Consultation

1. Consultation Jill Hutzel

2. Background Information Ariel is a 12 year old 6th grader of average height and weight. She lives with both her mother and father and younger brother. Ariel’s father mentioned to the examiner that when she was a baby, she reached all her developmental milestones on time such as crawling, talking and being potty trained. He also mentioned that Ariel had some delays (about 3 months behind the norm) when it came to walking, but once she began to walk it was never a further concern. Ariel’s main language is English. Her mother mentioned to the examiner that Ariel has always had some trouble in school. She always manages to pass her classes but she does need some extra help in a number of her classes including English, Math and History. Ariel does go to the Resource room when she needs extra help or when she needs to take an exam. Ariel needs a quiet and less stimulating area when trying to take a test. She mentioned she feels less overwhelmed and pressured when she is alone. Ariel attains average to low grades in her school but has never actually failed a subject. Ariel mentioned to the examiner that she doesn’t mind going to school because she loves to see all of her friends. Ariel’s favorite time of day is Art and her Chorus class. Ariel mentioned to the examiner that she is more into the expressive aspects of school rather than the academics. Ariel also mentioned that these classes make her seem intelligent because she feels as if she is good at them. Ariel seems to be a creative, free spirited young lady. A Ariel is Classified as Other Health Impaired

3. Behavioral Observations When meeting with Ariel she presented herself as a nice, well-mannered young lady. She was a bit shy in the beginning but once testing began, she opened up to the examiner which helped to build rapport between the two. She talked to the examiner about her classes and the ones that she preferred the most (such as Art and Chorus). She is a very quiet individual and does not make much eye contact. When she was taking the exam, she remained in her seat and did not seem fidgety or anxious at any point. She did well on the tests which involve pictures. She seemed the most motivated and she seemed to have tried her best when a visual stimulus was presented. Ariel did not have any issues understanding the directions. She was cooperative and focused for the entire exam. Ariel was a pleasant and sweet girl. She was an overall pleasure to work with.

4. Previous Assessment Procedures Vision Evaluation (11/21/2011) -Motor Free Visual Perception Test -Standard Score 120; Percentile 91: High Average On the MVPT test, Ariel exhibited relative strengths in the areas of visual discrimination, visual memory, and form constancy. She obtained one error in visual closure. Jordan Left-Right Reversal Test -Standard Score 108; Percentile 71: Average Range Overall, Ariel did well on this test. Ariel exhibited strengths in identifying letter and number reversals in isolation. Educational Evaluation (2/9/2011) Speech/Language Evaluation (1/25/2010) Educational Evaluation (12/22/2009) Psychological Evaluation and Social History (12/18/2009) WISC IV (2/11/2013) Verbal Comprehension (VCI) SS-100 Perceptual Reasoning (PRI) SS- 100 Working Memory (WMI)SS- 97 Processing Speed (PSI) SS-85 Full Scale SS- 96

5. Previous Assessment Procedures Continued…. Test Results Woodcock-Johnson-III ACH Test (2/9/2011) -Applied Problems 98 (SS) -Calculation 107 (SS) -Identification 89 (SS) -Math Fluency 100 (SS) -Passage Comprehension 92 (SS) -Reading Fluency 92 (SS) -Spelling 100 (SS) -Story Recall 93 (SS) -Understanding Directions 91 (SS) Comprehension Assessment of Spoken Language (1/25/2010) -Antonyms SS: 104 -Nonliteral Language SS: 95 -Paragraph Comprehension SS: 102 -Pragmatic Judgement SS: 96 -Syntax Construction SS: 84 -Total Core Composite SS: 95 State and District Wide Assessments Grade 4 Mathematics, 5/15/2011 -697 (Numeric Scale), Level 3 Grade 4 English Language Arts, 5/15/2011 -671 (Numeric Scale), Level 3 Grade 3 Mathematics, 5/15/2010 -678 (Numeric Scale), Level 2 Grade 3 English Language Arts -663 (Numeric Scale), Level 3

6. Academic Achievement, Functional Performance and Learning Characteristics Mathematics: Ariel does not understand application in problem solving. Ariel cannot develop strategies for selecting the appropriate computational and operational method in problem solving Math Interventions- Make sure it is not the inability to read (this might be the problem as too why she is having difficulties with word problems), Have her read them several times, write a number sentence after reading the word problem, and help her to recognize common patterns within the word problems. Reading: Ariel needs to maintain her focus on reading materials. Ariel’s rate of progress is inconsistent. Ariel demonstrates difficulty with inferential reading and comprehension. Reading Interventions-Have her place a ruler or bookmark under the line so she does not loose her place, provide her with a quiet place, keep up-to-date with vision checks, make sure reading is at her ability level, make sure she is paying attention-> redirect her back when necessary and reduce the amount of material she is reading at one time. Study Skills: Ariel’s rate of progress is slow but steady. Ariel has a multi-sensory learning style. Study Interventions-provide her with exciting visual material to study, teach her study skills and learning strategies, try to reduce her anxiety when it comes to preparing for a test…again, she should be in a Quiet place when studying. (Kampwirth, 2006 & McCarney & Wunderlich, 2006)

