1 Running Head: CASE CONCEPTUALIZATION KELLY BROWN

EDPS 657 Short Assignment 4: Case Conceptualization of

Kelly Brown
Jacqueline Munroe
University of Calgary












2 Running Head: CASE CONCEPTUALIZATION KELLY BROWN

Case conceptualization:
Now that you have the background and initial assessment results for Kelly Brown, now is the
time to determine what testing, if any, you want to follow-up with.
Following the system of Hypothesis testing, complete the following
1. Identifying information
Students Name: Age: Grade:
Reason for Referral: Kelly was referred for a psycho-educational assessment by staff at her
school, Little Tots Elementary. They have noticed that Kelly has
difficulty with short-term memory. It affects her ability to follow
instructions as well as reading comprehension. She also has difficulty
with mathematics. The assessment was requested to determine
strengths and needs for programming purposes and to assist with
possible identification as an exceptional learner.



2. Preliminary Hypotheses: Based on presenting problem(s) and initial assessment, the
following cognitive strengths and weaknesses are hypothesized:
Strengths Possible Weaknesses
Perceptual Reasoning-Picture Concepts,
Matrix Reasoning
Working Memory-Letter Number
Sequencing
Verbal Comprehension
Mathematics

3. Hypothesis testing: follow-up plan: What tests would you follow-up to test your
hypothesis?
Area of suspected weakness Follow-up test
Working Memory WRAML-2, BRIEF
Verbal Comprehension EVT, PPVT
Mathematics KeyMath


Provide a rationale for why you think she has the weaknesses you have listed and why you chose
the tests:
3 Running Head: CASE CONCEPTUALIZATION KELLY BROWN

The Wechsler Intelligence Scale for Children 4
th
Edition (WISC-IV) is a measure of
intelligence that compares a childs thinking and reasoning to that of other Canadian children of
the same age. In comparison to other same age children, Kellys ability to hold and manipulate
information as measured in the Working Memory Index, was within the Low Average range at
the 13
th
percentile. Kelly demonstrated an extreme weakness in a test which measured short term
auditory memory and auditory sequential processing (2
nd
percentile). Results should be
interpreted cautiously as an inability to remember instructions during this task was noted.
Working Memory concerns should be further investigated using the WRAML-II, which will
access Verbal Memory, Visual Memory, and Attentional Memory. Kellys referral question
linked Working Memory with difficulty following instructions and inconsistent performance in
reading comprehension. However, she scored within the Average range (50
th
percentile) on a
task which measured her ability to follow oral directions (receptive language skills) and within
the Average range (43
rd
percentile) on a task which measured passage comprehension (largely
consisting of pointed responses, but also identifying one missing key word in context). Further
exploration of Working Memory should be due parental reports, which state that Kelly will often
loses things, is distracted by things around her, and is forgetful. Similarly, teacher report card
comments suggest challenges with remembering teacher instructions, and being easily distracted.
The BRIEF should be administered to determine whether Kellys challenges with Working
Memory could be related to executive functioning behaviours in the school and home
environment. Kelly is currently diagnosed with ADHD, however, the BRIEF may be used to
determine whether further executive functioning assessment is needed (such as the D-KEFS).
The Verbal Comprehension Index measures Kellys ability to problem solve or reason using
verbal skills as assessed on the WISC-IV. The Index was within the Low Average range (16
th

percentile). Kellys academic skills involved in reading, were assessed using the Woodcock-
Johnson Test of Achievemnt-3
rd
Edition (W-J III ACH). Difficulties with reading comprehension
were expressed in the referral question, and have been supported in a subtest which required her
to verbalize responses and use expressive language skills. Kellys ability to recall a story
presented via audio cd with as many details as possible was within the Low Average range (12
th

percentile). Administering the Expressive Vocabulary Test (EVT) may help to decipher whether
Kellys perceived reading comprehension challenges are related to difficulties with verbal
expression, as seen on the Verbal Comprehension Index of the WISC-IV (possibly in
4 Running Head: CASE CONCEPTUALIZATION KELLY BROWN

combination with Working Memory difficulties). While Kelly does not appear to be challenged
in the area of receptive language, it may be interesting to compare the scores of the PPVT and
EVT, as understanding directions was an area of concern expressed in Kellys referral question.
Kellys academic skills in mathematics were assessed using the Woodcock-Johnson Test
of Achievemnt-3
rd
Edition (W-J III ACH). In terms of the Broad Math composite, Kelly was
within the Low range (8
th
percentile). Kelly appears to struggle in measures of Fluency (4
th

percentile) of solving equations. In order to understand Kellys strengths and weaknesses for
placement purposes, the KeyMath should be administered to assess her skills in the areas of
Basic Concepts (conceptual knowledge), Operations (computational skills), and Applications
(problem solving).