Psychopedagogical Assessment Report
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ScribdTranslationsPsychopedagogical Assessment Report
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PSYCHO-PEDAGOGICAL REPORT
Patient data
Nombre:
Apellido:
Date of birth:
Education Level:
Year:
Date:
Professional: Bachelor in Psychoeducation
Reason for consultation: the patient arrives at the Psychopedagogical Care Team (EAP) after the
referral from Dr. Xxxxx, Pediatric Neurologist, who recommends an Evaluation
Psychopedagogical, due to reasons of distraction and hyperactivity in response to stimuli.
The patient's parents add that the child does not have difficulties in the area of
Mathematics, but yes in Language Practices.
PSYCHOPEDAGOGICAL REPORT
The boy has been attending the Psychopedagogical Care Team since July 2019.
During this period, a Psychopedagogical Assessment is conducted, where assessments are administered.
some qualitative and quantitative tests. Then, based on the results, the
Objectives that will support the treatment or therapy that the patient requires.
Behavioral aspects
During the first encounters with the patient, some strategies are used to achieve
the adaptation to space and management of their anxiety. Nevertheless, it has always been presented
predisposed and agreeable to the stimuli being offered.
After using strategies aimed at addressing organization, planning and
Review of the tasks, currently progress is observed in the child:
• Respect for turns.
• Permanence in the space and in the place assigned to it.
• Willing, cheerful, and attentive.
HEADING
Pedagogical aspects
During the beginning of the sessions, the patient's attention spans are short and
limited. At the beginning of the work, the presented instructions must be very specific and
clear; otherwise, understanding them becomes difficult.
In principle, there is no recognition of the alphabet, unlike the numbering system; with the
time begins to enable the identification of the letters, but with difficulties for the
acquisition and development of phonological awareness.
After achieving some progress, the patient has managed to identify sounds and letters.
presenting a syllabic reading.
The resolution of the proposed tasks becomes more effective and accurate after the work.
with orality. It becomes difficult when it comes to putting the work on paper, the work on the plan.
figurative. Stimulation of fine motor skills is necessary to improve such aspects.
The best that are currently observed are:
• He has acquired fluency, automation, and prosody in reading.
• He/She manages to understand problematic situations, brief and extensive texts. He/She is still
necessary during reading, to remind him of the importance of going slowly and doing the
corresponding breaks.
• Expansion of the number field and identification of mathematical operations.
Wide repertoire of mental calculations and compensation strategies.
• Better planning and organization of ideas when producing on the plane.
figurative. These data correlate with what was mentioned earlier (incorporation of
new vocabulary).
Área intelectual
The child shows no difficulties in situating themselves in space and time; they do not present.
obstacles to completing activities, despite the difficulties in maintaining their attention
and the prolonged time it needs.
During the taking of visuomotor aspects (allowing the integration of the processing of the
visual information with fine motor skills), the figures are disorganized and
distorted, since the child does not stop to observe and perceive the details
(impulsivity). No planning is evident during the copying of the figures; it is
he watches anxiously to finish the task.
The patient makes a great effort to concentrate; difficulties in memory are observed.
and attention.
HEADER
After an intensive work on these higher cognitive functions, the patient
presents the following advances:
• On few occasions, it requires a longer time to execute the task.
correctly.
• Good ability to store recent information and link it to other knowledge
previous
• Great support for focused and sustained attention.
• Acquire the ability to inhibit responses that are triggered by demands.
impulsive and shows greater cognitive flexibility, that is, adapts easily,
modeled and examples, being able to fulfill orders directly and quickly.
FINAL CONCLUSION:
After having achieved the objectives set in the treatment, it is observed that the
The child does not have learning difficulties that affect or compromise abilities.
academic subjects related to reading, writing, arithmetic. On the other hand, not
they observe significant differences, in relation to the groups of their age and maintain
social relationships, communicating with others, in a comprehensible and coherent manner; for
Finally, they perform appropriately for their age in personal care and skills.
recreational.
It is concluded that the child has completed therapy and that, at this time, they will be discharged.
psychopedagogy space.
Remaining at your disposal for any inquiries.
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