**12. Statement of areas of strength and weakness**

Based on the indications from the case history and the instruments used in the assessment, more in-depth diagnosis was possible. Child 1 was diagnosed as a child with developmental auditory processing difficulties affecting phonics, reading and the writing/spelling processes. Reading fluency and comprehension, spelling and writing fluency were particular areas of weakness. Scatter was evident both within and across the cognitive profile of the WISC IV, indicating that areas of strength and weakness also likely to be affecting performance at school. Focus and attentional factors and emotional indicators were present, which had been pervasive as well as occurring over time, as confirmed by Child 1's mother and the family's neurologist<sup>15</sup>.

Child 1's high scores on verbal reasoning and on the perceptual reasoning side indicated that he was a child with a high level of spatial competence, which could be used for purposes of instruction. Based on the indications from assessment, the following areas of difficulty were identified, and the following programme implemented in therapy, with carry-over at home.
