**13. Development of an individual programme**

where Child 1's teacher had flagged his attentional difficulties in the classroom, and was indicating that he was likely to fail Grade 3. The emotional lability was confirmed by reports from Child 1's parents, which indicated that he was frustrated by his difficulties at school and was

Note that in the above table, a standard score is a scaled score relative to a normal curve, where the average score would be a score of 10. Scores higher than 12 indicate above average performance relative to age level, indicating potential areas of cognitive strength. Scores lower than 8 indicate below average performance relative to age level, indicating potential areas of cognitive weakness. This type of profile interpretation needs to be conducted cautiously and substantiated

subject to mood swings as well as emotional outbursts at home.

**Subtest What subtest measures Standard** 

Similarities Verbal abstract

132 Learning Disabilities - An International Perspective

Vocabulary Ability to explain the

Comprehension Social understanding

Information Social information,

Word reasoning Word finding skills

Digit span Short-term auditory

Arithmetic Ability to use auditory

**Table 2.** Profile of Child 1 on WISC IV (UK).

Letter-number sequencing

clues

memory

**score**

**Verbal comprehension Perceptual reasoning**

reasoning and word finding ability

meaning of words

and judgement

general knowledge

based on a list of verbal

Ability to manipulate letters and numbers sequentially by holding them in short-term and working memory

memory for numerical

against other information, as any scaled score is subject to measurement error.

reasoning

**Working memory Processing speed**

**Subtest What subtest** 

7 Block design Abstract non-

12 Picture concepts Abstract ability

8 Matrix reasoning Non-verbal

10 Coding Ability to work at

13 Symbol search Ability to work

6 Cancellation Ability to

completion

11 Picture

15

**measures**

verbal reasoning, spatial perception and organisation

to analyse and classify pictorial information

abstract reasoning and concept formation

Ability to analyse a picture to identify missing parts

speed in applying a simple code accurately and in sequence

at speed in establishing whether particular symbols are present or absent

work at speed in identifying relevant pictures **Standard score**

13

15

7

16

10

13

8

As there was evidence of difficulty in a number of areas, the individual programme developed for Child 1 consisted of a number of specific interventions, which are summarised in **Table 3**.

<sup>15</sup>There was also erratic behaviour, temper outbursts and mood swings suggestive of cortical irritability, for which medication was prescribed.

**Table 3.** Child 1's individual programme.

It will be evident from **Table 3** that there were a number of areas of intervention in Child 1's programme, reflecting different needs on a functional level. These included interventions aimed at establishing basic phonological and phonic skills, as well as skills in both synthetic and analytical phonics. There were also interventions designed to improve skills in word reading, as well as to establish fluency in the use of sequential reading skills and reading comprehension, as the basis for coping with the type of language and reading comprehension tasks Child 1 was being given in the classroom.

In addition, there were interventions aimed at establishing basic skills in spelling and writing and by teaching Child 1 how to analyse the structure of the words he was being asked to learn for his spelling tests at school. This was done by focusing on the vowels occurring in these words using a seven vowel analytical system, with the aim of making the vowel system used in English orthography transparent.

There were also interventions directed at establishing fluency in sequential writing and spelling. This was done through word, sentence and paragraph dictation. There was also a family-based counselling intervention. Work ethic and motivation were maintained through a reward system based on hundred squares and points.<sup>16</sup>

Child 1's individual programme thus provided a framework of areas of difficulty, linked on the one hand to his assessment and on the other to specific areas of intervention. This provided a basis for implementation in weekly sessions conducted with Child 1 and reinforced by Child 1's parents at home. This was done using the resources described in the next chapter.
