IDENTIFICATION SHEET

Luis
6 years, 11 months
Education: 1st Grade of Primary
March 6, 2005
Justo Sierra Teacher
Address: Cosoleacaque, Ver.
Evaluation date: February 18 and 19, 2012.

PARENT DETAILS:
Ana
May 3, 1975 36 years
middle school teacher
Marital status: single

He did not provide information about the father, he does not take responsibility for the child.

TECHNIQUES USED FOR EVALUATION

Interview with the mother

Interview with the minor
Observation
Family test
Human figure test (KOPPITZ)
 Visual-Motor Gestalt Test (BENDER)
Progressive matrices test, colored scale (RAVEN)
Frostig's Visual Perception Assessment Method DTVP-2
Language, memory, reading and writing tests.

CLINICAL HISTORY

Luis was a wanted but unplanned child, the son of a single mother, his dad did not
made him responsible for it, the mother comments that she had a pregnancy within what
It's normal, but in the last few months I presented slightly elevated blood pressure.
high and they recommended rest, crawling, sitting, walking was within the
normal, but his language was not, he was a year and a half and only pointed when he wanted to

He was stimulated very little, and when he started to talk, he was hardly understandable.
sphincter control until the age of 4, he was subjected to it for a long time.
training and he was sought in many ways to achieve it and nothing, at 3
years entered preschool and did not want to go in, the teacher commented that it was better

that a chair be placed outside the classroom and that he enter when he felt like it
Sure, there were days when he would bring his chair inside the living room but close to the door,

until after two months he joined his colleagues, but the

activities didn't go well for him, he wasn't rude to his classmates but he didn't know

I related a lot, the mother commented: "there were times when it would happen
"Popo" and his friends mocked him; little by little he started to integrate, but the
school activities were very difficult for him; in third grade of preschool
many of his classmates already knew all the letters and were already joining syllables and he did not,

teacher, I believe that there should not have been pressure on her, as it was likely that already in

in first grade I would learn to read and it didn't happen, currently he is in first grade and
knows the vowels and almost all the consonants, but forgets them, cannot put them together
syllables and what worries her mom the most is that she gets along better with the kids from
preschooler who is with his classmates, that the children sometimes make fun of him for
how he speaks, because he does not maintain a conversation well, he is very restless, no

he finishes his activities with his classmates and gets frustrated about having to
stay later to finish them and review the reading.
Luis currently lives with his mom and his grandparents, and they pamper him a lot.

REASON FOR EVALUATION

The child's mother requested a psychological consultation for her son due to the
low performance he shows in reading and writing, he mentions that he is a child
restless and it's a conflict to do the tasks because he doesn't want to do them.

PRINTING

Luis is a robust boy, he presented himself for the evaluation clean and polite, greeting and
he constantly asked what else he was going to do, he showed interest in the
psychological tests, but he would get up from his seat to observe the place and
He mentioned if he would be able to play later, when interviewing him he answered but he
lost in the conversation and related other things, there were words he did not remember.

they understood.

INTERVIEW WITH THE TEACHER

It mentions that Luis is a well-mannered boy, although sometimes he says bad words.

suitable for their age, is always willing to help a classmate, is

noble and shared, but in the living room he is very restless and is constantly
it stands out for that, it knows all the letters of the alphabet but cannot
to join syllables, and the worrying thing is that he is not interested in doing it, sometimes he gets frustrated

when something doesn't go well for him or if he sees that others are already finishing, he says that he
he doesn't know how to do it or that he is "dumb". Support is being provided with the psychologist.

from school and stays an extra hour every day after classes.

HUMAN FIGURE TEST

EXPECTED ITEMS

HEAD +
EYES +
NOSE +
MOUTH +
BODY +
LEGS+
ARMS +
PIES +
ARMS 2 DIMENSIONS -

ITEMS OBTAINED: 4 LOW LEVEL

(DUE TO EMOTIONAL PROBLEMS)

INTERPRETATION:
The drawing does not present all the expected development indicators for its
chronological age. This test evaluates the maturity that the child has reached in their
development means that its level of operation is low, not its
potentialities. It shows emotional immaturity due to the existence of
emotional or personality problems.
The child shows signs of insecurity, withdrawal, and what it causes him.
that at some moments can be aggressive because he doesn't know how to enfrentarse to
a situation where they have not been taught to behave properly or
acceptable, has poor internal controls.

FAMILY TEST

INTERPRETATION:

He presents an appreciation for his grandmother by considering her the most important in

the family, however, the child exhibits feelings of inferiority and insecurity,
possibly due to their behavior, they believe they live in a world of fantasies and
spiritual trends. Presents anxiety and emotional conflicts when
despairing about doing too many things at once and not finishing any. The child
It projects that there is not good communication as he would like. There is no block.

parental and family hierarchy.

