hdfs 2400
Taylor Criss
Milestone Paper #3
HDFS 2400, Section C
Caroline Sanner
Sammy Smith is not a typical 5th grade child. At the end of his 4th grade year, according to his parents, he loved sports and always wanted to go play soccer on the playground with his friends. He did well in school and was just a little behind in reading and spelling. The Smith’s assumed it was from not reading to him at a young age. Overall, Sammy is an intelligent child and excels in most of his classwork with the exception that he was diagnosed with dyslexia at the beginning of the school year. Since school has started again after winter break, Sammy has progressively shown signs of low self-esteem due to his disabilities and is sometimes bullied by his peers from it. The Smith’s are becoming concerned for Sammy because he is no longer enjoying group sports that he was in, is gaining weight, has bursts of anger at home, along with problems in coping with difficult situations. With this being the third quarter report, Sammy has shown many changes in his academics due to further cognitive development, changes in peer interactions, and his physical health compared to the beginning of the year. Unlike the other students of Sammy’s age, he scored above the average in intelligence and general cognitive development with a few exceptions (Santrock, 2014). When school first started up, Sammy was doing so well but something was not quite right, so his parents wanted to see where he stood with his intelligence. The Smith’s took Sammy to a testing center to have the Wechsler’s Intelligence Scale for Children given to Sammy, which gives an overall intelligence quotient, or IQ, along with verbal comprehension, working memory, and processing speed indexes (Santrock, 2014). This is when the Smith’s discovered that their son, Sammy, had dyslexia, and relayed it back to the school. Sammy’s results from the WISC-IV showed that he scored in the “gifted” range of
Milestone Paper #3
HDFS 2400, Section C
Caroline Sanner
Sammy Smith is not a typical 5th grade child. At the end of his 4th grade year, according to his parents, he loved sports and always wanted to go play soccer on the playground with his friends. He did well in school and was just a little behind in reading and spelling. The Smith’s assumed it was from not reading to him at a young age. Overall, Sammy is an intelligent child and excels in most of his classwork with the exception that he was diagnosed with dyslexia at the beginning of the school year. Since school has started again after winter break, Sammy has progressively shown signs of low self-esteem due to his disabilities and is sometimes bullied by his peers from it. The Smith’s are becoming concerned for Sammy because he is no longer enjoying group sports that he was in, is gaining weight, has bursts of anger at home, along with problems in coping with difficult situations. With this being the third quarter report, Sammy has shown many changes in his academics due to further cognitive development, changes in peer interactions, and his physical health compared to the beginning of the year. Unlike the other students of Sammy’s age, he scored above the average in intelligence and general cognitive development with a few exceptions (Santrock, 2014). When school first started up, Sammy was doing so well but something was not quite right, so his parents wanted to see where he stood with his intelligence. The Smith’s took Sammy to a testing center to have the Wechsler’s Intelligence Scale for Children given to Sammy, which gives an overall intelligence quotient, or IQ, along with verbal comprehension, working memory, and processing speed indexes (Santrock, 2014). This is when the Smith’s discovered that their son, Sammy, had dyslexia, and relayed it back to the school. Sammy’s results from the WISC-IV showed that he scored in the “gifted” range of