engagement in academic performances. Then I go near him and he
first hand-shake with me. I tried to make rapport with him. I asked indirect questions from him
which were open-ended questions.

Me: I asked his name?

Abdullah: he said (Abdullah).

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

Abdullah: She said my eldest sister

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

Abdullah: he said Mama.

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

Abdullah: He said that he plays alone with bat and ball.

 12

Me: I asked him if he had any friend and What’s his name?

Abdullah: She said Umar Farooq.

Me: Which food is liked most by Abdullah.

Abdullah: He told me he likes sweet food such as biscuits.

Me: Abdullah has siblings?

Abdullah: He said 3 sisters.

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

Abdullah: he said me, my mother, father and sister. He lives in joint family but told me that does
not like his aunts and cousins.

Me: I asked where is your father Abdullah?

Abdullah: On work.

Me: Abdullah what you see in T.V?

Abdullah: Cartoons and dramas.

Me: Does Abdullah likes school?

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

2nd day

On the 2nd day, when I go in the school, he was standing in the assembly and looked at me. He
waved at me and smiled. I asked him about his well-being. I asked him questions as:

How is he?

How he came to school?

What he did in home yesterday?

Has he had his breakfast in morning?

He recognized me and responded my questions very well. Then I helped him with his classwork.
 13

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

3rd day

On 3rd I asked him questions about his family member as

Who he loves the most?

Does he like his sister?

Does he fight with them?

Does he do any household chores?

What he does at home?

Do his parents play with him?

He responded to my questions very well. The we did his classwork which consisted of recognition
activity and mathematical activities. Then we did some painting he had drawn 3 pictures then
painted them. He enjoyed this play and was very happy. Also I watched him practicing dance for
the function.

4th day

There was PTM so Abdullah’s mother came. I asked him questions about Abdullah.

What is his behavior at home?

Does he fight his with his sisters?

Does he help with household chores?

Does he play with his siblings?

His mother told me that he exhibits aggressive behavior towards sister. He hits his youngest sister.
He often engages with fights with neighbors and cousins. But he is responsible; he keeps himself
tidy also help his mother in household chores. He also eats and dresses up himself without anyone’s
help. The only thing that worries his mother is his aggressive and stubborn behavior.
All information is genuine and I’m responsible of it.
 14

Laveeza Khurram
 15

Appendix