VISOMOTOR GESTALTIC TEST

FIGURE A
Distortion
Rotation

FIGURE 1
Perseverance

FIGURE 2
Perseverance
Integration

FIGURE 3
Integration
FIGURE 4
Rotation
Integration

FIGURE 5
Circles by points
Rotation

FIGURE 6
Perseverance
Curves by angles

FIGURE 7
Distortion
Rotation
Integration

FIGURE 8
Distortion

TOTAL DE ERRORES: 16

EDAD PERCEPTUAL: 4.7

CHRONOLOGICAL AGE: 6.11
PERCEPTUAL COEFFICIENT: 76

LOW
INTERPRETATION:

Luis's perceptual capacity is 4 years and 7 months, which is why

diagnosis is below average, this means that there is instability
in motor coordination and personality and emotional immaturity. The
material used in the test he did not perceive it the same way, this made
that it had several errors corresponding to a child of almost 5 years old and their age.
The chronological age is 6 years and 11 months.

He is unable to plan and organize the material presented to him, he has a

instability in motor coordination (emotional and organic).

METHOD OF EVALUATING VISUAL PERCEPTION OF

FROSTIG DTVP-2

INTERPRETATION

In this test used to evaluate perception and coordination.

The same problems detected in the Bender are observed in visomotor skills, without

embargo, here the visomotor coordination is at an adequate level for

his chronological age.
Luis recognizes the different shapes presented to him, but he has
difficulty in disregarding extraneous stimuli and this does not allow him/her to focus his/her

interest in a specific stimulus. In these aspects they are extremely important

in the process of learning to read and write and are associated with some problems
that the child currently presents, such as: reading and writing. Throughout the
the evaluation was restless and desperate to finish.
 PROGRESSIVE MATRICES TEST, RAVEN COLORED SCALE

INTERPRETATION OF RESULTS

Progressive Matrices test, colored scale RAVEN

AGE: SCORE SCORE PERCENTILE:

6.11 years 15 TOTAL: 36 OBTAINED: 50
minutes 27

DISCREPANCIES DIAGNOSIS: MEDIUM TERM

-1,+1,0 III

The child has an average general intelligence which indicates to us

a good ability to deduce from the general to the particular. In this test, it
they present problems for solving deductive reasoning exercises and the child
knows how to discriminate the shape of figures and strokes. Has the ability to group
these parts and form a whole; regularly manage the sequences of the
figures to find a logic. There are many types of intelligence, in this
the test only evaluates one type.

LANGUAGE

His language does not correspond to his chronological age.

It is difficult for him/her to express himself/herself correctly when asked something.

He/She does not have verbal fluency.

His vocabulary is poor.

Difficulties in repeating some words like: Sardanapalus,
misunderstood
MEMORY
His memory is short-term
He finds it difficult to evoke a short and simple story.
To evoke objects after observing them for only 30 seconds
it evokes 50% of the figures presented, which does not correspond to his age
chronological.
To evoke simple words after repeating them presents
difficulties.

WRITING AND READING

Regularly handles the letters of the alphabet but there are letters that he does not.
pronounce quickly.
Copy sentences slowly and some in a regular manner.
Does not handle the formation of syllables

Does not read any simple or compound word.

In the letter dictation, they write them with difficulties in the middle of the alphabet.
Does not cut appropriately for their chronological age
He has no interest in reading or writing.

DIAGNOSIS

Luis Felipe is a very restless boy who does not behave like a child of
Almost 7 years old, he believes he lives in a world of fantasies, for him everything is playing and school.

he/she does not like it, does not understand why he/she has to read and write, in general does not know the

importance of attending school. His intelligence is average, but his level of

maturity is not suitable for his chronological age, besides his insecurity,
inferiority and anxiety that she presents. Her strokes are clumsy, she perceives them as

a different way than reality, especially one that constantly wants to play and diverts its
attention to other things.
Therefore, Luis shows EMOTIONAL IMMaturity WITH POSSIBLE
NEUROLOGICAL IMMATURENESS.
 RECOMMENDATIONS

Continue in psychological therapy for the emotional immaturity displayed.

Attend a consultation for a possible brain mapping due to potential damage
neurological.
Attend school regularization to encourage the habit of doing homework independently.
alone, with a schedule, where there are limits and the appropriate space without

distractions.
Avoid extra activities outside of education and home.
Try to let him organize his school supplies in his backpack (take them out and
put them in) and make him aware that if he forgets something it is his
responsibility and no one else's.
Modify the family dynamic
Make him aware that as a member of the family he has a role and it
performed adequately.
He is a child, and that doesn't mean he should be spoiled at home, nor have everything satisfied for him.

whatever he asks for.

Develop a calendar or schedule of activities that includes everything.

those activities that are favorable for the child's development. They must
set fixed schedules for meals, sleep, personal hygiene, and tasks
household chores, entertainment, study, etc., in such a way that they are developed

habits.
Punish unwanted behaviors in a timely manner.
Establish limits for greater functioning and thus respect the rules.
Work with the entire family on the tasks set by the psychologist.
(FAMILY THERAPY) to achieve a modification of behavior.
Modify the way they address Luis Felipe, it should not be in a
tone of tenderness or very soft; the language has to be clear and firm.
___________________________________
ANA LILA ZÁRATE GONZÁLEZ
LICENSED IN PSYCHOLOGY