33 Questions
Based on the information provided, what difficulties did the subject face while writing from dictation?
All of the above
What errors were mostly found in the subject's writing while copying from the model text?
Minimal errors
What task was the subject asked to do while writing about his school?
Writing from memory
What did the subject's writing indicate in terms of attention to the text while copying?
All of the above
What difficulties did the subject face in academic performance?
All of the above
What were some of the specific writing errors found in the subject's writing while copying from the model text?
Poor concern for margin, shape of individual letters, random capitalization, difficulty in writing them in straight lines, insertions, omissions of alphabets in words, and missing of punctuation marks
What difficulties did the subject face in spelling?
Tremendous difficulty in spelling, positioning of letters was uneven, and made at least 11 spelling errors
What were some of the syntactic errors found in the subject's writing?
Difficulty in distinguishing singulars from plurals, constructed sentences with errors like 'There are 1500 student', 'There are one music room', 'There are fifti teacher', and 'There are computer room'
What difficulties did the subject face while writing from dictation?
Poor capacity for auditory discrimination and poor vocabulary
What difficulties did the subject face in terms of academic performance?
Difficulties in reading, writing, and arithmetic
What assessment tool was used to evaluate Sahil's intellectual processes?
RCPM (Raven's Coloured Progressive Matrices)
What was Sahil's score on the DTLD assessment?
67 out of 100
How were Sahil's reading skills assessed?
Using the Cloze Test
What is a cloze test?
An exercise where the candidate fills in missing words or blanks in a paragraph
What was Sahil's word fluency score on the Word Fluency Test?
15 words per minute
What were some of the areas in which the subject showed improvement after the intervention?
The subject showed improvement in areas such as eye-hand coordination, cognitive abilities, receptive and expressive language.
What method was used to improve the subject's reading performance?
The chalk-and-talk method was used to improve the subject's reading performance.
What were some of the specific difficulties the subject faced in writing?
The subject faced difficulties in spelling, handwriting, letter formation, and maintaining consistent spacing between letters and words.
What were some of the interventions used to help the subject improve?
The subject received cognitive behavioral therapy (CBT) and computer-assisted instruction (CAI) interventions to improve their academic performance.
How did the subject's attendance impact the intervention?
The subject's irregular attendance affected the number of intervention sessions conducted, but some improvements were still observed in their academic performance.
True or false: The subject's handwriting was illegible due to uneven spacing between letters and words.
True
True or false: The intervention programs conducted for the subject involved both cognitive behavioral and computer-assisted instruction components.
True
True or false: The subject's attendance in the intervention sessions was irregular.
True
During intervention, the subject's average reaction time for associated words improved from ______ to 4.67
6.85
The subject's handwriting was illegible due to ______ spacing between letters and words
uneven
The subject's attendance in the intervention sessions was ______
irregular
What was Gagan's score on the Word Fluency Test?
12 words per minute
What was Gagan's span of immediate memory on the Digit Backward Test?
3
What was Gagan's score on the DTLD assessment?
54 out of 100
What types of reading errors did the subject make in oral reading task and what were some of the specific words that were misread?
The subject made errors such as reading ‘b’ as ‘g’, ‘f ’ as ‘g’, ‘l’ as ‘r’, ‘r’ as ’j’, ‘j’ as ‘i’, ‘d’ as ‘q’ or ‘f ’, and ‘u’ as ‘a’ or ‘w’. Some specific words that were misread include: took (read as toke), threw (read as tray), ground (read as griound), waited (read as vked), quit (read as cute), repeated (read as repad), action (read as ation), shouted (read as shuted), obey (read as obiey), our (read as or), parents (read as parintes), they (read as thi), because (read as becausi), listen (read as listin), near (read as nair), and us (read as uus).
What difficulties did the subject face in writing and how did his writing appear?
The subject had difficulty in writing and his writing appeared disorganized with uneven spacing between letters and words. The words seemed to hang from the upper line of the ruled sheet, making it difficult to distinguish words from letters. Most sentences looked like a single word or a string of letters. The subject was even unable to write his own name in English properly.
What was the initial confusion the subject had with specific alphabets during cognitive behavioural intervention?
During the initial session of cognitive behavioural intervention, the subject had confusion with specific alphabets like ‘J’, ‘P’ and ‘Y’.
What were some of the mathematical concepts assessed in the mathematical test and how did the subject perform?
The mathematical test assessed concepts such as geometrical concepts, forward and backward counting, digits addition up to three and subtraction, multiplication up to two digits, place value, before and after three-digit numbers, and other problem-solving tasks based on addition, subtraction, multiplication, division, and greater or smaller than. The subject obtained marks of 8, 17, and 11 out of 100 in the baseline phase and improved to a range of 36 to 43 (out of 100) after cognitive behavioural intervention.
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