Educational psychologist case study

Educational psychologists focus on children’s learning and development, employing their expertise in psychological and educational assessment techniques to assist those facing challenges in learning, behaviour, or social adjustment.

Their work primarily involves children aged 0-19 years, including those in pre-school, mainstream, and special schools.

Background

At eight years old, Hayden had been experiencing major challenges with reading and writing, which negatively impacted his overall academic performance. Staff at his primary school had observed difficulties with phonological awareness, word decoding, and spelling. Hayden also exhibits signs of low self-esteem and appears to be frustrated by his academic struggles. Concerned about his progress, Hayden’s parents requested an assessment to better understand his needs and create an intervention plan.

The school’s Special Educational Needs Coordinator (SENCO) referred Hayden to the local authority’s educational psychologist, pointing out the ongoing concerns about his literacy skills and emotional well-being. The referral aimed to identify specific learning difficulties and provide recommendations for targeted support.

Assessment

The education psychologist in Hayden’s case embarked on a detailed assessment process:

1. Initial Consultation:
   • The educational psychologist interviewed Hayden’s parents to gather developmental history and background information.
   • Hayden’s strengths, interests, and observed difficulties were discussed.
2. Observation:
   • Hayden was observed in the classroom setting to understand his behaviour, engagement, and interactions.
   • He was disengaged at times, avoided reading tasks, and demonstrated signs of frustration during literacy activities.
3. Standardised Testing:
   • The Wechsler Individual Achievement Test (WIAT-III) was administered to assess Hayden’s reading and writing abilities.
   • The education psychologist carried out further testing to evaluate Hayden’s cognitive processing abilities, particularly focusing on areas related to phonological processing and working memory.
4. Informal Assessment:
   • With spelling tests and reading activities, deeper insights into Hayden’s particular areas of difficulty were gathered.
   • Structured play and storytelling exercises provided further evidence of Hayden’s expressive language skills and creativity.

Findings

The education psychologist’s observations included cognitive function: They found that  Hayden displayed average intelligence but showed significant weaknesses in phonological processing and working memory. These weaknesses affect his ability to decode words and retain information related to spelling patterns.

Hayden’s reading level was found to be significantly below average for his age, particularly in decoding and fluency. His writing samples demonstrated poor spelling, limited vocabulary, and that he had difficulty organising his thoughts coherently.

Hayden exhibited signs of anxiety and low self-esteem, particularly when faced with reading and writing tasks. He often avoided tasks he found challenging, leading to incomplete assignments and a sense of failure.

Hayden exhibited signs of anxiety and low self-esteem, particularly when faced with reading and writing tasks. He often avoided tasks he found challenging, leading to incomplete assignments and a sense of failure.

Intervention

The education psychologist planned a number of interventions:

1. Phonological Awareness Training:
   • Implemented a structured phonics programme.
   • Used multisensory approaches, such as visual aids and hands-on activities, to reinforce phonological concepts.
2. Working Memory Support:
   • Introduced memory aids and strategies, such as chunking and visualisation techniques, to help Hayden retain and recall information.
   • Provided regular breaks and opportunities for physical activity to reduce cognitive load and improve focus.
3. Reading and Writing Intervention:
   • Engaged Hayden in guided reading sessions and writing workshops to build confidence and improve literacy skills gradually.
4. Emotional and Social Support:
   • Collaborated with the school SENCo to address Hayden’s anxiety and self-esteem issues through ongoing support.
   • Fostered a supportive classroom environment that encouraged Hayden to take risks and celebrated small successes.
5. Parental Involvement:
   • Provided Hayden’s parents with strategies to support literacy development at home, such as reading together and playing word games.
   • Scheduled regular meetings with parents and teachers to monitor Hayden’s progress and adjust interventions as needed.

Outcome

Over a six-month period, Hayden’s reading and writing skills improved. His confidence during literacy activities increased, and he began participating more actively in class.