7. Vision: Ariel has visual perceptual delays and has shown improvement this year. Ariel has improved in visual motor and tracking skills. Ariel completes perceptual awareness skills with accuracy. Visual Perception Intervention- Visual perception training programs involve an "integrated program involving speech and language activities, a wide range of sensory modalities and visual-motor perceptual activities (Cunningham and Reagan, 1972). These activities include motor rhythm activities, body image training, as well as training in spatial and directional relationships. "Suggested activities are grouped under five main headings: coordination of eye-motor movements, distinguishing foreground from background, visual memory, spatial position and relationship to space ... Included in the activities are speech, language and visual-motor perceptual tasks that involve use of all senses. (http://www.aetna.com/cpb/medical/data/300_399/0321.html) Writing: Ariel has good ideas, but takes a long time to express herself in written language. Ariel is cooperative and eager to learn when it comes to tasks of writing. Writing Interventions-Supervise her while she writes her ideas down, emphasize her take her time and think out her ideas clearly Strengths, Preferences and Interests: Ariel benefits from small group instruction and needs directions simplified. Ariel is always cooperative and eager to learn.

8. Continued… Academic, Developmental and Functional Needs of the Student: Ariel requires a multi-sensory approach. Ariel needs to improve her ability to comprehend content area materials. She also needs to demonstrate grade appropriate organizational and study skills. “Failure to apply oneself through study, or possibly not knowing how to study, has been identified as a major reason for poor academic production, particularly as students enter junior and senior high school” (Kampwirth, 2006) **Suggested Interventions-Stress quiet time-Parents should be involved with selecting a quiet area for studying and homework, emphasize note taking and summarizations of previously learned content (Kampwirth, 2006) Social Development: Ariel’s behavior can be immature at times. She displays some difficulty relating to peers at times. Ariel likes to be accepted by her peers and will participate in various activities. –She would benefit from social skills training. Physical Development: Physical Levels and Abilities are within age appropriate expectations. She demonstrates age appropriate fine and gross motor skills. *There are no physical or motor needs that should be addressed through special education. Management Needs: Ariel requires the additional support of special education services to be successful. Ariel’s academic functioning is not significantly impacted by her visual perceptual skills.

9. Measurable Annual Goals –Study Skills

10. Measurable Annual Goals-Writing

11. Measurable Annual Goals- Mathematics

12. Measurable Annual Goals- Social/Emotional/Behavioral

13. Recommended Special Education Programs and Services Integrated Co-Teaching Services (Math, Science, Social Studies & English)- 5x weekly for 40 minutes Special Class (Study Skills and Reading) 15:1, 5x weekly for 40 minutes Social Skills Training-Small Group (5:1) 1x weekly for 40 minutes Refocusing and Redirection-As needed x daily throughout the school day Checking and Understanding-As needed x daily throughout the school day Support for Organizational Skills-As needed x daily throughout the school day Additional set of books (second set of textbooks at home)-Daily x Daily at home Extended Time (2.0)-Ariel requires extra time to complete state assessments and tests Administer in a location with minimal distractions-Due to difficulty attending to tasks, Ariel requires a quiet environment during state assessments and tests Administer in a Small Group- Due to Ariel’s distractibility, state assessments and tests should be administered in a smaller group Tests Read (except reading comprehension tests)- Student’s independent reading level is below grade level; therefore, classroom tests and state assessments should be read except for those measuring reading comprehension Record answers in test Booklets- For all tests

14. Ariel Could Benefit from Social Cognitive Theory Consultation... but which one? Symbolic Modeling- The desired behavior is presented through various media resources such audio, video, or written materials Performance Enactments- the consultant models the desired behavior and then requests the consultee to perform the behavior, while providing coaching and feedback Covert Modeling- the consultee imagines herself performing the desired behavior *Cognitive Restructuring-this involves identifying thought patterns that occurs prior to, during, or after a problem situation and replacing the negative inappropriate thought patterns with appropriate ones. Cognitive modeling and feedback is used throughout the process. **Self-Monitoring- a strategy to increase an individual’s awareness of the problem behavior by identifying the characteristics of the behavior or by monitoring their own progress toward a goal (Crothers, Hughes &Morine, 2008)

15. Prognosis When meeting with Ariel’s parents, there were happy with the way she was progressing. They feel as if she has benefited from the intervention plans the school has provided her with. They would like to continue with her accommodations and services. Ariel will continue her services until further notice.

16. Reference Clinical Policy Bulletin: Visual Perceptual Training/Vision Restoration Therapy www.aetna.com/cpb/ medical/data/300_399/0321.html. Retrieved May 8, 2013. Crothers, L.M., Hughes, T.L., and Morine, K.A. (2008). Theory and Cases in School-Based Consultation. Routledge. New York, NY. Cunningham SA, Reagan CL. Handbook of Visual Perceptual Training. Springfield, IL: Charles C. Thomas Publisher; 1972. Kampwirth, T.J. (2006). Collaborative Consultation in the School. Pearson, Upper Saddle River, NJ. McCarney, S.B., and Wunderlich, K. (2006). Pre-referral intervention manual (third edition). Hawthorne, Columbia, MO.