Generalized Anxiety Disorder Case Study

Emily is an eighteen-year-old, twelfth grader at EMHS. She lives at home with her mother and father. Emily recognizes the value of education wants obtain her education by attending college. Emily’s goal is to earn a nursing degree. Emily is proud of her mother because she is going back to school to improve herself by earning a college education. She respects the hard work her father has done to provide for their family and has a strong sense of family pride. Emily shared she is currently in a steady relationship with her boyfriend who is a positive role model for her to continue her education.

A record review yielded a documented history of Emily’s struggls with reading and mathematics. In 2005, Emily was referred for Special Education eligibility; however, she was not found eligible for services. In 2007 while attending Wake County Public Schools in North Carolina, Emily was diagnosed with GAD, Generalized Anxiety Disorder. Upon transfer to Montgomery City Public schools in 2008, she was found eligible for services due to below average range of
During the assessment, Emily worked hard to complete the subtests, and displayed a good work ethic. She did not appear distracted or indulge in impulsive behaviors. When working on the block design subtest if one strategy did not assist her in solving the problem she would switch to another strategy. She acknowledges some of the harder items were a challenge and worked an appropriate amount of time before giving up. Emily was observed second guessing herself and it impacted her scores on at least two items. On mathematical subtests she utilized finger counting, pictures, or tally marks to represent the items. She requested some questions be repeated. She shared she did not like math that much. Overall, Emily appeared to put forth good effort; therefore, the findings of this assessment are judged to be an accurate reflection of her current levels of cognitive