Psychoeducational Evaluation and Profiling Using the Educational Therapy Framework: A Case Study

Abstract

This case study presents a comprehensive psychoeducational evaluation of an eleven-year-old Chinese boy, referred to as LH, who has co-occurring Attention-Deficit/Hyperactivity Disorder (ADHD) and Tourette Syndrome. The evaluation was conducted using the Hierarchy Model within the Educational Therapy framework. Cognitive assessment with the Wechsler Intelligence Scale for Children (WISC) revealed that LH demonstrates strengths in visuospatial reasoning, concept formation, and factual knowledge. At the same time, he shows weaknesses in attention, sequential processing, short-term memory, abstract reasoning, and processing speed. WISC-derived profiles indicated potential learning difficulties, particularly in reading, arithmetic, and multi-step problem-solving. Socio-emotional assessment using the Strengths and Difficulties Questionnaire for Children indicated that LH experiences significant difficulties in peer relationships. He shows limited social motivation and faces challenges in establishing and maintaining stable interactions. These social vulnerabilities can be understood in the context of LH’s cognitive and neurodevelopmental profile. Attention deficits, executive function weaknesses, and the presence of tics contribute to social challenges and may increase the risk of peer isolation. In summary, this case study demonstrates how the Hierarchy Model within the Educational Therapy framework can systematically integrate multi-domain assessment data to generate a comprehensive psycho-educational profile. Unlike conventional approaches that focus on isolated cognitive scores or single-domain academic outcomes, this model offers a holistic understanding of children’s challenges, the underlying processes contributing to them, and potential avenues for individualized intervention planning.