Paraphrase using your own words. based on the 3 paragraph below:
1.During the subtest, Trinity did not perform as well on questions that involved identifying rules. Specifically, she was not able to identify what the rule was for a drawing to be inside a box. As the complexity of the puzzle increased, Trinity made more errors in correctly identifying the rule. She struggled more with identifying a rule that had to do with shape (square/round), size (big/small), or number (0/1/2). She was however able to correctly identify a rule that pertained to color. I think that the cognitive skill that might have impacted this performance would be her higher order thinking, specifically her problem solving. She was good at identifying color as a rule for what could be inside/outside a box but she could not think outside of that box, indicating a deficit in higher order thinking. This is indicative of her not understanding a problem holistically, just focusing on one part of the problem at a time.She may also struggle with her concept formation, where she is unable to organize seemingly disparate objects into the same category. This is seen by her lack of an ability to bring together all 4 categories into one rule. She could also be facing a deficit in attention, specifically stamina, as she struggled more with questions later on and became more restless as the test moved on.
2.Trinity exhibited increasing movements as the test progressed, where she put her head down, looked at the teacher for a long period of time, squinted, and rocked her body back and forth prior to answering the prompt. Oftentimes, Trinity also hesitated to answer a question and paused frequently to look at the teacher before answering the prompt. This behavior may be related to mental energy, because mental energy impacts Trinity’s ability to consistently focus for an extended period of time. Some of Trinity’s mistakes seem to be a result of her restlessness when completing tasks that appear to not be highly stimulating or interesting (i.e. question #13 asked “What is the rule for a drawing to be inside a box?” and Trinity pauses to look at the teacher before answering). These behaviors may be related to processing, which impacts an individual’s ability to “perform consistently on tasks that require repetitive actions” (Yellin, 2016).
3. Based on the results of Trinity sub test assessment, Reading in class for a long period of time might be difficult for her, because she will lose focus. She will start to get fidgety while in class. This might make her not grasp the information that is being taught in the classroom. Trinity might also have difficulty sustaining mental energy needed to complete tasks that are given in the classroom. Coming up with different strategies to help Trinity while she is in the classroom is key to help support her learning. Since she needs support with staying on task. Something that will be easy for Trinity would be if the content is interesting to her she will stay on task.
