A Psychoeducational Evaluation of a Preschooler with Cognitive Weakness based on Cognitive Hypothesis Testing (CHT) Model

Arnold Chee Keong CHUA; Harjit SINGH

doi:10.64663/aet.46

Authors

Arnold Chee Keong CHUA Private Practice https://orcid.org/0009-0001-3069-2410
Harjit SINGH Merlion Paediatric Therapy Clinic, Singapore https://orcid.org/0000-0002-7234-7308

DOI:

https://doi.org/10.64663/aet.46

Keywords:

Cognitive hypothesis model, CHC theory, Cross-battery assessment, Patterns of strengths and weaknesses

Abstract

This article highlights a preschooler named GW, who struggles academically and has not responded well to previous intervention efforts due to cognitive weakness (weak cognitive processing). The authors performed a psychoeducational evaluation using Cognitive Hypothesis Testing Model from his previous assessment data (intellectual and academic) and then interpreted the results using the Cross-Battery Assessment approach. This approach allows the authors of this paper to measure a wider range of abilities that can only be represented by a single assessment battery by identifying GW’s patterns of strengths and weaknesses. Finally, targeted interventions are recommended based on the Cattell-Horn-Carroll (CHC) theory on human cognitive abilities to help GW cope with his academic weaknesses in school.

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