Steven enters the school psychologist’s office with a frown, grumbling to himself. His teacher, Ms. Marta, has suggested that he visit the school psychologist for help understanding and treating his academic problems. Steven is a bright fifth grader, but he has great difficulties reading and his mathematics skills lag far behind his peers. Ms. Marta contacts Steven’s mother, reassuring her that the school has excellent resources for diagnosing children’s learning problems and special education professionals who can intervene and help children overcome learning difficulties.The school psychologist interviews Steven’s mother in order to compile a history of Steven’s development. Through this interview he learns that Steven suffered a great deal of trauma early in life; as an
infant he was physically abused by his biological mother, then taken away and placed in foster care. At age 3 he was adopted into a middle class, suburban family with two older, non-adopted, children.As we have seen, each developmental theory has a unique emphasis. How might each theory address Steven’s academic difficulties? How would cognitively oriented theories, such as Piaget’s cognitive-developmental theory and information processing theory, account for and intervene with Steven’s difficulties?
What will be an ideal response?
Suggested Answer: Piaget would look to see if Steven is performing in the correct stage. Information processing theorists would look at what has happened to him in his environment and how those experiences make him think and react to new situations.
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A rare disease that prevents sleep
a. often causes the person to develop manic-depression. b. usually occurs in two-week intervals. c. usually occurs in combination with Alzheimer's disease. d. always ends with stupor, coma, and death.
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