PSYC6015_19164281_Case_Report.docx
Psyc6015 Neurodiversity & Developmental Disorders
Coursework 1 – Case Report
Word count: 1611 words.
This report aims to provide an overview of the assessments conducted with Sam,
focusing on his strengths and challenges to help guide the approach in supporting
his learning and social development.
1. Background (105 words)
Sam is a 9-year-old boy who lives with his mother and younger sister in Oxford. His
early development was generally typical with no significant events reported, though
some difficulties have emerged as he’s progressed through primary school. Sam is
particularly strong in math and science but struggles with written tasks, coordination,
and social interaction. His teacher and mother have expressed concerns regarding
his academic performance, fine motor skills, social engagement, and emotional well-
being.
2. Interpretation of test results (758 words)
Method – A battery of tests was chosen to explore Sams difficulties. See
Table 1 for a full description of tests.
Cognitive Ability: Raven’s 2 Progressive Matrices
Sam’s results on the Raven’s 2 Progressive Matrices were within the average range,
Standard Score = 115 (85) percentile rank, SEM (6.0). Suggesting a typical level of
1
Revised 20.01.2025
, PSYC6015_19164281_Case_Report.docx
cognitive ability for his age. This aligns with his academic strengths in subjects such
as mathematics and science, where he demonstrates above-average ability,
particularly in human biology. His cognitive ability appears to support his academic
potential, but his difficulties with written tasks may not be related to cognitive
limitation.
Sam shows average cognitive ability, which supports his academic strengths but
may not be the source of his struggles with written tasks. These findings suggest that
Sam may benefit from interventions aimed at improving his social skills and
emotional well-being, including support for managing anxiety or frustration and
addressing social isolation.
Behaviour: Strength & Difficulties Questionnaire
Sam’s SDQ results indicate elevated levels of difficulties, particularly in areas related
to emotional symptoms and peer relationships. Emotional symptoms scoring = 4
(<20th), indicating relatively low emotional difficulties, suggesting fewer issues with
anxiety, low mood, or excessive worrying.
Findings:
Conduct problems scoring = 0 (>20th), showing no significant issues with
aggression, rule-breaking, or oppositional behavior.
2
Revised 20.01.2025
Psyc6015 Neurodiversity & Developmental Disorders
Coursework 1 – Case Report
Word count: 1611 words.
This report aims to provide an overview of the assessments conducted with Sam,
focusing on his strengths and challenges to help guide the approach in supporting
his learning and social development.
1. Background (105 words)
Sam is a 9-year-old boy who lives with his mother and younger sister in Oxford. His
early development was generally typical with no significant events reported, though
some difficulties have emerged as he’s progressed through primary school. Sam is
particularly strong in math and science but struggles with written tasks, coordination,
and social interaction. His teacher and mother have expressed concerns regarding
his academic performance, fine motor skills, social engagement, and emotional well-
being.
2. Interpretation of test results (758 words)
Method – A battery of tests was chosen to explore Sams difficulties. See
Table 1 for a full description of tests.
Cognitive Ability: Raven’s 2 Progressive Matrices
Sam’s results on the Raven’s 2 Progressive Matrices were within the average range,
Standard Score = 115 (85) percentile rank, SEM (6.0). Suggesting a typical level of
1
Revised 20.01.2025
, PSYC6015_19164281_Case_Report.docx
cognitive ability for his age. This aligns with his academic strengths in subjects such
as mathematics and science, where he demonstrates above-average ability,
particularly in human biology. His cognitive ability appears to support his academic
potential, but his difficulties with written tasks may not be related to cognitive
limitation.
Sam shows average cognitive ability, which supports his academic strengths but
may not be the source of his struggles with written tasks. These findings suggest that
Sam may benefit from interventions aimed at improving his social skills and
emotional well-being, including support for managing anxiety or frustration and
addressing social isolation.
Behaviour: Strength & Difficulties Questionnaire
Sam’s SDQ results indicate elevated levels of difficulties, particularly in areas related
to emotional symptoms and peer relationships. Emotional symptoms scoring = 4
(<20th), indicating relatively low emotional difficulties, suggesting fewer issues with
anxiety, low mood, or excessive worrying.
Findings:
Conduct problems scoring = 0 (>20th), showing no significant issues with
aggression, rule-breaking, or oppositional behavior.
2
Revised 20.01.2025
